I began my career in primary education, teaching in Key Stage 1 and early years. I joined MMU in 2000, and during this time spent some time working for a Local Authority in the Children's Services department. I was involved in the development of the Children's Centre programme, and leading a team of early years 'pedagogues' to support quality improvement.
In addition to teaching on the Early Years and Childhood studies programme,I also teach on the undergraduate and post graduate primary programmes specialising in early years.
My research interests are focussed around effective early years pedagogy. I am particularly interested in curriculum and assessment. My doctoral research was concernend with assessment practice and is examining how graduate practitioners are mediating their professional habitus with the culture and practice of their workplace setting and the wider policy context.
BA (QTS) Primary Education (Early Years)
MA Early Years Education (3-7)
Doctor of Education (University of Sheffield)
Before joining MMU in 2000, I have been employed as an infant teacher and Head of Nursery in Shropshire.
I also worked for Cheshire LA for the Sure Start Team as the Inclusion and Quality Assurance Manager, where I led a team of Early Years Consultants who supported the delivery of quality provision in the Private, Voluntary and Independent Sector. During this time I was also a member of the team responsible for the implementation of Children's Centres across the county.
Studying for a degree in the field of childhood, youth
and education studies is a truly multi-disciplinary experience. We draw on many
subject areas which include sociology, psychology, philosophy, social policy
and the arts in order to help you understand childhood in multiple ways. We
also encourage you to draw on these different disciplines to inform your work
with children and their families through practical application. This may be
through placements, project work and practical classroom experiences.
By the end of your studies, you will have many tools to
draw upon to equip you to progress onto a number of career pathways, and more
importantly to work with children and families in an ethically informed manner.
Student’s career pathways have included teaching; social work; family support
and intervention; counselling and therapeutic work; the voluntary sector and the
early years sector. Many students also progress onto further postgraduate and
research programmes following completion of their undergraduate degree.
I am currently supervising two students at the thesis stage of the Doctor of Education.
Particular areas of interest and experise include:early childhood education; policy implementation and working with Bourdieu's conceptuals ideas.
External Examiner at University of Hull (FdA/BA Early Childhood Studies)
The title of my Doctoral Thesis was - Playing the Assessment Game in Early Childhood Education:Mediating professional habitus with the conditions of the field.
J. Basford, E. Hodson (2011). Successful Placements in Early Years Settings. Learning Matters.
J. Basford, E. Hodson (2008). Teaching Early Years Foundation Stage. Learning Matters.
T. Poulter, J. Basford (2003). Using ICT in Foundation Stage Teaching. Learning Matters Limited.
R. Dann, J. Scanlon, J. Basford, C. Booth, R. O'Sullivan, et al. (2018). The Impact of Doctoral Study on University Lecturers’ Construction of Self within a changing Higher Education policy context. Studies in Higher Education. pp.1-17.
J. Basford, C. Bath (2014). Playing the assessment game: an English early childhood education perspective. Early Years. 34(2), pp.119-132.
JM. Basford, EA. Wood (2018). Assessment in ECE in England: two readings, many lenses. J. Roopnarine, JE. Johnson, S. Quinn, M. Patte. In: Handbook of International Perspectives on Early Childhood Education. Routledge,
JM. Basford (2018). Using Bourdieu to Explore Identity and Assumption: Charlie and the Chocolate Factory. In: Using Film to Understand Childhood and Practice. Bloomsbury,
JM. Basford, R. Dann (2017). Assessment for Learning. In: Beginning Teaching, Beginning Learning 5e. Open University Press,
JM. Basford (2015). Documenting and assessing learning; including the voice of the child. In: Inclusion and Early Years Practice. Routledge,
JM. Basford, E. Clarke (2011). Enabling Environmnets. In: Successful Early Years Placements.
JM. Basford (2011). The range and diversity of early years settings. J. Basford, E. Hodson. In: Successful Early Years Placements. Learning matters,
JM. Basford (2008). The Early Years Foundation Stage: Principles into Practice. In: Achieving QTS. Teaching Early Years Foundation Stage.
JM. Basford Being a Graduate Professional in the field of ECE: silence, submission and subversion. London, 19/1/2018.
K. Williams, H. Perkins Seeking places and spaces to renegotiate professional territories. Bologna, 29/8/2017.
JM. Basford (2016). Surplus to requirements? An examination of the impact of the Early Years Professional and Early Years Teacher role in reforming assessment practices in the field of Early Childhood Education. British Education Research Association, Conference (Leeds),
R. Dann, JM. Basford, J. Scanlon, C. Woodfine, C. Booth, et al. (2016). Developing ‘facilitated collaborative auto-ethnography’ to build research culture, confidence and capability within Higher Education. BERA Conference, Leeds,
JM. Basford Developing Assessment in Early Years. MMU (Cheshire), 16/6/2016.
EA. Wood, JM. Basford, J. Traunter, J. Payler, J. Georgeson (2015). De-professionalising or re-professionalising the Early Childhood Workforce in England.
JM. Basford Assessment in the field of ECE: Playing the Game. Birmingham, 17/2/2015.
Basford, J. (2015) “Assessment Practice in the field of Early Childhood Education: Playing the Game” Paper presented at the Annual BECERA conference 17 – 18th February
Basford, J (2015) :"De-professionalising or re-professionalising the Early Childhood Workforce in England?" Symposia paper presented a BERA conference September 2015
Early Years. An International Journal of Research and Development.
Senior Fellow of the Higher Education Academy (SFHEA)
I am a member of TACTYC; EECERA; BERA