Capstone Research Supervisors
2023-2024
Nathalie Di Francesco, Ph.D.
Nathalie Di Francesco joined Sheridan College in 2007 as a full time professor in the Diploma of Early Childhood Education and the Honours Bachelor of Early Childhood Leadership in the School of Education, teaching courses in child development, learning environment, observation, and research. She holds a B.A. in Psychology/min. Education (Concordia University 2001), M.A. in Child Study (Concordia University 2004) and a bilingual Ph.D. in Psychopedagogy (University of Ottawa 2011). Her doctoral work deployed a quantitative survey design methodology to explore 308 early childhood educators’ knowledge of appropriate play materials in relation to their developmentally appropriate practice. Nathalie’s experience in the field of ECEC both in Francophone and Anglophone Canadian communities, ranges from early childhood educator, childcare consultant, researcher, and professor. Most recently, Nathalie created and conducted a mixed method research project investigating her local school community’s needs for a new outdoor learning environment and reported the results to the TDSB. As well as worked with the ECE at her local childcare centre to implement better child development documentation to be shared with parents. Nathalie has almost 20 years of experience developing, conducting, and supervising research with adults and young children using a variety of data collection methods such as rating scales, observations, surveys, developmental assessments, and interviews. She conducted research supported by Sheridan College, Concordia University, University of Ottawa and other institutions, funded by agencies (e.g., HRCD FCAR & SSHRC), successfully received REB approval from various institutions, and demonstrates a continued sensitivity to the ethical components of conducting research and has supervised over 60 thesis research projects. Her current research interests include: Environmental influences on young children’s development e.g., play materials and focused attention/cognitive regulation, learning environment quality and problem-solving.
Magdalena Dobrogost, Ph.D.
Magdalena Dobrogost joined Sheridan College in 2016, teaching courses within the Early Childhood Education Diploma and the Honours Bachelor of Early Childhood Leadership programs. She holds a Bachelor Degree in Early Childhood Education (2007), and a Masters Degree in Early Childhood Studies (2008) from Ryerson (Toronto Metropolitan) University. Magdalena also holds a doctorate in Curriculum Theory and Implementation from Simon Fraser University (2015), where her work combined heuristic phenomenology with child-centered research methodology to examine the shared experiences of young children in a forest program. Upon completion of her studies, she was awarded the Dean of Graduate Studies Convocation Medal in the Faculty of Education for her academic excellence in the field. With over 15 years of experience in Early Childhood Education, Magdalena has published articles related to outdoor play experiences for young children and delving into the conversation of risky play in the outdoor environment. Additionally, Magdalena has developed and implemented children’s yoga cards and activities: consulting preand in-service early childhood educators on how to implement body and movement in their indoor and outdoor environments through story and narrative. Prior to joining Sheridan, Magdalena worked in various academic settings, fulfilling the role of an academic professor, qualitative researcher as well as working in the field as an early childhood educator in traditional and non-traditional forest program education settings with children up to six years of age.
Dhanna Mistri, BASc, MEd.
As a faculty member in both the Early Childhood Education (ECE) and Early Childhood Leadership (ECL) programs, Dhanna has been at Sheridan since 2006. She is the current program coordinator of the Honours Bachelor of Early Childhood Leadership (HBECL) Degree Program. Dhanna received an M.Ed in Adult Education from the University of Toronto (OISE) in 1994 and a B.A.Sc in Child Studies from the University of Guelph in 1989. She has over twenty-five years of work experience which includes teaching, academic advising and coordinating as well as involvement in professional development, training and research initiatives. While she has taught courses in both the diploma and the degree, over the past few years she has taught several research and management courses, including supervising students in their capstone research courses. These courses include SOCS 10123 (Applied Research); MGMT 39207 (Introduction to Projects); SOCS 30065 (Research and Project Solutions); FLPL 37545 (Field 3: Leadership in the EC Profession); and, EDUC 44579 (Leadership for Quality). Her research interests include professional development and practice, pedagogical leadership, diversity, equity and inclusion, family-educator-stakeholder relationships, temperament, outdoor education and risky play.
Michelle Whitehead, EdD.
Michelle Whitehead joined Sheridan in 2019 and brings to the college over 25 years of experience in the field of education. This includes delivering Foundational and Advanced Research Methods to both undergraduates and postgraduates and teaching a wide range of courses in the areas of Education including in the intersectional field of anthropology and philosophy. Furthermore, she has pursued independent research, including designing innovative research in the field of Education in the United Kingdom, The Netherlands and in Germany. This led her toward the orientation behind her thesis, a mixed method study completed to satisfy the conditions for her Doctorate in Education which was awarded by The University of Warwick, United Kingdom, by virtue of the engagement with philosophical ideas and the original insight into technology through analysis of discourse. Michelle's research interests include the effect of technology on human processes, neuro-diversity and the use of transableist methods which include exploring self/selves using ethnography where cultural influences and artifacts can be coupled to expand qualitative understandings and positions.
Ahmed, Fatma
Research Advisor: Magdalena Dobrogost, Ph.D.
“What challenges do immigrant parents face transitioning their children into a new elementary school system?”
This study investigated the challenges immigrant parents and their children (aged 3-12) face in new elementary school settings and environments. Five female immigrant mothers who came from Kenya and who have elementaryaged children were interviewed individually for this study. The interviews were each between 30-45 minutes in length and contained 11 interview questions. Participants stated that the main challenges experienced entering a new environment and school setting were social challenges, cultural challenges, and language barriers. Participants felt that Kenya has a much more open social culture due to being made up of smaller and closer communities rather than big cities and areas, that Kenya has more of one type of culture rather than Canada’s diverse range of different cultures, and that immigrant students struggle coming from a place of only knowing their own language to a place where English is the dominant language. The results of this study could raise more awareness on the topic of immigrant students and how they and their families can receive better and more support in the future of education.
Keywords: Kenyan immigrant mothers, Elementary aged children, dominant language.
Alphonse, Rasheeda
Research Advisor: Nathalie Di Francesco, Ph.D.
