|Appears in Collections:||Psychology Journal Articles|
|Title:||Little Scientists – Big Impact|
|Other Titles:||The Developmental Research Team at the University of Stirling explain why they love their psychology kindergarten|
Caldwell, Christine Anna
Shing, Yee Lee
Kuipers, Jan Rouke
|Citation:||Caes L, Caldwell CA, Rafetseder E, Grainger C, Renner E, Atkinson M, Shing YL & Kuipers JR (2017) Little Scientists – Big Impact, The Psychologist, 30, pp. 30-33.|
|Abstract:||First paragraph: In the Division of Psychology at the University of Stirling, we regard our onsite kindergarten as one of our greatest assets. However, when we say this to others, we are used to encountering reactions that range from incredulity or uneasiness to plain bewilderment. Some assume that we maintain the kindergarten to provide a childcare facility for staff. Others, who understand that the primary function of the kindergarten is to facilitate our research and research-led teaching, seem to think that the childcare experience itself might be somehow compromised by this goal. Readers may be relieved to hear that we don’t keep the children under strictly controlled conditions, austere and isolated, like bacteria in a petri dish. But we decided that it was time that we put the record straight more broadly.|
|Rights:||Publisher policy allows this work to be made available in this repository. Published in The Psychologist by British Psychological Society. The original publication is available at: https://thepsychologist.bps.org.uk/volume-30/october/little-scientists-big-impact|
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