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Rebecca Digby

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Personal statement

I am the Programme Leader for Early Childhood Studies and Co-Leader of the Centre for Research in Early Childhood (REaCH). I teach on modules across the degree programme and am particularly interested in issues around social justice, participation and voice.

My research has been focused on pedagogy and practice in early childhood education, and I am currently undertaking a PhD examining the role of Video Reflective Dialogues in practitioner’s collective meaning-making processes.

Previously, I have taught across the Primary and Early Years phases in both England and Scotland. My roles have included Advanced Skills Teacher specialising in Science and Creativity and Deputy Head Teacher.

Academic qualifications

  • BA (Hons) Falmouth
  • PGCE UWE
  • MA Bath Spa.

Professional qualifications

  • Fellow of the Higher Education Academy
  • Advanced Skills Teacher.

Professional memberships

  • BERA - British Educational Research Association
  • TACTYC - Training Advancement and Co-operation in Teaching Young Children
  • ECSDN - Early Childhood Studies Degree Network.

Other external roles

  • Co-opted Governor (Research) Redcliffe Children’s Centre and Nursery School
  • Trustee Bristol Early Years Teaching Consortium (BEYTC).

Teaching specialism

  • Early Childhood
  • Participation and Voice
  • Creativity and science enquiry in early childhood education

Current scholarship

PhD (2014) The potentials of Video Reflective Dialogues to support shared understandings of creativity in science enquiry in early childhood education.

Recent professional updating

  • Leadership Foundation: Aurora (2018)
  • BERA conference (2017)
  • EECERA conference (2017)
  • Developing Leaders Programme: BSU (2017)
  • Early Career Researcher Series (2017).

Research and academic outputs

Go to ResearchSPAce

Teaching science and technology in the early years (3-7). 2nd ed
book

Davies, D, Earle, S, Collier, C, Digby, R, Howe, A and McMahon, K (2014) Teaching science and technology in the early years (3-7). 2nd ed. Routledge, Abingdon. ISBN 9780415825580


Teacher assessment of science in English primary schools
book_section

Davies, D, Earle, S, Collier, C, Digby, R, Howe, A and McMahon, K (2016) 'Teacher assessment of science in English primary schools.' In: Lavonen, J, Juuti, K, Lampiselkä, J, Uitto, A and Hahl, K, eds. Electronic proceedings of the ESERA 2015 Conference - Science Education Research: Engaging Learners for a Sustainable Future. (co-ed. Jens Dolin & Per Kind) (Pt. 11). University of Helsinki, Helsinki, pp. 1577-1588. ISBN 9789515115416


Developing thinking and learning skills in science
book_section

Collier, C and Digby, R (2014) 'Developing thinking and learning skills in science.' In: Vickery, A, ed. Developing active learning in the primary classroom. Sage, London, pp. 154-173. ISBN 9781446255469


A thematic approach to humans and animals in Early Years education
book_section

Collier, C and McMahon, K (2014) 'A thematic approach to humans and animals in Early Years education.' 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, Abingdon, pp. 125-144. ISBN 9780415825580


Attachment Aware Schools: working with families to enhance parental engagement and home-school relationships
article

Rose, J, Gilbert, L, McGuire-Snieckus, R, Gus, L, McInnes, K and Digby, R (2017) 'Attachment Aware Schools: working with families to enhance parental engagement and home-school relationships.' Open Family Studies Journal, 9 (Supp-1). pp. 160-171. ISSN 1874-9224


To what extent can Video Stimulated Reflective Dialogue facilitate the development of practitioner critical reflection and understanding of creativity in scientific inquiry in the early years?
article

Digby, R (2017) 'To what extent can Video Stimulated Reflective Dialogue facilitate the development of practitioner critical reflection and understanding of creativity in scientific inquiry in the early years?' Journal of Emergent Science, 12 (Winter). pp. 7-15. ISSN 2046-4754


The roles and development needs of teachers to promote creativity: a systematic review of literature
article

Davies, D, Jindal-Snape, D, Digby, R, Howe, A, Collier, C and Hay, P (2014) 'The roles and development needs of teachers to promote creativity: a systematic review of literature.' Teaching and Teacher Education, 41 (July). pp. 34-41. ISSN 0742-051X


Creative learning environments in education : a systematic literature review
article

Davies, D, Jindal-Snape, D, Collier, C, Digby, R, Hay, P and Howe, A (2013) 'Creative learning environments in education : a systematic literature review.' Thinking Skills and Creativity, 8 (April). pp. 80-91. ISSN 1871-1871


The impact of creative learning environments on learners: a systematic literature review
article

Davies, D, Jindal-Snape, D, Collier, C, Digby, R, Hay, P and Howe, A (2013) 'The impact of creative learning environments on learners: a systematic literature review.' Improving Schools, 16 (1). pp. 21-31. ISSN 1365-4802


Understanding creativity in science enquiry in the early years through video stimulated reflective dialogue
conference_item

Digby, R (2016) Understanding creativity in science enquiry in the early years through video stimulated reflective dialogue. In: BERA Annual Conference, 13 - 15 September 2016, University of Leeds, Leeds, UK.


Developing understanding of creativity in scientific inquiry through video stimulated reflective dialogue
conference_item

Digby, R (2016) Developing understanding of creativity in scientific inquiry through video stimulated reflective dialogue. In: Primary Science Teaching Trust International Conference, 9 - 11 June 2016, Waterfront Halll, Belfast, Northern Ireland.


Developing trainee teachers’ reflective practice at BSU
conference_item

Duggan, M, Smith, H and Digby, R (2016) Developing trainee teachers’ reflective practice at BSU. In: 7th TEAN Annual Conference: Cultivating Learning, 5 - 6 May 2016, Aston University, Birmingham, UK.


Teacher assessment of science in English primary schools
conference_item

Davies, D, McMahon, K, Howe, A, Collier, C, Digby, R and Earle, S (2015) Teacher assessment of science in English primary schools. In: ESERA2015 : 11th Biannual Conference of the European Science Education Research Association, 31 August- 4 September 2015, Helsinki, Finland.


Somerset Emotion Coaching Project evaluation report: phase two
commissioned_report

Digby, R, West, E, Temple, S, McGuire-Snieckus, R, Vatmanides, O, Davey, A, Richardson, S, Rose, J and Parker, R (2017) Somerset Emotion Coaching Project evaluation report: phase two. Institute for Education, Bath Spa University.


Introducing the TAPS pyramid model
commissioned_report

Earle, S, Davies, D, McMahon, K, Collier, C, Howe, A and Digby, R (2015) Introducing the TAPS pyramid model. Primary Science Teaching Trust, Primary Science Teaching Trust website.


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