Kayla Halls
Biographic Data
| ID | 6739205 |
|---|---|
| NAME | Kayla Halls |
| GIVEN NAMES | Kayla |
| FAMILY NAME | Halls |
| SIGNATURE | HALLS K |
| AFFILIATIONS | Middlesex University |
| ORCID | 0000-0002-5105-8793 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Improving Baby Room Practice
High-quality practice with children aged 0–2 is foundational to early development, yet the qualifications that prepare early childhood educators in England pay limited attention to baby room practice. This article examines whether current qualification pathways support educators to work confidently and effectively with babies, drawing on 16 focus groups with 207 baby room educators and nursery managers. While qualifications are a key lever for im…
A Froebelian-inspired vision of professional learning in early childhood education and care
This article presents a vision of professional learning specific to the early childhood sector. To do this, we draw on interviews with 40 Froebelian-inspired early childhood leaders from around the world. Our findings are presented as follows: (1) Professional learning is continuous, and continuous learning is enabled by time; (2) Professional learning involves reflection, and reflection is prompted by playful and critical connection; and (3) Pro…
Early Years leadership development during workforce crisis
There is growing global recognition of the contribution that leadership development can make to improving quality and outcomes in the Early Years (EY) education sector. UK governments are responding to such evidence through the creation of new national qualifications for EY professionals across the sector and the expansion of publicly funded digitally mediated leadership development. At the same time, the sector is experiencing an acute workforce…
Constructions of babyhood among baby room leaders in the UK
The research presented in this article scrutinises how baby room leaders construct babyhood and how this impacts their practice. Our research feeds into a growing body of research that challenges the dominant developmentalist paradigm in early childhood education and care (ECEC) and instead highlights possibilities for self-determination, agency and reciprocity in the baby room. Through an inductive thematic analysis applied to 15 interviews with…
No prominent works on this page.
Early Years leadership development during workforce crisis
There is growing global recognition of the contribution that leadership development can make to improving quality and outcomes in the Early Years (EY) education sector. UK governments are responding to such evidence through the creation of new national qualifications for EY professionals across the sector and the expansion of publicly funded digitally mediated leadership development. At the same time, the sector is experiencing an acute workforce…
Constructions of babyhood among baby room leaders in the UK
The research presented in this article scrutinises how baby room leaders construct babyhood and how this impacts their practice. Our research feeds into a growing body of research that challenges the dominant developmentalist paradigm in early childhood education and care (ECEC) and instead highlights possibilities for self-determination, agency and reciprocity in the baby room. Through an inductive thematic analysis applied to 15 interviews with…
Improving Baby Room Practice
High-quality practice with children aged 0–2 is foundational to early development, yet the qualifications that prepare early childhood educators in England pay limited attention to baby room practice. This article examines whether current qualification pathways support educators to work confidently and effectively with babies, drawing on 16 focus groups with 207 baby room educators and nursery managers. While qualifications are a key lever for im…
A Froebelian-inspired vision of professional learning in early childhood education and care
This article presents a vision of professional learning specific to the early childhood sector. To do this, we draw on interviews with 40 Froebelian-inspired early childhood leaders from around the world. Our findings are presented as follows: (1) Professional learning is continuous, and continuous learning is enabled by time; (2) Professional learning involves reflection, and reflection is prompted by playful and critical connection; and (3) Pro…
Early Childhood Education and Development (3 works) · Professional development (3 works) · Early childhood (2 works) · Early childhood education (2 works) · Innovative Education and Learning Practices (2 works) · Pedagogy (2 works) · Political science (2 works) · Public relations (2 works) · Sociology (2 works) · Business (1 work)