Carollee Howes

Director; Professor
Phone: (310) 825-8336
E-mail: howes@gseis.ucla.edu
Carollee Howes, Ph.D. is a nationally and internationally recognized child care researcher. She is Professor of Education (Psychological Studies in Education Division) at UCLA and has been the Principal Investigator on the National Child Care Staffing Study, The Family and Relative Care Study, the Cost Quality and Outcomes Study, and the Then and Now Study.  She is Advisor to the current National Study of Child Care in Low Income Families and the National Head Start Families and Children Experiences and Random Assignment Studies. She also serves as a member of the Steering Committee of the National Consortium for the Evaluation of Early Head Start and as Principal Investigator and core leadership council member of the National Center for Development and Learning in Early Childhood. 


Dr. Howes’s research focuses on children's experiences in child care, their concurrent and long-term outcomes from child care experiences, and efforts to improve child care quality. She has been active in public policy for children and families in the county, state, and nation. She is a member of the Los Angeles County Policy Roundtable for Child Care and the California School Readiness Master Plan Task Force. She co-chaired the State Task Force on School Readiness in 1987-88 and served on the more recent Universal Preschool Task Force as well as the 1998-2000 National Research Council Panel on Pedagogy for Early Childhood Education.   

Education

Post-doctoral training, Harvard, Psychiatry, 1981
Ph.D., Boston University, Developmental Psychology, 1979
M.A., Tufts University, Child Study, 1974
B.S., University of Connecticut, Child Development, 1969






















































Selected Publications

Early, D., Maxwell, K.L., Burchinal, M., Alva, S., Bender, R.H., Bryant, D., Cai, K., Clifford, R., Ebanks, C., Griffin, J.A., Howes,C., Henry, G., Iriondo- Perez, J. Jeon, H-J., Mashburn, A., Peisoner-Feinberg, E., Pianta, R.C., Vandergrift, N., Zill, N. (2007). Teachers’ Education, Classroom Quality, and Young Children’s Academic Skills: Results from Seven Studies of Preschool Programs.  Child Development, 78, 558-580.


Early, D., Bryant, D., Pianta, R.C., Clifford, R., Burchinal,M., Ritchie, S., Howes, C. & Barbarin, O. (2006). Are Teachers’ Education, Major, and Credentials Related to Classroom Quality and Children’s Academic Gains in Pre-Kindergarten? Early Childhood Research Quarterly. 174-195.


Howes, C. & Shivers, E.M. (2006) New child-caregiver attachment relationships: Entering child care when the caregiver is and is not an ethnic match. Social Development, 15, 343-360.


Howes, C., Shivers, E. M., Ritchie, S. (2004) Improving Social Relationships in Child Care Through a Researcher- Program Partnership. Early Education and Development, 15, 57-78.

Howes, C. & Wishard, A.G. (2004). Revisiting shared meaning: Looking through the lens of culture and linking pretend play through proto-narrative development to emergent literacy. In E. Zigler, D.G. Singer,  & S.J. Sishop-Josef (Eds.) Children’s play: the roots of literacy. Washington, DC: Zero to three. Excerpted in September 2004 Zero to Three, v25, 10-15.


Wishard, A., Shivers, E.M., Howes, C. & Ritchie, S. (2003). Child care program and teacher practices: Associations with quality and children’s experiences. Early Childhood Research Quarterly, 18, 75 -103

Burchinal, M. R., Cryer, D., Clifford, R. M., & Howes, C. (2002).  Caregiver training and classroom quality in child care centers. Applied Developmental Sciences,6, 2-11.

Burchinal, M., Peisner-Feinberg, E., Pianta,R. & Howes, C. (2002) Development of Academic Skills from Preschool through Second Grade:Family and Classroom Predictors of Developmental Trajectories. Journal of School Psychology, 40, 415-436.

Howes, C. (2002). Teaching and Learning in the Classroom: Practices for four to eight-year-old children. NY: Brooks.

Howes, C. & Aikens, J. W. (2002). Peer relations in the transition to adolescence. In H. W. Reese & R. Kail (Eds.). Advances in Child Development and Behavior (pp. 195-230). NYC: Academic.


Howes, C. & Ritchie, S. (2002) A Matter of Trust: Connecting Teachers and Learners in  Early Childhood Classrooms, New York: Teachers College Press.

Howes, C. & Oldham, E. (2001). Processes in the formation of attachment relationships with alternative caregivers. In A. Goncu & E. Klein (Eds.) Children in play, story and school, NY: Greenwood.

Peisner-Feinberg, E., Burchinal, M., Clifford, R., Culkin, M., Howes, C.,  Kagan, S. L. & Yazejian, N. (2001). The relation of preschool child care quality to children's cognitive and social trajectories through second grade. Child Development, 72, 1534 - 1579.

Howes, C. (2000). Social-emotional classroom climate in child care, child-teacher relationships and children’s second grade peer relations . Social Development, 38, pp. 113-132.

Howes, C., Phillipsen, L. & Peisner-Feinberg, E. (2000). The consistency and predictability of teacher-child relationships during the transition to kindergarten. Journal of School Psychology, 38, pp. 113-132.

            Howes, C. (1999). Attachment relationships in the context of multiple caregivers. In J. Cassidy & P.R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (pp. 671-687). New York: The Guilford Press.


Howes, C., with Unger, O. A., & Matheson, C. C.  (1992).  The collaborative construction of pretend:  Social pretend play functions.  New York:  SUNY Press.

Howes, C.  (1988).  Peer interaction in young children.  Monograph of the Society for Research in Child Development, #217 (Vol. 53, No. 1).