Dr Sandra Lyndon
Reader in Childhood and Social Policy
About
PG Cert Teaching and Learning; MSc Educational Psychology; MSc Experimental Psychology; PGCE Primary Education; BA (Hons) Sociology and Politics
Sandra Lyndon is a Reader in Childhood and Social Policy in the Department of Childhood, Social Work and Social Care at the University of Chichester. She is the programme leader for the BA (Hons) Early Childhood Level 6 programme and teaches on the BA (Hons) and Foundation Degree in Early Childhood Studies. She has extensive experience working with children and families in the early years.
As a qualified primary school teacher she taught in a range of settings including a Children and Families Centre where she supported children with complex needs.
After completing her training to be an Educational Psychologist she worked for a number of years with West Sussex Educational Psychology Service. Sandra’s specialist interest is child poverty. She is currently undertaking a Doctorate in Education at the University of Sussex researching narratives of poverty in early childhood.
Research Output
Articles
Lyndon, S., Solvaso, C. and Webb, R. (2024) ‘It’s a struggle’ – the role of the school Health and Well-being Lead in supporting families in poverty. Journal of Poverty and Social Justice. pp. 1-20. ISSN 1759-8281 10.1332/17598273y2024d000000014
Lyndon, S. and Edwards, B. (2023) How does learning space shape students’ experience of a bespoke Higher Education bridging module for those affected by homelessness? Journal of Further and Higher Education, 48 (1). pp. 97-109. ISSN 1469-9486 10.1080/0309877x.2023.2267465
Simpson, D., Mazzocco, P., Loughran, S., Lumsden, E., Lyndon, S. and Winterbottom, C. (2023) ‘New normal’ or continued ‘social distancing’? Preschool practitioners’ responses to poverty across post-lockdown England and the USA. Journal of Early Childhood Research, 21 (4). pp. 454-468. ISSN 1741-2927 10.1177/1476718x231175459
Lyndon, S. and Edwards, B. (2022) Beyond listening: the value of co-research in the co-construction of narratives. Qualitative Research, 22 (4). pp. 613-631. ISSN 1741-3109 10.1177/1468794121999600
Lyndon, S. and Moss, H. (2022) Creating Meaningful Interactions for Young Children, Older Friends, and Nursery School Practitioners within an Intergenerational Project. Early Childhood Education Journal, 49 (5). pp. 1-10. ISSN 1082-3301 10.1007/s10643-022-01330-5
Lyndon, S. and Moss, H. (2021) Meaning-making in an intergenerational project: a dialogic narrative analysis of young children’s interactions with older adults. International Journal of Early Years Education. ISSN 0966-9760 10.1080/09669760.2021.2010519
Lyndon, S. (2021) The poverty paradox - poor practitioners supporting families in poverty. The Early Education Journal (95). ISSN 1082-3301
Mikuska, E. and Lyndon, S. (2021) Co-constructions, co-performances and co-reflections in early years qualitative research. Journal of Early Childhood Research. ISSN 1476-718X 10.1177/1476718X211020048
Edwards, B. and Lyndon, S. (2021) From adversity to university - the transformational power of a bespoke bridging module to support those affected by homelessness into higher education. Widening Participation and Lifelong Learning, 23 (1). pp. 102-122. ISSN 1466-6529 10.5456/WPLL.23.1.102
Lyndon, S. and Edwards, B. (2021) Beyond listening: the value of co-research in the co-construction of narratives. Qualitative Research. Qualitative Research. pp. 1-19. ISSN 1468-7941 10.1177/1468794121999600
Lyndon, S. (2020) Early years practitioners’ personal and professional narratives of poverty. International Journal of Early Years Education, 30 (2). pp. 235-248. ISSN 0966-9760 10.1080/09669760.2020.1782175
Lyndon, S. (2019) Troubling discourses of poverty in early childhood in the UK. Children and Society, 33 (6). pp. 602-609. ISSN 1099-0860 10.1111/chso.12354
Lyndon, S. (2019) Tangled Narratives of Poverty in Early Childhood – Othering, Work, Welfare and ‘Curveballs'. Journal of Poverty and Social Justice. ISSN 1759-8273
Lyndon, S. (2017) Analyzing Focus Groups About Poverty in the Early Years Using a Narrative Approach. SAGE Research Methods. ISSN 9781526445322 10.4135/9781526445322
Lyndon, S. (2016) Key questions in education: historical and contemporary perspectives. Journal of Education for Teaching, 43 (1). pp. 122-124. ISSN 0260-7476 10.1080/02607476.2016.1266816
Lyndon, S. and Hale, B. J. (2014) Evaluation of how the blended use of a Virtual Learning Environment (VLE) can impact on learning and teaching in a specific module. ELiSS, 6 (1). ISSN 1756-848X 10.11120/elss.2014.00019
Book Sections
Mikuska, E. and Lyndon, S. (2018) Embodied professional early childhood education and care teaching practices. In: Conversations on Embodiment Across Higher Education. Routledge Research in Higher Education . Routledge, Abingdon. ISBN 9781138290044
Conference or Workshop Items
Abbott, R., Fairchild, N., Lyndon, S. and Mikuska, E. (2016) Problematising the concept of ‘voice’ in Early Childhood research. In: British Educational Research Association Annual Conference, 13-15 September 2016, University of Leeds.
Theses
Lyndon, S. (2019) Early Years Practitioners' narratives of poverty in early childhood. Doctoral theses, University of Sussex.
Other department members
Caroline Rickard
Associate Link Tutor
