Keri Giordano
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. 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.
Selected Publications
Giordano, K., Palmieri, C. S., LaTourette, R., Godoy, K. M., Denicola, G., Paulino, H., Kosecki, O. (2022). Face masks and emotion literacy in preschool children: Implications during the COVID-19 pandemic. Early Childhood Education Journal.
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. https://doi.org/10.1016/j.childyouth.2021.106195
Giordano, K., Vega. V., & Gubi, A. (2021). Expelled from childcare: One state's suspension & expulsion practices in community childcare centers. Early Childhood Education Journal. https://doi.org/10.1007/s10643-020-01134-5
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.
https://doi.org/10.1007/s10643-020-01049-1
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. https://doi.org/10.1080/10901027.2020.1782545