Dr Louise Kay

My current research focuses on teachers’ mediation of curricular and assessment policy in classroom practices, children’s transitions, leadership in Primary and Early Childhood Education (ECE) and maker pedagogies.

Previous Research Projects

STEAM-ECE: Developing a STEAM approach for Early Childhood Education in Indonesia/ STEAM-ECE: Translating professional development training into pedagogical strategies

STEAM-ECE: Developing a STEAM approach for Early Childhood Education in Indonesia is a capacity building program which aims to empower Early Childhood Pre-Service Teachers with the knowledge, skills and mindsets in teaching STEAM for early learners. This research builds on the University of Sheffield’s Making in the Early Years (MakEY) project and the Maker{Futures} programme which collaborates with schools and communities to develop digital skills through a STEAM approach (integrating science, technology, engineering and mathematics with the arts).

This project brings together expertise from both partner universities to co-develop a new STEAM based training module and resources for pre-service early years educators in Indonesia. Using ‘learning by doing and experiential learning by developing 21st century skills and mindsets, the training the trainers approach has been adopted with educators and academics in Early Childhood Education departments in five universities in Indonesia and open access web-based module resources will be provided.

Maker {Futures}

This project is a collaboration led by the University of Sheffield, working in partnership with the Centre for Innovation in Voluntary Action (CIVA), Arbourthorne Community Primary School, Sheffield and the company Erase All Kittens (EAK). The University of Sheffield’s School of Education has developed a Maker{Futures} programme, which aims to provide support for early years settings, schools, libraries, museums and community centres that wish to develop and deliver makerspaces. A makerspace is a space that enables users to tinker, design and make a range of artefacts. Engagement in makerspaces can develop knowledge across a wide range of disciplines, including science, technology, engineering and mathematics (STEM), and they foster the kinds of skills that are important for the future success of pupils.

The Internet of Toys: Benefits and risks of connected toys for children

This project aims to investigate the emerging world of the Internet of Toys (IoToys) where toys relate one-on-one to children and also connect to other toys, other children and/or database data. Using a ‘children’s digital rights’ framework and research methods germane to media and cultural studies, the project investigates the benefits and risks of these toys in terms of children’s communicative and play practices, as well as children’s data privacy and security. The project combines perspectives of international experts with a rigorous investigation into the implications of these toys for policy, practice and communicative play.

Learning-rich leadership for quality improvement in early education

The aim of this research project is to explore how learning-rich leadership enhances service quality in ECE.  It is recognised that the field of schooling has benefited from decades of research that recognises the critical role school leaders play in developing teaching practice.  However, there is limited understanding of how leadership improves practice in Early Childhood Education (ECE). Focusing on the role of the Educational Leader in Australia and the Early Years Teacher Status in England, this collaborative project aims to generate knowledge about practices of educational leadership for quality improvement in ECE, and will form the basis for an ongoing programme of international research.

Engaging disadvantaged children in creative and innovative making to encourage engagement in STEM/ STEAM learning

The project involves the provision of a year-long after-school makerspace (a space that enables making and  tinkering, using a range of tools) for children and young people of Somali heritage.  The aim is to examine the possibilities offered by the use of this space to motivate marginalised children and young people towards the study of Science Technology Engineering and Mathematics (STEM) subjects through the integration of these subjects with arts and humanities – characterised as STEAM.  The project also aims to enhance participants’ digital literacies and transversal 21st century skills. This is a collaboration between academics, community leaders, artists, makers and the digital business sector in order to enhance children and young people’s creative and employability skills.