The Role of a Childminder in Supporting and Promoting Child-Initiated Play Among 3-4-Year-Old Children

This research investigates the role of a Childminder in supporting and promoting child-initiated play among 3-4-year-old children. The report includes a literature review on the importance of child-initiated play and the role of the childminder in childcare. The research aims to understand the dynamics of child-initiated play, evaluate the relevance of child-initiated play to child development, and investigate the Childminder’s contributions in promoting child-initiated play.

RESEARCH METHODS PART 1 STUDENT I.D.
The role of a Childminder in supporting
and promoting child-initiated play among
3-4-year-old children
1

RESEARCH METHODS PART 1 STUDENT I.D.
Table of Contents
Chapter-1 Introduction..............................................................................................................3
Introduction...........................................................................................................................3
Research background.............................................................................................................3
Research rational...................................................................................................................4
Aims and objective.................................................................................................................5
Chapter-2 Literature review.......................................................................................................5
Chapter-3 Methodology.............................................................................................................7
Reference.................................................................................................................................11
2

RESEARCH METHODS PART 1 STUDENT I.D.
Chapter-1 Introduction
Introduction
The child initiated play is one of the important approaches of learning at the earlier years of
the children. In this child-initiated play, the role of the Childminder is an important aspect
that needs to be investigated to improve the learning process of children. Child-initiated
play in simple terms could be the playing process where the selection of playmate, activity
and approach of play is the decision of the child (Craft et al., 2012). This child initiated play
when becomes the process of learning, have different dimensions in the process. In this
process the child’s learning pursuit and engagement is decided by the child, this play and
learning ownership gives the freedom to the child to subvert the purpose of the game to
other purpose; personal experience of the child is often brought into the play, role play
driven learning activity of the children which have the impression of adult-led playing rules
(Waters and Maynard, 2010). The Childminders are the professionals who are in charge of
childcare for certain hours of the day. Childminders would have to undergo certain training
and development activities for the job profiles at the local authority level; the inspection
and their registration is done by local authorities. The general role and responsibility of this
childcare profile are the child health and safety, quality care, contribution in the child’s
learning and playing process (Yates et al., 2014). The detailed job roles and responsibility
shows that there are strong differentiation points between Childminder and babysitting
jobs. The overall child care and development activity contribution from Childminder’s side
makes it important to investigate the Childminder’s role for the growth and developments
of child, but a wider investigation is not feasible in that direction, hence, the child-initiated
play is chosen in the current research to be investigated.
Research background
In recent times one of the significant and waited supports from the government came in the
form of entitlement for the ‘extended childcare’ and it is decided to be rolled out all over
England. The facility is offered to the working parents of the children who are between 3-4
years old (cambridgeshire.gov.uk. 2017). From last September 2017, these parents would
get government fund for the childcare and education for 30 hours for every week during this
3

RESEARCH METHODS PART 1 STUDENT I.D.
period (cambridgeshire.gov.uk. 2017). Here both parents need to be working for 16 hours
for every week at above the ‘national living wages’ but the yearly income must not cross
£100,000 per annum. On the other hand 15 hours per week early education would be
available to every 3-4-year-old children without considering the specific working status of
the parents (cambridgeshire.gov.uk. 2017). In these funded cases the registered
Childminder would be sent for the job. Considering this change in the legislation, the role of
Childminder for the overall development for a large section of children from England
becomes highly important. On the other hand, there is a debate on the application of the
adult-led and the child-initiated play approach of learning style for children. The play
initiated by the child is a supporting approach for the ideas of the child and proving
opportunity to the child for their learning process control (Swindells and Stagnitti, 2006).
This approach helps the child to gain experience in utilising resource and also gain
experience first-hand. This child initiated approach may sound that everything is done by
the child but in most cases the adult initiates these activities but the child gets the required
space to lead that from that point (Woods, 2017). Therefore for the childminder it is the
balancing act that is essential for the learning process of the child. Under these situation and
subject background, the current research has been planned to investigate the role of the
childminder for 3-4 year-old children and the child initiated play activity.
Research rational
The roles and importance of the childminder is already known and also investigated
academically. There are different roles and responsibility played by the childminder in their
regular work. Some studies in this regard have investigated the role of the childminder for
the childcare based on the home environment (Ang et al., 2016; Jackson and Jackson, 2013).
Therefore, the research took the holistic approach in the investigation of the childminder’s
role (O'Connell, 2011). There are also other researches that focused on the legislative
requirement for this sector. On the other hand there have been many researches that were
done to understand the role of the child-initiated play for the overall learning process of the
children (Craft et al., 2012; Swindells and Stagnitti, 2006; Woods, 2017). Focused research
on this subject has provided some important insights that are now in use for the child’s
learning process. But there is a need to investigate the child-initiated play and the role of
the childminder in this process. This specific focus of the childminder’s role for the child-
initiated play is a gap in the literature that the current research has found. Considering this
4

