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November 2019 Jonathan R. H. Tudge

Department of Human Development Home: 1603 Wright Ave. and Family Studies Greensboro, NC 27403 The University of North Carolina at Greensboro (336) 271-8077 P.O. Box 26170 Greensboro, NC 27402-6170 (336) 223-6181 POSITIONS 2019 to Present Professor Emeritus, Department of Human Development and Family

Studies, The University of North Carolina at Greensboro 2013 to 2014 Visiting Professor, Postgraduate Program in Psychology, Federal

University of Rio Grande do Sul, Brazil 2009 Fulbright Scholar, Postgraduate Program in Psychology, Federal

University of Rio Grande do Sul, Brazil 2007 to Present Collaborating Professor, Postgraduate Program in Psychology, Federal

University of Rio Grande do Sul, Brazil 2006 to 2007 Visiting Professor, Postgraduate Program in Psychology, Federal

University of Rio Grande do Sul, Brazil 2004 to 2019 Professor, Department of Human Development and Family Studies, The

University of North Carolina at Greensboro 2001 (Jan-April), Visiting Professor, Department of Psychology, Federal University of 1999 (May-July), São Paulo-Riberão Preto, and Institute of Psychology, Federal 1998 (May-July) University of Rio Grande do Sul, Porto Alegre, Brasil. 1996 (Spring term) Visiting Professor, Department of Psychology, Federal University of

Brasilia, Brasilia, Brasil and Institute of Psychology, Federal University of Rio Grande de Sul, Porto Alegre, Brasil.

1995 (Fall term) Visiting Professor, Department of Psychology, University of Tartu,

Estonia. 1993 to 2004 Associate Professor, Department of Human Development and Family

Studies, The University of North Carolina at Greensboro. 1989 to Present Faculty member, The Carolina Consortium on Human Development,

Frank Porter Graham Child Development Center, The University of North Carolina at Chapel Hill.

1988 to 1993 Assistant Professor, Department of Human Development and Family

Studies, The University of North Carolina at Greensboro.

Jonathan Tudge, p. 2

1986 to 1988 Postdoctoral fellow and adjunct Assistant Professor, Department of Psychology, University of Utah.

1984 to 1990 Associate Director, International Youth Project, Committee on

International Security Studies of the American Academy of Arts and Sciences.

EDUCATION 1981-1986 Cornell University, Ithaca, NY, USA Department of Human Development and Family Studies Ph.D. Developmental Psychology, June 1986 Major Field: Developmental Psychology Minor Fields: Cognitive Psychology Social Development Ecological Contexts of Human Development

Dissertation: Collaborative problem solving in the USA and the USSR: The effects of peer social interaction on cognitive development.

1983, Spring University of California, San Diego, Laboratory of Comparative Human Cognition Predoctoral internship with Michael Cole 1978-1980 London University, Goldsmiths' College, England Diploma in Early Childhood Education Thesis: Vygotsky's test of concept formation: a new approach 1973-1974 London University, Froebel Institute, England Postgraduate Certificate in Education 1971-1973 Oxford University, England M.Phil. Sociology Major Field: The Sociology of Education

Thesis: The moral aspect of socialization in the Soviet Union: Its development in theory and practice

1967-1970 Lancaster University, England B.A. (Hons.) History Major Field: 16th-19th century European History Minor Field: 16th-18th century European Political Theory


PUBLICATIONS (books)

Tudge, J. R. H., & Freitas, L. B. L. (Eds.) (2018). Developing gratitude in children and adolescents. Cambridge, UK: Cambridge University Press.

Fleer, M., Hedegaard, M., & Tudge, J. R. H. (Eds.) (2009). The world year book of education 2009:

Childhood studies and the impact of globalization: Policies and practices at global and local levels. New York: Routledge.

Tudge, J. R. H. (2008). The everyday lives of young children: Culture, class, and child rearing in

diverse societies. New York: Cambridge University Press.

Tudge, J. R. H., Shanahan, M., & Valsiner, J. (Eds.) (1997). Comparisons in human development: Understanding time and context. New York: Cambridge University Press.

PUBLICATIONS (journal articles and chapters) Tudge, J. R. H., Payir, A., & Merçon-Vargas, E. A. (under review). Urie Bronfenbrenner's

bioecological theory: Its development, core concepts, and critical issues. In K. Adamsons, Few-Demo, A., Proulx, C., & Roy, K. (Eds.), Sourcebook of family theories and methodologies. New York: Springer.

Navarro, J. L., Doucet, F., & Tudge, J. R. H. (in press). The bioecological theory of Urie

Bronfenbrenner. In D. F. Gullo & M. E. Graue (Eds.), The sciences of early childhood education: From diverse perspectives to common practices.

Freitas, L. B. L., Merçon-Vargas, E. A., Palhares, F., & Tudge, J. R. H. (2019). Assessing variations

in the expression of gratitude in youth: A three-cohort replication in southern Brazil. Current Psychology.

Liang, Y., Tudge, J. R. H., Mokrova, I. L., Freitas, L. B. L., Merçon-Vargas, E. A., Mendonça, S. A.,

O’Brien, L., Cao, H., & Zhou, N. (2019). Validation in China and the United States of the Related–Autonomous–Separate–Heteronomous (RASH) scale: An assessment tool for measuring parents’ developmental goals for their children. Current Psychology.

Mendonça, S. E., Navarro, J. L., & Tudge, J. R. H. (2019). Gratitude. In J. J. Ponzetti, Jr. (Ed.), The

Macmillan encyclopedia of families, marriage, and intimate relationships. Farmington Hills, MI: Gale Publishing.

Merçon-Vargas, E. A., & Tudge, J. R. H. (2019). Children’s and adolescents’ gratitude expression and

its association with their greatest wishes across ethnic groups in the United States. Current Psychology, doi: 10.1007%2Fs12144-019-00525-1

Mendonça, S. E., Merçon-Vargas, E. A., Payir, A., & Tudge, J. R. H. (2018). The development of

gratitude in seven societies: Cross-cultural highlights. In Cross-Cultural Research, Special Issue on Cross-cultural variations in the development of the virtue of gratitude (Eds. E. A. Merçon-Vargas, K. Poelker, & J. R. H. Tudge), 52, 135–150. doi: 10.1177/1069397117737245

Merçon-Vargas, E. A., Poelker, K., & Tudge, J. R. H. (2018). The development of the virtue of

gratitude: Theoretical foundations and cross-cultural issues. In Cross-Cultural Research, Special


Issue on Cross-cultural variations in the development of the virtue of gratitude (Eds. E. A. Merçon-Vargas, K. Poelker, & J. R. H. Tudge), 52, 3–18. doi: 10.1177/1069397117736517

Mokrova, I. L., Merçon-Vargas, E. A., & Tudge, J. R. H. (2018). Wishes, gratitude, and spending

preferences in Russian children. In Cross-Cultural Research, Special Issue on Cross-cultural variations in the development of the virtue of gratitude (Eds. E. A. Merçon-Vargas, K. Poelker, & J. R. H. Tudge), 52, 102–116. doi: 10.1177/1069397117736736

Palhares, F., Freitas, L. B. L., Merçon-Vargas, E. A., & Tudge, J. R. H. (2018). The development of

gratitude in Brazilian children and adolescents. In Cross-Cultural Research, Special Issue on Cross-cultural variations in the development of the virtue of gratitude (Eds. E. A. Merçon-Vargas, K. Poelker, & J. R. H. Tudge), 52, 31–43. doi: 10.1177/1069397117736749

Tudge, J. R. H., & Freitas, L. B. L. (2018). Developing gratitude: An introduction. In J. R. H. Tudge

& L. B. L. Freitas (Eds.), Developing gratitude in children and adolescents (pp. 1–22). Cambridge, UK: Cambridge University Press.

Tudge, J. R. H., Freitas, L. B. L., O’Brien, L. T., & Mokrova, I. L. (2018). Methods for studying the

virtue of gratitude, cross-culturally. In Cross-Cultural Research, Special Issue on Cross-cultural variations in the development of the virtue of gratitude (Eds. E. A. Merçon-Vargas, K. Poelker, & J. R. H. Tudge), 52, 19–30. doi: 10.1177/1069397117737017

Tudge, J. R. H., Freitas, L. B. L., & O’Brien, L. T. (2018). Development of the virtue of gratitude. In

M. Bornstein (Ed.), The Sage encyclopedia of lifespan human development (1001–1003). Thousand Oaks, CA: Sage.

Tudge, J. R. H., Martins, G., Merçon-Vargas, E. A., Dellazzana-Zanon, L., Piccinini, C. A., & Freitas,

L. B. F. (2018). Children, families, and communities in Brazil: A cultural-ecological approach to child-rearing values and practices. In M. Fleer & B. von Oers (Eds.) International handbook of early childhood education (pp. 1503–1523). New York: Springer. ISBN 978-94-024-0925-3

Tudge, J. R. H., Rosa, E. A., & Payir, A. (2018). Urie Bronfenbrenner’s bioecological theory of

human development. In M. Bornstein (Ed.), The Sage encyclopedia of lifespan human development (251–252). Thousand Oaks, CA: Sage.

Gabriel, M. R., Polli, R. G., Dall’Agnol, L. F., Tudge, J. R. H., & Piccinini, C. A. (2017).

Envolvimento paterno aos 24 meses de vida da criança [Paternal involvement with 24-month-old children]. Psicologia: Teoria e Pesquisa, 33, 1–10. http://dx.doi.org/10.1590/0102.3772e33410

Martins, G. D. F., Piccinini, C. A., & Tudge, J. R. H. (2017). Crenças sobre o bebê: Como essas ideias

influenciam a forma com que nos relacionamos com ela [Beliefs about young children: How do these ideas influence how we relate to them]. In C. A. Piccinini, K. Seabra, & V. M. R. de Vasconcollos (Eds.), Bebês na creche: Contribuições da psicologia do desenvolvimento [Young children in child care: Contributions from developmental psychology] (39–54). Curitiba: Juruá Psicologia.

Mendonça, S. A., Merçon-Vargas, E. A., O’Brien, L. T. & Tudge, J. R. H. (2017). O cuidado infantil

no contexto cultural: Evidência dos Estados Unidos, Brasil e Quênia [Child care in cultural context: Evidence from the US, Brazil, and Kenya]. In C. A. Piccinini, K. Seabra, & V. M. R. de Vasconcollos (Eds.), Bebês na creche: Contribuições da psicologia do desenvolvimento [Young children in child care: Contributions from developmental psychology] (133–145). Curitiba: Juruá Psicologia.


Merçon-Vargas, E. A., Mendonça, S. E., O’Brien, L., & Tudge, J. R. H. (2017). Imigrantes Brasileiros

nos Estados Unidos: Como experiências no contexto racial e legal impactam o acesso a direitos humanos básicos [Brazilian immigrants in the United States: How experiences in the racial and legal context impact their acess to basic human rights]. In E. M. Rosa & L. Z. Avellar (Eds.), Psicologia, justiça e direitos humanos [Psychology, justice, and human rights] (pp. 201–217). Curitiba: Juruá Psicologia. ISBN: 978853627005-0

Rosa, E. M., & Tudge, J. R. H. (2017). Teoria bioecológia do desenvolvimento humano:

Considerações metodológicas [Bioecological theory of human development: Methodological issues]. In A. C. G. Dias & E. M Rosa (Eds.), Metodologias de Pesquisa e Intervenção para Crianças, Adolescentes e Jovens [Research and intervention methods with children, adolescents, and youth] (pp. 17–43). Vitória: UFES Editora. ISBN 978-85-7772-346-1

Tudge, J. R. H., Merçon-Vargas, E. A., Liang, Y., & Payir, A. (2017). The importance of Urie Bronfenbrenner’s bioecological theory for early childhood educators and early childhood education. In L. Cohen & S. Stupiansky (Eds.), Theories of early childhood education: Developmental, behaviorist, and critical (45–57). New York: Routledge. ISBN: 978-1-138-18948-5

Freitas, L. B. L., Tudge, J. R. H., Palhares, F. M. C., & Prestes, A. C. (2016). Relações entre

desenvolvimento da gratidão e construção de valores em jovens [The relations between the development of gratitude and the construction of values in youth]. Psicologia, Revista da Universidade de São Francisco, 21(1), 13–24. http://dx.doi.org/10.1590/1413-82712016210102

Kiang, L., Mendonça, S., Liang, Y., Payir, A., O’Brien, L., Tudge, J., & Freitas, L (2016). If children

won lotteries: Materialism, gratitude, and spending in an imaginary windfall. Young Consumers, 17(4), 404–418. http://dx.doi.org/10.1108/YC-07-2016-00614

Merçon-Vargas, E. A., Pieta, M. A., Freitas, L. B. L., & Tudge, J. R. H. (2016). Social-class

influences on the expression of gratitude and wishes of Brazilian children and adolescents: A within-culture analysis. Psicologia, Revista da Universidade de São Francisco, 21(3), 651–652. doi: 10.1590/1413-82712016210317

Rosa, E. M., & Tudge, J. R. H. (2016). Bioecological theory of human development. In D.

