At Cranstonhill Nursery, we believe that research plays an essential role in continually improving children's experiences. We are proud to work alongside researchers whose work aligns with our Froebelian values and our commitment to reflective, evidence-informed practice. By engaging in research, we remain curious, question our practice and contribute to the wider understanding of high-quality early childhood education.

We are currently supporting two research projects within our nursery. All research is carried out with the utmost respect for children, families and educators, ensuring that participation is voluntary and that ethical practice, informed consent, confidentiality and children's rights remain at the heart of every project.

Our involvement in research not only contributes to the wider early years community but also enriches our own practice, enabling us to continually reflect, learn and provide the very best experiences for every child.

At Cranstonhill Nursery, we are proud to contribute to leading research that is shaping the future of early childhood education. As a research partner in Professor Alison Clark's Being Us: Learning and Living Together Through a Slow Pedagogical Lens project, funded by the Froebel Trust, we are exploring how Slow Pedagogy creates richer experiences for children through meaningful relationships, unhurried time, deep observation and thoughtful reflection. Building on the foundations of her influential book, Slow Knowledge and the Unhurried Child, the first year of the project has focused on understanding how slowing down enables children to develop a stronger sense of belonging, wellbeing and connection. During the second year, participating settings will continue this collaborative enquiry, helping to develop practical resources and research that support educators in embedding Froebelian principles into everyday practice.

Alongside this work, we are also inspired by the research of Konstantina Papaspyropoulou, a doctoral researcher at the University of Edinburgh, whose study explores how Slow Pedagogy can transform children's transitions from early learning and childcare into primary school. Her research challenges the traditional view of transition as a single event and instead presents it as a gradual, relationship-based journey. By prioritising children's agency, emotional wellbeing, continuity and a genuine sense of belonging, her work encourages educators to create transitions that unfold at each child's individual pace.

Together, these research projects reinforce our belief that children thrive when they are given time—to play, to build relationships, to explore, to wonder and to become confident within their environment. These principles influence every aspect of our practice, from our daily interactions and learning environments to our approach to transitions, ensuring every child experiences a nurturing, respectful and unhurried journey through early childhood.

Practitioner enquiry is part of our professional culture. Educators are expected to question and reflect on practice, identify an area they would like to understand or improve, gather appropriate evidence, consider what it tells them, make thoughtful changes and evaluate the difference these changes make.

Practitioner enquiry is not about finding fault. It is disciplined professional curiosity. SLT will support educators to develop enquiry questions and share learning.

• What are we noticing?

• What are children communicating through their play, actions and interactions?

• Why might this be happening?

• What does professional reading or research help us understand?

• What could we change or explore?

• What difference did the change make for children?

• What have we learned and how should this influence future practice?