RESEARCH METHODS PART 1 STUDENT I.D.
gap the current research has plan to study the role of a Childminder in supporting and
promoting child-initiated play among 3-4-year-old children. This 3-4 years age group is
specifically selected by considering the legislative or the government support as discussed in
the research background section of the report.
Aims and objective
The main aim of this research is to investigate the role of a Childminder to support and
promote child-initiated play among 3-4-year-old children
Objectives
 To research the dynamics of child-initiated play
 To understand the Childminder’s contributions in promoting child-initiated play
 To evaluate the relevance of child-initiated play to the development of the child
Chapter-2 Literature review
The holistic development of a child is highly dependent on the educational environment and
also care provided to the child (UNESCO, 2014). There are also research reports that
suggested that the outcomes of the later year’s development for a child are related with the
learning experience of the early years (Tickell, 2011). The childcares that are based in the
home environment have different provision and because of that, it needs to be understood
specifically. According to Rusby et al (2013) the interaction between the child and the
caregiver, attitude of the caregiver is highly important for the school readiness, learning
process of the child and social behaviour of the child at later life. Therefore, the role of the
childminder is highly important for the child’s current and future learning and also social
behaviour, as the childminder is the primer caregiver during their service time.
According the Cohen and Uhry (2011) there is high relation among the free play or child
initiated play and literacy. Therefore the process of learning is highly impacted by the
process of playing for the children. According to Van Hoorn et al (2014) the process of play
needs to be at the centre of the curriculum development for children. There has been a
number of studies that have showed that the connections between different skill
development among the children and an important role of play process in that development
process. According to Rakoczy (2007) the play process is important for taking a perspective
5

RESEARCH METHODS PART 1 STUDENT I.D.
and also adjustment process at the school. On the other hand Piker (2013) stated that the
playing process is highly important for the language and communication related skills
development. For example the development of complex narrative, literacy, learning
language is influenced by the playing process. The study done by Ginsburg (2017) is more
focused on the math like general aptitude for development for the science related subjects
and skills. Therefore, the process of problem solving would also be highly impacted by the
playing process of the children. But in many cases the importance of the playing process is
ignored in the early development period of the child. The playing that is led by the adult, or
initiated by adults or initiated by the child, in all its form in many cases, gets less attention
from these practitioners as well as the school curriculum process. A study that is done by
Lynch (2015) especially the child initiated one is present at minimum level if not fully erased
from the child’s activity at the kindergarten level. This aspect shows the kind of importance
that is given to playing; especially child initiated one in the child’s development process at
the institutional level. One of the major reasons can be cited as the test-score-based
performance monitoring process (Nicholson et al., 2016).
The child initiated play has been investigated in different studies. According to Maynard et
al (2013a) one observation expressed that the duration of a child initiated approach of
playing lasts till the child feels the interest in that playing approach. Therefore, these types
of play are high on concentration and engagement. This makes the learning process more
effective in terms of the child-initiated playing process. The child approach of playing is
more useful to let the children explore their area of interests. This approach does not only
improve the learning opportunity but also let confidence grow within the child (Maynard et
al., 2013b). On the other has Dender and Stagnitti (2011) stated that the absence of the
adult in the play directing process would let the children take more responsibility and they
independently interact with each other, which result in better social skill development
among the children. This approach of playing and learning improves their skills in utilising
the resource properly, becoming more innovative (Maynard et al., 2013a). Therefore, it is
not only the adult led or initiated, but also the child-initiated play that plays a significant
part in the child’s cognitive and development process.
Before understanding the role of the childminder in the play and the learning process of the
children, the general role of the childminder needs to be analysed through different literary
6

