• Who am I?

    Who am I?

    My work bridges childhood studies, with a particular focus on childhood emotion, and architectural design. I aim to explore ways of supporting childhood emotional diversity through spatial agency with education practitioners and architects. I draw on sociological and geographical theories of emotion to examine how space and place enables or constrains children’s subjectivities. I have considered the role that a range of spaces play in children’s emotional lives including schools, green spaces, neighbourhoods and civic spaces.

    My approach to research reflects my commitment to working in collaborative ways with children. Integral to this I use visual, material and digital research methods to engage with children’s experiences of emotion. I am particularly interested in the use of art and design practices, such as illustration and animation, in the co-production of research outputs with children. I work alongside community organisations in the production of meaningful research outputs, which benefit the lives of children and families.

    My research interests build upon my background in architectural education. I joined the School of Architecture at The University of Sheffield in 2006 as a Research Associate on the Change project funded by the Paul Hamlyn Foundation, to explore the principles and benefits of architecture and built environment-related activities with schools and youth groups. My research continued in this area through research exploring ways to involve the school community in the school design process. During this time I founded Sheffield-Now – a community interest company to creatively engage children with the built environment through research and design projects.

    How I’ll teach you

    In my teaching, I use creative and collaborative approaches to encourage students to reflect upon, explore and discuss contemporary issues in early years and childhood studies by drawing upon their own backgrounds, perspectives and interests. My teaching approach aligns with my research interests and explores ways of incorporating place-based pedagogy within teaching practice. This is reflected in my interest in connecting teaching and learning opportunities with practice, engaging students in collaborative research projects with organisations.

  • Academic Biography

    Academic and professional qualifications

    PhD Education (2009-13) ‘Children, Schooling and Emotions: The Role of Emotion in Children’s Socio-Spatial Practices at School’ School of Education, The University of Sheffield

    Masters of Architecture (2003-06) School of Architecture, The University of Sheffield

    BA Architecture (1st Class Honours) (1999-2002) School of Architecture, The University of Sheffield

    Previous Employment

    Lecturer in Early Childhood Education (2014-16), School of Education, The University of Sheffield

    University Teacher (2012-14), School of Education, The University of Sheffield

    Associate Lecturer (2011-12), Institute of Art and Design, Sheffield Hallam University

    Founding Director (2008-10), Sheffield NOW! Community Interest Company, Sheffield

    Research Associate (2008-09), School of Architecture, The University of Sheffield

    Teaching and Learning Associate (2006-08), School of Architecture, The University of Sheffield

  • Teaching & Research Supervision

    Undergraduate courses

    I teach across a range of areas relating to Early Years and Childhood Studies including: 1) constructions of childhood; 2) child wellbeing and development; 3) children’s identities and cultures; 4) children’s rights local and global; 5) children’s emotional geographies; 6) educational policy and practice; 7) gender and education; 8) disability and education; 9) national and international curriculum development; 10) critical psychology.

  • Research Expertise, Publications & Grants

    Research expertise

    Childhood emotion; children’s emotional geographies; visual methodologies; children’s spatial agency

    • Publications

      • Books (authored/edited/special issues)

        J. Seymour, A. Hackett, L. Procter (2016). Children's Spatialities Embodiment, Emotion and Agency. Springer.

      • Journal articles

        LH. Procter, A. Hackett (2017). Playing with Place in Early Childhood: An analysis of dark emotion and materiality in children’s play. Contemporary Issues in Early Childhood. 18(2), pp.213-226.

        J. Slater, C. Jones, L. Procter (2017). Troubling school toilets: resisting discourses of ‘development’ through a critical disability studies and critical psychology lens. Discourse. pp.1-12.

        J. Slater, C. Jones, L. Procter (2016). School toilets: queer, disabled bodies and gendered lessons of embodiment. Gender and Education.

        D. Yamada-Rice, E. Stirling, L. Procter, M. Almansour (2015). The Sage Handbook of Visual Research Methods. VISUAL COMMUNICATION. 14(2), pp.243-248.

