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Thomas, A and McInnes, K, eds. (2017) Teaching early years: theory and practice. Sage, London. ISBN 9781473946255

Howard, J and McInnes, K (2013) The essence of play: a practice companion for professionals working with children and young people. Routledge, Abingdon. ISBN 9780415678087

Birdsey, N and McInnes, K (2013) Child-centred play therapy in action. Shue Yan University, Hong Kong.

Williams, J and McInnes, K (2005) Planning and using time in the foundation stage. David Fulton, London. ISBN 9781843122791

McInnes, K, Downie, A and Newman, T (2005) Parenting education: messages from research and practice. Barnardo’s, Barkingside. ISBN 9781904659228

Hamilton, C, Gibbons, S, Haywood, S and McInnes, K (2003) Professional workbook: principles and practice in the foundation stage. Learning Matters, Exeter. ISBN 9781903300671

McInnes, K (2022) 'Play in UK primary schools.' In: King, P and Newstead, S, eds. Play across childhood: international perspectives on diverse contexts of play. Palgrave Macmillan, Cham, pp. 73-95. ISBN 9783030724603

Rose, J, Hattingh, L and McInnes, K (2019) 'Young children as scientists, designers and technologists – theories of learning.' In: Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K, eds. Teaching science and technology in the early years (3-7). 3rd ed. Routledge, Abingdon, pp. 17-35. ISBN 9781138613058

McInnes, K (2019) 'Being a playful therapist.' In: Ayling, P, Armstrong, H and Gordon Clark, L, eds. Becoming and being a play therapist: play therapy in practice. Routledge, Abingdon. ISBN 9781138560970

McInnes, K and Gallan, H (2017) 'Child development in practice.' In: Thomas, A and McInnes, K, eds. Teaching early years: theory and practice. Sage, London, pp. 29-46. ISBN 9781473946255

McInnes, K and Yuen, N (2017) 'Play and playfulness: the foundation of learning and development.' In: Thomas, A and McInnes, K, eds. Teaching early years: theory and practice. Sage, London, pp. 47-64. ISBN 9781473946255

Black, P and McInnes, K (2017) 'Policy context and current issues.' In: Moyles, J, Payler, J and Georgeson, J, eds. Beginning teaching, beginning learning in early years and primary education. 5th ed. McGraw-Hill Open University Press, Maidenhead, pp. 11-22. ISBN 9780335226962

Waycott, L, Carbis, C and McInnes, K (2015) 'Developmental trauma and attachment: an integrative therapeutic approach.' In: Archer, C, Drury, C and Hills, J, eds. Healing the hidden hurts: transforming attachment and trauma theory into effective practice with families, children and adults. Jessica Kingsley, London, pp. 102-117. ISBN 9781849055482

McInnes, K and Birdsey, N (2014) 'Understanding play: the perceptions of children, adolescents, parents and teachers.' In: Barnett, L.A, ed. Play of individuals and societies. Inter-Disciplinary Press, Oxford, pp. 105-113. ISBN 9781848883277

McInnes, K (2012) 'Opportunities for playful expressions of wellbeing.' In: Watson, D, Emery, C and Bayliss, P, eds. Children's social and emotional wellbeing in schools: a critical perspective. Policy, Bristol, pp. 143-156. ISBN 9781847425232

McInnes, K (2011) 'Policy context and current issues.' In: Moyles, J, Georgeson, J and Payler, J, eds. Beginning teaching, beginning learning in early years and primary education. 4th ed. McGraw-Hill Open University Press, Maidenhead, pp. 11-20. ISBN 9780335244126

Howard, J and McInnes, K (2010) 'Thinking through the challenge of a play-based curriculum: increasing playfulness via co-construction.' In: Moyles, J, ed. Thinking about play: developing a reflective approach. McGraw-Hill Open University Press, Maidenhead, pp. 30-44. ISBN 9780335241088

McInnes, K (2007) 'Do we understand each other? Multi-disciplinary working in a children’s centre.' In: Moyles, J, ed. Beginning teaching, beginning learning in primary education. 3rd ed. McGraw-Hill Open University Press, Maidenhead, pp. 33-42. ISBN 9780335221318

McInnes, K and Williams, J (2004) 'Early years education: children from birth to five.' In: Ward, S, ed. Education studies: a student's guide. Routledge, London, pp. 102-111. ISBN 9780415321181

McInnes, K and Williams, J (2003) 'Science and D&T beyond the classroom.' In: Davies, D and Howe, A, eds. Teaching science and design technology in the early years. David Fulton, London, pp. 25-37. ISBN 9781853468803

Rose, J, McGuire-Snieckus, R, McInnes, K and Gilbert, L (2019) 'Attachment Aware Schools: the impact of a targeted and collaborative intervention.' Pastoral Care in Education, 37 (2). pp. 162-184.

