|Office:||1050 Damen Hall, LSC|
Ph.D., Northwestern University
M.Ed., Loyola University Chicago
B.A., University of Chicago
Self-Regulation, School Readiness, and Academic Achievement
Early and Middle Childhood Development
Child Care, Early Childhood Education, and Early Childhood Intervention
Poverty-Related Risk and Resilience
Education and Social Policy
Li-Grining, C. P. (2007). Effortful control among low-income preschoolers in three cities: Stability, change, and individual differences. Developmental Psychology, 43, 208-221.
Li-Grining, C. P. & Coley, R. L. (2006). Child care experiences in low-income communities: Developmental quality and maternal views. Early Childhood Research Quarterly, 21, 125 - 141.
Li-Grining, C. P., Votruba-Drzal, E., Bachman, H. J., & Chase-Lansdale, P. L. (2006). Are certain preschoolers at risk in the era of welfare reform? The moderating role of children's temperament. Children and Youth Services Review, 28, 1102-1123.
Votruba-Drzal, E., Li-Grining, C. P., & Maldonado, C. (July/August 2008). A developmental perspective on full-day vs. part-day kindergarten and childrens academic trajectories through 5th grade. Child Development.
Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M. W., Smallwood, K., Sardin, L., & Young, T. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23, 10-26.