Jump to Main Content
Decrease font size Reset font size Increase font size
Ontario Institute for Studies in Education, University of Toronto Home| OISE| U of T| Portal| Site Map | Contact Us | Feeling Distressed?
INSPIRING EDUCATION | oise.utoronto.ca
Atkinson Centre

Events > Summer Institute 2018

Jump to: Brochure & Registration Form | About the Conference | Accommodation | Keynote Speakers | Featured Speakers | Workshops | Posters | ECE Award Recipient



The 15th Annual Summer Institute on Early Childhood Development

Equity, Access and Quality in Early Childhood Education and Care

June 1, 2018
George Brown College, Waterfront Campus, 51 Dockside Drive, Toronto, Ontario







Are you planning to be in Toronto overnight? We have arranged a special rate of $189.00 per night (plus applicable taxes and fees) at the Strathcona Hotel. The hotel is a short cab ride from the event venue, or a comfortable 25 minute walk.

This room rate is valid until May 1, 2018, and subject to availability.

You can make a reservation by phone at 1-800-268-8304 or 416-363-3321.  (Please request “Summer Institute 2018” or group code “641802” for our special rate)


The Summer Institute is an annual collaboration between the School of Early Childhood at George Brown College and the Atkinson Centre for Society and Child Development at the Ontario Institute for Studies in Education/University of Toronto. The Institute strives to offer timely information to inform research, policy and practice.

ECE can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access without attention to quality will not deliver good outcomes for children or benefits for society. Federal funding for the provinces and territories emphasizes more child care spaces for vulnerable communities. Targeted expansion could be problematic given the historic correlation between inadequate programs and marginal populations.

The 15th Summer Institute examines the challenges in promoting quality while targeting expansion. Featured speakers include Sir Kevan Collins, head of the UK Education Endowment Foundation, providing evidenced-based evaluation of the policies and practices that work – and don’t work – to improve children’s outcomes, and Dr. Angela James draws on indigenous pedagogy to strengthen early years practice.



Sir Kevan Collins Profile Pic

Sir Kevan Collins

Sir Kevan Collins is the CEO of the Education Endowment Foundation.  The EEF is dedicated to ensuring children, particularly those facing disadvantage, benefit from their educational experiences.  It does this by generating evidence about what works to improve children’s learning, evaluating innovative approaches and sharing findings in an accessible format with educators, colleges and policy makers.

Kevan has a long history in education, starting off as a primary school teacher to serving as Director of Children’s Services at Tower Hamlets. Kevan gained international experience working in Mozambique and supporting the development of a national literacy initiative in the USA. He is a visiting professor at University College London and was knighted in 2015 for services to education.


Presenting: Quality in Early Childhood Settings: Are We There Yet?

From the EEF early years tool box, Sir Kevan Collins shares evidence-based evaluations of the policies and practices that work - and don't work - to promote quality and access in ECE settings.


Anglea James Profile Pic

Angela James

Angela James is the Director of the Indigenous Languages and Education Secretariat for the Northwest Territories.  As the former director for Early Childhood and School Services, Angela oversaw the development of the NWT Right from the Start Framework and Action Plan, which defines goals and actions to support children from birth through their transition to school.  Angela began her career as an educator and then school principal.  She received her own education in Canada, the U.S. and Europe.  Angela’s work centres on raising children to becoming, being and believing as 'a capable person,' and on the perspectives of Indigenous educational theory and research in informing educational reform. A Manitoba Metis, Angela has made Yellowknife her home for the past 40 years.


Presenting: Becoming, Being and Believing: A Child is a Capable Person

Indigenous educational theory and practice has much to offer in creating early learning environments that are welcoming to all.


Michal Perlman Profile Pic

Michal Perlman

Michal Perlman has a PhD in developmental psychology from the University of Waterloo. She is an Associate Professor of Applied Psychology and Human Development at the University of Toronto. She is also cross-appointed at U of T's School of Public Policy and Governance. Michal studies interactions between parents and children and between siblings in families with young children. She also focuses on issues related to quality in early childhood education and care (ECEC) including how it should be defined and measured as well as the links between different aspects of ECEC program quality and child outcomes. She has worked with different levels of government in Canada and the US to explore how ECEC quality measurement can be used for monitoring and quality improvement purposes. Her work has been published in a variety of prestigious peer reviewed journals and practitioner/policy-oriented outlets. Her research has been funded by the Social Sciences and Humanities Research Council of Canada, the Canadian Institutes of Health Research, the McCain Foundation, provincial and municipal government and others.


