Kristy Timmons
Assistant Professor of Early Childhood Education
Graduate Supervisor
Early Childhood Education
Name Pronunciation Guide:
“kris-TEE Tim-INS”
Click below to hear pronunciation
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
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Selected Publications
Timmons, K., Cooper, A., Braund, H., and Bozek, E. (in press). Remote teaching and learning in early primary contexts: A qualitative study of teachers and parents during the COVID-19 lockdown (Chapter 21 ). In J. Pattnaik and M. R. Jalongo (Eds.), The Impact of COVID-19 on Early Childhood Education and Care: International Perspectives, Challenges, and Responses Springer Nature. Switzerland AG.
Timmons, K., Cooper, A., Bozek, E., and Braund, H. (2021). The impacts of COVID-19 on early childhood education: Capturing the unique challenges associated with remote teaching and learning in K-2. Early Childhood Education Journal, 49(5), 887-901. https://doi.org/10.1007/s10643-021-01207-z Full Article
Braund, H., & Timmons, K. (2021). Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings. International Journal of Child Care and Education Policy, 15(1), 8. https://doi.org/10.1186/s40723-021-00085-7 Full Article
Cooper, A., & Timmons, K., MacGregor, S. (2021). Exploring how Ontario teachers adapted to learn at home initiatives during COVID-19: Blending technological and pedagogical expertise in a time of growing inequities. Journal of Teaching and Learning, 15(2) 81-101. Full Article
Pelletier, J., & Timmons, K. (2021). La création d’un équilibre dans les types de regroupement à l’éducation préscolaire (Chapter 10). In A. Charron, J. Lehrer, M. Boudreau & E. Jacob (Eds.), L’éducation préscolaire au Québec: Fondements théoriques et pédagogiques. Quebec, Canada: Les Presses de l’Université du Québec (PUQ). Available Online
Timmons, K., & Airton, L. (2020). Welcoming gender diversity in the early years: Interpreting professional guiding documents for gender-expansive practice. Contemporary Issues in Early Childhood. (Advanced online publication). Full Article
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. (2019). 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 (PDF 716 KB)
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