The SAGE Handbook of Developmental Psychology and Early Childhood Education
Publication Year: 2019
The SAGE Handbook of Developmental Psychology and Early Childhood Education explores a range of issues in early childhood development and education. With the expertise of a body of international contributors, the chapters provide a much-needed overview of current and future direction for the field. Employing a broad and comprehensive focus, the Handbook combines research and practice to investigate emotional and social development, well-being and mental health, language, cultural environments, as well as the role of parents in a child's development. Through the structure of the book, readers are guided through a wide range of educational and developmental discourses, arranged across the following thematic parts: Part One: Emotional Development; Part Two: Social Development; Part Three: Play, Development and Learning; Part Four: Memory and Understanding; Part Five: ...
- Front Matter
- Subject Index
Part I: Emotional Development
- Chapter 1: Attachment and Parenting in the Preschool Years
- Chapter 2: Emotional Self-regulation and Reactivity, School-based Relationships, and School Engagement and Achievement
- Chapter 3: The Role of Pretend Play in Supporting Young Children's Emotional Development
- Chapter 4: Researching Resilience Processes in Children's Everyday Lives during Transitioning to School: A Dialogic Approach
- Chapter 5: Whole-of-Setting Approaches to Enhancing Factors that Support Children's Social and Emotional Skills during Transitions
Part II: Social Development
- Chapter 6: Social and Emotional Skill Development in Early Childhood
- Chapter 7: How Others Shape the Development of Children's Self-Perceptions: Implications for Early Years Education
- Chapter 8: Children's Friendships and Social Development
- Chapter 9: Learning to Read Minds: A Synthesis of Social and Cognitive Perspectives
- Chapter 10: Triadic Interactions for the Development of Social and Emotional Competences
Part III: Play, Development and Learning
- Chapter 11: Securing the Future of Play in Early Childhood Education: Journeying with Children toward the Essence of Play to Evidence its Function and Value
- Chapter 12: Playing At, Participating In, and Transforming Cultures: A Vygotskian Perspective on the Potential of Early Childhoods
- Chapter 13: Playing for the Future: Redefining Early Childhood Education
- Chapter 14: Educational Play-supervision: Playing and Promoting Children's Development of Meaning
- Chapter 15: New Play: A Pedagogical Movement for Early Childhood Education
Part IV: Memory and Understanding
- Chapter 16: Developing Skills for Remembering in Early Childhood
- Chapter 17: How Children Learn: Implications for Early Childhood Education
- Chapter 18: Number Concept Development in Early Childhood
- Chapter 19: Exploring, Imagining, Sharing: Early Development and Education in Science
- Chapter 20: Conceptual Development of Prosocial Behaviors across Childhood: The Role of Moral Cognitions and Moral Emotions
Part V: Learning, Language and Literacy
- Chapter 21: Contexts for the Development of Language and Literacy in Latin America
- Chapter 22: Early Language and Literacy Development in the Finnish Context
- Chapter 23: Language, Literacy and the Transition to American Schooling
- Chapter 24: Language Learning Challenges in the Early Years
- Chapter 25: Approaches to Early Literacy Development from a Multiliteracies Standpoint: A Case Study of Aboriginal Supported Playgroups
Part VI: Executive Functions, Metacognition and Self-Regulation
- Chapter 26: The Development of Self-Regulation in Young Children
- Chapter 27: Associations between the Home Environment, Parenting and Self-Regulation in Early Childhood
- Chapter 28: Emotional Self-Regulation in the Early Years: The Role of Cognition, Metacognition and Social Interaction
- Chapter 29: Understanding the Role of Motivation in Children's Self-Regulation for Learning
- Chapter 30: Supporting Young Children's Self-Regulation Development
- Conclusion: The Importance of Play, Oral Language and Self-Regulation in Children's Development and Learning: Implications for Quality in Early Childhood Education
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Introduction & editorial arrangement © David Whitebread, Valeska Grau, Kristiina Kumpulainen, Deborah Pino-Pasternak, & Nancy Perry, 2019Senior Editor's Introduction © David Whitebread, 2019
Chapter 1 © Jean-François Bureau, Audrey-Ann Deneault, Jodi Martin and Kim Yurkowski, 2019
Chapter 2 © Jeffrey Liew, Carlos Valiente, Maciel M. Hernández and Dame Abera, 2019
Chapter 3 © Zhen Rao and Jenny Gibson, 2019
Chapter 4 © Kristiina Kumpulainen and Linda Theron, 2019
Chapter 5 © Lyn O'Grady, Amelia Joyce and Cate Engelbrecht, 2019
Chapter 6 © Shauna L. Tominey, Svea G. Olsen and Craig S. Bailey, 2019
Chapter 7 © Jane Webb-Williams, 2019
Chapter 8 © Christian Berger, Olga Cuadros and Antonius H. N. Cillessen, 2019
Chapter 9 © Claire Hughes and Rory T. Devine, 2019
Chapter 10 © Luisa Molinari, Ada Cigala and Paola Corsano, 2019
Chapter 11 © Justine Howard, 2019
Chapter 12 © Jennifer A. Vadeboncoeur and Maryam Dalkilic, 2019
Chapter 13 © Emily J. Hopkins, Tamara Spiewak Toub, Brenna Hassinger-Das, Roberta M. Golinkoff and Kathy Hirsh-Pasek, 2019
Chapter 14 © Pernille Hviid, 2019
Chapter 15 © Susan Edwards, Susan Grieshaber, Joce Nuttall and Elizabeth Wood, 2019
Chapter 16 © Catherine A. Haden, Maria Marcus and Pirko Tõugu, 2019
Chapter 17 © David Whitebread and James Adams, 2019
Chapter 18 © Sonia L. J. White, 2019
Chapter 19 © Keith S. Taber, 2019
Chapter 20 © Bernadette Paula Luengo Kanacri, Federica Zava and Consuelo Huerta, 2019
Chapter 21 © Katherine Strasser, 2019
Chapter 22 © Marja-Kristiina Lerkkanen, 2019
Chapter 23 © Frederick J. Morrison, Carol M. Connor, Adrienne D. Woods and Rebecca A. Marks, 2019
Chapter 24 © Julie E. Dockrell, 2019
Chapter 25 © Libby Lee-Hammond and Sandra Hesterman, 2019
Chapter 26 © Megan M. McClelland, Claire E. Cameron and Jessica Dahlgren, 2019
Chapter 27 © Deborah Pino-Pasternak, Debora Valcan and Anabela Malpique, 2019
Chapter 28 © Anastasia Efklides and Plousia Misailidi, 2019
Chapter 29 © Nancy E. Perry, Simon Lisaingo and Laurie Ford, 2019
Chapter 30 © Valeska Grau and David D. Preiss, 2019
Conclusion © David Whitebread, Marisol Basilio, Lisha O'Sullivan and Antonia Zachariou, 2019
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Library of Congress Control Number: 2019937599
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
List of Figures and Tables[Page ix]Figures
- 2.1 Heuristic model of child self-regulation and reactivity or emotionality and school outcomes. This model is an adaptation of the model provided by Eisenberg, Sadovsky, and Spinrad (2005) 43
- 11.1 Factors influencing the status of play in early education 204
- 11.2 Knowledge and understanding 207
- 11.3 The developmental potential of play across domains 208
- 11.4 Summary of evidence for the benefits of pretend play 209
- 11.5 Examples of paired photographic stimuli used in the AASP (Howard, 2002) 213
- 11.6 Incorporating children's perceptions of play into a simple experimental paradigm 214
- 11.7 Features of classroom practice influencing children's acceptance of adults as play partners 216
- 11.8 Playfulness as a resource for meeting typical and atypical life challenges (adapted from Howard, 2010) 217
- 15.1 Web-mapping digital play for young girl: she used an iPad for collage, her Play School Jemima doll for pretend and role play, and participated in role and pretend play inspired by watching Play School episodes on iView and on television (Edwards, 2013b: cited in Burke and Marsh, 2013, p. 20) 280
