London EC1V 0HB
Gabrielle is an Early Years educator with a specific focus on special needs and planning and implementing interventions to support children with a range of challenges. She has undertaken a number of training initiatives in order to support children with special needs. She has a particular interest in communication challenges, social skills and emotional development. She is currently working full-time on her PhD. Gabrielle’s own deafness has ignited a particular interest in the impact of this on young children.
In 2013 Gabrielle was awarded an International Diploma in Montessori Pedagogy. During her years as an Early Years teacher, she has undertaken continued professional training in order to support children with Special Needs including Literacy, Maths, Autism and social and emotional development.
Gabrielle worked for some years as an Early Years Lead Classroom teacher in an Independent Pre-Preparatory school in London until 2017. Following on she worked part-time in the voluntary sector, teaching one child with genetic alterations and learning delays, focusing on Maths and Literacy, alongside communication, social and emotional development. Subsequently, Gabrielle worked in a large State Secondary school in the Special Needs department whilst completing her MA.
- MA, Special and Inclusive Education, University College London, United Kingdom, Sep 2017 – Dec 2019
- BA (Hons), Ancient History and Archaeology (with latin), University of Manchester, United Kingdom, Sep 1985 – Jun 1988
- Learning Teaching and Assessment, City, University London, London, United Kingdom, Oct – Dec 2021
- Introduction to Research Methods and Applied Data, City, University London, London, United Kingdom, Jan – Mar 2021
Title of thesis: The Impact of deafness on young children’s development of emotion regulation; considering whether the parent-child attachment relationship and language mediate this development.
Oct 2020 – Sep 2023
Summary of research
This study aims to gain a clear understanding of the impact of childhood deafness on the development of emotion regulation. Further, this study will examine whether language skills and the parent-child attachment relationship are possible mechanisms driving this relationship. Furthermore, this research will evaluate whether these variables should be considered as independent constructs which may individually alter this relationship, or whether they are interrelated.
Fundamental to child development is emotion regulation, the successful control, management and modification of emotional arousal. Empirical evidence suggests that emotional development is impacted by interpersonal factors including parental relationships, alongside intrapersonal factors such as hearing status. Further, research to date has evidenced that prelingual profound deafness may impact children’s social functioning and emotional development. Although the importance of emotion regulation in child development has been established, little published data has investigated emotion regulation in deaf children. Additionally, it is the quality of communication that potentially drives the development of emotion regulation for deaf and hearing children.
- Professor Gary Morgan, Professor of Psychology