Sue Robson
Biographic Data
| ID | 5016870 |
|---|---|
| NAME | Sue Robson |
| GIVEN NAMES | Sue |
| FAMILY NAME | Robson |
| SIGNATURE | ROBSON S |
| AFFILIATIONS | Newcastle University |
| ORCID | 0000-0002-1396-367X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Children's perspectives of learning through play in the majority world: Findings from Bangladesh, Colombia and Uganda
As efforts to use learning through play (LtP) expand globally, it is important to explore how children's perspectives impact the efficacy and experience of this pedagogical approach. LtP has been conceptualized as a spectrum from free play to guided play to teacher‐directed play. This spectrum describes different ways in which play happens—with varying levels of adult support—and acknowledges that children's agency is characterized by choice and …
Internationalization at home: Internationalizing the university experience of staff and students
Internationalization has become a key strategic priority of many universities around the world. It is frequently regarded as a means to enhance the quality of higher education through strategic partnerships, collaborative research and teaching initiatives, for knowledge exchange and creation. Higher education internationalization often focuses primarily on the mobility of both staff and students as a means to improve their international outlook a…
Self‐regulation and metacognition in young children: Does it matter if adults are present or not
This paper brings together two areas of considerable interest to researchers, practitioners and policy makers: young children's developing self‐regulation and metacognition, and the impact of adult (practitioner) presence or absence on their behaviour and learning. One hundred and twenty‐eight observations of 29 children aged 4–5 years in a reception class were analysed using a behavioural coding scheme. While the data show that adult presence an…
Ownership and autonomy in early learning: The Froebel Research Fellowship project, 2002–2015
This article provides a brief review of the main phases and findings of the Froebel Research Fellowship project, which has been funded by the Froebel Trust (previously the Incorporated Froebel Educational Institute) since 2002. The project is investigating the extent to which Froebelian ideals, such as the notion that children’s knowledge should grow from within rather than from outside the child, might be met within the demands of contemporary e…
The Analysing Children's Creative Thinking framework: Development of an observation‐led approach to identifying and analysing young children's creative thinking
Increased international recognition of the value of supporting creative thinking suggests the value of development of approaches to its identification in children. Development of an observation‐led framework, the Analysing Children's Creative Thinking ( ACCT ) framework, is described, and a case made for the validity of inferring creative thinking in young children from observations of their behaviour in meaningful, everyday contexts. The paper i…
Self-regulation and early school success
Internationalization of British Universities: Learning from the Experiences of International Counselling Students
Producing and Using Video Data in the Early Years: Ethical Questions and Practical Consequences in Research with Young Children
This article considers ethical questions and practical challenges arising from the production of video data with young children, and suggests that such considerations are reciprocal and that video data should be seen as constructed collaboratively by all participants. Video data can be a valuable means of eliciting children’s perspectives, but it raises particular issues of consent and confidentiality. Opportunities for young children to use vide…
Moving towards inclusive education policies and practices? Basic education for Aids orphans and other vulnerable children in Zambia
The global spread of HIV and AIDS has presented a major threat to development, affecting the health of the poor and many aspects of social and economic development. The greatest impact of the epidemic has been felt in sub‐Saharan Africa, and Zambia ranks among the worst hit countries. The Free Basic Education Policy in Zambia upholds the right of all children to a universal basic education. This study explored staff and student perceptions of the…
Theories of Inclusion, Theories of Schools: Deconstructing and reconstructing the ‘inclusive school’
The Government's recent commitment to inclusive education aligns English policy in special needs education with the international inclusion movement. One of the founding assumptions of that movement is that mainstream schools can and should develop structures and practices which will allow them to respond more fully to the diversity of their pupil populations. This article reports a study of four comprehensive schools seeking to develop in this m…
Self‐regulation and metacognition in young children: Does it matter if adults are present or not
This paper brings together two areas of considerable interest to researchers, practitioners and policy makers: young children's developing self‐regulation and metacognition, and the impact of adult (practitioner) presence or absence on their behaviour and learning. One hundred and twenty‐eight observations of 29 children aged 4–5 years in a reception class were analysed using a behavioural coding scheme. While the data show that adult presence an…
Theories of Inclusion, Theories of Schools: Deconstructing and reconstructing the ‘inclusive school’
The Government's recent commitment to inclusive education aligns English policy in special needs education with the international inclusion movement. One of the founding assumptions of that movement is that mainstream schools can and should develop structures and practices which will allow them to respond more fully to the diversity of their pupil populations. This article reports a study of four comprehensive schools seeking to develop in this m…
Internationalization at home: Internationalizing the university experience of staff and students
Internationalization has become a key strategic priority of many universities around the world. It is frequently regarded as a means to enhance the quality of higher education through strategic partnerships, collaborative research and teaching initiatives, for knowledge exchange and creation. Higher education internationalization often focuses primarily on the mobility of both staff and students as a means to improve their international outlook a…
