Office Hours: Spring 2019 Tuesday 12:30 PM -3:30 PM
Phone: +1 (212) 220-1321
I am teacher, researcher, and community activist born and raised outside of Baltimore, MD. In 1993 I moved to New York City and worked with infants, toddlers, and families for more than 20 years. Since fall 2015, I have had the pleasure of teaching and learning from the students and colleagues in the Teacher Education Department at the Borough of Manhattan Community College (BMCC) – CUNY. I live in Yonkers with my wife and dogs, where I am a member of Mayor Mike Spano’s LGBTQ Advisory Board; the Vestry of St. John’s Church, Getty Square; Yonkers Pride, which organizes Yonkers annual PrideFest; and, the Yonkers Basics Advisory Board.
- Infant/ toddler development and curriculum
- Infant/ Toddler workforce development
- Pre-service infant/toddler teacher development
- Family-centered programming
- Early Intervention for infants/ toddlers with disabilities
B.A., Deaf Education and Social Sciences, Flagler College, St. Augustine, FL (1993)
M.S.Ed.,Infant/Parent Development and Early Intervention, Bank Street College of Education, New York, NY (1996)
Ed.D., Education Leadership, Management, and Policy, Seton Hall University, South Orange, NJ (2015)
- This course examines the psychological and psychosocial foundations of early childhood and relates these foundations to educational practice with your children, birth to eight years. It focuses on historical and contemporary theories of childhood development. Early learning is considered in relation to biological factors, child and family factors, program factors and social factors, particularly in diverse urban settings. Young children?s physical, cognitive, communicative, social and emotional development is explored as contributors to and as consequences of early learning experiences. This course requires 15 hours of fieldwork.
- This course focuses on the theories, methods and materials of early childhood education for infants (birth to 18 months), with emphasis on addressing developmental needs and culturally appropriate practices in their education and care. The following topics are explored in depth: social, emotional, cognitive and physical development of infants; basic principles of infant care giving, including providing culturally sensitive and consistent care; arrangement of the environment and developmentally appropriate experiences to promote infant growth and learning; the role of parents and establishing partnerships with families.
Prerequisite: Grade of C or better in ECE 110
- This course provides an overview of the social context of early care and education. It focuses on the historical, philosophical, sociological, and political foundations of programs for young children, birth to eight years. The following topics will be explored in depth: Historical and contemporary theories of early childhood education, multicultural and social ecological factors in early care and schooling, particularly for diverse urban settings; early childhood programming; family and community involvement; advocacy, trends and current issues in early childhood practice. This course requires 30 hours of fieldwork. Prerequisite: Grade of C or better in ECE 110
- This is a capstone fieldwork course that enables students to demonstrate their competencies teaching infants and toddlers. It requires supervised participation in an assigned early childhood education setting (birth to 36 months) and attendance at a weekly seminar. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors, and build a comprehensive understanding of children and families. Child centered, play-oriented approaches to teaching, learning and assessment; and knowledge of curriculum content areas will be emphasized as student teachers design, implement and evaluate experiences that promote positive development and learning for infants and toddlers with diverse learning styles and needs. Students spend a minimum of 90 hours in the field. Prerequisite: Grade of C or better in ECE 308 and ECE 309
- 3 CRS.2 HRS.2 LAB HRS.ECE 410 (Educational Foundations and Pedagogy for the Exceptional Child)
- This course examines the education of children (birth to 8 years) with special needs, along with the historical, social, cultural, and legal foundations of special education in the U.S. It explores the causes and effects of various exceptionalities, including: emotional, intellectual, physical, visual, auditory, orthopedic, speech and/or language and giftedness. Techniques for differentiated learning and universal design are analyzed; issues of ethno-cultural diversity are explored, including methods for working with the families of children with special needs in respectful non-biased ways. This course requires 25 hours of fieldwork.
Prerequisite: Grade of C or better in ECE 308 and ECE 309 or Grade of C or better in ECE 311 and ECE 312
Research and Projects
Guirguis, R. V. & Longley, J. M. (2021). Play and trauma in young Children during a pandemic. Dimensions of Early
Childhood Education, 49(1), 24-27.
Longley, J. M. (2020). Finding my voice. In J. Sablan & J. A. Van Galen (Eds.). Amplified voices, intersecting identities:
First-gen PhD’s navigating institutional power in early academic careers. Boston, MA: Brill.
Longley, J. M. (2020). Embracing LGBTQ staff in early childhood programs. Young Children, 75(2), 66-73
Longley, J. M. & Gilken, J. (2020). Mentoring in early childhood settings: Elements of effective relationships. Dimensions of
Early Childhood Education, 48(1), 17-21.
Longley, J. M. & Gilken, J. (2019). Preparing infant-toddler professionals: A community college’s perspective. Occasional
Paper Series, (42). https://educate.bankstreet.edu/ occasional-paper-series/vol2019/iss42/8 Pre