2014 onwards
National Project on dementia with a focus on early prevention and intervention of alcohol and drug abuse.
2010-2013
Elinor Goldschmeid Froebel Archive project, University of Roehampton. Keynotes and writing continue but Jacqui's favourite job is being a Volunteer Elder at the Totnes Children's Centres!
2005-2010
Early Years consultant with the Coram Family, Listening to Children research and national training project; National Marine Aquarium project worked with young children, artists and marine biologists as they collaborated to design a new experiential centre; guided grass roots changes in education in Wales- action research project in Gellideg; guided a Camden Movement Play action research project.
1999-2005
Retired from full time lecturing at Oxford but remained their Early Childhood Consultant for five years. Widowed but continued to put her VISION of empowerment and participation into ACTION.Joined the What Matters to Children team of Consultants (www,richlearningopportunities.co.uk). Developed therapeutic work through the arts. Worked as a volunteer on projects for those most disadvantaged or traumatised within various networks in war zones. Founded my place-to-be in France used either for on-going projects within various networks or for Early Years people just to BE!
1987-1999
Early Years Advisor Devon LEA responsible for in-service courses and liaison with families and other professionals. Language research project for Devon LEA with University of Exeter. Senior Lecturer in Education and Psychology Oxford Polytechnic (Oxford Brookes University).Completed PhD with a study of the mind- an analysis of four year olds talking and their teachers theorising about their talking and reasoning. Action-Research projects in Oxford and Ofsted Nursery inspections which led to articles published by the Times group and the book Listening to Four Year Olds by NEYN (National Early Years Network). Arts Director with TACTYC (Training, Advancement and Co-operation in Teaching Young Children). British Council tours to visit settings and speak at Conferences in Scandinavia, Germany, Italy & France.
1977-1987
Progressed to becoming a Head (in Devon) of an early childhood Diagnostic and Assessment Unit. Liaison with families was extended to work with all socio-psychological support services. The increase in knowledge and experience of many daily challenges faced by families resulted in Jacqui's development of therapeutic (sensory) environments for children indoors and out of doors. Linked with the Learning through Landscapes teams and learnt much from them. Re-married a potter and with him started clay-play workshops with children and families. Links with the Van-Leer Foundation (the Hague), the Max Planck Institute (Germany) and the U.N. Association for Threatened People (Gypsy division) Voice of Children and Peace Child Conference workshops empowerment and autonomy from babyhood.
1967-1977
Returned to London.Trained as a Nursery/ Infant teacher in Haringey; employed by them as their first Community and Inter-Agency liaison teacher. Head of Infants in Primary School.Family support groups.
1957-1967
An adventurous decade in Australia. Three sons by the age of 23. Tim born in Lithgow, Nick in Richmond and Chris in Kurrajong. Jacqui helped with architectural designs in her husband's company.
1956-1957
St. Martin's School of Art and The College for Distributive Trades, London, for a year in their Textile Departments.Studied colour,design, display/textile production and science.City and Guilds gold medal with a scholarship for fine-arts at St, Martin’s but married a designer and went to Australia.
1939-1956
Born into a nomadic Polish Gypsy/Irish Showman family. Through loss, in care of the Sisters of Sion.
Nursery World articles
Listen Up! Listening to 4 and 14 year olds: in challenge of readiness: current research into language and learning 1-14th November 2011
Breaking the Cycle: disadvantage in deprived communities in Wales May 26th 2005
All About series: Children's Learning: developmental research into language and learning January 2005
Play Away! what is really meant by learning through play? June 13th 2002
It takes time: listening to four year olds talk about their childhood June 10th 1999
Hidden Treasure: Treasure Baskets July 11th 1996
A whole new world: Heuristic Play July 18th 1996
Miscellaneous journals and books
Time to Listen: Time to Hear, Hampshire Early Years Journal 2011
Part One: Report of Movement Play Project, Camden LEA, 2010-2011
NESTA Sea Sense Project, National Marine Aquarium, Plymouth, Report One, December 2005
I want to listen to the children but I need help: introducing Ms. Frazzle to networks of knowledge, information and support Co-ordinate - National Early Years Network Journal, Issue 83, Winter 2001/2002
On an education for being: the need for a human and holistic approach in early years education Sightlines Initiative, REFOCUS Journal, Issue 9, Autumn 2000
A New Millennium Without Deficit? A researcher challenge of deficit language theories, Vol.20, Issue 7, Spring 2000
Don't get trapped in a tick box! how to satisfy OFSTED and still treat children as individual learners.
