Mrs Lenka Janik-Blaskova
Lecturer in Education Psychology
North Cloisters 118
North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK
(nearing completion) PhD in Education (Psychology of Education), University of Cambridge
MPhil Education (Psychology of Education), University of Cambridge, Distinction
British Psychological Society graduate conversion course, University of Cambridge
MA Applied Psychology (Guidance Counselling), University College Cork, Ireland, First Class Honours
Diploma in Social and Psychological Health Studies, University College Cork, Ireland, First Class Honours
Associate Fellow with the Higher Education Academy
2017 - 2020 Research Assistant, University of Cambridge, joined Faculty of Education & NHS Cambridgeshire & Peterborough project
2019 - 2019 Consultant, Cambridge Assessment, Cambridge-Malaysia Collaboration, Educational Reform
2016 - 2018 Research Assistant, University of Cambridge, Play in Education, Development and Learning (PEDAL) Research Centre
2018 - 2021 Teaching Assistant, University of Cambridge
I am particularly interested in researching:
- Peer relationships
- Mental health & wellbeing
- Social cognitive development
- Inclusive education
- Playful learning
- Childhood & adolescence
- Social and emotional experiences
- Positive psychology
My methodological expertise includes:
- Qualitative research
- Interviews and focus group
- Participatory research with children and young people
- Art-based / visual methods
- Classroom and playground observations
- Psycholinguistic assessment
- Sociometric methods
- Phenomenological qualitative analysis
- Thematic / framework qualitative analysis
Janik Blaskova, L., & Gibson, J.L. (under review) Friendship is.... "When we all play together." Exploring concepts of friendship formation in children with Developmental Language Disorder. Language, Speech, and Hearing Services in Schools.
Janik Blaskova, L., & Gibson, J.L. (under review) Reviewing the link between and language abilities and peer relations in children with Developmental Language Disorder: The importance of children’s own perspectives. Autism & Dev Lang Impairments.
Hofmann, R., Arenge, G., Dickson, S., Marfan-Sanchez, J., Ryan, M., Tiong, N.D., Radia, B.K., & Janik Blaskova, L. (under review) The COVID-19 learning crisis as a challenge and an opportunity for schools: an evidence review and conceptual synthesis of research-based tools for sustainable change. Center for Educational Policy Studies Journal.
Janik Blaskova, L., Le Courtois, S., Baker, S.T., Gibson, J.L., Ramchandani, P.G., O’Farrelly, CH., & Fink, E. (2020). Participant engagement with play research - examples and lessons learned from the Centre for Play in Education, Development and Learning. International Journal of Play.
Kittredge, A. K., Day, N., Janik Blaskova, L., Zhang, H., & Baker, S. T. (2018). Teachers’ views on supporting self-regulated learning in early childhood science education. 13th International Conferences of the Learning Sciences (ICLS). Conference proceedings.
Janik Blaskova, L., & McLellan, R.W. (2017). Young people’s perceptions of wellbeing: The importance of peer relationships in Slovak schools. International Journal of School & Educational Psychology.
Impact change to clinical practice through continuous professional development (2017, 2019-2020), Joined project of Faculty of Education (University of Cambridge) and Papworth FICE (NHS Cambridgeshire & Peterborough)
Educational Reform: Cambridge-Malaysia Collaboration (2019), Cambridge Assessment
Social Play, Social Lives: Children relationships through play project (2018), Play in Education, Development and Learning (PEDAL) Research Centre, University of Cambridge
Stepping Stones in Science: Child-led pedagogy for teaching science with teachers as co-researchers (2016-2017), Play in Education, Development and Learning (PEDAL) Research Centre, University of Cambridge
Wellbeing & Inclusion Special Interest Group, Faculty of Education, University of Cambridge
Psychology, Education and Learning Studies, Faculty of Education, University of Cambridge