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:
- Teaching
- 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.
Faculty Members
Emis Akbari
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 existing and changing policies in early education at all levels of government in Canada and abroad. Emis is also the co-author of the Early Childhood Education Report. This report provides a snapshot of provincial and territorial early years services and performance on different quality 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 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.
Freshteh Bibishahrbanoui
Freshteh joined the School of Early Childhood as a Registered Early Childhood Educator in 2001 after completing her Early Childhood Education Diploma from George Brown College and worked with various age groups for 19 years! For the first ten years, she was a Kindergarten educator. She organized and delivered open houses for parents on the importance of ‘Play Based Learning’. She led workshops for Early Childhood Education students and the Early Childhood Community on topics such as ‘Emergent curriculum’, ‘Teacher made Materials’, ‘Pedagogical Documentation’ and ‘Play Based Numeracy and Literacy’. Committed to lifelong learning, Freshteh completed her BA in Early Childhood Education from TMU with a minor in psychology and her undergrad from OISE in Developmental Psychology and Education with a focus on ‘Holistic Education’, ‘Spirituality and Compassion in Education’, ‘AntiOperation in School Settings’ and ‘Mental Health in the classroom’. She has been teaching part-time in the Continuing Education at George Brown College since 2016. Freshteh has been a full-time ‘Field Liaison Officer’ since 2021. Whether working with preschoolers or adult learners, Freshteh’s practice has been informed by promoting resiliency, self-regulation and the importance of short-term discomfort for long-term goal achievement. Freshteh’s approach to teaching has been her belief that education is a process and not a product. Although it is important for students to graduate, it is who they become in the process that is the true value of education. One of Freshteh’s core values is ‘Service’ and her favourite quote to conclude is, “To the world you may be one person; but to one person, you may be the world.” Dr. Suess.
Rachel Brophy, PhD (she/her)
My work is grounded in critical pedagogy with the goal of co-creating and nurturing liberatory early years spaces, relationships and practice. I've worked as an early childhood educator in childcare centres, a family resource program facilitator through a community health network, a coach with the Shape Your Life recreational boxing program and a teacher of children's art and drama classes at a theatre company. I have training in the dramatic arts, play therapy and trauma-informed care, all of which I try to actively weave into my work. Currently, I am a professor in the School of Early Childhood at George Brown College. I teach courses about relationships, curriculum & pedagogy and how social policy impacts the lives of children and families. I work closely with Cégep de Saint-Félicien and Nunavik Childcare in northern Québec, where I support the ongoing learning and professional development of Indigenous early childhood educators and childcare administrators. Additionally, I'm involved in creating and facilitating workshops in partnership with Early Childhood Development Initiative (ECDI) for primary school teachers in West Africa. I am also a member and organizer with the Early Years Liberation Collective, a group of educators organizing for justice and collective liberation. My areas of expertise and curiosity include early childhood curriculum and play, emotional relationships to teaching and learning, the imagination and creativity of educators, transformative pedagogy, abolitionist early education and how to create pathways toward anti-racist, anti-oppressive, joyful & liberated early childhood communities.
Karen Chandler
Karen is an accomplished Early Childhood professional with international and Canadian experience in strategic policy. During her work at the Strategic Initiatives Branch of the Ontario government as a Senior Policy Advisor, she shaped the development, implementation and evaluation of strategic policy and accountability frameworks, facilitating the work of two expert panels. In a variety of settings, Karen is involved in the application of research to practice and reflection on lessons learned when evaluating EC policy. Currently, a full-time professor in the School of Early Childhood at George Brown College. She demonstrates a well-grounded understanding of curricular and pedagogical design, educational research, digital technologies, and assessment, reflecting her extensive experience working with children, families, and professionals in mental health, and educational environments. Karen’s passion is the development and mentoring of leadership, social justice and the continuous learning of educators. Her leadership was recognized with the National Award of Excellence from the Canadian Child Care Federation. As a founding member of the regulatory body for the profession, she serves as an Expert witness for the College of Early Childhood Educators. Karen facilitates a Community of Practice for RECEs which informs her continuous awareness of the successes and challenges faced by graduates, Early Childhood programs and professionals. Her most recent publication Leading for Change: Leadership and Administration of Early Childhood Programs in Canada, 7th Edition, Pearson, 2024, Karen Chandler, Valerie Trew
Bernice Cipparrone-McLeod
Bernice (she/her), a registered early childhood educator, completed graduate studies at the University of Toronto’s Institute of Child Studies with a focus on assessment and counselling. Bernice has been engaged in the field of early learning and care, promoting children’s mental health and well-being for over 30 years. Her interest in creating inclusive and equitable communities has been approached by collaborating with researchers, practitioners, community animators and policymakers. This includes supporting organizations to enact anti-bias and anti-racist policies and practices. She is also the co-author of a textbook on inclusive practice in early years programs and promotes the practice of mindfulness to facilitate a sense of wellbeing. Bernice presents locally, nationally, and internationally, she participates on a variety of committees and has collaborated with the Association of Early Childhood Educators of Ontario and the Ontario Coalition of Better Child Care on the “Professional Pay and Decent Work” project since 2015.