“Teachers’ Perception of Preparedness to Support Students with Exceptionalities
Teachers do not feel prepared to work with students with exceptionalities and are unprepared for the harsh reality of supporting them in the classroom. The present study used a quantitative survey design to investigate elementary teachers' perceptions of their level of preparedness to support students with exceptionalities. In all, 60 elementary teachers in Ontario completed an online survey. The findings indicated that the teachers' level of preparedness to support students with exceptionalities was between Unprepared/Somewhat Prepared/Prepared. Teachers reported being the least prepared in Knowledge (M=2.96/5) and the most prepared in Practice (M=4.21/5). Practical implications would suggest that Bachelor of Education (B.Ed.) programs in Ontario offer more courses on inclusive education, which would benefit both students and teachers. Additionally, improving the overall curriculum and incorporating more hands-on training could help elementary teachers feel more prepared to support exceptional students in the classroom.
Keywords: Inclusive Education, Elementary Teachers' Perceptions, Level of Preparedness
Anderson, Andrea
Research Advisor: Dhanna Mistri , M.Ed.
“Educator’s Perspectives on High Turnover in ECEC”
Ruth Bader Ginsburg ” “
We will all profit from a more diverse, inclusive society, understanding, accommodating, even celebrating our differences, while pulling together for the common good.
This study was aimed to understand how early childhood educators incorporated diversity into their classrooms and how educators actively include diverse children in the early childhood learning environments from addressing their own perspectives in the early childhood profession throughout their own practice. This research study was conducted throughout the region of peel through in person interviews with five early childhood professionals working in the field. The data gathering consisted of a qualitative research approach that was used to collect the data addressing the research problem. The findings from this research study have indicated the challenges facing educators with the lack of learning opportunities that are available to learn about diversity in the classrooms especially around planning and implementing cultural appropriate activities for all children in their learning environments. The study reflected on the professional practices in the classrooms around diversity and that all educators should be trained with knowledge on diversity focusing particularly in cultural appropriate implementation and enrich planning approaches in the learning environments for all children that come from diverse backgrounds. Lastly, further research is recommended using a qualitative approach using a bigger sample size involving participants from all regions that have different perspectives on this topic should participate in future studies.
Keywords: Diversity, Cultural Appropriate, Educators
Bainbridge, Taylor
Research Advisor: Nathalie Di Francesco, Ph.D.
"Feelings of Preparedness & Support to Work with Students' Diverse Needs: Ontario Elementary Teachers’ Perspectives”
Mental health and well-being is defined as the state of our psychological and emotional well-being, which affects how we think, feel, and act. Literature indicates that 22.1% of children aged 3-17 experience a behavioural, developmental, or emotional concern. However, Ontario Certified Teachers (OCT) seem to feel ill-prepared to effectively support students' well-being needs. This quantitative study examined 62 Ontario Certified Elementary Teachers' perceptions of how prepared they feel to support student mental health and well-being. It used a survey design and an online web-based questionnaire comprised of 42 questions. The findings seemed to show that 50% of elementary teachers Disagree/Strongly Disagree with having enough knowledge to support student mental health. There was also a significant positive correlation between feelings of having enough knowledge (r=.603, n=62, p=<0.01), enough skills (r=.849, n=62, p=<0.01), and enough cultural knowledge (r=.665, n=62, p=<0.01). Further training and support are required to allow elementary teachers to feel further prepared in their role to support students' mental health and well-being needs.
Key words: Ontario Certified Elementary Teachers, Student Mental Health and Well-Being, Feelings of Preparedness
Basso, Calista
Research Advisor: Nathalie Di Francesco, Ph.D.
"Supporting socio-emotional development in the classroom"
Literature indicates that Socio-Emotional development plays an important role in children's development and many professionals are lacking skills they need to appropriately teach socio-emotional skills. The purpose of this study was to better understand how educators are implementing positive socio-emotional development within the classroom. This quantitative study used an online survey to identify educators' knowledge and practice of socio-emotional development. 26 participants completed the online survey. 42.3% of those being Designated Early Childhood Educators (DECEs) and 57.7% of those being Ontario Certified Teachers (OCTs) both working in Jk- Grade 6 classrooms within the GTA. The findings suggested that 88.5% of educators reported that they Agree/Strongly agree that it is very important to implement socio-emotional development in the classroom. Some other findings suggest that the educators level of education did not make a significant difference on the importance of implementing SE in the classroom. Implications for future research could include practicing more social-emotional strategies within the classroom, attend more professional development courses to help gain more knowledge on socio-emotional development and to further research the topic of socio-emotional implementation in the classroom overall.
Key words: Socio-emotional development, Educators, Teachers
Beia, Merlina
Research Advisor: Magdalena Dobrogost, Ph.D.
“Educators’ perspectives on preschool using touch screen for learning purposes”
This qualitative study used narrative research design to interview 2 RECEs. In this study, 2 RECEs shared their perspective and personal experiences on preschool using touch screens for learning purposes. The primary research question was: What are educator’s perspective regarding touch screen devices in the preschool (age 3-5) setting for learning purposes? The semi-structured interviews consisted of 10 open-ended questions and ranged from 20-30 minutes in length. The findings suggested that educators are mostly using touch screens to document and communicate with parents. The themes which were represented in the data, and therefore help answer the overall research question, were (i) benefits and challenges of using touchscreen devices (ii) touchscreen devices as a form of parent-teacher communication and (iii) training for educators regarding touchscreen devices. Further research is required to determine more perspective of touch screen use for preschooler, and investigate educators’ belief and point of view on touch screen use in the classroom.
Key words: Touchscreen, toddler, educator
Bham, Fehmida
Research Advisor: Dhanna Mistri , M.Ed.
“Immigrant Parents’ Experiences of Autism Spectrum Disorder Diagnosis of their Children”
This quantitative study used a survey research design to understand the immigrant family's experience of their child's autism spectrum disorder (ASD) diagnosis in Canada. In this study, a web-based questionnaire was designed using Google Forms. The online survey had 25 questions, and 25 participants completed the survey. The participants for this study were immigrant parents living in Canada who have children with ASD. This research study was aimed at understanding two prominent attitudes: acceptance and denial of ASD diagnosis in immigrant parents in Canada. The study suggested that families dealing with ASD require adequate resources and support services, along with respect for their cultural beliefs during diagnosis and treatment. The themes which were represented in the data, and therefore help answer the overall research question, were two prominent attitudes: acceptance and denial of ASD diagnosis in immigrant parents in Canada. The factors associated with ASD diagnosis in children of immigrant parents in the present study may inform future improvements to its services. Implications for future research could compare the responses of Canadian parents of children with ASD to those of immigrant parents, providing insights into how cultural and societal factors affect families dealing with ASD in Canada.
