Kimberly Squires

Much of who I am as a researcher has been influenced by my experiences within the field of early childhood education and care (ECEC). Prior to moving into academia, I worked in the field of ECEC for over 10 years and I bring this perspective into my research. I am continually intrigued by the daily lives of children and educators and have many curiosities related to the pedagogical practices and approaches that are used in early childhood education and care settings.

I consider myself an applied researcher as I ground myself and my research within the daily actions and decisions that occur in early childhood education and care. There is also a cyclical nature to my research where my experience working with and teaching pre-service and in-service Early Childhood Educators is influenced and supported by my research which in turn offers new directions and possibilities for my research. My research program focuses on two key areas of interest: children’s learning and adults’ learning, and the parallels between both.

Children’s Education and Learning

I am passionate about investigating how children learn, develop, and make sense of their world. A key area of focus in my research has been outdoor play and nature play. My most recent work in this area has focused on comparisons of equipment-based and naturalized playgrounds; however, I am interested in many facets of outdoor play and learning. I am also curious about other aspects of early learning pedagogy, such as play-based learning, pedagogical documentation practices, and emergent curriculum.

Adult Education and Learning

In addition to children’s learning, I am curious about how adults learn, both in post-secondary settings and in their professional careers. My recent research in this area has focused on teacher research and how it impacts an educator’s pedagogical approach. I am also curious about topics related to the scholarship of teaching and learning and work to investigate different teaching techniques within my post-secondary teaching.

Research interests: early childhood education and care, play-based learning, outdoor play and nature-based pedagogy, early learning pedagogy, adult education and learning (especially related to pre-service and in-service Early Childhood Educators)

• PhD in Family Relations and Human Development (FRHD) – University of Guelph, 2023
• MEd in Curriculum Studies and Teacher Development – University of Toronto (Ontario Insitute for Studies in Education), 2014
• Ontario Certified Teacher (OCT) – 2013
• BEd in Primary/Junior – Wilfrid Laurier University, 2013
• Registered Early Childhood Educator (RECE) – 2012
• BASc in Child, Youth & Family (CYF) – University of Guelph, 2012

Wilke, A., van Rhijn, T., Squires, K., & Barton, K. (2024). Digital bonds: Exploring the impact of computer-mediated communication on parent-educators relationships in early childhood education and care. Education Sciences, 14(2), 1-18. https://doi.org/10.3390/educsci14020123

Squires, K., van Rhijn, T., Harwood, D., Haines, J., & Barton, K. (2023). Exploring early childhood educators' perceptions of children's learning and development on naturalized playgrounds. Early Childhood Education Journal. https://doi.org/10.1007/s10643-023-01614-4

Breen, A. V., Falconer, T. A., Squires, K., Martin, S., Swain, A., Lipinski, E., Avery, K., Briscoe, C., Marchand, C., Myers, M., Wylie-Curia, N., Bryenton, S., & Sams, A. (2023). Ways of knowing and becoming: Learning together in a graduate course on interdisciplinarity. The Canadian Journal for the Scholarship of Teaching and Learning, 14(2). https://doi.org/10.5206/cjsotlrcacea.2023.2.14214

Maich, K., van Rhijn, T., Hall, C., Mallabar, S., Vause, T., Squires, K., Hatt, A., &Ahi, M. (2022). Employing intensive teaching triads to enhance the impact of a peer-mediated social skills program. International Journal of Inclusive Education, 1-19. https://doi.org/10.1080/13603116.2022.2115155

Squires, K., van Rhijn, T., Harwood, D. & Coghill, M. (2021). Outdoor learning and experiences as a way forward during the COVID-19 pandemic and beyond. eceLINK Peer Reviewed Collection, 5(2), 21-33.

Current Teaching:

• FRHD*2110 - Inclusive Practices for Children with Disabilities and Exceptionalities
• FRHD*3190*DE - Administration of Programs for Children
• FRHD*4210 - Senior Seminar in Early Education and Care
• FRHD*4350 - Practicum III: Child

Past Teaching:

• FRHD*2040 - Principles of Program Design for Children
• FRHD*2270 - Child Development
• FRHD*3200 - Child I: Practicum
• FRHD*3250/3290 - Practicum in Youth/Adult Development