McInnes, K (2019) 'Playful learning in the early years – through the eyes of children.' Education 3-13: International Journal of Primary, Elementary and Early Years Education, 47 (7). pp. 796-805.

McInnes, K, Thomas, A, Pescott, C, Jones, C, Packer, R and Watkins, P (2018) 'Enabling theory into practice: making sense of the ‘why’ and the ‘how’ in the early years.' International Journal for Cross-Disciplinary Subjects in Education, 9 (3). pp. 3483-3850.

McInnes, K and Elpidoforou, M-E (2018) 'Investigating and learning from toddler play in a children’s museum.' Early Child Development and Care, 188 (3). pp. 399-409.

Rose, J, Gilbert, L, McGuire-Snieckus, R, Gus, L, McInnes, K and Digby, R (2017) 'Attachment Aware Schools: working with families to enhance parental engagement and home-school relationships.' Open Family Studies Journal, 9 (Supp-1). pp. 160-171. Please click the title to check availability.

Howard, J and McInnes, K (2013) 'The impact of children's perception of an activity as play rather than not play on emotional well-being.' Child: Care, Health and Development, 39 (5). pp. 737-742.

McInnes, K, Howard, J, Crowley, K and Miles, G (2013) 'The nature of adult–child interaction in the early years classroom: implications for children's perceptions of play and subsequent learning behaviour.' European Early Childhood Education Research Journal, 21 (2). pp. 268-282.

McInnes, K, Howard, J, Miles, G and Crowley, K (2011) 'Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play.' Early Years, 31 (2). pp. 121-133.

McInnes, K, Howard, J, Miles, G and Crowley, K (2010) 'Differences in adult-child interactions during playful and formal practice conditions: an initial investigation.' Psychology of Education Review, 34 (1). pp. 14-20.

McInnes, K, Howard, J, Miles, G.E and Crowley, K (2009) 'Behavioural differences exhibited by children when practising a task under formal and playful conditions.' Educational & Child Psychology, 26 (2).

McInnes, K (2002) 'What are the educational experiences of 4-year-olds? A comparative study of 4-year-olds in nursery and reception settings.' Early Years, 22 (2). pp. 119-127.

McInnes, K (2020) Playfulness in environments of creative learning. In: Sightlines Initiative Network, 6 October 2020, [online].

McInnes, K and Rose, J (2019) "The play session fundamentally changed so much for us” – parents learning the value of play. In: BECERA 2019: Learning Beyond the Classroom, 19 February 2019, Midlands Arts Centre, Birmingham, UK.

Rose, J and McInnes, K (2018) The student feedback system – Norland College. In: Independent Higher Education Annual Conference, 26 - 27 November 2018, London, UK.

McInnes, K (2018) Child-focused playful learning in the early years. In: 28th EECERA Conference, 28 - 31 August 2018, Budapest University of Technology and Economics, Budapest, Hungary.

Rose, J and McInnes, K (2018) What is the impact of an innovative combined parenting and yoga programme on everyday family life? In: 28th EECERA Conference, 28 - 31 August 2018, Budapest University of Technology and Economics, Budapest, Hungary.

McInnes, K and Rose, J (2018) Working together to provide a child-informed lunchtime service to support children’s wellbeing and socialisation. In: 28th EECERA Conference, 28 - 31 August 2018, Budapest University of Technology and Economics, Budapest, Hungary.

McInnes, K (2018) A critical and research-focused look at play and playfulness. In: British Association of Play Therapists (BAPT) Annual Conference, 23 - 24 March 2018, Aston University, Birmingham, UK.

McInnes, K (2018) Child friendly research in the early years. In: BERA, British Curriculum Forum – Researching the Curriculum in Schools and Colleges: Practice, Professionalism and Innovation, 24 February 2018, University of Birmingham School, Birmingham, UK.

McInnes, K (2018) Through the eyes of children – playful learning in the early years. In: Early Childhood Studies Degrees Network (ECSDN) Research Conference, 19 January 2018, London, UK.

McInnes, K, Thomas, A, Pescott, C, Jones, C, Packer, R and Watkins, P (2017) Teaching early years: integrating theory and practice. In: London International Conference in Education, 10 - 13 December 2017, University of Cambridge, Cambridge, UK.

McInnes, K (2017) Understanding play - through the eyes of children. In: NEyTCO, 8 November 2017, Bath, UK.

McInnes, K, Digby, R and Tallant, L (2017) Childhood and playful dialogues. In: Reimagining Childhood Conference, 30 June 2017, University of Bath, Bath, UK.

