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Sharon Colilles
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About Sharon Colilles
Sharon commenced employment as a Senior Lecturer at Leeds Beckett University in December 2012 with the Early Years team on the BA (Hons) Childhood in the Early Years (BACEY). Sharon has taken the lead role in validating the BA Early Years with Enterprise since December 2016, as well as taking up Course Directorship in the School of Education in February 2017.
Sharon began her career in the Department for Work and Pensions (DWP). With a background as a policy manager, areas of responsibility involved the development of Jobcentre Plus’ Race Equality Strategy as well as Policy development for the Children's Workforce.
Sharon left the Civil Service to own/operate a private day nursery, where she was the lead professional for the implementation of the Early Years Foundation Stage (EYFS). Achievement of Early Years Teacher Status influenced her role as playful pedagogue, which in turn has contributed to her teaching in relation to birth – five education and care.
Current Teaching
Sharon teaches on:
- Postgraduate and undergraduate Early Childhood Education courses:
- MA Childhood and Early Years
- BA (Hons) Early Years with Enterprise (BAEYE)
- BA (Hons) Childhood Studies
- BA (Hons) Education Studies
Research Interests
Doctoral research examines how principle models of play pedagogy within the Early Years Foundation Stage (EYFS) influence and shape mixed heritage learners’ identity formation. While sociocultural has been used to explore how children respond to their cultural and educational worlds. Sharon offers the complexities of how mixed-heritage children participate in these experiences and the role practitioners play in shaping identity have been overlooked.
Sharon’s early review of literature proffers the EYFS curriculum is premised on suppositions of valuing inclusivity. However, it suggests no explicit pedagogical approach for practitioners in negotiating the complexities of social experiences and identity. Early analysis suggests the curriculum needs to engage with the perspectives of children and families with multiple identities and belongings, rather than inclusive practices that relate to normalised groupings. Potential impacts of this inquiry contend children’s conceptualisation of identity may provide new insights into how they make sense of racial and ethnic difference.
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