Charlotte Jones

Director of Academic Studies

Director of BA(Hons) Early Childhood, BA(Hons) Child and Family: Mental Health

Accredited Civil Mediation Council Workplace Mediator

Deputy Designated Safeguarding Lead

Research Ethics and Academic Integrity Officer

Centre for Lifelong Learning, Westwood Campus

Dr Charlotte Jones holds the position of Director of Academic Studies for the Centre. Within this role, Charlotte oversees the planning, development and coordination of CLL’s overarching Education and Student Experience Strategy, as well as supporting the management and leadership of the Centre’s portfolio, evaluating and implementing new opportunities and courses which can contribute to the University’s overall strategic ambitions. Charlotte is also Director of BA(Hons) Early Childhood, BA(Hons) Child and Family: Mental Health.
Charlotte is responsible for creating and delivering the strategic vision across her portfolio with particular focus on innovation, sustainability, and quality enhancement. Charlotte’s scholarly work and professional development notably focuses on areas relating to identity within early childhood contexts, drama and creative and playful practices as well as mental health and wellbeing across the lifespan. With this in mind, Charlotte is Co-Creator and Programme Facilitator on the THRIVE+ programme within SELCS, which seeks to build students’ confidence, resilience and agency. Charlotte also fulfils the role of Secretary for the Association of Child and Adolescent Mental Health (ACAMH West Midlands).

Charlotte is the Founder of the University of Warwick's Children, Young People and Families Network. This Network proudly reflects the University of Warwick's commitment to engaging with areas of international, national and regional priority in relation to children, young people and families. Within the Network (with representation from over 16 different University Departments), we celebrate shared expertise and nurture positive collaboration within the community and with external Stakeholders. The Network is structured as an innovative eco-system of inter- and transdisciplinary teaching and learning, research and scholarly activity as well as community engagement and outreach activities. Here, we prioritise the direct and sustained support of children, young people, families and those who work with them. Find out more here - Children, Young People and Families Network

Charlotte is also a Trustee of TACTYC: Association for Professional Development in Early Years. As part of her Quality Assurance role, Charlotte is External Examiner for Early Childhood Degree Programmes at Universities and holds Senior Fellowship of Advance HE. Charlotte is on the Editorial Board for the International Journal of Play and she is a reviewer for a number of international and national journals, including the International Journal of Early Childhood, Journal of Artistic and Creative Education, The International Journal of Art in Early Childhood, Journal of Contemporary Issues in Early Childhood, Journal of Research in Drama Education and The Journal of Early Childhood Education.

Current Projects

Charlotte’s engagement with industry includes her active membership to and engagement with:

Fennies Nurseries
TACTYC: Association for Professional Development in Early Years
Association for Child and Adolescent Mental Health (West Midlands Branch)
Association for Infant Mental Health

PhD Supervision

Charlotte is currently supervising the following PhDs:

The policy-to-practice context of accompanied refugee and asylum-seeking children (aged 0-5) who do not attend ECEC provision in England
ESRC Strategic Joint Studentship: "Perceived Impact of Expanded Early Years Childcare in the UK: Effects on Children's Well-being"

Potential PhD candidates are welcome to contact Charlotte regarding research proposals related to one or more of the following topics:

Research approaches including:

Qualitative research
Arts-based research
Autoethnographic, narrative research
Case studies

Topics/areas including:

Drama, Art and creativity
Early Childhood
Child and family mental health
Sustainability in education
Quality and innovation in education

Publications and Conference Contributions

Jones, C. and Tahir. R. (2026) Early Years Workforce Sustainability: Challenges and Opportunities. House of Lords, 25^th June 2026, London.

Jones, C. and Ormes, J. (2026) Dismantling Boundaries for Interconnected Futures: Transdisciplinary Working in the Children, Young People and Families Network. University of Warwick Education Conference. 3^rd June 2026, Coventry.

Robson, J., Jones, C., Simmons, H. and Twigg, E. (2025) Advocacy and Hope: Early Childhood Studies Degrees in Times of Turbulence. ECSDN Policy, Lobbying and Advocacy Strategy Group. 20th November 2025.

Hewitt, D. and Jones, C (forthcoming) Better Together: Learning and Communities across the Lifespan. London: Bloomsbury

Jones, C. (forthcoming) Exploring Quality for Babies and Toddlers (0-2). In Quality Matters: Defining and Developing Quality in Early Childhood Education and Care. TACTYC.

Jones, C., Simmons, H., Twigg, E. and Robson, J. (2025) Advocating for Early Childhood as an academic discipline and a graduate profession: a participatory action research project. 20th November 2025. ECSDN Strategy Group: Policy, Lobbying and Advocacy.

Jones, C. and Simmons, H. (2025) 1001 Days: Setting the Foundations for Life. University of Warwick, 21st May 2025.

Norman, A., Veale, V., Jones, C. (2025) The Power 2 Play. Alliance4Children.

Jones, C., Strisino, R. and Baxter, K. (2025) A Transformative Approach: Knowing that you make a difference in lifelong learning. University of Warwick, Warwick Education Conference, 5th June, 2025.

Jones, C. and Norman, A. (2025) The Power of Play: Building a Creative Britain. Children’s Alliance. Palace of Westminster: House of Lords.

