Read our paper for the Scottish Children's Commissioner about the value of play for children in the asylum seeking system.
In this research, we take a neurodiversity-informed approach to understanding autistic play. This means understanding autistic play in terms of differences, strengths and difficulties rather than simply deficits. We also focus on what autistic people say about their play. We were interested in how autistic adults experience play, as well as how they think their play is different to non-autistic play.
Have you ever wondered what it's like to do a PhD? Would you like to know more about studying here at PEDAL? In the PEDAL PhD series, current PEDAL students discuss their experiences of studying a PhD at the University of Cambridge and answer some of your questions about the application process.
In this Play Piece, Stephen discusses whether work and play are different, and the value of play as distinct from work.
In this short animation for Infant Mental Health Awareness Week 2023, PEDAL’s Senior Policy Fellow Sally Hogg explains what we mean by ‘mental health’ in infancy and early childhood. You can also find more information and useful resources for supporting children’s mental health in the early years by clicking here.
In this article, Paulina reflects on her travels and what she has learned about Health Play Specialists and their importance to children in hospital.
Neurodiversity-informed approaches enable us to move away from simply understanding autism in terms of difficulties. In this video, PEDAL PhD student Emma Pritchard-Rowe presents a summary of her research on professionals’ perspectives of holistic, strengths-based approaches to diagnostic assessment – which can have a positive impact on autistic people’s wellbeing and enhance the support available […]
Neurodiversity-informed & strengths-based approaches can help enrich our understanding of autistic play and the diverse array of strengths that autistic people have. In this video, PEDAL PhD student Emma Pritchard-Rowe presents a summary of her research on autistic adults’ experiences of play-based assessments. This poster was originally presented at the International Society for Autism Research […]
Why are culturally sensitive approaches to research ethics so important?
Understanding and supporting mental health in infancy and early childhood: A PEDAL and UNICEF UK Toolkit
There is widespread concern about babies’, children’s and young people’s mental health in the UK, particularly after the pandemic. Surveys of children, young people, parents, grandparents and teachers all reveal worries about mental health. Significant evidence shows us that the foundations for lifelong mental health are laid during pregnancy and the earliest years of life. Thankfully, this is more widely […]
How can active play help improve children's access to physical activity and their physical health?
Neurodiversity-informed approaches enable us to move away from simply understanding autism in terms of difficulties. In this video, PEDAL PhD student Emma Pritchard-Rowe presents a summary of her research on holistic, strengths-based approaches to diagnostic assessment which centre autistic voices & have a positive impact on autistic people’s wellbeing and self-esteem. This poster was originally […]
Learn more about these free resources designed to help early childhood education practitioners support young children’s development of essential skills.
Teachers Reflecting on Agency in Learning (TRAIL) is a professional development programme designed to support early years and primary educators in implementing rigorous, child-centred practices that promote agency in children. Many educators are unsure how to balance their role as a guide in children’s learning with children’s exploration and curiosity. In TRAIL, we support educators […]
Ruptured school trajectories: understanding the impact of COVID-19 on school dropout, socio-emotional and academic learning using a longitudinal design
Stephen Bayley, Prof Paul Ramchandani, Research for Equitable Access and Learning (REAL) Centre, Addis Ababa University, RISE Ethiopia