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Early Childhood Institute

Institute for Early Childhood Development & Education

The Texas A&M University Institute for Early Childhood Development & Education seeks to use leading, cutting-edge research to transform the lives of all young children and the adults who interact with them, including families, educators, clinicians, and health providers. We will solve complex issues in early childhood from various perspectives by generating rigorous research that informs practice and policy, mentoring the next generation of early childhood scholars and practitioners and leading outreach initiatives for early childhood practitioners across Texas and beyond.

About the Institute

Institute Goals
  • Promote the development, learning and well-being of all young children and their families by leading innovative research-to-practice initiatives in early childhood.
  • Compete for large-scale research funding to pursue our mission.
  • Educate early childhood leaders, teachers and paraprofessionals in research and evidence-based practices.
  • Enhance the quality of early childhood education across Texas.
  • Rapidly disseminate rigorous research and professional learning.
  • Provide quality research and practice opportunities for Aggies.
Scope & Research
The scope of the Institute is wide-ranging, seeking to promote collaborative research on national, state, and community needs in advancing evidence-based solutions to improve educational, health, and life outcomes for all children from birth to age eight. Our faculty’s innovative and multidisciplinary approaches to research yield solutions to complex problems and enhance early childhood development and education.

Resources

Explore our library of research-based practices to help your learner.

Developing Language Through Science

Families
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Creating Meaningful Writing Experiences for Children

Educators
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Not Just Handwriting and Spelling: Assessing Early Composing Skills

Educators
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Addressing Conflict

Educators
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Best Writing Practices for Emerging Bilingual Students

Educators
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Emerging Bilingual Children’s Writing Development: Similarities and Differences

Educators
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Supporting Writing in Various Centers at Preschool Classrooms: Research Findings

Educators
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Incorporating Scaffolding in a Book-reading Lesson

Educators
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Partnering with Families to Use Screen Time for Supporting Early Language and Literacy

Educators
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Using a Three-step Strategy to Support Preschoolers’ Communication

Educators
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Strategies for Promoting Peer Interaction for Children with Autism

Educators
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How Teachers Can Use Videos to Improve Their Practice

Educators
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Research & Outreach

The Write Project

The WRITE project, led by Dr. Hope K. Gerde and funded by the Institute of Education Sciences, aims to support the development of early reading and writing skills for preschool-aged children, including composing ideas, handwriting, understanding that writing conveys meaning, and spelling. The WRITE System includes iWRITE, a fully online professional learning program for early childhood educators to promote high quality early writing opportunities in the classroom as well as a set of early writing assessment. Through additional funding from the Institute of Education Sciences, we are currently creating two writing assessments, the cWRITE, an assessment to understand children’s current writing skills, and the tWRITE, an observational system to understand how a preschool teacher is supporting their students’ writing and areas where they could improve using the iWRITE.

Publications from this study
  • Gerde, H. K., & Bingham, G. E. (in press). Teachers’ beliefs and usage of video exemplars and engagement features of an online professional learning system for promoting early writing. Technology, Knowledge, and Learning. IF: 3.3 https://doi.org/10.1007/s10758-023-09702-5
  • Gerde, H. K., & Bingham, G. E. (2023). Using the science of early literacy for professional development for writing. In S. Cabell, N. Patton-Terry, & S. Neuman (Eds). Handbook on the Science of Early Literacy. Guilford.
  • Bingham, G. E., & Gerde, H. K. (2023). Early childhood teachers’ writing beliefs and practices. Frontiers in Psychology, 14. IF: 3.8 https://doi.org/10.3389/fpsyg.2023.1236652
  • Bingham, G. E., Gerde, H. K., Pikus, A. E., Rohloff, R., Quinn, M. F., Bowles, R. P., & Zhang, X. Y. (2022). Examining teachers’ early writing knowledge and practices. Reading and Writing, 35, 2201-2227. https://doi.org/10.1007/s11145-022-10299-x IF: 2.87
  • Bingham, G. E., Gerde, H. K., Zhang, C., & Zhang, X. Y. (2022). Supporting the writing development of emergent bilingual children: Universal and language specific approaches. The Reading Teacher, 76(4), 390-399. IF: 1.78
  • Chandler, M., Gerde, H. K., Bowles, R. P., McRoy, K. Z., Pontifex, M. B., & Bingham, G. E. (2021). Self-Regulation moderates the relationship between fine motor skills and writing in early childhood. Early Childhood Research Quarterly, 57, 239-250. doi: 10.1016/j.ecresq.2021.06.010
  • Quinn, M. F., Bingham, G. E., & Gerde, H. K. (2021). Who writes what when?: Examining children’s early composing. Reading and Writing: An Interdisciplinary Journal, 34, 79–107. https://doi.org/10.1007/s11145-020-10063-z

Outreach Initiatives

The Institute partners with a range of early childhood professionals across Texas. The Institute partners with Blinn College and Texas Association for the Education of Young Children to bring you the Texas Play and Development Conference. This annual event provides engaging keynote speakers and research-based workshop style professional learning for early educators. Join us to network with early childhood colleagues and earn six hours of TECPDS.

