I am a senior lecturer in Primary and Early Years Teacher Education with Qualified Teacher Status. I teach on the BA and BATL undergraduate modules that involve Professional Practice and carry out visits to schools and early years settings to support trainees whilst they are on placement. I also teach on the modules which focus on educational enquiry and research, inclusive practice, child development, partnerships with parents and professionals and the way in which policy influences (and is influenced by) teaching practice.
I am a supervisor for teachers who are working towards Masters level accreditation on the Practitioner Enquiry and Enquiry Based Project modules.
I taught in primary schools as a class teacher from 1993 to 2006, working in the Foundation Stage, Key Stage 1 and Key Stage 2. During this time I developed an interest in supporting children with social, emotional and behavioural difficulties which led to my appointment as Inclusion Manager in a school that supported learners from disadvantaged backgrounds. My role included Special Educational Needs Co-ordinator, behaviour support teacher for a local schools and leadership of a specialist unit providing nurture support for children aged 4 to 11.
Following completion of a Master's Degree in Education with the Open University, I worked as an Associate Lecturer with the OU on the Foundation Degree in Early Years Education from 2000 to 2008. This involved leading seminars at the weekend, distance learning support and assignment marking for students working in schools as teaching assistants with aspirations to become qualified early years teachers.
My appointment to Sheffield Hallam University in September 2008 has enabled me to share my knowledge, skills and experiences with undergraduate and postgraduate students.
My teaching interests include supporting learners displaying challenging behaviour in the classroom, inclusive and personalising learning, and the importance of using creative approaches and 'hooks' for learning to inspire, enthuse and engage all learners.
Department of Teacher Education
Social Sciences and Humanities
I am currently studying for a doctorate with SHU, focusing on teacher perceptions of pastoral and nurture support for primary school pupils identified as having social, emotional and behavioural difficulties. I am involved in the Teacher Education Research Group and continue to develop my professional writing skills.
CHILDERHOUSE, Helen (2017). Supporting children with ‘Social, Emotional and Behavioural Difficulty (SEBD)’ in mainstream: teachers' perspectives. Doctoral, Sheffield Hallam University.
Fellow of the Higher Education Academy
Member of the Nurture Group Network and SEBDA (Social, Emotional, Behavioural Difficulties Association)
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