Meet the DAP Symposium Speakers!
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Don't miss these amazing speakers!
Join us June 9–10 for a one-of-a-kind event featuring the leading voices in the field and their perspectives on the new DAP statement. Read their bios below, and be sure to register early for the best rates!
Sue Bredekamp, Ph.D. Is an early childhood specialist who consults with state and national organizations on Developmentally Appropriate Practice, curriculum, teaching, and professional learning. She is an editor of the 1987, 1997, and 2009 editions of NAEYC’s Developmentally Appropriate Practice. She is the author of an introductory teacher education textbook, Effective Practices in Early Childhood Education: Building a Foundation, 4th ed.
Barbara Willer, Ph.D. Is retired from NAEYC after 35 years of service and leadership. During her tenure, Dr. Willer led many substantive projects to achieve NAEYC’s mission. The capstones of her contributions to NAEYC and the field are leading the development of the position statement on Advancing Equity in Early Childhood Education and the 2020 revision of Developmentally Appropriate Practice.
Dr. Iliana Alanis is a Professor of early childhood/elementary education at The University of Texas at San Antonio. Her research focuses on the intersection of early childhood and dual language education. Her most recent work, published by NAEYC, is Supporting Dual Language Learners in Diverse Environments in Preschool and Kindergarten.
Maria Arreguin is Professor in Early Childhood and Elementary Education at the University of Texas at San Antonio. She received her Ed.D. in bilingual education from Texas A & M University-Kingsville. Her research focuses on dyadic learning in bilingual-dual language settings.
Dr. Irasema Salinas-Gonzalez, Ed.D. is Associate Professor and Coordinator of the Early Care and Early Childhood Studies program at the University of Texas-Rio Grande Valley. She has over 20 years experience working in early childhood settings with a focus on emergent bilingual children.
Douglas H. Clements is Distinguished University Professor and Kennedy Endowed Chair in Early Childhood at the University of Denver. Focusing on early education, especially mathematics education and educational technology, he has published over 166 refereed research studies, 27 books, 100 chapters, and 300 additional works , and has directed more than 38 funded projects. His contributions have led to the development of new mathematics curricula, software, teaching approaches, teacher training initiatives, and models of “scaling up” interventions, including the widely used professional development resource, the Learning and Teaching with Learning Trajectories tool at LearningTrajectories.org. He has served on the U.S. President's National Mathematics Advisory Panel, the Common Core State Standards committee, and the National Research Council’s Committee on Early Mathematics, and is and co-author each of their reports. http://www.researchgate.net/profile/Douglas_Clements
Deborah J. Stipek, Ph.D. is the Judy Koch Professor of Education and the former I James Quillen Dean of the Graduate School of Education at Stanford University. Her doctorate is from Yale University in developmental psychology. Her scholarship concerns instructional effects on children’s achievement motivation and early childhood education. In addition to her scholarship, she served for five years on the Board on Children, Youth, and Families of the National Academy of Sciences and is a member of the National Academy of Education. She also chaired the MacArthur Foundation Network on Teaching and Learning. She currently chairs the Heising-Simons Development and Research on Early Math Education Network. Dr. Stipek served 10 of her 23 years at UCLA as Director of the Corinne Seeds University Elementary School and the Urban Education Studies Center.
Susan Friedman is NAEYC's Senior Director of Publishing and Content Development and leads the content development work of NAEYC’s books and periodicals publishing. Early childhood educators rely on NAEYC books and periodicals and related content to stay up to date on research and effective practices they can apply directly to their classrooms. Susan has extensive experience creating content on developmentally appropriate practices, media and young children, play, equity and other topics for educators and families. She began her career as a preschool teacher in New York City and holds degrees from Vassar College and the Harvard Graduate School of Education.
Lorena Mancilla is Director of WIDA Early Years. Her research is informed by her professional experience as an educator, her commitment to social justice, and her passion for serving bilingual/multilingual children and families. She brings to her work knowledge and expertise in family engagement, language development, multicultural education, and professional learning. Lorena joined WIDA in 2010 as a professional learning specialist for WIDA K-12 standards and assessments and has held various positions including lead developer of family engagement resources and a core member of the WIDA Spanish language development standards team. She joined the WIDA Early Years team in 2016. In this role, she leads the development of WIDA Early Years resources and supports state leaders across the Early Years Network. Lorena completed her Ph.D. in Curriculum and Instruction at the University of Wisconsin-Madison. Her research focuses on the intersection of family engagement and language education.