Susan Prentice Profile Pikc

Susan Prentice

Susan Prentice is Professor of Sociology at the University of Manitoba, where her research focuses on historical, contemporary, and comparative childcare and family policy. She is a long-time feminist and childcare advocate, having worked at municipal, provincial and national levels with community-based groups including Action Day Care, the Toronto Day Care Coalition, Child Care Advocacy Association of Canada, and the Child Care Coalition of Manitoba. Her current research projects are on marketization and workplace childcare in France and Canada, and Indigenous and northern childcare services in Sweden and Canada. More information at http://umanitoba.ca/faculties/arts/departments/sociology/facstaff/prentice.html.




Contributions of Local Government to Equitable Access & Program Quality

The cities of Vancouver and Toronto consider early years services part of healthy, family-friendly urban planning strategies. This panel presentation explores the tools cities use to support partnerships, high-density development, and quality design guidelines and monitoring.

ANNE HEPDITCH Manager, Quality & Capacity Building, City of Toronto
DR. MICHAL PERLMAN Associate Professor, OISE, University of Toronto
YVONNE HII Social Planner, City of Vancouver

Labour Market Versus Child Centred Approaches to ECE Policy

Early childhood programming may be designed to meet parents' needs for child care, as well as support children’s development but whether ECE is viewed primarily as a labour market support, as opposed to a child development program will influence its oversight, delivery, the quality of the service and ultimately who it serves.

DR. EMIS AKBARI Professor, George Brown College, School of Early Childhood
DANIEL FOSTER ECL Degree Student, George Brown College, Research Assistant, Atkinson Centre, OISE/ University of Toronto

Tablet Applications to Support Early Literacy

Young English Language Learners or those who have special learning needs can find it difficult to communicate in kindergarten classrooms. Open-ended tablet applications offer tools to communicate ideas, engage with others, and demonstrate and develop knowledge and skills. The results of this study indicate that using strategies such as effective routines, opportunities to collaborate and share with peers, and modelling, educators can support these children through employing open-ended iPad apps.

DR. MONICA MCGLYNN-STEWART Professor, George Brown College, School of Early Childhood
NICOLA MAGUIRE Instructor, George Brown College, School of Early Childhood

Mentorship and Professional Growth

This panel will focus on an exploration of how mentorship - direct, multi-faceted, and online - can aid professional growth in a collaborative learning model

Mentorship when self-directed, and supported, becomes ingrained into practice. Subsequently, what is the interplay between mentorship and self-actualization of professional growth?

This discussion shares the ways and means of exploring connections between mentorship, documentation, and quality scope of practice (e.g. curriculum; program; supervision; management, etc).

DR. ELAINE WINICK Professor, George Brown College, School of Early Childhood
PATTI ROWLAND Coordinator, Training & Development, City of Toronto, Quality & Capacity Building, Service System Planning & Policy Development Unit

Strategies for Scaling Up New Program Approaches

The Abecedarian model is a high quality, research based early childhood program that shows positive child outcomes but new evidence indicates it also provides benefits for parents and families. The approach is showing such promise it is being adopted by a number of Winnipeg child care centres. Red River College has developed training and mentoring strategies to ensure all centre staff develop the skills needed to effectively implement the model. The panel shares the strategies used to scale up a new program model and its benefits for families.

MELANIE D'SOUZA Research Faculty, School of Health Sciences and Community Services, Red River College
JAMIE KOSHY Research/Instructor, Red River College TAYLOR WILSON Research Assistant, Red River College
REBECCA LARIVIERE Research Assistant, Red River College

Advocacy & Actions to Influence ECE Policy

Advocates from BC and Ontario share two strategic approaches to mobilize for ECE policy change. The CCCABC's movement for "$10aDay" child care has captured national attention on the need to build a system that includes affordable access for families, and ECE wage enhancements. The AECEO's campaign for decent work calls for a $25/ hour starting wage for RECEs, as a way to recognize the professionalism of educators and boost quality in the early childhood settings.

LYNDSAY MACDONALD RECE, Coordinator, Association of Early Childhood Educators Ontario
RITA CHUDNOVSKY Coalition of Child Care Advocates of BC

Indigenous Perspectives on Environmental Inquiry in the Early Years

Have you ever wondered how Indigenous perspectives relate to learning about the environment in the early years? Have you ever wondered what Indigenous perspectives and principles apply to all of us, and how these can be supported in any learning environment? This session hopes to light the fire of your professional inquiry by exploring how an Indigenous lens to environmental inquiry transforms learning in the early years.

HOPI MARTIN Kindergarten Teacher, Early Years Flextime PhD Candidate, TDSB, APHD/OISE
HALEY HIGDON Teacher, Project Lead, JICS/OISE Natural Curiosity

Training for Quality: Building Ladders and Navigating Intersections

Families arrive in early childhood programs with histories in race, social class and immigration status. They may also bring Indigenous ways of knowing and have expectations that practitioners are not prepared for. Policy development and practice in the early years can make the transition from dominant assumptions about children and families to a social justice paradigm that recognizes the role of power and privilege in early child and family support programs.

