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Research Profile

  • Prior to working at the university Tanya previously managed and led her own “outstanding” day nursery and out of school club.  The nursery setting was fortunate enough to have a forest school as part of its ethos and Tanya became very interested in the impact that this environment had on children’s speech and language development.    She therefore is lucky enough to have the practice wisdom that she is able to apply to the academic studies

  • Teaching Early Childhood Studies, Child Development and Personal, Academic and Professional Development.

    Also teaching ECS year 3’s Leadership and Management and Research and Inquiry modules.

    Personal Academic Tutor role also undertaken.

     

  • Specific interest in speech and language development and the impact of the environment on young children’s speech.   Doctoral study completed on interventions within play and learning environments to aid speech and language development.

    MA research was entitled “Does the learning environment have an impact on the quality of a child’s utterances?”

    Involved in a group research project exploring “Transitions and Aspirations” of first year university students.

    She is also particularly interested in the student experience for those studying Early Childhood Studies and researches aspects with the aim to enhance this experience and produce professionals who will be excellent advocates for children and their families.

  • For publications, projects, datasets, research interests and activities, view Tanya Richardson’s research profile on Pure, the University of Northampton’s Research Explorer.

    • Richardson, T.  (2014)  Speech and language development in a forest school environment: An action research project.  Sage Research Methods [online].
    • Richardson, T. and Murray, J. (2016) Are young children’s utterances affected by characteristics of their learning environments? A multiple case study. Early child development and care. 187(3-4), pp.457-468
    • Richardson, T.  (2019)  Children as communicators.  In:  Fitzgerald, D. and Maconochie, H. (eds.)  Early Childhood Studies: A student’s guide.  London: Sage Publications.
    • Richardson, T. (2019) ‘Why haven’t I got one of those?’ A consideration regarding the need to protect non-participant children in early years research, European Early Childhood Education Research Journal, 27(1), pp. 5-14, DOI: 10.1080/1350293X.2018.1556530
    • Teszenyi, E., Devecchi, C., Richardson, T.  (2020)  Enhancing learning for Early Years Foundation Degree Students: Empowerment through heutagogy and reflecting on the notion of knowledgeable others.  Polish Journal of Educational Studies.  72(1), pp.24-44
    • Richardson, T., & Holman, K. (Accepted/In press). Perceptions of placement experiences of Early Childhood Studies students: the fluency of knowledge and skills. Journal of Further and Higher Education.