Department of Human Services and Early Learning
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Item The fatigue in educational contexts survey (FEC): elevating, empowering, and engaging deaf and hard of hearing students(2024) Rohatyn-Martin, Natalia K.; Hayward, Denyse; McQuarrie, Lynn; Cundy, Linda; Rohatyn, Stephan; Gan, Jerry; Dickner, SydneyThis research addresses the lack of inclusive fatigue measures for Deaf or hard of hearing (DHH) students in educational settings. It introduces the Fatigue in Educational Contexts (FEC) survey, designed to assess and interpret fatigue in DHH students, enabling better understanding, advocacy, and mitigation of fatigue-related challenges in the classroom.Item The relationship between children’s indoor loose parts play and cognitive development: a systematic review(2025) Cankaya, Ozlem; Martin, Mackenzie; Haugen, DanaChildren’s engagement with toys and play materials can contribute to the foundational cognitive processes that drive learning. Loose parts are interactive, open-ended materials originally not designed as toys but can be incorporated into children’s play (e.g., acorns, cardboard, and fabric). Practitioners and researchers widely endorse loose parts for fostering creativity, divergent thinking, and problem-solving skills. Despite these recommendations, research on their specific role in young children’s cognitive development remains limited. This systematic review examines how indoor loose parts play has been studied in relation to young children’s (0–6 years) cognitive development. Following PRISMA guidelines, searches in bibliographic databases and forward and backward citation tracking identified 5721 studies published until December 2024. We identified 25 studies and evaluated the quality and risk of bias. Studies focused on children’s general cognitive outcomes, language development, and specific cognitive subdomains, with many reporting positive associations between children’s play materials and cognitive development. However, five studies found no such associations, and another seven did not address the relationship between play materials and outcomes. Despite methodological variation across studies, our systematic review identified a relationship between play materials similar to loose parts and children’s problem-solving, creativity, academic skills (reading and math), and both convergent and divergent thinking. Notably, only one study explicitly used the term “loose parts.” Our review identified empirical and methodological gaps regarding the relationship between play materials and cognitive development, which can inform future research.Item Play, participation, and possibilities: an early learning and child care curriculum framework for Alberta(2014) Makovichuk, Lee; Hewes, Jane; Lirette, Patricia; Thomas, Nancy; Sadler, MargaretThis document presents Alberta's Early Learning and Child Care Curriculum Framework, titled "Play, Participation, and Possibilities." It emphasizes the importance of play, active participation, and recognizing children as capable learners and citizens. The framework was developed through a collaborative effort involving educators, academics, government officials, and community professionals. It draws inspiration from other curriculum frameworks, such as the New Brunswick model, and focuses on co-constructing curriculum with children, families, and educators.Item Flight : Alberta’s early learning and care framework : play, participation, and possibilities(2014) Makovichuk, Lee; Hewes, Jane; Lirette, Patricia; Thomas, Nancy; Sadler, MargaretFlight is a curriculum framework intended to guide the significant work of early learning and child care educators with young children (ages 0 – before 6 years) and their families in centre-based child care and family day home settings. This is a flexible framework for thinking about how children learn and experience their worlds, as well as a guide that fosters strong early childhood communities. Children’s play is central to this curriculum framework as an active, exploratory, creative, expressive process, deeply embedded in children’s everyday experiences and through which children participate in, learn about, and actively make sense of the world.Item Social innovation and nonprofit resource provision: a discourse analysis(2024) Turpin, Aaron; Shier, Micheal L.This research adopts a resource dependency approach to support the process of social innovation application within the context of nonprofit resource procurement using a comparative sample of resource-providing organizations (n= 8) and nonprofit resource recipients (n= 10). An organizational discourse analysis was adopted to explore concepts of power and legitimacy across groups revealing several ways that social innovation is employed and challenged by both resource recipients and providers. Further, a text coverage analysis revealed several discrepancies with the use of terminology between sub-samples. Together, these novel analytical approaches provide a narrative regarding the ways in which social innovation is co-conceptualized within