Key words: Autism spectrum disorder, Diagnosis, Immigrant families
Critch, Shannon
Research Advisor: Magdalena Dobrogost, Ph.D.
“Early Childhood Educator’s Perspectives of Male Representation in the Field”
Warin (2019) stated that the first step to achieving gender equity is to see more males entering nurturing female-dominated fields. Yet, research shows (Warin, 2019) that the early childhood education field is experiencing a decrease in male educators. Thus, a qualitative study was set out to investigate the reasons behind this shift, asking: What are Early childhood educators' perspectives on why there is a disproportionate representation of males in the early childhood education field? Data was collected through the process of three semi-structured interviews with female educators consisting of eight open-ended questions and two general questions. The data analysis procedure discussed three principal concepts, leading to the study's central theme: (1) factors influencing the representation of male educators, (2) exposure to early childhood education practice, and (3) areas of advancement in early childhood education. This research is important as it uses professional language that will help break down any barriers. It is also extremely important to raise awareness around the lack of male educators as they are a principal part of children’s learning and growth through diversity and gender flexibility.
Key words: Early childhood education, Early childhood educators, Male early childhood educators
Earle, Suzanne
Research Advisor: Dhanna Mistri , M.Ed.
“Digital Tools in Early Childhood Education”
Digital tools are sometimes used by early childhood educators in an educational setting to improve their teaching practice, and to create a more engaging learning environment, which benefits both the educators and children. The purpose of my research study was to understand educators’ experiences about using digital tools in a classroom setting. The overarching research question was: What are educators' experiences about using digital tools in their practice? Qualitative research design was used, and the researcher conducted five interviews with early childhood educators, with a total of eight open-ended interview questions. The findings suggested that, digital tools can enhance an educators teaching practice for things like documentation, communicating with parents and engaging with children (Lindeman et al., 2021). However, some educators choose not to use digital tools for many reasons which include a lack of knowledge, resources and trainings (Santamaria et al., 2023). Digital tools is also used sometimes for child engagement, as they are able to participate physically and be creative with music (Marsh et al., 2018). Digital tools can possibly be used more in early childhood education if early childhood professionals are able to get the knowledge and trainings required to be able to implement this effectively and appropriately for young learners.
Key words: Digital tools, Early childhood educators, Early childhood education
Edwards, Madison
Research Advisor: Dhanna Mistri , M.Ed.
“ECE Graduates’ Perceptions of Preparedness about Working with Children with Exceptionalities”
In an article by Chadwell et al. (2020), the authors stated that 20% of educators felt sufficiently prepared to educate children with exceptionalities. This suggests that 80% of educators do not feel sufficiently prepared to educate children with exceptionalities. The purpose of this study was to explore ECE’s perceptions about their educational preparation and preparedness about working with children with exceptionalities. Specifically, this study looked to understand the reasons that cause some educators to feel unprepared when working with children with exceptionalities. This qualitative study used a narrative research design to understand why some ECEs' feel unprepared to work with children with exceptionalities. In this study, 6 participants who had graduated from an ECE program within the last 10 years shared their perspectives on how prepared they were to work with children with exceptionalities. The semi-structured interviews consisted of 9 open-ended questions and ranged from 10-35 minutes in length. The findings suggested that the majority of educators felt unprepared to work with children with exceptionalities based on how they believed their ECE program had prepared them. The themes which were represented in the data, and therefore help answer the overall research question, were (i) feelings of unpreparedness, (ii) inclusive and exclusive practices, and (iii) supports. Implications for future research could include a larger sample size of participants and further examination of course content in current ECE programs.
Key words: Exceptionalities, Preparedness, Inclusion
El Tawil, Yousra
Research Advisor: Michelle Whitehead, Ed.D.
“What is the Effect of the Generational Gap on Family Structure, Lifestyles and Futures?”
This poly vocal ethnography looked to explore the proposed generational cultural gap on family structure, lifestyles and futures. The participants were three immigrants from the Middle East and the methods used were the arts based method known as body mapping and a semi structured interview that consisted of eight open ended questions. The results suggested that participants had their own perceptions with respect to their cultural identity which was related to their age. The first two participants talked about assimilation to their native culture of Lebanon, and whilst their mindsets differed to their parents, their values remained, from their own perspective, Lebanese. However, the youngest participant discussed cultural identity in terms of both Canadian and Lebanese values and this raised some challenges for them. Literature also discussed that assimilation to a culture creates more significant challenges for immigrant families and further suggests that perception of cultural identity adapts over time and is not static.
Keywords: Youth mental health, educator knowledge, educator training, educator strategies
“Ethics and equity and the principles of justice do not change with the calendar.”
–D.H. Lawrence
Farooq, Danyah
Research Advisor: Nathalie Di Francesco, Ph.D.
”Parents' Perception of Screen Time on their Child's Development”
In today’s world, the use of screen time has been increasing in the day to day lives of young children. Parents play a huge role when it comes to allowing their children to use screen time throughout their day. Many parents are not aware of the negative impact excessive use of screen time can have on their child's development. The purpose of this study was to explore parents' perception of the impact screen time can have on their child's development. The research question this study intended to answer was, ""What are parents' perception of the impact of screen time on their child's development?"". This study focused on parents ochildren ages 0-12 years old in the GTA area. The research design that was used for this study was a quantitative web-based questionnaire on Google Forms with 61 participants. The online questionnaire had 30 close-ended questions. The results found that 52.2% of parents think screen time has a major negative influence on their child's overall development. These findings indicate that majority of parents perceive screen time as a negative influence on their child's development. Future research needs to look at what causes young children to spend long period of time using screens."echnology is becoming more prevalent in society and many young children are exceeding screen time recommendations according to current literature. The purpose of this study was to explore and understand the relationship between parents’ knowledge and practice around screen time. This quantitative study used a correlational research.
Keywords: Parents' Perception, Screen Time, Negative Influence
” “
Finholm, Emma
Research Advisor: Nathalie Di Francesco, Ph.D.
