Phone: +1 (212) 220-1213
Hold a Masters degree from Sheffield University , U.K. , and another Masters ( Maxwell School ) and Ph.D. from Syracuse University
ECE 110, ECE 410, EDU 201, and fieldwork courses in ECP (ECE 311 & ECE 411). Research areas include cross-cultural fatherhood, Gender-sensitivity, childcare management, and issues relating to the development and education of boys. Keen interest in learning history and culture. Travelled to many countries and taught in Africa.
Teacher Education, Fatherhood , Early Childhood Education , Cultural Diversity, Childcare Management, Child Development and Learning
Ph.D. Child Development Syracuse University
M.A. Syracuse University
M.A. Sheffield University
- 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
- This course focuses on children's physical, cognitive, linguistic and socio-emotional development, and the related implications for learning. Within the context of race, class and culture, the following topics are explored in depth: the nature of intelligence, gender identity, attachment and other psychosocial attributes (typical and atypical). Students participate in a minimum of 15 hours of course-related fieldwork.
Prerequisites: PSY 100
- This is a fieldwork course focusing on the observation and assessment of young children. It requires supervised participation in an assigned early childhood education setting (preschool to second grade) and attendance at a weekly seminar. Students will learn the appropriate use of assessment and observation strategies to document the development, growth, play and learning of young children; and how authentic assessment methods can be used to tailor curriculum to promote children?s success. Recording strategies, rating systems, child studies/portfolios, and various assessment tools are explored. Students spend a minimum of 60 hours in the field. Prerequisite: Grade of C or better in ECE 210 and ECE 211
- 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 is a capstone fieldwork course that enables students to demonstrate their competencies teaching young children. It requires supervised participation in an assigned early childhood education setting (preschool to 2nd grade) 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 311 and ECE 312
Research and Projects
Primary level skill acquisition
1. Complexities in managing the child care industry: An observation. Education. 133 (Co-author)
2. Gender sensitive teaching: A reflective approach for early childhood education teacher training programs. Education. 129(1), 110-118.
3. Parental Roles in the acquisition of Primary Level Skills: An Exploratory view on the Low-Income Hispanic-American families with 3 and 4-year Old Children. Education. 127 (1), 73-82.
4. Ethnic Composition of the Clientele and the Managerial Challenges of Private Urban Child Care Centers: Some strategic Implications. Education. 123 (4), 798-814.(Co-author)
5. Organizational Profile, HR Practices and the Perceived Quality and Performance of Small Businesses: Empirical Highlights from the Urban Child Care Centers. International Business and Economics Research Journal. 2 (6), 95-105.(Co-author)
6. Employee Turnover in the Small Business: Insights from Urban Child care Centers. Journal of Business Economic Research. 2(2), 61-66.(Co-author)
7. Employee Turnover in the Small Business: Insights from Urban Child care Centers. Proceedings of the International Business & Economics Research Conference. Western Academic Press, Littleton, Colorado.(Co-author)
8. Ethnic Preschoolers: How their Fathers can be more involved?. Clearing House on Elementary and Early Childhood Education, University of Illinois, Urbana-Champaign, Chicago. Illinois.
9. Puerto Rican fathers’ involvement with their preschool-aged children Hispanic Journal of Behavioral Science. 15, 96-107.(Co-author)
10. Gentle play partners: Mother child and father child play in New Delhi, India. In K. McDonald (ed). Parent Child Play. Albany: State University of New York Press.
11. Sociodemographic factors, functioning style, social support, and fathers’ involvement with preschoolers in African-American families. Journal of Marriage and Family 54 (3), 699-707.(Co-author)
12. Land tenure and environment: A study of intra-urban residential risk variation among families living in Maiduguri, Nigeria Oriental Geographer. 36 (1), 39-52.
13. Social cognition behaviors and preferences in same-age and mixed-age classrooms over a 6-month period. American Educational Research Journal 29(4), 298-311.(Co-author)
14. Parent-Infant Rough Play: Its Cultural Specificity. Early Education and Development. 3 (4), 298-311.(Co-author)
15. Parental reports of early patterns of caregiving, play and discipline in India and Malaysia, Early Child Development and Care,
50, 109 120. (Co-author)
Grass Roots Commitment: Basketball and Society in Trinidad and Tobago. Play and Culture, 3, 350 351.