Publications by Year:
2023 and In Press
Implementation of Hearts & Minds on Babies. Stacks, A., Halquist, K., Brophy Herb, H., Barron C., Muzik, M.., Rosenblum, K., & Vallotton C. D. (2023). University-Community Partnerships to Support Responsive Caregiving: The Hearts and Minds on Babies Implementation Story. Early Childhood Education Journal, 2023 https://doi.org/10.1007/s10643-022-01440-0
Ready for Read Alouds. Vallotton, C. D., Gardner-Neblett, N., Kim, L., Harewood, T., & Duke, N. (2023). Ready for Read Alouds: 10 Practices for Book-Sharing with Infants and Toddlers. The Reading Teacher, doi:10.1002/trtr.2176.
2022
Infants Elicit Simplified Speech. Albert, R., Ernst, M., & Vallotton, C. D. (2022). Infant vocalizations elicit simplified speech in childcare settings. DOI: 10.1111/infa.12520
Infant Toddler Teachers’ Stress and Coping. Brophy-Herb, H., Brincks, A., Cook, J., Stacks, A., Vallotton, C., Frosch, C., Carson, R., Wheeler, R., Perkins, H., & Jennings, P. (2022). Stress Intensity and Exhaustion Among Infant and Toddler Teachers: Descriptive Analysis and Associations with Sources of Stress and Coping Strategy Use. Early Education and Development. https://www.tandfonline.com/doi/full/10.1080/10409289.2022.2151399
Anti-Bias Books for Babies. Gardner-Neblett, N., Addie, A., Eddie, A., Chapman, S., Duke, N., & Vallotton, C. D. (2022). Bias Starts Early. Let’s Start Now: Developing an Anti-Racist, Anti-Bias Book Collection for Infants and Toddlers. The Reading Teacher. doi:10.1002/trtr.2169
Sex Differences in Toddlers Attributions. Perkins, H. A., Brophy-Herb, H., Hyunjin-Choi, H., Williams, J., Daliamonte-Merckling, D., Mitchell, K., & Vallotton, C. D. (2022). Sex differences in toddlers’ negative attributions to challenges: Associates with maternal emotion coaching and emotional awareness. Social Development, https://doi.org/10.1111/sode.12570
2021
Culture > Regulatory Talk. Santelices, M. P., Vallotton, C. D., Farkas, C., Chang, T-F, Franco, E., & Gallardo, A. M. (2021). Mothers’ use of regulatory talk with toddlers in Chile and the US: How do cultural values and children’s gender affect mothers’ regulatory talk at 12 and 30 months? Children, 2021, 8, 874. https://doi.org/10.3390/children8100874
Practicum and Competencies. Fusaro, M., Lippard, C., Cook, G., Decker, K. B., Vallotton, C. D., & the Collaborative for Understanding the Pedagogy of Infant/toddler Development (CUPID) (2021). The role of practice-based experiences in undergraduates’ infant/toddler caregiving competencies. Journal of Early Childhood Teacher Education, DOI: 10.1080/10901027.2021.1954566.
College Students’ Mental Health. Hatton-Bowers, H., McPherran Lombardi, C., *Kemp, B., Decker, K. B., Virmani, E. A., Brophy-Herb, H., & Vallotton, C. D. (2021). Risks and resources for college students’ mental health: ACEs, attachment, and mindfulness. Journal of American College Health, DOI: 10.1080/07448481.2021.1942007.
Working Well with Babies. Vallotton, C. D., Brophy-Herb, H., Roggman, L., Chazan-Cohen, R., & the Collaborative for Understanding the Pedagogy of Infant/toddler Development (CUPID) (2021). Working Well with Babies: Comprehensive Competencies for Educators of Infants and Toddlers. Forthcoming, St. Paul, MN: Red Leaf Press.
Become a Behavior Detective. Vallotton, C. D., Mortensen, J. A., Burnham, M., Decker, K. B., Beeghly, & the Collaborative for Understanding the Pedagogy of Infant/toddler Development (CUPID) (in press). Becoming a better behavior detective: A developmental and contextual lens on behavior. Young Children, March 2021.