McInnes, K (2017) Understanding play – through the eyes of a child. In: BERA, British Curriculum Forum – Researching our Early Years Curriculum: Policy, Practice and Professionalism, 10 June 2017, London, UK.

McInnes, K and Parker, R (2016) Attachment and universities – Bath Spa Attachment Aware Schools Project. In: Attachment Research Community Conference, 7 December 2016, Birmingham, UK.

Black, P and McInnes, K (2016) Emerging dilemmas for early years trainees and teachers. In: TACTYC National Conference, 19 November 2016, London, UK.

McInnes, K, Birdsey, N and Owen-Leeds, S (2016) A comparison of teachers' and children's perceptions of play and the implications for early years classroom practice. In: Child-initiated Activities and the Mediating Role of Adults, 8 October 2016, Canterbury Christ Church University, Canterbury, UK.

McInnes, K and Yuen, N (2016) Play therapy in the early years. In: Celebrating Children and Families, Bristol South Nursery Schools and Children’s Centres Annual Conference, 5 February 2016, Bristol, UK.

McInnes, K and Birdsey, N (2015) A comparison of teachers’ and children’s perceptions of play and the implications for early years classroom practice. In: Barns lek – en barnlek? = Children's play - a pushover? Play and Early Learning Conference, 21 August 2015, Malmö University, Malmö, Sweden.

McInnes, K (2015) Critical engagement with practitioners views of play. In: Learning and Teaching Conference, 18 June 2015, University of South Wales, Pontypridd, Wales.

McInnes, K and Birdsey, N (2014) A comparison of teachers’ and children’s perceptions of play and the implications for early years classroom practice. In: 19th IPA World Conference, 20 - 23 May 2014, Istanbul Technical University, Istanbul, Turkey.

McInnes, K and Birdsey, N (2013) Defining play: the perceptions of children, adolescents, parents and professionals. In: 2nd Global Play Conference: Making Sense of Play, 22 - 24 July 2013, Mansfield College, Oxford University, Oxford, UK.

McInnes, K (2011) Indicators of children's wellbeing in activities defined by children as play or not play. In: 18th IPA World Conference: Playing into the Future - Surviving and Thriving, 4 -7 July 2011, Cardiff City Hall, Cardiff, Wales.

McInnes, K (2010) Comparing indicators of wellbeing in activities children define as play or not play. In: BPS Psychology of Education Section Annual Conference, 12 -14 November 2010, Milton Keynes, UK.

McInnes, K, Howard, J, Miles, G and Crowley, K (2009) Transitions in adult-child interactions during playful and formal practice conditions. In: BPS Psychology of Education Section Annual Conference, 30 October - 1 November 2009, Preston, UK.

McInnes, K (2009) PhD research: the role of playful practice for learning in the early years. In: NUT National Education Conference, 11 -12 July 2009, Stoke Rochford Hall, Grantham, UK.

McInnes, K, Howard, J, Miles, G and Crowley, K (2008) Behavioural differences exhibited in children performing under playful and formal practice conditions. In: BPS Psychology of Education Section Annual Conference, 31 October - 2 November 2008, Milton Keynes, UK.

Howard, J, Miles, G and McInnes, K (2008) Incorporating empirical findings that link play and learning into a behavioural threshold and fluency theory of play. In: BPS Psychology of Education Section Annual Conference, 31 October - 2 November 2008, Milton Keynes, UK.

McInnes, K (2005) A sure start – what is the philosophy of children’s centres? In: TACTYC Conference. Birth to Eight Matters: Seeking Seamlessness – Continuity? Integration? Creativity?, 4 - 5 November 2005, Thistle Hotel, Cardiff, Wales.

McInnes, K and Boushel, M (2005) Cognitive development in young children – a holistic approach. In: Barnardo’s Education Conference, 24 June 2005, Edinburgh, UK.

McInnes, K (2005) Parent education: messages from research and practice. In: West Wiltshire District Council Session, 2004, Trowbridge, UK.

McInnes, K (2004) Evaluation of the Family Link Worker Service for Hartcliffe, Highridge and Withywood Sure Start. In: South West Regional Sure Start Conference, 2004, Bristol, UK.

McInnes, K (2004) Problematic drug use by parents of dependent children. In: Barnardo’s South West Drugs Misuse Conference, 2004, Bath, UK.

McInnes, K (2011) The role of playful practice for learning in the early years. PhD thesis, University of Glamorgan.

McInnes, K, Carrier, J and Bown, H (2022) Premier League Primary Stars: evaluation report. NDTi, Bath.