Marie Masterson, PhD, is the director of quality assessment at the McCormick Center for Early Childhood Leadership at National Louis University, where she oversees assessment for Illinois ExceleRate. She holds a doctorate in early childhood education, is a licensed teacher, and is a national speaker, child behavior expert, and author of multiple books and articles that address research-based, practical skills for high-quality teaching, family child care, and early childhood leadership. Dr. Masterson is a former university professor and early childhood specialist for the Virginia Department of Education.
Amanda Bryans has worked in the Administration for Children and Families, Department of Health and Human Services since 1999. During that time, she has led efforts to improve the quality and effectiveness of program services through regulations, research, program monitoring, and training and technical assistance. She currently leads the Office of Head Start’s work on school readiness and research to practice. Amanda has a BS from Cornell University in Human Development and Family Studies and an MS from the State University of New York at Albany in Educational Psychology. She has worked for Head Start for over 30 years including five years as a Disabilities Services and Education Coordinator, and five years as the Director of the Head Start program in Albany, NY.
Pam Brillante is an author, professor, coach, and trainer of early childhood professionals and is recognized as a leading voice on the subject of the inclusion of young children with disabilities within developmentally appropriate classrooms. After a long career as an early childhood special education teacher in NJ public schools, Pam went on to become an Early Childhood Special Education Program Development Specialist for the NJ Department of Education Office of Special Education Programs. Currently, Pam is an Associate Professor in the Department of Special Education, Professional Counseling and Disability Studies at the William Paterson University of New Jersey
Isauro Escamilla works as an early childhood educator in a dual language preschool program of the San Francisco Unified School District. He is a lecturer at San Francisco State University and currently teaches a course on narrative inquiry in early childhood education. He is a Doctoral Candidate in the Ed.D Doctoral Program in Educational Leadership at San Francisco State University. He has contributed articles for the Voices of Practitioners online peer-reviewed NAEYC journal, (https://www.naeyc.org/resources/pubs/vop). He is currently co-authoring a naeyc book on the implementation of Learning Stories through Inquiry Groups in the US. He serves as Vice-President of Supporting the Advancement of Learning Stories in America (www.salsa-global.org). He thanks educators in Aotearoa New Zealand for sharing their expertise and inspiration on their Learning Story journey.
Barbara Henderson, PhD, is the Director of the Doctoral Program in Educational Leadership at San Francisco State University and Professor in Elementary Education with an Early Childhood specialization. Her research expertise is in practitioner and teacher research. She is one of the founding editors of NAEYC’s teacher research journal, Voices of Practitioners.
Megina Baker is Lecturer Faculty in the Early Childhood Education program at Boston University’s Wheelock College of Education and Human Development, teaching courses on play and early childhood curriculum. Megina co-facilitates a teacher research group for early childhood leaders across Massachusetts, and is a research collaborator on the Pedagogy of Play project at Harvard Graduate School of Education’s Project Zero, where she helped to develop a version of teacher research known as Playful Participatory Research. She is also a member of the Voices of Practitioners editorial board.
Martha Melgoza, EdD is a teacher and director at Skytown Preschool, a parent cooperative in Richmond, California, where teachers and families work along-side one another to support children’s development. Dr. Melgoza also consults with cooperative schools seeking to strengthen their school practices, and she conducts workshops with parents to support them with mindful and intentional parenting. Martha has been an educator for 32 years with experience running from work with infants and toddlers, to fifth graders, to college courses. Martha holds a BA in Chicano Studies from UC Berkeley, an MA in Early Childhood Education, and an EdD in Educational Leadership from San Francisco State University.
Patricia Sullivan, EdD transitioned from the YMCA after 10 years of service and opened Baby Steps Nature School in 1992; a family childcare center that focuses on the joy and inspiration children experience in child-centered, outdoor learning. Pat is also an adjunct instructor in early childhood education at SFSU and CCSF and holds several seats on San Francisco early childhood education community boards and commissions.
Andrew J. Stremmel is Professor in the Division of Education, Counseling, and Human Development in the College of Education and Human Sciences at South Dakota State University. His research expertise is in teacher action research and Reggio Emilia-inspired, inquiry-based approaches to early childhood teacher education and curriculum. He is an executive editor of Voices of Practitioners.
