Selena Hall

Selena Hall is a Lecturer in Early Childhood within the Faculty of Education, Health & Wellbeing at the University of Wolverhampton, where she also graduated. She brings over 16 years of experience in higher education, having served as a Course Leader, Programme Manager, and Lead Internal Verifier, contributing significantly to academic quality and workforce development in the early childhood sector.

Her educational background includes a BA (Hons) in Early Childhood Studies, an MA in Education, a PGCert in Academic Practice, and a Certificate in Education. She is a Fellow of the Higher Education Academy (FHEA), recognizing her excellence in teaching.

Selena's research and teaching interests focus on the social construction of childhood, overcoming adversity through play, valuing the child's voice, and supporting children's emotional needs. She emphasizes play for health and wellbeing and explores student motivation and peer learning in higher education. Her work bridges theory and practice, drawing from extensive experience in early years settings.

Her recent publications reflect themes of emotional wellbeing, professional identity, pandemic parenting, and the role of diverse lecturers in early childhood education. These works span blogs, tutor chats, and a contributed chapter to a 2022 academic text, indicating a growing scholarly presence in early childhood discourse.

• Fellowship of the Higher Education Academy (FHEA)
• Member, Early Education
• Member, ECSDN Professionalism and Workforce Development Strategy Group

Selena actively supervises dissertations and supports students through placement leadership, particularly in relation to the Early Childhood Graduate Practitioner Competencies. She integrates her industry experience into teaching, facilitating practice-based learning and encouraging students to connect professional experiences with theoretical frameworks. Her work contributes to workforce development and academic rigor in early childhood education.

She is involved in professional networks that shape policy and standards in early childhood education and is committed to advancing graduate-led practice. Her ongoing research explores the value of the child's voice and the impact of the ECGPC on student development and practice.