Specialization

In my practical experience with young children, I have worked over 3000 hours in various educational settings (e.g., daycare, school, hospital, community). In combination with 13 years of research experience and 7 years of university teaching experience, I have developed a breadth of knowledge in early childhood development and education. My expertise spans across a wide spectrum of topics in early childhood education, but my areas of specialization are rooted in topics related to social power, teaching and learning, and the family. These subjects have continued to pique my curiosity over the years and have directed my pursuits in my research program. The subject matter is woven in the everyday fabric of our lives - a big reason why I think they are so important and why I am so eager to share them with the world.

Social power and power dynamics

Social power and power dynamics are everywhere. They’re present in our interactions with a significant other, parent, and workplace. People use power strategies to meet a goal. For example, kids can use their powers to play longer with their friends at daycare at pick up time or when arguing with a peer over a play scene. I’m captivated by how kids figure out strategies to get their way and how educators and parents can support their use of power in a positive way.

Informal learning contexts

At a young age, I came to the realization that experiences outside of school (e.g., family exchanges, extra-curricular activities, social play) helped me to grow as a human in a lot ways, from playing with my siblings, learning from my parents, and playing with friends down the street, to caring for my younger sister, babysitting, and volunteering. These rich contexts for learning continue to fascinate me and I am a fervent advocate for meaningful experiences outside of the classroom.

Social cognition in early childhood

Social cognition is the way people think about, predict, and understand theirs and others in social experiences. The more we know about how children learn and think about social interactions, develop and use skills in mastering the social scene, the better we can set the stage for the development of social competence. For example, as I grew up, I wondered how was it that my brother could strategize so well in winning board games, how was it that my older sister was so good at being a best friend, and how in the world could it be that my little sister taught me how to change a flat tire at 8 years old (PS. I was 16!)? Coloured by own youthful ponderings, I remain keenly interested in how children become adept at maneuvering the social world.

The teaching and learning process

The teaching and learning process is about the interplay between the teacher and learner. It’s about the teacher’s understanding of what the child already knows, what they can do, and how they learn, the teacher’s responsive strategies, as well as the learner’s engagement. This is what allows meaningful learning to happen. Understanding the process of teaching and learning is the key to figure out what is needed for that reciprocal relationship to flourish.

Children’s social relationships and family dynamics

As my mom always said, “who you are and what you do is an expression of your parents”. She’s so in tune with early learning and development! In comes those valuable early years and family influence on children’s knowledge, skills, and disposition. I couldn’t agree more: the rich context of children’s family dynamics, including parent-child and sibling relationships sets the stage for how children see the world and connect with others.