Jones, C., Liew, A., Daniels, H. Et al (2024) School Anxiety & Emotional Based School Avoidance. Association for Child and Adolescent Mental Health (ACAMH). 3rd October 2024.

Simmons, H., Twigg, E. and Jones, C. (2024) Advocating for Early Childhood Studies: A Participatory Action Research Project. European Early Childhood Education Research Association (EECERA). University of Brighton. 3rd - 6th September 2024.

Jones, C (2024) “You feel like a chameleon on a piece of tartan”: the policy-to-practice context of men in early childhood education. European Early Childhood Education Research Association (EECERA). University of Brighton. 3rd – 6th September 2024.

Norman, A., Jones, C. et al (2024) The Power of Play: Building a Creative Britain. Children’s Alliance

Jones, C. and Day, I. (2024) Unleashing the transformative potential of lifelong learning: an andragogical assessment strategy. University of Warwick, Warwick Education Conference, 2nd May 2024.

Jones, C., Strisino, R., Gascoigne, S. and Baxter, K. (2024) Assessment for Lifelong Learning: Building Sustainable and Equitable Futures. University of Warwick, Warwick Education Conference, 2nd May 2024.

Jones, C. (2024) A policy-to-practice approach to building a sustainable and inclusive early childhood workforce. European Early Childhood Education Research Association (EECERA) SIG Gender. 7th March 2024.

Jones, C. and Day, I. (2024) 'We're all learning together!': The role and value of andragogy for lifelong learners. University of Warwick. CLL Teaching and Learning Forum.

Simmons, H., Twigg, E. and Jones, C (2024) Advocating for Early Childhood Studies: A Participatory Action Research Project. ECSDN Annual Research Conference. 26th January 2024.

Jones, C. and Strisino, R. (2021) Interdisciplinarity and the Lifelong Learner: Celebrating Individual Stories and Collective Voices. 5th Interdisciplinary Learning and Teaching Conference, University of Warwick - 15th April 2021.

Jones, C. (2019) ‘I’m constantly trying to return to what that felt like’: An autoethnographic narrative inquiry into the child, learner and artist. Masters Dissertation. University of Warwick

Jones, C. and Aubrey, C. (2019) I mean, why wouldn't men be involved?' The life histories of six male practitioners working within early childhood education and care in England. Journal of Early Childhood Research.

Jones, C. and Aubrey, C. (2019) How gender is constructed and experienced in the social world of the nursery school, International Journal of Early Years Education, 27:2, 153-169.

Aubrey, C., Jones, C., Lowe, R. and Blackburn, C. (2017) The Regulated Child. In Owen, A. Childhood Today (eds). London: Sage Publications.

Jones, C. (2016) ‘…For the love of children and the joy of childhood’. The values, beliefs and reported practices of male practitioners within Early Childhood Education and Care in England. Journal of Early Childhood Research. 14(4).

Jones, C. (2015) The policy-to-practice context of male practitioners in early childhood education and care within England. PhD Thesis. Birmingham City University. Available at: The Policy-to-Practice Context of Male Practitioners in Early Childhood Education and Care within England (bcu.ac.uk)

Aubrey, C. & Jones, C. (2013) Vulnerable Children and Their Views on Professional Services That They Receive. 2013 AERA Annual Meeting: San Francisco, CA.

Jones, C. (2013) A Policy-to-Practice Study of Male Professionals within Early Childhood Education and Care in England. BERA 2013 Annual Conference. University of Sussex.

Jones, C. (2013) Where are all the men? Men in Childcare: Challenging the status quo. Children’s Centre Leader Reader.

Jones, C. (2013) ‘Between the time that you are born and the time that a man goes into childcare…at what point is he influenced towards it?’ The career trajectories of male practitioners within early childhood education and care in England. TACTYC. The International Conference Centre: Birmingham.

Jones, C. (2013) “I was once asked in an interview ‘how would you get away from the disadvantages of being a man teaching in a nursery?’” Centre for Research in Education Conference. July 2013. Birmingham City University.

Jones, C (2013) A policy-to-practice study of male professionals within early childhood education and care in England. Centre for Research in Education Conference. July 2013. Birmingham City University.

Yardley, L., Aubrey, C., Clibbins, J., Lowe, R., Jones, C. and Blackburn, C. (2012) Common Assessment Framework: Children and young people’s satisfaction survey. Wolverhampton City Council: Integrated Working Team.

Jones, C. (2012) Challenging the Status Quo: Men in Childcare. Early Years Educator. November, 2012: 38-44.

Aubrey, C., Jones, C., Lowe, R. and Blackburn, C. (2012) Common Assessment Framework: Children and young people’s satisfaction survey. Centre for Research in Education Conference. July, 2012. Birmingham City University.

Jones, C. & Kinsella, V. (2012) Mind the Gap. Centre for Research in Education Conference. July 2012. Birmingham City University.

Jones, C. & Kinsella, V. (2012) Learning Conversations: student and academic partnership as a catalyst for student engagement. SRHE Annual Research Conference. Newport: Wales.

Jones, C. (2012) Challenging the Status Quo: Men in Childcare. Poster Presentation. RESCON: Birmingham City University.

Jones, C. (2012) The policy-to-practice context of male professionals in early childhood education and care in England. TACTYC. The International Conference Centre: Birmingham.