Dr Ioanna Palaiologou
BA, MEd, PhD
Expertise
• Developmental and Cognitive psychology • Child Development (with specialism in early child development: birth to eight and learning theories) • Psychology and its application in education and childhood studies
Current positions
Associate Professor
School of Education
Contact
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Research interests
Ioanna Palaiologou is a Chartered Psychologist of the British Psychological Society (BPS) with specialism on cognitive and developmental psychology and was appointed as Associate Fellow of BPS in 2015. She is also a Fellow of Higher Education Academy. She has worked as both university academic and child psychologist for more than 20 years and joined the School of Education (Psychology in Education), University of Bristol in December 2021.
She is currently Associate Professor (Psychology in Education) and Senior Tutor for the School of Education.
Her main research interests focus on child development and its applicability, especially in early childhood education, ethics and the role of digital technologies on development and pedagogy. In 2017 EECERA annual conference she was awarded best published paper for 2016 in the European Early Childhood Education Research Journal for her paper: ‘Children under five and digital technologies: implications for early years pedagogy
Projects and supervisions
Research projects
Inclusive Education in Indonesia: Sharing Practices, Building Partnerships, and Supporting Pre-service Teachers
Principal Investigator
Description
This collaborative project aims to critically engage academia, practice, and action. It aligns with the international inclusive education policies, including the Education for All (UNESCO 1990) and the 1945 Constitution…Managing organisational unit
Dates
01/03/2023 to 31/01/2024
The impact of Industry Qualifications in High School in New Zealand
Role
Manager
Description
In progressManaging organisational unit
Bristol Doctoral CollegeDates
01/02/2023 to 31/08/2025
Thesis supervisions
An Examination of Three Interventions for Enhancing Preservice Teachers’ Ethnocultural Empathy, Intercultural Competence, and Culturally Responsive Classroom Management Self-Efficacy in Hong Kong
Supervisors
An exploration of principals’ perspectives on the use of a coaching approach to leadership within the context of Singapore international schools
Supervisors
The Effects of Virtual Reality Learning on nursing student non-technical skills development
Supervisors
Publications
Recent publications
01/01/2024Early Years Foundation Stage
Early Years Foundation Stage: Theory and Practice
Historical developments in early years education policy
Early Years Foundation Stage: Theory and Practice
Not just data: analysing visual narratives of children in research and the quest for “micro-ethical” moments
Cultural-historical Digital Methodology in Early Childhood Settings
Personal, Social and Emotional Development
Early Years Foundation Stage: theory and practice
Physical Development
Early Years Foundation Stage: theory and practice