Learning from industry leaders
Our faculty members in the School of Early Childhood Education come from multiple disciplines and have extensive backgrounds in such fields as:
- Child care administration
- Special education
- Health promotion
- Community development
They aren’t just teachers: they maintain deep connections in their field at all levels, from research to advocacy to leadership roles.
For example, Early Childhood Education professors regularly publish articles in the IDEAS journal, an industry publication that focuses on the emotional wellbeing of children. They also work on steering committees and boards to shape new policies and
laws regarding child care education. To stay current in their field, faculty also complete graduate and post-graduate programs and ongoing collaborations in the community, academia and government. They are recognized nationally for their efforts.
Internationally, faculty members have been involved in early childhood development projects in Jamaica, China and Cuba, strengthening professional development opportunities for students and faculty.
Can’t find who you are looking for? Search our college-wide staff and faculty directory here.
Emis Akbari obtained her Ph.D. at the University of Toronto in developmental behavioural neuroscience. She completed her postdoctoral training at both McGill University in the Department of Neurology and Neurosurgery and at the Atkinson Centre for Society
and Child Development at OISE. Emis’ initial research examined issues surrounding early life adversity on brain and behavioural development in animal models. Her current research examines determinants of children's early social, emotional, and cognitive
development and the buffering effects of early enriching environments in Canada and abroad. She also evaluates current and changes in policy at all levels of government. Emis is also the co-author of the Early Childhood Education Report. This report
provides a snapshot of provincial and territorial preschool services and performance on different criteria including access to child care programs and investments in early education. It also compares Canada to other developed economies. She is ardent
and committed to evidence-based change in policy and global development and its connection to improving child education, development and outcome. She is the co-founder and member of the board of directors of The NayaSophia Foundation, committed to
improving the education, health and needs of young orphans in Haiti. She is also the author of the children’s book The Mighty O!, the story of a boy who was born with a congenital heart defect and the challenges he and his family have overcome.
Patricia Chorney Rubin
Patricia Chorney Rubin is the Director Community Services and Early Childhood at George Brown College, a position she has held since 2002. Patricia came to the College in 1984 when she joined the team as an Early Childhood Educator. She has collaborated
with others in the department in the area of Lab School development and has been the Manager of many of the Lab School teaching child care centres operated by the college. Patricia has taught and coordinated in both the full and part-time Early Childhood
Programs. Patricia was appointed to the Ontario Government's Best Start Expert Panel on Human Resources in the Early Childhood Sector (2007). In 2009 Patricia led the launch of the Bachelor of Applied Arts in Early Childhood Leadership at George Brown
College. Patricia obtained a diploma from Sir George Williams University, and a B.A. in Early Childhood Education from Concordia University.
Kimberly is an Early Childhood Educator and researcher, whose teaching career includes work in early years settings, labschools and kindergarten classrooms, as well as teacher education programs in British Columbia and Ontario. With an interest in child
development, she earned her Early Childhood Education Diploma (1989), and a Bachelor of Arts in psychology at the University of Windsor (1991). Her graduate studies focused on Early Childhood Curriculum with a Masters of Education at the University
of Victoria (2000) and PhD at the Ontario Institute for Studies in Education/University of Toronto (2009). She is a published author in early literacy, play, and the arts, as well as an educational consultant, appearing on TVOntario’s Gorilla Parenting,
and Your Voice. Providing numerous professional workshops and keynote addresses, Kimberly was also a panellist speaker at the 2009 R.W.B. Jackson Lecture titled: Early Learning in Ontario: A conversation on the implementation of Charles Pascal's recent
report to the Premier of Ontario – advocating the importance of children’s ‘classroom play’.
