Tel: (647) 981-5217 or (416) 978-0940
Zeenat Janmohamed is a co-investigator with Toronto First Duty, a research and evaluation program that explores the integration of early learning and family support programs for children and families in schools, child care and family resource programs. Zeenat is an advisor to the Science of Early Child Development, a partnership between the Atkinson Centre, the Jackman Institute of Child Study, Red River College and George Brown College promoting the connectivity between human interactions and early development in research, policy and practice. Zeenat has acted as an advisor on a number of social policy projects.
Zeenat’s international experience includes program development and professional learning for kindergarten and early childhood educators in Bosnia; program evaluation of family support programs in Kosovo; early childhood field supervision in Jamaica; and teaching early child development at BRAC University in Dhaka, Bangladesh.
Zeenat’s area of teaching expertise includes early child development; advocacy, policy and governance; and diversity, equity and inclusion. Zeenat’s area of doctoral research is focused on examining the experiences of diverse parents in early years settings. Zeenat has published in the area of systems integration, early childhood training and diversity. She has presented widely on early child development, professional training of educators, diversity and difference and the connections between research, policy and practice.
Janmohamed, Z. (2013). When queer enters early childhood teacher training: What’s so inappropriate about that? In V. Pacini-Ketchabaw & L. Pence (Eds). Re-situating Canadian Early Childhood Education. New York: Peter Lang Publishing.
Janmohamed, Z., Pelletier, J., & Corter, C. (2011). Toronto First Duty, Phase 3: The BruceWoodgreen Case Study. Toronto, ON: Atkinson Centre for Society and Child Development, OISE/University of Toronto.
Arimura, T. N., Corter, C., Pelletier, J. Janmohamed, Z., Patel, S., Ioannone, P., & Mir, S. (2011). Schools as integrated hubs for young children and families. A Canadian experiment in community readiness: the Toronto First Duty project. In D. M. Laverick & M. Jalongo (Eds.), Transitions to Early Care and Education: International Perspectives on Making Schools Ready for Young Children. Springer International, 189-202.
Janmohamed, Z. (Fall, 2010). Queering early childhood studies: Challenging the discourse of developmentally appropriate practice. The Alberta Journal of Educational Research, 57(3), 304-318.
Janmohamed, Z. & Pelletier, J. (2010). Implementing early learning programs in Ontario schools. The Register, 12 (2).
Janmohamed, Z. (2010). Early childhood educators in Ontario schools: A new partnership with teachers. ETFO Voice, May.
Corter, C., Pelletier, J., Janmohamed, Z., Bertrand, J., Arimura, T., Patel, S., Mir, S., Wilton, A. & Brown, D. (2009). Toronto First Duty Phase Two: Final research report. Toronto: Atkinson Centre for Society and Child Development.
Janmohamed, Z. & Campbell, R. (2009). Building bridges: Queer families in early childhood education. Toronto: Atkinson Centre for Society and Child Development, OISE/University of Toronto.
Janmohamed, Z. (2008). Lesbian, gay, bisexual, transsexual, transgender and queer families in early childhood Education. The Early Childhood Educator, 23(2), 19-20.
Langford, R. & Janmohamed, Z. (2008). Following the career paths of ECE graduates: what are the influences? The Early Childhood Educator, 23(2), 21-22.