Monica McGlynn-Stewart

George Brown College · School of Early Childhood

The Covid-19 pandemic required many changes in how early learning was supported in the laboratory school sites at George Brown College, including outdoor programming. In keeping with public health advice, outdoor time was extended and the types and number of materials the children could use were reduced. The beginning of the pandemic coincided with...

This 3-year study followed 14 kindergarten classrooms in Ontario as they used open-ended tablet applications to support outdoor play and learning. Through the creation of slideshows that incorporated their photos, video, drawings, and audio recordings, the children explored their physical and creative activities outdoors, as well as their connectio...

There is conflicting research on the value of using digital technology with young children. This study investigated how an app, used in conjunction with dual language picture books, can support the social, emotional, and literacy learning of bi/mulitlingual children. Twenty-one children used the app Talking Stickers at home and school for four week...

This 2-year research study followed 14 kindergarten classrooms in Ontario as they used open-ended tablet applications to support literacy learning. Through multimodal slideshows the children explored identities such as reporter, teacher, and architect during self-initiated role-play. The slideshows they created demonstrated multimodal productions t...

This research study examined 27 educators’ experiences and comfort levels using open-ended tablet applications to support young children’s oral and visual literacy learning. The open-ended applications used positioned students as the producers and creators of the literacy content. While the educators did experience some structural, technological, a...

This three-year qualitative research study examined the knowledge and experiences of 20 early years educators while introducing Indigenous perspectives and pedagogies on Land-Based Learning in 10 urban childcare centers. Educators were introduced to Indigenous perspectives and pedagogies through workshops with Indigenous speakers and Indigenous-aut...

There is conflicting research on the value of using digital technology with young children. This study investigated how an app, used in conjunction with dual language picture books, can support the social, emotional, and literacy learning of bi/multilingual children. Twenty-one children used the app Talking Stickers at home and school for four week...

There is conflicting research on the value of using digital technology with young children. This study investigated how an app, used in conjunction with dual language picture books, can support the social, emotional, and literacy learning of bi/mulitlingual children. Twenty-one children used the app Talking Stickers at home and school for four week...

ABSTRACT Young children who are English Language Learners or have special learning needs can find it difficult to communicate in kindergarten classrooms. Open-ended tablet applications offer multi-modal tools for these children to communicate their ideas, engage with others, and demonstrate and develop their knowledge and skills. They position stud...

Young children who are English Language Learners or have special learning needs can find it difficult to communicate in kindergarten classrooms. Open-ended tablet applications offer multi-modal tools for these children to communicate their ideas, engage with others, and demonstrate and develop their knowledge and skills. They position students as t...

This research study examined 27 educators' experiences and comfort levels using open-ended tablet applications to support young children's oral and visual literacy learning. The open-ended applications used positioned students as the producers and creators of the literacy content. While the educators did experience some structural, technological, a...

Research has shown that teachers’ beliefs and personal experiences play a significant role in their professional decision-making and practice, including their experiences as school children. This research study examined how the professional learning of Canadian beginning elementary teachers was influenced by their own early learning experiences in...

With a view to improving the quality of class discussions of assigned articles, I implemented a new way of organizing small group seminars in an undergraduate early childhood education course. The seminars were led by student facilitators and had a balance of accountability and autonomy. Mid-way through the course, the students reflected anonymousl...

This research examined how the professional practice of Canadian beginning elementary teachers was influenced by their own early learning experiences in school. Six teachers were observed and interviewed in their classrooms five times over the first three years of their teaching career. Case studies were developed for each teacher and themes were e...

This research examined how the professional practice of Canadian beginning elementary teachers was influenced by their own early learning experiences in school. Six teachers were observed and interviewed in their classrooms five times over the first three years of their teaching career. Case studies were developed for each teacher and themes were e...

This paper describes a self-study in which a teacher educator sought to understand how to provide her pre-service students with opportunities to gain insight into the ways in which their early learning influenced their current and future teaching attitudes and decisions. In this qualitative study, the teacher educator analyzed student responses to...

Canadian educators and policy makers are in the midst of implementing and innovative approach to education for 4- and 5-year olds. This study examined the perspectives of the teaching teams who are making this new full-day, school-based model work: registered early childhood educators and Ontario certified teachers. These two groups have different...

Abstract We are recent graduates of a graduate faculty of education in a research-based university in Canada. Our aspirations to become successful teacher educators and to write our dissertations brought us together to form a writing support group. During the 2010–2011 academic year, we conducted a self-study to better understand how the support gr...

This qualitative research study examined how the professional practice of six beginning elementary teachers was influenced by their own childhood literacy teachers. Results illustrate that the participants' early literacy experiences varied greatly as did the ways in which those experiences intersected with their teaching practice. The participants...

This qualitative research study examined how the professional practice of six beginning elementary teachers was influenced by their own childhood literacy teachers. Results illustrate that the participants’ early literacy experiences varied greatly as did the ways in which those experiences intersected with their teaching practice. The participants...

ABSTRACT This paper describes a self-study in which a teacher educator sought to understand how to provide her pre-service students with opportunities to gain insight into the ways in which their early learning influenced their current and future teaching attitudes and decisions. In this qualitative study, the teacher educator analyzed student resp...

This paper describes an initiative, Becoming Teacher Educators (BTE), which is a group for doctoral students who want to become teacher educators. The group is composed of two professors and 12 doctoral students. The various activities in which the group has engaged over the past three years are described. This article brings to light a few key ele...

This paper describes a self-study in which I, as a teacher educator, seek to understand how to respond effectively to my pre-service students' fears about learning and teaching primary mathematics. I studied my students' response to a new mathematics methods course that is tied to practicum. Results include the importance of listening closely to st...

The Developing Inquiring Communities in Education Project (DICEP) was formed in 1991 under the leadership of Professor Gordon Wells, who at that time taught at the Ontario Institute for Studies in Education at the University of Toronto. Since then the group has undergone substantial change in its organization and membership. What began as a univers...