The Foundation for Child Development fosters the development of policy and practices relevant to scholarship.  In particular, our Young Scholars Program (YSP) continues the tradition of developing the next generation of researchers whose work has the potential to make an impact on the well-being of children and their families. In previous years, the program focused on studies related to children from immigrant families. Currently, our YSP grantees focus on examining questions related to the preparation, practice, and professional learning supporting the early care and education workforce. We are especially interested in implementation studies that explore the ways in which early care professionals can support young children’s growth and development from birth to age eight. Below are profiles of previous grant recipients.

The 2017 Young Scholars (Cohort 14) are: 

Anna Johnson, Ph.D., Georgetown University, “Understanding Publicly Funded Early Care and Education Workforce Supports and Well-being: Implications for Vulnerable Children’s School Readiness”

Michelle Maier, Ph.D., MDRC, “What Matters Most for Teachers and Young Children? An Examination of Teacher Practices, Child Outcomes, and Teacher Professional Development in Low-income Preschool Programs”

Jaime Puccioni, Ph.D., State University of New York at Albany, “Estimating the Differential Impact of Preschool Teachers’ Outreach Efforts on Measures of School Readiness for Children from Economically Disadvantaged Backgrounds: The Mediating Role of Parental Involvement”

The Young Scholars (Cohorts 1-13):

Cecilia Ayón, Arizona State University, “¿Tú de Donde Eres?: Latino Immigrant Families’ Efforts to Resist Discrimination”

Kalina Brabeck, Rhode Island College, “An Exploratory Study of the Experiences of US-Born Children in Latino Immigrant Families”

Christia Spears Brown, University of Kentucky, “Children Succeeding During Demographic Shifts: How Discrimination and Ethnic Identity Predict the Academic Attitudes and Performance of Latino Children in a White Community”

Erin Todd Bronchetti, Swarthmore College, “Public Insurance and the Health of Immigrant Children”

Charissa Cheah, University of Maryland, Baltimore County, “Social Skills of Young Children of Chinese Immigrants: The Role of Sociocultural Context, Parents’ Adaptation, and Parenting”

Dylan Conger, The George Washington University, “Time to English Proficiency Among Young English Learners”

North Cooc, University of Texas at Austin, “The Role of Early Childhood Teacher Qualifications and Kindergarten Transition Practices in the Developmental Trajectories of Young Children with Disabilities”

Maricela Correa-Chavez, Clark University, “The Cultural Organization of Learning in Mexican Immigrant Families”

Danielle Crosby, University of North Carolina at Greensboro, “Immigrants’ Access to Public Benefits and Services Post-Reform: Missed Opportunities to Invest in Young American Children?”

Robert Crosnoe, University of Texas at Austin, “The Developmental Trajectories of Immigrant Children: Education, Health, Parenting, and School Context”

Eric Dearing, Boston College, “Student Support in High-Poverty Elementary Schools and the Achievement of English Language Learners ”

Justin Denney, Rice University, “Food Insecurity in Neighborhood Context: Investigating Disparities Among a Racially Diverse Sample of Young Children”

Catherine DeCarlo Santiago, Loyola University Chicago, “Protective Processes Among Immigrant Families: The Impact of Family Coping on Mexican-Origin Children”

Joanna Dreby, State University of New York, University at Albany, “The Daily Lives of Children in Mexican Immigrant Households”

Anna Gassman-Pines, Duke University, “Paternal Employment, Family Functioning and Young Child Well-Being: A Daily Diary Study of Mexican Immigrant Families”

Kevin Gee, University of California, Davis, “The Impact of Food Security Status on Children’s Developmental Outcomes: Examining Differences Across Diverse Racial/Ethnic and Income Groups”

Michael Gottfried, University of California, Santa Barbara, “The Role of Full-Day Kindergarten for Children with Disabilities: Effects on Achievement and Socioemotional Development”

Tiffany Green, Virginia Commonwealth University, “Prenatal Insurance, Prenatal Care and Early Life Health Among the Children of Black Immigrants”

Elena Grigorenko, Yale Child Study Center, “Risk and Protective Factors for the Development of Socio-emotional and Learning Difficulties in Children Adopted from Russia: A Multi-Group Comparison”