- 16.1 Concurrent and longitudinal correlations between maternal elaborativeness and children's memory responding over time 293
- 16.2 Mean frequency of children's memory elaborations over time as a function of maternal reminiscing style 294
- 16.3 Children's remembering of features (upper panel) and feature elaborations (lower panel) at the one-day and three-week delay intervals as a function of joint talk group 296
- 16.4 Mean percentages of engineering content in children's recall across delay interval and instructional condition 301
- 17.1 Learning through imitation (From Meltzoff, A.N. & Moore, M.K. (1977). Imitation of facial and manual gesture by human neonates. Science, 198.) 317
- 17.2 Bruner's nine glasses problem (from Bruner, J. S., & Kenney, H. (1966). On multiple ordering. In J. S. Bruner (Ed.), Studies in Cognitive Growth (pp. 154–167). New York: Wiley) 321
- 18.1 The three parietal regions involved in processing different numerical representations, as proposed in the Triple Code Model. Adapted to greyscale from ‘Three parietal circuits for number processing’ by S. Dehaene, M. Piazza, P. Pinel, and L. Cohen, 2003, Cognitive Neuropsychology, 20, p. 494. Copyright 2003 by Taylor and Francis Group. Reprinted with permission. 331
- 18.2 A schematic representation showing the spatial–numerical bias that links relative numerical magnitude to the left and right side of space. This diagram assumes a left to right direction of reading and writing 334 [Page x]
- 18.3 a) A number-to-position number line task, in this example children would be asked to mark the spatial location of 16 on the presented 0–20 number line. b) An example of a perfect linear model representing accurate estimation of each target number 335
- 18.4 Diagram representing how the development of domain-specific numerical processes and early mathematics learning are associated to domain-general processes 338
- 18.5 A representation of the frequency of strategy use overtime, and the possibility for co-existing strategies as described by The Overlapping Waves Theory. Adapted from Emerging Minds: The Process of Change in Children's Thinking, by R. S. Siegler, 1996, New York: Oxford University Press, p. 238. Copyright 1996 by Oxford University Press, Inc. Reprinted with permission. 341
- 22.1 Frequency of exposure of 2–3-year-olds and 6-year-old children to different literacy activities at home (1 = not at all, 2 = 1–2 times per week, 3 = several times per week, 4 = daily, and 5 = several times per day) 407
- 22.2 Supporting emerging literacy learning in Finnish kindergarten 414
- 23.1 Bronfenbrennarian conceptualization of the interplay between contextual factors of development during language and literacy learning, adapted from Bronfenbrenner's (1986, 1995) Ecological Systems Model 419
- 23.2 Illustration of the many components that are woven together in skilled reading, adapted from Scarborough (2001) and Education Endowment Foundation (2017) 420
- 23.3 Assessment to Instruction (A2i) classroom view showing first-grade recommendations in January (so more child-managed meaning-focused instruction even for students with weaker vocabulary skills) 429
- 27.1 Partial correlations among parental behaviours at Time 1 494
- 27.2 Partial correlations between home environment and parental behaviours at Time 1 494
- 27.3 Partial correlations between home environment, parental behaviours, child regulation, and academic outcomes at Time 1 495
- 29.1 Attending to children's interest 527
Notes on the Editors and Contributors[Page xi]The Editors
David Whitebread recently retired as Acting Director of the Play in Education, Development and Learning (PEDAL) research center at the Faculty of Education, University of Cambridge, UK. Before coming to Cambridge he taught in early years and primary schools for 12 years, and during his first 17 years at Cambridge he worked in early years initial teacher training. His research has focused on self-regulation in young children, and the roles of play and oral language in its development. He has published widely in academic journals and book chapters, and has edited or written a number of influential reports and books, including Developmental Psychology & Early Childhood Education (Sage, 2012), The Importance of Play: A Report on the Value of Children's Play with a Series of Policy Recommendations (Toys Industries for Europe, 2012), Quality in Early Childhood Education – an International Review and Guide for Policy Makers (WISE, 2015) and Teaching and Learning in the Early Years (Routledge, 4th ed., 2015).
Valeska Grau is an Associate Professor of Educational Psychology at School of Psychology, at Pontificia Universidad Católica de Chile. Her research has focused mainly in the study of teacher–students interactions and peer-interactions, especially collaborative group-work, and the way in which these interactions promote learning and higher cognitive skills such as metacognition, creativity, critical thinking, among others. She has been recently working in the role of play in early years education and the way in which educators and children interact during playful activities. She has also been involved in the development of teacher education programmes to foster high level interactions in the classroom.
Kristiina Kumpulainen is Professor of Education and a founding member and scientific director of the Playful Learning Center at the Faculty of Educational Sciences, University of Helsinki, Finland. Her research focuses on the sociocultural and dialogic approaches, children's agency, resilience, learning and identity in homes and communities, multiliteracies, visual participatory methods and professional development of teachers. Her current research projects include the Joy of learning multiliteracies (funded by the Finnish Ministry of Education and Culture) and School-based makerspaces promoting young learners’ digital literacies and creativity (funded by the Academy of Finland).
Megan M. McClelland is the Katherine E. Smith Professor of Healthy Children and Families at Oregon State University (OSU) where she serves as Endowed Director at the Hallie E. Ford Center for Healthy Children and Families. Her research focuses on optimizing children's development, especially as it relates to children's self-regulation, early learning, and school success. Her recent work has examined links between self-regulation and long-term [Page xii]outcomes from early childhood to adulthood, recent advances in measuring self-regulation, and intervention efforts to improve these skills in young children. She works with colleagues and collaborators around the world and is currently involved with a number of national and international projects to develop measures of self-regulation and improve school success in young children.
Nancy E. Perry is Professor in the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia, Canada. Primarily, her research examines how classroom tasks, instructional practices, and interpersonal relationships can support self-regulation in children and youth, and how teachers can be helped to design tasks and interact with students to support self-regulated learning (SRL). Currently, she holds the Dorothy Lam Chair in Special Education in UBC's Faculty of Education and has previously served as President of Division 15, Educational Psychology, of the American Psychological Association, and the Canadian Association of Educational Psychologists, and as Associate Editor for the Journal of Learning and Instruction.
