Laura E. Berk is Distinguished Professor of Psychology Emerita at Illinois State University. Her work on the effects of school environments on children’s development, the development of private speech, and the role of make-believe in development has appeared in Child Development, Developmental Psychology, Journal of Abnormal Psychology, and Development and Psychopathology. She is the author, coauthor, or coeditor of Private Speech: From Social Interaction to Self-regulation; Scaffolding Children’s Learning: Vygotsky and Early Childhood Education; and A Mandate for Playful Learning in Preschool: Presenting the Evidence. Adena B. Meyers is Professor of Psychology at Illinois State University. She has spoken extensively at professional conferences and contributed to numerous journals. Her coauthored chapters appear in Handbook of School Psychology, Handbook of Research in School Consultation: Empirical Foundations for the Field, and the Encyclopedia of Applied Psychology, among others. She currently serves on the editorial advisory board of Psychology in the Schools.
Elena Bodrova is Director for Research and Development at Tools of the Mind and a Research Fellow at the National Institute for Early Education Research at Rutgers University. Deborah J. Leong is Professor Emerita of Psychology at Metropolitan State College of Denver and Research Fellow at the National Institute for Early Education Research. Bodrova and Leong codeveloped the Tools of Mind curriculum and coauthored, among other works, Tools of the Mind: The Vygotskian Approach to Early Childhood Education, Basics of Assessment. Each has also cowritten other works on childhood assessment. Carrie Germeroth is Assistant Director for Research at the Marsico Institute for Early Learning and Literacy at the University of Denver. Her research has been published in the Journal of Developmental Psychology and Early Child Development.
Alison Gopnik is Professor of Psychology and Adjunct Professor of Philosophy at the University of California. Her research explores how young children come to know the world around them. She has published scores of articles and essays and is the author, coauthor, or editor of The Philosophical Baby: What Children’s Minds Tell Us about Truth, Love, and the Meaning of Life; The Scientist in the Crib: What Early Learning Tells Us about the Mind; Causal Learning: Psychology, Philosophy, and Computation; and Words, Thoughts, and Theories. Gopnik has lectured extensively and has made appearances on The Charlie Rose Show, Frontline, This American Life, and Ted Talks, among others. Caren Walker is a doctoral candidate in the Department of Psychology at the University of California. She has spoken widely on children’s casual learning and coauthored chapters in An Introductory Handbook for Philosophers and Teachers and the Development of Imagination.
Paul L. Harris is the Victor S. Thomas Professor of Education at Harvard University. His work on early development of cognition, emotion, and imagination appears in a number of anthologies and in journals such as the Journal of Experimental Social Psychology, Journal of Cognition and Development, and Developmental Psychology. He is the author of Trusting What You’re Told: How Children Learn from Others; The Work of the Imagination; and Children and Emotion: The Development of Psychological Understanding, among others. Harris is the former editor of the British Journal of Developmental Psychology and Child Development. Malak Jalloul served as instructor of psychology at the University of Nantes and as a trainer in speech and language therapy at Saint-Joseph University of Beirut. Her research focuses on imagination and reasoning in young children, and she has spoken on her work in Switzerland, Lebanon, and France.
Connie Kasari is Professor of Psychological Studies in Education at the University of California, Los Angeles, and Principal Investigator at the university’s Center for Autism Research and Treatment. Her research considers social-emotional and cognitive development in atypical children and social and communication behavior in children with autism. She has coauthored scores of articles and has contributed to Autism Spectrum Disorders, Textbook of Autism Spectrum Disorders, The Clinical Manual of the Treatment of Autism, and other works. She has also lectured extensively and serves currently as Associate Editor of the International Review of Research in Mental Retardation. Ya-Chih Chang is a Post-Doctoral Scholar at the Semel Institute for Neuroscience and Human Behavior at the University of California, Los Angeles. Her coauthored work appears in the Journal of Autism and Developmental Disabilities and the Journal of Child Psychology and Psychiatry. Stephanie Patterson is a doctoral candidate in the Department of Education at the University of California, Los Angeles. Recipient of more than twenty research funds and scholarships, she is the coauthor of Getting Into the Game: Sports Programs for Kids with Autism and has contributed to Autism: International Journal of Research and Practice and to Developmental Medicine and Child Neurology.
Angeline S. Lillard is Professor of Psychology at the University of Virginia and Director of the university’s Early Development Lab. Her primary research interests involve how children’s interactions with pretend, fantasy, imagination, and media influence cognitive and social development. Lillard is the author of Montessori: The Science behind the Genius and numerous articles and essays, she has contributed content to the Blackwell Handbook of Cognitive Development, the Oxford Handbook of the Development of Play, The Child: An Encyclopedic Companion, and other works. She has also lectured internationally and serves currently as Associate Editor of the Journal of Cognition and Development.
