Rebecca R. Garte
Phone: +1 (212) 220-8000;ext=7400
Assistant Professor Rebecca Garte leads courses on the psychological foundations of early childhood education and other subjects through the Teacher Education department at Borough of Manhattan Community College/CUNY.
Her grant-funded research has focused on the social development among children in Head Start, and the relationship between social development and academic achievement from pre-school through elementary school. She is also an expert on the role of intersubjectivity in children’s development from infancy through adolescence, as well as attachment theory and the impact of culture and cultural differences on all areas of development.
Currently, Professor Garte is working on a project to create a formal, grant-funded partnership with a public school in Harlem to create a model Lab school for BMCC students who are majoring in Teacher Education, and to provide professional development to the school’s teachers through BMCC faculty.
- M.A. Teachers College, Columbia University, Curriculum and Instruction, Specialization in Early Childhood,
- Ph.D. The Graduate Center, CUNY, Psychology, Concentration in Developmental,
- 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 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 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
- 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
Research and Projects
- A socio-cultural, activity based account of preschooler intersubjectivity.2015, Culture and Psychology
- Intersubjectivity as a measure of social competence among children attending Head Start: Assessing the measure’s validity and relation to context. I2014, International Journal of Early Childhood.
- The Family in the classroom: How a culturally valid learning community transforms the identity of Latina/o community college students. 2014, Latinas/os on the East Coast: A critical reader (Medina & Macaya,Eds. ) Peter Lang