Sandra Lyndon
Biographic Data
| ID | 4249992 |
|---|---|
| NAME | Sandra Lyndon |
| GIVEN NAMES | Sandra |
| FAMILY NAME | Lyndon |
| SIGNATURE | LYNDON S |
| AFFILIATIONS | University of Chichester |
| ORCID | 0000-0002-2143-9456 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Using mindfulness to support young children’s well-being in the nursery school
This paper explores how a mindfulness approach can support young children’s well-being in nursery schools. The research draws on a small-scale qualitative research project with four maintained nursery schools in the South of England. In total there were 33 participants including 5 early years professionals and 27 children aged between 3 and 4 years. An action research approach was adopted involving the nursery schools in each stage of the project…
“Oh … that Mommy needs a bit of help as well”
Purpose This research explored the impact that the relatively new role of the Health and Wellbeing Lead upon the health and wellbeing of children and their families at this school. Design/methodology/approach This case study took place in a primary school (children aged 4–11) in the South-West of England. Data was collected through activities with children, semi-structured interviews with senior staff and parents and a “learning walk”. Findings O…
It’s a struggle’ – the role of the school Health and Well-being Lead in supporting families in poverty
This article explores one primary school’s response to addressing poverty experienced by children and families, within a post-Covid context. It draws on a small-scale qualitative case study exploring the role of the Health and Well-being Lead (HWBL) in a primary school in a relatively affluent market town in the south-east of England. A psychoanalytical approach was taken to understand the data drawing on the researchers different situated experi…
New normal’ or continued ‘social distancing’? Preschool practitioners’ responses to poverty across post-lockdown England and the USA
Just as illness can sometimes heal us, some have speculated an unexpected silver lining of COVID-19 may be an invigoration of a prosocial vision as the ‘new normal’ necessitates new ways of thinking and doing things differently across society and in preschool. This article explores this and reports survey research completed with preschool practitioners post-lockdown across several locations in England and the USA. This repeated a previous survey …
Beyond listening
In this article, we discuss how co-research - two researchers working together at each stage of the research process - can be used to analyse narratives created from qualitative interviews (drawing on Brown and Gilligan's Listening Guide). We argue that co-research affords a richness and depth of analysis and propagates multiple, layered interpretations through a process of co-reflection. To illustrate our approach, we present an analysis of two …
Co-constructions, co-performances and co-reflections in early years qualitative research
This study investigates our role as early years researchers in qualitative data analysis. We draw on our doctoral studies to address how the co-construction, co-performance and co-reflection of narratives elicit deeper and new understandings of early years workers in England, and how our life stories are co-produced through narrative inquiry. Employing a constructionist approach and building on Buitelaar theorisation of I-positions and the multi-…
Troubling Discourses of Poverty in Early Childhood in the UK
Poverty in early childhood is pervasive, affecting every aspect of children’s lives. Under current government policies child poverty in the UK is predicted to rise to 40 per cent by 2022. Dominant discourses of poverty have historically focussed on an over‐arching discourse of moral responsibility, essentially relating to notions of deserving and underserving poor. This paper examines how government policy continues to significantly impact on you…
Tangled narratives of poverty in early childhood
Early years practitioners are integral to government policy on addressing child poverty in the UK. Drawing on findings from a qualitative study this paper seeks to contribute new understandings about how practitioners’ narratives are shaped by discourses of poverty. Overall practitioners’ understandings of poverty reflected a moral discourse of deserving and undeserving poor. However, the complexity of interconnections between morality, gender an…
Beyond listening
In this article, we discuss how co-research - two researchers working together at each stage of the research process - can be used to analyse narratives created from qualitative interviews (drawing on Brown and Gilligan's Listening Guide). We argue that co-research affords a richness and depth of analysis and propagates multiple, layered interpretations through a process of co-reflection. To illustrate our approach, we present an analysis of two …
Tangled narratives of poverty in early childhood
Early years practitioners are integral to government policy on addressing child poverty in the UK. Drawing on findings from a qualitative study this paper seeks to contribute new understandings about how practitioners’ narratives are shaped by discourses of poverty. Overall practitioners’ understandings of poverty reflected a moral discourse of deserving and undeserving poor. However, the complexity of interconnections between morality, gender an…