Couchenour & J. K. Chrisman (Eds.), Sage Encyclopedia of Contemporary Early Childhood Education (pp. 153–156). Thousand Oaks, CA: Sage. http://dx.doi.org/10.4135/9781483340333.n39

Tudge, J. R. H. (2016). Implicit vs. explicit ways of using Bronfenbrenner’s bioecological theory:

Comments on Jaeger. Human Development, 59, 195–199. doi 10.1159/000449453 Tudge, J. R. H. (2016). Prefácio. In Koller, S., Morais, N., & Paludo, S. (Eds.) Inserção ecológica:

Um método de estudo do desenvolvimento humano [Ecological insertion: A method for studying human development] (pp. 7–14). São Paulo: Pearson Clinical Brasil.

Tudge, J. R. H., Payir, A., Merçon-Vargas, E. A., Cao, H., Liang, Y., Li, J., & O’Brien, L. T. (2016).

Still misused after all these years? A re-evaluation of the uses of Bronfenbrenner’s bioecological theory of human development. Journal of Family Theory and Review, 8, 427–445. doi: 10.1111/jftr.12165.


Tudge, J. R. H., Freitas, L. B. L., & O’Brien, L. T. (2015). The virtue of gratitude: A developmental and cultural approach. Human Development, 58(4), 281–300. DOI:10.1159/000444308

Martins, G. F., Gonçalves, T. R, Marin, A. H., Piccinini, C. A., Sperb, T. M., & Tudge, J. R. H.

(2015). Social class, workplace experience, and child-rearing values of mothers and fathers in southern Brazil. Journal of Cross-Cultural Psychology, 46, 996-1009. doi: 10.1177/0022022115597067

Tudge, J. R. H., Freitas, L. B. L., Mokrova, I. L., Wang, Y. C., & O’Brien, M. (2015). The expression

of gratitude and materialism in youth. Paidéia, 25(62), 281-288. doi:10.1590/1982-43272562201501

Wang, D., Wang, Y. C., & Tudge, J. R. H. (2015). Expressions of gratitude in children and

adolescents: Insights from China and the United States. Journal of Cross-Cultural Psychology, 46, 1039–1058. doi: 10.1177/0022022115594140

Prestes, A. C., Castro, F. M. P., Tudge, J. R. H., & Freitas, L. B. L. (2014). Desenvolvimento de

valores em crianças e adolescentes [The development of children’s and adolescents’ values]. A Revista de Estudo e Comunicações Leopoldianum, 40(110–112), 25–36.

Rosa, E. M., & Tudge, J. R. H. (2013). Urie Bronfenbrenner’s theory of human development: Its

evolution from ecology to bioecology. Journal of Family Theory and Review, 5(6), 243–258. DOI:10.1111/jftr.12022

Tudge, J. R. H. (2013). Urie Bronfenbrenner. In Heather Montgomery (Ed.), Oxford bibliographies on

line: Childhood studies. New York: Oxford University Press. DOI: 10.1093/OBO/9780199791231-0112

Tudge, J. R. H., Lopes, R. S., Piccinini, C. A., Sperb, T. M, Chipenda-Dansokho, S., Marin, A. H.,

Vivian, A. G., Oliveira, D. S., Sonego, J., Frizzo, G. B., & Freitas, L. B. L. (2013). Parents’ child-rearing values in southern Brazil: Mutual influences of social class and children’s development. Journal of Family Issues, 34(10), 1379–1400. doi: 10.1177/0192513X12453820

Tudge, J. R. H., Piccinini, C. A., Sperb, T. M., Odero-Wanga, D., Lopes, R. S., & Freitas, L. B. L.

(2013). Vulnerable children? The heterogeneity of young children’s experiences in Kenya and Brazil. In D. Johnson, D. Agbenyiga, & R. Hitchkock (Eds.), Vulnerable children: Global challenges in education, health, well-being and child rights (pp. 121–137). New York: Springer. DOI 10.1007/978-1-4614-6780-9_9

Elliott, J. J., & Tudge, J. R. H. (2012). Multiple contexts, motivation, and student engagement in the

USA and Russia. European Journal of Psychology of Education, 27(2), 161–175. Lopes, R. S., Vivian, A. G., Oliveira, D. S., Deluchi, M., Tudge, J. R. H., & Piccinini, C. A. (2012).

Sentimentos maternos frente às aquisições de desenvolvimento da criança entre 24 e 28 meses [Maternal feelings about their child’s development between 24 and 28 months]. Estudos de Psicologia, 29(supl.), 737-749.

Marin, A. H., Piccinini, C. A., Gonçalves, T. R., & Tudge, J. R. H. (2012). Práticas educativas parentais

e competência social de crianças em idade pré-escolar [Parental child-rearing practices and pre-school children´s social competence]. Estudos de Psicologia, 17(1), 5-13.


Piccinini, C. A., Silva, M. R., Gonçalves, T. R., Lopes, R. S., & Tudge, J. R. H. (2012). Envolvimento paterno aos três meses de vida do bebê [Fathers’ involvement with their 3-month-old babies]. Psicologia: Teoria e Prática, 28(3), 303–314.

Tudge, J. R. H., & Freitas, L. B. L. (2012a). Internationalization, globalization and culture. Psicologia

e Sociedade, 24(3), 547–556. Tudge, J. R. H., & Freitas, L. B. L. (2012b). Parenting: A cultural-ecological approach. In C. A.

Piccinini & P. Alverenga (Eds.), Parentalidade: Da gestação à escola [Parenting: From birth to school] (pp. 171-196). São Paulo: Casa do Psicóligo.

Tudge, J. R. H., Piccinini, C. A., Lopes, R. S., Sperb, T. M., Chipenda-Dansokho, S., & Freitas, L. B.

L. (2012). The cultural ecology of human values. In A. Branco & J. Valsiner (Eds.), Cultural psychology of human values (pp. 63-83). Charlotte, NC: Information Age Publishers.

Freitas, L. B. L., Mileski, A. Z., & Tudge, J. R. H. (2011). O juízo moral das crianças sobre a

ingratidão [The moral judgment of children about ingratitude]. Aletheia, 34(1), 6-18. Freitas, L. B. L., Pieta, M. A., & Tudge, J. R. H. (2011). Beyond politeness: The expression of

gratitude in children and adolescents. Psicologia: Reflexão e Crítica, 24(4), 757-764. Marin, A. H., Piccinini, C. A., & Tudge, J. R. H. (2011). Estabilidade e mudança nas práticas

educativas maternas e paternas ao longo dos anos pré-escolares da criança [Stability and change in mothers’ and fathers’ child-rearing practices during the child’s preschool years]. Psicologia: Reflexão e Crítica, 24(1), 74-79. Doi: 10.1590/S0102-79722011000100009

Marin, A. H., Piccinini, C. A., & Tudge, J. R. H. (2011). Práticas educativas maternas e paternas aos

24 e 72 meses de vida da criança [Mothers’ and fathers’ child-rearing practices from the 24th to 72nd month of the child’s life]. Psicologia: Teoria e Pesquisa, 27(4), 419-427. Doi: 10.1590/S0102-37722011000400005

Tudge, J. R. H., Brown, J., & Freitas, L. B. L. (2011). The cultural ecology of play: Methodological

considerations for studying play in its everyday contexts. In A. D. Pellegrini (Ed.), The Oxford handbook of the development of play (pp. 119-137). New York: Oxford University Press.

Alvarenga, P., Piccinini, C. A., Frizzo, G. B., Lopes, R. C. S., & Tudge, J. R. H. (2010). Estabilidade e

mudanças nas práticas educativas de mães e pais dos 18 para os 24 meses de vida da criança. [Stability and change in the child-rearing practices of mothers and fathers from the 18th to the 24th month.] Revista Interação em Psicologia, 13(2), 253-262.

Karnik, R. B., & Tudge, J. R. H. (2010). The reality of pretend play: Ethnic, socioeconomic, and

gender variations in young children’s involvement. In E. E. Nwokah (Ed.), Play as engagement and communication. Play and culture studies, Vol. 10 (pp. 63-81). Lenham, MD: University Press of America.

Piccinini, C. A., Tudge, J. R. H., Marin, A. H., Frizzo, G. B., & Lopes, R. C. S. (2010). The impact of

socio-demographic variables, social support, and child sex on mother–infant and father–infant interaction. InterAmerican Journal of Psychology, 44(2), 203-212.

Fleer, M., Hedegaard, M., & Tudge, J. R. H. (2009). Constructing childhood: Global–local policies

and practices. In M. Fleer, M. Hedegaard, & J. R. H. Tudge (Eds.). The world year book of


education 2009: Childhood studies and the impact of globalization: Policies and practices at global and local levels (pp. 1-20). New York: Routledge.

Lopes, R. C. S., Vivian, A. G., Oliveira, D. S., da Silva, C., Piccinini, C. A., & Tudge, J. R. H. (2009).

Perçepções e sentimentos maternos frente ao desenvolvimento infantil dos 18 aos 20 meses [“When they grow, they fly.” Maternal perceptions and feelings concerning child development at 18 to 20 months]. Psicologia em Estudo, 14(2), 221-232.

Tudge, J. R. H. (2009). Children’s development under conditions of poverty: A cultural–ecological

analysis. In A. C. Bastos & E. P. Rabinovich (Eds.). Living in poverty: Developmental poetics of cultural realities (pp. 309-320). Charlotte, NC: Information Age Publishers.

Tudge, J. R. H. (2009). Methods of assessment of young children’s informal mathematical

experiences. The Encyclopedia of Language and Literacy Development. Available on line at http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=269

Tudge, J. R. H. (2009). Social contextual theories. In R. A. Shweder, T. R. Bidell, A. C. Dailey, S. D.

Dixon, P. J. Miller, & J. Modell (Eds.), The child: An encyclopedic companion (pp. 268-271). Chicago: University of Chicago Press.

Tudge, J. R. H., Freitas, L. B. L., & Doucet, F. (2009). The transition to school: Reflections from a

contextualist perspective. In H. Daniels, J. Porter, & H. Lauder (Eds.), Educational theories, cultures and learning: Critical perspectives (pp. 117-133). London: Routledge/Falmer.

Tudge, J. R. H., Mokrova, I., Hatfield, B., & Karnik, R. B. (2009). Uses and misuses of

Bronfenbrenner’s bioecological theory of human development. Journal of Family Theory and Review, 1(4), 198-210.

Tudge, J. R. H., & Odero-Wanga, D. (2009). A cultural–ecological perspective on early childhood

among the Luo of Kisumu, Kenya. In M. Fleer, M. Hedegaard, & J. R. H. Tudge (Eds.). The world year book of education 2009: Childhood studies and the impact of globalization: Policies and practices at global and local levels (pp. 142-160). New York: Routledge.

Freitas, L. B. L., Shelton, T. L., & Tudge, J. R. H. (2008). Conceptions of US and Brazilian early

childhood care and education: A historical and comparative analysis. International Journal of Behavioral Development, 32(2), 161-70.

Tudge, J. R. H. (2008). A teoria de Urie Bronfenbrenner: Uma teoria contextualista? [Urie

Bronfenbrenner’s theory: Is it contextualist?]. In L. V. C. Moreira & A. M. A. Carvalho (Eds.), Família e educação: Olhares da psicologia [Family and education: Perspectives from psychology] (pp. 209-231). São Paulo: Paulinas.

Tudge, J. R. H., Li, L., & Stanley, T. K. (2008). The impact of method on assessing young children’s

everyday mathematical experiences. In O. N. Saracho & B. Spodek (Series Eds.) & O. N. Saracho & B. Spodek (Vol. Eds.) Contemporary perspectives in early childhood education: Mathematics in early childhood education (pp. 187-214). Greenwich, CT: Information Age Publishing.

Doucet, F., & Tudge, J. R. H. (2007). Co-constructing the transition to school: Reframing the “novice”

versus “expert” roles of children, parents, and teachers from a cultural perspective. In R. Pianta, M. Cox, & K. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 307-328). Baltimore, MD: Brookes Publishing.


Elliott, J. G., & Tudge, J. R. H. (2007). Change and resistance to change from the West in post-

Soviet Russian education. Comparative Education, 43(1), 93-112. Lopes, R. C. S., Oliveira, D. S., Vivian, A. G., Bohmgahren, L. M. C., Piccinini, C. A., & Tudge, J.

R. H. (2007). Sentimentos maternos frente ao desenvolvimento da criança aos 12 meses: Convivendo com as novas aquisições infantis [Maternal feelings concerning her child’s development at 12 months: Living with the child’s new acquisitions]. Psicologia: Teoria e Pesquisa [Psychology: Theory and Research], 23(1), 5-16.

Piccinini, C. A., Frizzo, G. B., Alvarenga, P., Lopes, R. S., & Tudge, J. R. H. (2007). Práticas

educativas de pais e mães de crianças aos 18 meses de idade [Mothers’ and fathers’ childrearing practices with their toddlers]. Psicologia: Teoria e Pesquisa [Psychology: Theory and Research], 23(4), 369-378.

Piccinini, C. A., Marin, A. H., Alvarenga, P., Lopes, R. S., & Tudge, J. R. H. (2007). Responsividade

materna em famílias de mães solteiras e famílias nucleares no terceiro mês de vida da criança [Maternal responsivity in single-mother and nuclear families at the third month of the child’s life]. Estudos de Psicologia [Psychological Studies], 12(2), 109-117.

Piccinini, C. A., Pereira, C. R. R., Marin, A. H., Lopes, R. C. S., & Tudge, J. R. H. (2007). O impacto

do nascimento do segundo filho na dinâmica das relações familiares [The impact of the birth of the second child on the dynamics of family relationships]. Psicologia: Teoria e Pesquisa [Psychology: Theory and Research], 23(3), 253-261.

