Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Linda L. Hestenes; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 114-123).

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains x, 157 p. : ill. (some col.), col. map. Includes abstract. Includes bibliographical references (p. 127-143).

Thesis (Ed. D.)--Rudgers, 1975. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 349-357).

Theses (Ed.S.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains 21 pages. Bibliography: p. 15-16.

Thesis (Ph.D.)--Victoria University of Wellington, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 105-127).

Thesis (M. Phil.)--University of Hong Kong, 1981.

Thesis (Ed.D.)--Duquesne University, 2008. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 286-309) and index.

Theses (Ed. D.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains vii, 277, [278-326]. Bibliography: p. [278-304]

The Foundation Phase curriculum framework was introduced by the Welsh Government in 2010 (and revised in 2015). It applies to all children aged 3 to 7 years in Wales and includes a number of additional pedagogies and rights based approaches which support more participatory understandings of learning and the child (WG, 2015). However, these additional pedagogies are expected to be played out within existing constructions of space. Dominated by continuous provision, spaces are to include sand, water, writing, construction and role-play. Recently rebranded as "Learning Zones" (Taylor et al, 2015), these spaces are becoming increasingly structured around a centralised concept of space, activity and outcome, creating a paradox by framing both space and pedagogy as prescribed and not participatory. In response this PhD explores Spatially Democratic Pedagogy (Clement, 2017) as an alternative approach to the construction of classroom space. Using Froebel's (1899) communal gardens as the pedagogical blueprint and reflecting them through recent sociomaterial (Fenwick, 2011) and democratic (Moss, 2014) understandings of learning and space, this research aims to support children in the design and co-creation of their classroom space. Its Design Based Research frame (Reimann, 2011) aims to, “solve real-world problems through the design, enactment and analysis of an intervention” (DBR Collective, 2003). Current constructions of classroom space within the Foundation Phase were found to be complicit in restricting children and teachers' ability to participate in learning. Notably, co-creating space with children, based on their designs, appeared to offer opportunities to support participatory practice. This research contends it is the construction of space that is important when considering participatory practice within the Foundation Phase.