Howes' teaching and research interests are in the area of social development. One line of research is on development of peer social interaction skills and friendships. Recent studies concern the formation and maintenance of friendships in children under three years and the development of the ability to communicate with friends about pretend play. A second line of research is on the long-term effects of infant and toddler day care.
- Research Professor of Education
- Director, Center for Improving Child Care Quality
- Post Doctoral Training, Harvard, Psychiatry, 1981
- Ph.D., Boston University, Developmental Psychology, 1979
- MA, Tufts University, Child Study, 1974
- BS, University of Connecticut, Child Development, 1969
- Howes,C. & Ritchie, S. (2002) A Matter of Trust: Connecting Teachers and Learners in the Early Childhood Classrooms, New York: Teachers College Press.
- 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. NYC: Academic. Pgs 195 – 230.
- 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.