Donato Tarulli, Ph.D.

Faculty of Social Sciences - Child and Youth Studies

Donato Tarulli, Ph.D.

Associate Professor
CRN - 327
(905) 688-5550 ext. 4513

Dr. Tarulli is a developmental psychologist with interests in theoretical and meta-theoretical issues in child and youth development (e.g., What assumptions underlie our current conceptualizations of development? What are the social and cultural foundations of development? How are we to characterize the relationship between the individual and the social in the developmental process?) His recent work draws on dialogical, hermeneutic, and narrative strategies to articulate an approach to development which, while recognizing the social and cultural foundations of developmental change, also points up the importance of individual agency and concrete, lived experience. Dr. Tarulli has used this multi-disciplinary framework for examining a variety of topics, including children's play, private speech, self-understanding, child rights, and intellectual disabilities.

Research Interests:

  • Sociocultural foundations of development (e.g., Vygotsky)
  • Dialogical, narrative and hermeneutical approaches (e.g., Bakhtin, Gadamer)
  • Theoretical and meta-theoretical issues in child and youth development
  • Self and identity development
  • Individual agency
  • Children's play
  • Child and youth rights
  • Rights and persons with intellectual disabilities

Sample Publications:

Ramey, H. L., Young, K., & Tarulli, D. (in press). Scaffolding and concept formation in narrative therapy: A qualitative research report. Journal of Systemic Therapies.

Skott-Myhre, H., & Tarulli, D. (2010). Immanent law and the juridical: Toward a liberative ontology of human rights. Communication and Critical/Cultural Studies, 7, 247-260.

Tarulli, D., & Sales, C. (2009). Self-determination and the emerging role of person-centered planning: A dialogical framework In F. Owen & D. Griffiths (Eds.), Challenges to the human rights of people with intellectual disabilities (pp. 102-123). London: Jessica Kingsley Publishers.

Owen, F., Griffiths, D., Tarulli, D., & Murphy, J. (2009). Historical and theoretical foundations of the rights of persons with intellectual disabilities: Setting the stage. To appear in F. Owen & D. Griffiths (Eds.), Challenges to the human rights of people with intellectual disabilities (pp. 23-42). London: Jessica Kingsley Publishers.

Duncan, R. M., & Tarulli, D. (2009). On the persistence of inner speech: Empirical and theoretical considerations. In A. Winsler, N. Montero, & C. Fernyhough (Eds.), Private speech, executive functioning, and the development of verbal self-regulation (pp. 176-187). New York: Cambridge University Press.

Ramey, H. L., Tarulli, D., Frijters, J. C., & Fisher, L. (2009). A sequential analysis of externalizing in narrative therapy with children. Contemporary Family Therapy, 31(4), 262-279.

Skott-Myhre, H., & Tarulli, D. (2008). Becoming-child: Ontology, immanence, and the production of child and youth rights. In T. O’Neill & D. Zinga (Eds.), Children’s rights: Multidisciplinary approaches to participation and protection (pp. 69-84). Toronto, Ontario: University of Toronto Press.

Tarulli, D., & Skott-Myhre, H. (2006). The immanent rights of the multitude: An ontological framework for conceptualizing the issue of child and youth rights. International Journal of Children’s Rights, 14, 187-201.

Cheyne, J.A., & Tarulli, D. (2005). Dialogue, difference, and voice in the zone of proximal development. In H. Daniels (Ed.), An introduction to Vygotsky (pp. 125-147). London : Routledge.)

Tarulli, D., Tardif, C.Y., Griffiths , D., Owen, F., McQueen-Fuentes, Feldman, M. A., Sales, C., & Stoner, K. (2004). Human rights and persons with intellectual disabilities: Historical, pedagogical, and philosophical. Encounters on Education, 5 (Fall) , 161-181.

Duncan , R.M., & Tarulli, D. (2003). Play as the leading activity of the preschool period: Insights from Vygotsky, Leontyev, and Bakhtin. Early Education and Development, 14, 271-292.

Tarulli, D. (2000). Identity and otherness. Narrative Inquiry, 10, 111-118.

Hymel, S., Tarulli, D. , Hayden-Thomson, L., & Terrell-Deutsch, B. (1999). Loneliness through the eyes of children. In K. Rotenberg & S. Hymel (Eds.), Loneliness in childhood and adolescence (pp. 80-106) . New York : Cambridge University Press.

Cheyne, J. A., & Tarulli, D. (1998). Paradigmatic psychology in narrative perspective: Adventure, ordeal and Bildung. Narrative Inquiry , 8 , 1-25.