Tudge, J. R. H., Doucet, F., Odero, D., Sperb, T., Piccinini, C., & Lopes, R. (2006). A window into

different cultural worlds: Young children’s everyday activities in the United States, Kenya, and Brazil. Child Development, 77(5), 1446-1469.

Tudge, J. R. H. (2005). Commentary: Moving from sociocultural perspectives to a culturally relevant

theory of human development. International Society for the Study of Behavioural Development Newsletter, 47(1), 15-17.

Tudge, J. R. H., & Hogan, D. M. (2005). Naturalistic observations of children’s activities: An

ecological approach. In S. M. Greene & D. M. Hogan (Eds.), Researching children’s experiences: Approaches and methods (102-122). London: Sage.

Piccinini, C. A., Silva, M. R., Ribeiro, T., Lopes, R. S., & Tudge, J. (2004). O envolvimento paterno

durante a gestação [Fathers’ involvement during pregnancy]. Psicologia: Reflexão e Crítica [Psychology: Reflection and Critique], 17(3), 303-314.

Tudge, J. R. H. (2004). Practice and discourse as the intersection of individual and social in human

development. In A.-N. Perret-Clermont, L. Resnick, C. Pontecorvo, & B. Burge (Eds.), Joining society: Social interactions and learning in adolescence and youth (pp. 193-202). New York: Cambridge University Press.

Tudge, J. R. H., & Doucet, F. (2004). Early mathematical experiences: Observing young Black and

White children’s everyday activities. Early Childhood Research Quarterly, 19(1), 21-39. Scrimsher, S. & Tudge, J. (2003). The teaching/learning relationship in the first years of school: Some

revolutionary implications of Vygotsky’s theory. Early Education and Development, 14, 293-312.


Tudge, J. R. H., Odero, D., Hogan, D., & Etz, K. (2003). Relations between the everyday activities of

preschoolers and their teachers’ perceptions of their competence in the first years of school. Early Childhood Research Quarterly, 18(1), 42-64.

Tudge, J. R. H., & Scrimsher, S. (2003). Lev S. Vygotsky on education: A cultural-historical,

interpersonal, and individual approach to development. In B. J. Zimmerman & D. H. Schunk (Eds.), Educational psychology: A century of contributions (pp. 207-228). Mahwah, NJ: Lawrence Erlbaum Associates.

Tudge, J. R. H. (2001). Estudando a criança e a família em seu contexto: Para uma abordagem cultural

da tolerância. [Studying the child and the family in context: Towards a cultural approach to tolerance]. In Z. Biasoli-Alvez & R. Fischmann (Eds.), Crianças e adolescents: Construindo uma cultura da tolerância [Children and adolescents: Constructing a culture of tolerance (pp. 65-77). Sao Paulo: EDUSP.

Tudge, J. R. H., Doucet, F., & Hayes, S. (2001). Teoria, método e análise: As interconexões no estudo

das crianças e das famílias. [Theory, method, and analysis: Necessary interconnections in the study of children and families.] Contrapontos: Revista de Educação [Counterpoints: The Journal of Education], 1(3), 11-22.

Alves, P. B., Koller, S. H., Silva, A. S., Reppold, C. T., Santos, C. L., Bichinho, G. S., Prade, L. T.,

Silva, M. R., & Tudge, J. (2000). A construção de uma metodologia observacional para o estudo de crianças em situação de rua: Criando um manual de codificação de atividades cotidianas [The construction of an observational method of studying children in the context of the street: Creating a manual to code daily activities]. Estudos de Psicologia [Psychological Studies], 4(2), 289-310.

Tudge, J. R. H. (2000). Theory, method, and analysis in research on the relations between peer

collaboration and cognitive development. The Journal of Experimental Education, 69, 98-112. Tudge, J., Hayes, S., Doucet, F., Odero, D., Kulakova, N., Tammeveski, P., Meltsas, M., & Lee, S.

(2000). Parents’ participation in cultural practices with their preschoolers: A cross-cultural study of everyday activities. Psicologia: Teoria e Pesquisa [Psychology: Theory and Research], 16 (1), 1-11.

Tudge, J., Hogan, D., Snezhkova, I., Kulakova, N., & Etz, K. (2000). Parents’ childrearing values and

beliefs in the United States and Russia: The impact of culture and social class. Infant and Child Development, 9, 105-121.

Hogan, D., Etz, K., & Tudge, J. (1999). Reconsidering the role of children in family research:

Conceptual and methodological issues. In F. M. Berardo (Series Ed.) & C. Shehan (Vol. Ed.), Contemporary perspectives on family research, Vol. 1. Through the eyes of the child: Re-visioning children as active agents of family life (pp. 93-105). Stamford, CT: JAI Press.

Hogan, D., & Tudge, J. (1999). Implications of Vygotsky’s theory for peer learning. In A. M.

O’Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 39-65). Mahwah, NJ: Erlbaum.

Tudge, J. (1999). Discovering Vygotsky: A historical and developmental approach to his theory.

Preface, in N. Veresov, Undiscovered Vygotsky: Etudes on the prehistory of cultural-historical psychology (pp. 11-17). Frankfurt am Main: Peter Lang.


Tudge, J. (1999). Processes and consequences of peer collaboration: A Vygotskian approach. In P.

Lloyd & C. Fernyhough (Eds.), Lev Vygotsky: Critical Assessments, Vol. 3: The zone of proximal development. London: Routledge. [Reprinted from Child Development]

Tudge, J., Hogan, D., & Etz, K. (1999). Using naturalistic observations as a window into children’s

everyday lives: An ecological approach. In F. M. Berardo (Series Ed.) & C. Shehan (Vol. Ed.), Contemporary perspectives on family research, Vol. 1. Through the eyes of the child: Re-visioning children as active agents of family life (pp. 109-132). Stamford, CT: JAI Press.

Tudge, J., Doucet, F., Odero, D., Tammeveski, P., Lee, S., Meltsas, M., & Kulakova, N. (1999).

Desenvolvimento infantil em contexto cultural: O impacto do engajamento de pré-escolares em atividades do cotidiano familiar [Child development in cultural context: The impact of preschoolers’ engagement in everyday family activities]. Interfaces: Revista de Psicologia [Interfaces: Journal of Psychology], 2(1), 23-32.

Tudge, J., Hogan, D., Lee, S., Meltsas, M., Tammeveski, P., Kulakova, N., Snezhkova, I., & Putnam,

S. (1999). Cultural heterogeneity: Parental values and beliefs and their preschoolers’ activities in the United States, South Korea, Russia, and Estonia. In A. Göncü (Ed.), Children’s engagement in the world (pp. 62-96). New York: Cambridge University Press.

Tudge, J., & Rogoff, B. (1999). Peer influences on cognitive development: Piagetian and Vygotskian

influences. In P. Lloyd & C. Fernyhough (Eds.), Lev Vygotsky: Critical Assessments, Vol. 3: The zone of proximal development. London: Routledge. [Reprinted from Bornstein & Bruner (Eds.), Interaction in human development.]

Tudge, J., & Winterhoff, P. (1999). Vygotsky, Piaget, and Bandura: Perspectives on the relations

between the social world and cognitive development. In P. Lloyd & C. Fernyhough (Eds.), Lev Vygotsky: Critical Assessments, Vol. 1: Theory. London: Routledge. [Reprinted from Human Development]

Hagell, A., & Tudge, J. (1998). Illiterate adults in literate societies: Interactions with a social world. In

M. Kohl de Olivera & J. Valsiner (Eds.), Literacy in human development (pp. 163-182). New York: Ablex.

Tudge, J., Lee, S., & Putnam, S. (1998). Young children’s play in socio-cultural context: South Korea

and the United States. In M. C. Duncan, G. Chick, & A. Aycock (Eds.), Play and culture studies, Vol 1: Explorations in the fields of play (pp. 77-90). Greenwich, CT: Ablex Publishing.

Tudge, J. (1997). Internalization, externalization, and joint-carving: Comments from an ecological

perspective. In B. Cox & C. Lightfoot (Eds.), Sociogenetic perspectives on internalization (pp. 119-131). Mahwah, NJ: Erlbaum.

Tudge, J., Gray, J., & Hogan, D. (1997). Ecological perspectives in human development: A

comparison of Gibson and Bronfenbrenner. In J. Tudge, M. Shanahan, & J. Valsiner (Eds.), Comparisons in human development: Understanding time and context (pp. 72-105). New York: Cambridge University Press.

Tudge, J., & Putnam, S. (1997). The everyday experiences of North American preschoolers in two

cultural communities: A cross-disciplinary and cross-level analysis. In J. Tudge, M. Shanahan, & J. Valsiner (Eds.), Comparisons in human development: Understanding time and context (pp. 252-281). New York: Cambridge University Press.


Tudge, J., Shanahan, M., & Valsiner, J. (1997). To begin a conversation: The use of comparisons in

developmental science. In J. Tudge, M. Shanahan, & J. Valsiner (Eds.), Comparisons in human development: Understanding time and context (pp. 1-10). New York: Cambridge University Press.

Tudge, J. (1996). Studying peer collaborative problem-solving from a Vygotskian perspective.

Cognitive Studies: The Bulletin of the Japanese Cognitive Science Society, 3 (no. 4), 14-16. Tudge, J., Putnam, S., & Valsiner, J. (1996). Culture and cognition in developmental perspective. In

R. B. Cairns, G. H. Elder, & E. J. Costello (Eds.), Developmental science (pp. 190-222). New York: Cambridge University Press.

Tudge, J., & Skinner, M. (1996). The ecology of human development comes of age. Review of P.

Moen, G. H. Elder, & K. Luscher (Eds.), Examining lives in context: Perspectives on the ecology of human development. Washington, DC: American Psychological Association Press. World Psychology, 2, 117-119.

Tudge, J., Winterhoff, P., and Hogan, D. (1996). The cognitive consequences of collaborative problem

solving with and without feedback. Child Development, 67, 2892-2909. Tudge, J., Putnam, S., & Sidden J. (1994). Everyday activities of American preschoolers: Lessons and

work in two socio-cultural contexts. In A. Alvarez & P. Del Rio (Eds.), Perspectives in socio-cultural research, Vol. 4: Education as cultural construction (pp. 110-121). Madrid: Fundacion Infancia i Aprendizaje.

Tudge, J., Putnam, S., & Valsiner, J. (1994). A socio-cultural approach to reading: A context-sensitive

methodology. In C. Coll & N. Mercer (Eds.), Perspectives in socio-cultural research, Vol. 3: Interaction (pp. 73-81). Madrid: Fundacion Infancia i Aprendizaje.

Tudge, J., Putnam, S., & Sidden, J. (1993). Preschoolers' activities in socio-cultural context. Quarterly

Newsletter of the Laboratory of Comparative Human Cognition, 15(2), 71-84. Tudge, J., & Winterhoff, P. (1993). Can young children benefit from collaborative problem solving?

Tracing the effects of partner competence and feedback. Social Development, 2, 242-259. Tudge, J., & Winterhoff, P. (1993). Vygotsky, Piaget, Bandura: Perspectives on the relations between

the social world and cognitive development. Human Development. 36, 61-81. Tudge, J. (1992). Processes and consequences of peer collaboration: A Vygotskian analysis. Child

Development, 63, 1364-1379. Tudge, J., & Winterhoff, P. (1992). Review of J. V. Wertsch (1991), Voices of the mind: A

sociocultural approach to mediated action. American Scientist, 80, 611-612. Tudge, J. (1991). Education of young children in the Soviet Union: Current practice in historical

perspective. Elementary School Journal, 92(1), 121-133. Tudge, J. (1991). Vliyanie vzaimodeistviya i kommunikatsii mezhdu svyorstnikami na ikh kognitivnoe

razvitie [The effects of collaboration and communication between peers on their cognitive development]. Voprosy Psikhologii [Questions of Psychology], No. 1, 33-43.


Tudge, J., Chivian, E., Robinson, J., Popov, N., & Andreyenkov, V. (1990-1991) American and Soviet adolescents' attitudes towards the future: The relationship between fear of nuclear war and optimism. International Journal of Mental Health. 19(4), 58-84.

Morelli, G., & Tudge, J. (1990). Review of B. Whiting & C. Edwards Children of different worlds:

The formation of social behavior. Cambridge: Harvard University Press, 1988. Social Behavior, 5(1), 67-69.

Tudge, J. (1990). Vygotsky, the zone of proximal development, and peer collaboration: Implications

for classroom practice. In L. Moll (Ed.) Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 155-172). Cambridge: Cambridge University Press.

Reprinted as: Tudge, J. (1993). Vigotsky, la zona de desarrollo próximo y la colaboración entre pares: connotaciones para la práctica en el aula. In L. Moll (Ed.), Vygotsky y la educación: Connotaciones y apliciones de la psicologia sócio-histórico em educación. Buenos Aires, Argentina: Aique.

Reprinted as: Tudge, J. (1996). Vygotsky, a zona de desenvolvimento proximal e a colaboração entre pares: Implicações para a prática em sala de aula. In L. Moll (Ed.), Vygotsky e a educação: Implicações pedagógicas de psicologia sócio-histórica (pp. 151-168). Porto Alegre, Brasil: Artes Médicas.

