Jeanne Galbraith

PhD, Early Childhood Education, The Ohio State University

MA, Early Childhood Special Education, Teachers College, Columbia University

BA, Interdisciplinary Social Sciences, Early Childhood Education, University at Buffalo

Galbraith, J. (2024) Play3: Integrating Play in Courses, Field Experience, and Our Lives.
Felton, M. K. & Cortez-Castro, D. H. (Eds.). Re-Exploring Play and Playfulness in Early Childhood Teacher Education: Narratives, Reflections, and Practices. Routledge.

Galbraith, J. (2022). "A Prescription for Play": Developing early childhood preservice teachers' pedagogies of play. Journal of Early Childhood Teacher Education. https://doi.org/10.1080/10901027.2022.2054035

Galbraith, J. (2022). Creating a Caring Community of Learners in Higher Education. Empathetic Educators: Interdisciplinary Narratives.

Galbraith, J. (2022). Book Review: Calling all superheroes: Supporting and developing
superhero play in the early years. Tasmin Grimer. American Journal of Play, 14 (2).

Galbraith, J. (2018). 11X: Keys to Supporting Children with Allergies. Teaching Young
Children. Washington, DC: National Association for the Education of Young Children.

Yasar, M., Ozgun, O., & Galbraith, J. (Eds.) (2014). Different approaches and cross-
cultural perspectives on early childhood education. Newcastle-upon-Tyne: Cambridge Scholars Publishing.

Galbraith, J. (2011). Welcome to Our Team Shark Boy! Making Superhero Play
Visible. In D. Fernie, S. Madrid, and R. Kantor (Eds.), Educating Toddlers to Teachers: Learning to See and Influence the School and Peer Cultures of Classrooms. Cresskill, NJ: Hampton Press.

Past-President, New York State Association of Early Childhood Teacher Educators (NYSAECTE)

Past-Member, New York State Governor's Early Childhood Advisory Council (NYS ECAC)

National Association of Early Childhood Teacher Educators (Awards and Conference Reviewer, ResearchNet Facilitator, Region 2 (NY, NJ, Puerto Rico, Virgin Islands) Representative (2021-2023)

Consulting Editor, books (2021-present) and Young Children journal (2014–present). National Association for the Education of Young Children (NAEYC)

Advisory Board Member, Finger Lakes Early Childhood Advisory Council (2021–2023)

ECED 355: Diversity and Inclusion in the Early Childhood Classroom (Birth to Grade 3): The focus of this course is on understanding young students with disabilities and the effect of the disability on growth, development, and the teaching/learning process. Emphasis will be placed on selecting/modifying appropriate teaching strategies that are congruent with the young child’s development and cultural environment for use in the preschool or early primary grades. Children with various types of disabilities or special needs will be examined including those who are gifted and talented, those with limited English proficiency, and those who are socioeconomically disadvantaged. Attention will be given to State Education Department regulations, various service delivery models, assistive technology and work with parents, administrators, and ancillary personnel.

ECED 354: Family and Community: This course focuses on the role played by families and the community in children’s development and the service networks designed to assist young children and families in adapting to their worlds. Factors affecting today’s family structure are addressed. Particular emphasis will be placed on effective methods of communicating with parents and caregivers. Students will be expected to select and apply appropriate strategies for working with a wide array of parents including those from culturally diverse backgrounds. Attention will also be given to ways of establishing quality parent education/involvement programs.

ECED 353: Curriculum Development for Young Children: This course is designed to further students’ understanding of the organization and management of functional learning environments for young children and the use of curriculum development principles and strategies to design developmentally appropriate and educationally sound learning experiences for young children. To develop these understandings, the course stimulates reflection and inquiry about the teacher’s role in young children’s learning and in curriculum development. Students will develop implementation strategies in a structured practicum in an early childhood setting.

ECED 352: Introduction to Early Childhood Education: This course presents an introduction to current issues and trends in the education and development of young children, such as accessibility and quality of child care, infant/toddler programs, television viewing, bilingual education, and violence in children’s lives. Students also become acquainted with various advocacy strategies, program options and child care policies. As a broader context for this introduction, the history of early education is examined and community involvement is encouraged. A field study of an early childhood program is required.

ECED 351: The Teaching of Young Children: This course reviews children’s development (from the prenatal period to age 5) in the context of family, culture, and education, and focuses on applying this knowledge to teaching young children. Emphasis is on using knowledge of all developmental areas to observe over time a child in an early education setting. This information will be analyzed and interpreted in terms of developmental processes, the teacher’s role and interaction strategies, and provision of developmentally appropriate learning experiences. Also explored will be past personal experiences with young children, the nature of teaching young children, and related career options involving young children. A case study of a young child is required.