Mr Kyle Moore
Faculties, departments and locations
- Faculty of Health, Science, Social Care and Education
- Department of Education
- School of Education, Midwifery and Social Work
- Kingston Hill
Senior Lecturer
- Email:
- [email protected]
About
As a Senior Lecturer in Education and Course Leader for both the BA in Education: Special Educational Needs, Inclusion and Wellbeing (Distance Learning) and BA (Hons) Top up in Early Years Teaching and Learning, I bring over a decade of professional experience in Early Childhood Education and Care, underpinned by a deep commitment to advancing inclusive practice and workforce development. My teaching and leadership are informed by a career that began as a play worker in a primary school setting, progressing through Kingston University’s work-based learning routes to become a qualified teacher, school leader and now higher education academic.
My research focuses on the construct of self-regulation – a critical skill for lifelong learning and wellbeing – with forthcoming publications due next year. I am also co-developing the Compassionate Framework, a values-led approach to Early Childhood Education and Care that positions compassion, empathy and inclusive practice at the heart of pedagogy. This work responds directly to sector priorities and policy drivers, including the growing emphasis on social-emotional development, resilience and pro-social behaviours in national and international frameworks.
In my previous roles, I taught in Early Years classrooms for over a decade, leading curriculum innovation and policy implementation, including the integration of government changes to PSHE and the design of post-COVID-19 recovery curricula. These experiences have shaped my commitment to aligning educational practice with both evidence-based research and the evolving needs of children, families and communities.
At Kingston University – a TEF Gold institution and the UK’s leading university for Future Skills – I contribute to preparing graduates who are not only knowledgeable but also equipped with the adaptability, empathy, and collaboration skills that define effective practitioners in today’s complex educational landscape. My work bridges research, teaching, and sector engagement, ensuring that our programmes remain relevant, impactful, and responsive to the challenges and opportunities facing education today.
Qualifications
- MA Education with Early Childhood
- BA (Hons) Early Years: Teaching and Learning (Top up) 1st Class
- Qualified Teacher Status (QTS)
- Fellowship in Higher Education (FHEA)
- FdA in Early Years Education
Domains
Qualifications
- Qualified Teacher Status (QTS)
- BA (Hons) Early Years: Teaching and Learning (Top up) 1st Class
- FdA in Early Years Education
Course director
Courses taught
I am currently completing an MRes exploring self-regulation in early childhood. Drawing on the Early Years Foundation Stage framework, my study positions social and emotional well-being as the bedrock for young children’s lifelong success. In practice, I’ve observed that traditional, condition-based approaches to behaviour management often overlook the broader emotional, biological, and social factors that influence a child’s capacity to regulate attention, emotion, develop sense of self and complete goal-directed actions.
In this study, I investigate Early Years Practitioners’ understandings of research, theory and evidence-informed practice surrounding self-regulation in early childhood. I aim to explore the significance practitioners attribute to self-regulation and how they integrate it into their daily pedagogy. Through a focused case study, I will examine the knowledge bases practitioners draw upon and the practical considerations that shape their support for children’s emerging self-regulatory skills. By clarifying how self-regulation is conceptualised within contemporary practice, this research seeks to inform the identification of effective pedagogical strategies that educators can adopt to foster young children’s emotional management, independence and social competence.
Completion and publishing pending submission September 2025.
My career in early childhood education spans roles from classroom teaching assistant to Foundation Degree in Early Years Studies tutor. I began by developing engaging, play-based learning strategies and fostering strong relationships with students and families. As an Early Years Educator and Qualified Teacher, I designed dynamic, inclusive curricula, maintained high expectations, and inspired both pupils and colleagues. In my previous tutor role, I delivered Level 4 modules like Early Years Professional Practice and Level 5 modules such as Leadership in Early Years Settings, embedding work-based learning through supported placements, reflective portfolios and real-world project assessments to help students gain both professional and academic recognition, while continuously refining the curriculum and teaching strategies in response to their on-the-job experiences.
In my current role, I have acted as a liaison officer, supporting a broad network of early years partnerships. More recently, I’ve become course leader for the Level 6 Top-Up in Early Years Teaching and Learning, where I oversee curriculum design and delivery and mentor students through the work-based programme. A key aspect of this role is guiding their progression into professional roles, postgraduate study, and ongoing professional development.
I’m passionate about how self-regulation and metacognition underpin young children’s learning, resilience, and well-being. To share and refine this expertise, I’ve led a variety of knowledge-exchange ventures from interactive workshops to guest-speaking engagements at practitioner forums. An example of this is when I presented “Self-Regulation: Evidence-Based Approaches” at the Achieving for Children annual conference, equipping educators with data-supported strategies to foster children’s emotional and cognitive control in everyday practice.