Deborah Pino-Pasternak is an Associate Professor in Early Childhood Education and Community, at the Faculty of Education, University of Canberra. Her research focuses on the early development of self-regulated learning and, specifically, on family and school contexts that support or hinder this development in early childhood. She has published extensively in this area and she is Chief Investigator in two nationally funded projects by the Australian Research Council investigating self-regulation at individual and group level in different student populations. She is Associate Editor for The Australian Educational Researcher, Journal of the Australian Association for Research in Education, and Consulting Editor for Educational Psychology: An International Journal of Experimental Educational Psychology.The Contributors
Dame Abera is Assistant Professor of Applied Developmental Psychology in the School of Psychology at Addis Ababa University, Ethiopia. Dr Abera studies how to support children and their families. He is especially interested in understanding children, parenting (values, beliefs and behaviors), assessment of children's behavior, and performance as well as cultural contexts as shapers of parenting. He has been involved in parenting as well as assessment research designed to promote families', parents’ and fathers’ awareness of how to invest in children's development. Dr Abera has published journal articles on action research, father involvement, the role of proverbs in child socialization, childrearing, as well as student support systems.
James Adams is a graduate student in the Faculty of Education at the University of Cambridge, having previously worked in schools in the Republic of South Africa and the United Kingdom. He currently holds an Isaac Newton Trust College Master's Scholarship at the University of Cambridge and a McAulay Scholarship at St John's College, Cambridge. James is the recipient of multiple academic awards, including a Winifred Georgina Holgate Pollard Memorial Prize from the University of Cambridge, and his research interests lie at the intersection between cognitive psychology, developmental psychology and early childhood education. James currently [Page xiii]works within the Faculty of Education's LEGO®-funded Centre for Research on Play in Education, Development and Learning (PEDaL).
Craig S. Bailey is an Associate research Scientist at the Yale Child Study Center and leads the early childhood research and social and emotional learning programming at the Yale Center for Emotional Intelligence as the Director of Early Childhood. Dr. Bailey and his team facilitate professional development workshops with early childhood educators, develop content for practicing and teaching emotional intelligence, and conduct private- and publicly funded (e.g., Institute of Education Sciences) psychological, educational, and intervention research. In particular, Dr. Bailey specializes in children's social and emotional learning in early childhood classrooms with an emphasis on how teachers support and promote the development of emotion knowledge, empathy, and emotion regulation.
Marisol Basilio is a Developmental and educational Psychologist, currently holding a 3 year ESRC Fellowship and the post of Research Associate within the PEDAL research center in the Faculty of Education, University of Cambridge. Her PhD is concerned with the role of pre-verbal communicative tools in the early emergence of self-regulatory skills, supervised by Prof. Cintia Rodriguez at the Universidad Autónoma de Madrid. Before that, she obtained a Masters of Advanced Studies in Psychological Development, Learning and Education at Universidad Autónoma de Madrid, and a BA in Psychology at Universidad de Chile, where she also worked as an Associate Lecturer. Marisol first worked in the Faculty as a visiting scholar in 2009, and in 2011 with a fellowship sponsored by UNESCO, and then as a Research Associate on the PLANS (Play Learning and Narrative Skills) project, funded by the LEGO Foundation. Alongside her research activities, which are mainly related to children's play and their development of self-regulation, Marisol collaborates with the LEGO Foundation as an educational psychology consultant.
Christian Berger is an Associate Professor and Associate Chair for Research and Graduate Studies at the School of Psychology at the Pontificia Universidad Catolica de Chile. His research interests are peer relations, in particular how social status and aggressive and prosocial behaviors are part of the peer culture of children and adolescence. He also focuses on how contexts affect the development of positive or negative interpersonal relationships, and has developed educational interventions to promote socioemotional development and reduce school violence. Overall, his research aims to identify key factors at the individual, interpersonal and contextual levels that are associated with children and adolescents’ positive development and wellbeing.
Jean-François Bureau is an Full Professor in Developmental Psychology at the University of Ottawa. He holds a PhD from the Université du Québec à Montréal under the supervision of Dr Ellen Moss and completed a Post-Doctorate Fellowship at Harvard University under the supervision of Dr Karlen Lyons-Ruth. He developed an expertise in the assessment of child–parent attachment in the preschool years and middle childhood. He is particularly interested in investigating the longitudinal association between child–parent attachment and child social adaptation and psychopathologies. Over the last decade, he received funding from the Social Sciences and Humanities Research Council of Canada (SSHRC) as a Principal Investigator to study child–father attachment longitudinally. He also leads a research program aiming to explore the association between childhood attachment and the etiology of self-injurious behaviors in adolescents and young adults.[Page xiv]
Claire E. Cameron is Associate Professor and Director of the Early Childhood and Childhood EdM and PhD programs in the Department of Learning and Instruction at the University at Buffalo (UB), State University of New York. Her research examines how children develop cognitive and motor skills in early learning contexts. She is particularly interested in the associations among foundational learning skills and school performance, and how classroom environments contribute to whether children have a successful transition to school. She works with researchers and early childhood professionals to understand how school readiness assessment can support individual children in the classroom, and how research on school readiness can be more effectively shared with the public.
Ada Cigala is Associate Professor of Developmental and Educational Psychology at the University of Parma. She studied Psychology (cum laude) at the Master level at the University of Padova, where she also obtained her PhD in Psychology. She is currently vice-coordinator of the PhD Program in Psychology and responsible for Research committee. She takes several courses at the Bachelor, Master and PhD levels. She acts as educational consultant and trainer for coordinators and teachers and she has given several key lectures at the Italian Conference of the kindergartens and the preschools. Her research is mainly conducted with observational methods in preschool contexts, and focuses on socioemotional competence, inclusion and analysis of interactions. She is the local coordinator of a European project on: Space and educare: Creating child and family friendly learning spaces in ECEC centres (Erasmus+ 2018–2021).
Antonius H. N. Cillessen is Professor and Chair of Developmental Psychology, and Director of the Behavioural Science Institute, at Radboud University in Nijmegen, The Netherlands. His research focuses on the role of peer relationships in development, with a special focus on understanding the transactional associations between peer relationships and social behavior, social cognitions, cognitive development, and biological processes. Much of his work has focused on understanding the early predictors, concurrent correlates, and long-term consequences of sociometric status (peer rejection, likeability, and popularity). He is also interested in quantitative methods of developmental research, in particular sociometric methods, longitudinal data analysis, and social network analysis.
Carol M. Connor is a Chancellor's Professor in Education at University of California, Irvine. Her research investigates individual child differences and the links between children's language and literacy development with the goal of illuminating reasons for the perplexing difficulties children who are atypical and diverse learners, including children with dyslexia, have developing basic and advanced literacy skills. Most recently, her research interests have focused on how to individualize students’ learning opportunities in the classroom – from preschool through fifth grade and developing technology and interventions to improve teacher efficacy and students’ literacy, math, and science outcomes. Awarded the PECASE in 2008, she is also a fellow of AERA and APA. Currently, she is the principal investigator for studies funded by the US Department of Education, Institute for Education Sciences and the National Institute for Child Health and Human Development, including the Early Learning Research Network and the FCRR Learning Disabilities Research Center. She is also past Editor of the Journal for Research in Educational Effectiveness and Associate Editor for Child Development and for AERA Open.