Iheoma U. Iruka, Ph.D., is a Research Professor in the Department of Public Policy, a Fellow at the Frank Porter Graham Child Development Institute (FPG), and the Founding Director of the Equity Research Action Coalition at FPG at the University of North Carolina at Chapel Hill. Dr. Iruka’s work focuses on family engagement and support, quality rating and improvement systems, and early care and education systems and programs. She focuses on ensuring excellence for young diverse learners, especially Black children and their families, through the intersection of anti-bias/anti-racist research, program, and policy. Dr. Iruka serves and or has served on numerous national and local boards and committees, including the Brady Education Foundation, Trust for Learning, the National Academies of Sciences, Engineering, and the American Psychological Association’s Board of Educational Affairs Racial Disparities in PreK-12 Education.
Barbara Kaiser, MA, is a behavior specialist, trainer, and a consultant. Barbara is the co-author of NAEYC’s recent publication, Addressing Challenging Behavior in Young Children: The Leader’s Role (2021), Challenging Behavior in Young Children: Understanding, Preventing and Responding Effectively 4th Edition (Pearson 2017), and NAEYC’s best seller, Meeting the Challenge: Effective Strategies for Challenging Behaviours in Early Childhood Environments (1999, CCCF). Over a period of 25 years Barbara founded and served as the director of two child care centers and an after school program. She has also taught part-time in the Faculty of Education at Concordia University in Montreal, Quebec and Acadia University in Nova Scotia.
Camille Catlett is a Senior Technical Assistance Specialist based in Carrboro NC. As part of system change projects at the Frank Porter Graham Child Development Institute, she led efforts to incorporate explicit emphasis on children and families of diverse cultures, languages, abilities, and life circumstances in professional development efforts in over 30 states. Her work with talented partners on the Crosswalks project yielded a flexible and evidence-based model for enhancing higher education courses and programs. She supports early intervention and early childhood colleagues through technical assistance, research, presentations, writing, resources, and position statements. Her current projects and research efforts focus on incorporating an explicit and intentional emphasis on diversity and equity in professional development and inclusive early childhood quality systems.
Eva M. Horn is a Professor in the Department of Special Education and an investigator for the Lifespan Institute for Developmental Disabilities (LSI). She earned her doctoral degree in Human Development with an emphasis in Special Education from Vanderbilt University. Dr. Horn was a classroom teacher of young children with multiple disabilities for over 10 years. Her research interests focus on effective, instructional techniques for infants, toddlers and preschool children with developmental delays and/or at risk for disabilities and their families. Dr. Horn specializes in early education for infants, toddlers, and young children at risk for developmental delays, and those with identified disabilities.
Amy D. Blessing, M.Ed., NBCT is a NC Kindergarten Demonstration Classroom Teacher with Pender County Schools in Burgaw, North Carolina. Amy has taught kindergarten for over 20 years and has worked with state wide professional development initiatives designed to “learn, model, lead, and empower to effect change for children.” She has earned National Board Certification (Early Childhood Generalist) as well as her Master of Education (M.Ed.) degree in Language and Literacy K-12.
Dr. Brian L. Wright is an Associate Professor and Program Coordinator of Early Childhood Education in the Department of Instruction and Curriculum Leadership in the College of Education at the University of Memphis. Brian's research and publications examine high-achieving African American boys in urban schools preK-12, racial-ethnic identity development of boys and young men of color, African American males as early childhood teachers, and teacher identity development. Brian is the author of the award-winning book, “The Brilliance of Black Boys: Cultivating School Success in Early Grades.” Brian is co-editor of the forthcoming fourth edition (2021) of “Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age, 8” published by NAEYC. Brian is a recently selected member of the 2021 NAEYC President's Emerging Leaders Circle Inaugural Cohort.
Annie Moses is the Director of Periodicals / Editor in Chief at the National Association for the Education of Young Children (NAEYC). Prior to joining NAEYC, she served as an associate professor of Early Childhood / Teacher Education and coordinated the Early Childhood licensure program at John Carroll University. Dr. Moses completed a post-doctoral fellowship in the Annenberg School for Communication at the University of Pennsylvania, and she is a graduate of the doctoral program in educational psychology at Michigan State University. Her research and publications have focused on early literacy, media, and early childhood education.
