Change is prominent across the shifting landscapes of early childhood so young children experience it as a matter of course. However, change presents disequilibrium that young children may need time and support to accommodate. Young children also benefit if we ensure their experiences of change are balanced with the security afforded by continuity and routine.

This study explored how involving children in research forces ethical dilemmas in-situ which require a ‘right here and right now’ response from the researcher.

Many students with learning disabilities find it difficult to acquire basic reading skills. This is even more of a challenge for students who are non-vocal. The purpose of the present study was to pilot the use of Headsprout Early Reading (HER), an online reading programme, with four non-vocal students with a severe learning disability (SLD), over the course of a nine-week period.