Co-ordinate - National Early Years Network Journal, Issue 75, January 2000
Listening to Four Year Olds: how they can help us to plan their education and care, book published by the National Early Years Network, 1999 now with the National Children's Bureau
The Work of OFSTED, Education and Employment Select Committee, House of Commons, Fourth Report, Appendix 74, page 265 The Inspection of Early Years Settings, June 1999
The Van Leer Poster Competition, Our New Millennium Dream by children of the South Hams, Devon, published in Co-ordinate – National Early Years Network, Winter 1999
How to pass inspections and influence OFSTED Co-ordinate - National Early Years Network Journal, Issue 74, November 1999
A Study of Teachers Theorising from Experience: Oral Language in the Early Years University of Exeter, unpublished PhD thesis, May 1998
Dreaming of Tomorrow Co-ordinate - National Early Years Journal, Issue 67,September 1998
Empowerment and Autonomy from Babyhood: the perspective of early years research, Children in Charge series, Professor Mary John (ed.) volume 1, 1996, Jessica Kingsley.
Are your little Humpty Dumpties floating or sinking? What sense to children of four make of the reception class at school? TACTYC Early Years Journal vol.10,No.2, Spring 1990
Collaborative writing
Prof. Martin Hughes & Jacqui Cousins 1990, Teachers perceptions of children's language, in D.Wray (ed.) Emerging Partnerships in Language and Literacy. Multilingual Matters Pubs.
Prof. Martin Hughes & Jacqui Cousins 1988, The roots of oracy: early language at home and at school in M.McLure, T. Phillips and A. Wilkinson (eds.) Oracy Matters, Open University Pubs.
EARLY CHILDHOOD:EARLY INTERVENTION
Begin at the beginning: bumps and babies as learners
Relationships: the key to harmonious learning relations
Parents as first educators?
Empowerment and Autonomy from Babyhood
Born to be and belong as me
Born to be and belong as learners
HOLISTIC DEVELOPMENT and EARLY LEARNING
Time for transitions
Time to Listen: Time to hear children aged four
Active Listening: tune into shy talkers
Listening to Four Year Olds: tune in to what they tell us
Time's as long as it takes! Take time to talk: time to listen and time to be
Travellers Tales: cultural influences on development and learning
Guiding young children's holistic development and early learning
Helping our children to become readers: Devon LEA for parents and teachers
Natural conversations: an analysis of two threads of children's thinking
Challenging children or square pegs in round holes?
LEARNERS FOR LIFE
Family Education - a creative approach to parenting (away with the fairies and dream on!)
Earth walks: enjoy and learn out of doors (Urban and Rural Children's Play Council)
Earth experiences indoors: Treasure Chests, Play in a tray and Display on a Shoestring
Networks of support, information and knowledge for families and teachers
Action research for all: bring about change
Time to Listen: Time to hear young people aged 14
Oracy as a strong bridge to literacy: talking to become confident readers
Oral language or TALK as a tool for deep thinking
Discussion and debate through stories: a philosophical approach
Discussion and debate through real life experiences of change
Personal experience as a creative starting point for our theories of learning
A biographical approach to learn about self and others
Biographical writing as a tool for healing, empathy and learning
Rosie's Wishes: and Sharing Memories with our Elders. Help the Aged Projects.