Mason-Angelow, V, McColl, A, Cooney, G and McInnes, K (2022) Evaluation of Live Life Go Further: final report. NDTi, Bath.

McInnes, K (2022) Autism in Schools – interim evaluation report. NDTi, Bath.

Gilbert, L and McInnes, K (2019) An impact evaluation of Helping Hands service provision – TAMBA. Norland College, Bath.

McInnes, K (2018) Evaluating the impact of a joint parenting and yoga programme on everyday family life. Norland College, Bath.

McInnes, K (2018) What is the impact of a pastoral care training on school mealtimes – a case study. Norland College, Bath.

McInnes, K and Rose, J (2017) Attachment and parental sensitivity – their role in supporting good child development and lifelong positive outcomes. Norland College, Bath.

McInnes, K, McGuire-Snieckus, R, Rose, J and Vatmanides, O (2017) Phase 2 pilot study impact evaluation of the Attachment Aware Schools Project for Leicestershire Virtual School. Institute for Education, Bath Spa University, Bath.

Rose, J, McInnes, K, Digby, R, Parker, R and Smith, H (2016) Teach First training materials on attachment. Bath Spa University, Bath.

Crowley, K, McInnes, K, Crabbe, J, Murphy, M and Terry, V (2015) Progress of children participating in the Chatty Chimps Early Language Intervention: an initial evaluation. University of South Wales.

Prince, J, Austin, J, Shewring, L, Birdsey, N, McInnes, K and Roderique-Davies, G (2014) Attitudes to parenting practices and child discipline. Welsh Government Social Research.

Waycott, L, McInnes, K and Carbis, C (2012) Adult-child interactions assessment checklist. Stepping Stones.

Howard, J and McInnes, K (2010) The difference between work and play. National Literacy Trust.

Frost, S, McInnes, K and Newman, T (2007) Evaluation of Barnardo’s South West outcomes model. Barnardo’s Policy and Research Unit.

McInnes, K (2007) An audit of parenting education programmes delivered by Barnardo’s services. Barnardo’s Policy and Research Unit.

McInnes, K (2007) A practitioner's guide to interagency working in children's centres: a review of the literature. Barnardo's Policy and Research Unit.

McInnes, K and Newman, T (2006) Domestic abuse in North Somerset: a scoping exercise. Barnardo’s Policy and Research Unit.

McInnes, K, Newman, T and Frost, S (2006) Achieving better outcomes for children and young people: a toolkit for practitioners. Barnardo’s Policy and Research Unit.

McInnes, K (2005) Briefing paper: listening to the voices of children under five. Barnardo’s Policy and Research Unit.

McInnes, K (2005) Evaluation of the Barnardo’s Family Links Service of the Somerset Inclusion Partnership. Barnardo’s Policy and Research Unit.

McInnes, K and Burton, E (2005) Evaluation of the Pregnant Teenage Women’s Project: a perspective from professionals. Barnardo’s Policy and Research Unit.

McInnes, K and Newman, T (2005) Substance misusing parents and their children. Barnardo’s Policy and Research Unit / Safer South Gloucestershire.

McInnes, K and Burton, E (2004) Sure Start Hartcliffe, Highridge and Withywood evaluation of the Family Link Worker Service. Barnardo’s Policy and Research Unit.

McInnes, K and Bespoke Family, (2023) Play with Dr Karen McInnes [podcast].

McInnes, K (2021) Remarkably capable, creative children [blog post]. NDTi.

McInnes, K (2020) Why play is good for your child’s wellbeing..! [blog post]. Bespoke Family.

McInnes, K (2019) Child-friendly research in the early years. BERA Bites, 3. pp. 10-14.

McInnes, K (2018) Child-friendly research in the early years [blog post]. BERA Blog, Research Matters.

McInnes, K (2016) Play through the eyes of the child - challenging adult assumptions about play [blog post]. Community Playthings.

Howard, J and McInnes, K (2010) Learning and development: play - on cue. Nursery World, 8.

McInnes, K (2007) Parenting education programmes: a review of websites. Early Years, 27 (3). pp. 299-301.

McInnes, K (2005) Vulnerable children: growing up with substance misuse. TACTYC Newsletter, Spring.

McInnes, K (2003) Reframing the early childhood curricula [book review]. Early Years, 23 (2).

McInnes, K (2000) Broadening Horizons Conference report. TACTYC Newsletter, Spring.

McInnes, K (2000) Early Education (BAECE) Conference report. TACTYC Newsletter, Spring.

McInnes, K (2000) Early education transformed [book review]. TACTYC Newsletter, Spring.

McInnes, K (1999) Mathematics in Your Head Conference report. TACTYC Newsletter, Summer.