Rachel is a Registered Early Childhood Educator and graduate of George Brown College’s ECE program. She has designed and taught drama and art workshops for children, volunteered as a fitness coach for women and youth, facilitated family resource programs
and worked as an ECE with a variety of age groups. Some of Rachel’s most significant teaching experiences were the years she spent living and working in Nunavut & Nunavik. In the north, Rachel collaborated with two different Inuit communities to organize
and teach a college level ECE program to local residents. She has also worked internationally as a program coordinator & facilitator for Youth Leadership Workshops on the island of St. Lucia. Rachel has a BFA in Theatre and a MA in Early Childhood
Studies both from Ryerson University. Her master’s research focused on Aboriginal Early Childhood Education in Canada. Currently, she is PhD Candidate in the Faculty of Education at York University where her doctoral research combines literature,
psychoanalytic theory and representations of childhood to examine adult-child relations. Areas of interest: early childhood curriculum, the role of the adult in early childhood education, emotional relationships to teaching and learning and questions
of diversity, equity & human rights in ECE.
Prior to her full-time faculty position at George Brown College, Karen’s extensive experience includes working with children, families, and professionals in early childhood, mental health, education, and recreation environments. Through this work, Karen
focus is on the development of leadership, social justice and the continuous learning of Early Childhood Educators and leaders. Throughout her career, Karen is involved in the application of research to practice and reflecting on lessons learned for
informing EC policy. She currently facilitates a community of Practice for RECEs which enables her to build continuous awareness of successes and challenges faced by Early Childhood programs and professionals.
Karen was seconded as a senior policy advisor in strategic initiatives to the Ontario government, facilitating the development of the ELECT document, the College of ECEs and policy recommendations in the creation of full day Kindergarten. Karen is involved
at a pan Canadian level as a founding member and past president of the Canadian Child Care Federation, serving on the executive of the Child Care Human Resources Sector Council where research focused on issues such as salaries and working conditions,
the development of Occupational Standards and the need for revisions to post secondary Early Childhood curriculum. She currently serves as an expert witness with the College of Early Childhood Educators.
An author of numerous publications including Administering for Quality: Leadership and Collaboration of Canadian Early Childhood Programs, 5th edition and the Whole Child, Canadian editions. Her undergraduate education focuses on early childhood
education completing credentials at Ryerson and Canadore College. Karen's graduate work in Assessment and Counselling was completed at the University of Toronto.
Maria Ciampini has earned her PhD from the University of Toronto, in the Curriculum, Teaching and Learning Department., a Masters of Education degree in Foundations of Teaching and Learning through Brock University, a B.A. in Early Childhood Education
through Ryerson University, and a Diploma in Early Childhood Education through Humber College and her Early Childhood Education Certification from the A.E.C.E.O. Her teaching background is varied. She worked with many levels of adult learners including
students enrolled in E.C.E. program at George Brown College, Ryerson University’s Early Childhood Education (E.C.E.) Program; in the York / Seneca joint program; and in Seneca’s E.C.E., E.C.A. (assistant) and Apprenticeship program. Maria spent ten
years in the role of the Director of the ECE Lab School at Seneca College and played an instrumental role in the development of the Lab School’s permanent site and program at the Newnham Campus of the college. Prior to teaching adult students she
acquired a background of extensive experience in a variety of children’s programs in the role of supervisor and early childhood educator.
Bernice Cipparrone has been in the field of early childhood education for almost thirty years. She graduated from York University with a B.A before receiving her Diploma in Early childhood Education from Seneca College. After working in the field for
several years in various capacities including Director for a multisite organization; she returned to school to complete graduate studies at the University of Toronto’s Institute of Child Studies. Bernice then worked in children’s mental health specializing
in infant mental health, trauma as well as healthy child development. In addition, during her professional and person time she has been committed to creating inclusive accessible communities. Bernice has developed three cultural competence evaluation
tools for the Ministry of Children and Youth Services. These tools have been well received by the community which led to a number of local and national presentations. Bernice also worked at a Senior level for the Ontario Trillium Foundation (an agency
of the government of Ontario) for three years while she was an instructor with George Brown College in the ECE continuing education department since 2000 before becoming full-time faculty in 2011.