Veroushka Coronel
Veroushka Coronel is a passionate and dedicated registered early childhood educator with over 25 years of experience in the field. Her journey in education began with a diploma in Early Childhood Education, followed by a Bachelor's Degree in Early Childhood Leadership at George Brown College, where she gained foundational knowledge in child development, pedagogy, curriculum design, and advocacy. Veroushka continued her academic pursuit at the University of Toronto in the Ontario Institute for Studies in Education, where she received a Master's in Developmental Psychology and Education. Veroushka was part of the Cognitive Sensitivity study at OISE. In addition, she has developed and delivered professional workshops for the Child Development Resource Connection in the Peel region. Veroushka is a field placement liaison and part-time professor in the George Brown College School of Early Childhood Education. Veroushka's research interests are mentorship in the ECE sector, issues in diversity, equity, inclusion, and mindfulness in education.
Laura de Vries
Laura is a Registered Early Childhood Educator with over 27 of experience, working in partnership with families to foster the growth and development of children in her care at Casa Loma Child Care Centre, one of George Brown College’s lab schools. As a Field Liaison, she currently has the privilege of supervising Early Childhood Education students as they complete their Field placements. This role allows her to mentor the next generation of educators, guiding them through practical experiences and helping them apply theoretical knowledge in real-world settings. Her goal is to empower these future professionals with the skills and confidence they need to have a supportive and positive impact on the lives of children and families. She has 10 years of experience as a part-time professor at George Brown College, both in the Continuing Education and Full-time Early Childhood Studies program. Her teaching philosophy centers around experiential learning, and she strives to create a collaborative classroom environment that encourages critical thinking and the practical application of concepts. Laura holds a Master’s in Early Childhood Studies from the Toronto Metropolitan University, where she continued to pursue her interest in “risky” play - the importance of connecting children to the natural world and the use of positive and inclusive practices in our work with children and families. She is deeply committed to ongoing professional development, regularly attending workshops and conferences to keep abreast of the latest research and practices in the field. Her current focus is on Indigenous Land-Based learning and decolonizing Early Childhood. She is also working with colleagues to develop strategies to support and mentor our community partners who host our students during their field placements.
Darlee Gerrard
Darlee joined George Brown in the Fall of 2022. She has worked with children in formal and informal settings for over 20 years. Prior to joining the College, Darlee worked as a researcher and in the early learning sector, public and private schools, camps, and in post-secondary settings, including the University of Toronto, York University, and Western University. Her professional interests sit in understanding informal learning and are centred on STEM (Science, Technology, Engineering and Math) education, environmental education, Land-based pedagogy, and the diversification of participation in post-secondary settings. She earned a PhD in engineering education from the University of Toronto, focused on curriculum studies and teacher development, and has completed master’s degrees in environmental monitoring and assessment (Trent University) and education (Memorial University), as well as a Bachelor of Education (Brock University) and an Honours Bachelor of Science (University of Toronto). Darlee studied early childhood education at Seneca and Durham College and outdoor education at Humber College.
Dorota Gill
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.
Lora Hamilton
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 extensively in the E.C.E. Continuing Education department before joining the E.C.E. Faculty as a Field Coordinator and Instructor.
Shawnee Hardware, PhD
Dr. Hardware (she/her/hers) is a Professor & Coordinator in the School of Early Childhood, George Brown College. She also consults on and designs workshops pertaining to anti-racism, student and community engagement as well as diversity, equity, inclusion and social justice. Before being hired at George Brown, she was a Research Project Lead with the Child Development Institute, where she developed resources for the Stop Now And Plan program and a Visiting Scholar at Memorial University of Newfoundland’s (MUN) Faculty of Education. Shawnee holds a PhD in Language, Culture and Teaching from York University and an M.Ed. in Curriculum, Teaching and Learning Studies from MUN. Her interests include student engagement, youth civic engagement, and curriculum development from an anti-racist and culturally responsive lens.
