Daniel Poliszczuk | Faculty & staff bios

Name	Daniel Poliszczuk
School	Life Sciences and Community Services
Program	Bachelor of Early Learning Program Development
Academic and Professional Designations	Registered Early Childhood Educator (RECE) Registered Teacher with the Ontario College of Teachers (OCT) Ph.D. Candidate at the University of Toronto Master of Arts degree from the University of Toronto Bachelor of Social Work degree from Ryerson University
Title	Professor
Courses Taught	STAT73100 Applied Statistics RSCH73000 Understanding Research RSCH74000 Research Internship EDUC72010 History and Philosophy in Learning and Education ECE71010 Designing Responsive Curriculum in the Early Years
Areas of Expertise & Interest	Play-based learning Self-regulation and executive function Early language and literacy
Industry Experience, Professional Currency Activities	Teaching experience at the diploma and graduate level Research experience in early learning and preservice education Experience teaching early learning classrooms
Major Research Projects, Scholarly Activities, and/or Publications	Publications Beach, P., Martinussen, R., Poliszczuk, D., & Willows, D. (2018). A Window Into the Classroom: Examining the Use of Virtual Classrooms in Teacher Education. Contemporary Issues in Technology and Teacher Education, 18(3), 578-600. Pyle, A., Poliszczuk, D., & Danniels, E. (2018). The Challenges of Promoting Literacy Integration Within a Play-Based Learning Kindergarten Program: Teacher Perspectives and Implementation. Journal of Research in Childhood Education, 1-15. Pyle, A., Prioletta, J., & Poliszczuk, D. (2018). The play-literacy interface in full-day kindergarten classrooms. Early Childhood Education Journal, 46(1), 117-127.
Additional Information	I believe students learn best when content is relevant, authentic, and accessible, as well as challenging and engaging. I feel that deep learning is nurtured when it is experiential and co-constructed. My focus in teaching is to emphasize learning experiences that allow students to engage in inquiry, active and collaborative learning experiences, and constructive discourse and shared knowledge building.