Smith talks about how her research challenged her own practice and particularly her assumptions about working with children who have EAL. In contrast, Clark details how she designed her study to engage with children, practitioners, architects and consultants to consider a range of views which are important in shaping practice environments, as discussed in the previous section. Clark talks about the different face-to-face and written media she used to share her work. Pascal and Bertram have found that in ‘crossing the border’ from home to school, children from migrant, travelling, asylum-seeking and refugee families from a range of diverse communities and backgrounds have limited opportunities to be listened to. They show that engaging with and listening to children and their families can challenge assumptions, raise expectations and provide unexpected insights into how practice might be better shaped. Pascal and Bertram indicate how findings from the CCB project have been used to feed into a programme of practitioner professional development called the Open Windows programme, resulting in a number of practice developments, including home visits, a new code of conduct and a community art project.
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