nonprofit resource provision, including examining the role of language and power between stakeholder groups.Item Measuring goal progress using the goal-based outcome measure in Youth Wellness Hubs Ontario – an integrated youth services network(2025) Chiodo, Deb; Turpin, Aaron; Wolfe, Janis; Darnay, Karleigh; Henderson, JoBackground - Goal-based outcomes (GBOs) are a tool for youth-directed care and have been successfully used in a small number of community youth mental health settings. Youth Wellness Hubs Ontario (YWHO) uses GBO data provided by youth to deliver care that amplifies youth voice in decision-making about supports that are important and meaningful to them. Objective - This article summarizes GBO data from youth receiving clinical and nonclinical services at YWHO hubs to develop a more nuanced understanding of the type of goals set by young people when accessing services. Design - A quantitative design utilizing content analysis was adopted to organize goal data into descriptive categories, which were further analysed by goal distribution and mean rating scores. Participants - Youth (n = 1851) from 22 YWHO networks provided GBO and demographic data. Data were collected across 7348 service visits and youth provided 19,290 goals. Consent for service was obtained, which included the use of personal health information to monitor progress, quality improvement and for evaluation purposes. Variables - GBO data included a written goal and scaled goal rating component. Service visits and demographic variables were tabulated, whereas a mean score for goal achievement (i.e., goal rating) was generated. Results - Six themes emerged from the analysis, including improve mental health (42.7% coverage, mean rating 3.9), connect to services (20.9% coverage, mean rating 4.4), intrapersonal development (15.3% coverage, mean rating 3.1), interpersonal development (12.0% coverage, mean rating 3.5), improve physical health (5.4% coverage, mean rating 2.9) and address substance use/other addiction (3.0% coverage, mean rating 3.1). Conclusion - The GBO tool allows youth to actively participate in setting their own assessment and outcome criteria, indicate which areas they require support and wish to improve and personalize shared decision-making. Patient or Public Contribution - The YWHO model was co-developed by youth, families, service providers and researchers. Youth and families informed the data measures and collection processes described within this article.Item Leveraging integrated youth services for social prescribing: a case study of Youth Wellness Hubs Ontario(2024) Turpin, Aaron; Chiodo, Deb; Talotta, Maria; Henderson, JoIntroduction: Integrated youth services (IYS) presents a unique opportunity to adopt social prescribing (SP) strategies within the IYS service model by developing and leveraging a highly connected multidisciplinary network of clinical and community-based service providers to tackle health inequities and enhance service access and outcomes for youth. This paper outlines a case study of Youth Wellness Hubs Ontario (YWHO), Canada, a collective of youth-serving organizations integrated and networked, and operating as a learning health system implementing SP services. The main study objective was to document how YWHO hubs engage in social prescribing through service provision. Methods: We adopted an embedded case study approach. Data were collected from youth (n = 6361) aged between 12 and 25 years who were seeking services at a YWHO hub. Descriptive analyses, including frequencies across categories, were generated from service data, including reason for visit, needs addressed and service provided. Results: A comparative analysis of services requested and provided found that youth across visits to YWHO hubs were engaging with multiple services and service providers, with a wide range of health, mental health and social support needs being addressed. Conclusion: YWHO implements SP services that aim to improve mental health resilience by supporting the vocational, educational and socialization needs of young people accessing IYS through YWHO hubs.Item Research recast(ed): S3E10 - Children's perspectives regarding social life with Dr. Noah Kenneally(2024) Leschyshyn, Brooklyn; Smadis, Natalie; Kenneally, NoahOn today's episode, we had the pleasure of talking to Dr. Noah Kenneally about his research on relational approaches to children's rights. We talked about understanding early childhood communities and the politics of early childhood. Dr. Kenneally spoke about creating meaning in life and how meaning fits into influences in our communities. We discussed the impact of listening to what children think of the world, which can influence positive change and well-being.Item Research recast(ed): S3E8 - Understanding physical fatigue and social-emotional support for deaf and hard-of-hearing students and how to support educational assistants(2023) Leschyshyn, Brooklyn; Smadis, Natalie; Rohatyn-Martin, Natalia K.In today's episode, we have a conversation with Dr. Natalia Rohatyn-Martin, who is a community-engaged