Nicole Gardner-Neblett

Nicole Gardner-Neblett
University of North Carolina at Chapel Hill | UNC · Frank Porter Graham Child Development Institute (FPG)

About

24
Publications
3,703
Reads
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342
Citations
Citations since 2017
13 Research Items
263 Citations
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Publications

Publications (24)
Article
Experiences with books before age three predict children's motivation to read (Bus et al., 1995), and can support the development of vocabulary, communication, and symbolic skills (Scarborough, 2001). Sharing books with infants and toddlers is different than reading aloud to older children. For example, it is important to attend more closely to inf...
Article
During the first year of life, children begin to develop preferences for their own racial group over others. To interrupt the development of these and other biases during infancy and toddlerhood, educators can use books to promote anti‐racist and anti‐bias thinking and behaviors in children, while also supporting children's emergent literacy. This...
Article
While seminal research suggests that White teachers are more likely to judge the oral narratives of Black children less favorably than stories told by White children, less attention has been paid to the role of narrative quality in the perceptions teachers form of these complex discourse skills. Further, few studies have examined the extent to whic...
Article
Full-text available
Racism, a multidimensional system of oppression and exclusion, is part of the foundation of the United States and is detrimental to the health and well-being of Black communities and other racially and ethnically minoritized (REM) communities. There is an emerging body of literature that draws attention to the impact of racism and different raciali...
Article
Purpose Oral narrative, or storytelling, skills may constitute a linguistic strength for African American children, with implications for academic and social well-being. Despite this possibility, few studies have examined individual differences in oral narrative skill among African American children. To address this gap in the literature, this stud...
Article
Early relational health between caregivers and children is foundational for child health and well‐being. Children and caregivers are also embedded within multiple systems and sectors, or a “child‐serving ecosystem”, that shapes child development. Although the COVID‐19 pandemic has made this embeddedness abundantly clear, systems remain siloed and l...
Article
Full-text available
Research studies and national education standards support the importance of young children acquiring narrative skills for early language and literacy development. Less is known, however, about teachers’ beliefs about how essential it is to provide young children with narrative instruction. Using a person-centered approach, the current study investi...
Article
The first 1,000 days is one of the most consequential times for children’s development. As a hugely ignored adversity embedded in all aspects of black children’s lives before birth and throughout their life course, racism in all forms deserves more attention in the developmental science literature. Racism—including structural, institutional, interp...
Article
More than half a century of educational efforts have focused on eliminating the Black–White achievement gap. Yet, racial disparities persist. In this article, we describe the issues with educational discourse focused on the achievement gap and the ways structural racism drives the educational experiences and outcomes of Black students. We include a...
Article
Full-text available
This article synthesizes findings from an international virtual conference, funded by the United States National Science Foundation, focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children’s outcomes, the purpose of the conference was to discuss actiona...
Article
Full-text available
Background Although shared book reading is seen as an effective way to support children’s early literacy and language development, less is known about the factors associated with toddlers’ engagement with books. Objective The goal of the current study was to examine younger and older toddlers’ engagement with books during one-on-one reading with a...
Chapter
Full-text available
The purpose of this chapter is to provide an overview of African American children’s oral language skills with the intention of building the understanding of how these skills translate to classroom contexts. The chapter also summarizes the goals of the Common Core that are specifically related to speaking and listening and describes how African Ame...
Article
Evidence suggests that oral narrative skills are a linguistic strength for African American children, yet few studies have examined how these skills are associated with reading for African American boys and girls. The current study uses longitudinal data of a sample of 72 African American 4-year-olds to examine how preschool oral narrative skills p...
Article
Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to...
Article
This study examined self-reliant classroom behaviors during middle childhood as a mechanism through which early language and sustained attention become associated with academic achievement in adolescence. Participants were enrolled in the NICHD Study of Early Child Care and Youth Development (N = 1364). Path analyses revealed that preschool languag...
Article
Abstract— This article reviews research concerning an area of strength for African American children: oral narrative skills. The article discusses the historical and cultural factors that have contributed to the rich tradition of oral narratives among African Americans and the implications of oral narrative skills for reading development. Although...
Article
The ecological model posits that dynamic associations among the environmental contexts in which children develop influence development. Two environments in which many young children develop today are the home and child care. Numerous studies have examined the effects of family factors and child care experiences on children's cognitive and language...
Article
Few studies have captured the variation in single mothers' work and welfare experiences and the implications for children. Using data from the Panel Study of Income Dynamics and the Child Development Study, this study examines patterns of wages, work hours, and time spent on welfare in relation to children's well-being (N = 820). Six patterns emerg...
Article
The current study examined the relation between adolescents' perceptions of their parents' jobs and their future orientation, and tested the role of parental support. Four hundred and fifteen ninth through twelfth graders were surveyed about their parents' job rewards, self-direction, and stressors, as well as their expectations for employment and...

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