Faculty of Education

Faculty of Education
Faculty of Education
Kristy Timmons

Kristy Timmons

Assistant Professor of Early Childhood Education
Office:
A226
Phone:
613-533-6000 ext. 33025
About:

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

Assistant Professor of Early Childhood Education, Graduate Faculty

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.

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

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. Available online: https://www.tandfonline.com/eprint/3kWyAxqSpIa4N9Tcf5cN/full?target=10.1080/02568543.2019.1609144

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.

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, New York, NY: Routledge Taylor & Francis Group.

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.

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

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.

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-regulation outcomes. Early Child Development and Care, 1-28. DOI: 10.1080/03004430.2015.1131157

Timmons, K., Pelletier, J., & Corter, C. (2016). Understanding children’s self-regulation within different classroom contexts. Early Child Development and Care , 186(2), 248-267.

Timmons, K. (2015). Touchy Subject: Is full-day kindergarten too much for four-year-olds? Parents Canada. https://www.parentscanada.com/articles/touchy-subject-is-full-day-kindergarten-too-much-for-four-year-olds

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.

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.