Paola Corsano is Associate Professor of Developmental and Educational Psychology at the University of Parma. She studied Educational studies (cum laude) at the Master level at the [Page xv]University of Parma, and obtained her Specialization in Psychology at the Catholic University of Milan. She is currently the Chair of the Master Degree in Clinical and Applied Psychology. She takes several courses at the Bachelor, Master and PhD levels. She has organized and conducted numerous training for educators and teachers in preschool educational settings. She is an expert in research on adolescence and the author of several books and many publications on adolescents’ social and affective development. She is the local coordinator of a European project on: GardensToGrow: Urban horticulture for innovative and inclusive early childhood education (Erasmus+ 2017–2020).
Olga Cuadros is a Professor and Researcher in Center of Research in Inclusive Education at the Pontificia Universidad Catolica de Valparaíso. Her research interests are peer relations, emphasizing how social and emotional resources are provided through friendship relationships, as protector factor, with effects on children and adolescents’ wellbeing, and how this kind of bond influences their social-emotional development. Additionally, from an ecological perspective, she also worries about how educational features, determined by accountability processes, influence positively or negatively on social interactions (peers and friends) to understand and promote some positive school climate interventions.
Jessica Dahlgren is a Doctoral Student at Oregon State University under the guidance of Dr Megan McClelland. Jessica's research focuses on self-regulation and academic achievement for young children in the context of cumulative risk. Specifically, she focuses on parents who are incarcerated and their children's behavior within the classroom and subsequent school success. Her future goals include continuing to do research on at-risk children and families and creating efficacious interventions to improve lives of the children and families. Jessica is passionate about teaching courses in Research Methodology and enjoys mentoring undergraduate students.
Maryam Dalkilic is a Doctoral Candidate in Human Development, Learning, and Culture at the University of British Columbia. During her professional career, she has worked as a K-12 guidance counselor, a director of a preschool and daycare program, and an early childhood educator. The focus of her research is on improving the early childhood education of children labeled with disabilities and promoting inclusive education. Her current research utilizes Amartya Sen's (1985) Capability Approach to assess and expand the capabilities of children labeled with disabilities, their families, and the early childhood educators with whom they grow. Using design-based research, she works alongside early childhood educators to create, implement, and evaluate pedagogical practices for the obtainment of capabilities and valued educational goals. Her publications include, ‘Re-framing inclusive education through the capability approach: An elaboration of the model of relational inclusion', published in 2016 with Vadeboncoeur in Global Educational Review.
Audrey-Ann Deneault is a PhD candidate in Experimental Psychology at the University of Ottawa, under the supervision of Dr Jean-François Bureau. She also holds a Bachelor of Sciences from the University of Ottawa. Her research is focused on behavioral and representational measures of child–mother and child–father attachment during the preschool period. She is also interested in the short- and long-term impact of attachment relationships on children's socioemotional development. A family systems framework guides her research, which features dyadic and triadic interactions, and a focus on fatherhood and the role of fathers in the family. Audrey-Ann's research is currently funded by a Joseph-Armand Bombardier Canadian Graduate Scholarship.[Page xvi]
Rory T. Devine is a Developmental Psychologist with expertise in children's social and cognitive development. He completed his PhD (2009–2012) at the Department of Psychology in the University of Cambridge, funded by a Benefactors’ Graduate Research Scholarship from St John's College, Cambridge. Dr Devine worked as a postdoctoral researcher at the Centre for Family Research at the University of Cambridge (2012–2017) and Director of Studies in Psychology at Clare College, Cambridge (2015–2017). He is currently a Lecturer in Developmental Psychology at the University of Birmingham School of Psychology. Dr Devine's research focuses on explaining the origins and social consequences of individual differences in executive function and theory of mind.
Julie E. Dockrell (FRCSLT, FaSS) is Professor of Psychology and Special Needs at UCL, IOE and qualified as both a clinical and educational psychologist. Her research interests are in patterns of language development and the ways in which oral language skills impact on children's learning, interaction and attainments. A central theme in this research has been the application of evidence-based research to support children's learning. She has published widely in the areas of developmental difficulties and their impacts on learning and development. She was editor of the British Journal of Educational Psychology, associate editor for Journal of Speech, Language and Hearing Research, International Journal of Language and Communication Disorders, and Learning and Instruction and Editor in Chief of Research in Developmental Disabilities. She was co-director of the Better Communication Research Programme and co Principal Investigatory on the current COST action – European Literacy network.
Susan Edwards is Director of the Early Childhood Futures research program at the Institute for Learning Sciences and Teacher Education (ILSTE), Australian Catholic University. Her group investigates the role of play-based learning in the early childhood curriculum for the twenty-first century. Professor Edwards has completed work as a Chief Investigator on two Australian Research Council Discovery Grants. The first examined play-based learning in early childhood education settings, and the second the role of play-based learning in wellbeing and sustainability education. She is currently the lead Chief Investigator on an Australian Research Council Discovery Grant on digital play and an Australian Research Council Linkage Project investigating best practice for playgroups-in-schools. Susan has over 70 publications in peer-reviewed journals, and has published several books with publishers including Cambridge University Press, Macmillan and Open University Press. Her most recent book is titled Young Children's Play and Learning in the Digital Age (co-authored with Christine Stephen, University of Stirling).
Anastasia Efklides is Professor emerita of Experimental and Cognitive Psychology, School of Psychology, Aristotle University of Thessaloniki, Greece. Her research interests concern metacognition, motivation and self-regulation. She is an author and co-author of articles published in international and Greek journals and books. She has served as editor or associate editor of international and Greek journals. She was conferred the degree of Doctor of Philosophy honoris causa (DrPhilhc) by the Faculty of Education of the University of Koblenz-Landau at Landau, Germany in 2009 and by the Faculty of Education of the University of Turku in 2017. She received the Award for Outstanding Career Contribution to Educational Psychology from the Division of School, Instructional and Educational Psychology of the International Association of Applied Psychology (2006), the Oevre Award for Distinguished Contribution to Learning and Instruction by the European Association for Research on Learning and Instruction (EARLI) (2011), and the EARLI Special Interest Group Motivation and Emotion Lifetime Achievement Award (2016).[Page xvii]
Cate Engelbrecht has 24 years’ experience as a Psychologist in education, health and community sectors. She has extensive cross-cultural experience, including work in Australian Aboriginal communities for the Kimberley Aboriginal Medical Services Council and with children of refugee families. She has a particular passion for whole school community approaches to mental health promotion, prevention and early intervention, coordinating the Western Australian pilot of KidsMatter in 2006 and working with KidsMatter and MindMatters school mental health initiatives for nine years. Cate currently works as a School Psychologist Consultant for the Department of Education in Western Australia providing consultation and professional learning to schools and school psychologists as part of the School Psychology Service Statewide Team and School of Special Educational Needs: Behaviour and Engagement.
Laurie Ford is an Associate Professor in the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia, Canada. Her research interests explore ways to enhance family, school, and community partnerships to support the learning and mental health needs of families from diverse backgrounds and effective and meaningful ways to communicate assessment results. She is the Chair of the Educational and School Psychology section in the Canadian Psychological Association.