scholar. She works with community partners to identify the needs of deaf and hard-of-hearing students in the classroom. We discuss the challenges these students face and ways we can support them. Dr. Rohatyn explains support for educational assistance through the case study book creation and professional development opportunities.Item Talking with kindergartners about children’s rights: a research comic(2022) Kenneally, NoahDuring my dissertation research, I conducted a project in 2 kindergarten classrooms, exploring children's rights from the perspectives of young children. Together, we created comics about their ideas by exploring two concepts that are fundamental to children's rights - listening and sharing.Item Preschool children’s loose parts play and the relationship to cognitive development: a review of the literature(2023) Cankaya, Ozlem; Rohatyn-Martin, Natalia K.; Leach, Jamie; Taylor, Keirsten; Bulut, OkanPlay is an integrative process, and the skills acquired in it—overcoming impulses, behavior control, exploration and discovery, problem-solving, reasoning, drawing conclusions, and attention to processes and outcomes are foundational cognitive structures that drive learning and motivation. Loose parts play is a prominent form of play that many scholars and educators explicitly endorse for cognitive development (e.g., divergent thinking, problem-solving). It is unique among play types because children can combine different play types and natural or manufactured materials in one occurrence. While educators and policymakers promote the benefits of loose parts play, no previous research has explored the direct relationship between preschool-age children’s indoor loose parts play experiences and cognitive development. We address this gap by bringing together the relevant literature and synthesizing the empirical studies on common play types with loose parts, namely object and exploratory, symbolic and pretend, and constructive play. We also focus on studies that examine children’s experiences through loose parts, highlighting the impact of different play types on learning through the reinforcement of cognitive skills, such as executive function, cognitive self-regulation, reasoning, and problem-solving. By examining the existing literature and synthesizing empirical evidence, we aim to deepen our understanding of the relationship between children’s play with loose parts and its impact on cognitive development. Ultimately, pointing out the gaps in the literature that would add to the body of knowledge surrounding the benefits of play for cognitive development and inform educators, policymakers, and researchers about the significance of incorporating loose parts play into early childhood education.Item System kids: transition-aged youth from foster care to developmental services(2019) Hutton, Sue; Head, Kevin John; Lyttle, Sarah; Jordyn; Kenneally, Noah; Rehou, MajaThis paper shines a light on the stories of three young adults labeled with an intellectual disability1; all three have transitioned out of foster care and are now receiving developmental services in different settings in Ontario. All three have experienced varying degrees of human rights violations throughout their time in foster care as well as in developmental services. By human rights violations, we mean violations that are not necessarily always under the law, but violations to make their own decisions throughout any given day. This point shall be illuminated through the stories of the three youth who share details of these violations in concrete terms. The three have come from a diversity of backgrounds, representing what it is like to grow up in the system with Fetal Alcohol Spectrum Disorder (FASD), with Autism Spectrum Disorder (ASD), and with mobility disabilities. All three want people to know the truth about what it is like surviving the system with an intellectual disability, not only in foster care, but now, continuing to live “trapped” (as one of the young adults calls it) in the confines of the often rights- restricting world of developmental services. We balance the stories with background on the setting of developmental services and service delivery for transitional aged youth (in this paper we shall say “youth” as our co-authors have chosen) with a literature review and with interviews from developmental services staff in Ontario agency settings. This paper includes the stories of the three young adults providing their truths – painful and honest, in both written form and in graphic form. The graphic data collected provides an accessible visual depiction of the isolation and pain endured in the system.Item Cripping the controversies: Ontario rights-based debates in sexuality education(2020) Davies, Adam W. J.; Kenneally, NoahComprehensive sexuality education is increasingly being employed on a global scale, with controversies arising regarding the content of such education and the rights of children to access sexuality education versus parents’ rights to decide the moral education of their children. In this paper, we utilise crip theory