Faculty of Education

Faculty of Education
Faculty of Education
Kristy Timmons

Kristy Timmons

Assistant Professor
613-533-6000 ext. 33025

BA (Ryerson), MA, PhD (OISE/University of Toronto)

Assistant Professor of Early Childhood Education, Graduate Faculty

Research Interests
  • Early childhood development and care
  • Kindergarten
  • Play-based learning
  • Educator expectations, beliefs, and practices
  • Self-regulation and self-regulated learning
  • Play
Kristy Timmons is an Assistant Professor in the Faculty of Education at Queen’s University. Kristy completed her MA in Child Study and Education at the Dr. Eric Jackman Institute of Child Study, University of Toronto and her PhD in Developmental Psychology and Education at the Ontario Institute for Studies in Education, University of Toronto. Kristy’s teaching experience spans the early years, elementary, undergraduate and graduate levels. Her research interests centre on the processes that influence young children’s learning, engagement, and self-regulation. Within this broad focus, she has carried out research with children, families, and pre- and in- service educators. These studies include: the implementation and impact of full-day kindergarten in Ontario, family literacy intervention programs, pre-service early childhood educators’ beliefs about children’s learning, and the influence of expectations on learning outcomes. More specifically, Kristy’s current research explores the influence of educator and child expectations on kindergarten children’s literacy and self-regulation outcomes. 
Selected Publications

Di Santo, A., Timmons, K., Lenis, A. (2017). Pre-service early childhood educators' pedagogical beliefs. Journal of Early Childhood Teacher Education, 38(3), 223-241. DOI: 10.1080/10901027.2017.1347588

Heagle, K., Timmons, K., Hargreaves, F., & Pelletier, J. (2016). The social kindergartener: Comparing children's perspectives of full- and half-day kindergarten. Early Child Development and Care, 1-12. DOI: 10.1080/03004430.2016.1199551

Timmons, K., & Pelletier, J. (2016). Using latent-class analysis to examine the influence of kindergarten children’s perspectives of school on literacy and self-regulationoutcomes. Early Child Development and Care, 1-28. DOI:

Timmons, K., Pelletier, J., & Corter, C. (2015). Understanding children’s self-regulation within different classroom contexts. Early Child Development and Care, 1-19.DOI: 10.1080/03004430.2015.1027699

Di Santo, A., Timmons, K., Pelletier, J. (2015). “Mommy that’s the exit.”: Empowering homeless mothers to support their children’s daily literacy experiences. Journal of Early Childhood Literacy, 1-26. DOI: 10.1177/1468798415577872

Timmons, K., & Pelletier, J. (2014). Understanding the importance of parent learning in a school-based family literacy programme. Journal of Early Childhood Literacy, 1-23. DOI: 10.1177/1468798414552511