Eric Dearing Skip to main content

Secondary navigation:

Lynch School of Education

Eric Dearing

associate professor
counseling, developmental and educational psychology department


Dr. Eric Dearing

Email

Campion Hall
Room 201B

617.552.1477

Curriculum Vitae (PDF)

EDUCATION

2001 Ph.D. in Psychology, University of New Hampshire
1998 MA in Psychology, University of New Hampshire
1994 BA in Psychology, University of Colorado at Colorado Springs

EXPERTISE/INTERESTS

The roles of family, child care, school, and community for promoting healthy development in contexts of poverty and social disadvantage.

CURRENT GRANT-FUNDED RESEARCH PROJECTS

2014-2016

Mothers' and Fathers' Engagement in Early Numerical and Spatial Learning:  Analyses of Parent Engagement in Early Math Learning in the NICHD Study of Early Child Care, funded by the Heising-Simons Foundation.  (Co-PI: Beth Casey)

2014-2016

Development and Research on Early Math Education (DREME) Network on Early Math Learning, funded by the Heising-Simons Foundation.

 

SELECTED PUBLICATIONS

Dearing, E., Zachrisson, H.D., & Naerde, A. (in press).  Age of entry into early childhood education and care and aggresion:  Faint and fading associations for young Norwegian children. Psychological Science.

Zachrisson, H.D. & Dearing, E. (2015). Family income dynamics, early childhood education and care, and early childhood behavior problems in Norway.  Child Development, 86, 425-440.

Dearing, E. (2014).  The state of research on children and families in poverty:  Past, present, and future empirical avenues of promise.  In K. McCartney, H. Yoshikawa, L. & L. Forcier (Eds.), Improving the Odds for America's Children.  Cambridge, MA: Harvard Education Press (pp. 189-216)

Casey, B., Dearing, E., Dulaney, A., Heyman, M., & Springer, R. (2014).  Young girls' spatial and arithmetic performance:  The mediating role of maternal supportive interactions during joint spatial problem solving.  Early Childhood Research Quarterly, 29, 636-548.

Sibley, E. & Dearing, E. (2014). Family educational involvement and child achievement in early elementary school for American-born & immigrant families.  Psychology in the Schools, 51, 814-831.

Lund, T.E. & Dearing, E. (2013). Is growing up affluent risky or is the problem growing up in an affluent neighborhood?  Journal of Research on Adolescence, 23, 274-282.  DOI:  10.1111/j.1532-7795.2012.00829.x

Zacchrisson, H.D., Dearing, E., Toppelbert, C., & Lekhal, R. (2013).  Little evidence that time in child care causes externalizing problems during early childhood in Norway.  Child Development, 84, 1152-1170.   

Dearing, E., Casey, B. M., Ganley, C.M., Tillinger, M., Laski, E., & Montecillo, C. (2012). Young girls' arithmetic and spatial skills:  The distal and proximal roles of family socioeconomics and home learning experiences.  Early Childhood Research Quarterly, 27, 458-470.

Tang, S., Dearing, E., Weiss, H.B. (2012).  Spanish-speaking Mexican-American families' involvement in school-based activities and their children's literacy:  The implications of having teachers who speak Spanish and English.  Early Childhood Research Quarterly, 27, 177-187.

Dearing, E., McCartney, K., & Taylor, B. (2009).  Does higher-quality early child care promote low-income children's math and reading achievement in middle childhood? Child Development, 80, 1329-1349.

 

This page links to PDF files. Use this link to download Adobe Reader if needed.