Centers and Labs
Affiliated Faculty: Dr. Catherine Tamis-Lemonda & Dr. Niobe Way
The mission of the CRCDE is to examine the influences of home and school experiences on the cognitive, social, and emotional development of children from diverse ethnic backgrounds. The CRCDE focuses on examining the intersection between culture and developmental processes as they influence children’s transitions to school (preschool and high school) in children and youth from diverse ethnic, racial, and socioeconomic backgrounds. The CRCDE consists of two longitudinal projects that have been on-going since 2004. The Metrobaby Project (Early Childhood Cohort, ECC), looks at parents’ childrearing practices and children’s academic performance in low-income African-American, Mexican, Dominican, and Chinese families in NYC. Families have been seen annually, and visits have consisted of interviews, child assessments, and videotaped parent-child interactions.
Affiliated Faculty: Dr. Joshua Aronson, Dr. Clancy Blair, Dr. Cybele Raver, Dr. Seluck Sirin, Dr. Catherine Tamis-LeMonda, Dr. Niobe Way
The Institute of Human Development and Social Change (IHDSC) is the largest interdisciplinary institute on New York University (NYU)’s Washington Square campus. The Institute aims to break new ground through support for rigorous research and training across social, behavioral, educational, policy, and health sciences. We cultivate an intellectual community focused on issues related to poverty and inequality, education and child development, health and wellbeing, and social policy in local, national, and global contexts. Through collaborative research and targeted dissemination, a central goal is to bridge the disconnect between the science of human development and policies and practices that affect children, youth, adults, and families in local and global contexts.
Affiliated Faculty: Dr. Joshua Aronson
The Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) is a comprehensive, university-based center that focuses on educational research, policy, and practice. We are a partner and resource at the local and national levels in strengthening and improving access, opportunity, and the quality of education in our schools. Our mission is to target issues related to educational equity by providing leadership and support to students, parents, teachers, administrators, and policy makers.
PI: Dr. Gigliana Melzi
Broadly speaking, all of our projects address the socio-cultural context of Latino child development. Specifically, our research explores the ways culture, as transmitted in daily adult-child interactions both at home and school, shapes Latino preschoolers’ development of school readiness skills, as well as the relation between Latino family engagement in children’s development. Currently, our work is focused on scaling-up, implementing, and testing the efficacy of a classroom-based oral storytelling intervention for preschool classrooms serving low-income Latino children.
PI's: Dr. Clancy Blair & Dr. Cybele Raver
Led by Drs. Blair and Raver, the federally-funded Neuroscience and Education Lab (NEL) focuses on the development of self-regulation among infants, toddlers, children and adults and the implications of self-regulation for individuals' success in educational and work settings. These include Blair’s and Raver’s many federally-funded studies of a) executive function (a key cognitive component of self-regulation), of b,) children’s modulation of negative emotions such as frustration and distress(key components of emotion regulation) and c) of children’s ability to flexibly shift and focus attention when facing complex or emotionally charged situations (key components of attention regulation).
PI: Dr. Sirin Selcuk
As an applied psychologist, Dr. Sirin uses empirical research methods to understand the needs of children and families and to arm professionals and policy makers with this knowledge so as to better address the needs of the most vulnerable. The goal that unites all of Dr. Sirin's work is to enhance the lives of marginalized children using development in context as a general framework. Dr. Sirin's focuses on immigrant children in New York, Muslim youth in the US, refugees in Turkey and Norway, and students at risk in US schools.