Prof CA Cameron
Principal investigator – University of British Columbia, Canada
Ann Cameron, Honorary Professor of Psychology at the University of British Columbia, Emerita and Honorary Research Professor at the University of New Brunswick, and Adjunct Professor at the University of Victoria in Canada, studies the cognitive and emotional development of children and adolescents: namely, contextual factors in the development of resiliency, cross-cultural differences in truth telling and verbal deception, early telephone communications and their relationship to emergent written expression, gender-differentiated responses to school-based violence-prevention interventions, and adolescent physiological responses to psychosocial stress. Her work appears in Developmental Psychology, Child Development, Discourse Processes, Applied Psycholinguistics, Educational Psychology Review, and the British Journal of Developmental Psychology. She co-edited Understanding abuse: Partnering for change (University of Toronto Press). She earned her Ph.D. at Bedford College, University of London.
Dr Julia Gillen
Principal investigator (2002-2010; 2015-ongoing) Lancaster University, UK
Julia Gillen is Reader in Digital Literacies and Director, Lancaster Literacy Research Centre, in the Department of Linguistics and English Language, Lancaster University, UK. Her research is concerned with aspects of culture and learning in children’s lives. She has edited and written in books concerned with the relationships between language, learning and technologies. Her authored work includes Digital Literacies (Routledge, 2014) and a textbook The Language of Children (Routledge, 2003). Julia is a co-editor of the Journal of Early Childhood Literacy.
Prof Giuliana Pinto
University of Florence, Italy
Giuliana Pinto is full Professor of Developmental and Educational Psychology at University of Florence, Italy. She is presently concentrating her research on evidence for children’s understanding of representation, both linguistic and pictorial. Her work is aimed at exploring children’s explanatory theory of how written language serves referential functions as well as their insight into metaknowledge in drawing. Particular interest within linguistic development are: the acquisition of reading and writing, functional analysis of child language; the acquisition of skills in depicting objects, scenes from ages two to adulthood, under different conditions, blind drawing development; children’s representation of close relationship (friendship; sibling etc.); representational development and social development. Recent publications include refereed journal papers on the child’s linguistic development under different conditions and in a cross-cultural perspective and the child’s pictorial development.
Dr Sombat Tapanya
University of Chiang Mai, Thailand
Sombat Tapanya received a B.Sc. in psychology at Chiang Mai University in Thailand, an M.S. in special education and an M.S. in counseling education from Southern Connecticut State University, and a Ph.D. in psychology from the University of New Brunswick, Canada. Dr. Tapanya worked as psychologist at Somdet Chaopraya Psychiatric Hospital from 1973 to 1985, and then moved to the Department of Psychiatry, Faculty of Medicine, Chiang Mai University where he is now an assistant professor.
Dr. Tapanya’s main interests are in the areas of stress reduction, violence and abuse prevention, peace education, and adherence counseling; he has conducted training workshops in Thailand, Laos, and China. Currently, he is one of the principal investigators in a project to maintain adherence to highly active antiretroviral therapy (HAART) with over 700 AIDS patients in Northern Thailand.
Dr Roger Hancock
Retired, Open University, UK
Roger Hancock is a retired senior lecturer and researcher at The Open University. Previously, he taught children in primary and special schools, co-ordinated home-school initiatives in the London Boroughs of Tower Hamlets and Hackney, and worked in initial teacher training at the University of Greenwich. Roger has a long standing interest in family learning and parental involvement in children’s education. He is a member of the National Home-School Development Group. His PhD focused on the dilemmas of project co-ordination and the feasibility of an action research approach to home-school liaison. His recent research includes a two-year ESRC funded study of the deployment of classroom assistants in primary schools, and evaluations of gallery-based workshops for parents and children under three at Tate Modern and Tate Britain, London. His work has been published in the British Journal of In-service Education, British Journal of Educational Research, Early Years, The Curriculum Journal and Westminster Studies.
