Deborah Vandell | |
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Occupation | Professor of Education |
Awards |
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Academic background | |
Alma mater | Rice University Harvard University Boston University |
Academic work | |
Institutions | University of California,Irvine |
Deborah Lowe Vandell is a developmental psychologist and an expert on the impact of early child care on children's developmental trajectories and the benefits of children's participation in afterschool programs and other organized activities. [1] [2] [3] She is the Founding Dean of the University of California,Irvine School of Education and Chancellor Professor of Education and Psychology. [4]
Vandell is a Member of the National Academy of Education [5] and a Fellow of the American Psychological Association (APA), [6] the Association of Psychological Science, [7] and the American Educational Research Association. [8] In 2020 Vandell served as President of the APA,Division 7 (Developmental Psychology). [9]
Vandell has received a number of prestigious honors over her career. In 2014,she was named one of the 25 Most Influential People in Afterschool by the National AfterSchool Association. [10] That year she also received the National "Afterschool for All" Champion Award from Afterschool Alliance [11] and a Woman to Watch Award from the Orange County Register. [12] In 2019 she received the Society for Research in Child Development Award for Distinguished Contributions to Public Policy and Practice in Child Development,citing her work "helping policy makers and program developers make evidence-based decisions about how early caregiving,in particular non-parents,affect child development." [13]
Vandell received her B.A. in psychology in 1971 from Rice University [14] and an Ed.M. in Human Development at Harvard University in 1972. She gained teaching experience from 1972-1973 working as a Kindergarten and second grade teacher. [14] Vandell continued her education at Boston University,obtaining a Ph.D. in Psychology in 1977. Her dissertation titled "Boy toddlers' social interaction with mothers,fathers,and peers" [15] was conducted under the supervision of Edward C Mueller. [16]
Vandell held faculty positions at the University of Texas at Dallas (1976-1989) and at the University of Wisconsin–Madison (1989-2005) before moving to the University of California,Irvine in 2006. [14]
Vandell created the Afterschool Outcomes Online Toolbox, [17] used by the state of California to determine the quality of afterschool programs and their impact on children's skills development,including science,technology,engineering,and mathematics (STEM) learning outcomes. [4] She has provided testimony before the U.S. Congress and other governing to inform decisions on early childhood and afterschool programming policies [4] and was an invited participant in the White House Conference on Child Care and the White House Conference on Early Brain Development (both held in 1997). [14]
Vandell served a lead scientist in the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network [18] and the NICHD Study of Early Child Care and Youth Development. [19]
Vandell is co-author of the textbook Life-Span Development:Infancy Through Adulthood (with Laurence Steinberg,Marc H. Bornstein,and Karen S. Rook). [20]
Vandell had contributed to large-scale,longitudinal studies exploring how the quality of a child's care impacts their academic and social development from early childhood up to adolescence. [19] [21] The findings indicate that children who have access to full-time experienced caregivers have better social,cognitive,behavioral,and academic outcomes than children attended to by part-time caregivers. [18] Children who do not have access to a good quality of care,whether it be from home or school programs,are more impulsive,risk-taking,and are less likely to respond well in social situations. [22] Vandell's research on the impact of afterschool programs on children's academic and behavioral development indicates benefits of enrollment in afterschool programs in elementary school,including increased school attendance and academic skills and lower incidence of behavioral problems such as aggression. [23]
Developmental psychology is the scientific study of how and why human beings change over the course of their life. Originally concerned with infants and children,the field has expanded to include adolescence,adult development,aging,and the entire lifespan. Developmental psychologists aim to explain how thinking,feeling,and behaviors change throughout life. This field examines change across three major dimensions,which are physical development,cognitive development,and social emotional development. Within these three dimensions are a broad range of topics including motor skills,executive functions,moral understanding,language acquisition,social change,personality,emotional development,self-concept,and identity formation.
The Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) is one of the National Institutes of Health (NIH) in the United States Department of Health and Human Services. It supports and conducts research aimed at improving the health of children,adults,families,and communities,including:
A parent education program is a course that can be followed to correct and improve a person's parenting skills. Such courses may be general,covering the most common issues parents may encounter,or specific,for infants,toddlers,children and teenagers. These courses may also be geared towards parents who are considering having a child,or adopting one,or are pregnant.
The Carolina Abecedarian Project was a controlled experiment that was conducted in 1972 in North Carolina,United States,by the Frank Porter Graham Child Development Institute to study the potential benefits of early childhood education for poor children to enhance school readiness. It has been found that in their earliest school years,poor children lag behind others,suggesting they were ill-prepared for schooling. The Abecedarian project was inspired by the fact that few other early childhood programs could provide a sufficiently well-controlled environment to determine the effectiveness of early childhood training.
After-school activities,also known as after-school programs or after-school care,started in the early 1900s mainly just as supervision of students after the final school bell. Today,after-school programs do much more. There is a focus on helping students with school work but can be beneficial to students in other ways. An after-school program,today,will not limit its focus on academics but with a holistic sense of helping the student population. An after-school activity is any organized program that youth or adult learner voluntary can participate in outside of the traditional school day. Some programs are run by a primary or secondary school,while others are run by externally funded non-profit or commercial organizations. After-school youth programs can occur inside a school building or elsewhere in the community,for instance at a community center,church,library,or park. After-school activities are a cornerstone of concerted cultivation,which is a style of parenting that emphasizes children gaining leadership experience and social skills through participating in organized activities. Such children are believed by proponents to be more successful in later life,while others consider too many activities to indicate overparenting. While some research has shown that structured after-school programs can lead to better test scores,improved homework completion,and higher grades,further research has questioned the effectiveness of after-school programs at improving youth outcomes such as externalizing behavior and school attendance. Additionally,certain activities or programs have made strides in closing the achievement gap,or the gap in academic performance between white students and students of color as measured by standardized tests. Though the existence of after-school activities is relatively universal,different countries implement after-school activities differently,causing after-school activities to vary on a global scale.