RESEARCH METHODS PART 1 STUDENT I.D.
source. There was a debate among the academician about the role of the childminder and can
that be the substitute of the mother’s role for their child (Robb, 2016). There are few
academicians who earlier casted aspersion on the childminder’s occupation as a valid one.
But according to Hayes (2010) the childminder’s duty in their job has been recognised as the
role played by the parent for their children. The literature and discussion also in turn
impacted the perception of the general public and the people who are employed in the
childminder profession. On the other hand there was negative publicity of the job as well as
the role played by the childminder in the past. Robb (2016) stated that this negative
impression has impacted the motivational level as well as job satisfactory level of the
childminder. Therefore the role of the childminder needs to be understood from the very
close observation and personal experience basis (Hayes, 2010). The current investigation of
the childminder role in the promotion and support delivering process for the child initiated
play, also needed to be understood from the similar investigated approach. This close
observation would be useful for developing proper value aspect for the childminder to follow
otherwise the devaluation would prevent the achievement of the fullest potential of the child a
well as the experiential growth of the childminder (Garrick, 2010). One of the important
responsibilities of the childminder is the children specific care deliver. According to the
Martland (2016) listening the children, understanding their needs in important to provide
proper care to the children, therefore the listening role is one of the important role for the
childminder. Continuing this children specific care process the engagement role with the
parents is also important. The parent spends more time with their children and they know
their children better. Under the circumstances of lack of language spoken ability of the child
or expressive ability, engaging with the parent becomes important for the childminder to be
more effective to take holistic care of the children (Garrick, 2010). Therefore the childminder
need to fulfil multidimensional role in their job to be effective.
In the child learning process important role is played by the adult in the form of teacher or
childminder or the primary caregiver. According to Johnson (2014) the teacher or the
caregiver; in this case, childminder, must provide an enriched environment to the child that
improves their learning process. Therefore the resource supports proper environment
delivering support, taking care of the health and safety during the playing process and so on
is the responsibility of the childminder. According to Nicholson et al (2016) the monitoring
approach that these adults take during this child initiated play are highly important as the
adult does not only provide the crucial support but also help in the learning process of
7

RESEARCH METHODS PART 1 STUDENT I.D.
children in different important concepts. According to Weisberg et al (2015), in the literacy
development process this teacher supported and child initiated playing process have been
able to deliver better development result. Therefore, the adults also play an important role
in this total child-initiated playing process. The process is not happening in absence of the
adult but through an active presence of the adult. Considering these implications further
studies to investigate role of childminder in this child-initiated play process needs to be
done in a more focused manner.
Chapter-3 Methodology
Introduction
The importance of child-initiated play and the role of the Childminder in that process for the
child of 3-4 years of age group is the main area of investigation for the current research. This
research has to take different things into consideration to make successful recommendation
and provide useful insights. Therefore the research opinion is the appropriate approach that
would be implemented in the current research to develop proper research method to reach
its goal (Bhattacherjee, 2012).
[Source: Toloie-Eshlaghy, 2011]
8

RESEARCH METHODS PART 1 STUDENT I.D.
Research philosophy
This art of the research would be useful for directing the research based on the specific
belief based approach. The benefit based approach would impact the process from data
collection to the final recommendation and conclusion of the research (Taylor et al., 2015).
There are different research philosophy and those are the interpretivism and positivism. The
positivism philosophy states that the reality is objective in nature and needs to be
investigated through the scientific approach. This stable reality investigation approach from
the objective angle of research is done through isolating the researcher from the examining
phenomenon. In this philosophical approach of investigation the great reliance is seen on
the earlier research work (Dang and Pheng, 2015). The final result, conclusion or the insight
is drawn from combining the current and the earlier researches. But in the current research
the interpretivism is followed. This is the philosophy that puts more emphasis on the human
interest for conducting the study. The route of social construction based instrument, shared
meaning, consciousness and language are followed in this philosophy of research to
understand the reality (Silverman, 2016). This philosophy influences the researcher to use
the qualitative research to investigate the phenomenon. The use of the secondary research
has also relevance in this type of research but the overall also meaning or the theoretical
direction comes at the end of the research (Major and Savin-Baden, 2012). The current
research topic of understanding the importance of child initiated play and the role of the
Childminder in that process for the child of 3-4 years of age group is a study on a social
science based subject. Considering this the interpretivism is the appropriate philosophy for
the current research.
Purpose
The purpose of the research can have different dimensions. Different purposes like the
explanatory, exploratory or descriptive are some of the purposes of the research. In the
current research, explanatory purpose of research would be used. This purpose is useful for
the subjects that are not thoroughly researched earlier and sometime may need a fresh
approach (Major and Savin-Baden, 2012). The research subjects are properly explained in
the research report from which the research progresses. In the current research the
investigation of the importance of child initiated play and the role of the Childminder in that
process for the child of 3-4 years of age group has found out the important gap in the
9