Jenny Gibson is a lecturer in Psychology and Education at the Faculty of Education, University of Cambridge. Jenny is a principal investigator in the center for research on Play in Education, Development and Learning (PEDAL) where she leads a team investigating the role of play in children's linguistic, social and emotional development. Jenny completed her PhD in 2011 at the School of Psychological Sciences, University of Manchester and went on to do postdoctoral research in the Developmental Psychiatry group, at University of Cambridge. Jenny is a member of the Royal College of Speech and Language Therapists and much of her research is focused on supporting children with language and communication disorders.
Roberta M. Golinkoff has won numerous awards including the Society for Research in Child Development's Distinguished Scientific Contribution Award. Her research focus on language development, the benefits of play, digital learning, and preschoolers’ early spatial knowledge has resulted in hundreds of articles and 16 books. Her latest book, Becoming Brilliant: What Science Teaches Us about Raising Successful Children reached the New York Times bestseller list. Passionate about the dissemination of psychological science, she is part of the Learning Landscapes team. Her research is funded by the LEGO® Foundation and federal agencies (NSF, IES, NIH).
Susan Grieshaber is Professor of Education at La Trobe University, Melbourne, Australia. Her research interests are informed by a range of theories that address social justice and equity issues and include early childhood curriculum, policy, pedagogies, and families; women in higher education, and qualitative and post-qualitative research approaches. She is foundation co-editor of the internationally known journal Contemporary Issues in Early Childhood and has published widely.
Catherine A. Haden is a Professor in the Department of Psychology at Loyola University Chicago. She directs the Children's Memory and Learning Lab (www.luc.edu/childrensmemory/index.shtml). Her research centers on the ways children's conversational and narrative interactions with their caregivers can influence developmental changes in remembering and learning. In recent years, her work has focused on ways to advance informal STEM educational [Page xviii]opportunities for children and their families. Currently, she is the principal investigator for work funded by the National Science Foundation (NSF), and the Institute of Museum and Library Services. She has served on many review panels for NSF. She is a Fellow of the Developmental Psychology Division 7 of APA, and currently serves as the division's Secretary. She is an Associate Editor for the Journal of Experimental Child Psychology.
Brenna Hassinger-Das is an Assistant Professor of Psychology at Pace University. Her research examines children's play and learning in home, school, and community contexts, particularly for children experiencing poverty. Her areas of expertise encompass executive functioning, early number sense, and vocabulary acquisition. She is particularly interested in investigating the role of play and games for learning. She is committed to translating her research for use by the public through community-based research projects as well as blog posts and commentaries featured in outlets such as The Huffington Post, WHYY, Blog on Learning and Development (BOLD), and as well as additional publications.
Maciel M. Hernández is Assistant Professor of Applied Developmental Psychology at Portland State University. Dr Hernández's research focuses on factors that promote children's academic and socioemotional development, including understanding how individual factors, such as effortful control and emotional expressivity, and contextual factors in the family and school jointly predict academic and socioemotional development.
Sandra Hesterman is Director Early Childhood Education at Murdoch University, Western Australia. Sandra's research focuses on how a pedagogy of multiliteracies can deliver quality teaching and learning to students across the education spectrum; early childhood through to higher education. Sandra believes that a pedagogy of multiliteracies has the potential to enrich literacy learning in new and creative ways, provide space to negotiate a multiplicity of discourses on the design and communication of meaning, and build conditions that can lead to full and equitable social participation for all students.
Kathy Hirsh-Pasek is the Stanley and Debra Lefkowitz Faculty Fellow in the Department of Psychology at Temple University and a Senior Fellow at the Brookings Institution. Her research examines the development of early language and literacy as well as the role of play in learning. With Golinkoff, she is author of 14 books and hundreds of publications, she is the recipient of the AERA Outstanding Public Communication for Education Research Award, the American Psychological Association's Bronfenbrenner Award, the American Psychological Association's Award for Distinguished Service to Psychological Science, the Association for Psychological Science James McKeen Cattell Award, the Society for Research in Child Development, Distinguished Scientific Contributions to Child Development Award and the APA Distinguished Lecturer Award. She was the President of the International Society for Infant Studies and served as the Associate Editor of Child Development.
Emily J. Hopkins is an Assistant Professor of Psychology at the University of Scranton. She received her BSc from Brown University and her PhD from the University of Virginia. Her research focuses on the role of play and media in early childhood. She is interested in how children navigate the boundary between pretense/fantasy and reality, particularly as it relates to educational material. Her research focuses on understanding which features of play and media lead to optimal learning in order to design experiences that are educational as well as entertaining for young children. She has done work with museums, schools, community [Page xix]centers, and nonprofit foundations to help apply research to improve the lives of young children.
Justine Howard, PhD is an Associate Professor in the College of Human and Health Science at Swansea University. She is a Chartered Psychologist and Associate Fellow of the British Psychological Society specializing in developmental psychology and the psychology of education. She is also trained in Developmental and Therapeutic Play. She has been researching play for over fifteen years and has published numerous books, book chapters, and journal articles focusing on children's perspectives of their play, the benefits of play and playfulness across developmental domains and the promotion of play within children's services, particularly early education. She often acts in an expert capacity and is regularly asked to speak at national and international events. Her most recent books include Mary Sheridan's Play in Early Childhood (2017), Creative Psychotherapy (2016), Play Therapy Today (2014) and The Essence of Play (2013).
Consuelo Huerta is a Psychologist and Master's candidate in Educational Psychology at the Pontificia Universidad Católica de Chile. Her research interest is focused on the development of emotion regulation and emotional self-efficacy in contexts of social inequalities and economic disparities. Currently she is the project manager of the school-based intervention program ProCiviCo (Prosocial and Civic Participation for Social Cohesion in Chile).
Claire Hughes is a Fellow of Newnham College, Cambridge and Deputy Head (Wellbeing Equality and Diversity) at the University of Cambridge Psychology Department, as well as Deputy Director of the Centre for Family Research at the University of Cambridge, where she has been based since November 2000. Prior to this, Professor Hughes worked for 6 years at the Institute of Psychiatry in London, following a 2-year postdoctoral fellowship in Paris. Her first degree and PhD were both completed at the University of Cambridge and focused on executive dysfunction in children with Autism. Her more recent work is focused on family relationships and children's sociocognitive development. Professor Hughes received a ‘Women of the Year’ award in 2011 and her first book (Social Understanding, Social Lives) received the BPS Book of the Year award in 2013. Her second book (Why Siblings Matter, co-authored with Dr Naomi White) was published in 2017.
Pernille Hviid is Associate Professor at Department of Psychology, University of Copenhagen. Her theoretical focus centers on developmental processes within the cultural life course, emphasizing the interdependency between the personal and the collective level of meaning-making. Empirically, she has conducted studies of children's and elderly person's experiences of being, focusing on engagement and resistance, as it emerges and persists within the cultural life course. She has also engaged in social innovative work of Danish ECEC. Recently, she edited a new volume with M. Märtsin (2019) entitled Culture in Education, Education in Culture: Tensioned Dialogues and Creative Constructions.
Amelia Joyce's knowledge and skills traverse across sectors and industries; education, health, mental health, government and not-for-profit human services, and commercial business. Amelia has worked with families, children and young people in both therapeutic and crisis support capacities throughout Adelaide and South Australia. She has also been an educator in early childhood and primary school settings as well as Director of a community-based early learning service. Most recently, as Development Executive at Early Childhood Australia, she has [Page xx]combined her social work and education background with a Master of Digital Media. With this she makes creating online spaces that support educators and health professionals to communicate, advocate, connect, learn and understand her priority.
