What We Do
CREC has been working to improve Early Years provision for over 25 years
Our Services
Research Projects
With more than 25 years experience in the field, we aim to inform, develop and improve the quality of early childhood provision and generate knowledge which has applications for policy and practice.
Learning Partnerships, Consultancy & Evaluations
We provide support to evaluate effectiveness and impact, and to plan and implement change, develop policy or devise a completely new strategy.
Conferences & Keynotes
We speak at EY events across the UK, hosted by universities, professional bodies, local authorities, schools and PVI groups. We also host the BECERA and EECERA Conferences.
MA in Education
Our three-year part-time MA is designed to support and develop highly reflective early years practitioner researchers who can improve outcomes for children and families through their practice.
PhD Supervision
We remain open to any expressions of interest from individuals who would like to consider completing a PhD with a focus within the field of early childhood studies.
ACE
This module is designed for Early Years practitioners to become practitioner researchers in their own settings. It has been developed with and for parents and practitioners to assess a child's development.
Initial Teacher Training
Our core aim is to help trainees become confident, knowledgeable and highly employable teachers with a passion for working with young children, to give them the best starting point in life.
CPD Courses
Our CPD sessions will be suitable as part of NQT support and for all current early years practitioners wishing to develop further their area-specific knowledge and practice.
Certificate for Music Educators
The Certificate for Music Educators (CME): Early Childhood offers a flexible, part-time, distance-learning national qualification in early childhood music validated by Trinity College London.
EEL/BEEL
EEL & BEEL are designed for Early Years practitioners to become practitioner-researchers in their own settings and to drive quality improvement through a cycle of reflective practice built on child and adult observations.