GLORY RESSLER Director of Education, Training & Data, Canadian Mothercraft Society

Capacity Building for Entry Level Educators: A Nigerian Example

Nigeria’s education policy mandates a minimum one-year compulsory pre-primary linkage at public primary schools. Low teacher capacity, however, hindered quality programming. In 2016, UNICEF and Early Childhood Development Initiative (ECDI) developed an innovative, community-based curriculum and exponential model for in-service pre-primary teacher training in Nigeria. Subsequent UNICEF monitoring showed, among other results, up to 30% increase in teacher capacity. A further ECDI-Ryerson University study showed measurable impact on child outcomes.

PATRICIA FALOPE CEO, Early Childhood Development Initiative (ECDI)
DR. KATHLEEN PEETS Faculty, Ryerson University, School of Early Childhood Studies
WENDY SUH Research Assistant, Ryerson University, School of Early Childhood Studies

Training Models to Address Staffing Challenges

Demand for trained ECE’s outruns supply in Quebec. Centres des Petite Enfance (CPE’s) and other licensed programs look to the college system to meet training requirements.

Presentation highlights of training models used to address staffing challenges:

  • Three year nationally recognized diploma program.
  • One year provincially recognized certificate program.
  • Custom designed programs created to meet unique needs of northern First Nations communities and home child care.

LAURA FOWLER MASSIE ECE, M.Ed, College Professor, CEGEP Heritage College

How Demonstration Projects Inform Policy and Practice

Integrated service delivery models, engage stakeholders across multiple sectors to provide a seamless response to the needs of children and families. They have the potential to create a common vision and result in improved quality of care, education and more equitable access to services and programs but research is needed to better understand how to sustain collaboration and produce positive early childhood outcomes. The evaluation of Early Years Centres in Nova Scotia is helping to inform policy decisions and changes to practice in the province.

JESSIE-LEE MCISAAC Assistant Professor, Mount Saint Vincent University
SARAH MELANSON Coordinator, Early Childhood Development, Nova Scotia Department of Education and Early Childhood Development

Parents as Partners in Play Based Learning

This is an interactive workshop for educators exploring inquiry-based and play-based classroom practices integrating, some examples of quality practices for parental involvement in the educational life of the child. Making parents informed consumers of ECE and working as partners is truly in the best interest of the child. This workshop will further best practices in ECE by sharing recent research, findings and classroom practices.

DR. ELLA KARIA PhD, Elementary School Teacher, Peel District School Board

Impact of Curriculum Approaches on Equity in Early Childhood

This workshop will introduce participants to the assessment framework of Learning Stories promoted by Te Whariki, New Zealand’s early childhood education curriculum. Underpinned by a socio-cultural approach to learning and assessment, the Learning Stories framework is a practice that is inclusive of families and young children alongside educators. Participants will learn how to create Learning Stories in the context of their work with young children and their families.

KAMINI KAMDAR Kindergarten Teacher, York Region District School Board



Data Collection to Inform Practice

An early years policy research project conducted at the Atkinson Centre/OISE, this project had two major goals: first, to explore the programs and initiatives available for families and children across Canada where data is collected and potentially can be linked to explore longitudinal outcomes; and second, to describe the process of data storage and usage, using examples from two Canadian provinces.

IRINA KALIAZINE Graduate Student, Atkinson Centre, OISE, University of Toronto

Partnerships in Ontario's Full Day Kindergarten Classrooms

Ella Karia is a certified elementary school teacher who completed her Doctorate in Education at the OISE/UT. She embraced the role of both educator and researcher and shares insights from her research and book - Fostering Creativity. She discusses experiences of educators developing creative thinking practices in the 'wonder years'. She highlights her early years education model and key findings of quality classroom practices.

ELLA KARIA PhD. Elementary School Teacher, Peel District School Board

Recognizing the Whole Child Attending FDK

In Ontario’s new full-day kindergarten (FDK) program there are no regulations or policies addressing the learning enviornments of young children during lunch breaks. Drawing on a year-long three-phase study that followed a cohort of 21 children as they transitioned from childcare to FDK, this study explores the impact of staff training and staff relationships on the well-being of children in FDK.

JAPJI ANNA BAS PhD Candidate, York University



Tony Profile Pic

Tony Diniz
CEO, Child Development Institute

Please join is in recognizing the contributions of Tony Diniz for his ongoing commitment to excellence in supporting equity, quality and access in early childhood education and care.









This event is presented by George Brown College, School of Early Childhood, and University of Toronto, Ontario Institute of Studies in Education.

GBC          OISE

OISEcms v.1.0 | Site last updated: Thursday, April 19, 2018 Disclaimer | Webmaster

© OISE University of Toronto
Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, Ontario M5S 1V6 CANADA