"Parents’ Knowledge & Practice Surrounding Screen Time”
Technology is becoming more prevalent in society and many young children are exceeding screen time recommendations according to current literature. The purpose of this study was to explore and understand the relationship between parents’ knowledge and practice around screen time. This quantitative study used a correlational research design, 110 participants who were parents of children ages 0-12 years old, completed an online questionnaire on Google Forms which consisted of 31 questions. The findings suggested that more than 77% of the participants have not attended any workshop, class or sessions that discuss screen time since having children, and 62.7% of parents feel confident in their level of knowledge surrounding child development. The results suggest that parents’ level of education made a significant difference in the amount of screen time their child(ren) has each day on weekdays as well as weekends. Furthermore, the findings suggested that parents’ agreement that screen time can have a negative impact on children’s cognitive development was positively correlated with their successfulness in limiting ST during the week as well as weekends. These findings suggest that parents’ education level influences how much screen time their child(ren) has on weekdays and weekends. Implications for further research could include looking at whether educators and teachers feel that screen time is a positive tool or if it impacts children’s overall development and their ability to learn. These findings point to the need for accessible resources for parents surrounding screen time and the effect it has on children's development.
Keywords: Screen time, knowledge, practice
Fisal, Amal
Research Advisor: Nathalie Di Francesco, Ph.D.
"STEM Curriculum Integration in Early Childhood Education”
STEM (Science, Technology, Engineering and Mathematics) activities and education can effectively provide rich learning experiences and provide children with contextualized and authentic real-life contexts to investigate and collaborate with others to solve meaningful real-world problems. As such, early STEM education will also help to give children a learning mindset and confidence in facing challenges. However, this has created new challenges for early childhood educators as they try to find ways to integrate STEM content and pedagogical strategies into school-based curricula. Educators often need more confidence in improving their teaching skills and understanding of STEM education. They feel that they face enormous challenges when conducting STEM education activities. As a result of that, the research question is: What are early childhood educators' STEM-related knowledge, skills, challenges, and practices? In this study, 64 educators working with children aged 0-5 shared their experiences on STEM knowledge, beliefs, and practice. A web-based questionnaire survey with 26 close-ended questions ranged. Pearson Correlation findings suggested a strong significant correlation between educators’ knowledge, beliefs, and practice around the STEM curriculum, r =783**, N= 64, p <.001. And ANOVA tests revealed that the number of STEM professional development sessions seemed to make a significant difference in educators’ practice of STEAM activities [F(4,59)=3,34, p =0..016]. Early Childhood Education Programs should include more courses or training for Technology and Engineering activities.
Keywords: STEM education, Early Childhood Education, Early Childhood Educators
Grandez, Michelle
Research Advisor: Michelle Whitehead, Ed.D.
"The Imposter in the Classroom: An Auto ethnography Examining Exclusionary Practices in the Classroom"
This auto ethnography investigated the researcher’s experiences with exclusionary practices and the associated self reported perception of imposter syndrome. The purpose of using auto ethnography as design was to shed light on exclusionary practices that are typically discussed quantitatively, therefore a multi method approach to collect data was used combining the use of Photo voice, documentary analysis and voice notes, all methods commonly associated with the field of ethnography. Chaos narrative analysis was used to unveil larger themes within the data which included, loneliness, negative emotions and imposter syndrome which correlated with the blind person perspective phrased by Fitch (2023) to demonstrate how teachers play a critical role in how students view themselves (p. 249). The overarching findings underscore the need for further use of qualitative methods to explore the lives of individuals who have experienced exclusionary practices and the research revealed these delicate topics necessitate a qualitative approach, to illuminate untold stories with thoroughness and care.
Keywords: auto ethnography, imposter syndrome, exclusion
Hasan, Bushra
Research Advisor: Dhanna Mistri , M.Ed.
“Educators' Perspectives on Outdoor Risky Play”
The purpose of this study was to explore early childhood educators' perspectives and understandings about outdoor risky play. Recently, there has been a decline in children playing outdoors and engaging in risky play. Many outdoor spaces in a school setting are designed to be as risk free as possible. This diminishes the chances of children in participating and assessing risk during outdoor play time. Unstructured free play or risky play is essential for children’s overall development. It not only allows children to test their limits, but also provides them with many opportunities for Ife-long learning. (Spencer et al,2021).
This qualitative study used a narrative research design to collect data. In this study, five participants, all female ECEs, whose experience ranged from two to fourteen years shared their perspectives on outdoor risky play. The semistructured interviews consisted of six open- ended questions, that ranged from 15- 25 minutes in length. 100% of the participants indicated that outdoor risky play provides children with a sense of autonomy, and it should be encouraged in the school system including before and after care. The study suggested that the educators understand the importance of engaging children in outdoor risky play.
Keywords: Risky play, children, educators' perspectives.
Kaur, Amanpreet
Research Advisor: Michelle Whitehead, Ed.D.
"Exploring the Role of Observations and Selfreflection in Developing Classroom-based Quality Interactions"
This case study looked to explore ECE's perspectives on the importance of language development in young children and how this is currently supported by using observations in practice. The research followed a qualitative approach and specifically sought to understand the role of observations and selfreflection in developing classroom-based quality interactions through the use of semi-structured interviews. Due to the intricacy of the study, a selective sampling strategy was used and the participants were all registered Early Childhood Educators in the Southwestern Ontario region. The major findings of the study were that the support system for educators was crucial as it motivates ECEs to look after individual children and plan strategically to support their language learning. This was manifest in the data as educators often seek support from other experienced educators and their immediate supervisors. This implied that the support that ECEs need includes both first hand experience and pedagogical documentation which correlates with the literature.
Keywords: case study, early childhood educators, observational practice.
Khan, Melissa
Research Advisor: Magdalena Dobrogost, Ph.D.
