Helen Hendry
Biographic Data
| ID | 5239643 |
|---|---|
| NAME | Helen Hendry |
| GIVEN NAMES | Helen |
| FAMILY NAME | Hendry |
| SIGNATURE | HENDRY H |
| AFFILIATIONS | The Open University |
| ORCID | 0000-0001-9615-1652 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Developing Pre-Service Teachers’ Pedagogical Content Knowledge for Reading for Pleasure
Across the UK, Reading for Pleasure (RfP) is included in national curricula, yet children’s engagement as readers appears to be declining. Equipping pre-service teachers with the knowledge to develop RfP pedagogy in their classrooms is vital. Previous studies have identified knowledge of diverse children’s literature as central to RfP pedagogy. However, data indicate that teachers and pre-service teachers rely on a narrow childhood canon. Further…
Tensions, assumptions and situated ethics
Research in early childhood settings requires careful consideration of the impact on all children in the setting, whether participants or non-participants, and evolving ethical approaches in response to children’s needs. However, flexible approaches and, ‘in the moment’, ethical adaptations are not routinely reported as part of early childhood research. Drawing on examples from previous qualitative, observational research studies, conducted by me…
Literacy histories as opportunities for learning
This paper, drawing on Margaret Meek Spencer’s work, considers the value of reflecting on literacy histories, whether of children, teachers, authors or academics. Margaret argued that teachers need to be open to literacy as lived, and to look, listen and learn about literacies that develop without direct instruction and stretch beyond “schooled” expectations. She foregrounded the power of story and narrative play for children’s literacy developme…
Monsters
There is a continued fascination with all things monster. This is partly due to the popular reception of Mary Shelley’s Monster, termed a ‘new species’ by its overreaching but admiringly determined maker Victor Frankenstein in the eponymous novel first published in 1818. The enduring impact of Shelley’s novel, which spans a plethora of subjects and genres in imagery and themes, raises questions of origin and identity, death, birth and family rela…
Understanding schematic learning at two
This accessible and thought-provoking text offers a satisfying blend of theory, research and pedagogy relevant to supporting 2-year-olds using schematic learning. Brierley and Nutbrown rightly argu
No prominent works on this page.
Understanding schematic learning at two
This accessible and thought-provoking text offers a satisfying blend of theory, research and pedagogy relevant to supporting 2-year-olds using schematic learning. Brierley and Nutbrown rightly argu
Monsters
There is a continued fascination with all things monster. This is partly due to the popular reception of Mary Shelley’s Monster, termed a ‘new species’ by its overreaching but admiringly determined maker Victor Frankenstein in the eponymous novel first published in 1818. The enduring impact of Shelley’s novel, which spans a plethora of subjects and genres in imagery and themes, raises questions of origin and identity, death, birth and family rela…
Literacy histories as opportunities for learning
This paper, drawing on Margaret Meek Spencer’s work, considers the value of reflecting on literacy histories, whether of children, teachers, authors or academics. Margaret argued that teachers need to be open to literacy as lived, and to look, listen and learn about literacies that develop without direct instruction and stretch beyond “schooled” expectations. She foregrounded the power of story and narrative play for children’s literacy developme…
Developing Pre-Service Teachers’ Pedagogical Content Knowledge for Reading for Pleasure
Across the UK, Reading for Pleasure (RfP) is included in national curricula, yet children’s engagement as readers appears to be declining. Equipping pre-service teachers with the knowledge to develop RfP pedagogy in their classrooms is vital. Previous studies have identified knowledge of diverse children’s literature as central to RfP pedagogy. However, data indicate that teachers and pre-service teachers rely on a narrow childhood canon. Further…
Tensions, assumptions and situated ethics
Research in early childhood settings requires careful consideration of the impact on all children in the setting, whether participants or non-participants, and evolving ethical approaches in response to children’s needs. However, flexible approaches and, ‘in the moment’, ethical adaptations are not routinely reported as part of early childhood research. Drawing on examples from previous qualitative, observational research studies, conducted by me…
Psychology (5 works) · Pedagogy (4 works) · Sociology (4 works) · Computer Science (3 works) · Epistemology (3 works) · Mathematics education (3 works) · Art (2 works) · Early Childhood Education and Development (2 works) · Literature (2 works) · Philosophy (2 works)