RESEARCH METHODS PART 1 STUDENT I.D.
existing literature. Moreover, two different streams of research are getting combined to
develop a fresh perspective. Considering this, the explanatory purpose of the research is
useful for the current research (Taylor et al., 2015). The purpose of the research follows the
philosophy of the research and that helps in the research method selection. The explanatory
research would be having the qualitative approach of the research to gather data analysis to
them.
Approach
There are two different approach of research available to the current research and those
are the inductive and deductive approach of research. The current research would use the
inductive approach where no direct theoretical approach is followed but the investigation is
done by observing the information gathered in the current research (Bhattacherjee, 2012).
The application of the inductive reasoning for the information analysis and developing
possible pattern which would later be utilised for the theoretical idea formation is done
(Silverman, 2016). Better use of the qualitative method is applied in the approach of the
research. Considering all of these the current research finds the inductive approach as the
most suitable approach for the current research.
Research design
In this part of the research the general design of the research to gather data effectively and
also analyse those efficient is ensured though proper design of the research. First decision
for the current research is the selection of the primary or the secondary approach of the
research. The primary approach follows the fresh data collection for the current research
whereas the secondary research is done through collecting the existing data (Neuman,
2013). In the current research the primary would be applied where fresh data would be
collected from the childminder. Here the secondary data would be used to understand the
research background and premise. On the other hand there are two different approach of
primary data collection one is the qualitative method and another one is the quantitative
method of data collection (Weber, 2017). The above section of the current research would
sue the qualitative approach of data collection from the childminder. This data collection
would be done through the interview process where the semi structured questions would
be used for interviewing the childminder. In this part of interview process the sampling
10

RESEARCH METHODS PART 1 STUDENT I.D.
approach of research design would be important and their two childminder would be
selected to interview (Lewis, 2015). The selection would be done through the non-
probabilistic sampling approach where the selection would be done on the basis of prior
acquaintances. The main strategy of the research would be the selection of case study
approach. Here the interview responses would be taken as the case study of these two
childminder and their experience about the child initiating play would be used to explain the
importance of the childminder for the child’s learning process (Weber, 2017).
Under this research design section one of the most important aspects is the chosen
approach to analyse the collected data. For the quantitative approach of research the
statistical method is one of the most regarded approaches of analysis whereas as for the
qualitative data there are few approaches that are followed as the qualitative data does not
provide scope to apply a procedure that is like a formulation unlike the quantitative analysis
(Dang and Pheng, 2015). These kind of qualitative data are more open for the intuitive or
subjective analysis than the more tangible approach based quantitative data analysis.
Therefore in developing appropriate rigour in the data analysis process three different
approaches can be considered and those are the thematic analysis, deductive and narrative
analysis. The thematic analysis starts with the process of reading or listening to the
interview for the familiarisation process. Then texts are coded, patterns are identified for
the development, data based theme reviewing, and finally the identified themes are defined
and described. On the other hand the narrative analysis has the aim to develop meaning of
a story (Green et al., 2012). In this process first the stories are gathered, then meaning and
insight are drawn from the analysis process, at the next step the comparison of the stories is
done for the further interpretation and then finally based on this final interpretation a new
story is developed connecting all of those. This approach of qualitative data analysis is more
popular for the social science projects (Dang and Pheng, 2015). Deductive approach is based
on the data deduction process based on the already identified framework of the research.
The framework is used for the data analysis method here. After considering all of the
different approach of data analysis it can be said that the analysis of the data would be best
done through the thematic analysis method. The current is not based on the earlier
theoretical background as discussed earlier; therefore the deductive approach would not be
suitable for the current research. In the interview process the child minder would not speak
about their personal story rather they would be interview through a semi structured
11