“Educators’ Perspectives on the Benefits of Outdoor Risky Play”
The purpose of this qualitative study was to understand what Early Childhood Educators/ Registered Early Childhood Educators (ECEs/RECEs') thoughts were on the benefits of risky play. Research states (Dankiw, K, et al., 2023 & Szpunar, M., et al. 2023) that educator perspectives are directly correlated with their practice. If we understand what the perspectives are of ECE/RECEs, we can understand how comfortable they are supporting young children’s play behaviours in the outdoor environment. Using a narrative design, the study’s research question is what are RECE/ECE perspectives on the benefits of outdoor risky play? Four participants who were currently or have worked in the field from one to five years or more shared their perspectives on the benefits of outdoor risky play. The semi-structured interviews consisted of ten open-ended questions and ranged from fifteen to thirty minutes in length. It was established that there were educators' and parents' differences on perceptions of risky play outdoors which included the perception of fear towards possible risks in risky play outdoors, and perspectives of risky play outdoors towards the promotion of holistic development. When gathering finalized data, participants responded with other ideas which also assisted in further supporting the research questions’ answer for what RECE/ECE perspectives are on the benefits of outdoor risky play.
Keywords: Early Childhood Educators, Risky Play, Perspectives on Risky Play
Kinch, Kaitlyn
Research Advisor: Dhanna Mistri , M.Ed. “Growth Mindset Culture in Classrooms”
The purpose of this study was to understand teachers’ perspectives and their experiences of growth mindset. Research suggests that more training is needed as a growth mindset culture in classrooms can help children who struggle academically and those who come from disadvantaged backgrounds (OECD, 2020; Ng, 2018). This qualitative study used a narrative research design to interview participants in a focus group. In this study, 5 participants who are registered with the Ontario College of Teachers and from Central Ontario shared their perspectives and experiences on growth mindset. The semi-structured focus-group consisted of 10 open-ended questions and was 45 minutes in length. The findings suggested that professional development on growth mindset, more support and resources are needed to incorporate a growth mindset culture in classrooms. The themes which were represented in the data, and therefore help answer the overall research question, were positives of growth mindset and incorporation of growth mindset in the classroom. Implications for future research could include the expansion of experience with growth mindset in other school grades and if a growth mindset culture can be incorporated in other school boards in Ontario.
Keywords: Growth Mindset, Professional Development, Teachers
Koziarski, Anna
Research Advisor: Michelle Whitehead, Ed.D.
"Are early interactions important for a child’s neurodevelopment in early infancy? A Systematic Review"
The purpose of this systematic review was to research the importance of early interactions in infant neurodevelopment and why those interactions are pivotal for children during the critical early years. Using a systematic review as a design, the principle was to create materials aimed at diploma-level students to better understand the research on neurodevelopment and also, to challenge the phenomenon of math phobia present in quantitative research (Wilder et al, 2020). After creating a systematic protocol, three specific themes from the data were revealed: an explanatory dialogue on the importance of neurodevelopment, the long-term effects of abuse in its many forms and the impact of resiliency on positive caregiving. Using this data, infographics were produced as the systematic review was designed in such a way to create a product; materials to support Diploma level students' learning which were sympathetic to the math phobia phenomenon. However, on completion, it became clear that the products of this systematic review would be useful to parents and caregivers who have children or work with children. Therefore, the systematic review had a practical and theoretical purpose for different stakeholders and did achieve its research purpose.
Keywords: neurodevelopment, systematic review, math phobia
Mathew, Sarah
Research Advisor: Dhanna Mistri , M.Ed.
“Experiences of New VS Seasoned Educator”
The purpose of the study was to understand the factors that influenced the transition, essential for the development and support of educators, as well as for enhancing the educational experience for children. The study identified the key factors that influenced the journey of a new educator towards becoming an experienced and proficient educational professional. Through qualitative research methods, the study intended to investigate the experiences and viewpoints of both beginner and experienced early childhood educators. A better understanding of the topic was important because, given the current challenges and changes in the educational field, it was crucial to reassess and update knowledge in this area. To complete this project, the researcher found 3 educators who had under 3 years of experience and 3 educators who had over 5 years of experience who were willing to participate in the study. This study was qualitative in nature, and the chosen data collection method was in-depth interviews. Furthermore, studies emphasize the importance of continuous professional development opportunities for educators to enhance their skills and knowledge, ultimately benefiting the educational experiences of children (Brown et al., 2022). By delving into the experiences and perspectives of both novice and experienced educators, this study aims to contribute to the existing literature by providing insights into effective strategies for supporting educator development in early childhood education.
Keywords: Educational experiences, Professional development, Transition
Midha, Japkirat
Research Advisor: Magdalena Dobrogost, Ph.D.
“Burnout in the Field of Early Childhood Education”
The title of the research project is Burnout in the Field of Early Childhood Education. The topic of the research is burnout and how it had impacted early childhood educators in the field of education. Burnout was a serious issue that took a toll on the educator’s mental health. This played a role on their engagement with the children in the field (Canadian Child Care Federation, 2022). The purpose of the study was to explore the Early Childhood Educator’s experiences of burnout in the field. The research problem of the study was that there was limited research found on the experiences of Early Childhood Educators in the field of burnout and in Canadian Context. The design of the study was qualitative. The study conducted was a narrative semi-structured interview with six questions through Zoom and WhatsApp Calls. There were three participants. The interviews and data conducted from the interviews (transcripts-word for word) helped find four themes which correlated to the topic of burnout. Some of the themes were; Defining burnout from Early Childhood Educators in similar ways, Experiences of burnout that Early Childhood Educators have dealt with in the field, Reasons that Early Childhood Educators felt burned out, Strategies and ways that burnout was managed.
Key Words: Burnout, Early Childhood Educators, Experiences
Mujahid, Samra
Research Advisor: Magdalena Dobrogost, Ph.D.
“Play-based Learning in the Early Childhood Setting”
The Research explores the perspectives, beliefs, and attitudes of registered and early childhood educators toward play-based learning in the early childhood setting and the early childhood classroom. A total of 5 participants partook in online semi-structured interviews composed of 8 open ended questions. Themes were: 1. Play is the Foundation of Learning, 2. The Importance of the Physical Environment for supporting Play–BasedLearning. 3. Parental Involvement and the Role of the Educator in Play–Based Learning. Play-based learning promotes the child's growth and development, and the child is promoted to learn through play because play is the foundation for learning in the Early Childhood Setting. The results showed that parental involvement is absent because most parents are busy at work and cannot participate with their children when engaging in play–based activities. According to my interpretations, when concluding the study, the educator plays a significant role in the children participating and engaging in play–based activities. The themes represent how play–based learning sets the foundations of learning for the child within the early childhood setting and the early childhood classroom.
