Dr Carla Solvason


Senior Lecturer in Children & Families

Children and Families

Contact Details

email: c.solvason@worc.ac.uk
tel: 01905 855482

In Carla's current role as Senior Lecturer at the University of Worcester her main area of responsibility is around the area of research. This involves ensuring that student practitioners are given the support that they need to carry out worthwhile research projects, but also encouraging colleagues to reach their full research potential. Her key research interest is the topic of ethicality and how we can embed this within professional development and caring research. With her colleague, Rosie Walker, she has co-authored a book to support Early Years practitioners in their research projects, which is now the key text for students on the course.

Carla delivers CPD on supporting children’s speech, language and communication development and has also completed longitudinal collaborative research in this area. She has carried out an evaluation of a school leadership development programme for a local authority and is currently investigating the role of maintained nurseries for TACTYC.

Carla’s first role was as a primary school teacher. During that time she completed a Masters in Gender, Literature and Modernity (classic literature remains a passion of hers) and a PhD in Education, specifically looking at concepts of school culture and inclusion. Before starting work at Worcester, in 2009, she spent a year as a consultant for the children’s communication charity, I CAN.



  • BA (QTS) English and RE
  • MA Gender, Literature and Modernity
  • PhD Inclusion or Excellence (Education based)
  • PGCert Teaching and Learning in Higher Education


Carla leads on the level 5 research module which prepares students for completing their Independent Studies at level 6 and also carries out further support workshops. She also leads on the level 6 module which explores developing professionalism. Carla is pathway lead for the MA in Leading Early Years Practice and leads on the core modules for this, exploring pedagogy, policy and collaborative working.




Carla is currently carrying out funded research for TACTYC which explores the role and impact of maintained nurseries. Prior to this she completed an evaluation project for a local authority, exploring the impact of a leadership development programme. In 2013-14 she worked on a longitudinal project which sought to empower primary school teachers to better support students with mild to moderate speech and language difficulties. Her writing reflects her passion for taking a collaborative and supportive approach to research and has a focus upon respectfully presenting the research participants’ perspective.


Solvason, C. (2019) ‘Conducting ethical professional inquiry alongside children’ in Policy Intersecting Pedagogy (co-editors L Gibbs and M Gasper), London: Routledge.

Elliot, G., Kadi-Hanifi, K. and Solvason, C. (2018) Your Guide to Successful Postgraduate Study, London: Sage.

Solvason, C. (2018) ‘Just how important is ethics within early childhood research and professionalism.’ Journal of Early Childhood Education Research, 6 (2), pp 166-176, http://jecer.org/issues/jecer-62-2017-special-issue/

Solvason, C., Cliffe, J. and Snowden, M. (2017) ‘Researching in School-Creating a Meaningful School/ University Alliance: A Reflection.’ Educational Action Research, http://dx.doi.org/10.1080/09650792.2017.1388828

Solvason, C. (2017) Learning to be an Ethical Practitioner, in Musgrave, J., Savin-Baden, M. & Stobbs, N. (eds) Studying for Your Early Years Degree, Critical Publishing: St Albans

Solvason, C. (2016) ‘Ethicality, research and Emotional Impoverishment in a Technological Era’ in J.McNiff (Ed) Values and Virtues in Higher Education Research, London: Routledge

Cliffe, J. & Solvason, C. (2016). Using Rhizomatic Thinking in Early Childhood Pedagogy to Avoid Making Other into Same. TACTYC, Reflections. No page. Retrieved from: http://tactyc.org.uk/reflections/

Solvason, C., Kohlman H., Snowden, M. & Morris, C. (2016). A whole school approach to language development in the early years: professional development in action. NZ Research in ECE Journal, Special Issue: Equality and Diversity, 19, 25 - 36.  Retrieved from http://www.childforum.com/research/vol-19-2016-nzrece-journal/1355-language-whole-school-approach.html

Solvason, C. (2015) ‘The responsibility of the practice-based researcher’ in M. Reed and R. Walker (Eds) A Critical Companion to Early Childhood, London: Sage

Kubiak, C., Fenton-O’Creevy, M., Appleby, K., Kempster, M., Reed, M., Solvason, C. and Thorpe, M. (2015) ‘Brokering boundary encounters’ in Wenger-Trayner, E., Fenton-O’Creevy, M., Hutchinson, S., Kubiak, C. and Wenger-Trayner, B. (Eds) Landscapes of Practice, Oxon: Routledge.

Walker, R. & Solvason, C. (2014) Success with your Early Years Research Project, London: Sage Publications.

Solvason, C. and Elliott, G. (2013) Why is research still invisible in further education? Journal of Learning Development in Higher Education, Issue 6: November 2013, pp 1-17

Solvason, C.L. (2013) ‘Research and the Early Years Practitioner-Researcher’, Early Years: An International Journal, 33, (1), pp 90-97

External Roles

Carla is currently external examiner for East Sussex University, for their MA in Early Childhood/ EYTS course. She is on the editorial board for New Zealand Research in Early Childhood Education. She regularly plays a role in validation events for the Open University.