Dr. Jennings studies the impact of media on the lives of children and their families and public policies and practices involved with children’s media. Her research focuses on children's cognitive and social development and their use of media. She employs experimental design as well as qualitative methodologies to explore children’s relationships with media characters. She has also conducted evaluation research on educational media and outreach programs and content analyses and textual analyses of media content. She has authored Tween Girls and Their Mediated Friends (2014) and co-edited 20 Questions about Youth and the Media with Sharon Mazzarella (2018). Dr. Jennings has published on other topics including virtual environments, children’s advertising, families and media, and media violence in peer-review journals and book chapters. She provides parent education programs on children’s media use and directs the Children’s Education and Entertainment Research (CHEER) Lab.
Fashina Aladé is an Assistant Professor in the College of Communication Arts & Sciences at Michigan State University. Her work lies at the intersection of media effects, developmental psychology, and early childhood education, with a focus on young children’s comprehension of and learning from educational media. Dr. Aladé's research has won top paper awards from the International Communication Association, and has been published in journals such as Media Psychology and the Journal of Children and Media. She serves as the Associate Editor for the Society for Research in Child Development’s Social Policy Report, and she has also worked with WTTW Chicago and MediaKidz Research and Consulting, Inc. on a variety of projects evaluating children’s television programs and online games. She earned her PhD at Northwestern University in Media, Technology, & Society, where she conducted research with the Center on Media and Human Development.
Jennifer Kotler Clarke is a social scientist with expertise in children and adolescents’ engagement with and learning from media and technology. She currently leads the Kids and Family and Google Play research teams. Her team’s mission is to use useinsights from mixed-method research approaches to help craft delightful, enriching and educational experiences for Android users and developers around the world. Prior to her role at Google, Jen served as the Vice President of Content Research and Evaluation at Sesame Workshop, where she worked for 16 years. Jen received her PhD in Child Development from the University of Texas at Austin and has just completed a 4-year term on the Equity and Justice committee of the Society for Research in Child Development.
Catherine Scott-Little is a Professor in Human Development and Family Studies at the University of North Carolina at Greensboro, where she is the co-director of the Birth through Kindergarten graduate program. She has conducted research and provided technical assistance to numerous states in the areas of assessment and early learning development standards. Catherine completed her Bachelors degree in Child Development & Family Studies at the University of North Carolina at Greensboro, and earned her Doctorate at the University of Maryland at College Park.
Kathy Reschke is a Senior Content Specialist for ZERO TO THREE. In this role, Dr. Reschke contributes to the design and development of ZERO TO THREE’s multi-disciplinary, competency-based professional development products and services for individuals and organizations. She is first author of the ZERO TO THREE Critical Competencies for Infant-Toddler Educators™ Course Textbook and developed the content for the Critical Competencies for Infant-Toddler Educators™ Online Course and Coaching Program. She also serves as Editorial Assistant for the ZERO TO THREE Journal. Dr. Reschke holds a B.S. in Developmental Psychology from the University of Iowa and an M.S. and Ph.D. in Human Development and Family Studies with a specialization in Early Childhood Education from Iowa State University.
Elisa Huss-Hage is recently retired from Owens Community College after 20+ years where she was a professor in Teacher Education, primarily engaged in preparing early childhood educators to serve children and families in the Toledo, Ohio area. She served on the NAEYC Governing Board from 2016-2020, during which time she served as Chair of the Early Learning Systems Committee. The ELS Committee was responsible for the revisions to the Developmentally Appropriate Practice position statement, revisions to the Professional Standards and Competencies for Early Childhood Educators, along with the creation of the Advancing Equity in Early Childhood Education position statement. Elisa has also been long involved in NAEYC’s Higher Ed work, serving as Chair of the ECADA Commission (2012-2015) and currently serving on the Higher Education Accreditation Commission.
Anthony Broughton is the School of Education's Interim Department Chair, Associate Professor of Education, and Director of the Call Me MISTER program at Claflin University. He is also a nationally recognized speaker and educational consultant in the area of culturally relevant pedagogy. He serves on the NAEYC Governing Board as a Governing Board Member-At-Large. He was also a member of the Early Learning Systems Committee; which spearheaded the revisions to the Developmentally Appropriate Practice position statement, revisions to the Professional Standards and Competencies for Early Childhood Educators, and the development of the Advancing Equity in Early Childhood Education position statement. Anthony has been actively involved in NAEYC. He serves as a board member for the South Carolina Affiliate, SCAEYC.