Graduate Student Supervision

Evelynn Jacob (MEd Project, Completed 2022)

Incorporating Digital Play into Scientific Inquiry

     Play and inquiry have been recognised as effective facets of learning science (Vartiainen et al., 2020).  Several researchers have highlighted the importance of incorporating digital play into K-12 students’ science education (Edwards, 2013; Hartas, 2020; Johnston, 2021). As a result of the increase in online learning and technology use in classrooms, there is a significant need to develop effective interventions for digital play and science inquiry. The goal of this paper is to explore the role of digital play in science inquiry by giving an account of previous research initiatives on digital play and science education. The findings suggest that with the appropriate strategies used, digital play can improve students’ experience during inquiry-based science activities.

Melissa Probert-Gilhooly (MA Thesis, Defended 2023)

Stressors in Early Learning Environments and Their Impact on the Mental Health and Well-Being of Early Childhood Educators

          Early childhood educators (ECEs) are experts in early learning for young children. This study aimed to identify the stressors ECEs experience in the early learning sector and their impact on the mental health and well-being of ECEs. Using a mixed-methods approach, an online questionnaire was administered using Facebook to gather data on Google Forms. The findings revealed that many ECEs felt they did not have sufficient education or support to effectively cope with the stressors experienced. The results of this study indicate the need for enhanced education and support systems to promote the mental health and well-being of ECEs working in the early learning sector. 

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Ashley Hope (MA Thesis, Defended 2024)

Supporting Early Childhood Educators with Online Collaborative Professional Practice Discussions

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          This study examines the digital competence and technology use of a small sample of Registered Early Childhood Educators (RECEs) in an attempt to gauge their readiness for fully online professional learning. A multi-phase mixed-methods approach was used to gather data on RECE digital practices. Findings suggest that fully online collaborative discussions meet RECEs' professional learning needs despite identified gaps in their digital awareness. Participant experiences highlight the importance of considering emotional intelligence, social interaction, technological awareness, and personal adaptability when designing fully online professional learning experiences for RECEs. The study positions fully online learning communities (FOLCs) as a solution to the logistical challenges of professional learning due to their ability to offer RECEs flexibility and continuous support. However, it is recommended that future investigations explore how FOLCs can support RECEs in completing their CPL portfolios to close the training and compensation gap in the sector. 

Hannah Atkinson (MEd Project, Completed 2024)

Designing Digital Learning Objects for Early Childhood Educators to

Support their Professional Practice

The aim of this project was to explore and create innovative digital learning solutions to support the development of  early childhood educators’ professional skills. Research has indicated that a lack of professional development and the struggle to meaningfully integrate digital technologies has resulted in challenging knowledge gaps for ECEs. Three digital learning objects (DLOs) are presented as a solution to these challenges. The areas of focus for the DLOs were chosen through personal experiences and interest: noticing skills within the learning environment, understanding and applying the Antecedent-Behaviour-Consequence model for

observing children’s behaviours, and being cognizant and responsive to equity, diversity,

and inclusion. This paper examines previous definitions of learning objects and DLOs

before providing an updated working definition. The need for innovative digital learning solutions is then explored in relation to integrating digital technologies into early childhood educational practice. This is followed by a brief literature review that covers impactful research about DLOs and constructing learning. Next, the designs for each of

the three DLOs are explored, detailing their type, purpose, and learning value. Lastly, it probes into possibilities for future research and alternative graduate projects, suggesting DLOs and other innovative projects could begin to bridge the gap between theory and practice regarding meaningfully incorporating digital technologies into ECE practices.

Angela Walsh (MA Thesis, Defended 2024)

The Use of Mobile Devices to Help Young Children Learn About Indigenous Perspectives Through Environmental Inquiry

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​Technology is part of everyday life for many young children in Canada, and the use of technology in early childhood education has been progressing. This research explores how mobile devices can support young children in learning about Indigenous perspectives through environmental inquiry. Learning about Indigenous perspectives is an ongoing effort towards truth and reconciliation in Canada. Early childhood educators (ECEs) can gain confidence in planning and implementing teaching practices related to Indigenous content when they understand how to teach about Indigenous perspectives. A case study design was used to investigate ECEs’ perceptions of mobile device use in early childhood education. Semi-structured interviews were used to gather information from the seven ECEs who took part in this study. The findings revealed meaningful experiences and barriers for integrating mobile devices in early learning. This research contributes to a new space in early childhood education, with technology, Indigenous perspectives, and environmental inquiry being considered collectively as a teaching approach.

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Sara Hassan (MA Thesis, Defended 2025)

 Understanding How Stress Impacts Power Dynamics Between OCTs and RECEs in Kindergarten Classrooms 

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Registered early childhood educators (RECEs) and Ontario certified teachers (OCTs) work together in kindergarten classrooms to support the needs of children between the ages of three and six. This study aimed to understand how stressors impacted power dynamics between OCTs and RECEs working in an educator team. Using a mixed-methods approach, an online demographic survey using Google Forms was administered using Facebook groups and LinkedIn. Eighty-six participants responded to the survey, forty-nine RECEs and thirty-seven OCTs. Participants’ responses were reviewed, and eleven participants were recruited to participate in online focus group meetings over Google Meets. Findings revealed that OCTs and RECEs found it beneficial to be working in an educator team, as it supported their collaboration. However, results also indicated that educators working in these teams experienced imposed barriers from the schools they worked in, which contributed to their work-related stressors and power dynamics. The imposed barriers enabled educators to also discuss and understand their own evolving identities while working in school boards across Ontario. 

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Ingi Hong  (MA Thesis, In Progress)

 Supporting Early Childhood Educators Integrating Digital Media into Their Practice 

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This study explored the integration of digital media into early learning environments in Ontario, focusing on educators’ practices, supports, barriers, and professional learning needs. Findings show that early childhood educators (ECEs) primarily use digital media for lesson planning, documentation, family communication, and academic-focused learning activities such as phonics, numeracy games, and storytelling, with less emphasis on supporting children’s play. Key supports identified included funding, access to tools, clear policies, and curriculum frameworks aligned with play-based pedagogy. Barriers involved concerns about screen time, limited resources, insufficient training, unsupportive family and parents' attitudes, and a lack of provincial policy guidance. While post-secondary early childhood education programs remain the primary source of formal knowledge, participants noted limited practical preparation and often developed skills independently. Participants valued developmentally appropriate practice and intentional planning in digital media integration, and expressed a need for a practical model or framework to guide successful implementation. 

Jennifer Muchmaker (MA Thesis, In Progress)

Power Relations & Politics: An Analysis of Teacher Identity Formation

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Jordane Carvery (MA Thesis, In Progress)

Supporting the Social and Emotional Learning of Students in a Post-covid Era

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