Key Words: RECE (Registered Early Childhood Educators), ECE (Early Childhood Educators), PBL (PlayBased Learning), ECS (Early Childhood Setting), ECC (Early Childhood Classroom)
Nimrod, Amia
Research Advisor: Nathalie Di Francesco, Ph.D.
“Elementary Teachers’ Feelings of Preparedness: Teaching Students with Disabilities in
Across Ontario, in the full inclusion model of public education, general education teachers have been reporting for years that they lack the proper training and resources that they require in order to support students with disabilities in the classroom appropriately. This study explored how prepared elementary teachers feel about teaching/supporting students with disabilities. In this quantitative study, 37 Ontariocertified elementary teachers (OCT) shared their feelings and perspectives on their preparedness to teach students with disabilities by completing a web-based questionnaire of 22 closed-ended questions. The findings from this study suggest that elementary teachers feel they are, in fact, underprepared to teach students with disabilities, as they consistently reported not having admission support, professional development or access to the necessary resources, in addition to benefiting from more special education courses and placements during training. A few recommendations would be for school boards and administration to provide teachers with more resources, tools, and support. Also, the various bachelor of education programs should provide more hands-on experience regarding disabilities and special education during teacher training and more special education courses focusing on disabilities. Implications for future research include taking a more in-depth look at how schools in Ontario could best support current teachers who teach students with disabilities within general education classrooms.
Key Words: Ontario Certified Elementary Teachers (OCT), Feelings, Perspectives, Underprepared, Disabilities, General Education
Odiodio, Mary
Research Advisor: Nathalie Di Francesco, Ph.D.
"Parental Involvement in Elementary School Education"
Parental involvement in elementary school education is generally accepted as significant in promoting children's educational accomplishment and wellbeing. This study examined Parents' perceived barriers to their involvement in their children’s school in GTA. This study employed a quantitative research design, specifically a web-based online research design, to delve into the complex nature of parental involvement and its impact on children's educational outcomes. The research instrument was a questionnaire consisting of 20 questions, including five demographic questions to gather background information about the participants and 15 closedended multiple-choice content questions to explore parental perceived barriers to involvement in their children 's school. The expected time for participation was 3 to 5 minutes. Data were collected from 51 parents/caregivers of elementary school-enrolled children from JK to Grade 6. Participants' recruitment sites were all parental forums on Facebook and other online platforms. The significant themes investigated in this study comprise inadequate communication, Income disparity, cultural/language, why parental involvement is essential, and the benefits. Results revealed that employment status significantly impacted the level of participation in elementary school. The findings of this study underscore the importance of elementary schools creating programs to enhance parental involvement. These programs should focus on providing interpersonal and cultural support for teachers and the school community. The data collected in this study provide valuable insights into what barriers parents perceive in their involvement in their children’s school, thereby contributing to the body of knowledge in this area.
Key Words: Parent-teacher communication, parent involvement program, parental empowerment.
Okanlawon, Boluwatife
Research Advisor: Dhanna Mistri , M.Ed.
“Diversity in the classroom”
Early Childhood educators and childcare providers need to recognize and understand diversity in their classroom (Barbod, 2021). The research topic is. Diversity in the classroom. The purpose of this study was to understand how educators can support diversity in the classroom. The research question was: what can educators do to support diversity in the classroom?
This quantitative study used a survey research design to understand how educators can support diversity in the classroom. Participants were recruited from the “Early childhood Network connections” Facebook group and through Sheridan college Slate. A total of 18 participants completed a 20-item web -based questionnaire. 65% of participants strongly agreed that it is important for Educator to have an inclusive classroom. 45%of the participants reported that the educator should frequently attend training to enhance their ability to implement cultural diversity in the classroom. 40% stated that educators should occasionally attend training enhance their ability to implement culturally diverse ideas in their classroom. These findings which were represented in the data therefore helped to answer the overall research question diversity in the classroom .
Keywords: sense of belonging, inclusion, cultural background
Oner, Zuhal
Research Advisor: Dhanna Mistri , M.Ed.
"Effects of Educator Burnout on the Quality of Early Childhood Education"
The purpose of this study was to explore educators' experiences of how educator burnout affects the quality of early learning environments. Burnout wears out educators mentally; it manifests itself as the mental and physical reaction of educators. When educators feel tired and stressed, it is reflected in the overall quality of the educational environment. Burnout causes educators to leave their jobs and affects the overall quality of education. This study aims to provide insight into the connection between burnout and quality. The research question for this study was: What are educators' experiences of how teacher burnout impacts quality in an early learning setting? Two main themes stood out: Burnout and Quality. This qualitative study used a narrative research design. Interviews were held with 6 participants working in multiple daycares and with toddler, infant, and preschool educators, aiming to maximize different participants, experiences, and diversity. In this study, 6 participants shared their experiences. The semi-structured interviews consisted of 8 open-ended questions and took about 20 minutes in length. The study aimed to identify important ideas and the most critical existing elements from a new perspective for educators, academics, and all actors in the field.
Key Words: Burnout, Quality, Stress
Osman, Kosar
Research Advisor: Michelle Whitehead, Ed.D.
"What are the Barriers OCTs Face while Supporting Students with ADHD in the Classroom?"
Ontario Certified Teachers (OCTs) face daily challenges when assisting students with Attention Deficit Hyperactivity Disorder (ADHD). Due to this neurological disorder, many of these students cannot sit for extended periods of time and find concentrating difficult. However, the amount of time that passes between identification and the delivery of necessary help varies depending on the teacher's education and experience. This case study focused on finding successful strategies to support students with ADHD through interviews with certified teachers. Five OCTs who have served as teachers of ADHD students for more than five academic years and are currently employed by Peel District School Board, were selected through selective sampling. The study found that the OCTs’ educational and practical background made it easier for them to identify students with ADHD, resulting in quicker support given to students. The OCTs also acknowledged that early intervention for ADHD students critically depends on parents' positive participation. Furthermore, early intervention for these students may be directly impacted by government support through resource allocation and a reduction in ADHD student identification time.
