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Christina Taharally

Associate Professor of Early Childhood Education

1106 West

Christina Taharally is Associate Professor and Program Coordinator of the Masters Programs in Early Childhood Education at the Hunter College School of Education. Dr. Taharally received a Master’s degree in Child Development and the Ed.D. in Early Childhood Education from the University of Massachusetts at Amherst. She has taught children in elementary and early childhood education, and teachers - at both the undergraduate and graduate levels. She has experience in program development and administration at home, and internationally. She has served on many committees in the college, City and State and participated in initiatives of the State Department of Education, a Governor’s Task Force, the New York City Department of Education and many community-based agencies. She has served on several local and national committees including the Consulting Editors Panel of the National Association for the Education of Young Children (NAEYC) and as Co-Chair of the Research Committee of the Association for Childhood Education International (ACEI). She is also a member of the US National Committee of OMEP: (l’Organisation Mondiale pour l’Education Prescolaire)-The World Organization for Early Childhood Education. Dr. Taharally currently serves on the National Advisory Board of the Early Learning Collaborative of the Hispanic Telecommunications and Information Network (, which is engaged in developing digital literacy and mathematics for young children. She is also on the Advisory Board of, a non-profit organization that presents stories on IPads for parents and primary care adults to engage children in story read-alouds. Dr. Taharally was also Campus Leader in a recent CUNY/Department of Education funded program that certified early childhood teachers to serve in the current expansion of universal pre-kindergarten.


Prof. Taharally teaches courses in Early Childhood Curriculum, Literacy Development and an Integrative Research Seminar for early childhood graduate students. She has supervised student teachers in diverse educational settings over the years, and has extensive experience in how to enhance educational programs, develop knowledge and skills of teaching and support staff, and develop and implement curriculum for young children’s success.


Her research interests are in the areas of reading and writing development, teacher development and curriculum. She has researched and written in the areas of play, language and cognitive development, early childhood literacy practices and teacher development. She is currently engaged in writing a book on reading, writing and thinking in the early years under contract with McGraw Hill.

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