McDonald, Roger and Simmons-Bah, Seraphina ORCID: https://orcid.org/0009-0006-9590-533X (2025) Implementing change for race equity in partnership: co-creating a culture of inquiry between Initial Teacher Educators and Early Years Educators. In: UCET Annual Conference 2025: "How can teachers and teacher educators develop as inquiring professionals?", 11th - 12th November, 2025, The Queen's Hotel, Leeds.

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Abstract

This workshop will explore the impact of a collaborative ‘implementing change’ action-research project developed between the university of Greenwich and a group of maintained nursery schools, with additional participation from early years foundation stage (EYFS) classes in local primary schools. The project aimed to foster children’s ethnic identity through enabling environments that support a stronger sense of belonging. At its core was a bespoke, research-informed CPD programme designed to empower early years practitioners to critically reflect on and investigate their own practice. Participants engaged in a structured process: forming setting-specific research questions, collecting baseline data, trialling new approaches, and evaluating outcomes. This approach encouraged sustainable change and professional growth, grounded in evidence-based strategies. The CPD included expert guidance on how children’s ethnic identity develops and how play, storytelling, and inclusive environments can affirm and celebrate diverse backgrounds. As a result, practitioners gained confidence in addressing issues of identity and belonging, and children became more articulate in expressing their own identities through interactions and play. The impact was demonstrated through detailed case studies, practitioner reflections, and the co-creation of community-specific resource packs. These materials captured the voices of children and families, highlighting how responsive environments and culturally relevant pedagogy can improve outcomes and foster inclusion. This workshop will present key findings, share practical examples, and reflect on how collaborative research and professional learning can support systemic and meaningful change in early years education.

Item Type:	Conference or Conference Paper (Other)
Uncontrolled Keywords:	inquiry, practitioner research, action research, CPD, race equity, Early Years
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU)
Related URLs:	Organisation
Last Modified:	12 Feb 2026 13:48
URI:	https://gala.gre.ac.uk/id/eprint/52463

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