2020
Father-Child Play. Vallotton, C. D., Harewood, T., Adekoya, A., & Cook, J. (2020). Fathers and Young Children at Play: A Systematic Literature Review of Change and Variation in Father Figures’ Play and Playful Interactions with Sons and Daughters from Prenatal to Age 5. In H. E. Fitzgerald, K. von Klitzing, N. Cabrera, T. Skjѳthaug, and J. S. de Mendonça (Eds) Handbook on Fathers and Child Development: Prenatal to Preschool, Chapter 19. Springer.
Mindfulness & Reflection > Educator Skills. Amini-Virmani, E., Hatton-Bowers, H., Lombardi, C., Decker, K. B., King, E., Potter Plata, S., Vallotton, C. D., & the Collaborative for Understanding the Pedagogy of Infant/toddler Development (CUPID) (2020). How are preservice early childhood professionals’ mindfulness, reflective practice beliefs, and individual characteristics associated with their developmentally supportive responses to infants and toddlers? Under revision for Early Education and Development, https://doi.org/10.1080/10409289.2020.1798718
Professional Development for Infant/Toddler Educators. Gardner-Neblett, N., Henk, J. K., Vallotton, C. D., *Rucker, L., & Chazan-Cohen, R. (2020). Which professional development matters? Differential predictions of beliefs and practices among infant-toddler and preschool teachers. Journal of Early Childhood Teacher Education, 1-23, DOI: 10.1080/10901027.2020.1735584; https://doi.org/10.1080/10901027.2020.1735584
Culture > Parenting > Mastery Motivation. *Wang, W., Vallotton, C. D., & Bowles, R. (2020). Ethnic variances in socializing young children’s mastery motivation among White, African American, and Hispanic low-income families. Early Childhood Research Quarterly, 51, 329-337. https://doi.org/10.1016/j.ecresq.2019.12.012
Storybooks = Cultural Socialization Tools. Farkas, C., Santelices, M-P, Vallotton, C. D., Brophy-Herb, H., Iglesias, M., Sieverson, C., Cuellar, P., & Álvarez, C. (2020). Children’s storybooks as a source of mental state references: Comparison between books from Chile, Colombia, Scotland, and USA. Cognitive Development, 53, 100845, 1-16.
2019
Infant/Toddler Educator Competencies. Vallotton, C. D., Peterson, C., Chazan-Cohen, R., Cook, G., Brophy-Herb, H., & Ispa, J. (2019). Comprehensive Competencies for Infant/ Toddler Educators. In M. A. Peters (Ed.) Encyclopedia of Teacher Education. New York, NY: Springer.
Challenges in Preparing Infant/Toddler Educators. Mortensen, J., Kucskar Mitsch, M., Decker, K., Plata-Potter, S. I., Brophy-Herb, H., Vallotton, C. D., & Buell, M. J. (2019). Building bridges to overcome widening gaps: Challenges in addressing the need for professional preparation of infant/toddler practitioners in higher education. Occasional Paper Series, 42, 86-103.
Caregiving Experience > Knowledge & Beliefs about Children. Lippard, C., Fusaro, M., Decker, K., & Vallotton, C. D. (2019). Effects of prior formal and informal caregiving experiences on undergraduates’ infant/toddler caregiving knowledge and beliefs. Early Childhood Teacher Education, https://doi.org/10.1080/10901027.2019.1607632.
Infant Signs to Enhance Responsiveness during Meals. Paul, I. M., Hohman, E. E., Birch, L. L., Shelly, A., Vallotton, C. D., & Savage, J. S. (2019). Exploring infant signing to enhance responsive parenting: Findings from the INSIGHT study. Maternal and Child Nutrition, 2019:e12800. https://doi.org/10.1111/mcn.12800
Mindfulness > Developmentally Supportive Practices. Brophy-Herb, H., Williamson, A. C., Cook, G., Torquati, J., Decker, K., Vu, J., Vallotton, C. D., Duncan, L., and the Collaborative for Understanding the Pedagogy of Infant/Toddler Development (2019). Preservice students’ dispositional mindfulness and developmentally supportive practices with infants and toddlers. Mindfulness, 10, 759-768.
