A5046266179- Early Childhood Education and Development
- Reading and Literacy Development
- Parental Involvement in Education
- Child Development and Digital Technology
- Multilingual Education and Policy
- Child and Adolescent Psychosocial and Emotional Development
- Language Development and Disorders
- Work-Family Balance Challenges
- Educational and Psychological Assessments
- EFL/ESL Teaching and Learning
- Psychological and Temporal Perspectives Research
- Gender, Labor, and Family Dynamics
- Child Abuse and Trauma
- Education and Technology Integration
- Digital Storytelling and Education
- Cognitive and developmental aspects of mathematical skills
- Educational Methods and Media Use
- Racial and Ethnic Identity Research
- Educator Training and Historical Pedagogy
- Food Security and Health in Diverse Populations
- Youth Development and Social Support
- Child and Animal Learning Development
- Identity, Memory, and Therapy
- Rural development and sustainability
- Psychological Well-being and Life Satisfaction
University of Michigan
2006-2024
Google (United States)
2022-2024
Michigan State University
2023
University of North Carolina at Chapel Hill
2011-2017
Society for Research in Child Development
2007
Racism, a multidimensional system of oppression and exclusion, is part the foundation United States detrimental to health well-being Black communities other racially ethnically minoritized (REM) communities. There an emerging body literature that draws attention impact racism different racialized experiences on lives REM children. Based Racism + Resilience Resistance Integrative Study Childhood Ecosystem (R 3 ISE) focused attending interaction between cultural assets families communities,...
Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative in pathway between and emergent or how these associations differ by race/ethnicity socioeconomic status. The current study uses Early Childhood Longitudinal Study explore at age 2 associated with 4 outcomes 5 for a nationally representative sample children. Findings demonstrate that most Oral were mediate kindergarten poor nonpoor African American...
<p xmlns="http://www.ncbi.nlm.nih.gov/JATS1">This article synthesizes findings from an international virtual conference, funded by the United States National Science Foundation, focused on home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between HME children’s outcomes, purpose conference was to discuss actionable steps considerations for future work. The composed researchers with a wide range expertise backgrounds. Presentations...
Abstract— This article reviews research concerning an area of strength for African American children: oral narrative skills. The discusses the historical and cultural factors that have contributed to rich tradition narratives among Americans implications skills reading development. Although early suggested children a limited style, more recent shows that, in fact, they can produce range styles using sophisticated discourse techniques. Recent also provides evidence compared European children,...
More than half a century of educational efforts have focused on eliminating the Black–White achievement gap. Yet, racial disparities persist. In this article, we describe issues with discourse gap and ways structural racism drives experiences outcomes Black students. We include discussion children’s developmental competencies educators may use culturally relevant pedagogy to capitalize upon these support higher among conclude suggestions for specific actions foster systemic change
The first 1,000 days is one of the most consequential times for children’s development. As a hugely ignored adversity embedded in all aspects black lives before birth and throughout their life course, racism forms deserves more attention developmental science literature. Racism—including structural, institutional, interpersonal, intrapersonal, cultural—negatively impacts health, learning, well-being children, families, communities. Using Integrative Model Study Developmental Competencies...
Oral storytelling skills are a complex oral discourse competency with implications for children's academic and social well-being, yet few studies have investigated the development of these among typically developing African American children. The current study used longitudinal data, collected between 2012 2013, from 130 children (59-95 months old; 66 girls) to explore fictional narrative skills. Results showed growth in macrostructure (i.e., story grammar) microstructure productivity number...
Evidence suggests that oral narrative skills are a linguistic strength for African American children, yet few studies have examined how these associated with reading boys and girls. The current study uses longitudinal data of sample 72 4‐year‐olds to examine preschool predict from first through sixth grades explores differences by gender. Findings indicate although girls demonstrated stronger skills, their did not moderate change in reading. For boys, moderated over time such as increased,...
Although there have been calls in the early childhood field for effective approaches to preparing workforce support optimal child development, is a gap understanding how different types of professional development predict teachers' beliefs about children and their self-reported classroom practices. Using National Survey Early Care Education, nationally representative sample workforce, present study analyzed pathways through which experiences practices extent these differed teachers serving...
Oral narrative, or storytelling, skills may constitute a linguistic strength for African American children, with implications academic and social well-being. Despite this possibility, few studies have examined individual differences in oral narrative skill among children. To address gap the literature, study how children's cognitive predicted their competence structuring stories, both on average children different levels of skill.Fictional narratives were elicited from sample 144 typically...
Few studies have captured the variation in single mothers' work and welfare experiences implications for children. Using data from Panel Study of Income Dynamics Child Development Study, this study examines patterns wages, hours, time spent on relation to children's well-being ( N = 820). Six emerged were related differences outcomes, with lower among children whose mothers had left or who stayed welfare. Findings differed by age gender some groups. Considering how these relate may help...
Developing strong language and communication skills in the first years of life provides young children with a foundation for number positive outcomes, including school readiness, early literacy skills, self-regulation. High quality supports childhood education programs are key to this development. Part providing these high-quality involves educators perceiving themselves as efficacious their capability support children's Using mixed methods, study examines extent which there changes...
Abstract During the first year of life, children begin to develop preferences for their own racial group over others. To interrupt development these and other biases during infancy toddlerhood, educators can use books promote anti‐racist anti‐bias thinking behaviors in children, while also supporting children's emergent literacy. This article presents criteria consider as they curate a collection developmentally appropriate infant/toddler classroom libraries. In doing so, expose positive...
Web-based professional development has the potential to increase early childhood workforce's knowledge of young dual language learners (DLLs). Yet there is a gap in literature on web-based specific DLLs and its role changes actual perceived among professionals. To begin addressing this gap, current study examines associations between professionals' participation learning platform with targeted content supporting about DLLs. This also how background characteristics experiences may be...