Carla Solvason
Biographic Data
| ID | 6739025 |
|---|---|
| NAME | Carla Solvason |
| GIVEN NAMES | Carla |
| FAMILY NAME | Solvason |
| SIGNATURE | SOLVASON C |
| AFFILIATIONS | University of Worcester |
| ORCID | 0000-0003-3072-0079 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Heading for burnout
Over recent years there has been a raft of literature drawing attention to the inequity of working conditions for those in the Early Childhood Education and Care (ECEC) sector in England; however, it remains rare that we have the opportunity to hear the voices of the practitioners telling their own story. Through an online anonymous survey, we gained rich qualitative data from 59 ECEC practitioners in England who discussed feeling disillusionment…
“Oh … that Mommy needs a bit of help as well”
Purpose This research explored the impact that the relatively new role of the Health and Wellbeing Lead upon the health and wellbeing of children and their families at this school. Design/methodology/approach This case study took place in a primary school (children aged 4–11) in the South-West of England. Data was collected through activities with children, semi-structured interviews with senior staff and parents and a “learning walk”. Findings O…
It’s a struggle’ – the role of the school Health and Well-being Lead in supporting families in poverty
This article explores one primary school’s response to addressing poverty experienced by children and families, within a post-Covid context. It draws on a small-scale qualitative case study exploring the role of the Health and Well-being Lead (HWBL) in a primary school in a relatively affluent market town in the south-east of England. A psychoanalytical approach was taken to understand the data drawing on the researchers different situated experi…
Preparing university students for the moral responsibility of early years education
This research collected the voices of students in a UK university, better to understand their perception of their ‘moral responsibility’ as trainee early years educators. The UK Early Years Framework states that practitioners will instil in young children an understanding of what is ‘right and wrong’. This is a formidable expectation in itself; yet early years educators are also expected to work ethically, sensitively and respectfully with a wide…
What is it that we still don’t get? – Relational pedagogy and why relationships and connections matter in early childhood
Within this literature-based article the authors consider the importance and power of relationships, within the field of early years education and care (ECEC). Drawing on the lenses of attachment and development theory, alongside current literature and research, the authors critically explore the significance of relationships in child development, including the crucial role that they play in general physical and emotional health and development, …
The Messiness of Ethics in Education
This article considers the multifaceted concept of ethics and how, despite being a familiar notion within education, it is still much contested within literature and professional practice. Drawing on postmodern, feminist and political literature, the authors explore (re)conceptualisations of ethics and ethicality in relation to ethical identity, professionalism and practice. Applying philosophical and metaphorical tools, such as the rhizome and n…
‘What is left…?’
This TACTYC funded research highlights the role that Maintained Nursery Schools (MNS) play in supporting families within areas of extreme social deprivation in the UK. Data collected through survey and interview demonstrated the positive impact that these schools have upon disadvantaged children and their families, providing a breadth and depth of ongoing care, against a backdrop of ongoing fiscal cuts and uncertainty. Often this provision was in…
The role of emotions in building new knowledge and developing young children’s understanding
This article considers the role of emotions in the creation of new knowledge and the development of young children’s minds. Drawing on recent literature relating to emotions and emotional development and recent research into rhizomatic thinking, the authors argue that emotions are more important within cognitive development than is currently recognised. They challenge the traditional propensity for prioritising rationality and essentialism within…
Breaking the silence
Within western society over the past 30 years, a vivid picture has emerged of exactly what a ‘good’ parent looks like. This ideal parent works hard in order to contribute to the economic well-being of the nation at the same time as having abundant time for the nurture and educational development of their child. This parent does not question or challenge, but rather silently supports the superior knowledge of researchers, policymakers and educatio…
What is it that we still don’t get? – Relational pedagogy and why relationships and connections matter in early childhood
Within this literature-based article the authors consider the importance and power of relationships, within the field of early years education and care (ECEC). Drawing on the lenses of attachment and development theory, alongside current literature and research, the authors critically explore the significance of relationships in child development, including the crucial role that they play in general physical and emotional health and development, …
Breaking the silence
Within western society over the past 30 years, a vivid picture has emerged of exactly what a ‘good’ parent looks like. This ideal parent works hard in order to contribute to the economic well-being of the nation at the same time as having abundant time for the nurture and educational development of their child. This parent does not question or challenge, but rather silently supports the superior knowledge of researchers, policymakers and educatio…
Breaking the silence
Within western society over the past 30 years, a vivid picture has emerged of exactly what a ‘good’ parent looks like. This ideal parent works hard in order to contribute to the economic well-being of the nation at the same time as having abundant time for the nurture and educational development of their child. This parent does not question or challenge, but rather silently supports the superior knowledge of researchers, policymakers and educatio…
‘What is left…?’