Home Learning > Academic Skills. Tamis-LeMonda, C. S., Luo, R., Bandel, E. T., McFadden, K. E., & Vallotton, C. D. (2019). The early home learning environment predicts children’s 5th grade academic skills. Applied Developmental Science, 23 (2), 153-169. doi: 10.1080/10888691.2017.1345634
Scholarship of Teaching & Learning for the Infant/Toddler Field. Vallotton, C. D., Cook, G., Chazan-Cohen, R., Decker, K., Gardner-Neblett, N., Lippard, C., & Harewood, T., (2019). The Collaborative for Understanding the Pedagogy of Infant/toddler Development: A Cross-University, Interdisciplinary Effort to Transform a Field through SOTL. In J. C. Friberg & K. McKinney (Eds.), Applying the Scholarship of Teaching and Learning beyond One Classroom. Bloomington, IN: Indiana University Press.
2018
Toddlers Use Signs for Emotion Regulation. Konishi, H., Karsten, A., & Vallotton, C. D. (2018). When they can’t use their words: Toddlers use signs in service of self-regulation. Infant Mental Health Journal, 39, 730-750. DOI: 10.1002/imhj.21740
Mentalization > Self-Regulation. Senehi, N., Brophy-Herb, H., & Vallotton, C. D. (2018 online). Effects of maternal mentalization-related parenting on toddlers’ self-regulation. Early Childhood Research Quarterly, 44, 1-14.
Maltreatment > Grammar. Knolle, F., Vallotton, C., & Ayoub, C. (2018). Maltreated children use more grammatical negations. Journal of Child and Family Studies, 27, 453-464. DOI 10.1007/s10826-017-0905-3.
Gesture Development Across Cultures. Kwon, A., Vallotton, C. D., Kiegelman, M., & Hughes Wilhelm, K. (2018). Cultural diversification of communicative gestures through early childhood: A comparison of children in English-, German- and Chinese-speaking families. Journal of Infant Behavior and Development, 50, 328-339. https://doi.org/10.1016/j.infbeh.2017.10.003
2017
The First 1,000 Days. Vallotton, C. D. (2017), IPPSR: Early Education at Risk. Lansing, MI. Watch the full Policy Briefing at the Capitol here.
Parenting Supports Vocabulary. Vallotton, C.D., Mastergeorge, A.M., Foster, T., Decker, K. B., & Ayoub, C. (2017). Parents’ supports for early vocabulary development: Specific effects of sensitivity and stimulation through infancy. Infancy, 22 (1), 78-107, DOI: 10.1111/infa.12147. Watch a related story on WLNS. See the WKAR PBS video on Parallel Talk.
Parent Sensitivity in Chile & US. Kast, M. J., Farkas, C. & Vallotton, C. D. (2017). Diferencias en sensibilidad parental entre madres y padres de Chile y Estados Unidos [Parental sensitivity differences between mothers and fathers from Chile and USA]. Psicoperspectivas, 16(3), 137-148. doi:10.5027/psicoperspectivas-vol16-issue3-fulltext-950
Social Development in Chilean Infants. Farkas, C., Vallotton, C. D., Strasser, K., Santelices, M. P., & Himmel, E. (2017). Social-emotional skills of Chilean children between 12 and 30 months of age: When do adults’ competencies matter? Infant Behavior and Development, 49, 192-203, DOI 10.1016/j.infbeh.2017.09.010
Infant Gender Socialization in Chile & US. Chang, T-Z., Farkas, C., & Vallotton, C. D. (2017). US and Chilean mothers’ use of mental references through languages with infant girls and boys in story times: Does socialization of gender role through languages emerge as infancy? Journal of Cross-Cultural Psychology, 48, 1271-1287. DOI 10.1177/0022022117720752
Infant Emotion Expression in Chile & US. Muzard, A., Kwon, A., Espinosa, N., Vallotton, C. D., & Farkas, C. (2017). Infants’ emotional expression: Differences in the expression of pleasure and discomfort between infants from Chile and the United States. Infant and Child Development, 26(6); e2033. Doi: 10.1002/icd.2033
Toddler Signs and Self-Regulation. Karsten, A., Foster, T., Decker, K. B., & Vallotton, C. D. (2017). Toddlers take Emotion Regulation into their Own Hands with Infant Signs. Young Children, 72(1), 38-43.