and a critical disability studies lens to analyse controversies surrounding parents’ rights versus children’s rights in the context of comprehensive sexuality education in Ontario, Canada. Using a disability studies perspective, this paper discusses the erasure of disabled children and youth in debates over children’s and parents’ rights while problematising the liberal humanist and legal frameworks often employed in comprehensive sexuality education and children’s rights. As such, we theorise how a more relationally attuned version of both children’s rights and comprehensive sexuality education can avoid oppositional politics and the reification of liberal humanist and ableist ideologies.Item DRAVET ENGAGE. Parent caregivers of children with Dravet Syndrome: Perspectives, needs, and opportunities for clinical research(2021) Juandó-Prats, Clara; James, Emma; Bilder, Deborah A.; McNair, Lindsay; Kenneally, Noah; Helfer, Jennifer; Huang, Norman; Vila, Maria Candida; Sullivan, Joseph; Wirrell, Elaine; Rico, SalvadorDravet syndrome (DS) is an intractable developmental and epileptic encephalopathy significantly impacting affected children and their families. A novel, one-time, adeno-associated virus (AAV)-mediated gene regulation therapy was designed to treat the underlying cause of DS, potentially improving the full spectrum of DS manifestations. To ensure the first-in-human clinical trial addresses meaningful outcomes for patients and families, we examined their perspectives, priorities, goals, and desired outcomes in the design phase through a mixed methods approach (quantitative and qualitative). We conducted a non-identifiable parent caregiver survey, shared through a patient advocacy organization (n = 36 parents; children age 6 years). Parents were also engaged via three group discussions (n = 10; children age 2– 20 years) and optional follow-up in-depth individual interviews (n = 6). Qualitative data analysis followed an inductive interpretive process, and qualitative researchers conducted a thematic analysis with a narrative approach. Survey results revealed most children (94%) were diagnosed by age 1, with onset of seizures at mean age 6.2 months and other DS manifestations before 2 years. The most desired disease aspects to address with potential new disease-modifying therapies were severe seizures (ranked by 92% of caregivers) and communication issues (development, expressive, receptive; 72–83%). Qualitative results showed the need for trial outcomes that recognize the impact of DS on the whole family. Parents eventually hope for trials including children of all ages and were both excited about the potential positive impact of a one-time disease-modifying therapy and mindful of potential long-term implications. Participants reflected on the details and risks of a clinical trial design (e.g., sham procedures) and described the different factors that relate to their decision to participate in a trial. Their main aspirations were to stop neurodevelopmental stagnation, to reduce seizures, and to reduce the impact on their families’ wellbeing. To our knowledge, this is the first study within a patient-oriented research framework that specifically explored parents’ needs and perceptions regarding clinical trials of a potential disease-modifying therapy for children with a severe, developmental disease, such as DS.Item A snapshot of gay-straight alliance clubs and student well-being in Western Canadian high schools(2023) Di Stasio, Maria; Alston, Lauren; Harley, JasonGay-Straight Alliance (GSA) clubs promote safer school environments for students. GSAs typically refer to student-led, teacher-supported school clubs that serve youth of diverse gender identities and sexual orientations. This study investigated the relationship between students’ awareness of school-based GSAs and their bullying experiences, mental health, self-determination, and relationships at school and home. Findings showed that LGBTQ2S+ students experienced higher rates of bullying and symptoms of depression and scored lower on self-determination subscales than cisgender heterosexual students. Interestingly, students who were aware of their school’s GSA club scored higher on the self-determination subscales regarding family relationships and lower on bullying compared to students who were unaware of their school’s GSA club. LGBTQ2S+ students had lower rates of comfort with their sexual orientation at home and school than their cisgender heterosexual students. Implications and future directions are discussed.Item Classroom practices and peer social status in junior high school(2023) Di Stasio, Maria; Savage, RobertBullying by peers remains a serious problem facing adolescents. A key social support for adolescents is their parents. The unique contributions of specific dimensions comprising authoritative parenting, and adolescents’ involvement in bullying situations was investigated. Self-report data were collected from 125 grade 7 students and 100 grade 8 students (60% female; mean age = 12.74 years). Model testing indicated a positive relationship between