Positions

Research Areas research areas

Overview

  • My research focuses on the internal processes and external influences that enhance or disrupt the development of executive function and academic skills in early childhood. I also pursue a line of applied research that examines the educational and instructional practices that contribute to the emergence of more sophisticated cognitive abilities and enable young children from diverse backgrounds to learn and achieve in early educational environments. I publish in the educational and psychological literature, including Child Development, Developmental Psychology, Journal of Educational Psychology, and Early Childhood Research Quarterly. In addition to teaching practicum courses in early childhood education, I am the program coordinator for UNH’s accredited undergraduate teacher certification program in early childhood education. and serves on numerous early learning and childhood committees in New Hampshire.
  • Publications

    Academic Article

    Year Title
    2019 Approximate number system task performance: Associations with domain-general and domain-specific cognitive skills in young childrenJournal of Numerical Cognition.  4:590-612. 2019
    2019 Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook textsEarly Childhood Research Quarterly.  47:341-356. 2019
    2018 Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool ChildrenJournal of Cognition and Development.  1-29. 2018
    2018 Chronic Absenteeism and Preschool Children's Executive Functioning Skills DevelopmentJournal of Education for Students Placed at Risk.  23:39-52. 2018
    2018 Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first gradeEarly Childhood Research Quarterly.  46:262-274. 2018
    2018 The language of play: Developing preschool vocabulary through play following shared book-readingEarly Childhood Research Quarterly.  45:1-17. 2018
    2017 Learning-Related Cognitive Self-Regulation Measures for Prekindergarten Children: A Comparative Evaluation of the Educational Relevance of Selected MeasuresJournal of Educational Psychology.  109:1084-1102. 2017
    2017 Data-Driven Improvement in Prekindergarten Classrooms: Report From a Partnership in an Urban District.Child Development.  88:1466-1479. 2017
    2016 Examining the Acquisition of VocabularyKnowledge Depth AmongPreschool StudentsReading Research Quarterly.  51:181-198. 2016
    2015 Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors.Developmental Psychology.  51:865-878. 2015
    2015 Prekindergarten Children's Executive Functioning Skills and Achievement Gains: The Utility of Direct Assessments and Teacher RatingsJournal of Educational Psychology.  107:207-221. 2015
    2014 Longitudinal associations between executive functioning and academic skills across content areas.Developmental Psychology.  50:1698-1709. 2014
    2013 Executive function mediates socio-economic and racial differences in early academic achievementEarly Childhood Research Quarterly.  28:774-783. 2013
    2013 Preschool classroom processes as predictors of children's cognitive self-regulation skills development.School Psychology Quarterly.  28:347-359. 2013
    An emerging dynamic systems model of early reading: A downward extension of the simple viewEarly Childhood Research Quarterly
    An international comparison of preschool classroom practicesEarly Childhood Research Quarterly
    Differential effect of prekindergarten classroom quality on learning: Moderation by entering executive function skillsChild Development
    The play’s the thing: Associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculumEarly Education and Development
    Understanding the impact of curriculum to improve prekindergarten quality and child outcomesMonographs of the Society for Research in Child Development

    Chapter

    Year Title
    New information on evaluating the quality of early childhood education programs.

    Conference Proceeding

    Year Title
    2019 Differential effects of prekindergarten practices on executive function development. 2019
    2019 The effect of home language status on preschool children’s learning from a vocabulary intervention 2019
    2018 Preschool classroom supports for teaching vocabulary to children from low-income homes 2018
    2018 A downward extension of the simple view of reading 2018
    2018 Design-based implementation research to improve pre-k quality: Using data to increase social-learning interactions. 2018
    2018 Thinking outside the book to support vocabulary: Bookreading + play 2018
    2017 Co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade 2017
    2017 Associations between parent-child home activities and children’s executive functioning skills 2017
    2017 Effects of a book reading and play intervention on children’s story comprehension. 2017
    2017 It’s not what you said, it’s how you said it: Pre-K classroom climate and children’s gains in academic and interpersonal skills 2017
    2017 Metacognition in early childhood: Contributions of children’s ability to monitor uncertainty on mathematics knowledge 2017
    2017 What Predicts Young Children’s Performance on an ANS Acuity Task? 2017
    2017 The value of classroom observations using behavioral measures: Setting goals for changes in practice in pre-k 2017
    2016 Combining book reading and play to teach vocabulary 2016
    2015 Identifying aspects of pre-kindergarten classrooms that benefit mathematics achievement. 2015

    Teaching Activities

  • Independent Study Taught course 2019
  • Independent Study Taught course 2019
  • Independent Study Taught course 2019
  • Practicum Taught course 2019
  • Seminar for Student Teachers Taught course 2019
  • Student Teachng Young Children Taught course 2019
  • Tch&Lrn Early Childhd Settings Taught course 2019
  • Human Development Taught course 2018
  • Independent Study Taught course 2018
  • Independent Study Taught course 2018
  • Seminar for Student Teachers Taught course 2018
  • Tch&Lrn Early Childhd Settings Taught course 2018
  • Adv/Teach w the Brain in Mind Taught course 2018
  • Independent Study Taught course 2018
  • Rsrch Exp/Family Studies Taught course 2018
  • Seminar for Student Teachers Taught course 2018
  • Student Teachng Young Children Taught course 2018
  • Tch&Lrn Early Childhd Settings Taught course 2018
  • Human Development Taught course 2017
  • Seminar for Student Teachers Taught course 2017
  • Tch&Lrn Early Childhd Settings Taught course 2017
  • Adv/Teach w the Brain in Mind Taught course 2017
  • Seminar for Student Teachers Taught course 2017
  • Student Teachng Young Children Taught course 2017
  • Tch&Lrn Early Childhd Settings Taught course 2017
  • Human Development Taught course 2016
  • Seminar for Student Teachers Taught course 2016
  • Tch&Lrn Early Childhd Settings Taught course 2016
  • Independent Study Taught course 2016
  • Rsrch Exp/Family Studies Taught course 2016
  • Seminar for Student Teachers Taught course 2016
  • Student Teachng Young Children Taught course 2016
  • Tch&Lrn Early Childhd Settings Taught course 2016
  • Seminar for Student Teachers Taught course 2015
  • Special Topics/Research Method Taught course 2015
  • Tch&Lrn Early Childhd Settings Taught course 2015
  • Education And Training

  • B.A. Psychology & Human Development and Family Life, University of Kansas
  • M.S. Lifespan Developmental Psychology, North Carolina State University
  • Ph.D. Lifespan Developmental Psychology, North Carolina State University
  • Full Name

  • Kimberly Nesbitt
  • Mailing Address

  • Human Development and Family Studies

    55 College Road, Pettee Hall Room 217

    Durham, New Hampshire  03824

    United States