Edward J. Bloustein School of Planning and Public Policy -

Curenton, S. M., McWey, L., M., & Bolen, M. G. (2009). Distinguishing Maltreating Versus Nonmaltreating At-Risk Families: Implications for Foster Care and Early Childhood Education Interventions. Families in Society, 90, 176-182.
Curenton, S. M. (2008, July/August). [Review of the book Ready or Not: Leadership Choices in Early Care and Education]. Preschool Matters, 6 (2), 10.
Curenton, S. M. (2008). Early Childhood Leaders and Literacy. Early Childhood Research Quarterly, 23, 597-598.
Curenton, S.M. & Justice, L. (2008). Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions. Early Education & Development, 19:2, 261-283.
Curenton, S.M., Craig, M. J. & Flanigan, N. (2008). Use of Decontextualized Talk Across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children's Development. Early Education & Development, 19:1, 161-187.
Sofka, A., Sutton, M., Bojczyk, K., & Curenton, S. (2007). Assessing the quality of storybook reading. In K. Pence (Ed.), Assessment in Emergent and Early Literacy. San Diego: Plural.
Curenton, S. M. & Lucas, T. M. (2007). Assessing young children’s oral narrative skills: The story pyramid framework. In K. Pence (Ed.), Assessment in Emergent and Early Literacy. San Diego: Plural.
Curenton, S. M. (2006). Oral storytelling: A Cultural Art that Promotes School Readiness. Young Children, 61, 78-89.
Garner, P.W., Curenton, S & Taylor, K (2005). Predictors of Mental State Understanding in Preschoolers of Varying Socioeconomic Backgrounds. International Journal of Behavioral Development, 29, 271-281.
Curenton, S.M. (2005). Towards Better Definition and Measurement in Early Childhood Professional Development. In M. Zaslow & I. Martinez-Beck (Eds). Early Childhood Professional Development and Children’s Successful Transition to Elementary School. Baltimore: Brooks.
Curenton, S.M. (2004). The association between narratives and false belief in low-income preschoolers. Early Education and Development, 15, 121-145.
Curenton, S.M. & Justice, L. (2004). African American and Caucasian Preschoolers’ Use of Decontextualized Language: Use of Literate Language Features in Oral Narratives. Language, Speech, and Hearing Services in the Schools, 35, 240-253.
Curenton S.M. (2003). Low-income Preschoolers’ False Belief Performance. Journal of Genetic Psychology, 164(4), 411-424.
Curenton, S.M., & Wilson, M.N. (2003). “I’m happy with my mommy”: Low-income preschoolers’ causal attributions for emotions. Early Education and Development, 14(2), 199- 213.
Lillard, A. S., Zeljo, A., Curenton, S. M., & Seja, A. (2000). Children’s understanding of the animacy constraint on pretense. Merrill-Palmer Quarterly, 46, 21-44.
Lillard, A. S., & Curenton, S. M. (1999). Do young children understand what others feel, want, and know? Young Children, 54(5), 52-57.

Stephanie M. Curenton earned her Ph.D. in Developmental and Community Psychology from the University of Virginia. After receiving her degree, she spent two years as a Society for Research on Child Development Policy Fellow, examining early care and education interventions and policies in the Administration for Children and Families, Child Care Bureau. Dr. Curenton studies the development of low-income and minority children within various ecological contexts, such as parent-child interactions, early childhood education programs, and related state and federal policies. She has been the principal investigator on a National Research Council Pre-doctoral Fellowship from the Ford Foundation and several university-funded research projects. Presently, she serves as the co-director for a federally funded study with the Education Development Center, Inc., (EDC) that investigates the impact of pre-K expansion on child care for low-income families. This project is funded by a grant from the U.S. Department of Health and Human Services, the Office of Program Research and Evaluation. Dr. Curenton has been recognized as a national leader in the early education field through her appointment to the governing board of the National Association for the Education of Young Children (NAEYC).