I trained as a Primary Teacher at the Institute of Education (IoE) in London (UCL) specialising in Early Years.
After working in Central London as an Early Years Teacher and Deputy Head of an Early Years Unit within a school in Tower Hamlets, I left to study play based learning in the UK and abroad before completing a MRes at the IoE. I taught in Early Years as a supply teacher in the Coventry and Birmingham areas following my move to the Midlands. From 2014-2018 I led the Early Years on the Primary PGCE programme at the University of Warwick.
This study will look at the area of social and emotional development, as defined in the Early Years ‘Development Matters’ guidance and ‘Statutory Requirement’ (DfE 2012, 2017). Crucially, we need to understand what emotional development can look like and what we can do in schools to support children. For teachers to support children they must have a depth of understanding themselves, so the outcomes of this study will make an original contribution to the understanding of how to support children improve this area of development. The outcomes can also be used in teacher training and continued professional development.
This study will examine existing knowledge and understanding from the fields of education, psychology, and neurological development and apply it in an Early Years context. Examining what is understood about stress, self-control and emotional development in young children, and test through practical engagement with children to create measurable outcomes, generating new information and understanding about our teaching practice and the stress levels which different children experience. It will support teachers and practitioners to reflect on their classrooms and practice.
This study will also build an understanding of what can be done by teachers and practitioners through their general practice, rather than as an intervention, working with children to support their self-control development and emotional wellbeing. It can be used to support teachers in training to understand and reflect on their own self-control and impulsivity, so they are able to model and support children with a deeper understanding of what they are doing themselves.
Can Self-Regulation and impulsivity be improved to show a positive impact for children in the Early Years.
Dr Celia Greenway and Professor Deborah Youdell
Source of Funding