Dr Beatrice Accorti Gamannossi
formerly University of Florence, Italy
In 2004 Beatrice Accorti Gamannossi gained her PhD in Health and Developmental Psychology, (Supervisor: G. Pinto) at the University of Florence. She is continuing her research on early literacy processes in preschool children. The study is focused on the importance of children’s narrative and phonological competences in development of alphabetisation processes. Her particular interests within linguistic development are related to the acquisition of reading and writing and functional analysis of child language.
Dr Susan Young
Retired, University of Exeter, UK
Susan Young was a lecturer in early childhood studies and music education at the School of Education and Lifelong Learning, Exeter University, UK and Senior Research Fellow with the Centre for International Research in Music Education (CIRME) at the University of Surrey Roehampton. She has written and presented widely on the topic of music education, particularly in the early years and published in a range of journals, both in the UK and internationally. Recently books include Music with the Under Fours and the co-authored Music in the Early Years. She is a member of editorial review panels for the British Journal of Music Education and Music Education Research.
Dr Leslie Cameron
Carthage College, Wisconsin, United States
Leslie Cameron is an assistant professor of psychology at Carthage College where she teaches courses in cognitive psychology and conducts research in visual perception and the sense of smell. Her dissertation examined the latency of saccadic eye movements in humans and her postdoctoral work included the study of motion perception and attention in humans and non-human primates. Her recent research examines perception across the visual field and demonstrates striking and surprising deficits in visual perception in some parts of the visual field (notably, directly above the point of regard). She is also examining the sense of smell in pregnant women. Although anecdotal evidence suggests changes in sense of smell during pregnancy, her work is contributing to a new very restricted body of scientific literature on the topic. She has published her work in such journals as Vision Research and Spatial Vision. Leslie received her B.A. at McGill University in Montreal, Canada and M.A and Ph.D. from the University of Rochester’s Center for Visual Science in Rochester, New York.
Dr Ayshe Talay-Ongan
Retired Senior Lecturer, Macquarie University, Sydney, Australia
Dr Ayshe Talay-Ongan, BScHons Psych (METU – Ankara); MS; PhD (Columbia – NYC) is a Speech and Language Pathologist and Developmental Psychologist. Her research interests are in early and preventive intervention; developmental disabilities; relationships, risk and resilience in young children. Her books include:
Talay-Ongan, A. (2004). Early development, risk and disability: Relational contexts. Sydney:Pearson Education; Talay-Ongan, A & Ap, E. (2005). Child development for teachers of young children. Mebourne: Thomson. Her first novel, Turquoise, has just been published.
Dr Lynda Phillips
Lynda Phillips, an educational psychologist is currently studying young children’s understanding of difficult life circumstances, both in Canada and in Africa. She has investigated the lived experience of young children affected with or by HIV in Uganda since 2008. She has been a practitioner, a researcher and a college and university instructor. As a member of a number of government advisory panels, Phillips has succeeded in influencing policy at various levels. She has pioneered in many areas that support childcare, and has established a number of innovative delivery models. She is active at local, provincial, national and international levels of policy implementation. She has delivered programs and courses on three continents with students from national, First Nations and international backgrounds. Consequently, she has a deep understanding of the diverse cultural issues with respect to both education and program delivery. As a faculty member in the Child and Youth Care Department at Douglas College she trains students to work with some of the most disadvantaged children within the province of British Columbia.
Dr Linda Theron
Linda Theron, D.Ed., is a professor in the School of Education Sciences, Faculty of Humanities, North-West University (NWU), Vaal Triangle Campus. She is a qualitative researcher and her research is committed to understanding why and how some South African youth resile. She holds grants that support this research and is also the principal South African investigator in the five country ‘Pathways to Resilience’ study, led by Michael Ungar, PhD. Her publications are dedicated to explaining resilience and her post-graduate students share this focus too.
