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Michal Perlman
Associate Professor

phone: (416) 978-0956
email: MICHAL.PERLMAN@UTORONTO.CA  
email: michal.perlman@utoronto.ca

Department: Applied Psychology and Human Development



Research Overview

Dr. Perlman's overarching interest is in environmental influences on the social development of preschool aged children. She has two main lines of ongoing research that address this interest. The first has to do with the quality of child care children receive and its impact on their development. In the last few years she has been focusing on identifying critical aspects of child care quality, and developing empirically based ways of measuring those aspects. This involves extensive assessments of child care providers (both centre based, and family home care providers) and the children and families they serve. Her current studies in this area involve data collection both in Canada and the U.S using both qualitative and quantitative data collection methods. Her second line of research has to do with children's development of conflict resolution skills. She has been looking at a series of questions related to the role of parents in managing conflicts between their young children, bidirectional influences in conflict management, the development of conflict scripts, etc. She will be expanding studies in this question to look at the impact of children's conflict management as they enter school.


Representative Publications

Recent Peer-Reviewed Publications:

Perlman, M., Fletcher, B., Falenchuk, O., Brunsek, A., McMullen, E., & Shah, P. S. (2017). Child-Staff Ratios in Early Childhood Education and Care Settings and Child Outcomes: A Systematic Review and Meta-Analysis. PloS one12(1), e0170256.

Falenchuk, O., Perlman, M., McMullen, E., Fletcher, B., & Shah, P.S. (2017). Education of Staff in Child Care and Child Outcomes: A Meta-Analysis and Systematic Review. PloS one.

Brunsek, A., Perlman, M. Falenchuk, O., McMullen, E., Fletcher, B., & Shah, P.S. (2017). The Relationship between the Early Childhood Environment Rating Scale and its Revised Form and Child Outcomes: a Systematic Review and Meta-Analysis. PloS one.

Binnoon-Erez, N., Rodrigues, M., Tackett, J., Perlman, M. & Jenkins, J.J. (accepted). Sibling personality traits, dyadic gender composition, and their association with sibling relationship quality. Merrill-Palmer Quarterly.

Rodrigues, M., Prime, H., Perlman, M. & Jenkins, J.J. (2017). Familial Risk and Sibling Mentalization: Links With Preschoolers' Internalizing Problems. Journal of Family Psychology.

Perlman, M., Falenchuk, O., Fletcher, B., McMullen, E., Beyene, J., & Shah, P. S. (2016). A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes. PloS one11(12), e0167660.

Pauker, S., Perlman, M., Prime, H. and Jenkins, J. M. (2016), Differential parenting and children's social understanding. Social Development. doi:10.1111/sode.12214

Perlman, M., Brunsek, A., Hepditch, A., Gray, K., & Falenchuck, O. (2016). Instrument Development and Validation of the Infant and Toddler Assessment for Quality Improvement. Early Education and Development, 1-19.

Browne, D. T., Leckie, G., Prime, H., Perlman, M., & Jenkins, J. M. (2016). Observed sensitivity during family interactions and cumulative risk: A study of multiple dyads per family. Developmental psychology52(7), 1128.

Prime, H., Plamondon, A., Pauker, S., Perlman, M., & Jenkins, J. M. (2016). Sibling cognitive sensitivity as a moderator of the relationship between sibship size and children’s theory of mind: A longitudinal analysis. Cognitive Development39, 93-102.

Perlman, M., Lyons-Amos, M., Leckie, G., Steele, F., & Jenkins, J. (2015). Capturing the temporal sequence of interaction in young siblings. PloS one, 10(5), e0126353.

White, L. A., Prentice, S., & Perlman, M. (2015). The evidence base for early childhood education and care programme investment: what we know, what we don't know. Evidence & Policy: A Journal of Research, Debate and Practice11(4), 529-546.

Zellman, G., Karam, R., & Perlman, M. (2014). Predicting child development knowledge and engagement of Moroccan parents. Near and Middle Eastern Journal of Research in Education, 5.

Zellman, G., Perlman, M., Karam, R. (2014). How Moroccan Mothers and Fathers View Child Development and Their Role in Their Children's Education. International Journal of Early Years Education. 22(2), 197-209.

Prime, H., Pauker, S., Plamondon, A, Perlman, M., Jenkins, J. (2014) Sibship Size, Sibling Cognitive Sensitivity and Children’s Receptive Vocabulary. Pediatrics, 133, 394-401.

Karoly, L.A., Zellman, G.L., Perlman, M. (2013). Understanding Variation in Classroom Quality Within Early Childhood Centers: Evidence from Colorado's Quality Rating and Improvement System. Early Childhood Research Quarterly, 28, 645-657.

Prime, H., Perlman, M., Tackett, J.L., Jenkins, J. (2013). Cognitive sensitivity in sibling interactions: Development of the construct and comparison of two coding methodologies. Early Education and Development. 25, 240-258.

 

Other Information

Recent book chapters:

Howe, N., Flanagan, K. & Perlman, M. (2017). Early Childhood Education in Canada. In M. Fleer & B. van Oers (Eds.) International Handbook on Early Childhood Education and Care, Volume 1. Netherlands: Springer.

Perlman, M., Varmuza, P., White, L. (2016). Pathways to Regulating Unregulated Child Care: Lessons from Ontario. In S. Prentice and R. Langford (Eds). Caring for children: Social movements and public policy in Canada. UBC Press.