Gesture Input and Development. Vallotton, C. D., Decker, K. B., Kwon, A., & Wang, W., Chang, T-Z, (2017). Quality and quantity of gestural input: Caregivers’ sensitivity promotes caregiver-infant bidirectional communication through gestures. Infancy, 22 (1), 56-77. Doi: 10.1111/infa.12155
Fathers Affect Early Language & Cognition. Harewood, T. N., Vallotton, C. D., & Brophy-Herb, H. (2017). More than just the breadwinner: the effects of fathers’ parenting stress on children’s language and cognitive development. Infant and Child Development, 26 (2), e1984. DOI: 10.1002/icd.1984.
Policy & Pedagogy in ECE. Chazan-Cohen, R., Vallotton, C. D., Harewood, T. N., & Buell, M. (2017). Influences of Federal and State Policies on Higher Education Programs Training the Infant-Toddler Workforce in the United States. In E. J. White and C. Dalli (Eds) Policy and Pedagogy with Under-three Year Olds: Insights and Innovations (pp. 159-176). Gateway East, Singapore: Springer Nature. DOI 10.1007/978-981-10-2275-3.
2016
Competencies for Home Visitors. Petersen, C., Roggman, L., Chazan-Cohen, R., Ispa, J., Decker, K., Cook, G., Hughes Belding, K., & Vallotton, C. D. (2016). Preparing home visitors to partner with families of infants and toddlers. Journal of Early Childhood Teacher Education, 37(4), 301-313. DOI: http://dx.doi.org/10.1080/10901027.2016.1241965
Early Intervention for Families w/ D/HH. Decker, K. B., & Vallotton, C. D. (2016). Early intervention for children with hearing loss: Information parents receive about supporting children’s language. Journal of Early Intervention, 38, 151-169. DOI: 10.1177/1053815116653448
Infant Temperament in Chile & US. Farkas, C., & Vallotton, C. D. (2016). Differences in infant temperament in Chile and the US. Journal of Infant Behavior and Development, 44, 208-218. http://dx.doi.org/10.1016/j.infbeh.2016.07.005.
Moms’ and Dads’ Mental Health. Vallotton, C. D., Harewood, T., Froyen, L., Brophy-Herb, H., & Ayoub, C. (2016). Child Behavior Problems: Mothers’ and Fathers’ Mental Health Matters Today and Tomorrow. Accepted to Early Childhood Research Quarterly, 37, 81-93. Doi: 10.1016/j.ecresq.2016.02.006. Listen to the Academic Minute radio podcast. Read the Psychology Today article. Listen to the podcast interview on Who Cares? What’s the Point?
Cultural Transmission via Infant Signs. Wang, W., & Vallotton, C. D. (2016). Cultural transmission through infant signs: Objects and actions in U.S. and Taiwan. Infant Behavior and Development, 44, 98-109. DOI:10.1016/j.infbeh.2016.06.003
Attachment > ECE Competencies. Vallotton, C. D., Torquati, J., Ispa, J., Chazan-Cohen, R., Henk, J., Fusaro, M., Peterson, C., Roggman, L., Stacks, A., Cook, G., & Brophy-Herb, H. (2016). Attachment predicts college students’ knowledge, attitudes, and skills for working with infants, toddlers, and families. Early Education and Development, 27(2), 275-302. Doi: 10.1080/10409289.2016.1087778
Infant Signing. Vallotton, C. D. (2016). Infant Signing. In K. Chrisman & D. L. Couchenour (Eds.) The SAGE Encyclopedia of Contemporary Early Childhood Education, 727-729. London, UK: Sage Publications, Inc. DOI: http://dx.doi.org/10.4135/9781483340333.n209
2015
Gestures Scaffold Problem-Solving. Vallotton, C.D., Fusaro, M., Hayden, J., Decker, K. B., Gutowski, E. (2015). Give me a hand: Differential effects of gesture type in guiding young children’s problem-solving. Instructional Science, 43, 709-735. DOI: 10.1007/s11251-015-9357-6
