A5042584243- Child Development and Digital Technology
- Collaborative Teaching and Inclusion
- Teacher Education and Leadership Studies
- Child and Adolescent Psychosocial and Emotional Development
- Educational Methods and Media Use
- Educator Training and Historical Pedagogy
- Family and Disability Support Research
- Reading and Literacy Development
- Early Childhood Education and Development
University of Connecticut
2025
Michigan State University
2022-2024
University of Michigan
2023
A growing body of research characterizes the stressful nature early childhood teachers’ work with children and families, although less is known about experiences infant/toddler (I/T) teachers. This qualitative study aimed to explore workplace stressors supports at outset COVID-19 pandemic. Data were collected from interviews 22 I/T teachers a Midwestern state in United States late spring summer 2020. Researchers conducted thematic analysis develop then finalize themes during The findings...
Development of professional competencies is a key outcome undergraduate programs preparing practitioners to work with infants and toddlers. Competencies for working young children were examined among 1300 students at 12 universities. Students completed series online questionnaires indicating their knowledge, beliefs, hypothetical practices children; end-of-semester scores analyzed using linear regression. Having had practicum course associated more positive dispositions supporting the...
Abstract Experiences with books before age three predict children's motivation to read (Bus et al., 1995), and can support the development of vocabulary, communication, symbolic skills (Scarborough, 2001). Sharing infants toddlers is different than reading aloud older children. For example, it important attend more closely infants' eye gaze respond gestures. This article presents 10 research‐based practices for book‐sharing foster love emergent literacy skills. each practice, we provide...