Daniel Poliszczuk

Name Daniel Poliszczuk
School Life Sciences and Community Services
ProgramBachelor 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
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 Journal46(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.