Libby Lee-Hammond obtained her PhD from Queensland University of Technology and is currently Associate Professor of Early Childhood Education at Murdoch University where she teaches early childhood education and critical pedagogies. Her research over the past two decades has focused on working alongside Australian Aboriginal communities, particularly with parents and young children in early years programs both within schools and in prior to school settings. Libby is committed to addressing social inequalities through her research in education. She has served as an advisor to government on early years’ policy and has taught internationally as a visiting scholar at Linneaus University, Sweden and the Sámi University of Applied Sciences, Norway. Libby has received numerous awards for her early years research including the OMEP Equality for Sustainability Award for her work with colleagues Sandra Hesterman and Marianne Knauss investigating children's perceptions of poverty. Her work in On Country Learning with Elizabeth Jackson-Barrett has been recognized by ARNEC as an Innovative Pedagogical Approach in the Early Years in the Asia Pacific Region.
Marja-Kristiina Lerkkanen is Professor of Education at the University of Jyväskylä, Finland, and Professor II of Educational Psychology at the University of Stavanger, Norway. She is an invited member of the Finnish Academy of Science and Letters. She has been interested in developmental trajectories of young children's reading and math skills and the effects of motivation, teacher–student interaction and teacher–parents trust to child's learning. She is involved in interventions for supporting children's literacy skills development and teacher interventions supporting literacy instruction, teacher–child interaction, motivation and engagement in early years’ classrooms in Finland and several EU and African countries. She has developed and published a number of assessment tools, evidence-based teaching material and digital professional development programs for teachers in literacy learning. Her current research projects include longitudinal studies of children's developmental trajectories and the effect of teacher wellbeing on teacher–child interaction, teacher focus of attention and child outcomes. She is past coordinator of EARLI SIG 5 Learning and Development in Early Childhood, and acts as an editorial board member for the Early Childhood Research Quarterly and Frontline Learning Research.
Jeffrey Liew is Professor of Educational Psychology at Texas A&M University. His research focuses on social-emotional development with an emphasis on emotion, self-regulation, and executive functions. Much of his work focuses on early childhood, but the body of his research spans early childhood through emerging adulthood. Dr Liew's research scholarship has been supported by grants from federal agencies and foundations, including the National Institute of Health and the National Science Foundation. He is an Associate Editor for Early Education and Development and co-Editor for the Section on Social Emotional Learning in the Routledge Encyclopedia of Education.
Simon Lisaingo is a Doctoral candidate in the School Psychology Program in the Department of Educational and Counselling Psychology and Special Education at the University of British Columbia, Canada. His research examines motivational beliefs and processes that enable students to overcome challenges they face at home and school. He is currently experiencing and navigating the wonderful world of being a father of a toddler, who is discovering his independence.[Page xxi]
Bernadette Paula Luengo Kanacri is a Professor at the Psychology Department in the Pontificia Universidad Católica de Chile. Her research, guided by developmental, social and longitudinal approaches, mainly focuses on understanding how socioemotional mechanisms interact over time to explain positive youth development. In particular, her work seeks to apply developmental science to the dynamic study of prosocial behaviors and civic engagement in a manner that reduces social disparities and, in turn, promotes social cohesion. Paula has successfully collaborated with school districts for over 13 years in Italy, Colombia, and Chile to design and implement longitudinal, school-based interventions in vulnerable contexts to promote and assess prosociality and cohesive citizenship across adolescence. She holds a PhD of La Sapienza University of Rome and she collaborated to implement the large-scale Genzano Longitudinal Study. She did her postdoctoral research at the Parent Behavior and Child Adjustment across Cultures Project, funded by the NIH-US. Currently, she is also a researcher of the Center for Social Conflict and Cohesion Studies (COES) and she is the principal investigator of the ProCiviCo program in Chile.
Anabela Malpique holds a MA in Special Educational Needs (2008) and a PhD (2015) in Educational Psychology. She is a Lecturer in Literacy and Inclusive Education at Murdoch University, School of Education, Western Australia. Her research is mainly focused on literacy development, with a specific interest in writing development and effective writing pedagogy. That includes extending knowledge of writing as a multidimensional process and placing a focus on individual-level (e.g., self-regulated learning) and contextual-level factors (e.g., teaching practices and parental support) explaining writing development. Her research involves typically developing writers in both elementary and secondary schools. She is a member of the European Association for Research on Learning and Instruction and of the Australian Association for Research in Education.
Maria Marcus is currently an Assistant Professor of Psychology at Roosevelt University. Her program of research focuses on the role of social interactions in promoting young children's learning and remembering. Her most recent work investigates how parent–child interactions during hands-on activities in informal educational environments influence children's STEM learning and applications of learning across contexts and time. To address her research questions, Dr Marcus uses design-based, observational, and experimental research methods in museum settings.
Rebecca A. Marks, MS is currently a Doctoral Candidate at the University of Michigan in the Combined Program in Education and Psychology. Her program of research aims to better understand language and literacy development in linguistically diverse youth. In particular, she uses neuroimaging methodologies (fMRI and fNIRS) to examine the brain basis of language processing and single word reading in emergent readers. She is particularly interested in how children's early language experiences influence the developing neural architecture for language and literacy, and the impact of dual-language proficiency on English literacy outcomes across diverse school contexts.
Jodi Martin earned her PhD in Developmental Psychology at the University of Ottawa in 2014. Her PhD research investigated associations among retrospective reports of caregiving experiences in childhood, attachment states of mind, and young adults’ self-injurious behaviors. Following her doctoral studies, Jodi completed a SSHRC-funded postdoctoral fellowship at the University of Minnesota's Institute of Child Development, where she studied the influences of [Page xxii]early caregiving experiences on adults’ social and psychological wellbeing. Jodi also conducted postdoctoral research regarding the role of caregiving experiences on distress regulation in young children at York University; this work was funded by fellowships from both the Ontario Mental Health Foundation and the Louise & Alan Edwards Foundation.
Plousia Misailidi is an Associate Professor in Developmental Psychology at the University of Ioannina, Greece. She received her MA and PhD from the Institute of Education, University of London. Her research interests are in theory of mind especially as it relates to children's emotional development. Current research efforts include children's theory of mind and their developing awareness and understanding of self-conscious emotions, such as shame and guilt. She is author of a book [in Greek] on the development of theory of mind in childhood, co-editor of a book on metacognition, and guest-editor of a volume on young children's theory of mind.
Luisa Molinari is Full Professor of Developmental and Educational Psychology at the University of Parma (Italy). She studied Educational studies (cum laude) at the Master level and obtained her PhD in Psychology at the University of Bologna. She is currently the coordinator of the PhD Program in Psychology and responsible for teaching and research committees. She takes several courses at the Bachelor, Master and PhD levels. Among her main research interests are the topics of classroom justice, responsibility and rights, observational methods, quality of educational processes, school climate. In these fields of research, she has published several books and scientific articles, and has been invited to give lectures to international conferences or symposia. She is currently coordinating research projects at a national and European level.
