Lone Hattingh

Personal statement

Lone Hattingh joined Bath Spa University in 2007, having taught in early childhood settings and schools both nationally and internationally. She is Senior Lecturer and Award Leader for MA Education: Early Childhood Studies, and is co-leader of REaCH, Bath Spa’s Centre for Research in Early Childhood.

Lone’s doctoral research examined the ways in which young children make meaning using multimodality, particularly whilst engaged in play on the edges of adult directed activities. Her on-going interests in early literacy focus on the ways in which children engage with materials to make meaning, and in particular, on the ways in which they make use of time and space. She is increasingly inspired and informed by posthumanist theory in recognising that children are entangled with others, with materials and with their environment in their meaning making endeavours.

Lone is currently leading a project Exploring Forest and Outdoor Experience in Different Cultural Contexts: towards a shared understanding, drawing on case studies in England, Denmark and the United states. She has worked with students from our BA and MA early childhood programmes as co-researches, whilst visiting outdoor kindergartens locally and during field trips to Denmark. This has enriched the project and made the different cultural understandings and approaches to outdoor play visible, challenging some accepted and taken-for-granted practices. Lone works on this project with Leigh O’Brien from SUNY Geneseo, our GALA partner in the United States.

Academic qualifications

  • PhD - Bath Spa University
  • MA Ed - The Open University.

Professional memberships

  • Early Education (BAECE)
  • United Kingdom Literacy Association (UKLA) - invited member of Early Literacy in Education SIG

Teaching specialisms

  • Early childhood
  • Outdoor pedagogy
  • Early Literacy

Research supervision

  • Director of studies
    Julia Manning-Morton - ‘Holding the Baby’:Discourse and meanings in physical interactions and communications between carers and young children
  • Second supervisor
    Georgina Normile - A case study exploring the impact of parental deployment on the wellbeing of British army children in their pre-school year.

Research and academic outputs

Go to ResearchSPAce

Young children as scientists, designers and technologists – theories of learning
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Rose, J, Hattingh, L and McInnes, K (2019) 'Young children as scientists, designers and technologists – theories of learning.' In: Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K, eds. Teaching science and technology in the early years (3-7). 3rd ed. Routledge, Abingdon, pp. 17-35. ISBN 9781138613058


Learning on field trips and study visits: disrupting assumptions through listening, observation and reflection
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Hattingh, L (2017) 'Learning on field trips and study visits: disrupting assumptions through listening, observation and reflection.' In: Hordern, J and Simon, C, eds. Placements and work-based learning in education studies: an introduction for students. Routledge, Abingdon, pp. 79-86. ISBN 9781138839069


Young children as scientists, designers and technologists: theories of learning
book_section

Rose, J and Hattingh, L (2014) 'Young children as scientists, designers and technologists: theories of learning.' In: Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K, eds. Teaching science and technology in the early years (3-7). 2nd ed. Routledge, London. ISBN 9780415825580


Supporting students’ development through collaborative reflection: interrogating cultural practices and perceptions of good practice in the context of a field trip
article

Layen, S and Hattingh, L (2018) 'Supporting students’ development through collaborative reflection: interrogating cultural practices and perceptions of good practice in the context of a field trip.' Early Years. ISSN 0957-5146


Perspectives on outdoor play - a child's right to explore through space and time
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Hattingh, L (2018) Perspectives on outdoor play - a child's right to explore through space and time. In: 26th International RECE Conference: Inequality in Early Childhood Education and Care, 14 - 18 October 2018, Danish School of Education, Copenhagen, Denmark.


Children making meaning: entanglements in play
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Hattingh, L (2018) Children making meaning: entanglements in play. In: 54th UKLA International Conference, 6 - 8 July 2018, Cardiff, Wales.


Literacy on the edge
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Hattingh, L (2017) Literacy on the edge. In: 27th EECERA Annual Conference: Social Justice, Solidarity and Children's Rights, 29 August - 1 September 2017, Bologna, Italy.


Representations of meaning
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Hattingh, L (2011) Representations of meaning. In: The United Kingdom Literacy Association (UKLA) 47th International Conference, 15 - 17 July 2011, University of Chester, Chester.


Literacy on the edge : three to eight year-olds make meaning
thesis

Hattingh, L (2014) Literacy on the edge : three to eight year-olds make meaning. PhD thesis, Bath Spa University.


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