This TACTYC funded research highlights the role that Maintained Nursery Schools (MNS) play in supporting families within areas of extreme social deprivation in the UK. Data collected through survey and interview demonstrated the positive impact that these schools have upon disadvantaged children and their families, providing a breadth and depth of ongoing care, against a backdrop of ongoing fiscal cuts and uncertainty. Often this provision was in…
The role of emotions in building new knowledge and developing young children’s understanding
This article considers the role of emotions in the creation of new knowledge and the development of young children’s minds. Drawing on recent literature relating to emotions and emotional development and recent research into rhizomatic thinking, the authors argue that emotions are more important within cognitive development than is currently recognised. They challenge the traditional propensity for prioritising rationality and essentialism within…
The Messiness of Ethics in Education
This article considers the multifaceted concept of ethics and how, despite being a familiar notion within education, it is still much contested within literature and professional practice. Drawing on postmodern, feminist and political literature, the authors explore (re)conceptualisations of ethics and ethicality in relation to ethical identity, professionalism and practice. Applying philosophical and metaphorical tools, such as the rhizome and n…
Preparing university students for the moral responsibility of early years education
This research collected the voices of students in a UK university, better to understand their perception of their ‘moral responsibility’ as trainee early years educators. The UK Early Years Framework states that practitioners will instil in young children an understanding of what is ‘right and wrong’. This is a formidable expectation in itself; yet early years educators are also expected to work ethically, sensitively and respectfully with a wide…
What is it that we still don’t get? – Relational pedagogy and why relationships and connections matter in early childhood
Within this literature-based article the authors consider the importance and power of relationships, within the field of early years education and care (ECEC). Drawing on the lenses of attachment and development theory, alongside current literature and research, the authors critically explore the significance of relationships in child development, including the crucial role that they play in general physical and emotional health and development, …
“Oh … that Mommy needs a bit of help as well”
Purpose This research explored the impact that the relatively new role of the Health and Wellbeing Lead upon the health and wellbeing of children and their families at this school. Design/methodology/approach This case study took place in a primary school (children aged 4–11) in the South-West of England. Data was collected through activities with children, semi-structured interviews with senior staff and parents and a “learning walk”. Findings O…
It’s a struggle’ – the role of the school Health and Well-being Lead in supporting families in poverty
This article explores one primary school’s response to addressing poverty experienced by children and families, within a post-Covid context. It draws on a small-scale qualitative case study exploring the role of the Health and Well-being Lead (HWBL) in a primary school in a relatively affluent market town in the south-east of England. A psychoanalytical approach was taken to understand the data drawing on the researchers different situated experi…
Heading for burnout
Over recent years there has been a raft of literature drawing attention to the inequity of working conditions for those in the Early Childhood Education and Care (ECEC) sector in England; however, it remains rare that we have the opportunity to hear the voices of the practitioners telling their own story. Through an online anonymous survey, we gained rich qualitative data from 59 ECEC practitioners in England who discussed feeling disillusionment…
Early Childhood Education and Development (8 works) · Political science (7 works) · Psychology (7 works) · Sociology (7 works) · Pedagogy (5 works) · Children's Rights and Participation (4 works) · Economic growth (3 works) · Family and Disability Support Research (3 works) · Medicine (3 works) · Social Psychology (3 works)