Dr. Rachel Langford has many years of experience working with different age groups (toddler, preschool and school-age) in a variety of early childhood settings including parent cooperative, preschool, and child care. She worked for several years for the Vancouver School Board teaching Kindergarte...
Dr. Rachel Langford has many years of experience working with different age groups (toddler, preschool and school-age) in a variety of early childhood settings including parent cooperative, preschool, and child care. She worked for several years for the Vancouver School Board teaching Kindergarten and Grades 1 and 2 in a multi-age setting and mentoring teachers as a Primary Program Development Associate. She has extensive experience supporting children with special needs in both integrated and specialized settings.
Rachel taught a variety of Continuing Education early childhood education courses at Mohawk College and Seneca College. For six years, she was a full time professor and program coordinator in the Centre of Early Childhood Development at George Brown College and managing editor of the Ideas journal, a publication focusing on the social and emotional development of young children. She is a 2005 recipient of George Brown College’s Crystal Apple Award for teaching excellence. She has taught courses on infant and child development, curriculum theory and practice, creative expression, early childhood policy, children with special needs as well as a graduate course, Reconceptualizing Early Childhood Studies. She has extensive experience in supporting students in their field practice.
Rachel is a co-author of the textbook, Inclusion in Early Childhood Programs: Children with Exceptionalities (Thomson: Nelson, 2006) and the editor of the Checklist for Quality Inclusive Education: A Self-Assessment Tool and Manual. She is the President of the Board of Directors of the Association of Early Childhood Educators Ontario. Rachel has consulted and is a frequent presenter, provincially and nationally, on a range of early childhood issues.
She is the recipient of the 2005 George L. Geis Dissertation Award for the most outstanding Canadian doctoral dissertation focusing on higher education. Her research interests include early childhood teachers’ work and history, the Canadian childcare movement and professional preparation. She is a recipient of a 2011 SSHRC standard research grant for a project that investigates professionalism as a Canadian Childcare movement strategy in an era of neoliberalism.