RESEARCH METHODS PART 1 STUDENT I.D.
questionnaire (Green et al., 2012). Therefore the narrative analysis is not preferred here
rather the thematic analysis would be the most suitable one here considering the scope to
link the child initiated play and childminder role for developing a theme that could be
further investigated through specific quantitative research later.
Limitation of the research
The current research has an important limitation in the amount of data. The interview-
based data collection needs shared experiences of some other childminders. This would
have brought greater variety of information in the current research (Lewis, 2015). On the
other hand the consultation of the existing research and data got somehow limited because
of the accessibility issue of that information.
Ethical aspect
One of the important ethical approaches in the current research is the privacy,
confidentiality and data security. There are some personal and professional information of
childminders that would be discussed in the current research. To maintain the proper
confidentiality, the analysis part of the research is using the code instead of names of the
childminders (Neuman, 2013). Another thing is the autonomy of the respondent. A prior
permission was taken in the form of a consent paper and during the interview; no amount
of manipulation would be applied to have them respond differently. The audio records
would be used with highest data privacy and security aspect and would be destroyed in due
process after the completion of the research work and final evaluation. There are some
sensitive issues that may come up during the interview process and those were handled
with care (Bhattacherjee, 2012). On the other hand, no amount of disruption in the daily
work of the respondent was committed as the interview was carried out as per their
convenience. The data analysis would be done in a reliable and trustworthy manner. No
amount of data manipulation or personal opinion was entertained in the current research
(Drost, 2011).
Validity and reliability
The validity aspect of this research would focus on the proper tool section for the current
research. In the current research the interview process is applied for the data collection and
thematic approach for the analysis of those data. The interview process is standard qualitative
12

RESEARCH METHODS PART 1 STUDENT I.D.
tool and the followed ethical approach would be able to assure the reader about the validity
(Miller et al., 2012). The thematic approach is the most reliable approach data analysis for the
qualitative data and application of this tool would improve the validity as well as the validity
of the current research. The current researches have the specific purpose of explaining the
role of the childminder for the child initiated play. Therefore the interview based qualitative
approach is best suited to through light on this subject (Dang and Pheng, 2015). This
methodology of the current research would make the result valid for the future research for
analysis the subject through quantitative approach. On the other hand most important
reliability aspect of the current research would be dependent on the consistency and
transparency aspect of the research. For the quantitative approach the transparency and
consistence is important considering the chance of inclusion of the subjective understanding
(Miller et al., 2012). The current well defined methodical approach would be followed in
most consistent way and that would make the current research highly reliable for the reader.
13

RESEARCH METHODS PART 1 STUDENT I.D.
References
Ang, Lynn., Brooker., Elizabeth., Stephen and Christine. (2016). A Review of the Research on
Childminding: Understanding Children’s Experiences in Home-Based Childcare Settings. Early
Childhood Education Journal. 45. 10.1007/s10643-016-0773-2.
Bhattacherjee, A. (2012). Social science research: Principles, methods, and practices.
cambridgeshire.gov.uk. (2017). Extended entitlement (30 hours) childcare for working
parents. [online] Available at: https://www.cambridgeshire.gov.uk/residents/children-and-
families/childcare-and-early-learning/extended-entitlement-30-hours-childcare-for-
working-parents/ [Accessed 06 Dec. 2018].
Cohen, L. and Uhry, J. (2011). Naming block structures: A multimodal approach. Early
Childhood Education Journal, 39(1), pp.79-87.
Craft, A., McConnon, L. and Matthews, A. (2012). Child-initiated play and professional
creativity: Enabling four-year-olds’ possibility thinking. Thinking Skills and Creativity, 7(1),
pp.48-61.
Dang, G. and Pheng, L.S., 2015. Research methodology. In Infrastructure Investments in
Developing Economies (pp. 135-155). Springer, Singapore.
Dender, A. and Stagnitti, K. (2011). Development of the Indigenous Child‐Initiated Pretend
Play Assessment: Selection of play materials and administration. Australian occupational
therapy journal, 58(1), pp.34-42.
Drost, E.A. (2011). Validity and reliability in social science research. Education Research and
perspectives, 38(1), p.105.
Garrick, R., 2010. Childminding services. Early Years Educator, 12(1), pp.19-21.
Ginsburg, H.P. (2017). Maya Loves Tubby and You Should Too, If You Want to Understand
and Evaluate Children's Math Learning in the Digital Age. TEACHERS COLLEGE
RECORD, 119(3).
Green, J.L., Camilli, G. and Elmore, P.B. eds., 2012. Handbook of complementary methods in
education research. Routledge.
14

