Staff Profile:Lecturer in Early Childhood Education and Care

Dr Maria Kambouri-Danos
Job Title:
Lecturer in Early Childhood Care and Education

University Responsibilities:

  • Programme Director for BA in Children's Development and Learning (BA CDL).
  • Deputy Director for Postgraduate Research Studies.
  • Teaching on Undergraduate and Postgraduate programmes.

Institute of Education Responsibilities:

  • Teaching (Ba, Ma and PhD).
  • Research.
  • Module Convenor for BA CDL.
  • Supervision in early years settings and school placements.
  • MA and PhD Supervisions.


  • BA in Children's Development and Learning (BA CDL).
  • Early Years Teaching Status (EYTS).
  • Post-Graduate Certificate in Early Years Practice (PGC EYP).
  • Post-Graduate Certificate in Primary (PGCE).
  • BA in Education (BA ED).
  • PhD, EdD and Ma supervision.
Areas of Interest:

Research Interests - Ma, PhD and EdD Supervision offered in these areas:

Early years education (0-8 years old): Theory and practice

      • Learning and development
      • Learning theories and pedagogies (e.g. Constructivism)
      • Gender differences and stereotypes
      • Play and play based learning
      • Children and staff interactions for learning and development

Teaching and Learning Science

  • Early years science
  • Learning theories and pedagogies (e.g. Constructivism)
  • Children's misconceptions in science
  • Gender differences and stereotypes

Professional development and teacher training

  • Children and staff interactions
  • Parental Involvement and Partnerships
  • Staff training and development

PhD, EdD and Ma students:

Mohammed Alshaikhi (PhD supervision: current): Investigating the Effectiveness of Using Interactive Whiteboard (IWB) to Develop English Vocabulary as a Foreign Language in English Primary Classrooms in Saudi.

Jassim Alazemi (PhD supervision - current): The perceptions of classroom teachers and school leaders about the effectiveness of the ongoing policy reform (2005-2015) in Kuwait.

Marian Ogbeide (Ma supervision - completed): Parents' and Teachers' Views about School Readiness. Graduated with Distinction.

Research groups / Centres:

Peer Reviewed Journal Publications

  • Kambouri-Danos, M., Trakulphadetkrai, N. V., & Pieridou, M. (in process). Play differences and their impact on children's opportunities for learning in the early years. Journal of Early Childhood Research.
  • Ravanis, K, Kambouri-Danos, M, Boilevin, J.M., & Jameau, A. (in process). The water state changes in 6 years old children's thinking. International Journal of Science and Mathematics Education.
  • Pieridou, M. & Kambouri-Danos, M (under review). The use of drama techniques as communicative approach to teaching Greek vocabulary for children with Greek as a second language, Theory and Research in Education, (original in Greek).
  • Pieridou, M. & Kambouri-Danos. M. (under review). 'Encounters' Resulting from Implementing Qualitative Research in Educational Settings: Reflections of Two Early Career Researchers. Journal of Research and Method in Education.
  • Allen, M. & Kambouri-Danos, M. (2016). Substantive conceptual development in preschool science: contemporary issues and future directions. Early Child Development and Care:
  • Olteanu, A., Kambouri, M., & Stables, A. (2016). Predicating from an Early Age: Edusemiotics and the Potential of Children's Preconceptions. Studies in Philosophy and Education. 35(3), p1-20. DOI: 10.1007/s11217-016-9526-3
  • Kambouri, M., Pampoulou, S. E., Pieridou, M., and Allen, M. (2016). Science Learning and Graphic Symbols: An Exploration of Early Years Teachers' Views And Use of Graphic Symbols When Teaching Science. Eurasia Journal of Mathematics, Science and Technology, 12(9), 1-19. DOI: 10.12973/eurasia.2016.1275a
  • Kambouri, M. (2015). Investigating Early Years Teachers' Understanding and Response to Children's Preconceptions. European Early Childhood Education Research Journal. 25(3). DOI: 10.1080/1350293X.2014.970857
  • Kambouri, M. & Michaelides. A. (2015). Dramatic Water: Using a Drama-Based approach to science in the early years. Primary Science Journal, 135(10-12).
  • Kambouri, M. & Michaelides, A. (2014). Using Drama Techniques for the Teaching of Early Years Science: A Case Study. Journal of Emergent Science. (7), 7-14.
  • Kambouri, M. (2011). Children's Misconceptions and the Teaching of Early Years Science: A Case Study. Journal of Emergent Science, 2(2), 7-16.