Wen-Jui Han, New York University, “Cognitive and Socio-Emotional Outcomes of Children of Immigrants”

Ariel Kalil, University of Chicago, “Parental Labor Market Experiences, Investments in Children, and the Educational, Behavioral, and Physical Health Status of Immigrant Children”

Neeraj Kaushal, Columbia University,“Welfare Reform and Health of Children in Immigrant Families”

Idolly Micere Keels, The University of Chicago, “Children’s Developing Environments”

Jennifer Keys Adair, University of Texas at Austin, “Towards a Culturally Relevant Continuity of Development for Latino Children of Immigrants in PK-3 Educational Settings”

Rachel Tolbert Kimbro, Rice University, “Safe to Play? Immigrant Children’s Neighborhood Environments and Opportunities for Physical Activity”

Steve Knotek, University of North Carolina at Chapel Hill, “The Madres Para Ninos Program”

Jin Sook Lee, University of California, Santa Barbara, “Building Language Capacity: Dual Language Development in Korean and Mexican Immigrant Children”

Tama Leventhal, Tufts University, “Neighborhood Context and Immigrant Young Children’s Development”

Jin Li, Brown University, “Chinese Immigrant Children’s Learning Beliefs and Related Socialization at Home”

Carola Matera, Ph.D., California State University Channel Islands, “Early Childhood Classroom Quality Assessment for Dual Language Learners: Implications for Improving Teaching Practices”

Ramon A. Martinez, Stanford University, “Exploring and Expanding Multilingual Students’ Linguistic Repertoires”

Kristine M. Molina, University of Illinois at Chicago, “The Effects of Discrimination on Social, Academic, and Mental Health Outcomes of Puerto Rican Children: An Inter-Generational and Multi-Wave Study”

Lenna Nepomnyaschy, Rutgers, The State University of New Jersey, “Nonresident Father Involvement in Immigrant Families”

Amy L. Non, Vanderbilt University, “Biological Embedding of Stress in Children of Mexican Immigrants”

Krista Perreira, University of North Carolina at Chapel Hill, “Immigrants, Parenting, and Infant/Toddler Well-Being”

Andrew Edward Rasmussen, Fordham University, “Child Health-Seeking Networks Among West African Refugees”

Iliana Reyes, University of Arizona, “Emergent Literacy and Immigrant Children: Using Parent-Child Interactions to Foster Literacy in Spanish-Speaking Children”

Lisseth Rojas-Flores, Fuller Theological Seminary, “Parental Detention and Deportation and the Adjustment of Latino Citizen Children”

Holly S. Schindler, University of Washington, “Filming Interactions to Nurture Development: A Randomized Controlled Trial of a Strength-Based Video-Coaching Program for Mexican American Fathers”

Eric Everett Seiber, The Ohio State University, “New Immigration Destination States — Is It Harder For Eligible Immigrant Children To Enroll In Medicaid?”

Selcuk Sirin, New York University, “Muslim Immigrant Parents Negotiating with Schools: Implications for Children”

Amanda L. Sullivan, University of Minnesota, “Special Needs Among Young Children of Immigrants: Prevalence, Risk and Protective Factors, and Educational Experiences”

Kevin J.A. Thomas, Pennsylvania State University, “Parental Education — Occupation Mismatch Status and Child Poverty in Black Immigrant Families”

Kristin Turney, University of California, Irvine, “The Developmental Trajectories of Children with Incarcerated Fathers: The Role of Families, Schools, and Neighborhoods”

Yuuko Uchikoshi, University of California, Davis, “Early Literacy Study of Immigrant Children”

Jennifer Van Hook, Pennsylvania State University, “Obesity Among Young Children of Immigrants”

Elizabeth Votruba-Drzal, University of Pittsburgh, “Early Education and Care Experiences and School Readiness of Children of Immigrants”

Sarah Watamura, University of Denver, “Physiologic Stress Reactivity Among Mexican-Origin Families”

Hanako Yoshida, University of Houston, “Cognitive Consequence of Exposure to Multiple Languages”

Jessica Zacher Pandya, California State University, Long Beach, “Multimodal Digital Composition with English Language Learners”

Qing Zhou, University of California, Berkeley, “The Risk and Protective Factors for Mental Health Adjustment in 1st- and 2nd-generation Chinese American Immigrant Children”