Frederick J. Morrison is currently Professor of Psychology, Professor in the Combined Program in Education and Psychology and Research Professor in the Institute for Social Research at the University of Michigan. In recent years, his research has focused on understanding the nature and sources of children's cognitive, literacy and social development over the school transition period. The work ranges from conducting basic research studies utilizing natural experiments and large-scale longitudinal descriptive studies of children's developmental trajectories to developing, implementing and evaluating two major school-based interventions aimed at improving children's learning during the preschool and early school years. Recently, he has been exploring schooling effects on brain and behavioral measures of children's self-regulation. He has been recognized for his contributions to development and education, being awarded the Dina Feitelson award for the second time, for the best research article published in 2005 and 2015. He has been continuously funded by federal granting agencies for 25 years. Over that period, he has served on national review panels at NICHD, NSF and IES. He has mentored approximately 50 graduate students and eight postdoctoral fellows.
Joce Nuttall is Director of the Teacher Education Research Concentration in the Institute for Learning Sciences and Teacher Education (ILSTE), Australian Catholic University (ACU). Joce's research describes, implements and theorizes effective interventions in professional learning in schools and early childhood settings, particularly in childcare. Most recently this work has focused on capacity building among educational leaders in early childhood and junior school settings, using system-wide analyses and actions. Joce is President of the Australian Teacher Education Association and her current projects include an international study of teacher [Page xxiii]educators’ work. Joce has published over fifty books, book chapters and scholarly articles and is a regular presenter of keynote addresses at international conferences in the areas of teacher development, and early childhood curriculum and policy. Joce commenced at ACU in 2011 as a Principal Research Fellow.
Lyn O'Grady is a Community Psychologist who earned her doctorate in Community Psychology at Victoria University in Melbourne in 2008. She has a particular interest in the mental health and wellbeing of children, young people and families. Lyn's work history has included roles within the education, health and community sectors. She worked as a school psychologist in the Western Metropolitan Region of Melbourne and has also worked with parents in groups and individually. At a more systemic level, she has been employed by the Student Wellbeing Units of the Catholic Education Office Melbourne and the Victorian Department of Education and Early Childhood Development and has managed the KidsMatter national mental health initiative for the Australian Psychological Society. Lyn is also a registered supervisor of psychology interns.
Svea G. Olsen is a Graduate student at Oregon State University pursuing her PhD in Human Development and Family Studies where her research focuses on immigrant and refugee children and families. Olsen earned her BA in Psychology from Lewis & Clark College with a focus on Spanish Language and Hispanic Studies, and her MS in Human Development and Family Studies from Oregon State University. Previously, Olsen worked at the Yale Center for Emotional Intelligence to develop, implement, and evaluate a program promoting social and emotional development in early childhood, and as an ESL educator for immigrant and refugee youth and adults.
Lisha O'Sullivan is a Lecturer in the Department of Reflective Pedagogy and Early Childhood Studies at Mary Immaculate College (MIC), Limerick, Ireland. Lisha is a qualified play therapist and previously worked in community child and family services. Lisha lectures on the Bachelor of Arts in Early Childhood Care and Education (BA ECCE), the Bachelor of Arts in Early Childhood Practice (BA ECP) and the Bachelor of Education (BEd) programs at MIC. Lisha supervises undergraduate, Master's and PhD research and is a placement supervisor for students on the BA ECCE and BA ECP programs. Lisha's research interests include the role of play in child development, early years curriculum and pedagogy and inclusive practice.
David D. Preis is a Professor of Psychology at the Pontificia Universidad Catolica de Chile. He received his PhD in Psychology from Yale University, which he attended as a Fulbright scholar. He investigates instructional processes at elementary and middle school, particularly in Chile, as well as individual differences in creativity, metacognition and mind wandering. He also does research on creative writing, specifically poetry. He was director of the Pontificia Universidad Catolica de Chile School of Psychology. He is a Fellow of the Association for Psychological Science. His research work has been funded by FONDECYT, FONDEF, FONIDE and other Chilean research agencies.
Zhen Rao has been researching on play and children's emotional development in the Faculty of Education, University of Cambridge since 2013. Her research interests are concerned with the development of play, especially pretend play, in social contexts (e.g., play with peers or parents) and its relations to children's development of emotional expression, regulation and [Page xxiv]mental health. Zhen's current research project investigates social pretend play in friendship pairs in school and children's motivations for emotional expression and strategies of emotional regulation. She has also been involved in projects investigating the relationship between play and children's narrative skills, as well as parental playfulness. Her research has involved children, parents, and teachers from various cultures (e.g., British, Chinese) and contexts. Zhen completed her PhD in Faculty of Education, University of Cambridge.
Katherine Strasser completed undergraduate studies in psychology at the Pontificia Universidad Católica de Chile, and obtained her Master's degree in Developmental Psychology and Doctoral degree in Education and Psychology at University of Michigan. She has conducted research on the family and classroom contexts that support language and cognitive development in three to six-year-old children in Chile, especially the role that books play in vocabulary development and reading comprehension up to third grade. Recently she has studied determinants of teachers’ implementation of quality language learning experiences, with the goal of devising ways to support teachers’ ability to create the kinds of linguistic and instructional contexts that are known to promote oral language. She is an associate professor at the School of Psychology of the Pontificia Universidad Católica de Chile.
Keith S. Taber is the Professor of Science Education at the University of Cambridge, and Chair of the Science and Technology Education Research Group in the Faculty of Education. He taught science in secondary schools and further education, undertaking research for his MSc and PhD degrees whilst working as a full-time teacher, before joining the Faculty of Education at Cambridge – initially to work primarily in science teacher education. In recent years he has taught educational research methods on graduate courses, as well as supervising student research projects in science education. He was awarded the Royal Society of Chemistry's Education Award in 2014 in recognition of ‘extensive research that has contributed significantly to the teaching and learning of chemistry concepts'. His research interests focus on aspects of conceptual learning in the sciences, including conceptual integration, progression and development. This includes learning about the nature of science as well as learning about scientific ideas.
Linda Theron is a Full professor in the Department of Educational Psychology/Centre for the Study of Resilience, Faculty of Education, University of Pretoria and an extraordinary professor in Optentia Research Focus Area, North-West University, South Africa. Her research (which has been locally and internationally funded) and publications focus on the resilience processes of South African young people challenged by chronic adversity and account for how sociocultural contexts shape resilience (see www.Lindatheron.org). She is lead editor of Youth Resilience and Culture: Complexities and Commonalities (Springer, 2015). She is also an associate journal editor of Child Abuse & Neglect (Elsevier) and of School Psychology International (Sage).
Shauna L. Tominey is an Assistant Professor of Practice and Parenting Education Specialist at Oregon State University. She currently she serves as the Principal Investigator for the Oregon Parenting Education Collaborative, an initiative to provide high-quality parenting education. Previously, Dr Tominey served as the Director of Early Childhood Programming and Teacher Education at the Yale Center for Emotional Intelligence. As a former early childhood teacher and family service professional, Dr Tominey blends practical experience with research to develop and test programs aimed at promoting social-emotional skills for children and the adults in their lives.[Page xxv]
Tamara Spiewak Toub has conducted lab-based and classroom-based research on play and learning. Her work has explored preschoolers’ pretending and their executive function and the use of sociodramatic play, music, games, or digital apps to support vocabulary or STEM skills. Her professional theater experience has informed her study of effects of music and drama on development for both children with autism and typically developing populations. She is committed to the application of what we learn about children through science. This commitment inspires her consulting projects, working with groups including the Joan Ganz Cooney Center (Sesame Workshop) and the Affinity Project (developing an app for use with individuals with autism). She has served as Director of Professional Development at Reflection Sciences, which provides evidence-based training and tools for supporting executive function skills in early childhood and beyond. She also writes for educators, policymakers, and families, as well as the scientific community.
