Emma Bailey


Lecturer in Children, Young People & Families

Children and Families

Contact Details

email: emma.bailey@worc.ac.uk

Emma joined the University of Worcester as a student in 2014, studying the BA (Hons) in Early Childhood Professional Practice and the EYITT. She enjoyed her experience within the Department for Children and Families so much that she has, since then, never strayed too far and was delighted to be offered the chance to teach here. Prior to this, Emma gained experience across a range of Early Years settings before running her own small childcare setting alongside her studies.

After the BA, Emma decided to challenge herself further with the MA in Education at Worcester before beginning her primary Teacher training with TeachFirst. From here she began teaching in a First School in Worcestershire before being offered a studentship to study a PhD in Educational Leadership at the University of Worcester full time. Her research explores the ways in which cluster groups of school leaders create a unique source of vital support for Primary Headteachers.

Emma’s interest lies in human development both individually and communally across all age ranges and within and beyond the school environment. 


  • BA (Hons) Early Childhood Studies
  • PGCE Leading in Learning
  • MA Education
  • PhD Educational Leadership

Teaching & Research

Teaching Interests:

  • Children in society
  • Child/human development
  • EY Leadership
  • Educational Leadership


Research Interests:

  • Quality in ECEC
  • People-centred leadership
  • Professional identity in the EYs


Bailey, E. (2017) Placing Trust in Play. TACTYC Reflections [Online] Available from: Reflection Papers | TACTYC

Bailey, E. & Solvason, C. (2019) Embedding parents’ perspectives in the discourse for quality education and care in the early years. NZ International Research in Early Childhood Education Journal. 22 (1) pp. 59-71.

Solvason, C., Cliffe, J. & Bailey, E. (2019) Breaking the silence: Providing authentic opportunities for parents to be heard. Power and Education. 0 (0) pp. 1-13

Appleby, K., Hanson, K., Bailey, E., Barr, C. & Proctor, S. (2019) The role of the reflective activist in nurturing children's learner identity. In Hanson, K. & Appleby, K. Multiple Early Childhood Identities. London, Routledge.

Solvason, C., Bailey, E. & Davis, E. (2021) Lessons for school leaders: supportive leadership in schools. The Elephant Times. [Online] Available from: Elephant Times [6] in Worcester MAY 2021 (adobe.com)

Malomo, M. & Laurence, E. (2022) Finding your place in safeguarding practice. In Richards, H., & Malomo, M. (2022). Developing your professional identity: A guide for working with children and families. Critical Publishing.