Palmina Ioannone
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.
Shailja Jain, RECE, PhD Candidate
Shailja Jain is a Professor in the School of Early Childhood at George Brown College. She is also a Registered Early Childhood Educator. Shailja is a PhD Candidate in Critical Policy, Equity and Leadership Studies at the University of Western Ontario. Her research focuses on trans affirmative and gender expansive education in the early childhood classroom. Shailja has experience teaching in a wide variety of topics ranging from child development to social justice and policy-based courses. Shailja develops gender equity based workshops for the early childhood workforce and also serves as board president and assistant editor of the ECE LINK academic journal for the Association of Early Childhood Educators Ontario.
Cindy Matos
Cindy Matos has over 20 years of experience as an Early Childhood Educator, supporting children, families, and colleagues at George Brown College Child Care Centres. She has a passion for nurturing the potential of both children and aspiring educators. After two decades as an ECE, Cindy transitioned to her current role as an Early Childhood Education Field Placement Liaison. In this role, she guides and mentors future educators, driven by a deep belief in compassionate guidance. Cindy is dedicated to learning, mentorship, and empowering others to reach their full potential. She continues to advocate for quality education and professional growth.
Monica McGlynn-Stewart
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 School of Early Childhood in January 2012, she was an Instructor and Faculty Advisor in the School of Early Childhood Education at Toronto Metropolitan University for 7 years. At GBC, Monica teaches courses in curriculum, policy, and research methods. Monica has researched, presented, and published on many topics including teacher action research, reflective practice, student engagement, literacy learning and teaching, and Full-Day Kindergarten in Ontario. She was the director of the SSHRC-funded research project, Toys or Tools? Using Open-Ended Tablet Applications for Early Literacy Learning (2015-2019) and is currently the director of the SSHRC-funded research project, Designing and Implementing Environmental Inquiry Strategies in Urban Early Years Programs in Canada (2020-2024).
Shelly Mehta
Shelly Mehta earned her PhD in Developmental Psychology and Education at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. 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) in Ontario. Her earlier research focused on children’s social and pedagogical understandings of kindergarten, children’s perception of their own skin tone and the skin tone of others, studies focused on implementing the full-day kindergarten program, and tactile memory differences between persons with varying degrees of visual impairment with The Canadian National Institute for the Blind (CNIB). Shelly’s current research interests include amplifying student, children and family voices and narratives, especially newcomers. Her work is rooted in diasporic anti-racism, intersectionality, liberatory frameworks, and critical pedagogy and andragogy. She is co-author on the ECE Report 2023 (5th Ed.), that is released every three years and provides an overview of early learning and child care services across all provinces and territories in Canada. Shelly works closely with the Association of Early Childhood Educators of Ontario (AECEO) as co-lead for the new ECE faculty collective. Alongside the Ontario Coalition of Better Child Care (OCBCC), Shelly was a researcher on the project entitled, creating an anti-racist child care system in Ontario. Shelly is a member of the Canadian Congress on Inclusive Diversity and Workplace Equity and is a certified Diversity & Inclusion Service Management (DISM) ISO 30415:2021 professional. Aside from being the first-year C100 coordinator and full-time faculty in the Early Childhood Education program at George Brown College, Shelly is the International Student Liaison and is faculty co-lead for the student-run, Educators in Action Committee. Her andragogical approach is centered on the international student experience, innovative uses of technological tools, disrupting historical, colonial, hegemonic and dominant perspectives, counter-narrative storytelling, and implementing strength-based approaches in teaching, learning and access.
Marlena Melo
Marlena is a George Brown College graduate of the Early Childhood Education program. Following graduation, Marlena worked as a playroom teacher at one of the College's lab schools for nearly 20 years. Recently, Marlena moved from working at our lab school and entered into the role of a full time Early Childhood Education field placement liaison.
Angela Oulton
Angela Oulton is a Field Placement Liaison Officer and Part-Time Professor in the School of Early Childhood at George Brown College. Angela has worked in the early childhood sector in various capacities for almost 20 years. Angela is a Registered Early Childhood Educator and an Ontario Certified Teacher (primary/junior certification). Angela holds a BA in Early Childhood Education, an MA in Early Childhood Studies from Toronto Metropolitan University and is currently a PhD student at University of Toronto, OISE. Her interests include children’s rights, curriculum and pedagogy in early childhood education, and their intersections with social and environmental justice.
Beth Stockton
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
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.
