Abstract

This article studies a teaching-led research process to explore diversity through arts, embedded in a final-year Professional Reflective Practice module within a BA Early Childhood Studies programme in Wales. The pedagogic experience has been informed by the Reggio Emilia philosophy and aligned with Curriculum for Wales. The project implemented a series of arts-based workshops co-facilitated by an artist and a lecturer. Through reflective portfolios and creative outputs, students engaged with questions of professional identity, cultural inclusion, and the role of creativity in early years’ pedagogy. The project discusses students’ perspectives on integrating creative approaches in their education/research practice and builds capacity to connect with diverse cultural expressions. Participants assented to take pictures of their work and creations. Anonymity of their reflections were protected. Findings reveal that such interventions can strengthen reflective practice, critical thinking, enhance cultural awareness, and support the transition from student to professional pathways. Implications for practitioners’ training and early years pedagogy and research are discussed.

Keywords: Arts, Teaching-led research, Cultural diversity, Early childhood Studies, Higher education, Wales

How to Cite:

Tur Porres, G. & Biant, P., (2026) “'Awakening Curiosity': Integrating Arts-Based Approaches in Early Childhood Studies and Practitioner Training in Wales”, Focus on Practice (Wales Journal of Education), doi: https://doi.org/10.16922/focus22