Faculty

Karen Diamond

There is substantial evidence that young children who are at-risk enter school already behind their peers. Dr. Diamond's research focuses on the development and evaluation of interventions with early childhood teachers that support the academic and social development of young children at-risk.

Jennifer Dobbs

Dr. Dobbs's research is focused on the relationship between pre-academic skills and social-emotional development in preschool-aged children. A particular area of focus is on interventions directed toward literacy and mathematical skills and their outcomes in both pre-academic and psychosocial domains.

James Elicker

Dr. Elicker is investigating child care quality and young children's development in early care and education contexts. (Evaluation of Child Care Quality Rating Systems; Child Care Quality and Child Outcomes in Low Income Working Families)

Douglas Powell

Early literacy and language skills provide an important foundation for later school success, including reading competence. Dr. Powell's research focuses on the development and evaluation of professional development interventions with pre-kindergarten teachers aimed at enhancing the early literacy and language development of at-risk preschoolers.

Seung-Hee Son

Dr. Son's research examines the impact of aspects of the home and preschool learning environment and parental involvement in education on young children's language, literacy and numeracy skills learning and seeks ways to design evidence-based intervention programs for at-risk low-income children's school readiness, especially using home reading and writing activities.

Websites

Child Development Lab

Ben and Maxine Miller Child Learning Center