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I am a Senior Lecturer in Early Years, International Study Abroad Tutor and Route Leader for Post Graduate Certificate in Education, Birth to Five with Early Years Teacher Status. I am also the module leader on the PGCE Reflective Teacher and BA Primary Year 3 Pedagogy and School Experience and Year 2 Primary Teaching for ERASMUS students modules.
My research interests include toddler wellbeing in particular supporting early years' practitioners and teachers who are working with disadvantaged toddlers.
I have experience in working with a range of early years' practitioners and teachers in the England, Norway and Spain leading an EU funded ERASMUS+ grant. I am also interested in developing the students' experience of internationalisation and to this extent have been working with a colleague from University of Gävle, Sweden in supporting students' reflective skills through experiencing different early years educational provision.
I am leading Kingston University's partnership of an EU funded grant, Education and Teaching in Early Years from International Perspectives (ETEIP) with the University of Gävle, Sweden, Comunidad del Centro Superior de Estudios Universitarios La Salle (CSEULS) Spain and Early Years Setting in the England, Norway, Spain and Sweden. The project aims to support Early Years Educators professional development, collaboration, exchange of knowledge and key ideas.
Senior Lecturer in Early Years
Over the past 15 years I have taught, led, developed, and designed a range of undergraduate and postgraduate programmes and modules. I have worked collaboratively across the Faculty of Health, Social Care and Education, working with different departments within the School of Education, Social Work and Midwifery including School Centred Initial Teacher Training partners.
I have shared my knowledge of early years including international perspectives and wellbeing on a range of inter-professional courses including BA Primary, BA Working with Children and Young People, BA Early Years and BA Child Centred Interprofessional Practice. Using the research and innovative resources created by the EU grant projects (TODDLER, ToWe and ETEIP) I ensure my teaching is research-led and research-informed.
I have also disseminated my knowledge to Kingston University's Bi-Lateral partners including Thomas More, Mechelen, Belgium, Högskolan i Gävle, Sweden and Kirchliche Pädagogische Hochschule, Vienna, Austria. This has led to innovative teaching and learning opportunities influencing students' educational provision and practice.
I am currently the Route Leader for the PGCE Birth to Five with Early Years Teacher Status where I have designed, developed, and implemented a phased curriculum and range of assessment opportunities to support the students' attainment of the Early Years Teacher Status. One being the use of ‘unseen', ‘virtual' and/or ‘recorded' observations considering the needs of the setting placements during the Covid pandemic.
Through my role as an External Examiner, I have worked with a number of universities to support the development of their early years programmes using my early years knowledge and practice.
I have been involved in the writing of a number of EU bids, the ToWe and ETEIP Project both having research aspects built within them. The ToWe Project involved my leadership in ensuring that the ethical materials and guidelines produced were adhered to. I was involved in the design, implementation, data gathering and analysis of the research contributing to the ToWe Projects Case Study Impact Report. This has led to opportunities to present and publish the results.