Robinson, J., Chivian, E., & Tudge, J. (1989). Mass media use and nuclear information among

adolescents: A Soviet-American comparison. Journal of Communications, 39, no. 2, 105-113. Robinson, J., Tudge, J., Chivian, E., Andreyenkov, V., & Popov, N. (1989). Soviet and American

teenagers' views about living in a nuclear age. In K. Boehnke, M. J. Macpherson, & F. Schmidt (Eds.), Leben unter atomarer Bedrohung - Ergenbisse internationaler psychologischer forschung (pp. 163-178). Heidelberg: Asanger.

Rogoff, B., & Tudge, J. (1989). Developmental theory, culture, and spoonfeeding. A review of J.

Valsiner, Culture and the development of children's action: A cultural-historical theory of developmental psychology. Chichester: Wiley, 1987. Contemporary Psychology, 34, 573-574.

Tudge, J. (1989). When collaboration leads to regression: Some consequences of socio-cognitive

conflict. European Journal of Social Psychology, 19, 123-138. Tudge, J., & Chivian, E. (1989). Adolescents worrying about nuclear war: Cross-cultural comparisons

in theoretical context. Genetic Epistemologist, 17, no. 3, 27-31. (Invited) Tudge, J., & Chivian, E. (1989). Nuclear war in the minds of English youth: The influences of class,

age, and gender. In K. Boehnke, M. J. Macpherson, & F. Schmidt (Eds.), Leben unter atomarer Bedrohung - Ergebnisse internationaler psychologischer forschung (pp. 179-194). Heidelberg: Asanger.

Tudge, J., & Rogoff, B. (1989). The role of social interaction with adults and peers in children's

cognitive development: Piagetian and Vygotskian perspectives. In M. Bornstein and J. Bruner (Eds.), Interaction in Human Development (pp. 17-40). Hillsdale, New Jersey: Erlbaum.

Reprinted as: Tudge, J., & Rogoff, B. (1995). Wplyw rowiesnikow na rozwoj poznawczy--podejscie Piageta i Wygotskiego. In A. Brzezinskiej, G. Lutomskiego, & B. Smykowskiego (Eds.), Dziecko wsrod rowiesnikow i doroslych (pp. 180-213). Poznan, Poland: Zysk i S-ka Wydawnictwo.


Chivian, E., Robinson, J., Tudge, J., Popov, N., & Andreyenkov, V. (1988). American and Soviet concerns about nuclear war and the future. New England Journal of Medicine, 319, 407-413.

Popov, N., Chivian, E., Andreyenkov, V., Robinson, J., & Tudge, J. (1988). Shkol'niki SSSR i SShA o

voine i mire [Children of the USSR and the USA on war and peace]. Sotsiologicheskoe Issledovaniye [Sociological Research], June-July 38-47.

Tudge, J. (1988). Vliyanie sotsial'novo vzaimodeistviya na poznavatel'noe razvitie [The effect of

social interaction on cognitive development]. In B. F. Lomov, M. Cole and A. V. Belyaeva (Eds.), Poznanie i obshchenie [Cognition and Communication] (pp. 134-140). Moscow, Nauka.

Tudge, J., & Caruso, D. (1988). Cooperative problem solving in the classroom: Enhancing young

children's cognitive development. Young Children, 44, 36-42. Tudge, J. (1985). The effect of social interaction on cognitive development: How creative is conflict?

The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 7, 33-40. Tudge, J. (1983). Moral development in the Soviet Union: A conceptual framework. Soviet

Psychology, 22(1), 3-12. (Invited) Tudge, J. (1982). Lack of control and the development of incompetence. Cornell Journal of Social

Relations, 16, 84-97. Tudge, J. (1975). Education in the USSR: Russian or Soviet? Comparative Education, 11, 127-136.


PRESENTATIONS Mendonça, S., Navarro, K., Navarro, J., & Tudge, 7. (2019, November). A culture of character?

Virtuous gratitude in a Montessori setting. Presented at the annual meetings of the Association for Moral Education, Seattle, WA.

Navarro, J, Mendonça, S., & Tudge, J. (2019, November). Divine thanks? An examination of

religiosity, virtuous gratitude, and moral obligation. Presented at the annual meetings of the Association for Moral Education, Seattle, WA.

Freitas, L., Merçon-Vargas, E., Palhares, F., & Tudge, J. (2019, March). Gratitude as a Virtue:

Assessing Age-related Changes via Three Replications in Southern Brazil. Presented as part of a symposium, “Gratitude in youth and adults in the United States, Brazil, and Poland” (J. Tudge & L. Freitas, Chairs), biennial meetings of the Society for Research in Child Development, Baltimore, MD.

Navarro, J., Mendonça, S., Li, R., & Tudge, J. (2019, March). The cultivation of gratitude in

school in the United States. Presented as part of a symposium, “Gratitude in youth and adults in the United States, Brazil, and Poland” (J. Tudge & L. Freitas, Chairs), biennial meetings of the Society for Research in Child Development, Baltimore, MD.

O’Brien, L., Charles, F., Freitas, L., & Tudge, J. (2019, March). Child character virtues’ relation

to parents’ values for their children. Presented as part of a symposium, “Gratitude in youth and adults in the United States, Brazil, and Poland” (J. Tudge & L. Freitas, Chairs), biennial meetings of the Society for Research in Child Development, Baltimore, MD.

Tudge, J., Freitas, L., Merçon-Vargas, E., Mendonça, S., Payir, A., Mokrova, I., Liang, Y,

O’Brien, L., Palhares, F., Lee, S., & Kiang, L. (2019, March). WEIRD expressions of gratitude in children and adolescents. Poster presented in the biennial meetings of the Society for Research in Child Development, Baltimore, MD.

Mendonça, S., Freitas, L., Liang, Y., Payir, A. & Tudge, J. (2018, November). Gratitude as a

Moral Virtue: Its Expression in Four Societies. Presented as part of the symposium “Gratitude Strengthens Interpersonal Connections: How it Develops and how it can be Encouraged” (J. Tudge & L. Freitas, Chairs). Annual meetings of the Association for Moral Development, Barcelona, Spain.

Navarro, J., Mendonça, S., Leon, E., & Tudge, J. (2018, November). More “To” and Less

“For”: A School-Based Curriculum Designed to Increase the Feeling and Expression of Gratitude as a Character Trait in Children. Presented as part of the symposium “Gratitude Strengthens Interpersonal Connections: How it Develops and how it can be Encouraged” (J. Tudge & L. Freitas, Chairs). Annual meetings of the Association for Moral Development, Barcelona, Spain.

Tudge, J. (2018, November). The importance of ingratitude (at least from the point of view of

understanding gratitude). Presented as part of the symposium “Gratitude Strengthens Interpersonal Connections: How it Develops and how it can be Encouraged” (J. Tudge & L. Freitas, Chairs). Annual meetings of the Association for Moral Development, Barcelona, Spain.


O’Brien, L., Charles, F., Kellenberger, A., Freitas, L., & Tudge, J. (2018, October). Child Character Attributes in Relation to Parents’ Values for the Children. Poster presentation at SRCD Character Development Special Topic Meeting, Philadelphia.

Freitas, L., Vargas, E., Palhares, F., & Tudge, J. (2018, October). Age-related changes in

gratitude as a virtue of character: Three replications in southern Brazil. Poster presentation at SRCD Character Development Special Topic Meeting, Philadelphia.

Navarro, J., Mendonça, S., Leon, E., Li, R., Li, M., Towns, J., Morris, H., & Tudge, J. (2018,

October). Cultivation of the virtue of gratitude in school: Piloting an intervention. Poster presentation at SRCD Character Development Special Topic Meeting, October 2018, Philadelphia.

Tudge, J. (2018, January). Gratitude as a moral virtue. Invited presentation, Conference on

Emerging Insights from the Science of Gratitude, Chapel Hill, NC. Tudge, J. (2017, November). “It’s either too simple or way too complex:” Applying

Bronfenbrenner’s theory in family research. Invited presentation, annual conference of the National Council on Family Relations, Orlando, FL

Leon, E., Merçon-Vargas, E., Towns, J., & Tudge, J. (2017, November). Racial/ethnic variations

in parents’ values and children’s gratitude expression. Presented at the annual meetings of the Association for Moral Education, St. Louis, MO.

Tudge, J., & Freitas, L. (2017, August). A conceptual framework for studying the development of

gratitude as a virtue. Presented as part of the symposium “Developing Gratitude in Children and Adolescents” (J. Tudge & L. Freitas, chairs) at the biennial meetings of the European Conference on Developmental Psychology, Utrecht, the Netherlands.

Jeong, D., Stapleton, K., Lee, S., Tudge, J., & O’Brien, L. (2017, April). The development of

gratitude in the USA and Korea. Poster presented at the annual Undergraduate Research Expo, the University of North Carolina at Greensboro.

Liang, Y., Mokrova, I., Merçon-Vargas, E., & Tudge, J. (2017, April). What parents value for

their children in China and the United States: Development of the Relatedness–Autonomy–Separate–Heteronomy scale. Poster presented at the biennial meeting of the Society for Research in Child Development, Austin, TX.

Mendonça, S., Freitas, L. B., Tudge, J. (2017, April). Benefactors and beneficiaries: Their

connection created through gratitude. Poster presented at the biennial meeting of the Society for Research in Child Development, Austin, TX.

Mendonça, S. E., Payir, A., Liang, Y., Palhares, F., Mokrova, I., Merçon-Vargas, E., O’Brien, L.,

Price, U., Freitas, L., Tudge, J. (2017, April). Cross-cultural variability in the development of gratitude. Presented as part of the symposium “Developing Gratitude in Children and Adolescents, 1: Positive and Negative Correlates” (L. B. L. Freitas & J. Tudge chairs) at the biennial meeting of the Society for Research in Child Development, Austin, TX.

Merçon-Vargas, E., Liang, Y., Freitas, L., O’Brien, L., & Tudge, J. (2017, April). How do

children’s greatest wishes influence their gratitude across different countries? Poster presented at the biennial meeting of the Society for Research in Child Development, Austin, TX.


O’Brien, L., Price, U., Merçon-Vargas, E., Liang, Y., Mendonça, S., McCoy, I., & Tudge, J.

(2017, April). Relations between parent and child gratitude. Presented as part of the symposium “Developing gratitude in children and adolescents, 2: The impact of parents and teachers” (L. B. L. Freitas & J. Tudge chairs) at the biennial meeting of the Society for Research in Child Development, Austin, TX.

Payir, A., Kiang, L., Mendonça, S. E., Merçon-Vargas, E., Liang, Y., Price, U., Freitas, L. B. L.,

& Tudge, J. (2017, April). Children’s dollars and desires: Exploring dual influences of gratitude and materialism. Presented as part of the symposium “Developing Gratitude in Children and Adolescents, 1: Positive and Negative Correlates” (L. B. L. Freitas & J. Tudge chairs) at the biennial meeting of the Society for Research in Child Development, Austin, TX.

Tudge, J., & Freitas, L. (2017, April). Developing gratitude in children and adolescents, 1:

Positive and negative correlates. Symposium chaired at the biennial meeting of the Society for Research in Child Development, Austin, TX.

Tudge, J., & Freitas, L. (2017, April). Developing gratitude in children and adolescents, 2: The

impact of parents and teachers. Symposium chaired at the biennial meeting of the Society for Research in Child Development, Austin, TX.

Price, U., Martin, E., Stone, K., Jeong, D., Merçon-Vargas, E., O’Brien, L., & Tudge, J. (2017,

March). Association between materialistic and non-materialistic values and their interpersonal relationships. Poster presented at the annual meetings of the South Eastern Conference on Family Relations, Charlotte.

Leon, E., Liang, Y., Jeong, D., & Tudge, J. (2017, March). Children’s and adolescents’ expression of gratitude across societies: China. Presented as part of the symposium “Children’s and adolescents’ expression of gratitude across societies” (S. Mendonça, Chair), annual meetings of the Society for Cross-Cultural Research, New Orleans. Merçon-Vargas, E., Palhares, F., Freitas, L., O’Brien, L., & Tudge, J. (2017, March). Children’s and adolescents’ expression of gratitude across societies: Brazil. Presented as part of the symposium “Children’s and adolescents’ expression of gratitude across societies” (S. Mendonça, Chair), annual meetings of the Society for Cross-Cultural Research, New Orleans. O’Brien, L., & Tudge, J. (2016, December). Children’s and adolescents’ decision-making on gratitude. Presented at the annual meetings of the Society for Moral Education, Boston, MA. Tudge, J., Freitas, L., O’Brien, L., Kiang, L., Mokrova, I., Merçon-Vargas, E., Mendonça, S., Liang,Y., Wang, G., Payir, A., & Price, U. (2016, February). Developing gratitude in the United States, Brazil, Russia, and China. Presented at the biennial meetings of the Society for Cross-Cultural Research, Portland, OR. Payir, A., Tudge, J., & Freitas, L. Turkish and Brazilian children’s gratitude and their connection to others: A cross-cultural comparison. (2016, February). Presented at the biennial meetings of the Society for Cross-Cultural Research, Portland, OR. Kiang, L. Tudge, J., Mendonça, S, Wang, Y., & Payir, A. (2015, October). Gratitude and materialism in context: Exploring individual and demographic influences. Poster presented at the biennial meeting of the Society for the Study of Human Development, Austin, TX.