        L. Procter (2013). Emotions, power and schooling: The socialisation of 'angry boys'. Journal of Political Power. 6(3), pp.495-510.

        L. Procter (2013). Exploring the role of emotional reflexivity in research with children. Emotion, Space and Society. 9(1), pp.80-88.

        R. Parnell, L. Procter (2011). Flexibility and placemaking for autonomy in learning. Educational and Child Psychology. 28(1), pp.77-88.

      • Chapters in books

        LH. Procter (2016). Children, Nature and Emotion: Exploring How Children’s Emotional Experiences of ‘Green’ Spaces Shape Their Understandings of the Natural World. In: Children's Emotions in Policy and Practice Mapping and Making Spaces of Childhood. Springer,

        LH. Procter (2016). ‘No, You’ve Done It Once!’: Children’s Expression of Emotion and Their School-Based Place-Making Practices. In: Children's Spatialities Embodiment, Emotion and Agency. Springer,

        LH. Procter, A. Hackett, J. Seymour (2016). Introduction: Spatial Perspectives and Childhood Studies. In: Children's Spatialities Embodiment, Emotion and Agency. Springer,

        (2016). Exploring emotions at school with children: Reflections on the role of the visual and performative in engaging with children’s constructed and embodied meanings of emotion. In: Methodological Advances in Research on Emotion and Education. pp.259-271.

        LH. Procter, A. Hatton (2015). Co-Produced Visual and Material Research: Exploring Power and Meaning Making. In: Visual Methods with Children and Young People Academics and Visual Industries in Dialogue. Springer,

    • Invited keynotes and conference contribution

      • Invited papers

        Procter, L. (2016) Ethnographic Studies of Childhood, Culture, Emancipation, Media & Society Research Centre, Department of Media and Communication Studies at the Free University Brussels (Belgium)

        Procter, L. (2015) “It’s like something you don’t mean to do, but a bit like your feelings controlling you”: Moving beyond “Emotional Literacy” in Early Childhood Education. A global epidemic of mental ill-health? Interdisciplinary perspectives on the educational implications of reconfiguring social, economic and human crises, University of Helsinki

        Procter, L. and D. Yamada-Rice (2014) Memorialisation in a Networked Society: How is the digital shaping young children’s engagement with cities? The Environmental Design Research Association (EDRA) Annual Conference, New Orleans

        Procter, L. (2011) Interpreting Place: Drawing upon emotional reflexivity. Symposia on ‘Reflexivity and Fieldwork’, 2nd Nordic Urban Workshop, Stockholm University

    Expert reviewer for journals and publishers

    Children’s Geographies

    Children and Society

    Educational Philosophy and Theory


    Arts, Architecture, Activism and Access: Taking Around the Toilet to New Spaces, Slater, J., Procter, L., Liddiard, K., Smith, J., Rennie, S., Nash, G., 2017, AHRC. £100,000

    How do families experience museums? Hackett, A., Procter, L., and Macrae, C. 2016/17, Humber Museums Partnership, £12,000

    Servicing Utopia: Critical considerations for social change through accessible design, AHRC Connected Communities Festival. Feb 2016 - July 2016, Procter, L., Slater, J., & Cuming, E. £10,000

    Travelling Toilet Tales, AHRC Connected Communities Festival. Feb 2016 - July 2016, Slater, J., Procter, L., & Cuming, E. £20,000

    Around the Toilet: Co-creating intersectional understandings of gender, disability and access, AHRC Connected Communities. April 2015 - January 2016, Slater, J., Procter, L. and Cuming, E. £40,000

    Sounds of Childhood: Exploring young children’s sound perceptions to inform architecture and urban design. IIKE, University of Sheffield. March 2015 - May 2016. Procter, L., Kang, J. and Hackett, A. £10,000

    Digital Texts and Mapmaking: Intergenerational perspectives on the changing role of the digital in the built environment. Research Stimulation Fund, University of Sheffield. April 2013 – November 2013. Yamada-Rice, D and Procter, L. £2,000

  • Engagement & Knowledge Exchange
  • Awards, Honours & Distinctions

    Other distinctions

    Fellow of Higher Education Academy