Compensatory education offers supplementary programs or services designed to help children at risk of cognitive impairment and low educational achievement succeed.
Kathy Hirsh-Pasek is the Stanley and Deborah Lefkowitz Professor of Psychology at Temple University in Philadelphia,where she directs the Temple University Infant Language Laboratory. She is the author of 14 books and over 200 publications on early childhood and infant development,with a specialty in language and literacy,and playful learning. Her book,Becoming Brilliant,written with colleague Roberta Golinkoff,was on the NYT Best Seller's list in education and parenting. Hirsh-Pasek is also a senior fellow at the Brookings Institution's Center for Universal Education. She was the past president of the International Congress of Infant Studies. and is on the governing board of the Society for Research in Child Development.
The differential susceptibility hypothesis proposed by Jay Belsky is another interpretation of psychological findings that are usually discussed according to the diathesis-stress model. Both models suggest that people's development and emotional affect are differentially susceptible to experiences or qualities of the environment. Where the Diathesis-stress model suggests a distinct and mostly negativity-sensitive group,Belsky describes a group that is sensitive to negative experiences but also to positive experiences. These models may be complementary,if some individuals are dually or uniquely positivity-sensitive,while other people are uniquely negativity-sensitive.
Child displacement is the complete removal or separation of children from their parents and immediate family or settings in which they have initially been reared. Displaced children includes varying categories of children who experience separation from their families and social settings due to several varied reasons. These populations include children separated from their parents,refugees,children sent to boarding schools,internally displaced persons or IDPs,and asylum seekers. Thus child displacement refers to a broad range of factors due to which children are removed from their parents and social setting. This include persecution,war,armed conflict and disruption and separation for varied reasons.
K. Alison Clarke-Stewart was a developmental psychologist and expert on children's social development. She is well known for her work on the effects of child care on children's development,and for her research on children's suggestibility. She has written over 100 articles for scholarly journals and co-authored several leading textbooks in the field.
E. Mavis Hetherington is a retired psychology professor at the University of Virginia. She is a leading researcher on the impacts of divorce,family as units,and the development of children. Throughout her career she has published more than 200 articles and edited 13 books. While a professor at the University of Virginia she helped improve their psychology department,making them a nationally ranked program. Hetherington also introduced a new method of analyzing observational research as well as help open the field of psychology to women by overcoming discrimination in her early career.
Aletha C. Huston is an American developmental psychologist and professor known for her research on the effects of poverty on children,on how child care and income support policies impact children's development,and for ground-breaking research on the impact of television and media usage on child development. Huston is the Priscilla Pond Flawn Regents Professor Emeritus in Child Development at the University of Texas at Austin.
Nancy Eisenberg is a psychologist and professor at Arizona State University. She was the President of the Western Psychological Association in 2014-2015 and the Division 7 president of the American Psychological Association in 2010-2012. Her research focuses on areas of emotional and social development of children. She is also in charge of a research lab at Arizona State University where undergraduate researchers help in longitudinal studies of social and emotional development in children and young adolescents.
Margaret R. Burchinal is a quantitative psychologist and statistician known for her research on child care. She is Senior Research Scientist and Director of the Data Management and Analysis Center of the Frank Porter Graham Child Development Institute of the University of North Carolina at Chapel Hill.
Natasha J. Cabrera is a Canadian developmental psychologist known for her research on children's cognitive and social development,focusing primarily on fathers' involvement and influence on child development,ethnic and cultural variations in parenting behaviors,and factors associated with developmental risk. She holds the position of Professor in the Department of Human Development and Quantitative Methods at the University of Maryland,College of Education,where she is Director of the Family Involvement Laboratory and affiliated with the Maryland Population Research Center. Cabrera also holds the position of Secretary on the Governing Council of the Society for the Research on Child Development and has served as Associate Editor of Early Childhood Research Quarterly and Child Development. Her research has been featured in The Wall Street Journal,Education Week,Time,and The Atlantic.
Daphne Blunt Bugental was a psychologist known for her research on parent-child relationships,infant and child maltreatment,and family violence. At the time of her death,she was Professor Emerita of Psychology at the University of California,Santa Barbara.
Alison Nenos Cernich is an American neuropsychologist specializing in traumatic brain injury and computerized neuropsychological assessment. She is the deputy director of the Eunice Kennedy Shriver National Institute of Child Health and Human Development. Cernich was previously deputy director of the Defense Centers of Excellence for Psychological Health and Traumatic Brain Injury,assistant professor of neurology at University of Maryland School of Medicine,and chief of neuropsychology at the VA Maryland Health Care System.
Stephanie Johnson Rowley is a developmental psychologist known for her work on racial identity and parental socialization of race and ethnicity. Rowley is Provost,Dean and Vice President for Academic Affairs and Professor of Psychology and Education at Teachers College,Columbia University. She is a member of the Governing Council of the Society for Research in Child Development.
Patrice Lee Engle was a developmental psychologist known as a pioneer in the field of global early childhood development and for her international work advocating for children's education and healthcare. She was Professor of Psychology and Child Development at California Polytechnic State University,San Luis Obispo.
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