Emotion Talk > Toddler Behavior Problems. Brophy-Herb, H. E., Bocknek, E., Vallotton, C. D., Stansbury, K., Senehi, N., Dalimonte-Merckling, D., Lee, Y-E. (2015). Toddlers with early behavior problems at higher family demographic risk benefit the most from maternal emotion talk. Submitted to Journal of Developmental and Behavioral Pediatrics, 36(7), 512-520. Doi: 1097/DBP.0000000000000196
Discipline > Representations > Empathy. Lee, Y-E., Brophy-Herb, H., Vallotton, C. D., Griffore, R. J., Carlson, J. S., & Robinson, J. (2015). Do young children’s representations of discipline and empathy moderate the effects of punishment on emotion regulation? Social Development, 00, 00-00. Doi: 10.1111/sode.12141
2014
Mothers’ Head Gestures. Fusaro, M., Vallotton, C. D., & Harris, P. L. (2014). Beside the point: Mothers’ head nodding and shaking gestures during parent-child play. Infant Behavior and Development, 37, 235-247. DOI: 10.1016/j.infbeh.2014.01.006
EHS Protects from Maltreatment. Green, B., Furrer, C., Ayoub, C., Dym-Bartlett, J., Von Ende, A., Chazan-Cohen, R., Vallotton, C.D., & Klevins, J. (2014). The Effect of Early Head Start on Child Welfare System Involvement: A First Look at Longitudinal Child Maltreatment Outcomes. Child and Youth Services Review,42, 127-135. DOI: 10.1016/j.childyouth.2014.03.044
How Infants Spend Time. Harrison, L., Elwick, S., Vallotton, C. D., & Kappler, G. (2014). Spending time with others: A Time Use Diary for Infant Toddler Childcare. In L. Harrison & J. Sumsion (Eds), Lived Spaces of Infant-Toddler Education and Care (pp. 59-75), International Perspectives on Early Childhood Education and Development 11. Amsterdam, The Netherlands: Springer.
Infant Signs Reveal Minds. Vallotton, C. D., Harewood, T., Karsten, A., & Decker, K. B. (2014). Infant signs reveal infant minds to early childhood educators. In L. Harrison & J. Sumsion (Eds), Lived Spaces of Infant-Toddler Education and Care (pp. 161-172), International Perspectives on Early Childhood Education and Development 11. Amsterdam, The Netherlands: Springer.
2012
Buffering Boys and Boosting Girls. Vallotton, C.D., Harewood, T., Ayoub, C.C., Pan, B., Mastergeorge, A.M., & Brophy-Herb, H. (2012). Buffering boys and boosting girls: The protective and promotive effects of Early Head Start for children’s expressive language skills in the context of parenting stress. Early Childhood Research Quarterly, 27, 695-707. DOI: 10.1016/j.ecresq.2011.03.001
Infant Signs as Intervention. Vallotton, C. D. (2012). Infant signs as intervention? Promoting symbolic gestures for preverbal children in low-income families supports responsive parent-child relationships. Early Childhood Research Quarterly, 27, 401-415. DOI: 10.1016/j.ecresq.2012.01.003. See the WKAR PBS video on the Impact of Infant Signs.
Parents Decisions for Children w/ D/hh. Decker, K. B., Vallotton, C. D., & Johnson, H.A. (2012). Parents’ communication decision for children with hearing loss: Sources of information and influence. American Annals of the Deaf, 157, 326-339
2011
Developmental Pathways to Social Skills. Ayoub, C.A., Vallotton, C. D., & Mastergeorge, A.M. (2011). Developmental pathways to integrated social skills: The roles of parenting and early intervention. Child Development, 82, 583-600. DOI: 10.1111/j.1467-8624.2010.01549.x
Use Your Words. Vallotton, C. D. & Ayoub, C.A. (2011). Use your words: The role of language in the development of toddlers’ self-regulation. Early Childhood Research Quarterly, 26, 169-181. DOI: 10.1016/j.ecresq.2010.09.002. Read the Psychology Today article!