Pirko Tõugu is currently a research scientist in the Institute of Psychology in the University of Tartu, Estonia. She specializes in developmental psychology. Her main areas of interest include self and autobiographical memory development with a focus on the differences deriving from the cultural context. Her research centers on parent–child reminiscing and children's personal recollections. More recently, her main focus has been on how learning and autobiographical memory entwine in children's everyday experiences and how parents support their children's knowledge accumulation and memory in informal settings.
Jennifer A. Vadeboncoeur is Professor in Human Development, Learning and Culture in the Faculty of Education at the University of British Columbia, Canada. Her current research attends to the development of moral imagining in imaginative play, including how children initiate, maintain, and conclude imaginative play, as well as how they transition between imaginative play and other social practices. In previous ethnographic research, she studied re-engagement in alternative programs with youth and educators in the United States, Australia, and Canada. Her book, Vygotsky and the Promise of Public Education, was published by Peter Lang in 2017. With Artin Göncü, in 2017, she co-authored ‘Expanding the definitional criteria for imaginative play: Contributions of sociocultural perspectives', in Learning and Behavior. In 2016, with Renira E. Vellos, she co-authored, ‘Recreating social futures: The role of the moral imagination in student–teacher relationships in alternative education', in the International Journal of Child, Youth, and Family Studies.
Debora Valcan is a PhD candidate and an academic tutor at Murdoch University, Western Australia. She completed a Bachelor of Psychology with First Class Honours in 2014. Her research interests lie in the area of cognitive development, investigating the role of the home environment and parental behaviors in children's executive functions and self-regulated learning (SRL). Debora's PhD is part of a nationally funded project investigating SRL in the first two years of schooling in Western Australia led by Dr Pino-Pasternak. Her most recently published meta-analysis on parenting and executive functions has been cited by experts in the field, showcasing her promise as an early career researcher.
Carlos Valiente is Professor of Family Studies in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. He studies the development of children's emotional, social, and academic functioning. He is especially interested in understanding when and why emotion and self-control are related to success in the academic domain. Dr Valiente has been involved in intervention research designed to promote students’ readiness for, and success [Page xxvi]in, early elementary school. Dr Valiente has published numerous peer-reviewed journal articles and chapters on the contributions of parenting and children's temperament to developmental outcomes. Much of his work has been funded by the National Science Foundation and National Institute of Health.
Jane Webb-Williams is a leading early childhood expert and passionate play advocate. She is a highly experienced social researcher and Lecturer at the University of South Australia. She holds a PhD in Psychology & Education and a Master's in Educational Research from Cambridge University, UK. A former teacher and deputy principal, Jane's career in education spans over 25 years in a variety of roles. She currently leads courses in Play, Learning and Development within undergraduate and postgraduate teacher education. Jane's research focuses on playful pedagogy, children's self-efficacy beliefs, social comparison, children's identity, voice and community connectedness. Jane has been a Chief Investigator on a number of funded projects tackling a diverse range of global issues including the role of technology to improve youth mental health, social comparison and peer relationships, girls disengagement in science, the role of play to promote community connectedness and preschool children's citizenship.
Sonia L. J. White is an Associate Professor in the School of Early Childhood and Inclusive Education at Queensland University of Technology, Australia. A former mathematics teacher, her research interests focus on the development of learning processes, specifically early mathematics development and the role of vision in learning. Dr White uses a range of innovative research methods, including computerized behavioral tasks, cognitive neuroscience methods and eye tracking technology, to better understand the underpinning cognitive mechanisms and intuitive strategies employed by children in the early years of school. Dr White's research has been supported by the Australian Research Council and various philanthropic organizations.
Elizabeth Wood is Professor of Education at the University of Sheffield, England. Professor Wood's research focuses on early childhood and primary education, with specific interests in play and pedagogy; curriculum and assessment in ECE; teachers’ professionalism and professional knowledge; policy analysis and critique. She is Visiting Professor at the University of Auckland, and Australian Catholic University, Melbourne. She has worked with a range of European organizations and has provided policy and practice guidance to governments on play, curriculum, pedagogy and assessment. Her work on play has international reach and impact, and has influenced the development of Aistear, the early childhood framework in Ireland, and the National Union of Teachers guidance for play in early childhood settings.
Adrienne D. Woods is currently a postdoctoral fellow at Pennsylvania State University. Her research seeks to understand why and how the experiences of children within special education and those at-risk for services can be markedly different from one another. She strives to answer the questions, ‘Who is placed in special education?’ and ‘How does being placed in special education longitudinally affect academic outcomes, behavior, and student wellbeing?’ Throughout her academic career, she has approached these research questions in a number of ways, including a focus on 1) educators’ and parents’ perceptions of the inclusive education model, 2) measuring the longitudinal and heterogeneous profiles of students receiving special education services, 3) using secondary and nationally representative data to analyze special [Page xxvii]education students’ academic and behavioral trajectories, and 4) how biology, development, and schooling interact across the K-12 spectrum.
Kim Yurkowski recently obtained her doctoral degree in Experimental Psychology at the University of Ottawa, under the supervision of Dr Jean-François Bureau. Her doctoral work focused on preschoolers’ attachment representations of mothers and fathers and their association with child social adaptation. Her research was funded by a Joseph-Armand Bombardier Canadian Graduate Scholarship and an Ontario Graduate Scholarship. Throughout her graduate school, Kim taught Child Development as a part-time professor. She also had the unique opportunity to study father–child interactions in a small-scale society in Vanuatu as part of a project examining the influence of paternal involvement on infant and child development.
Antonia Zachariou is Senior Lecturer in Early Childhood Studies, at the School of Education, University of Roehampton, London, United Kingdom. Her teaching and research interests focus on the areas of educational psychology, developmental psychology and education. She is interested particularly in the links between play, musical play and self-regulation. Current projects include the study of links between autonomy support from teachers and self-regulation from pupils in the classroom, and the investigation of musical play's potential as an intervention for promoting children's self-regulation. She holds an MPhil and a PhD in Psychology and Education from the University of Cambridge, and a BA (Honours) in Education (Primary School Education) from the University of Cyprus.
Federica Zava is a PhD candidate at the Department of Socio-Developmental Psychology at the Sapienza University of Rome, where she completed her MA in Developmental Psychology. Her research interest spans socioemotional development during childhood, integration and diversity with a main research focus on social withdrawal and prosocial behavior during preschool and school age. Federica's current research emphasizes the study of predictive individual dimensions and main outcomes of social withdrawal in children and its relationship with protective factors that may enhance participation and integration of children in social settings. Her broad interest focuses on how to promote children and adolescents’ social and emotional adjustment in situations of social exclusion, inequality, immigration and poverty.