Joanna has worked in diverse learning environments for over 20 years. Specializing in learner variability, which includes learners with disabilities, and marginalized Canadian populations, her teaching and learning values center on promoting social change,
diversity and equity, and working within an anti-oppressive education framework. Prior to joining the School of Early Childhood team, she worked as an Accessible Learning Consultant, Learning Strategist, Curriculum Developer and Educator spanning
early childhood settings to post-secondary institutions. Joanna holds a Master of Education from OISE at University of Toronto in Sociology and Equity Studies in Education (now Social Justice Education), a Bachelor of Education and a Bachelor of Arts
from York University and is registered with the Ontario College of Teachers.
Dorota is a Registered Early Childhood Educator and graduate of George Brown College’s ECE program and has been in the field of early childhood education for over 20 years.
Prior to completing her ECE at George Brown College, Dorota received her Master's in Education from Wroclaw University in Poland with specialization in Linguistics.
After completing her ECE at George Brown College in 1995, Dorota worked as an Early Childhood Educator at two of the College Lab Schools over the next eleven years.
Dorota joined the ECE Faculty as a part-time Instructor after completing her Master’s in Early Childhood Studies at Ryerson University in 2007.
Since joining George Brown as a full time professor in 2013, Dorota supports students a second-year coordinator and has been teaching a number of courses in the ECE and ECA programs, including field education.
Prior to her full time position at George Brown College, Dorota taught at Ryerson University in the Early Childhood Education Department. Dorota areas of interest include supporting children and students through inclusive curriculum and pedagogy.
A George Brown College graduate of the ECE program, Lora worked at three college lab schools designing curriculum for all age groups from infants to kindergarten children. She facilitated creative play workshops and taught courses in the E.C.E. continuing
Education department before joining the E.C.E. faculty as a Field Instructor.
Gail has been involved in the early childhood education field for more than thirty five years. Over the years she worked in the capacity of ECE, Program Supervisor, and Toronto Board Child Care Advisor. As the advisor, her role as liaison included working
with schools, supervisors, Boards of Directors, provincial and municipal inspectors in this capacity she facilitated centre start-ups and provided ongoing workshops and supports to child care centres. Gail taught at Seneca College and Centennial College
prior to joining the George Brown team as a full time ECE Professor and Coordinator. Over last 25 years she was instrumental in bringing to fruition the Winter Intake ECE diploma and the last 6 years the Early Childhood Leadership Degree. As well,
Gail was part of the team that established the Jamaica Teaching Experience; she continues to be involved by supporting the project and sitting on a PACE subcommittee.
Gail's educational background includes a B.A. in Social and Political Thought, a Diploma of Early Childhood Education, a Certificate in Psychology of Human Relations and a Certificate in Teaching and Training Adults.
Over the last year Gail has worked closely with Red River College and Atkinson Centre in promoting and supporting other colleges and universities in using the Science of Early Childhood Development resource. As well, she continues to be involved in the
Child Care Community by facilitating workshops in the community.
Palmina is an educator and researcher. She has a PhD in Human Development and Applied Psychology with a Specialization in Early Childhood Education from the University of Toronto/OISE, a M.A in Child Studies from Concordia University and a B.A in Psychology
from McGill University. Palmina has worked directly with children and their families in a variety of early years’ settings. She has taught a variety of early childhood education courses in Ontario and Quebec. In addition, Palmina has extensive experience
in supporting students in field practice. Palmina has been involved in a variety of applied research projects in Canada and the U.S. including numerous studies on parenting and the early childhood education workforce.
Palmina is a Registered Early Childhood Educator (RECE). Her special interests focus on the social and emotional wellness of young children and the adults who care for them.
After completing her ECE at George Brown College, Suzette worked as a playroom teacher at five of the College Lab Schools over the next fifteen years. She was assistant supervisor at three of the centres while also teaching extensively in the Continuing
Education Program. Suzette recently joined the ECE Faculty as a Field Instructor.
Noor’s area of expertise is in human brain and cognition. After completing her Ph.D. in Neuroscience from McGill University, Noor worked in the field of medical imaging to explore the developmental and degenerative processes of human brain. Her experience
with children included studying the trajectory of typical brain development as well as structural changes associated with familial language impairment. Noor is also a registered early childhood educator; following her graduation from Mothercraft College.