Grants and Funding:
TODDLER Project (2010 - 2013) Towards Opportunities for Disadvantages and Diverse Learners on the Early-childhood Road. Lifelong Learning Programme Comenius, [61609-LLP-I-2010-NO-COMENIUS-CMP] http://www.toddlerineurope.eu https://www.uis.no/faculties-departments-and-centres/faculty-of-arts-and-education/department-of-early-childhood-education/projects/toddler/
Sutherland, Helen (2019) Supporting toddlers’ wellbeing : reflections on the impact of the Toddler Wellbeing (ToWe) Project. TACTYC Reflections : 2019 Reflections,
Sutherland, Helen and Styman, Jan (2013) Shared experience: new materials offer guidance for those working with diverse and disadvantaged toddlers. Nursery World, 112(4331), pp. 30-31. ISSN (print) 0029-6422
Sutherland, Helen and Styman, Jan (2012) Towards Opportunities for Disadvantaged and Diverse Learners on the Early-childhood Road (TODDLER) Project. Comenius Journal, 21, pp. 36-38. ISSN (print) 2033-4443
Sutherland, Helen and Mukadam, Yasmin, eds. (2018) Supporting toddlers' wellbeing in early years settings : strategies and tools for practitioners and teachers. Jessica Kingsley. 216p. ISBN 9781785922626
Sutherland, Helen and Maxey, Angie (2014) More than just a Post-it! Making accurate and productive use of assessment. In: Johnson, Jessica, (ed.) Becoming an early years teacher. Maidenhead, U.K. : Open University Press. pp. 92-115. ISBN 9780335264445
Sutherland, Helen and Dallal, Jo (2008) A ‘grow model’ for work-based learning. In: Rawlings, Anne, (ed.) Studying early years: a guide to work-based learning. Maidenhead, U.K. : Open University Press. pp. 40-60. ISBN 9780335219933
Sutherland, Helen, Lazarides, Rachel and Turmo, Silvia (2018) Summary to date on the case study impact report. In: Enhancing Opportunities for Toddlers’ Wellbeing : ToWe Project International Workshop; 15-16 Mar 2018, Kingston, U.K.. (Unpublished)
Sutherland, Helen and Rosell, Yngve (2018) Case study impact report of the ToWe Project (Toddler Wellbeing). In: 28th EECERA Conference : Early Childhood Education, Families and Communities; 28-31 Aug 2018, Budapest, Hungary. (Unpublished)
Sutherland, Helen, Mukadam, Yasmin, Hjertø, Liv and Lazarides, Rachel (2018) Manual material for wellbeing. In: Enhancing Opportunities for Toddlers’ Wellbeing : ToWe Project International Workshop; 15-16 Mar 2018, Kingston, U.K.. (Unpublished)
Sutherland, Helen (2018) 'Toddler' project 2010. In: Toddler Wellbeing Conference 2018 : Toddlers the World Over : What Works for Wellbeing and Why it Matters!; 10 Jan 2018, Kingston, U.K.. (Unpublished)
Mukadam, Yasmin and Sutherland, Helen (2017) Supporting toddler's wellbeing. In: 27th EECERA Conference : Early Childhood Education Beyond the Crisis; 29 Aug - 01 Sep 2017, Bologna, Italy. (Unpublished)
Sutherland, Helen, Rothle, Monika and Geis, Angels (2017) Enhancing the education and wellbeing of disadvantaged toddlers through the development of training and materials to support early years practitioners. In: 27th EECERA Conference : Early Childhood Education Beyond the Crisis; 29 Aug - 01 Sep 2017, Bologna, Italy. (Unpublished)
Sutherland, Helen and Kimhag, Kia (2015) How can students develop reflective learning and practice during a short visit to view another country's educational system? In: 25th EECERA Annual Conference: Innovation, Experimentation and Adventure in Early Childhood; 07-10 Sep 2015, Barcelona, Spain. (Unpublished)
Sutherland, Helen (2014) Results from the International Toddler Project. In: SEFDEY: Sector Endorsed Foundation Degrees in Early Years Professional Association: National Meeting; 06 Jun 2014, Kingston, U.K.. (Unpublished)
Sutherland, Helen and Styman, Jan (2014) The TODDLER Project work and outcomes (Towards Opportunities for Disadvantaged and Diverse Learners on the Early-childhood Road). In: European Association for Practitioner Research on Improving Learning (EAPRIL) Conference 2014: Where Practice and Research on Learning and Development Meet; 25-28 Nov 2014, Nicosia, Cyprus.
Sutherland, Helen and Styman, Jan (2013) Promoting the wellbeing of toddlers within the European Union. In: Toddler Conference; 07-08 Oct 2013, Ghent, Belgium. (Unpublished)
Sutherland, Helen and Styman, Jan (2012) Promoting the wellbeing of toddlers within Europe. In: 22nd EECERA Conference: Pre-birth to Three: Identities, Learning, Diversities; 29 Aug - 01 Sep 2012, Oporto, Portugal. (Unpublished)
Since 2009, I have been involved in the writing and collaborative partnerships of 3 international strategic partnerships for the European Commission and British Council. These successful grant bids have provided opportunities to develop pedagogical approaches and materials to support students, practitioners and teachers working within early years across Europe. As well as providing Continuing Professional Development opportunities through course materials, manuals, mobility visits and job shadowing. These have led to successful knowledge transfer and exchange with students, practitioners and teachers developing and improving their provision and practice through the use of the training, materials and strategies provided. I have also had the pleasure of leading the ToWe Project, working collaboratively with HEI and early years setting partners, ensuring that the outcomes of the project were met, reporting to the European Commission and British Council (including progress, interim, final, and financial reports) and managing the ToWe Project International Conference held at Kingston University in March 2018.
