| 1. | Reconceptualizing Leadership in the Early Years | 682 | |
| 2. | 'Go Softly...': the Reality of 'Leading Practice' in Early Years Settings | 632 | |
| 3. | I've Never Thought of Myself as a Leader but...’: the Early Years Professional and Catalytic Leadership | 596 | |
| 4. | Early Years Professionals: Leading for Change | 464 | |
| 5. | The Early Years Network: a Case Study in Continuing Professional Development | 455 | 497 |
| 6. | Is There Space For The Child In Partnership With Families? | 352 | |
| 7. | Childhood in Society for Early Childhood Studies | 343 | |
| 8. | 'Wasted Down There’: Policy and Practice with the Under-Threes | 257 | |
| 9. | 'Seen but not Heard'. Practitioners Work with Poverty and the Organising Out of Disadvantaged Children's Voices and Participation in the Early Years | 228 | |
| 10. | Pre-school Practitioners, Child Poverty and Social Justice | 225 | |
| 11. | Talking Heresy About ‘Quality’ Early Childhood Education and Care for Children in Poverty | 182 | |
| 12. | Parent–practitioner engagement in early education and the threat of negative thinking about the poor across England and the USA | 160 | 125 |
| 13. | Neoliberalism, Global Poverty Policy and Early Childhood Education and Care: a Critique of Local Uptake in England | 147 | |