Her academic interests focus on teaching in the fields of brain development and early childhood education as well as conducting research on the influence of socio‐economic factors and interventional strategies on early brain development patterns in
children with underprivileged personal or familial history.
Mary Lou Lamont, ECE, BAA, MT
Mary Lou began teaching at George Brown College in 2006, after completing her Masters of Teaching at OISE/UT. She also achieved her Bachelor of Applied Arts in Early Childhood Education from Ryerson University, and her Early Childhood Education certification
from George Brown College. Mary Lou has devoted over 25 years as a child care professional in a variety of environments, obtaining practical experience via increasingly responsible roles. The environments included College Lab Child Care, workplace
settings, and community-based centres, while her roles ranged from participation as an ECE team member, to training staff and student ECEs and ECAs, to supervising child care centres, and finally to coordinating multiple centres. For many years, Mary
Lou sat on the Child Care Advisory Board representing centres in the former City of York, as well as serving on various ad hoc committees addressing child care issues. Since joining George Brown, she has been active supporting students in the College’s
highly regarded ECE and ECA programs in the classroom, tutorial, seminar and field-placement settings
B.A. (Toronto), D.C.S. (Diploma in Child Study, Primary/Junior Teaching Qualification, OISE, Toronto), M.ED. (Curriculum, Teaching and Learning, OISE, Toronto), Ph.D. (Curriculum, Teaching and Learning, OISE, Toronto)
Monica is a former elementary teacher with the Etobicoke Board of Education and co-founder and principal of The Abelard School, an independent school in Toronto. She has also worked as a consultant and facilitator for social service and educational organizations
including the Metro Association for Family Resource Programs. Prior to joining the George Brown Faculty in January 2012, she was an Instructor and Faculty Advisor in the School of Early Childhood Education at Ryerson University for 7 years. For over
20 years Monica has researched, presented, and published on many topics including teacher action research, reflective practice, student engagement, literacy learning and teaching and Full-Day Early Learning Kindergarten teaching teams in Ontario.
Currently she is the director of the SSHRC funded research project, Toys or Tools? Using Open-Ended Tablet Applications for Early Literacy Learning.
Shelly Mehta is obtaining her PhD in Developmental Psychology and Education at OISE at the University of Toronto 2017-18. The focus of her dissertation is on children's experiences in the full-day kindergarten program and in the Peel Best Start Program.
Shelly received her MA in Child Study and Education in 2009 at OISE/UT and her MA thesis focused on young children's perception of their own skin tone and the skin tone of others. Shelly obtained her honours Bachelor of Science (BSc) specialist degree
in Psychology in 2005 at the University of Toronto. Undergraduate focus was on Psychology, Neuropsychology and Women's Studies. Her undergraduate thesis focused on tactile memory differences between visually and non-visually impaired persons. Shelly
is a certified primary/junior teacher in Ontario (OCT) with additional qualifications in special education and primary education. Shelly is also a registered early childhood educator (RECE). She has actively been involved in a number of research initiatives
at OISE/UT over the past 10 years; some of these projects included but are not limited to: The Shaken Baby Syndrome Project, The Balanced Literacy Diet Website, TV Ontario Kids Fun For Families Literacy Program (TVO), the Toronto First Duty Project
and the Full-Day Kindergarten Projects. Through an internship with the Atkinson Center, Shelly completed a research project/report examining the experiences of internationally trained early childhood educators in Ontario. Shelly has also been involved
in the Initial Teacher Education program and the Masters of Teaching program at OISE. As a TEPA from 2010-2016, she co-taught Psychological Foundations of Learning and Development and From Student Teacher to Profession. In 2008, Shelly was a part-time
instructor at Seneca College, York University, teaching Psychology. She has taught in different capacities over the past 10 years. She taught at the J Addison School, Career Essentials Vocational School, and the Independent Learning Centre. Shelly
has diverse experiences teaching and working with children and adults; with focus on individuals with exceptionalities and English Language Learners. Shelly continues to be a member of several organizations within Toronto and the GTA and has ongoing
involvements in numerous research projects and initiatives in the field of education. Aside from being first-year coordinator and faculty in the ECE diploma program at George Brown College, her focal areas include: Student success initiatives, the international
student experience, innovative uses of technology in the classroom, and diversity and equity in teaching and learning.