Liang, Y., Mokrova, I., & Tudge, J. (2015, October). Developing the RASH (Relatedness, Autonomy, Separation, Heteronomy): An improvement on Kagitcibasi’s measure of autonomy-relatedness. Presented as part of the symposium “The development of gratitude in context” (L. O’Brien, Chair) at the biennial meetings of the Society for the Study of Human Development, Austin, TX. Mendonça, S., Mercon-Vargas, E.A., Freitas, L., & Tudge, J. (2015, October). Cultural variations in wishes and gratitude. Presented as part of the symposium “The development of gratitude in context” (L. O’Brien, Chair) at the biennial meetings of the Society for the Study of Human Development, Austin, TX. O’Brien, L., & Tudge, J. (2015, October). A second chance at gratitude. Presented as part of the symposium “The development of gratitude in context” (L. O’Brien, Chair) at the biennial meetings of the Society for the Study of Human Development, Austin, TX. Price, U., O’Brien, L., & Tudge, J. (2015, October). Gratitude in the context of the benefactor. Presented as part of the symposium “The development of gratitude in context” (L. O’Brien, Chair) at the biennial meetings of the Society for the Study of Human Development, Austin, TX. Freitas, L., & Tudge, J. (2015, September). Gratitude in childhood: A developmental approach. Presented at the biennial meetings of the European Conference on Developmental Psychology, Braga, Portugal. Mendonça, S., Liang, Y., Merçon-Vargas, E., Mokrova, I., & Tudge, J. (2015, September). Parents’ values for their children: A confirmatory factor analysis evaluation of Kağitçibaşi’s model in the United States. Presented at the biennial meetings of the European Conference on Developmental Psychology, Braga, Portugal. Payir, A., Tudge, J., & Freitas, L. (2015, September). Are members of “collectivist” societies equally concerned about others? Presented at the biennial meetings of the European Conference on Developmental Psychology, Braga, Portugal. Tudge, J., Freitas, L., Mokrova, I, Wang, Y., & Merçon-Vargas, E. (2015, September). The development of the virtue of gratitude: Cross-cultural and age-related variations in children and adolescents. Presented at the biennial meetings of the European Conference on Developmental Psychology, Braga, Portugal. Merçon-Vargas, E., O’Brien, L., Kiang, L., Mendonça, S., Payir, A., Liang, Y., Pieta, M., Freitas, L., & Tudge, J. (2015, August). Challenges in conducting cross-cultural research on gratitude. Presented as part of a symposium “Child and youth gratitude and purpose: Lessons learned in conducting multi-national studies” (Mariano, J., Chair) at the biennial meetings of the American Psychological Association, Toronto. Payir, A., Tudge, J., & Freitas, L. (2015, August). Comparing Turkish and Brazilian children’s gratitude and their connections to others. Presented at the biennial meetings of the American Psychological Association, Toronto. Tudge, J., & Freitas, L. (2015, May). A expressão de gratidão em jovens de diferentes culturas [The expression of gratitude in youth from different cultures]. Presented at the biennial meetings of the Congresso de Psicologia Norte e Nordeste, Salvador, Brazil.


Freitas, L., Tudge, J., Palhares, F., & Prestes, A. (2015, March). The wishes and gratitude of 7- to 14-year-old Brazilians. Presented at the biennial meetings of the Society for Research in Child Development, Philadelphia. Merçon-Vargas, E., Freitas, L., Pieta, M., & Tudge, J. (2015, March). Age-related changes in wishes and gratitude among Brazilian children and adolescents. Presented at the biennial meetings of the Society for Research in Child Development, Philadelphia. O’Brien, L., & Tudge, J. (2015, March). Age differences in expressions of gratitude and types of wishes. Presented at the biennial meetings of the Society for Research in Child Development, Philadelphia. Tudge, J., Freitas, L., Mokrova, I., & Wang, Y. (2015, March). The development of gratitude in American, Brazilian, Russian, and Chinese 7- to 14-year-olds. Paper presented as part of the symposium “Predictors of gratitude in youth” (M. Ramsey & A. Gentzler, Chairs) at the biennial meetings of the Society for Research in Child Development, Philadelphia. Tudge, J., Mokrova, I., Freitas, I., Seidl-de-Moura, M., Kiang, L., Payir, A., & Liang, Y. (2015, March). Developing a new scale to assess autonomy-relatedness: The Related Autonomous Separate Heteronomous (RASH) scale. Presented at the biennial meetings of the Society for Research in Child Development, Philadelphia. Tudge, J., & Freitas, L. (2015, January). The development of the virtue of gratitude in different societies. Presented at the Varieties of Virtue Ethics Conference, Oriel College, Oxford. Tudge, J. (2014, May). O estudo de gratidão: Pensando sobre autonomia e relação [The study of gratitude: Thinking about autonomy and relatedness]. Presented at the biennial meetings of ANPEPP, Bento Gonçalves, RS, Brasil. Merçon-Vargas, E., & Tudge, J. (2014, March). Developing gratitude: Changes in the expression of gratitude among Brazilian children and adolescents. Presented at the Society for Research on Adolescence, Austin, Texas. Wang, D., & Tudge, J. (2014, March). Cultural variations in the expression of gratitude of children and adolescents: A Chinese and American comparison. Presented at the Society for Research on Adolescence, Austin, Texas. Tudge, J. (2013, December). Children’s wishes and the expression of gratitude: Variations by age and society. Presented at the HDFS Research Forum, Greensboro, NC, USA. Freitas, L., Tudge, J., Palhares, F., & Prestes, A., (2013, November). Relações entre gratidão e outros valores de crianças e adolescents [Relations among gratitude and other values in children and adolescents]. Paper presented as part of a symposium “O desenvolvimento da gratidão: Valores de jovens no Brasil, Estados Unidos, Rússia e China” [The development of gratitude: The values of youth in Brasil, the USA, Russia, and China] (J. Tudge, Chair), Biennial meetings of the Brasilian Congress of Developmental Psychology, João Pessoa, Brasil. Tudge, J., Wang, D., Mokrova, I., Wang, Y., Merçon-Vargas, E., & Freitas (2013, November). Variações culturais na expressão da gratidão: Pesquisas realizadas no Brasil, nos Esados Unidos, Rússia e China [Cultural variations in the expression of gratitude: Research


conducted in Brasil, the USA, Russia, and China]. Paper presented as part of a symposium “O desenvolvimento da gratidão: Valores de jovens no Brasil, Estados Unidos, Rússia e China” [The development of gratitude: The values of youth in Brasil, the USA, Russia, and China] (J. Tudge, Chair), Biennial meetings of the Brasilian Congress of Developmental Psychology, João Pessoa, Brasil. Su, J., Johnston, C., & Tudge, J. (2013, November). Pretend play in natural settings and children’s subsequent social competence: Data from the United States and Finland. Poster presented at the annual meetings of the National Council on Family Relations, San Antonio, TX, USA. Tudge, J. (2013, August). Internacionalização e o estudo de cultura num mundo globalizado [Internationalization and the study of culture in a globalized world]. Invited address, Postgraduate Program in Psychology, Universidade Federal de Espírito Santo, Vitória, Brasil. Merçon-Vargas, E., Wang, D., Tudge, J., Rosa, E., & Dell’Aglio, D. (2013, April). Domestic and international adoption in Brazil: A two-family case study of proximal processes during the cohabitation period. Presentation at the biennial meetings of the Society for Research in Child Development, Seattle, WA, USA. Tudge, J., Freitas, L., Wang, Y, Mokrova, I, & Legette, K. (2013, April). The expression of gratitude and materialism in childhood and adolescence. Paper presented as part of a symposium “Promoting gratitude as a skill for building positive connections between adolescents and society” (G. Bono, Chair), biennial meetings of the Society for Research in Child Development, Seattle, WA, USA. Marin, A., Gonçalvez, T., Piccinini, C., & Tudge, J. (2012, October). Práticas educativas parentais e desenvolvimento social de crianças em idade pré-escolar. Presentation at the 42nd annual conference of the Brasilian Society of Psychology, São Paulo, Brasil. Tudge, J. (2011, July). A ecologia cultural de crianças pequenas: Um estudo longitudinal e transcultural. Invited presentation, Centro do Ciéncias Humanas e Naturais, Federal University of Espírito Santo, Vitória, Brasil. Tudge, J. (2011, June). A ecologia cultural e o estudo longitudinal de Porto Alegre. Presentation to the Institute of Psychology, Federal University of Rio Grande do Sul, Porto Alegre, Brasil. Tudge, J., & Freitas, P. (2011, May). What do children and adolescents want? The relations between materialism and gratitude. Poster presented at the Norte e Nordeste Congresso de Psicologia, Salvador, Brasil. Tudge, J., Vadehra, P., Wang, Y., Stone, K., & Freitas, L. (2011, April). From materialism to social well-being: Links with gratitude among children and adolescents. Poster presented at the biennial meetings of the Society for Research in Child Development, Montreal, Canada. Vadehra, P., Freitas, L., Wang, Y., Stone, K., & Tudge, J. (2011, April). Changes in the expression of gratitude among American children and adolescents. Poster presented at the biennial meetings of the Society for Research in Child Development, Montreal, Canada.


Vadehra, P., Lane, C., Stone, K., & Tudge, J. (2011, February). Are children grateful? Development of gratitude in children and adolescents. Poster presented at the Southeastern Symposium on Child and Family Development, Greensboro. Tudge, J. (2010, November). Como cultura e classe social influenciam o desenvolvimento de crianças pequenas [How culture and social class influence the development of young children] Invited address, VII Seminário Internacional da Primeira Infância, Porto Alegre, Brasil. Vadehra, P., Wang, Y., Freitas, L., Stone, K., & Tudge, J. (2010, March). “If you take me to Disneyland, I’ll give you a hug.” Expressions of gratitude in children. Paper presented as part of a symposium “The development of gratitude in children and adolescents” (Jonathan Tudge, chair; Scott Heubner, discussant). The Conference on Human Development, New York City. Tudge, J. (2009, May). Uma aboradagem cultural sobre direitos humanos [A cultural approach to human rights]. Invited paper presented at Norte e Nordeste Congresso de Psicologia, Belém, Brasil. Tudge, J. (2009, May). A abordagem ecológico–cultural e o desenvolvimento das crianças pequenas. Invited paper presented at Norte e Nordeste Congresso de Psicologia, Belém, Brasil. Tudge, J. Piccinini, C., Lopes, R., & Sperb, T. (2008, July). The mutual influence of social class and their own children on Brazilian parents’ child-rearing values. Presented as part of an invited symposium “Cultural variations in child-rearing values and practices” (P. Tulviste, organizer and discussant), International Congress of Psychology, Berlin, Germany. Tudge, J., Meltsas, M., Kulakova, N., & Snezhkova, I. (2008, July). The different impact of preschoolers’ everyday activities and interactions on perceptions of their academic performance after starting school: Data from the United States, Russia, and Estonia. Presented as part of the symposium “Transition from preschool to school” (organizers, L. Ahnert, J. Tudge, & L. Harrison), biennial meetings of the International Society for the Study of Behavioral Development, Würzburg, Germany. Tudge, J. (2008, May). How to study the everyday activities and interactions of young children: Doing cultural-ecological research in diverse societies. Presentation at ANPEPP, Natal, Brasil. Tudge, J. (2008, May). Parents’ child-rearing values in southern Brasil: The influence of social class and their own children. Invited presentation, Tartu University, Estonia. Tudge, J. (2008, April). Undefended or undefined? The heterogeneity of young children’s experiences in Kenya and Brasil. Invited presentation at the Conference on the Undefended Childhood, Michigan State University. Tudge, J. (2008, March). Cultural–ecological theory and the study of children’s development. Invited presentation, the University of Copenhagen, Denmark. Tudge, J. (2008, March). Relations among methods, methodology, and cultural–ecological theory. Invited presentation, the University of Copenhagen, Denmark. Tudge, J. (2008, March). Cultural–ecological research with families and children. Invited presentation, the University of Copenhagen, Denmark.


