Faculty of Education

Faculty of Education
Faculty of Education
Kristy Timmons

Kristy Timmons

Pronoun(s):
She/Her
Assistant Professor of Early Childhood Education
Office:
A226
Phone:
613-533-6000 ext. 33025
About:

Website: kristytimmons.com

Twitter: @kristy_timmons

Research Gate: researchgate.net/profile/Kristy_Timmons

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

Assistant Professor of Early Childhood Education, Graduate Faculty

Dr. Kristy Timmons is an Assistant Professor and Graduate Faculty Member in Early Childhood Education at the Faculty of Education, Queen’s University. She is also the Founder and Lab Director of the ECE LAB. Dr. Timmons 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 (UofT). Dr. Timmons’ 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 focus, she conducts research with children, families, and pre- and in- service educators. Dr. Timmons’ research activities employ a team approach involving community partners, educators and not-for-profit organizations. She uses multiple and mixed methods of inquiry to examine questions related to three streams of research: 1) examining the influence and impact of educator expectations on children’s learning in kindergarten; 2) improving understanding of self-regulation and self-regulated learning and assessment practices, and 3) building educator and parent capacity to support learning in the early years. Dr. Timmons is also an Associate Faculty Member of the Assessment and Evaluation Group (AEG) at Queen’s University. AEG faculty members and graduate students engage in independent and collaborative research, program reviews and consulting.

Research Interests

  • Early childhood development and care
  • Kindergarten
  • Play-based learning
  • Educator expectations, beliefs, and practices
  • Self-regulation and self-regulated learning
  • Play
Selected Publications

Pelletier, J., & Timmons, K. (in press). Établir un équilibre entre les différents regroupements:grand groupe, sous-groupe, individuel, homogène, hétérogène (Establishing a balance among different groupings: whole group, small group, individual, homogeneous and heterogeneous). To appear in A. Charron, J. Lehrer, M. Boudreau & E. Jacob (Eds.), L’éducation préscolaire au Québec: Fondements théoriques et pédagogiques. Quebec, Quebec, Canada: Les Presses de l’Université du Québec (PUQ).

Timmons, K. (2019). Kindergarten expectations and outcomes: Understanding the influence of educator and child expectations on children's self-regulation, early reading and vocabulary outcomes. Journal of Research in Childhood Education, 33(3), 471-489.
Full Article | Open Access Version

Timmons, K. (2019). The great debate applied to developmentally appropriate practice (DAP): Moving beyond dichotomies in the early years (Chapter 7). In S. Jagger (Ed.), Early Years Education and Care in Canada: A Historical and Philosophical Overview, Toronto, ON: Canadian Scholars Press.
Available Online

Heagle, K., Timmons, K., Hargreaves, F., & Pelletier, J. (2018). The social kindergartener: Comparing children's perspectives of full- and half-day kindergarten. In Nicholson. J & Wisneski. D. (Eds.), Reconsidering the Role of Play in Early Childhood: Towards Social Justice and Equity (12 pages). New York, NY: Routledge Taylor & Francis Group.
Available Online

Timmons, K., & Di Santo, A. (Eds.). (2018). Children’s rights and ACEI’s Love Me, Teach Me Campaign: Practice and policy briefs. Association for Childhood Education International (ACEI).

Underwood, K., Kenneally, N., & Timmons, K. (2018). Cornerstone 1. See me: The child’s right to identity. In K Timmons & A Di Santo (Eds.). (2018). Children’s rights and ACEI’s Love Me, Teach Me Campaign: Practice and policy briefs. Association for Childhood Education International (ACEI).

Di Santo, A., & Timmons, K. (2018). Cornerstone 2. Hear me: The child’s right to participation. In K Timmons & A Di Santo (Eds.). (2018). Children’s rights and ACEI’s Love Me, Teach Me Campaign: Practice and policy briefs. Association for Childhood Education International (ACEI).

Timmons, K. (2018). Educator expectations in Full-Day Kindergarten: Comparing the factors that contribute to the formation of early childhood educator and teacher expectations, Early Childhood Education Journal, 46(6), 613-628.
Full Article | Open Access Version

Heagle, K., Timmons, K., Hargreaves, F., & Pelletier, J. (2017). The social kindergartener: Comparing children's perspectives of full- and half-day kindergarten. Early Child Development and Care, 187(5-6), 223-241.
Full Article

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.
Full Article | Open Access Version

Timmons, K. (2017). Does self-regulation and engagement differ among classroom grouping, play, and transition contexts? Research in a Nutshell (RiAN), 2(1), 2. Available Online

Timmons, K., & Pelletier, J. (2016). Using latent-class analysis to examine the influence of kindergarten children’s perspectives of school on literacy and self-regulation outcomes. Early Child Development and Care, 186(11), 1737-1751.
Full Article

Di Santo, A., Timmons, K., Pelletier, J. (2016). “Mommy that’s the exit.”: Empowering homeless mothers to support their children’s daily literacy experiences, Journal of Early Childhood Literacy, 16(2), 145-170.
Full Article

Timmons, K., Pelletier, J., & Corter, C. (2016). Understanding children’s self-regulation within different classroom contexts. Early Child Development and Care, 186(2), 249-267.
Full Article | Open Access Version

Timmons, K., & Pelletier, J. (2015). Understanding the importance of parent learning in a school-based family literacy programme. Journal of Early Childhood Literacy, 15(4), 510-532.
Full Article

Media/Creative Outputs

Using self-regulation to help children deal with stress. Written by graduate student Kristina Silver. (2020)
Available Online

Timmons, K. (2019). Do young children learn from adults they don't like? Blog for the Self-Regulation Institute.
Available Online

Timmons, K., Purgret, L., & Poss, M. (2019). “In conversation with Stephen Hurley of voicEd Radio, #SelfReg in Early Care and Education.
Available Online

Timmons, K. (2018). “Play-based learning as a spectrum with Kristy Timmons” July 6, 2018, podcast.
Available Online

Timmons, K. (2018). Introducing our new faculty member Kristy Timmons. Queen’s Gazette Dec 7 & February 28, 2018.
Available Online

Timmons, K. (2015). Touchy Subject: Is full-day kindergarten too much for four-year-olds? Parents Canada.
Available Online