Keywords: Case study, ADHD, OCTs
Passarelli, Giulia
Research Advisor: Magdalena Dobrogost, Ph.D.
“Educators Emotional Support for Children”
The purpose of this study was to investigate the different ways an educator could support the emotional well-being of children in the learning environment. The research question is how can educators support the emotional well-being of children in the early learning classroom? This qualitative study used a narrative research design to conduct semi-structured interviews consisting of eight open-ended questions. In this study, seven participants shared their perspectives and personal experiences working with children and ways to support their emotional well-being. Major findings from this study highlight the importance of inclusivity, relationships, parent involvement, and educator’s knowledge. This study concludes that there are many factors contributing to a child’s emotional well-being within their surrounding environment. The support from educators and parents will help fulfill the needs of each child allowing them to strive in the classroom.
Keywords: Early childhood education, Educator support, Children's well-being
Piotrowski, Katrina-Tatiana
Research Advisor: Nathalie Di Francesco, Ph.D.
“Parents' Perception of the Factors that Contribute to Parental Burnout”
The purpose of this research study was to look at how Parents play an important role in their children’s lives, and there are many responsibilities parents have in order to support their children. Parents can face parental burnout at any point in time and there are many factors in today’s parenting responsibilities that contribute to parental burnout. The present study set out to answer the research question “What kind of factors are contributing to parental burnout?”. This quantitative, survey design study focused on parents with children 0-12 years old and used an online webbased questionnaire on Google Forms with 5 demographic questions and the 22 content questions were replicated from the Parental Burnout Inventory by Roskam, et al. (2017). In all, 72 parents from the Greater Toronto Area completed the online questionnaire. Findings indicated that 52.7% parents reported feeling Emotionally Drained by their Parenting Role at least Few Times/Month to Everyday and 56.9% of parents are dealing with financial stress. Future researchers needs to look at parents facing parental burnout and what resources can be provided to support parents.
Keywords: Parental Burnout, Emotionally Drained, Parenting Role
Research Advisor:
Nathalie Di Francesco, Ph.D.
“Sense of Professionalism in Early Childhood Education”
The concept of professionalism is a contested idea embedded in the historical context of early childhood education and the new movement of contemporary professionalism, indicating professionalism as a process of development rather than the linear quality of the person (Harwood & Tukonic, 2016). Literature suggests that the early childhood education profession has exhibited a low sense of professional self, with poor training opportunities and the lack of a career development ladder. This raises a research problem regarding the need for more professional recognition in early childhood sectors. This quantitative survey explored the educator’s professional self. 144 educators working or not currently working in early childhood education in the Greater Toronto Area (GTA) shared their perspectives on their sense of professionalism. The web-based questionnaire consisted of 39 close-ended. Findings suggested that 87.5% of educators reported “considering themselves as a professional, and 88.2% reported that the biggest challenge is the workload. The findings indicated a significant correlation between Wages /Salary Fairness and Level of Responsibility r(144)=0.78**, p<0.01
Pearson Correlation test findings showed a strong significant correlation between educators considering themselves professionals and the biggest challenge in early learning years due to the overload of work beyond the responsibilities of the early childhood profession r (144) = 0.274**, p< 0.01. We recommend that Ontario policymakers consider decent work conditions and a satisfactory salary that matches the professional role of an early childhood educator. Future research could include the well-being and care of educators.
Keywords: Early Childhood Educators, Sense of professionalism, Challenges
Seminara, Samantha
Research Advisor: Nathalie Di Francesco, Ph.D.
"Uh Oh 'Not Prepared': Feelings of Preparedness in Supporting Student Mental Health and Well-Being”
Mental health and well-being is defined as the state of our psychological and emotional well-being, which affects how we think, feel, and act. Literature indicates that 22.1% of children aged 3-17 experience a behavioural, developmental, or emotional concern. However, Ontario Certified Teachers (OCT) seem to feel ill-prepared to effectively support students' well-being needs. This quantitative study examined 62 Ontario Certified Elementary Teachers' perceptions of how prepared they feel to support student mental health and well-being. It used a survey design and an online web-based questionnaire comprised of 42 questions. The findings seemed to show that 50% of elementary teachers Disagree/Strongly Disagree with having enough knowledge to support student mental health. There was also a significant positive correlation between feelings of having enough knowledge (r=.603, n=62, p=<0.01), enough skills (r=.849, n=62, p=<0.01), and enough cultural knowledge (r=.665, n=62, p=<0.01). Further training and support are required to allow elementary teachers to feel further prepared in their role to support students' mental health and well-being needs.
Keywords : Ontario Certified Elementary Teachers, Student Mental Health and Well-Being, Feelings of Preparedness
Hanan
Qassim,
– Martin Luther King Jr. ” “
Whatever affects one directly, affects all indirectly”
Shafiq, Sadia
Research Advisor: Dhanna Mistri , M.Ed.
“ADHD in young children”
This study explored parents’ experiences and understanding of the personal, academic, and medication aspects of raising children with ADHD by examining the various aspects of their journey. By conducting an in-depth examination of these experiences, the study was aimed to provide insightful knowledge that can improve strategies for intervention, and our awareness of the challenges associated with parenting children with ADHD. According to the literature parents’ perspective was that medication is not the last treatment there are other treatments e.g. behavior and outdoor therapies which are beneficial for cognitive development in their journey. The purpose of the study was to understand parents' experiences when they have a child diagnosed with ADHD. The research question was What are some of the experiences that parents go through when their child is diagnosed with ADHD? The research problem and issue were to know about their treatments and what they are using for their children. This qualitative study used a narrative research design to explore the various and unique experiences of parents when they have a child diagnosed with ADHD. In this study, four participants participated and shared their experiences and perspectives. The semi-structured interviews consisted of nine open-ended questions and ranged from 30-40 minutes in length.
Keywords : Medication, Outdoor environment, Therapies
Tom,
Catharine
Research Advisor: Dhanna Mistri , M.Ed.