Beth joined the School of Early Childhood in 1990 where she worked as an Early Childhood Educator for the next seven years at various George Brown College Lab schools. She continued her work as a manager of three different lab schools for the next six
years. She began teaching part time at George Brown College in 1995 and joined the full time faculty in 2004 where she coordinated and taught courses related early childhood curriculum. Additionally, Beth has facilitated various workshops over the
years for RECE in areas related to curriculum, in particular school age programs. Recently, Beth worked in the Office of Academic Excellence for four years as program reviewer where she was able to utilize her curriculum skills in supporting other
programs at George Brown College. Beth currently coordinates and teaches in the ECE diploma/degree programs. She has BA in Sociology and English from University of Toronto, ECE diploma from George Brown College and a MEd from U of T/OISE in Adult
Education. Her interests include early childhood curriculum, educator development, curriculum development, UDL approaches in education, and parenting.
Fidelia Torres started her career in the early years’ sector, almost thirty years ago working as an early childhood educator in a small child care centre located in a public school. Since then Fidelia has worked in various capacities as an early years
manager with the not for profit sector, municipal government and public school board. Fidelia’s areas of expertise focus on the integration of child care, education and family supports from the perspectives of research, policy development, service
planning and implementation. Prior to her work at George Brown College, Fidelia worked as Child Care Services Manager for the Toronto District School Board supporting the transition into full-day kindergarten and the implementation of the full-day
kindergarten before and after program. Fidelia has been teaching at George Brown’s School of Early Childhood for the past three years and feels privileged to have the opportunity to share her passion for the field with an expert team of faculty colleagues
and most of all with her students.
Fidelia is a graduate from the Early Childhood Studies program at Ryerson University and completed her Masters in Social Work at the University of Toronto with a minor on Immigrant and Settlement Studies.
Dr. Elaine Winick is proud to be a full time faculty member in the George Brown College Early Childhood Education Department, teaching in both the diploma and degree programs. She is also an ECE honours’ graduate (Seneca College), eventually returning
to earn post-graduate certificates in Early Intervention and Family Education. Throughout her career, Elaine has worked in many different venues within the early learning sector, including child care, preschool and nursery schools, parent and child
programs, employee advocacy agencies, consulting firms, private schools, storytelling, family education programs, fathers’ support programs, Early Literacy Specialist with York Region Ontario Early Years, and over 23 years of post-secondary education
teaching experience. Each of these experiences also brought with them a myriad of training certificates. Elaine has her undergraduate degree from York University, her Masters of Education from Brock University, and her PhD from OISE/UT. Elaine's PhD
dissertation examined ECE leadership in Ontario, interviewing 36 individual and high profile leaders, and surveyed 168 early years’ stakeholders. She belongs to a number of professional early years groups: including, the AECEO, NAEYC, AERA, Early
Years Educators of Ontario, and a Joint Advisory Group focusing on collaborative practice symposiums. Elaine has been part of the College of Early Childhood Educator’s Pilot Project: as a mentor, as a learning module facilitator, and as one of the
participants of the CECE Leadership video. This work with the CECE continues with one of the leadership modules available online as a CPL option. As a strong advocate for ongoing professional learning, Elaine has presented at a large number of local,
provincial, national, and international conferences. At each opportunity she shares her expertise in such areas as child development, literacy, working with families, arts-based pedagogy, leadership and advocacy, and sharing components of various
current research studies. Her most recent research focuses on early years' professional self-identity. Ultimately, Elaine feels that both mentoring and high quality ongoing professional learning should be acknowledged as required and necessary components
of professional practice