Mr Kyle Moore

Qualifications

• Qualified Teacher Status (QTS)
• BA (Hons) Early Years: Teaching and Learning (Top up) 1st Class
• FdA in Early Years Education

Course director

• Early Years: Teaching & Learning BA (Hons) top-up

Courses taught

• Early Years: Teaching & Learning BA (Hons) top-up
• Education: Early Years Teaching and Learning BA (Hons)
• Education: Special Educational Needs, Inclusion and Wellbeing BA (Hons)

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.