Book Chapters and Other Publications

  • Olteanu, A., & Kambouri-Danos, M. (2016). Experiential nature: Learning by living. Book chapter in Strand, T., Smith, R., Pirrie, A., Gregoriou, Z., & Papastephanou, M. (Ed.) Philosophy as Interplay and Dialogue: viewing landscapes within philosophy of education. Oslo: LIT Verlag.
  • Kambouri, M. & Pieridou, M. (2016). Symbols and their use in Early Years Science. The Journal of Early Years Educator.
  • Kambouri, M. (2015). Children's preconceptions of science: How these can be used in teaching. The Journal of Early Years Educator. 16(11), 38 - 44.
  • Kambouri, M. (2012). Children's Misconceptions and a Look on How Teachers Respond to them. WIEGA Journal, 5(1),41-53.
  • Kambouri, M. (2012). Review: The Educational System in Cyprus. WIEGA Journal, 5(1),57-67.

Conference Publications

  • Kambouri-Danos, M. & Pieridou, M. (accepted). Using drama for the teaching of science vocabulary, in the early years, to children with Greek as a second language, Proceedings of the SECE conference (original in Greek).
  • Kambouri, M. & Briggs, M. (2013). The teaching of science in the early years: Do early years teachers identify children's preconceptions. Proceeding of the ESERA conference 2013: ESERA e-Book Edition:
  • Kambouri, M. (2012). Identification of alternative ideas in Early Years Natural Sciences (original in Greek) Special Edition of the: 7th Proceeding of the Panhellenic Conference in Science and Early Childhood Education.
  • Kambouri, M. (2011). Teachers and children's misconceptions in science. Proceeding of the BERA conference 2011, BEI's Education-line collection (available online at:
  • Kambouri, M. (2010). Teachers' Responses to Young Children's Preconceptions in Science. Proceedings of the 2010 Conference: Educastion Researchers: Diverse Experiences and Perspectives, Birmingham, UK, July 4th.
  • Kambouri, M. (2009). Teachers' Perceptions of Children's Misconceptions in Science and their Response. Proceedings of the 2009 Conference: Educational Researchers: Research or Change?, Birmingham, UK, July 10th.

Collective Funded Research Projects:

  • Principal Investigator for Froebel Trust Grant £19500 (2016-2017): 4Ps- Project: Practitioners & Parents Play Partnership- Strengthening practitioner-parent collaboration through the use of CPD and play built on Froebelian principles and pedagogy. (Co-Investigators: Dr Myria Pieridou (Open University), Dr Suzanne Quinn-Flannery (Roehampton University), Mrs Teresa Wilson (University of Reading), Dr Geoff Taggart (University of Reading), Ms Jo Elsey (University of Reading), Dr Anna Tsakalaki (University of Reading).
  • Co-Investigator for Reading Teaching and Learning Award £500 (2015 - 2016): Tackling Stereotypes, sexism and unconscious biases in teaching and learning (P.I: Dr Karen Jones, University of Reading).
  • Principal Investigator for Reading Project (2015-2016): Children's Play-based Learning Opportunities in the Early Years and the potential Gender and Socio-economic Differences (Co-Investigators: Dr. Natthapoj Vincent Trakulphadetkrai and Dr Myria Pieridou - Winners of Research Collaboration Award 2016 - University of Reading).
  • Co-Investigator for a Santander Funded Project (2015-16): Phase 2: Learning Greek vocabulary as an additional language through drama techniques: Teachers' perceptions and Teacher-Training (PI - Dr Myria Pieridou, Open University).
  • Co-Investigator for a Santander Funded Project (2014-15): Phase 1: Evaluate the effects of employing drama for the teaching of Greek vocabulary to a group of early years (English) children (PI - Dr Myria Pieridou, Open University).
  • Co-Investigator for a Kingston Funded Project (2013-15): Identifying young children's (2-5 years) ecological concepts aiming to build a website for practitioners focusing on teaching about the environment (PI - Dr Michael Allen, Kingston University).
  • Research Associate for ECERS-Cyprus (2012-13): The Early Childhood Environment Rating Scale-Revised, was implemented in Cyprus to evaluate Early Years Provision in Cypriot settings.
  • Research Associate for GRID project (2010-12): Designing, implementing and validating a research framework for both mathematical and scientific literacy for the Cypriot first-schooling ages.
  • Research Fellow for PreSciNet project (2010-12): Creating a pan-European network for professionals and academics in the field of primary science education. The goal is to provide training and professional support to teachers to help them design and implement lessons based on inquiry.
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This list was generated on Tue Jul 25 16:09:33 2017 BST.


Any Further Information

Enterprise Activity, External Roles and Consultancy:

  • Fellowship of the Higher Education Academy.
  • External Examiner for BA Early Childhood Studies course - Middlesex University.
  • Journal Reviewer for European Early Childhood Research Journal.
  • Journal Reviewer for Journal of Research in Childhood Education.
  • Journal Reviewer for Journal of Emergent Science Reviewer.
  • Research Group Member: Improving Equity and Inclusion through Education (IEIE).
  • Honorary Research Fellow of the Early Childhood Research Centre member (ECRC - University of Roehampton).
  • OMEP member (World Organisation for Early Childhood Education).
  • ASE member (The Association of Science Education).
  • ESERA member (European Science Education Research Association).
  • IFL member (Institute for Learning).

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