Currently browsing: Items authored or edited by Natalie Canning https://orcid.org/0000-0001-7683-400X

Canning, Natalie (2020). Children's Empowerment in Play. TACTYC. Oxon: Routledge.

Reed, Michael and Canning, Natalie eds. (2011). Implementing Quality Improvement and Change in the Early Years. London: Sage Publications Ltd..

Canning, Natalie ed. (2011). Play and Practice in the Early Years Foundation Stage. London: Sage.

Reed, Michael and Canning, Natalie eds. (2010). Reflective Practice in the Early Years. London: Sage.

Canning, Natalie and Rekers, Angela (2022). Play, Learning and Development. In: Waters-Davies, Jane ed. Introduction to Play. London: Sage, pp. 55–67.

Canning, Natalie (2019). ‘Can you shout a little louder?’ Listening and hearing children’s voices through play. In: Patterson, Catherine and Kocher, Laurie eds. Pedagogies for Children's Perspectives. Thinking about Pedagogy in Early Childhood Education. Oxon: Routledge, pp. 33–46.

Canning, Natalie (2011). Exploring the concept of quality play. In: Reed, Michael and Canning, Natalie eds. Implementing Quality Improvement and Change in the Early Years. London, UK: Sage Publications Ltd, pp. 75–91.

Canning, Natalie (2010). Play in the early years foundation stage. In: Reed, Michael and Canning, Natalie eds. Reflective Practice in the Early Years. London: Sage.

Canning, Natalie (2009). Empowering communities through inspirational leadership. In: Robins, Alison and Callan, Sue eds. Managing Early Years Settings: Supporting and Leading Teams. London: Sage, pp. 26–44.

Canning, Natalie; Teszenyi, Eleonora and Pálfi, Sandor (2022). Are you listening to me? Understanding children's rights through Hungarian pedagogic practice. Journal of Childhood, Education & Society, 3(3) pp. 218–232.

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Canning, Natalie (2022). Implementing an Empowerment Framework: The Significance for Children’s Play Environments and Reflective Practice. Education Sciences, 12(8), article no. e556.

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Canning, Natalie and Robinson, Beryl (2021). Blurring boundaries: the invasion of home as a safe space for families and children with SEND during COVID-19 lockdown in England. European Journal of Special Needs Education, 36(1) pp. 65–79.

Canning, Natalie; Horsley, Karen and Payler, Jane (2019). Researching Children’s Curiosity and Imagination Through the Our Story Tablet App. BERA Research Intelligence(140) pp. 22–23.

Canning, Natalie (2019). ‘Just 5 more minutes!’ Power dynamics in outdoor play. International Journal of Play, 8(1) pp. 11–24.

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Canning, Natalie; Payler, Jane; Horsley, Karen and Gomez, Chris (2017). An innovative methodology for capturing young children’s curiosity, imagination and voices using a free app: Our Story. International Journal of Early Years Education, 25(3) pp. 292–307.

Canning, Natalie (2010). The influence of the outdoor environment: den-making in three different contexts. European Early Childhood Education Research Journal, 18(4) pp. 555–566.

Canning, Natalie and Callan, Sue (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1) pp. 71–82.

Canning, Natalie (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1) pp. 59–71.

Canning, Natalie (2007). Children's empowerment in play. European Early Childhood Education Research Journal, 15(2) pp. 227–236.

Canning, Natalie; Payler, Jane and Horsley, Karen (2016). Children’s imagination and curiosity: Facilitating and documenting through technology. In: 26th EECERA (European Early Childhood Education Research Association) Conference, 2016, 31 Aug - 03 Sep 2016, Dublin City University, Dublin, Ireland.

Arreckx, F.; Bates, S.; Canning, N. and Oates, J. (2009). Developing through play: A multi-media professional development package. In: British Psychological Society (BPS) Developmental Psychology Section Conference, 9-11 Sep 2009, Nottingham Trent University.

Canning, Natalie and Reed, Michael (2009). A picture of early years practice relating to diversity in policy and curriculum practice in the four nations of the United Kingdom. In: 19th EECERA Annual Conference: Diversities in early childhood education, 26-29 Aug 2009, Strasbourg, France.

Oates, J.; Canning, N.; Arreckx, F. and Bates, S. (2008). Reusable learning objects: a multimedia professional development package. In: CETL, PBPL Annual Conference: Assessment, Experience and Reflection, 15-16 Oct 2008, The Open Universtiy, Milton Keynes.

Canning, Natalie (2008). Playing with heutagogy: exploring strategies to empower mature learniers in higher education. In: Learning and Teaching, 2 Apr 2008, University College, Plymouth St Marks & St John.

Canning, Natalie (2007). Children's empowerment in play. In: 17th EECERA Annual Conference: Exploring Vygotsky's ideas: Crossing Borders, 29 Aug - 1 Sep 2007, Prague.

Canning, Natalie (2007). Empowering children in play. In: The Integrated Children's Agenda, 22 May 2007, University of Worcester.

Canning, Natalie (2003). Social play and the implications for children's identity. In: "Playwork Developments" Bob Hughes Conference, Mar 2007, Blencathra, Cumbria.

Canning, Natalie (2016). Children's Empowerment in Play. PhD thesis The Open University.

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Canning, Natalie and Gomez, Chris (2022). When two worlds come together: Young children’s language, literacy and numeracy development through creative, inclusive, theatre methods. The Open University, Milton Keynes.

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Hempel-Jorgensen, Amelia; Swann, Joan; Plowright-Pepper, Linda; Cremin, Teresa; Safford, Kimberly; Mittelmeier, Jenna and Canning, Natalie (2020). Evaluation of Hackney Learning Trust's Reading Programmes. The Open University, Milton Keynes.

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Canning, Natalie (2020). The significance of children’s play and empowerment: An observational tool. Occassional Paper 14, TACTYC.

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