Jacky Tyrie
Biographic Data
| ID | 374072 |
|---|---|
| NAME | Jacky Tyrie |
| GIVEN NAMES | Jacky |
| FAMILY NAME | Tyrie |
| SIGNATURE | TYRIE J |
| AFFILIATIONS | Swansea University |
| ORCID | 0000-0002-6419-5391 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Participative rights in Welsh primary schools
This paper presents the findings from the initial stage of an Economic and Social Research Council (ESRC) funded project which examines the pedagogic practices that embed young children’s participative rights in lower primary classrooms in Wales. An evaluation of relevant legislation and policy in Wales from 2000 to 2022 was undertaken to explicate the positioning of teachers and their responsibilities regarding children’s participative rights. D…
Types of talk with young children, aged 4-5 years, within woodland free play
While classroom talk has been the subject of much research, particularly with primary aged children, the study of talk in contexts outside of the classroom and with younger children is under-researched. This study examined the child-child talk of 4–5-year-olds in the context of free play within a woodland setting. Free play was chosen as it presents elements of choice and autonomy in play and the opportunity for children to engage in child-led pl…
Questioning 'voice' and silence
There has been much debate around the 'voice' of the child in qualitative research. This paper contributes to these discussions by drawing on the philosophy of Reggio Emilia, which emphasizes dialogical encounters that recognize the value of children's subjectivities. The paper critically reflects on a qualitative study of primary education during the COVID-19 pandemic that involved children aged 5-7 (n = 30), teachers (n = 6) and parents and car…
Constructing child participation in early years classrooms
This paper addresses the research problem that arises from evidence that, despite supportive policy contexts, enactment of pedagogies that attend to young children's participation rights in classroom settings is highly variable. We report our exploration of the ways in which the child, and child participation are constructed in early education settings in Wales, where legislation and policy around children's rights has been a key feature of the W…
Can you Hear me? Problematising the Enactment of uncrc Article 12 in Welsh Early Years Classrooms
This paper explores teacher enactment of the uncrc Article 12, a child’s right to participate and give their view within the context of Welsh early years settings (children aged three to seven). A rights-based perspective is adopted in which children are positioned as agentic and active meaning makers. Qualitative data was generated via observations, interviews and documentary analysis with data from three teachers presented here. Findings sugges…
Oh no, the stick keeps falling!’
It is widely accepted that play and ‘free play’ in particular, is beneficial to young children’s holistic development. However, there is a lack of evidence of the role that the natural environment can have in relation to young children’s play. This study examined the elements of ‘free play’ of children aged 4–5 years within a woodland university campus setting. The children chose to wear camera glasses which recorded both the gaze and speech of t…
Children’s Perceptions of Their Access to Rights in Wales
This paper explores children’s perceptions of gender and age as factors in accessing their rights. While much is known about the policy agenda and legal rights of children in Wales (Williams 2013), there is limited evidence about the experiences of children themselves. This article uses the child-friendly, ten Extending Entitlements (The National Assembly for Wales, 2000) to measure children’s experiences of accessing their rights. Data presented…
Student involvement in the UK sex industry
The Student Sex Work Project was set up in 2012 in the United Kingdom (UK) to locate students who are involved in the sex industry, to discover their motivations and needs, and in doing so provide an evidence base to consider the development of policy and practice within Higher Education. As part of this initiative, a large survey was undertaken comprising students from throughout the UK. Reporting on the findings from this survey, the article sh…
Student involvement in the UK sex industry
The Student Sex Work Project was set up in 2012 in the United Kingdom (UK) to locate students who are involved in the sex industry, to discover their motivations and needs, and in doing so provide an evidence base to consider the development of policy and practice within Higher Education. As part of this initiative, a large survey was undertaken comprising students from throughout the UK. Reporting on the findings from this survey, the article sh…
Can you Hear me? Problematising the Enactment of uncrc Article 12 in Welsh Early Years Classrooms
This paper explores teacher enactment of the uncrc Article 12, a child’s right to participate and give their view within the context of Welsh early years settings (children aged three to seven). A rights-based perspective is adopted in which children are positioned as agentic and active meaning makers. Qualitative data was generated via observations, interviews and documentary analysis with data from three teachers presented here. Findings sugges…
Student involvement in the UK sex industry
The Student Sex Work Project was set up in 2012 in the United Kingdom (UK) to locate students who are involved in the sex industry, to discover their motivations and needs, and in doing so provide an evidence base to consider the development of policy and practice within Higher Education. As part of this initiative, a large survey was undertaken comprising students from throughout the UK. Reporting on the findings from this survey, the article sh…
Children’s Perceptions of Their Access to Rights in Wales
This paper explores children’s perceptions of gender and age as factors in accessing their rights. While much is known about the policy agenda and legal rights of children in Wales (Williams 2013), there is limited evidence about the experiences of children themselves. This article uses the child-friendly, ten Extending Entitlements (The National Assembly for Wales, 2000) to measure children’s experiences of accessing their rights. Data presented…
Oh no, the stick keeps falling!’
It is widely accepted that play and ‘free play’ in particular, is beneficial to young children’s holistic development. However, there is a lack of evidence of the role that the natural environment can have in relation to young children’s play. This study examined the elements of ‘free play’ of children aged 4–5 years within a woodland university campus setting. The children chose to wear camera glasses which recorded both the gaze and speech of t…
Can you Hear me? Problematising the Enactment of uncrc Article 12 in Welsh Early Years Classrooms
This paper explores teacher enactment of the uncrc Article 12, a child’s right to participate and give their view within the context of Welsh early years settings (children aged three to seven). A rights-based perspective is adopted in which children are positioned as agentic and active meaning makers. Qualitative data was generated via observations, interviews and documentary analysis with data from three teachers presented here. Findings sugges…
Constructing child participation in early years classrooms
This paper addresses the research problem that arises from evidence that, despite supportive policy contexts, enactment of pedagogies that attend to young children's participation rights in classroom settings is highly variable. We report our exploration of the ways in which the child, and child participation are constructed in early education settings in Wales, where legislation and policy around children's rights has been a key feature of the W…
Participative rights in Welsh primary schools
This paper presents the findings from the initial stage of an Economic and Social Research Council (ESRC) funded project which examines the pedagogic practices that embed young children’s participative rights in lower primary classrooms in Wales. An evaluation of relevant legislation and policy in Wales from 2000 to 2022 was undertaken to explicate the positioning of teachers and their responsibilities regarding children’s participative rights. D…
Types of talk with young children, aged 4-5 years, within woodland free play
While classroom talk has been the subject of much research, particularly with primary aged children, the study of talk in contexts outside of the classroom and with younger children is under-researched. This study examined the child-child talk of 4–5-year-olds in the context of free play within a woodland setting. Free play was chosen as it presents elements of choice and autonomy in play and the opportunity for children to engage in child-led pl…
Questioning 'voice' and silence
There has been much debate around the 'voice' of the child in qualitative research. This paper contributes to these discussions by drawing on the philosophy of Reggio Emilia, which emphasizes dialogical encounters that recognize the value of children's subjectivities. The paper critically reflects on a qualitative study of primary education during the COVID-19 pandemic that involved children aged 5-7 (n = 30), teachers (n = 6) and parents and car…
Children's Rights and Participation (7 works) · Psychology (5 works) · Sociology (5 works) · Early Childhood Education and Development (4 works) · Political science (4 works) · Gender Studies (3 works) · Geography (3 works) · Pedagogy (3 works) · Welsh (3 works) · Art (2 works)