Maureen Vandermaas-Peeler, Professor of Psychology
Mailing Address: Campus Box 2337, Elon University, Elon, NC, 27244-2010
Office: Long 204 E
I am a developmental psychologist with a particular interest in understanding how adults support young children’s learning through joint participation in authentic experiences, or culturally relevant, meaningful and developmentally appropriate activities. My current research projects investigate ways that young children learn math and science through nature play, gardening, cooking, and visiting museum exhibits with parents. I am also interested in the study of academic mentoring and high-impact engaged learning practices on college campuses.
Postdoctoral Fellowship in Early Intervention, Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill
Ph.D. Developmental Psychology, North Carolina State University
M.S. Developmental Psychology, North Carolina State University
B.A. Psychology (honors) and French (cum laude), Wake Forest University
Childhood in Cultural Context
Psychology in Cultural Context
Mentoring and supervision of undergraduate research projects
Professional interests and service:
Professor of Psychology, Elon University
Director of Honors Program, 2008-2013
Undergraduate Research Coordinator for Psychology Department, 2004-present
National Councilor for the Council for Undergraduate Research, Psychology Division, 2007-2010
Consulting editor, Journal of Cross-Cultural Psychology, 1997-present
Vandermaas-Peeler, M., & Pittard, C.* Low-income parents’ guidance and preschoolers’ numeracy skills in context. Early Child Development and Care.
Finn, L.* & Vandermaas-Peeler, M. (2013). Young children’s engagement and learning opportunities while cooking with parents and older siblings. Early Childhood Research and Practice, http://ecrp.uiuc.edu/v15n1/finn.html
Vandermaas-Peeler, M., Boomgarden, E.*, Finn, L.*, & Pittard, C.* (2012). Parental support of numeracy during a cooking activity with four-year-olds. International Journal of Early Years Education, 20 (1), 78-93.
Vandermaas-Peeler, M., Ferretti, L.*, & Loving, S.* (2012) Playing The Ladybug Game: Parent guidance of young children’s numeracy activities. Early Child Development and Care, 182 (10), 1289-1307.
Vandermaas-Peeler, M., Sassine, B.*, Price, C.* & Brilhart, C.* (2012). Mothers' and fathers' guidance behaviors during shared reading. Journal of Early Childhood Literacy, 12 (4), 415-442.
Vandermaas-Peeler, M., Nelson, J.*, Ferretti, L.*, & Finn, L.* (2011). Developing expertise: An apprenticeship model of mentoring undergraduate research across cohorts. Perspectives on Undergraduate Research Mentoring, 1.1, 1 – 10.
Vandermaas-Peeler, M., Nelson, J.*, Bumpass, C.* & Sassine, B.* (2009). Social contexts of development: Parent-child interactions during reading and play. Journal of Early Childhood Literacy, 9 (3), 295-317.
Vandermaas-Peeler, M., Nelson, J.*, Bumpass, C.* & Sassine, B.* (2009). Numeracy-related exchanges in joint storybook reading and play. International Journal of Early Years Education, 17 (1), 67-84.
Vandermaas-Peeler, M., Nelson, J.*, von der Heide, M.*, & Kelly, E.* (2009). Parental guidance with four-year-olds in literacy and play activities at home. In D. Kuschner (Ed.), From children to Red Hatters®: Diverse images and issues of Play. Play & Culture Studies, Volume 8. (pp. 93-112). Lanham, MD: University Press of America.
Vandermaas-Peeler, M. (2008). Parental guidance of numeracy development in early childhood. In Saracho, O. & Spodak, B. (Eds.). Contemporary Perspectives on Mathematics in Early Childhood Education, 277-290. Information Age Publishing: Charlotte, NC.
Vandermaas-Peeler, M., Nelson, J.* & Bumpass, C.* (2007). “Quarters are what you put into the bubble gum machine.” Numeracy interactions during parent-child play. Early childhood research and practice, 9, http://ecrp.uiuc.edu/v9n1/vandermaas.html.