RESEARCH METHODS PART 1 STUDENT I.D.
Hayes, A., 2010. All about the role of… Childminder. Nursery World.
Jackson, B. and Jackson, S. (2013). Childminder (Routledge Revivals): A Study in Action
Research. Routledge.
Johnson, J. (2014). Play provisions and pedagogy in curricular approaches. The SAGE
handbook of play and learning in early childhood, pp.180-192.
Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five
approaches. Health promotion practice, 16(4), pp.473-475.
Lynch, M. (2015). More Play, Please: The Perspective of Kindergarten Teachers on Play in
the Classroom. American Journal of Play, 7(3), pp.347-370.
Major, C.H. and Savin-Baden, M. (2012). An introduction to qualitative research synthesis:
Managing the information explosion in social science research. Routledge.
Martland, R., 2016. The challenge we offer. Child Care, 13(11), pp.2-3.
Maynard, T., Waters, J. and Clement, J. (2013a). Child-initiated learning, the outdoor
environment and the ‘Underachieving’ child. Early years, 33(3), pp.212-225.
Maynard, T., Waters, J. and Clement, J. (2013b). Moving outdoors: further explorations of
‘child-initiated’ learning in the outdoor environment. Education 3-13, 41(3), pp.282-299.
Miller, T., Birch, M., Mauthner, M. and Jessop, J. eds., 2012. Ethics in qualitative research.
Sage.
Neuman, W.L. (2013). Social research methods: Qualitative and quantitative approaches.
Pearson education.
Nicholson, J., Bauer, A. and Woolley, R. (2016). Inserting child-initiated play into an
American urban school district after a decade of scripted curricula: Complexities and
progress. American Journal of Play, 8(2), p.228.
O'Connell, R. (2011). Paperwork, rotas, words and posters: an anthropological account of
some inner London childminders' encounters with professionalisation. The sociological
review, 59(4), pp.779-802.
15

RESEARCH METHODS PART 1 STUDENT I.D.
Piker, R.A. (2013). Understanding influences of play on second language learning: A micro
ethnographic view in one Head Start preschool classroom. Journal of Early Childhood
Research, 11(2), pp.184-200.
Rakoczy, H. (2007). Play, games, and the development of collective intentionality. New
Directions for Child and Adolescent Development, 2007(115), pp.53-67.
Robb, S., 2016. Childminders play crucial role. Early Years Educator, 17(9), pp.8-8.
Rusby, J.C., Jones, L.B., Crowley, R. and Smolkowski, K. (2013). The Child Care Ecology
Inventory: A domain-specific measure of home-based child care quality to promote social
competence for school readiness. Early Childhood Research Quarterly, 28(4), pp.947-959.
Silverman, D. ed. (2016). Qualitative research. Sage.
Swindells, D. and Stagnitti, K. (2006). Pretend play and parents’ view of social competence:
The construct validity of the Child‐Initiated Pretend Play Assessment. Australian
Occupational Therapy Journal, 53(4), pp.314-324.
Taylor, S.J., Bogdan, R. and DeVault, M. (2015). Introduction to qualitative research methods:
A guidebook and resource. John Wiley & Sons.
Tickell, C. (2011). The Early Years: Foundations for life, health and learning. An independent
report on the early years foundation stage to Her Majestys Government media. education.
gov. uk/assets/files/pdf/F/The% 20Early% 20Years% 20Foundation s% 20for% 20life%
20health% 20and% 20learning. pdf (17.12. 2011).
Toloie-Eshlaghy, A., Chitsaz, S., Karimian, L. and Charkhchi, R. (2011). A classification of
qualitative research methods. Research Journal of International Studies, 20(20), pp.106-123.
United Nations Educational, Scientific and Cultural Organisation (UNESCO), (2014). Teaching
and learning: Achieving quality for all. Education for All Global Monitoring Report.
Van Hoorn, J.L., Monighan-Nourot, P., Scales, B. and Alward, K.R. (2014). Play at the centre
of the curriculum. Pearson.
16

RESEARCH METHODS PART 1 STUDENT I.D.
Waters, J. and Maynard, T. (2010). What's so interesting outside? A study of child‐initiated
interaction with teachers in the natural outdoor environment. European Early Childhood
Education Research Journal, 18(4), pp.473-483.
Weber, M. (2017). Methodology of social sciences. Routledge.
Weisberg, D.S., Kittredge, A.K., Hirsh-Pasek, K., Golinkoff, R.M. and Klahr, D. (2015). Making
play work for education. Phi Delta Kappan, 96(8), pp.8-13.
Woods, A. ed. (2017). Child-Initiated Play and Learning: Planning for possibilities in the early
years. Taylor & Francis.
Yates, H., Ward, A. and Duffett, D. (2014). Childminder agency trials: key learning points for
organisations setting up a childminder agency.
17