After being part of the first cohort in England to undertake a degree in Early Childhood, then becoming a primary school teacher in the early years and key stage one, I developed a passion and commitment to make a difference to the lives of children and their families. My Masters and PhD research are focused on the role of the adult in early years and the learning experiences young children have as well as the importance of practitioners having a strong set of values which underpin their practice.  This has been the focal point of my teaching in higher education as a senior lecturer, course leader and now Head of Department for Early Childhood, Young People and Developing Professional Practice. I recognize the value and importance of early years and how early years experiences can determine life chances.  My values and positionality in relation to this are that children develop in the context of their families, communities and societies and the individual child should be at the centre of this thus taking a socio-cultural perspective (Vygotsky, 1978).  The rights of the child and their voice need to be heard within early years settings through developmentally appropriate practices (NAEYC, 2009) and the role of early years practitioners is vital in enabling this to happen

early years, practitioners values, the learning environment and the role of the adult.

Member of the Early Childhood Studies Degrees Network (ECSDN) which has included updating the QAA Early Childhood Studies Benchmarks. The network has been influential in the development of Early Childhood Studies degrees and their variants since 1993. We meet regularly to share and disseminate information about the degrees as well as being influential in higher education research, policy and practice relating to early childhood.as been influential in the development of Early Childhood Studies degrees. Most recently we have written the Early Childhood Graduate Competencies ensuring graduates in early childhood meet nine competencies demonstrating practice, skills and knowledge at level 6.  This is now recognized by the DfE enhancing the employability of ECS students. https://www.gov.uk/guidance/early-years-qualifications-finder

Member of Early Education, West Midlands and the regional base which is a national charity supporting early years practitioners with training, resources and professional networks, and campaigning for quality education for the youngest children.

Member of Learning Circle at ‘The Centre for Research in Early Childhood’ (CREC) and their two conferences; ‘British Early Childhood Education Research Association’ (BECERA) and ‘European Early Childhood Education Research Association’ (EECERA)

Part of a project ‘We are Walsall’ – this aims to understand those who work, live and visit Walsall and to create a shared narrative of the Walsall we all want to see by 2040

Trustee of a local group of schools

Strategy Member of  Walsall Learning Alliance - Improving the education and wellbeing of children, young people, and families across Walsall through collective accountability.

PhD funded by University of Wolverhampton and Centre for Research in Early Childhood Education (CREC) 2020 – ‘An Exploration of English and Swedish Pre-School Teachers’ Perspectives on Their Roles and Values’

Senior Fellow of The Higher Education Academy - 2017

Master’s in Education - 2007                                                                                              

Post Graduate Certificate in Education (PGCE Primary)  - 1999                                                     

BA (Hons) Early Childhood Studies - 1997  

Books/Book Chapters

Stanley, F., & Lalli, G. S. (2024). Values in English and Swedish Pre School Teachers: a comparative case study in early childhood settings. European Early Childhood Education Research Journal, 33(3), 451–465. https://www.tandfonline.com/doi/full/10.1080/1350293X.2024.2392855#abstract

Chapter by Faye Stanley ‘Vygotsky- From Public to Private: learning from personal speech’ – in Making Sense of Theory and Practice – The power of ideas (2011) edited by Waller, T, Whitmarsh, J and Clarke, K   ISBN: 978-033524246-7

Chapter by Faye Stanley ‘Investigating the Practical Challenges of Integrated, Multi-Agency Work’ in ‘Team Around the Child’ (2007) edited by Siraj-Blatchford, I, Clarke, K and Needham, M    ISBN: 978-1858564180

Conference Presentations

Presented paper at the School Research Conference on master’s in education dissertation Findings May 2004

Attended BETT conference – teaching and learning activities, resources gathered related to early years for staff and students’, London, September, 2005

Attended BETT conference, London, January, 2006

Attended ‘Shared Sustained Thinking in the Early Years Conference’ - London Institute of Education, 24th March 2006

Attended ‘Challenges and Dilemmas in the Early Years Foundation Stage Conference’ – Oxford, 2007

Presented at EECERA Conference, Stavanger, Norway, August 2008, Masters findings, ‘From Goteborg to Walsall: A comparison of the pedagogical beliefs of practitioners in a Swedish and English educational setting, in relation to the learning experiences that they feel should be offered to children aged six years’

Presented at School of Education Research Conference, University of Wolverhampton, May 2008, Masters findings, ‘From Goteborg to Walsall: A comparison of the pedagogical beliefs of practitioners in a Swedish and English educational setting, in relation to the learning experiences that they feel should be offered to children aged six years’

Presented at School of Education Research Conference, University of Wolverhampton, May 2010 Presented at EECERA Conference, Birmingham, September 2010, regarding Open University book, part of symposium regarding Open University book chapter and collaborative working

Attended ‘Early Years Foundation Stage’ Conference, July 2012, Westminster briefing, London.

