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Kemple, Kristen



Kristen Kemple
Professor
School of Special Education, School Psychology & Early Childhood Studies
College of Education
University of Florida
1345 Norman Hall
PO Box 117050Kemple, Kristen
Gainesville, FL 32611-7050
352-273-4197
kkemple@coe.ufl.edu

Research Biography

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.

Degrees

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.

Key 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)

Grants

Kemple, K.  (under revision).  Combining the Second Step Early Learning Program with an explicit-teaching vocabulary intervention:  Is there added value for promoting socio-emotional knowledge and skills?

Kemple, K.  (under revision).  Eliciting teachers’ voices:  The place of play in preschool and kindergarten.

PI: College Research Incentive Fund award, College of Education, UF,  Enhancing preschool teachers’ use of the Second Step Violence Prevention Program.  (2011) $8,900

PI:  B.O. Smith Research Professorship in Education, College of Education, UF, Evaluation of the Second Step Violence Prevention Curriculum for Preschool Children (2005-2008)  $45,000

PI: Supporting Teachers use of the Second Step Violence Prevention Program in Preschool Programs.  Subcontracted from a US Department of Education Grant to the Florida Institute of Education at the University of North Florida.  (July 2004-July 2005).  $32,000

PI: Psychometric Evaluation of the Social Interaction Practices for the Preschool Years (SIPPY) Questionnaire. College Research Incentive Award, UF College of Education. 7/2003-7/2004.  $2,784.

Project Faculty:  Unified Training Program in Early Childhood and Special Education.  US Department of Education Office of Special Education and Rehabilitation Services.  1992-1996.  PI: Vivian I. Correa.  $537,000.

Co-PI:  Leadership 2000:  A Unified Early Childhood and Early Childhood Special Education Doctoral Program.  United States Department of Education, Office of Special Education and Rehabilitation Services.  July 1996-July 2000. PI: Vivian I. Correa.  $800,000.

PI: Preschool and kindergarten teachers’ beliefs about intervening in young children’s peer interaction. Research Development Award, Department of Sponsored Research, UF, 1993, $14,000.

PI: AES Assistantship Grant, Purdue Research Foundation, 1991, $4,500.

PI:  David Ross Research Grant, Purdue Research Foundation, 1991, $9,000.

PI:  XL Summer Faculty Research Grant, Purdue Research Foundation, 1991, $5,000.

Project Director:  Longitudinal Relationships between parent-child interaction and young children’s social competence with peers.  National Institute of Child Health and Human Development, 1987-1990.  PI:  Nancy Hazen.  $350,000.

Selected Publications

Books:

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.

Book Chapters:

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.

Recent Refereed Journal Articles:

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.

Editorial Service

Consulting Editors Board, National Association for the Education of Young Children:  2002-2008, 2012-present (review book proposals and articles for Young Children)

Ad hoc reviewer for: Early Childhood Research Quarterly / Journal of Teacher Education / Creativity Research Journal / Journal of Research in Childhood Education / Young Children / Early Childhood Education Journal / Advances in Early Education and Day Care / Teacher Education and Special Education / Journal of Early Childhood Teacher Education / International Journal of Early Years Education / Child and Youth Care Forum