Dr. Victoria Talwar, Director
Victoria Talwar is the Director of the Daniel and Monica Gold Centre for Early Childhood Development and a leading expert in children’s social-cognitive and moral development from the earliest years onward. With over two decades of research experience, she has examined how children understand, interpret, and respond to social information in diverse contexts—including honesty and deception, empathy and prosocial behavior, the challenges of children’s online engagement, and legal settings where children’s testimony and credibility are critical.
Dr. Talwar’s work integrates developmental science with real-world applications, informing educational practices, parenting strategies, legal procedures, and policy aimed at fostering children’s well-being both offline and in the digital world. She is recognized internationally for her contributions to understanding how early experiences—across physical, digital, and legal environments—shape lifelong social, emotional, and moral growth.
Dr. Sheryl Smith-Gilman, Associate Director
Sheryl Smith-Gilman has dedicated many years to 91ɬÂþ's 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, educator, 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 her 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 approach in preschool settings. 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.
Dr. Maija-Liisa Harju, Program Administrator
Maija-Liisa Harju is a multidisciplinary scholar, educator, and consultant specializing in children’s literature, identities, and education. She has contributed to critical research initiatives focused on children’s and teacher education, including the Walking Alongside project (reconciliatory practices in teacher education), and Architecture Playshop (climate education through the built environment) at 91ɬÂþ.
Dr. Harju’s explores the transformative power of narrative and storytelling in shaping memory, identity, and emotional development. Her work highlights the pedagogical potential of story and play to help children engage with complex themes such as death and anxiety, intergenerational connections, and relationships with the natural world. In her role facilitating Gold Centre programs, Dr. Harju supports children, families, and educators, and will further explore the ways young children understand and story their experiences.