These international development projects have led to some consultancy roles and involvement in professional and academic networks. The most significant consultancy role to date is with the Hedge Fun Educational Team, a Start-up Venture Capital and Private Equity Company with Headquarters in Bangkok. This consultancy involves developing a birth to three framework to support parents in understanding, engaging, and learning with their baby and/or toddler. We are designing an approach to support parents in recognising their child's voice and providing ways of identifying, supporting, and extending patterns of learning within a flexible framework to co-learn, co-create, and co-explore possibilities and spaces with their baby and toddler facilitating their unique patterns for learning. There hopefully will be video-clips, activities, information, materials, resources to help support engagement with their baby and/or toddler in playful learning - actively engaging in unique ways of feeling, thinking, and doing.
The EU grant Projects have enabled my research-led teaching and professional practice to be used to benefit and support a wide range of early years stakeholders. I have developed Continuing Professional Development opportunities for early years practitioners and teachers through international job-shadowing and mobility visits in England, Norway, Spain, and Sweden. I have led an International Conference/Workshop disseminating the ToWe project results and creating knowledge exchange between HEI and Early Years Partners sharing experience and expertise. I have also contributed to knowledge exchange through my engagement in both professional and civic organisations, associations, networks, and communities of practice. Through this work I have influenced educational early years provision and practice with practitioners and teachers developing shared pedagogic strategies in supporting toddlers' wellbeing and currently challenging early years values and perspectives through the use of reflection, internationalisation and shared practice.
I have contributed to the Leadership and Management of the School of Education, Midwifery and Social Work, Department of Teacher Education in my roles as Route Leader, Module Leader, International Study Abroad Tutor, Stage 1 Appeals and Complaints Investigator, Observer for the Teacher Observation Scheme and Lead Investigator for the ToWe Project.
In my role as:
· International Study Abroad Tutor for the Department of Education, I facilitate and support staff and student engagement in internationalisation.
· Stage 1 Appeals and Complaints Investigator, I review students appeals and complaints in line with Kingston University regulations and respond accordingly liaising with the Faculty's Data, Quality and Reporting Coordinator.
· Route Leader for the PGCE Birth to Five with Early Years Teacher Status, I lead the successful programme by ensuring that the students are fully equipped to meet the Teachers' Standards (Early Years) through the programmes design and are compliant with Professional Statutory Regulatory Body (PSRB) requirements. To achieve this, I work collaboratively with colleagues, employers, and the students to create a personalised programme. I monitor the students' progress and achievements adapting the programme accordingly through the Course Evaluation Plan, Self-Evaluation Development plan (PSRB requirement) and create an Improvement Plan.
· Module Leader for the PGCE Birth to Five, Primary and Secondary Reflective Teacher (QI7000), I work in partnership with our four SCITT partners to ensure that the programme runs smoothly. Through the Module Evaluation Plan, I have worked collaboratively and in consultation with colleagues, SCITT partners and students (Module Evaluation Questionnaire, Staff Student Consultative Committee and student meetings) to develop this module to ensure that it supports students in becoming Reflective Teachers.
· Observer for the Teacher Observation Scheme, I have observed my colleagues and peers, within the Faculty, teaching providing constructive feedback and discussion on their session.
· Principal Investigator for the ToWe Project, I have led this Pan-European EU funded project with seven partners from England, Norway and Spain. I have managed this diverse team in successfully achieving the projects aims and objectives, with a comprehensive final report for the British Council.
Impact of the ToWe Project on Provision and Practice at Escola Bressil Mas Balmannya
Early Years Practitioners and Teachers from England, Norway and Spain share their experience of the ToWe Project Job Shadowing Event in Barcelona, Spain