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Dr. Keri Giordano has worked in the field of early childhood since 1995, in a variety of roles, including: professor, trainer, consultant, director, assistant director, teacher, teaching assistant, early interventionist, and school psychologist.  She earned her doctorate in school psychology and also holds degrees in educational psychology, psychology, early childhood, and education.  She is currently a consulting editor for the National Association for the Education of Young Children and is on the editorial advisory board for School Psychology Review.    She is on the state Pyramid Model leadership team and serves on several other state and national committees. Over the course of her professional career, Dr. Giordano has developed expertise in behavioral disorders and interventions with the birth-five population.  Currently an assistant professor at Kean University, her focus is on training professionals to support the social-emotional needs of infants and young children and advocating for the development of systems to support professionals in this role.  Her recent work has focused on issues regarding expulsion from community childcare centers, the availability of mental health services for the birth to five population, and the impact of COVID-19 on young children.

Areas of Expertise

  • Birth to five population
  • Positive behavior intervention and supports
  • Social and emotional competency
  • Program development and evaluation
  • The Pyramid Model for Promoting the Social-Emotional Competence of Infants and Young Children  

Courses Taught

  • Advanced Developmental Psychology 
  • Consultation and Evaluation of Human Service Programs 
  • Evidence Based Behavioral and Psychosocial Interventions in Schools 
  • Program Evaluation and Applied Research 
  • School-Family-Community Consultation and Collaboration 
  • Supervision & Management

Teaching Philosophy

Confucius stated, "I hear and I forget. I see and I remember. I do and I understand."  Students in my courses are provided with varied opportunities for hands-on learning.  I develop positive rapport with each student and use this relationship to ensure the student's success.  My passion is evident in my lectures; even a boring topic is engaging if presented in the right way.  I make contributions to the field and inspire students to do the same.  Students leave my courses with much more than a final grade.  Students are reflective learners who are ready to make a positive contribution to the field.   

Selected Publications

  • Giordano, K., LaTourette, R., O’Rourke, S., Baker, S. & Breen, E.  (2021). Availability & willingness of psychologists to treat infants and young children: Data from one state. Children and Youth Services Review, 129. 
  • Giordano, K., Vega. V., & Gubi, A. (2021). Expelled from childcare: One state's suspension & expulsion practices in community childcare centers.  Early Childhood Education Journal. 
  • Giordano, K., Interra, V., Stillo, G., Mims, A., & Block-Lerner, J.  (2021). Associations between child and administrator race and suspension and expulsion rates in community child care programs.  Early Childhood Education Journal, 49, 125-135.
  • Giordano, K., Calcagno, B., Wilhelm, S., Gil, A., & Eastin, L.  (2020). Examining the effects of internal peer versus external coaching on preschool teachers’ implementation of a framework of evidence-based social-emotional practices.  Journal of Early Childhood Teacher Education.     
  • Giordano, K., Martin, A., & Cornell, K. C. (2018).  Intentional leadership:  Utilizing communities of practice and coaching intervention to support professional development of early childhood program administrators.  Perspectives on Early Childhood Psychology and Education, 3(2), 103-124