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Dr Charlotte Jones

profileSenior Teaching Fellow

Early Years Programmes

charlotte.e.jones@warwick.ac.uk

Room WCE1.7, Centre for Lifelong Learning, Westwood Campus


Dr Charlotte Jones is a Senior Teaching Fellow on the Early Childhood programmes at the Centre for Lifelong Learning and a Fellow of the Higher Education Academy. Charlotte’s experience of working with children under the age of five years inspired her to complete a BA (Hons) degree in Early Childhood Studies here at Warwick. During this time, Charlotte also worked within a forest school in Norway. Charlotte then pursued her PhD in Education focusing on policy-to-practice contexts relating to gender within early years work and associated notions of practitioner identity. Charlotte has continued with her interest in identity and rekindled her childhood passion for drama and theatre. Hence she has completed an MA in Drama and Theatre Education, during which, Charlotte explored the identities of the child, learner and artist as drawn from her own auto-ethnographic narrative research with local artists. Charlotte was also delighted to complete a certificate in Froebelian early childhood education in 2019 which allowed her to explore artistic practices within the context of this early childhood theory. Charlotte is currently a reviewer for the Journal of Artistic and Creative Education, The International Journal of Art in Early Childhood, The Journal of Contemporary Issues in Early Childhood, The Journal of Research in Drama Education and The Journal of Early Childhood Education, as well as others relating to her academic interests.

Charlotte is involved in course and module design as well as being involved in external early childhood course reviews. Charlotte is module leader for a number of core modules across all year groups of the Early Childhood programme at CLL and she is also dissertation supervisor and personal tutor for students. In terms of her teaching, Charlotte has a particular passion for supporting student progression and achievement, exploring notions of student/practitioner voice, identity, and intuition. Charlotte is also keen to support students to share their ideas and academic work beyond the course by publishing across several academic platforms and is currently helping students to achieve this. Charlotte currently runs an early childhood blog within which she explores the experiences of early childhood practitioners, shares her own reflections as a tutor and calls upon students and guest bloggers to contribute and share experiences of practice. Charlotte also writes an Early Childhood newsletter that is shared with students and staff each academic term.

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

Qualitative Research including:
  • Arts-based research
  • Autoethnographic, narrative research
  • Case studies
Early Childhood Research including:
  • Art and creativity
  • Play and imagination
  • Drama, theatre and performance
  • Identity (i.e. of Practitioner, Student, Child)
  • Policy and practice


Publications and Conference Contributions

Aubrey, C. and Jones, C. (forthcoming) "You feel like a chameleon on a piece of tartan" The Policy-to-Practice Context of Men in Early Childhood Education and Care.

Jones, C. and Strisino, R. (forthcoming) 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. 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).

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.>

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.