The Analysing Children's Creative Thinking framework: Development of an observation‐led approach to identifying and analysing young children's creative thinking
Increased international recognition of the value of supporting creative thinking suggests the value of development of approaches to its identification in children. Development of an observation‐led framework, the Analysing Children's Creative Thinking ( ACCT ) framework, is described, and a case made for the validity of inferring creative thinking in young children from observations of their behaviour in meaningful, everyday contexts. The paper i…
Moving towards inclusive education policies and practices? Basic education for Aids orphans and other vulnerable children in Zambia
The global spread of HIV and AIDS has presented a major threat to development, affecting the health of the poor and many aspects of social and economic development. The greatest impact of the epidemic has been felt in sub‐Saharan Africa, and Zambia ranks among the worst hit countries. The Free Basic Education Policy in Zambia upholds the right of all children to a universal basic education. This study explored staff and student perceptions of the…
Theories of Inclusion, Theories of Schools: Deconstructing and reconstructing the ‘inclusive school’
The Government's recent commitment to inclusive education aligns English policy in special needs education with the international inclusion movement. One of the founding assumptions of that movement is that mainstream schools can and should develop structures and practices which will allow them to respond more fully to the diversity of their pupil populations. This article reports a study of four comprehensive schools seeking to develop in this m…
Moving towards inclusive education policies and practices? Basic education for Aids orphans and other vulnerable children in Zambia
The global spread of HIV and AIDS has presented a major threat to development, affecting the health of the poor and many aspects of social and economic development. The greatest impact of the epidemic has been felt in sub‐Saharan Africa, and Zambia ranks among the worst hit countries. The Free Basic Education Policy in Zambia upholds the right of all children to a universal basic education. This study explored staff and student perceptions of the…
Producing and Using Video Data in the Early Years: Ethical Questions and Practical Consequences in Research with Young Children
This article considers ethical questions and practical challenges arising from the production of video data with young children, and suggests that such considerations are reciprocal and that video data should be seen as constructed collaboratively by all participants. Video data can be a valuable means of eliciting children’s perspectives, but it raises particular issues of consent and confidentiality. Opportunities for young children to use vide…
Internationalization of British Universities: Learning from the Experiences of International Counselling Students
Ownership and autonomy in early learning: The Froebel Research Fellowship project, 2002–2015
This article provides a brief review of the main phases and findings of the Froebel Research Fellowship project, which has been funded by the Froebel Trust (previously the Incorporated Froebel Educational Institute) since 2002. The project is investigating the extent to which Froebelian ideals, such as the notion that children’s knowledge should grow from within rather than from outside the child, might be met within the demands of contemporary e…
The Analysing Children's Creative Thinking framework: Development of an observation‐led approach to identifying and analysing young children's creative thinking
Increased international recognition of the value of supporting creative thinking suggests the value of development of approaches to its identification in children. Development of an observation‐led framework, the Analysing Children's Creative Thinking ( ACCT ) framework, is described, and a case made for the validity of inferring creative thinking in young children from observations of their behaviour in meaningful, everyday contexts. The paper i…
Self-regulation and early school success
Self‐regulation and metacognition in young children: Does it matter if adults are present or not
This paper brings together two areas of considerable interest to researchers, practitioners and policy makers: young children's developing self‐regulation and metacognition, and the impact of adult (practitioner) presence or absence on their behaviour and learning. One hundred and twenty‐eight observations of 29 children aged 4–5 years in a reception class were analysed using a behavioural coding scheme. While the data show that adult presence an…
Internationalization at home: Internationalizing the university experience of staff and students
Internationalization has become a key strategic priority of many universities around the world. It is frequently regarded as a means to enhance the quality of higher education through strategic partnerships, collaborative research and teaching initiatives, for knowledge exchange and creation. Higher education internationalization often focuses primarily on the mobility of both staff and students as a means to improve their international outlook a…
Children's perspectives of learning through play in the majority world: Findings from Bangladesh, Colombia and Uganda
As efforts to use learning through play (LtP) expand globally, it is important to explore how children's perspectives impact the efficacy and experience of this pedagogical approach. LtP has been conceptualized as a spectrum from free play to guided play to teacher‐directed play. This spectrum describes different ways in which play happens—with varying levels of adult support—and acknowledges that children's agency is characterized by choice and …
Psychology (8 works) · Pedagogy (6 works) · Sociology (6 works) · Early Childhood Education and Development (5 works) · Political science (5 works) · Medicine (4 works) · Children's Rights and Participation (3 works) · Developmental psychology (3 works) · Social Psychology (3 works) · Child Development and Digital Technology (2 works)