Tudge, J. (2008, March). An application of cultural–ecological theory to the study of development. Invited presentation, the University of Copenhagen, Denmark. Tudge, J. (2007, November). The influence of social class and children on their parents’ child-rearing values. Presentation, the Department of Human Development and Family Studies, UNCG. Tudge, J. (2007, October). The transition to school in the United States, Russia, and Estonia: Different impact of preschoolers’ everyday activities. Invited presentation, Department of Psychology, UNCG. Piccinini, C., Silva, M., Gonçalves, T., Lopes, R., & Tudge, J. (2007, October). Envolvimento paterno na gestação e nos primeiros meses de vida do bebê. [Fathers’ involvement during pregnancy and the first months of the baby’s life.] Presented at the 37th annual meetings of the Brasilian Society of Psychology, Florianópolis, Brasil. Tudge, J., Doucet, F., Kulakova, N., Snezhkova, I., & Meltsas, M. (2007, August). The transition to school in the United States, Russia, and Estonia: Different impacts of preschoolers’ everyday activities. Presented at the meetings of the European Conference on Developmental Psychology, Jena, Germany. Tudge, J., Piccinini, C., Lopes, R., Sperb, T., Marin, A., Sonego, J., Freitas, A-P, Saling, C., Santos, M., & Frizzo, G. (2007, August). The influence of children on their parents’ childrearing values: Evidence from the Porto Alegre Longitudinal Study (PALS) in Brazil. Presented at the meetings of the European Conference on Developmental Psychology, Jena, Germany. Lopes, R. C. S., Oliveira, D. S., Vivian, A. G., Silva, S., Tudge, J. R. H., & Piccinini, C. A. (2007, May). ‘Uma explosão de coisas novas’: Percepções e sentimentos maternos frente às novas aquisições de desenvolvimento da criança dos 18 aos 20 meses. [‘An explosion of new things:’ Maternal perceptions and feelings when faced by new acquisitions in their 18- to 20-month-old children’s development.] Poster presented at the 5th biennial North and Northeast Conference on Psychology, Maceió, Brazil. Piccinini, C. A., Pereira, C. R. R., Marin, A. H., Lopes, R. C. S., & Tudge, J. R. H. (2007, May). O impacto do nascimento do segundo filho na dinâmica das relações familiares. [The impact of the birth of the second child on the dynamic of family relations.] Poster presented at the 5th biennial North and Northeast Conference on Psychology, Maceió, Brazil. Tudge, J., Piccinini, C., Lopes, R., Sperb, T., Marin, A., Sonego, J., Freitas, A-P, Saling, C., Santos, M., & Frizzo, G. (2007, May). Mudanças nos valores parentais sobre educação decorrentes do desenvolvimento da criança: Dados do Estudo Longitudinal de Porto Alegre (ELPA) [Changes in parental childrearing values related to the children’s development: Data from the Porto Alegre Longitudinal Study (PALS)]. Poster presented at the 5th biennial North and Northeast Conference on Psychology, Maceió, Brazil. Tudge, J. (2007, May). A pesquisa ecológica em contexto cultural [Ecological research in cultural context]. Invited presentation, Department of Psychology, Federal University of Bahia, Salvador, Brazil. Tudge, J. (2007, May). Processo, pessoa, contexto e tempo: possibilidades de análise na pesquisa ecológico-cultural e na pesquisa narrativa [Process, person, context, and time: Analytic


possibilities in cultural-ecological and narrative research]. Invited presentation, Department of Psychology, Federal University of Bahia, Salvador, Brazil. Tudge, J. (2007, May). A teoría ecológica-cultural e os processos de desenvolvimento [Cultural-ecological theory and developmental processes]. Invited presentation, Department of Psychology, Federal University of Recôncavo, Bahia, Brazil. Tudge, J. (2007, May). A abordagem ecológica e o desenvolvimento das crianças pequenas [The ecological perspective and the development of young children]. Invited presentation, Department of Psychology, Federal University of Rio de Janeiro, Brazil. Tudge, J. (2007, May). Visões contemporâneas do desenvolvimento humano: Considerações meta-téoricas e exemplos de pesquisa [Current visions of human development: Meta-theoretical considerations and research examples]. Invited presentation, Federal University of Flumenese, Niteroi, Brazil. Tudge, J. (2007, May). A teoria ecológica-cultural e o desenvolvimento das crianças pequenas [Cultural-ecological theory and the development of young children]. Invited presentation, State University of Rio de Janeiro, Brazil. Tudge, J. (2007, April). A abordagem ecológica e o desenvolvimento das crianças pequenas [The ecological perspective and the development of young children]. Invited presentation, Department of Psychology, University of Caxias do Sul, Brazil. Tudge, J. (2007, April). As experiências das crianças pre-escolares em Brasil, Quénia, Estônia e EUA [Children’s preschool experiences in Brazil, Kenya, Estonia, and the USA]. Invited presentation, Gammon Institute, Minas Gerais, Brazil. Tudge, J. (2007, April). Experiências no mundo: A vida de um professor visitante [Experiences in the world: The life of a visiting professor]. Invited presentation, Gammon Institute, Minas Gerais, Brazil. Tudge, J. (2006, November). A teoria de Urie Bronfenbrenner e os múltiplos mundos da infância [The theory of Urie Bronfenbrenner and the multiple worlds of childhood]. Invited presentation, Institute of Psychology, Federal University of Rio Grande, Brazil. Tudge, J. (2005, November). A window into different worlds: Young children’s daily activities in the United States, Brazil, and Kenya. Invited presentation, Department of Psychology, the University of North Carolina at Chapel Hill. Tudge, J. (2005, October). Uma janela para diferentes mundos culturais:As atividades cotidianas de crianças pequenas nos Estados Unidos, Brasil e Quênia [A window into different worlds: Young children’s daily activities in the United States, Brazil, and Kenya]. Invited presentation, Institute of Psychology, Federal University of Rio Grande do Sul, Brazil. Tudge, J., Doucet, F., Odero, D., Sperb, T., Piccinini, C., & Lopes, R. (2005, April). Preparation for school? Young children’s everyday activities at home and in childcare in the United States, Brazil, and Kenya. Poster presented at the biennial meetings of the Society for Research in Child Development, Atlanta.


Li, L., Kinney, T., & Tudge, J. R. H. (2005, February). Almost never or almost always? Young children’s everyday mathematical experiences at childcare and at home. Presented at the annual Symposium on Child and Family Development, Athens, GA. Tudge, J., Proulx, C., & Hegde, A. (2005, February). Developing a hybrid course to teaching and learning. Paper presented at the Lilly South Conference, Greensboro, NC. Tudge, J., Doucet, F., Frizzo, G., Spinneli, R., Marques, F., & Sperb, T. (2004, July). The impact of culture and class on children’s activities in home and childcare. Paper presented as part of a poster symposium, “Preparing young children for the transition to school: Experiences in the home and childcare setting in Brazil and the United States” (Jonathan Tudge & Vera Vasconcellos, Organizers), biennial meetings of the International Society for the Study of Behavioral Development, Ghent, Belgium Tudge, J., Proulx, C., & Hegde, A. (2004, February). Active involvement in the teaching/learning process: Use of the web to encourage student learning. Presentation at the Department of HDFS Research Forum, UNCG. Tudge, J., Doucet, F., Colon, E., & Heilbrun, P. (2003, November). The involvement of mothers and fathers in their young children’s everyday activities: Observations in the United States, Russia, and Estonia. Presented at the annual meetings of the National Council on Family Relations, Vancouver, Canada. Tudge, J. (2003, August). The relation between children’s everyday activities and development. Presented as part of an invited symposium, Development, learning and everyday life: A virtuous triangle? (Felice Carugati and Anne-Nelly Perret-Clermont, co-chairs), European Conference on Developmental Psychology, Milan, Italy. Tudge, J. (2003, July). A teoria ecológico-cultural: Fundamentos metateóricos, método, análise e exemplos de pesquisa transcultural na Estônia, Estados Unidos e Brasil. [Cultural-ecological theory: Metatheoretical foundations, method, analyses, and examples from cross-cultural research in Estonia, the United States, and Brasil]. Invited presentation, Institute of Psychology, Federal University of Rio Grande do Sul, Porto Alegre, Brasil. Tudge, J. (2003, July). A teoria ecológico-cultural: Fundamentação e aplicações. [Cultural-ecological theory: Foundations and applications.] Invited presentation, Department of Education, Federal University of Fluminense, Rio de Janeiro, Brasil. Tudge, J. (2003, July). A teoria ecológico-cultural: Ligações com as teorias de Vygotsky e Bronfenbrenner, e métodos apropriados. [Ecological-cultural theory: Connections with the theories of Vygotsky and Bronfenbrenner, and relevant methods.] Invited presentation, Department of Education, State University of Rio de Janeiro, Brasil. Tudge, J. (2003, May). O estudo da cultura de uma perspectiva ecológica-contextualista. [Studying culture from an ecological-contextual perspective.] Invited address, 4th Brasilian Conference on Developmental Psychology, João Pessoa, Brasil. Tudge, J. (2003, May). O estudo das atividades diárias de crianças pequenas no sul do Brasil: A aplicação de uma teoria ecológica-contextualista. [Studying young children’s everyday activities in southern Brasil. The application of an ecological-contextual perspective.] Symposium presentation, 4th Brasilian Conference on Developmental Psychology, João Pessoa, Brasil.


Tudge, J. (2003, March). Trying to apply an ecological theory: Metatheoretical, methodological, and statistical issues. Invited presentation, The Carolina Consortium on Human Development, Chapel Hill. Tudge, J. (2003, February). Doing contextualist research? Invited presentation, Department of Psychology, The University of North Carolina at Greensboro. Tudge, J. (2002, September). As interconexões entre teoria, método e análise no estudo das crianças pequenas e das famílias [The interconnections among theory, method, and analysis in the study of young children and families]. Invited address, I Congresso Psicologia Ciência e Profissão, São Paulo, Brazil. Tudge, J. (2002, August). The cultural ecology of young children: Theory, methods, and challenges. Paper presented in a symposium (J. Tudge and D. Hogan, chairs), “Watching child development: Using observational methods in natural settings.” Presented at the biennial meetings of the International Society for the Study of Behavioral Development, Ottawa, Canada. Tudge, J. (2001, April). Lev Vygotsky and the sociocultural approach. Invited presentation, the Carolina Consortium on Human Development, Chapel Hill, NC. Tudge, J., Tammeveski, P., Meltsas, M., Kulakova, N., & Snezhkova, I. (2001, April). The effects of young children’s everyday activities: A longitudinal study in the United States, Russia, and Estonia. Presented at the biennial meetings of the Society for Research in Child Development, Minneapolis, MI. Tudge, J. (2001, April). Vygotsky and the sociocultural perspective. Presented at the Carolina Consortium on Human Development, Chapel Hill. Pekkarinen, A., Tudge, J., & Kontio, M. (2001, April). Cross-cultural reflection via the internet in the training of teachers of young children. Presented at the Association for Childhood Education International conference, Toronto, Canada. Tudge, J. (2001, April). The cultural ecology of the developing child: From preschool to school in the United States, Russia, and Estonia. Invited presentation, Department of Psychology, Universidade do Vale do Itajaí (UNIVALI), Santa Catarina, Brasil. Tudge, J. (2001, March). The cultural ecology of young children: The impact of everyday activities on subsequent school performance. Invited presentation, Department of Psychology, the University of Brasília, Brasil. Doucet, F., & Tudge, J. (July, 2000). African American children’s everyday lives: What does use of time reveal about parental beliefs and values? Paper presented in a symposium “Parental values and beliefs and children’s activities in cultural context” (J. Tudge & T. Tulviste, chairs), 3rd Conference for Sociocultural Research, Campinas, Brasil. Doucet, F., & Tudge, J. (2000, July). The transition to school in African American families: A study of parental beliefs, values, and practices. Paper presented at the Head Start National Research Conference, Washington, DC. Tudge, J., N. Kulakova, I. Snezhkova, M. Meltsas, & P. Tammeveski (July, 2000). The everyday activities of young children in the United States, Russia, and Estonia. Paper presented


in a symposium “Parental values and beliefs and children’s activities in cultural context” (J. Tudge & T. Tulviste, chairs), 3rd Conference for Sociocultural Research, Campinas, Brasil. Tudge, J. (2000, July). Preschoolers’ engagement in everyday activities: Cultural practices in their cultural settings. Invited address, Brasilian Congress of Developmental Psychology, Niteroi, Brasil. Tudge, J. (1999, June). The ecology of human development: A methodological analysis. Invited presentation, Department of Psychology, Federal University of Rio Grande do Sul, Porto Alegre, Brasil. Tudge, J. (1999, May). Cultural contexts of children’s development. Invited address, North and North-East Congress of Psychology, Bahia, Salvador, Brasil. Tudge, J. (1999, May). Initiation of and engagement in cultural activities: Moving from preschool to school. Presented in a symposium, Cultura e deseenvolvimento humano [Culture and human development] (A. Branco, chair), North and North-East Congress of Psychology, Bahia, Salvador, Brasil. Doucet, F., Odero, A., & Tudge, J. (1999, April). Use of time among African, African-American, and European-American preschoolers. Presented in a symposium “Creating and acquiring cultural competence through everyday activities: A focus on children’s use of time” (D. Hogan & J. Tudge, chairs), biennial meetings of the Society for Research in Child Development, Albuquerque, NM. Tudge, J., & Hogan, D. (1999, April). Children’s daily routines across and within cultures: Theory and methods. Presented in a symposium “Creating and acquiring cultural competence through everyday activities: A focus on children’s use of time” (D. Hogan & J. Tudge, chairs), biennial meetings of the Society for Research in Child Development, Albuquerque, NM. Tudge, J., Odero, D., Hogan, D., & Etz, K. (1999, April). A longitudinal study of the relations between learning prior to school and subsequent school performance. Presented at the biennial meetings of the Society for Research in Child Development, Albuquerque, NM. Tudge, J. (1998, September). The cross-cultural study of enculturation. Presented at the East Coast Cultural Psychology Workshop, The University of Virginia, Charlottesville, VA. Tudge, J. (1998, May). Comparative investigation and cross-national analysis: A comparison of parents’ values and beliefs and preschoolers’ everyday activities in Russia, Estonia, and the United States. Paper presented at the International Institute on Developmental Science, Chapel Hill. Tudge, J. (1998, February). Issues in the comparative study of young children’s everyday activities. Presented at the Center for Developmental Science, Chapel Hill, NC. Tudge, J. (1997, November). The study of children and their families in context: A cultural approach to tolerance. Invited address, UNESCO seminar “Science, scientists, and tolerance,” Sao Paulo, Brasil. Tudge, J. (1997, November). From science to tolerance: A cross-cultural approach. Invited address, UNESCO seminar “Science, scientists, and tolerance,” Sao Paulo, Brasil.


