Chelsea's PhD research examines the social, cultural, and economic implications of the COVID-19 lockdowns on young people in Stoke-on-Trent.

Owen's PhD research explores hedonism within Stoke-on-Trent's night-time economies through the use of ethnographic methodology.

James’ PhD research, inspired by the changes in the scene that arose out of the socio-economic culture of football in the early 1990s, involved extensive study of a football hooligan group in the North of England using ethnography in the form of participant observation.

Introduction

This chapter is borne out of an unusual collaboration and role reversal in academia, the conventional norm being that academic staff school PhD students and guide them through the process. In contrast, reversing these norms’ role, we considered the frustrations and challenges of the PhD from the point of view of two doctoral candidates, Chelsea and Owen, and one supervisor, James, both sides trying to be honest. The conventional story of the PhD, of course, is that of the ‘academic apprenticeship’ served by candidates where the master draws on their extensive subject area expertise and knowledge of the subject, knowledge of research methods, and skills to see the PhD successfully completed, learning from an established supervisor who is the senior and expert. In reality, the truth is that the process is one of collaboration, where all learn from one another and find their way through imperfectly.

As we approach this final break in our PhD journey, we find ourselves at the last overlook before the path ahead disappears into the horizon. This is not just a moment to rest, but a place to recognise that although this leg of our journey is coming to an end, it is also the beginning of something new. The chapters we have just traversed have shown us that the end of the PhD is not a final destination, but a gateway to new explorations. The knowledge and skills we have gained continue to evolve, guiding us on uncharted paths. As we pause here, let us reflect on how far we have come and how the journey of learning and discovery stretches beyond the confines of the doctoral experience. This is our last pitstop, but far from the end of our expedition.

In Chapter 14, Nick Gibbs explores the final stages of a PhD journey, focusing on the Viva Voce examination and the challenges of navigating the academic job market. Nick reflects on his own experience, emphasising the importance of thorough preparation for the Viva and offering practical advice for handling its rigorous demands. He also addresses the often-precarious nature of early academic careers, stressing the need to build a robust professional network and strategically approach opportunities. Despite the challenges, Nick encourages readers to stay resilient, believe in their expertise, and view the Viva as a stepping stone toward a rewarding academic career. Nick's chapter is particularly valuable not only for those navigating academia but also for those considering a transition out of it.

In this chapter, we focus on the implementation of the planning cycle in infant and toddler settings and how it might be co-constructed, documented and shared with key stakeholders. Throughout this book, we have examined how the first three years constitute a foundational period with particular competencies, vulnerabilities and opportunities for growth and learning. Infants and toddlers deserve, and indeed have a right to experience, curriculum that is specifically designed to nurture their unique ways of being, belonging and becoming. At the same time, very young children are not a homogenous group but individuals with their own interests, dispositions, strengths and challenges. Quality curriculum is planned to be responsive to these individual differences. Planning curriculum is an important professional practice requiring educators to act with what the Early Years Learning Framework (EYLF) calls intentionality, meaning their curriculum and practice is deliberate, thoughtful and purposeful.

Infants and toddlers are immersed in the social culture of their family, community and society from before they are born. Every family has distinct social practices and ways of interacting which shape very young children’s holistic physiological, cognitive and emotional learning, development and wellbeing. These practices reflect the values, beliefs, norms and expectations of their community and culture. Over time, through repeated social encounters and experiences, the social culture of their family and community is passed on as infants and toddlers become socialised into these specific ways of engaging with others. Social practices and interactions thus form the basis of the relationships that infants and toddlers form with significant others. As a result, the social opportunities that very young children experience and participate in during their everyday existence have far-reaching consequences for their sense of identify and belonging.

Chapter 4 discusses the different modes of teaching that teachers can employ in class: direct, discussion, activity, enquiry, collaborative and group approaches are all examined in detail, with the advantages and disadvantages of each mode considered and practical advice given on when and where to employ them within a pupil-centred environment. The predominance of particular modes in class is examined, and the importance of teachers using a wide range is stressed, in addition to a discussion of what each mode is particularly suited to achieving. The chapter also examines Resource-Based Learning and Task Based Language Teaching in detail.

Like reading, writing is an essential part of academic studies and professional work. Through writing, we form and communicate clear thoughts so that we can collaborate with each other and refine critical understandings. In the Australian Curriculum, writing is about students using expressive language and composing different types of texts for a range of purposes as an integral part of learning in all curriculum areas. Different text types include ‘spoken, written, visual and multimodal texts’, while students can also create ‘formal and informal’ written, visual and multimodal texts for presentation.