Mike Reed (IoE)
The presentation draws upon published work, all of which was conducted in the company of others and underpinned by an agreed ethical protocol. It suggests that Early Childhood Education (ECE) practitioners engage in meaningful reflective practice which can be made visible through negotiated collaborative research with students. It describes the methodology and methods used and the value of engaging in collaborative inquiry. It reveals how practitioners are acquiring knowledge and constructing knowledge and the impact of this on practice.