Lesleann Whiteman

Lesleann Whiteman is a Senior Lecturer in the School of Education at the University of Brighton, actively contributing to the Education Research Excellence Group. Her work centers on early childhood education, parenting, and teacher training, with a strong emphasis on relationship dynamics and cultural contexts.

Education:

• PhD in Adopting nurturing and sensitive child-rearing practices in Trinidad, University of Sheffield (awarded 28 Jun 2016)
• Master’s degree, University of Sheffield (awarded 23 Nov 2004)
• Bachelor’s degree, University of the West Indies St. Augustine (awarded 1 Jul 2001)
• Certificate in Counselling in Education, Roehampton Institute (awarded 7 Feb 1997)
• Diploma in Early Childhood Studies, Roehampton Institute (awarded 24 Nov 1995)
• Certificate in Early Childhood Education, University of the West Indies St. Augustine (awarded 1 Jul 1993)

Her research interests include early childhood teacher education across online, blended, and face-to-face modalities; parent-child, teacher-child, and parent-teacher relationship dynamics; integration of inclusivity and multiculturalism in curricula; and the inclusion of authentic voices in research involving young children and families. Her doctoral work explored nurturing parenting in the post-colonial context of Trinidad and Tobago.

Her recent scholarly output includes a forthcoming chapter on early childhood education policy in England since 2010, reflecting her engagement with national policy trends and their impact on early years provision.

Scientific Awards:

• No awards listed in the provided text.

Lesleann Whiteman supervises research in early childhood education, particularly focusing on teacher training pedagogy and relational dynamics in educational settings. While no specific grants or funding sources are mentioned, her research agenda suggests active engagement in projects related to parenting models and educational equity. She is involved in the Education Research Excellence Group at the University of Brighton, indicating institutional recognition of her scholarly contributions. Her work emphasizes decolonizing parenting practices and enhancing holistic child development through responsive caregiving and inclusive education frameworks.