Co-constructions, co-performances and co-reflections in early years qualitative research
This study investigates our role as early years researchers in qualitative data analysis. We draw on our doctoral studies to address how the co-construction, co-performance and co-reflection of narratives elicit deeper and new understandings of early years workers in England, and how our life stories are co-produced through narrative inquiry. Employing a constructionist approach and building on Buitelaar theorisation of I-positions and the multi-…
Troubling Discourses of Poverty in Early Childhood in the UK
Poverty in early childhood is pervasive, affecting every aspect of children’s lives. Under current government policies child poverty in the UK is predicted to rise to 40 per cent by 2022. Dominant discourses of poverty have historically focussed on an over‐arching discourse of moral responsibility, essentially relating to notions of deserving and underserving poor. This paper examines how government policy continues to significantly impact on you…
Tangled narratives of poverty in early childhood
Early years practitioners are integral to government policy on addressing child poverty in the UK. Drawing on findings from a qualitative study this paper seeks to contribute new understandings about how practitioners’ narratives are shaped by discourses of poverty. Overall practitioners’ understandings of poverty reflected a moral discourse of deserving and undeserving poor. However, the complexity of interconnections between morality, gender an…
Co-constructions, co-performances and co-reflections in early years qualitative research
This study investigates our role as early years researchers in qualitative data analysis. We draw on our doctoral studies to address how the co-construction, co-performance and co-reflection of narratives elicit deeper and new understandings of early years workers in England, and how our life stories are co-produced through narrative inquiry. Employing a constructionist approach and building on Buitelaar theorisation of I-positions and the multi-…
Beyond listening
In this article, we discuss how co-research - two researchers working together at each stage of the research process - can be used to analyse narratives created from qualitative interviews (drawing on Brown and Gilligan's Listening Guide). We argue that co-research affords a richness and depth of analysis and propagates multiple, layered interpretations through a process of co-reflection. To illustrate our approach, we present an analysis of two …
New normal’ or continued ‘social distancing’? Preschool practitioners’ responses to poverty across post-lockdown England and the USA
Just as illness can sometimes heal us, some have speculated an unexpected silver lining of COVID-19 may be an invigoration of a prosocial vision as the ‘new normal’ necessitates new ways of thinking and doing things differently across society and in preschool. This article explores this and reports survey research completed with preschool practitioners post-lockdown across several locations in England and the USA. This repeated a previous survey …
“Oh … that Mommy needs a bit of help as well”
Purpose This research explored the impact that the relatively new role of the Health and Wellbeing Lead upon the health and wellbeing of children and their families at this school. Design/methodology/approach This case study took place in a primary school (children aged 4–11) in the South-West of England. Data was collected through activities with children, semi-structured interviews with senior staff and parents and a “learning walk”. Findings O…
It’s a struggle’ – the role of the school Health and Well-being Lead in supporting families in poverty
This article explores one primary school’s response to addressing poverty experienced by children and families, within a post-Covid context. It draws on a small-scale qualitative case study exploring the role of the Health and Well-being Lead (HWBL) in a primary school in a relatively affluent market town in the south-east of England. A psychoanalytical approach was taken to understand the data drawing on the researchers different situated experi…
Using mindfulness to support young children’s well-being in the nursery school
This paper explores how a mindfulness approach can support young children’s well-being in nursery schools. The research draws on a small-scale qualitative research project with four maintained nursery schools in the South of England. In total there were 33 participants including 5 early years professionals and 27 children aged between 3 and 4 years. An action research approach was adopted involving the nursery schools in each stage of the project…
Early Childhood Education and Development (7 works) · Political science (5 works) · Psychology (5 works) · Sociology (5 works) · Children's Rights and Participation (4 works) · Narrative (4 works) · Poverty (4 works) · Qualitative research (4 works) · Economic growth (3 works) · Gender Studies (3 works)