parent support, beliefs against aggression, high levels of communication, and low levels of bullying and victimization, both in self-reports, and in effectiveness of problem-solving in hypothetical bullying situations. Results indicate that warm, supportive parenting influences the way adolescents consult with their parents about how to manage conflict, deal with bullying issues, and identify solutions to interpersonal problems. The implications of these findings may influence the comprehensiveness of prevention and intervention models that focus on the aspects of parental education.Item The influence of parenting dimensions and junior high school students’ involvement in bullying(2023) Rinaldi, Christina; Bulut, Okan; Muth, Tracy; Di Stasio, MariaBullying by peers remains a serious problem facing adolescents. A key social support for adolescents is their parents. The unique contributions of specific dimensions comprising authoritative parenting, and adolescents’ involvement in bullying situations was investigated. Self-report data were collected from 125 grade 7 students and 100 grade 8 students (60% female; mean age = 12.74 years). Model testing indicated a positive relationship between parent support, beliefs against aggression, high levels of communication, and low levels of bullying and victimization, both in self-reports, and in effectiveness of problem-solving in hypothetical bullying situations. Results indicate that warm, supportive parenting influences the way adolescents consult with their parents about how to manage conflict, deal with bullying issues, and identify solutions to interpersonal problems. The implications of these findings may influence the comprehensiveness of prevention and intervention models that focus on the aspects of parental education.Item Social comparison, competition, and teacher-student relationships in junior high school classrooms predict bullying and victimization(2016) Di Stasio, Maria; Savage, Robert; Buros, GiovaniThis cross-sectional research examines how social comparison, competition and teacher–student relationships as classroom characteristics are associated with bullying and victimization among junior high school students in grades 7 and 8 in Canada. The study tests a conceptual model of youth outcomes that highlights the importance of modeling the effects of teaching practices as proximal structural conditions at the classroom level (N = 38) that affect bullying outcomes at the individual level (N = 687). Results of Hierarchal linear modeling (HLM) revealed significant classroom-level effects in that increased social comparison, competition and teacher–student relationships were related to bullying and victimization. An interaction for teacher–student relationships and gender also emerged. These findings may guide future intervention programs for junior high schools that focus on enhancing cooperation and pro-social behavior in classrooms. The findings could also inform programs that focus on building strong relationships between students and teachers to help prevent bullying and victimization, particularly among boys.Item Harnessing the power of flight: devising responsive theatre for the very young(2022) Ayles, Robyn; Fitzsimmons Frey, Heather; Mykietyshyn, MargaretSuccessful theatre hinges on relationships. In our research, we devised an immersive theatre piece about urban wildlife through key early childhood education concepts outlined in the Canadian document Flight: Alberta’s Early Learning and Care Framework. The project’s guiding question was: How could we better understand audience engagement in the early years demographic by using the reflective process, rights-based perspectives, and holistic play-based goals of the Flight framework to interpret children’s experiences? Our creative team aimed to develop democratic and playful relationships with children during theatrical exploration, and using the Flight framework to analyse what children were communicating grounded our theatre creation and dramaturgy in respectful and agentic relationships between actors, theatrical objects, and young children.Item Examining fatigue for bilingual/multilingual students who are deaf or hard of hearing through the framework of universal design for learning(2022) Rohatyn-Martin, Natalia K.; Hayward, Denyse V.In current educational contexts, Deaf or hard of hearing (D/HH) students are being educated in inclusive classrooms. However, academic and social outcomes for these bilingual or multilingual students remain highly variable indicating that meeting the needs for students who are D/HH continues to be challenging for many educators. Many D/HH students are reporting high levels of fatigue throughout their school day. To ensure the diverse cultural and linguistic backgrounds of students are being met, a more flexible approach needs to be considered to address barriers described by D/HH students. As such, the authors use the Universal Design for Learning framework to discuss fatigue for students who are D/HH in inclusive contexts, particularly those who are bilingual/multilingual.