Dr. Sheryl Smith-Gilman
Associate Director,听Daniel and Monica Gold Centre for Early Childhood Development
- Arts, Languages & Literacy Education
- Diversity, Identity & Indigenous Topics
- Teacher Education, Pedagogy & Leadership
- Early Childhood (play; culture & identity development, best practices)
- Museum Education in the early years
- Bilingual Education
- Teacher Education
- Teacher professional development
- Reggio Emilia Approach
- Classroom processes/professional development
- Teacher education/student engagement
听
Sheryl Smith-Gilman has dedicated many years to the Department of Integrated Studies in Education (DISE), with a focus on enhancing teacher education. Her work addresses contemporary curriculum challenges and embraces diverse teaching methods and pedagogies. As a researcher and consultant, her efforts have concentrated on early childhood education, particularly in the realms of teaching and pedagogy. She is deeply committed to advancing the goals of the Truth and Reconciliation Commission (TRC) by developing Indigenous knowledge and cultural approaches into early childhood education. Her work particularly emphasizes the arts as a means to enrich educational experiences and strengthen cultural identity.
In addition to my academic pursuits, she has served as a pedagogical consultant to the Quebec Ministry of Education, focusing on preschool education and is recognized as an authority on the Reggio Emilia approach in preschool settings.听Sheryl Smith-Gilman's contributions to the field are reflected in several journal articles and book chapters that she has authored, which explore various aspects of her teaching and research interests. In Fall 2024, Dr. Smith Gilman was named as Associate Director of the Daniel and Monica Gold Centre for Early Childhood Development, within 缅北强奸's Faculty of Education.
- PhD, 缅北强奸
- MA (Educational Leadership) , 缅北强奸
- B.Ed. (Early Childhood), 缅北强奸
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- Xu, P., Ritchie, J., Jacob, E., Lehrer, J., Smith-Gilman, S. (in press). Pedagogy of third space in Aotearoa, New Zealand: exploring the power of Indigenous culture in play. Critical Social Educator.
- Smith-Gilman, S. (2023). 'Museum mindfulness' as space, place, and provocation: Supporting global development, community, and identity in early childhood. International Journal of Education & the Arts, 24(si1.3).
- Jacob, E., Pacmogda, P., Lehrer, J., Smith-Gilman, S., Ritchie, J. and Basile J. (2023). Socio-cultural perspective of Innu children's games in preschool education. International Journal of Communication and Socialization.
- Jacob, E., Lehrer, J., Smith-Gilman, S. Ritchie, J., Paquet, A., Basile, J. and Vassiliou, T., (2022). Collaborating to better understand Indigenous knowledge mobilized in children's games, In K. Hele (ed.), Proceedings of the symposium Engaging Indigenous Communities: Respect, Reciprocity and Reconciliation, Sackville, NB, Canada.
- Smith-Gilman, S. (2018). The arts, loose parts and conversations. Journal of the Canadian Association for Curriculum Studies, 19(1), 90-103.
- Smith-Gilman, S. (2018). Developing a pedagogy of listening: Experiences in an Indigenous preschool. Studies in Social Justice (Special edition: tribute to Jackie Kirk)
- Smith-Gilman, S. (2016). Culture matters: The arts, the classroom environment and a pedagogy of Etewate'nikonri:sake. A study in a First Nations preschool. Canadian Review of Art Education, 42(2).
- Smith-Gilman, S. (2009). Social stories: Pathways to inclusion. English Quarterly, 39(20), 33-45.
- Smith-Gilman, S. (2007). Including the child with special needs: Learning from Reggio Emilia. Theory into Practice: Reggio Emilia (4)1, 1-4.
Not taking new students during the upcoming application period.
