Carollee Howes

Research Professor

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, with studies concerning 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.

Departments

Department of Education

Expertise

Research Centers

Center for Improving Child Care Quality

Titles and Positions

Research Professor of Education
Director, Center for Improving Child Care Quality

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

Select Publications

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.
Howes, C., James, J. & Ritchie, S. (2003). Pathways to effective teaching. Early Childhood Research Quarterly, 18. 104 – 120.