Shannon Stark Guss
Biographic Data
| ID | 6529576 |
|---|---|
| NAME | Shannon Stark Guss |
| GIVEN NAMES | Shannon Stark |
| FAMILY NAME | Guss |
| SIGNATURE | GUSS S S |
| AFFILIATIONS | University of Denver |
| ORCID | 0000-0003-1531-5868 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Designing Inclusive Computational Thinking Learning Trajectories for the Youngest Learners
Foundational thinking for later use of technology, particularly coding, is necessary for an inclusive and sustainable future. Inclusive practices beginning in early childhood recognize children’s innate development of computational thinking—sequencing, repetition and looping, debugging, decomposing and composing, representation, and causality. This qualitative research describes processes of developing and evaluating hypothesized developmental pr…
Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM
Early science, technology, engineering, and math (STEM) learning experiences often exclude children with disabilities and intersecting identities. To promote learning in STEM for all children, the Curriculum Research Framework (CRF) was applied to build learning trajectories of STEM for children from birth to age 5. The CRF was extended and enhanced to generate explicitly inclusive learning trajectories for children with and without disabilities.…
Early Education Program Racial and Ethnic Composition and Associations with Quality and Children’s Language and Social-Emotional Development
This study identified patterns of classroom and family experiences and developmental outcomes for young children in segregated early education. This study is based on data from a high-quality early education program serving young children from low-income households in 19 schools across the U.S. The sample included 1,521 children during the 2016–2017 school year. The analysis examined patterns of association between the racial/ethnic composition o…
Caregiver–infant and toddler interactions during diapering
The findings of this empirical research provide new information about the importance of caregiver interactions during care routines, specifically diaper changing, in supporting infant and toddler involvement and well‐being. This correlational study involved observations of 144 separate diapering cycles by 31 caregivers with 74 infants and toddlers in 30 infant and toddler classrooms in a U.S. Midwest city. Based on these observations, caregiver r…
Profiles of family engagement in home- and center-based Early Head Start programs
Profiles of family engagement in home- and center-based Early Head Start programs
Caregiver–infant and toddler interactions during diapering
The findings of this empirical research provide new information about the importance of caregiver interactions during care routines, specifically diaper changing, in supporting infant and toddler involvement and well‐being. This correlational study involved observations of 144 separate diapering cycles by 31 caregivers with 74 infants and toddlers in 30 infant and toddler classrooms in a U.S. Midwest city. Based on these observations, caregiver r…
Building Learning Trajectories for Intentional, Inclusive, and Individualized Instructional Experiences in STEM
Early science, technology, engineering, and math (STEM) learning experiences often exclude children with disabilities and intersecting identities. To promote learning in STEM for all children, the Curriculum Research Framework (CRF) was applied to build learning trajectories of STEM for children from birth to age 5. The CRF was extended and enhanced to generate explicitly inclusive learning trajectories for children with and without disabilities.…
Early Education Program Racial and Ethnic Composition and Associations with Quality and Children’s Language and Social-Emotional Development
This study identified patterns of classroom and family experiences and developmental outcomes for young children in segregated early education. This study is based on data from a high-quality early education program serving young children from low-income households in 19 schools across the U.S. The sample included 1,521 children during the 2016–2017 school year. The analysis examined patterns of association between the racial/ethnic composition o…
Designing Inclusive Computational Thinking Learning Trajectories for the Youngest Learners
Foundational thinking for later use of technology, particularly coding, is necessary for an inclusive and sustainable future. Inclusive practices beginning in early childhood recognize children’s innate development of computational thinking—sequencing, repetition and looping, debugging, decomposing and composing, representation, and causality. This qualitative research describes processes of developing and evaluating hypothesized developmental pr…
Psychology (5 works) · Developmental psychology (4 works) · Early Childhood Education and Development (4 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Computer Science (2 works) · Early childhood education (2 works) · Mathematics education (2 works) · Parental Involvement in Education (2 works) · Pedagogy (2 works) · Social Psychology (2 works)