Presented at BECERA Conference, Birmingham, 2014, PhD ‘Methodological Thinking’

Presented at EECERA Conference in Crete, 2014, ‘Practitioners’ Values’

Presented at BECERA Conference, Birmingham, 2015, ‘Researching Dialogue’

Presented at EECERA Conference in Barcelona, 2015, ‘Practitioners’ Values’

Presented at EECERA Conference in Dublin, 2016, ‘Using Video as a Tool to Explore Practitioner’s Values’

Presented at BECERA Conference, Birmingham, 2017, ‘Positionality: Insider and outsider perspectives between practitioner and researcher’

Presented at EECERA Conference in Italy, Bologna, 2017, ‘Developing a Sense of Belonging: The Student Experience on an Early Childhood Studies Degree’

Presented at EECERA Conference in Budapest, 2018, ‘Positionality: Insider and outsider perspectives between practitioner and researcher’

Presented at Westminster to DfE and DWP, 2019, - Early Childhood Studies Degree Network launch of Early Childhood Graduate Competencies - ‘From Early Childhood Studies Student to Head of Department: My journey.’

Presented at BECERA 2020 (online) ‘The Values of an English and Swedish Pre-School Teacher Focusing on Their Roles and the Experiences They Provide for Three and Four-Year-Old Children’

Presented at BECERA 2022 (online) with Dawn Jones and three University of Wolverhampton, early childhood studies students – ‘Interactions and Stimulating Environments in Outdoor Spaces - Reflections on Young Children's Engagement’

Hosted and was keynote for a conference with Early Education, West Midlands and the University of Wolverhampton, June 2022 ‘Values in Early Years’

Presented at ECCERA Conference in Glasgow, 2022, ‘Values in Early Years Practice, the importance of participatory professional development’

Presented at BECERA (2023) The MAC, Birmingham with Dawn Jones and three University of Wolverhampton Early Childhood Studies Students - 'The Importance of Accessing the Outdoor Environment to Supporting Children’s Well-Being - Reflections from Early Childhood Studies Students'

Walsall LA – keynote - 1001 Days – Why are they so Important in our Practice? With Director Walsall Right for Children Early Help and Partnerships at Bescot Stadium – June 2023

School of Education Research Conference:  June 2023 The impact of undertaking the Early Childhood Graduate Practitioner Competencies – student and professional partners stories and reflections  with Helen Lloyd and Selena Hall

Presented at ECSDN January 2024 – The Impact of Undertaking the Early Childhood Graduate Practitioner Competencies – Student and Professional Partners Stories and Reflections with Helen Lloyd and Selena Hall

Wolverhampton University, Principal Lecturer, Head of Department Early Childhood Studies, Young People and Developing Professional Practice - full time

2020

Present

Wolverhampton University, Principal Lecturer, Head of Department Childhood and Family Studies, Special Educational Needs Disability and Inclusion Studies and Education Studies (Interim) - full time

2018

2020

Wolverhampton University, Principal Lecturer, Head of Childhood and Family Studies – part time

2016

2018

Wolverhampton University, Senior Lecturer Early Childhood Studies (course leader 2014-2018) Part time

2004

2016

Primary School teacher

1999

2004

Family Centre, Family Support Worker

1997

1998

External Examiner Role for An Academic Programme

Oxford Brookes University for Sector Endorsed Early Years Foundation Degree 2012-2016.

Northampton University for BA (Hons) Early Childhood Studies 2016-2019

Current appointment

Head of Department/Principal Lecturer - Early Childhood, Young People and Developing Professional Practice Summary of main responsibilities

I lead and develop initiatives, in relevant and appropriate institutional meetings and to support the team to achieve their full potential.  I lead the portfolio across Early Childhood, Young People and the development of professional practice in these areas.  I provide academic leadership in relation to people management, student recruitment and carry out staff appraisal, probationary meetings and overseeing staff the management of staff including workloads. The role also involves working cross faculty with other Principal Lecturer’s to achieve targets for recruitment, progression, attainment and to enhance student satisfaction and ensuring the curricula meet professional bodies and statutory requirements. I engage with partners and where appropriate, introduce new partners to work with the School of Education and the wider University.

PhD gained and funded by University of Wolverhampton and Centre for Research in Early Childhood Education (CREC) 2020 – ‘An Exploration of English and Swedish Pre-School Teachers’ Perspectives on Their Roles and Values’