Ageliki Nicolopoulou is Professor of Psychology at Lehigh University. Her research focuses on children’s narrative activities, the influence of peer culture on children’s development, and the foundations of emergent literacy. She is coauthor of Play and the Social Context of Development in Early Care and Education and she has contributed chapters to Play and Development: Evolutionary, Sociocultural, and Functional Perspectives and Play=Learning, and the International Encyclopedia of Linguistics, among others. Articles by Nicolopoulou have appeared in Human Development, Pedagogies: An International Journal, and Mind, Culture, and Activity: An International Journal. Hande Ilgaz is an Assistant Professor in the Psychology Department of Bilkent University in Ankara, Turkey. Her primary research interests include pretend play and narrative and theory of mind development in preschool children from a cognitive-development perspective. Her coauthored articles have appeared in Mind, Culture, and Activity and in Cognitive Development.
Kathleen A. Roskos is Professor of Education at John Carroll University. She is coeditor of Play and Literacy in Early Childhood: Research from Multiple Perspectives and coauthor of Designing Professional Development in Literacy: A Framework for Effective Instruction (Solving Problems in the Teaching of Literacy) and Nurturing Knowledge: Building a Foundation for School Success by Linking Early Literacy to Math, Science, Art, and Social Studies. She has contributed to numerous journals, and her coauthored chapters have appeared in the Multimedia and Literacy Development: Improving Achievement for Young Learner; Play and Literacy in Early Childhood: Research from Multiple Perspectives; and Literacy for the New Millennium: Early Literacy, among others. James F. Christie is Professor of Social and Family Dynamics at Arizona State University. He has written and cowritten scores of articles and book chapters and is the author, coauthor, or editor of more than fifteen books, including Teaching Language and Literacy: Preschool Through the Elementary School (forthcoming); Helping Young Children Learn Language and Literacy: Birth through Kindergarten; Teaching Language and Literacy: Preschool through the Elementary Grades; Building a Foundation for Preschool Literacy: Effective Instruction for Children’s Reading and Writing Development; and Play and Early Childhood Development. Christie has served in various editorial capacities for numerous scholarly journals, including the Journal of Early Childhood Literacy and Reading Research Quarterly.
Sandra W. Russ is Professor of Psychology at Case Western Reserve University. Her publications include Affect and Creativity: The Role of Affect and Play in the Creative Process; Play in Child Development and Psychotherapy: Toward Empirically Supported Practice; and articles and chapters in numerous journals and other works. Russ developed the Affect in Play Scale to assess pretend play in children and has held offices in a number of professional organizations in her field. Claire E. Wallace is a doctoral candidate in the Department of Psychology at Case Western Reserve University, where she is studying pretend play and creativity in children, including the role pretend play in the clinical treatment of young children.
Deena Skolnick Weisberg is Senior Fellow in the Department of Psychology at the University of Pennsylvania. Her research focuses on the development of imaginative cognition and how children use imaginative capacities to help them learn language, reason scientifically, and uncover the structure of the real world. She has lectured widely, and her coauthored work has appeared in several books and in journals such as Mind, Brain, and Education; Review of Philosophy and Psychology; and Cognitive Development. Jennifer M. Zosh is Assistant Professor of Human Development and Family Studies at Pennsylvania State University and Director of the university’s Brandywine Child Development Lab. She has lectured extensively, and her work has appeared in a number of journals including Journal of Child Language and Behavioral and Brain Science. Kathy Hirsh-Pasek is The Debra and Stanley Lefkowitz Faculty Fellow for the Department of Psychology at Temple University. She is cofounder of L-rn (Learning Resource Network), has made more than 400 professional presentations, published scores of articles and essays, and is the author, coauthor, or editor of eleven books including A Mandate for Playful Learning in Preschool: Presenting the Evidence; Play=Learning: How Play Motivates and Enhances Children’s Cognitive and Social-emotional Growth; and Action Meets Word: How Children Learn Verbs. She is the recipient of more than twenty grants for research and serves currently as a columnist for Huffington Post. Roberta Michnick Golinkoff is the H. Rodney Sharp Professor of Education at the University of Delaware. She is the author, coauthor, or editor of scores of journal articles and book chapters and more than a dozen books including A Mandate for Playful Learning in Preschool: Presenting the Evidence; Play=Learning: How Play Motivates and Enhances Children’s Cognitive and Social-emotional Growth; and Einstein Never Used Flash Cards: How Our Children Really Learn and Why They Need to Play More and Memorize Less. She has given scores of professional presentations, serves currently on the editorial board of Journal of Child Language, Language Acquisition, and Child Development, and contributes blogs to the Huffington Post.