“Exploring the Impact of Work-Related Stress and Burnout on Early Childhood Educators”
Research indicates that teaching can be a high stress job, which can lead to burnout. Working in childcare can be viewed as difficult work. Educators' mental health needs or children who have challenging behaviors can impact ECE wellbeing. The research problem was that early childhood educators who are feeling overwhelmed while working. This study examined to explore the stress factors affecting early childhood educators who are feeling burned out. The research question was How do stress and burnout impact an early childhood educator’s wellbeing? This quantitative study used a survey research design to explore the stress factors affecting early childhood educators who were feeling burned out. In this study, 20 participants shared their perspectives on the topic of exploring the impact of work-related stress and burnout on early childhood educators. The online survey consisted of 23 questions which took 1015 minutes. The findings suggested that 18 participants said that they mostly felt stress and burned out. The findings/themes which were represented in the data, and therefore help answer the overall research question, are (i) low wages and (ii) stress and (iii) not enough hours.
Keywords: Low wages, stress, not enough hours
Tortella,
Vanessa
Research Advisor: Michelle Whitehead, Ed.D.
“The
Role of Personality in Learners’ Perceptions of Online Synchronous Learning”
This case study explored if the role of personality is significant in learner’s perceptions of online synchronous learning and was explored using multi methods including body mapping and focus groups. The participants were graduates who have used online learning as part of the requirement for their program and therefore, the sample was selective. Thematic analysis revealed that self reported personality traits and the associated impact on learning and self reported online vs face to face student behaviours were significant. Through the body mapping method, the "Barnum Effect" was also disputed as self reported personality traits formed a crucial part of the data, rather than the use of psychometric tests. The data further suggested that there was no correlation between learner’s perceptions of online synchronous learning and their self reported personality types as both believed in person interaction is critical to be successful in online classes, despite literature attesting to this. Therefore in conclusion, if sociability is critical to all students regardless of personality type, perhaps the question is how can socialization be fostered and supported in the online environment using different strategies and pedagogies, rather than a "one size all fits" approach.
Keywords: online learning, introversion, extroversion
Vukovic, Isabella
Research Advisor: Michelle Whitehead, Ed.D.
"The Sound of Shapes and Colours: An Autoethnography of One Girl’s Life- Long Affair with ADHD"
This autoethnography highlighted the under-researched lived experiences of a woman with (late-diagnosed) ADHD, shown through my depiction, reflection, and illustrations to enable a richer heterogeneous narrative experience to emerge (Hinshaw et al., 2022; Klefsjo et al., 2021). A multi-method approach was utilized to convey my emotions, physical feelings, and unique experiences which allowed for a holistic understanding of my ADHD. This included the concept of “senses of seeing”, feeling and hearing to convey that understanding (female) ADHD should be viewed from a heterogenous perspective. The methods used in this autoethnography were metafictive devices, meta media, forms of visual imagery and artefact analysis (Elliot and Culhane, 2017). Through Chaos analysis, the data indicated that the lack of research on female ADHD behaviours and symptoms can manifest themselves into debilitating mental health conditions such as anxiety, obsessive-compulsive disorders, and depression because female symptoms and behaviours are internalized and therefore are not visibly displayed (Antoniou et al., 2021). The study also indicated that advocacy and altruism were prevalent in my manifestations of ADHD which also aligns with the literature. Therefore, the study highlighted the need to encompass lived experiences as a methodology for cultural, societal, and systematic change in terms of understanding female ADHD.
Keywords: ADHD, autoethnography, advocacy
Wahidi, Humaira
Research Advisor: Nathalie Di Francesco, Ph.D.
"Parental Perspectives on the Impact of Early Childhood Education"
This study explores parents' perspectives on the impact of early childhood education (ECE) in the Greater Toronto Area (GTA). D ata was collected from parents of children under the age of 12 in childcare settings using a survey design over 8 days, yielding 35 responses. The major data gathering instrument was a web-based questionnaire with Likert scales, which allowed for significant involvement and resulted in significant data collection. The study emphasizes the need for ongoing investment in early education programs and advocates for future research to investigate factors impacting ECE success and provide additional support for children with different learning needs. These findings guide ECE policy and practice, to ensure equitable access to high-quality education for all children in the Greater Toronto Area. The study uses quantitative methods to investigate the impact of ECE on children's development, with particular focus on social, cognitive, and language skills. findings show that parents have strong support for ECE programs, highlighting their importance in child development. The report emphasizes the significance of continuous investment in early education programs and asks for future research to identify factors impacting.
Keywords: Early childhood education, Early childhood educators, Parent Perspectives
” “
The secret of getting ahead is getting started. The secret of getting started is breaking your complex overwhelming tasks into small manageable tasks, and then starting on the first one.
- Mark Twain
Wright, Jamie
Research Advisor:
Nathalie Di Francesco, Ph.D.
"Child Care Staff's Perceptions of the Barriers to Risky Play”
Over the years, the concept of risky play has become increasingly popular in the field of Early Childhood Education and Care. “Free play is essential for children’s development and for their physical, mental, and social health. Opportunities to engage in outdoor free play—and risky play in particular—have declined significantly in recent years…” (Beaulieu et al., 2024, p.1). The present study examined child care staff’s understanding and perceptions of risky play and answered the following question: “What are child care staff’s perceptions of the barriers to implementing risky play (internal/external)?”. This quantitative, survey design, had 62 child care staff share their perspectives on the topic of the barriers to implementing risky play. The survey consisted of 28 closeended questions. The findings suggested that while child care staff perceived risky play to be important, they reported feelings of anxiousness and reduced confidence when implementing risky play activities in the early learning environment. Pearson Correlation tests showed a strong negative relationship between levels of anxiousness and levels of confidence (r = -.400, n = 62, p = .001) as well as a significant positive correlation between the importance of risky play and educators’ personal experiences (r = .251, n = 62, p = .049). Implications for the field would include enhancing the provision of risky play in Early Childhood Education and Care as well as reducing child care staff’s concerns regarding risky play such as fear of injury and/or liability with clear guidelines and policies. Future research could focus on parents’ understanding and perceptions of the barriers to risky play especially regarding injury and liability.
Keywords: Risky Play, Child Care Staff, Perceptions
Design Credits: Hest and Hem
Research Supervisors: Nathalie Di Francesco, Ph.D.
Magdalena Dobrogost, Ph.
Dhanna Mistri, BASc, MEd.
Michelle Whitehead, EdD.
2024
Cathy Coulthard, PhD, RECE Associate Dean