Babies Open Our Minds. Vallotton, C. D. (2011). Babies open our minds to their minds: How “listening” to infant signs complements and extends our knowledge of infants and their development. Infant Mental Health Journal,32, 1-20. DOI: 10.1002/imhj.20286. See the WKAR PBS video on Preverbal Communication through Infant Signs.
Sentences & Conversations. Vallotton, C.D. (2011). Sentences and conversations before speech? Gestures of preverbal children reveal cognitive and social skills that do not wait for words. In G. Stam and M. Ishino (Eds.), Integrating Gestures: The Interdisciplinary Nature of Gesture (pp. 105-120). Amsterdam, The Netherlands: John Benjamins
Giving a Nod. Fusaro, M. & Vallotton, C.D. (2011). Giving a nod to social cognition: Developmental constraints on the emergence of conventional gestures and infant signs. In G. Stam and M. Ishino (Eds.), Integrating Gestures: The Interdisciplinary Nature of Gesture (pp. 121-136). Amsterdam, The Netherlands: John Benjamins
Infant Signing Whitepaper. Signing with Babies and Children: A Summary of Research Findings. Download the Whitepaper: Vallotton (2011) Signing with Babies & Children white paper. See the WKAR PBS video on Signing with Babies.
2010
Support or Competition. Vallotton, C. D. (2010). Support or competition? Dynamic development of the relationship between pointing and symbolic gestures from 6 to 18 months of age. Gesture, 10:2-3, Special Issue on Gesture and Multimodal Development, 150-171. DOI: 10.1075/gest.10.2-3.03val
2009
Symbols Build Communication & Thought. Vallotton, C. D. & Ayoub, C.A. (2009). Symbols build communication and thought: The role of gestures and words in the development of engagement skills and social-emotional concepts during toddlerhood. Social Development, 19, 601-626. DOI: 10.1111/j.1467-9507.2009.00549.x
Infants Influence their Care. Vallotton, C.D. (2009). Do infants influence their quality of care? Infants’ communicative gestures predict caregivers’ responsiveness. Infant Behavior and Development, 32, 351-365. DOI: 10.1016/j.infbeh.2009.06.001. See related NewsWeek article!
Cognitive Skills at Risk. Ayoub, C.A., O’Conner, E., Rappolt-Schlictmann, G., Vallotton, C., Raikes, H., & Chazan-Cohen, R. (2009). Cognitive skill performance among young children living in poverty: Risk, change, and the promotive effects of Early Head Start. Early Childhood Research Quarterly, 24, 289-305. DOI:10.1016/j.ecresq.2009.04.001.
Cognitive Development. Vallotton, C.D. & Fischer, K.W. (2009). Cognitive Development. In M. M. Haith & J. B. Benson (Eds.), Language, Memory, and Cognition in Infancy and Early Childhood (pp. 102-113). Oxford: Elsevier
2008
Signs of Emotion. Vallotton, C.D. (2008). Signs of emotion: What can preverbal children “say” about internal states? Infant Mental Health Journal, 29, 234-258. DOI: 10.1002/imhj.20175. See the WKAR PBS video on Signs for Stressful Situations.
Infant Signs > Self-Regulation. Vallotton, C.D. (2008). Infants take self-regulation into their own hands, Zero To Three, 29, 29-34. Download the Article: Vallotton (2008) Infants Take Self-Reg Free version from ZTT.
2006
Let It Go. Vallotton, C.D. & Harper, L.V. (2006). Why don’t they just let it go? Journal of Infant Behavior and Development, 29, 373-385. DOI:10.1016/j.infbeh.2006.01.003.
1998
Home Is for Living. Groves, B.M., Bassuk, E., Lurie-Hurvitz, E., Vallotton, C. D. (1998). Home is a base for living. Zero to Three, 19, 1–5
Homes for Families. Vallotton, C. D. (1998). Homes for families with infants and toddlers: Promising approaches. Zero to Three, 19, 40–45
A network of related concepts!
I have never been a linear person. I don’t have lines of research, I have a network of research projects and publications that each relate to one or many of the concepts I care about. Explore the graphic below to see how my Publications (Black nodes) relate to a variety of Key Terms, Domains of development, and guiding Theories. Click on the nodes to see how they are connected to each other.