Tudge, J. (1997, November). Practice and discourse as the intersection of individual and social in human development: A commentary on R. Säljö, Concepts, learning, and the constitution of objects and events in discursive practices. Invited address in “Joining society: Social interactions and learning in adolescence and youth,” Johann Jacobs Foundation, Marbach castle, Germany. Tudge, J. (1997, November). Culture and class: Parents’ values and children’s activities in the United States, Russia, and Estonia. Invited presentation in Cognitive Studies Conference “Vygotsky, culture, and children’s learning,” Institute for Behavioral Research, the University of Georgia. Tudge, J. (1997, September). Class, conformity, and self-direction: Parents’ attitudes and preschoolers’ activities in Russia, Estonia, and the USA. Invited presentation, the Department of Psychology, the University of North Carolina at Greensboro. Tudge, J., Hogan, D., Tammeveski, P., Kulakova, N., Meltsas, M., Snezhkova, I., & Putnam, S. (1997, July). Social change, socio-economic status, and the development of self-direction in children: A comparison of Russia, Estonia, and the United States. Paper presented in E. Hennessy (Chair), “Children on the edge: The changing worlds of children and adolescents.” A symposium at the Fifth European Congress of Psychology, Dublin, Ireland. Tudge, J. (1997, June). Childrearing beliefs and practices in the United States, Russia, Estonia, and Korea. Invited presentation, Department of Psychology, University of Brasilia, Brazil. Tudge, J. (1997, May). Bronfenbrenner’s Ecological Systems Theory, and its applications in research. Invited presentation, Department of Psychology, University of Caxias do Sul, Brazil. Tudge, J. (1997, May). Processes and consequences of collaborative problem-solving among school-age children. Invited presentation, Institute of Psychology, University of Rio Grande do Sul, Brazil. Tudge, J., & Hogan, D. (1997, April). Collaboration in Vygotskian perspective. Paper presented in M. Gauvain & H. H. Ratner (Eds.), “Social and cognitive constructions during collaboration: How are actions appropriated?” A symposium at the biennial meetings of the Society for Research in Child Development, Washington, DC. Tudge, J., Lee, S., Tammeveski, P., Kulakova, N., Meltsas, M., & Putnam, S. (1997, April). Cultural heterogeneity: Preschoolers’ activities in the United States, South Korea, Russia, and Estonia. Paper presented at the biennial meetings of the Society for Research in Child Development, Washington, DC. Hogan, D., Tudge, J., & Etz, K. (1996, November). The development of independence in children: A study of parental values and beliefs in two social contexts. Presented at the annual meetings of the Psychological Society of Ireland, Dublin. Tudge, J., & Hogan, D. (1996, November). Implications of Vygotskian theory for peer learning. Invited address, Cognitive skills and learning with peers: Tenth Rutgers Invitational Symposium on Education, New Brunswick, NJ. Hogan, D., Tudge, J., Snezhkova, I., & Kulakova, N. (1996, August). Parents’ valuation of self-direction in their children: The impact of social class in the United States and Russia.


Presented at the biennial meetings of the International Society for the Study of Behavioral Development, Quebec, Canda. Tudge, J., Tammeveski, P., Meltsas, M., Kulakova, N., Lee, S., & Putnam, S. (1996, August). The sociogenesis of self-direction: Children’s initiations of academically-relevant activities in the USA, Russia, Estonia, and S. Korea. Presented at the biennial meetings of the International Society for the Study of Behavioral Development, Quebec, Canda. Tudge, J. (1996, March). Children’s development in cultural context: Activities, values, and beliefs in the United States, South Korea, Russia, and Estonia. Invited lecture, Department of Psychology Colloquium Series, Elon College, NC. Hogan, D., Tudge, J., Snezhkova, I., & Kulakova, N. (1996, February). US and Russian parents’ valuation of self-direction in their children: The role of social class. Presented at the annual meetings of the Society for Cross-Cultural Research, Pittsburgh, PA. Tudge, J. (1995, December). Research from a sociocultural perspective, Part 2: Analyses--sociocultural or not? Invited lecture, Department of Psychology, University of Tartu, Estonia. Tudge, J. (1995, November). The sociocultural context of preschoolers’ everyday activities: Lessons and play. Invited lecture, Department of Education, University of Oulu, Finland. Tudge, J. (1995, September). Research from a sociocultural perspective, Part I: Theoretical and methodological issues. Invited lecture, Department of Psychology, University of Tartu, Estonia. Tudge, J., Lee, S., & Putnam, S. (1995, April). Young children's play in socio-cultural context: Examples from South Korea and North America. Paper presented as part of a symposium entitled "The pretend play of cultures: Cultures of pretend play (A. Goncu and A. Nicolopolou, Chairs), at the biennial meetings of the Society for Research in Child Development, Indianapolis. Tudge, J., Rogoff, B., Fordham, J., & Lawrence, C. (1995, March). When adult-child and peer dyads collaborate: Learning to use educational and recreational computer games. Presented at the biennial meetings of the Society for Research in Child Development, Indianapolis. Tudge, J. (1995, March). Lessons and play of preschoolers in the US and S. Korea: Cross-cultural and sub-cultural variability. Invited address to The Instituto de Psicologia, Universidade de Brasilia, Brasilia, Brazil. Tudge, J. (1995, March). Class as culture: Perspectives on cross-cultural and sub-cultural variability. Invited address to the Psychology Department, Federal University of Rio Grande do Sul, Brazil. Lee, S., & Tudge, J. (1995, February). Young children's play in S. Korea and the United States: Cross-cultural and sub-cultural comparisons. Paper presented at the annual meetings of the Society for Cross-Cultural Research, Savannah, GA. Tudge, J., & Putnam, S. (1994, April). The everyday activities of preschoolers in the United States: Lessons and work in two cultural communities. Paper presented as part of a Symposium entitled "Thinking and Learning in Cultural Contexts" (Ellice Forman, Chair), biennial meetings of the Conference on Human Development, Pittsburgh.


Tudge, J. (1994, January). Preschoolers' activities in socio-cultural context. Invited address, Developmental Psychology Colloquium Series, The University of North Carolina at Chapel Hill. Tudge, J., Winterhoff, P., & Lawrence, C. (1993, August). Dyads as units of analysis: Peer collaboration within a Vygotskian framework. Paper presented as part of a Symposium entitled "Cooperation and Competition: Theoretical and Methodological Issues" (Chair, Angela Branco, University of Brasilia), biennial meetings of the International Society for the Study of Behavioral Development, Recife, Brazil. Putnam, S., Tudge, J., & Sidden, J. (1993, August). Preschoolers' development of self-direction in learning: A socio-cultural perspective. Paper presented at the biennial meetings of the International Society for the Study of Behavioral Development, Recife, Brazil. Tudge, J., Putnam, S., & Sidden, J. (1993, March). The lessons they learn: Different experiences of preschoolers in two cultural contexts. Paper presented at the biennial meetings of the Society for Research in Child Development, New Orleans. Tudge, J., & Winterhoff, P. (1993, March). The cognitive consequences of collaboration: Why ask how? Paper presented as part of a Symposium entitled "The Processes Linking Peer Collaboration and Cognitive Change" (Chair, Saba Ayman-Nolley, University of Illinois at Chicago) at the biennial meetings of the Society for Research in Child Development, New Orleans. Cassidy, D., Tudge, J., & Vardell, R. (1992, November). Learning in context: Teacher influence on the cognitive and cultural experiences of the world. Presented at the annual meetings of the National Association for the Education of Young Children, New Orleans. Tudge, J. (1992, September). Discussant in Symposium entitled "Symmetries and Asymmetries in Children's Social Interactions" (Chair, Ivan Ivic, University of Belgrade), International Conference for Socio-Cultural Research, Madrid. Tudge, J. (1992, September). Discussant in Symposium entitled "Undertaking a Microgenetic Analysis: Aims, Procedures and Problems" (Chair, Cesar Coll, University of Barcelona), International Conference for Socio-Cultural Research, Madrid. Tudge, J., Putnam, S., & Sidden, J. (1992, September). Preschoolers' activities in socio-cultural context. Paper presented at the International Conference for Socio-Cultural Research, Madrid. Tudge, J. (1992, September). A socio-cultural approach to reading: A context-sensitive methodology. Paper presented as part of a Symposium entitled "Towards a co-constructive methodology in the study of human development" (Chair, Michael Cole, University of California at San Diego), International Conference for Socio-Cultural Research, Madrid. Tudge, J., Putnam, S., & Valsiner, J. (1992, April). Reading in contextualist perspective: A Vygotskian approach. Paper presented as part of a Symposium entitled "Joint book-reading and emergent literacy," Chair Barbara DeBaryshe, biennial meetings of the Conference on Human Development, Atlanta.


Tudge, J., Putnam, S., & Sidden, J. (1992, April). The activities and cultural ecology of preschoolers. Paper presented at biennial meetings of the Conference on Human Development, Atlanta. Tudge, J. (1992, February). Collaborative problem solving: A population of problems, a sample of solutions. Invited colloquium presentation, Department of Psychology, Wesleyan University, Middletown, CT. Putnam, S. E., Tudge, J., & Sidden, J. (1992, April). Preschoolers and their social patterns: Socio-cultural factors in individual development. Paper presented at the National Center for Clinical Infant Programs Fellows' Week, Breckenridge, CO. Tudge, J., Putnam, S., & Valsiner, J. (1991, October). Culture and cognition in developmental perspective: The co-construction of reading. Paper presented at the Carolina Consortium on Human Development, Chapel Hill. Tudge, J., & Winterhoff, P. (1991, June). The relationship between expertise and competence: Some implications for peer social interaction. Paper presented at the annual meetings of The Jean Piaget Society, Philadelphia. Tudge, J., & Winterhoff, P. (1991, April). Vygotsky, Piaget, and Bandura: Perspectives on the relationship between peer social interaction and cognitive development. Paper presented at the annual meeting of the American Educational Research Association, Chicago. Tudge, J. (1991, April). Peer collaboration: The case for treating the dyad as the unit of analysis. Paper presented at the biennial meetings of The Society for Research in Child Development, Seattle. Reprinted in Resources in Education, January 1992, ED 336 404. Tudge, J. (1991, April). Peer interaction and cognitive development: Collaboration in the zone of proximal development. Paper presented at the Carolina Consortium on Human Development, Chapel Hill. Tudge, J. (1991, April). Age and gender as moderators of the effects of peer collaboration. Paper presented at the annual meeting of the American Educational Research Association, Chicago. Tudge, J. (1991, April). Feedback as a "zone of proximal development." Paper presented at the biennial meetings of The Society for Research in Child Development, Seattle. Putnam, S. Sidden, J., & Tudge, J. (1991, April). Socio-cultural contexts of children's activities. Paper presented at the Southeastern Symposium on Child and Family Development, Greensboro. Tudge, J. (1991, February). Effects of peer collaboration on cognitive development. Invited address, Department of Psychology, Wake Forest University, Winston Salem, NC. Tudge, J. (1990, April). Collaborative problem solving in the zone of proximal development. Presented at the American Educational Research Association Annual Meetings, Boston. Wellons, S., Bendigo, S., & Tudge, J. (1990, April). Peer problem solving from a Vygotskian perspective. Paper presented at the 15th Annual Southeastern Symposium on Child and Family Development, Athens, GA.


Tudge, J. (1990, March). Peer collaboration within the zone of proximal development. Developmental lunch series, U.N.C.G. Tudge, J. (1989, November). Struggling with interaction. Invited address. Emory University, Atlanta. Tudge, J. (1989, November). Cooperative activity: Some implications for development and learning. Paper presented at the annual meeting of the National Association for the Education of Young Children, Atlanta, GA. Tudge, J. (1989, October). Perceptions of the nuclear threat: Changes in the opinions of American and Soviet youth, 1986-1877. Invited address, Boston College. Tudge, J., & Rogoff, B. (1989, June). Sharing understanding: Peer and adult-child interaction and teaching. Paper presented at the 19th Annual Symposium of the Jean Piaget Society, Philadelphia. Tudge, J., & Rogoff, B. (1989, April). Peer collaborators on their own ground. Paper presented at the biennial meetings of the Society for Research in Child Development, Kansas City. Morelli, G., & Tudge, J. (1989, February). Bridging the gap: A new look at the ontogeny of gender differences in children from two cultures from a Vygotskian perspective. Paper presented at the annual meetings of the Society for Cross-Cultural Research, New Haven, CT. Tudge, J., Chivian, E., Robinson, J., Popov, N., & Andreyenkov, V. (1987, July). Attitudes towards nuclear war: Anxiety or optimism among adolescents in the USA and the USSR. Paper presented at the International Society for Political Psychology, San Francisco. Tudge, J. (1987, June). Collaboration, communication, and cognitive development. Invited address to the Institute of General and Pedagogical Psychology of the USSR Academy of Pedgagical Sciences, Moscow. Chivian, E., Tudge, J., Robinson, J., Popov, N., & Andreenkov, V. (1987, May). An international survey of teenagers' attitudes about the future: A preliminary report. Paper presented at the American Psychiatric Association, Chicago. Koslowski, B., Bence, P., Tudge, J., & Adams, M. (1987, April). Invoking additional causes when alternative causes are present or absent. Poster presented at the Society for Research in Child Development, Baltimore. Tudge, J. (1987, April). Peer collaboration and cognitive development. Poster presented at the Society for Research in Child Development, Baltimore. Tudge, J., & Chivian, E. (1987, April). The impact of social class and age on the attitudes of English children to nuclear war. Paper presented at the American Educational Research Association, Washington, DC. Tudge, J. (1986, August). Collaboration and cognitive development in the USA and USSR. Poster presented at the American Psychological Association, Washington, DC.


