Authors Maulfry Worthington and Elizabeth Carruthers discuss working with early childhood teachers in South Australia to support their understandings of children’s emergent understandings of the abstract ‘written’ language of mathematics, as they transition from home to kindergarten and school.

Dr Meera Oke and Busra Gultekin discuss rationale and findings of the DigiLEP research project which explores digital competencies of ECEC educators in Ireland and how they use digital technology in their daily practice.

This BECERA 2026 guest post by Christine Parker considers a broader definition of multilingualism, [which is] “encapsulating the many ways that human beings communicate with one another; not only linguistically, through spoken and written languages, but also through body language, sign language, physical literacy and the expressive arts.”

In their guest post, authors explore how participative rights can be embedded in everyday teaching and learning so that children’s perspectives actively shape pedagogy, curriculum making, and school culture.

In their BECERA 2026 guest post, The Reception Class Teacher Network (RCTN) coordinators explore how early years practitioners are navigating transitions into post-digital practice.

In this post authors argue that playful, story-based approaches support continuity of learning and uphold children’s agency as they move into more formal educational settings.

In her guest post, Naomi Nirupa David discusses her exploration of how transnational families in Australia navigate complex nationness and cultural connections through their familial curriculum making.

In this guest post, Rachel Pollard shares insights from her research with three children with SEND and reminds us that communication extends far beyond speech.

Amid concerns about retention in the early years workforce, Sharon Nash’s research focuses on how apprentices and their mentors, make sense of the mentoring process.

In her guest post, BECERA 2026 presenter, Melanie Yates-Boothby explains her research journey began as an attempt to better understand behaviour through the lenses of adverse childhood experiences (ACES), trauma, neurodiversity and intrinsic motivation.

In this post, Eden Khaw explores educators’ perspectives on effective pedagogical practices, the role of curriculum and policy, and the challenges faced when supporting first language learning for children with different abilities in preschool settings.

In this post Kathryn Morris and Dr Christine Parker discuss their research, which explores leadership within Early Childhood Education and Care (ECEC) in England.

In this post, June O’Sullivan and Sophie Pallash discuss their research and argue that if we are serious about sustainability, we must recognise children as citizens from the earliest stages of life.

In this post, PhD Candidate at the University of Plymouth, Carly Ellicott, discusses her research which broadens understanding of what it means to be a young carer in early childhood and challenges existing policy assumptions.

In her guest post, Georgina Young explains how and why holding onto childhood is about protecting the conditions children need in order to grow well.

Nina Taylor explores how recent changes in early years funding have affected supply and demand of provision in her local area and argues the policy is likely to thwart efforts to increase the professional status and knowledge base of early years practitioners.

In this guest post, Kate Dudley argues the implications of the Transition from EYFS to Year 1 reach far beyond pedagogy, pointing out that what is often undone in this process is not only play, but children’s capacity for gender expression.

In her guest post, Hannah McCormack explains what sparked her interest in and further exploration of the conflict between the policy and practice related to specialist educational provisions for young children with complex learning and medical needs.

In this guest post Dr Opeyemi Osadiya discusses her BECERA presentation which aimed to highlight how ethical encounters with young children were successfully navigated during research whilst learning for sustainability in an early years setting in England.

In this guest post, Daniel Kuria shares his experiences of attending BECERA Annual Conference and presenting his research for the first time.