Ms Anne Hunt
University of New Brunswick, Canada
Anne Hunt has had a long career as an entrance class teacher, as a consultant in research and professional development and has taught courses in Early Literacy, Play, Children’s Literature and Curriculum at both the University of New Brunswick and St. Thomas University. She has published widely in these areas. She was a member of the Early Childhood Research and Development Team at the Early Childhood Centre, University of New Brunswick. This team developed the New Brunswick Curriculum Framework for Early Learning and Childcare.
Dr Kristiina Kumpulainen
University of Helsinki, Finland
Kristiina Kumpulainen, PhD, is Professor of Education at the Department of Teacher Education at the University of Helsinki. Kristiina holds an adjunct professorship at the University of Turku in Finland. She has also been a visiting professor at the University of Warwick, UK, and at the University of California, Santa Barbara. Kristiina’s research interests focus on socioculturally informed educational research, formal and informal learning, learning environments and new technologies, innovative schools and their pedagogies, teacher professional development, video research methodologies, as well as on interdisciplinary research for the promotion of learning in the 21st century. Currently, she is charge of two ongoing research projects funded by the Academy of Finland, AGENTS – Towards children’s efficacious agency in formal and formal contexts and VISCI – Virtual interactive space for collaborative innovation. Kristiina serves on several editorial boards and acts as a reviewer for a number of scientific journals and international research programmes. She is the Editor-in-Chief of Lifelong Learning in Europe Journal (LLinE) and co-editor of JETEN, Journal of European Teacher Education Network. Kristiina has published her research work widely in national and international journals and books. She is also a regular keynote speaker and facilitator at national and international venues.
Dr Rachel Heydon
Western University, Ontario, Canada
Rachel Heydon, B.A. (Hons.), B.Ed., M.Ed. (Western University, Canada); PhD (Toronto) is Associate Professor in the Faculty of Education Western University, Canada. A former school teacher, Rachel is primarily interested in the affordances and constraints of curricula vis-a-vis young children’s and elders’ communication and identity options as well as the ways in which curricula are produced. Her current funded research projects include studies of full-day kindergarten curricula and intergenerational multimodal programs that feature art, song, and digital literacies. Rachel’s most recent books are Learning at the Ends of Life: Children, Elders, and Literacies in Intergenerational Curriculum, Constructing Meaning: Teaching Elementary Language Arts K-8 (with Joyce Bainbridge), and Early Childhood Curricula and the De-pathologizing of Childhood (with Luigi Iannacci).
Dr Claudia Stella
Catholic University of Sao Paulo
Claudia Stella PhD, Catholic University of Sao Paulo, opened the debate on children of women prisoners in Brazil, with her original dissertation research in 2000. Since then, she has continued conducting research and interventions on the subject, producing numerous publications and presentations in Brazil and internationally. Dr. Stella currently works in the Laboratory for the Study of Violence and Vulnerability, Mackenzie University, São Paulo, where she has been studying and working with people in social vulnerability, as prison inmates and their families, women and children victims of violence. Starting in 2012, Dr. Stella has commenced working with migrants who chose Brazil seeking the possibility of social mobility, but many are confronted with situations as precarious as they left behind in their home countries.
A Day in the Digital Life of Children aged 0-3
Julia Gillen, UK (lead)
Mitsuko Matsumoto, Spain
Cristina Aliagas, Spain
Yehuda Bar-lev, Israel
Alison Clark, UK
Rosie Flewitt, UK
Ana Jorge, Portugal
Kristiina Kumpulainen, Finland
Jackie Marsh, UK
Marta Morgada, Spain
Rachel Pacheco, Portugal
David Poveda, Spain
Heidi Sairanen, Finland
Helena Sandberg, Sweden
Fiona Scott, UK
Ulrika Sjöberg, Sweden
Ebba Sundin, Sweden
Ilham Tigane, UK
Vitor Tomé, Portugal