Aggie Opportunities

Being a part of a team that helps push the field forward is something really, really exciting to me.

Institute faculty members are housed in departments and colleges across campus including education, special education, psychology, public policy, agricultural economics, nursing, and more! These connections throughout the University create innovative opportunities for faculty and students to work on multidisciplinary research and outreach projects that solve complex solutions impacting young children and their families. Further, the Institute partners with child care programs, schools and clinics, including our own Becky Gates and Charlotte Sharp Children’s Centers and the Reading Clinic, to support student implementation of research-based teaching and learning practices. Integrative undergraduate and graduate programs provide cutting-edge learning opportunities for Aggies.

The Institute provides research opportunities for both undergraduate and graduate students as well as post-doctoral fellows from a variety of disciplines across campus who are interested in young children’s development and learning. The Institute provides students multiple opportunities to contribute to federally-funded research sponsored by the National Institutes of Health, the US Department of Education, The National Science Foundation, and more.

Using an apprenticeship model, Institute faculty mentor students through each step of the research process from idea generation to dissemination of research. Students are encouraged to present their research at local, state, and national conferences and supported to publish in peer-reviewed journals.


To learn more about research opportunities at The Institute contact Jenn Cardona

Institute faculty

Faculty Grant Highlights

Hope K. Gerde, Ph.D.

Director, Institute for Early Childhood Development & Education

Marc Goodrich, Ph.D.

Assistant Professor, Teaching, Learning & Culture

Margaret Quinn, Ph.D.

Assistant Professor, Teaching, Learning & Culture

Jose Palma, Ph.D.

Assistant Professor, Teaching, Learning & Culture

Julie Thompson, Ph.D.

Assistant Professor, Educational Psychology, Director of Behavioral Learning INterventions for Children (BLINC) Lab

Laci Watkins, Ph.D.

Associate Professor, Teaching, Learning & Culture

Jodi Nerren, Ph.D.

Assistant Professor & Extension Specialist, Family and Community Health

Amy Jurica

Outreach Manager, Research Enterprise & Outreach

Jeff Gagne, Ph.D.

Assistant Dean, Associate Professor, Educational Psychology

Jeff Liew, Ph.D.

Professor and Interim Department Head, Educational Psychology

Ramona Pittman, Ph.D.

Associate Professor, Teaching, Learning & Culture

Emily Cantrell, D.Ed.

Clinical Associate Professor, Teaching, Learning & Culture

Eleanor Su-Keene, Ph.D.

Assistant Professor, Teaching, Learning & Culture

Quinita Ogletree, D.Ed.

Clinical Assistant Professor, Teaching, Learning & Culture

Radhika Viruru, Ph.D.

Clinical Professor, Teaching, Learning & Culture

Arianna Pikus

Assistant Professor, Teaching, Learning & Culture

Rebecca Brooker

Associate Professor, College of Arts and Science

Allegra Midgette

Assistant Professor, College of Arts and Science, Psychological & Brain Sciences

Tyler Prochnow

Assistant Professor, School of Public Health

Florina Erbeli

Assistant Professor, Educational Psychology

Daniel Hajovsky

Associate Professor, Educational Psychology

Sandra Acosta

Associate Professor, Educational Psychology

Kalena Cortes

Verlin and Howard Kruse ‘52 Founders Professor, Bush School of Government & Public Service

Kristen Shumbera

Lecturer, Teaching, Learning & Culture

Zhe Wang

Assistant Professor, Educational Psychology

Rudy Nayga

Professor and Department Head, Agricultural Economics

Grace Melo Guerrero

Assistant Professor, Agricultural Economics

Pourya Valizaeh

Research Assistant Professor, Agricultural Economics

Ly Nguyen

Instructional Assistant Professor, Agricultural Economics

Ping Xiang

Professor, Kinesiology & Sport Management

Jiling Liu

Clinical Associate Professor, Associate Department Head for Graduate Studies, Kinesiology & Sport Management

Eunji Cho

Assistant Professor, Texas A&M-Texarkana

Events

Distinguished Scholar Lecture

Opportunities and challenges: Partnering with laboratory preschools in ways that strengthen the university and community

10 a.m. - 12 p.m. Tuesday, November 19, 2024, AgriLife Center
  • Speaker: Brent McBride
  • About: Join the Institute for a presentation on the importance of integrating laboratory preschools into our university and community.
View event flyer

Early Childhood Interest Group Meetings

Early Childhood Interest Group Meeting

2 p.m. - 3 p.m. Wednesday, November 6, 2024, EPRC 202
  • Speaker: Dr. Doris Baker, Associate Professor, Department of Special Education and Department of Curriculum and Instruction, University of Texas at Austin

Early Childhood Interest Group Meeting

2 p.m. - 3 p.m. Wednesday, November 20, 2024, EPRC 202
  • Speaker: Dr. Sharon Carnahan, Professor of Psychology, Executive Director of the Child Development and Student Research Center

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