About

Kristen M. Kemple is a Professor of Early Childhood Studies and an affiliate of the Anita Zucker Center for Excellence in Early Childhood Studies. Her research focuses on peer relationships, social and emotional competence in early childhood, teacher education, and play. She also has expertise in the arts and the development of creativity in the early childhood years.

Research Interests

Behavior, Behavior Management, Classroom Management, Conflict / Aggression, Creativity, Curriculum Integration, Early Childhood, Emotion, Professional Development, Socialization Issues / Social Competence

Education

• Ph.D. In Child Development and Family Relationships, The University of Texas at Austin, 1990.
• M.S. in Child Development, The University of Texas at Austin, 1983.
• B.A. in Linguistics (with honors), The University of Texas at Austin, 1980.

Professional Appointments

• Professor of Early Childhood Studies, School of Special Education, School Psychology and Early Childhood Studies, University of Florida (2009 - present)
• Professor of Early Childhood Education, School of Teaching and Learning, University of Florida (2007-2009)
• Associate Professor of Early Childhood Education, School of Teaching and Learning, University of Florida (1998-2007)
• Assistant Professor of Early Childhood Education, School of Teaching and Learning, University of Florida (1992-1998)
• Assistant Professor of Child Development and Family Studies, Purdue University (1990-1992)

Selected Grants

Selected Publications

• Kemple, K. (in press). Planning for play: Strategies for guiding preschool learning. Lewisville, NC: Gryphon House.
• Kemple, K.M. (2004). Let's be friends: Peer competence and social inclusion in early childhood programs. NY: Teachers College Press.
• Kemple, K.M., Harris, M.G., & Lee, I. (2015). Becoming color-conscious: Preparation to address young children's curiosity about race. In J. Sutterby (Ed.) Advances in Early Education and Day Care, Vol. 19 Discussions about Sensitive Issues, pp 1-27.
• Kemple, K., Batey, J. & Hartle, L. (2015). Promoting music play. In D. Koralek (Ed.), Expressing Creativity in Preschool, 54-55. Washington, DC: National Association for the Education of Young Children.
• Kemple, K.M. & Ellis, S.M. (2009). Peer-related social competence in early childhood: Supporting interaction and relationships. In E. Essa and M. Burnham (Eds.), Informing our practice: Useful research on young children's development. Washington, DC: National Association for the Education of Young Children.
• Kemple, K., Lee, I. & Ellis, S.M. (in preparation). Outcomes of implementing the Second Step program with preschool children: A quasi-experimental study.
• Kemple, K. , Smith-Bonahue, T., Oh, J., Tiplady, C. & Rama, C. (in preparation) Content analysis of research literature on play in early childhood education, child development, and early childhood special education journals: 2010-2015.
• Kemple, K., Smith-Bonahue, T., Kenney, E., Concepcion, R., & McReynolds, J. (in preparation). Using dialogic reading scripts of children's books to teach emotion-related vocabulary.
• Miller, S., Smith-Bonahue, T. & Kemple, K. (under review). Preschool teachers' responses to challenging behavior: The role of organizational climate in referrals and expulsions.
• Kemple, K.M. (in press). Social studies, social competence and citizenship in early childhood education: Developmental principles guide appropriate practice. Early Childhood Education Journal.
• Kemple, K.M., Oh, J., Kenney, E., & Smith-Bonahue, T. (2016) The power of outdoor play and play in natural environments. Childhood Education, 92(6), 446-454.
• Kemple, K., Lee, I.R. & Harris, M.G. (2016). Young children's curiosity about physical differences associated with race: Shared reading to encourage conversation. Early Childhood Education Journal, 44(2), 97-105.
• Kemple, K.M., Oh, J.H. & Porter, D. (2015). Playing at school: An Inquiry approach to using an experiential play lab in an early childhood teacher education course. Journal of Early Childhood Teacher Education, 36(3), 250-265.
• Lee, I.R. & Kemple, K. (2014). Preservice teachers' personality traits and engagement in creative activities as predictors of their support for children's creativity. Creativity Research Journal, 26(1), 82-94.