Jane Murray is an Associate Professor in the Centre for Education and Research at the University of Northampton, UK. Her research interests and publications concern education, early childhood education, and social inclusion. She is Editor of the International Journal of Early Years EducationIoanna Palaiologou is an Associate at UCL Institute of Education, London, UK, a Chartered Psychologist, and Co-Director of Canterbury Educational Services. Her research interests and publications include focus on leadership, research methods, and observation in early childhood.

• Introduction – Young children’s emotional experiences 1. Promoting and marginalising young children’s social and emotional experiences through SEL 2. Love, satisfaction and exhaustion in the nursery: methodological issues in evaluating the impact of Work Discussion groups in the nursery 3. Making the personal visible: emotion in the nursery 4. Being touched – the transformative potential of nurturing touch practices in relation to toddlers’ learning and emotional well-being 5. Young children’s agency: exploring children’s interactions with practitioners and ancillary staff members in Greek early childhood education and care settings 6. Children’s negotiation tactics and socio-emotional self-regulation in child-led play experiences: the influence of the preschool pedagogic culture 7. Indirect effects of cognitive self-regulation on the relation between emotion knowledge and emotionality 8. The Hare and the Tortoise go to Forest School: taking the scenic route to academic attainment via emotional wellbeing outdoors

Jane Murray is an Associate Professor in the Centre for Education and Research at the University of Northampton, UK. Her research interests and publications concern education, early childhood education, and social inclusion. She is Editor of the International Journal of Early Years EducationIoanna Palaiologou is an Associate at UCL Institute of Education, London, UK, a Chartered Psychologist, and Co-Director of Canterbury Educational Services. Her research interests and publications include focus on leadership, research methods, and observation in early childhood.

• Introduction – Young children’s emotional experiences 1. Promoting and marginalising young children’s social and emotional experiences through SEL 2. Love, satisfaction and exhaustion in the nursery: methodological issues in evaluating the impact of Work Discussion groups in the nursery 3. Making the personal visible: emotion in the nursery 4. Being touched – the transformative potential of nurturing touch practices in relation to toddlers’ learning and emotional well-being 5. Young children’s agency: exploring children’s interactions with practitioners and ancillary staff members in Greek early childhood education and care settings 6. Children’s negotiation tactics and socio-emotional self-regulation in child-led play experiences: the influence of the preschool pedagogic culture 7. Indirect effects of cognitive self-regulation on the relation between emotion knowledge and emotionality 8. The Hare and the Tortoise go to Forest School: taking the scenic route to academic attainment via emotional wellbeing outdoors

Jane Murray is an Associate Professor in the Centre for Education and Research at the University of Northampton, UK. Her research interests and publications concern education, early childhood education, and social inclusion. She is Editor of the International Journal of Early Years EducationIoanna Palaiologou is an Associate at UCL Institute of Education, London, UK, a Chartered Psychologist, and Co-Director of Canterbury Educational Services. Her research interests and publications include focus on leadership, research methods, and observation in early childhood.

• Introduction – Young children’s emotional experiences 1. Promoting and marginalising young children’s social and emotional experiences through SEL 2. Love, satisfaction and exhaustion in the nursery: methodological issues in evaluating the impact of Work Discussion groups in the nursery 3. Making the personal visible: emotion in the nursery 4. Being touched – the transformative potential of nurturing touch practices in relation to toddlers’ learning and emotional well-being 5. Young children’s agency: exploring children’s interactions with practitioners and ancillary staff members in Greek early childhood education and care settings 6. Children’s negotiation tactics and socio-emotional self-regulation in child-led play experiences: the influence of the preschool pedagogic culture 7. Indirect effects of cognitive self-regulation on the relation between emotion knowledge and emotionality 8. The Hare and the Tortoise go to Forest School: taking the scenic route to academic attainment via emotional wellbeing outdoors