Tudge, J. (1986, May). Beyond conflict: The role of reasoning in collaborative problem solving. Paper presented at the Jean Piaget Society, Philadelphia. Tudge, J. (1986, April). Collaboration, conflict and cognitive development: The efficacy of joint problem solving. Poster presented at the Eastern Psychological Association, New York. Tudge, J. (1986, March). What Soviet, British, and American young people are saying about nuclear weapons. Invited address at the symposium "The bomb, the mind and the future: Challenges for health professionals". Long Island Jewish Medical Center, New Hyde Park. Caruso, D., & Tudge, J. (1985, April). Enhancing cognitive development through cooperative activity in preschool classrooms. Paper presented at the Conference of the New York State Council for Children. Koslowski, B., & Tudge, J. (1985, April). Evaluating explanations in light of alternative accounts. Paper presented at the Society for Research in Child Development, Toronto, Canada.


DISSERTATIONS AND THESES SUPERVISED 2019 Jessica Lauren Navarro, Religiosity, moral obligation and the moral virtue of gratitude. MS

thesis.

2019 Sara Etz Mendonça, A grateful heart: Parents’ reflections on gratitude and its development in their children. MS thesis.

2018 Ebony Leon, Black parents’ values for their children and their perceptions of their children’s gratitude. MS thesis.

2017 Yue Liang, children’s expressions of gratitude and their relations with parental values and parenting: Insights from China and the United States. PhD dissertation.

2017 Elisa Avellar Merçon-Vargas, Children’s expressions of gratitude and their association with cultural values among Brazilians, Brazilians in the U. S., and U.S. ethnic groups. PhD dissertation. Won outstanding dissertation award.

2016 Sara Etz Mendonça, Is an understanding of a moral obligation associated with the moral virtue gratitude? MS thesis.

2014 Gabriela Dal Forno Martins, Maternal socialization goals and mother–baby interaction styles during the first and second years of the child’s life. PhD thesis, Federal University of Rio Grande do Sul, Brasil, co-supervised with Dr. Cesar Piccinini.

2009 Angela Marin, Stability and change in mothers’ and fathers’ child-rearing practices over the pre-school years and their relation to children’s social competence. PhD thesis, Federal University of Rio Grande do Sul, Brasil, co-supervised with Dr. Cesar Piccinini.

2002 Sheryl Scrimsher, The cultural knowledge of preservice teachers: Implications for effective practices for teaching African American children. PhD dissertation.

2000 Fabienne Doucet, The transition to school in middle class and working class African

American families: A study of beliefs, values, and practices. PhD dissertation, submitted for outstanding dissertation award.

2000 Sherrill W. Hayes, Everyday interactions of North American preschoolers and their

fathers: Gender, social class, and mothers’ influences on accessibility and engagement. MS thesis.

1998 Dolphine A. Odero, Everyday activities and social partners of Luo children in an

urban Kenyan setting: The roles of culture, class, and gender. PhD dissertation. 1998 Fabienne Doucet, African-American parents’ values and beliefs and their

preschoolers’ involvement in everyday activities: A study of gender and social class socialization. MS thesis.

1997 Kathleen E. Etz, Social class and parenting: A study of the relations among socio-

structural position, work, parental values, and parenting orientations. PhD dissertation.


1996 Diane M. Hogan, The co-construction of social development: A longitudinal study of

the relations among social class, parenting, and children’s activities. PhD dissertation.

1996 Dolphine A. Odero, The implications of preschoolers’ everyday activities on

perception of competence: A longitudinal study of the transition from home to school. MS thesis.

1995 Sarah E. Putnam, Everyday lessons of North American preschoolers: Social class as

cultural community. PhD dissertation. 1995 Paul A. Winterhoff, Kindergartners who become friends: Classroom influences on

interactions and patterns of stability and change. PhD dissertation. 1995 Kathleen E. Etz, Parental values for self-direction versus conformity to external

authority: A search for influences. MS thesis. 1994 Soeun Lee, Culture and preschoolers’ activities: The United States and Korea. PhD

dissertation. 1992 Judy A. Sidden, The cultural ecology of preschool children and work. MS thesis. 1991 Paul A. Winterhoff, Processes and outcomes of preschoolers’ collaborations in

building with blocks. MS thesis. PROFESSIONAL AFFILIATIONS, POSTS, AND EXPERIENCE Associate Editor Psicologia: Reflexão e Crítica / Psychology Editorial Board Psicologia: Reflexão e Crítica / Psychology Contrapontos: Revista de Educação [Counterpoints: Journal of Education] Arquivos Brasileiros de Psicologia [Brazilian Archives of Psychology] Consulting editor Journal of Russian and East European Psychology (formerly Soviet

Psychology). Reviewer Child Development Developmental Psychology Human Development Merrill-Palmer Quarterly Early Childhood Research Quarterly Social Development Infant Behavior and Development British Journal of Developmental Psychology American Educational Research Journal Educational Psychologist European Journal of Psychology of Education International Journal of Behavioral Development Journal of Cross-Cultural Research Mind, Culture, and Activity British Journal of Sociology


Journal of Marriage and Family Journal of Family Issues Psicologia: Teoria e Pesquisa [Psychology: Theory and Research] Cambridge University Press Member Society for Research in Child Development National Council on Family Relations International Society for the Study of Behavioral Development Society for Research on Adolescence 1987-1990 Member of Subcommission on "Psychological and Pedagogical Problems of

Teaching and the Development of Pre-School and School-Age Children" of the American Council of Learned Societies-Soviet Ministry of Education Commission on Education, 1987-1990.

Spring 1983 Guest editor, Soviet Psychology, Volume 22, no. 1. 1981-1982 Teacher of 3-5 year olds, Cornell lab. nursery school. 1979-1981 Head teacher of Infant Department (4-7 year olds), Friars School, London. 1978-1979 Teacher of 4-11 year olds, Pilgrims' Way Primary School, London. 1976-1978 Teacher of 7-8 year olds, Anglo-American School, Moscow, USSR. 1974-1976 Teacher of 4-7 year olds, Brunswick Park Infants' School, London. Spring 1973 Lecturer, Westminster College of Education, Oxford, "The sociology of

education."


GRANTS, AWARDS, AND FELLOWSHIPS 2019-2022 The John Templeton Foundation. “The Development of the virtue of

gratitude and an intervention designed to encourage it.” Requested $234,801. 2018-2021 The John Templeton Foundation. “Developing the virtue of gratitude: A

school-based cross-cultural intervention.” Requested $1,388,784. 2017-2019 The John Templeton Foundation. “Developing the virtue of gratitude: A

school-based cross-cultural intervention.” Requested $216,886. 2016-2018 The Toyota Foundation. “The development of gratitude in China.”

Requested $70,000. 2014-2017 The John Templeton Foundation. “Gratitude, well-being, and the decline of

materialism: A cross-cultural study of character development in children and adolescents.” Requested $871,327. Received $855,103.

2013 CAPES (Fundação Coordenação de Aperfeiçoamento de Pessoal de Nível

Superior). A research and teaching scholarship. Requested $36,000. Funded 2013-2016 The National Science Foundation. “The development of gratitude in

sociocultural context.” Requested $1,323,115. Not funded 2012-2015 The Greater Good Science Center (funded by the John Templeton

Foundation). “The development of gratitude in sociocultural context.” Requested $470,000. Not funded.

2012-2015 The John Templeton Foundation. “Gratitude, well-being, and the decline of

materialism: A cross-cultural study of character development in children and adolescents.” Requested $890,000. Not funded.

2012 Summer Excellence Grant. “The development of gratitude and materialism

in children and adolescents.” Requested $5,000. Received $5,000 2012-2013 Regular Faculty Grant. “The development of gratitude and materialism in

children and adolescents.” Requested $5,000. Received $5,000. 2012-2013 The Spencer Foundation. “The development of gratitude and materialism in

cultural context.” Requested $39,967. Not funded. 2011 The Conselho Nacional de Desenvolvimento Científico e Tecnológico -

National Council of Technological and Scientific Development, Brazil. Assistance for a visiting professor. Requested $12,250. Received $6,250.

2010-2012 The Spencer Foundation. “The expression of gratitude in children and

adolescents: A cross-cultural study for a sustainable world.” Requested $40,000. Not funded.

2009-2011 The Conselho Nacional de Desenvolvimento Científico e Tecnológico -

National Council of Technological and Scientific Development, Brazil. “Fatores psicossociais associados à transição da criança para a escola


fundamental [Psychosocial factors associated with the transition to elementary school].” Requested $10,000. Received $2,000.

2009 Council for the International Exchange of Scholars (Fulbright Scholarship).

“The Transition to School in Southern Brazil.” Requested 16,500. Funded. 2008-2010 Regular Faculty Grant. “The Expression of Gratitude in Children and

Adolescents.” Requested $5,000. Funded 2007-2009 The Spencer Foundation. “The Cultural Ecology of Young Children: The

Transition to School in Southern Brazil.” Requested $40,000. Funded 2007-2009 The Conselho Nacional de Desenvolvimento Científico e Tecnológico -

National Council of Technological and Scientific Development, Brazil. “Fatores psicossociais associados à transição da criança para a escola fundamental [Psychosocial factors associated with the transition to elementary school].” Requested $2,500. Funded

2006-2009 The Spencer Foundation. “The Cultural Ecology of Young Children: The

Transition to School in Southern Brazil.” Requested $381,186. Not funded 2006-2007 CAPES (Fundação Coordenação de Aperfeiçoamento de Pessoal de Nível

Superior). “The transition to school in southern Brazil.” Requested $24,000. Funded

2006 Council for International Exchange of Scholars (Fulbright). “The Transition

to School in Southern Brazil.” Requested $10,400. Not funded 2005-2007 Regular Faculty Grant. “The Cultural Ecology of Young Children: The

Transition to School in Southern Brazil.” Requested $6,000. Funded 2003-2004 Advancement of Teaching and Learning Grant. “Bringing Soviet Voices to

Life: Creating a Digital Archive to Facilitate Teaching.” The University of North Carolina at Greensboro. Requested $6,000. Funded.

2003-2004 Regular Faculty Grant. “The Cultural Ecology of Young Children.”

University of North Carolina at Greensboro. Requested $5,000. Funded. 2002-2003 The Spencer Foundation. “Parents’ Values and Beliefs and their Children’s

Activities as a Preparation for School.” PI, with Cesar Piccinini, Rita Lopes, and Tania Sperb (Federal University of Rio Grande do Sul, Brazil). Requested $34,637. Funded

2001-2005 NIMH. “A Center for Developmental Science Research.” Co-author, with

Peter Ornstein, PI. Requested $3,385,760. Funded. 2002-2003 The Spencer Foundation. “The cultural ecology of young children: A

longitudinal study of parents’ values and beliefs and their children’s everyday activities and social partners in southern Brazil.” Requested $34,345, not funded.


2001-2003 Conselho Nacional da Pesquisa (CNPq), Brazil. Co-PI with Cesar Piccinini PI, Federal University of Rio Grande do Sul, Brazil. “O impacto de fatores iniciais do desenvolvimento nas interações pais-crianças e no comportamento social de crianças: Estudo longitudinal da gestação ao terceiro ano de vida das crianças” [“The impact of initial developmental factors on parent-child interaction and on the social behavior of children”]. Requested $9,980, funded.

2001-2003 Conselho Nacional da Pesquisa (CNPq), Brazil. Co-PI with Tania Sperb,

Federal University of Rio Grande do Sul, Brazil. “The cultural ecology of young children.” Requested $22,000, not funded.

2001-2002 The Spencer Foundation. "The cultural ecology of young children."

Requested $35,000, not funded. 1999-2000 The Spencer Foundation. "The cultural ecology of young children."

Requested $35,000, not funded. 1999-2000 UNCG School of HES Foundation. $2,500, funded. 1999-2000 UNCG Research Council Grant-in-Aid. $2,112, funded. 1998-2000 Co-PI with C. Piccinini, R. Lopes, and T. Sperb. Conselho Nacional da

Pesquisa, Brasil “Subjective and behavioral aspects of parent-child interaction: A longitudinal study from birth to the second year of the child’s life.” $24,500, funded.

1998-1999 The Spencer Foundation. "The cultural ecology of young children." $35,000,

funded. 1997-1998 UNCG Research Council Grant-in-Aid. $2,730, funded. 1997 National Institute on Mental Health, “African and African-American

socialization practices.” Requested $559,376, not funded 1997 International Research and Exchanges Board, “Socio-cultural contexts of

child-rearing practices in Estonia: A continuation and preparation.” Requested $2,855, not funded.

1995-1996 The Spencer Foundation. "The cultural ecology of young children." $12,000,

funded. 1995-1996 The University of North Carolina at Greensboro Research Assignment. 1995 The University of North Carolina at Greensboro Summer Excellence

Research Award. $4,000. 1994 The Spencer Foundation, “The cultural ecology of young children.”

Requested $638,468, not funded. 1994 The National Science Foundation, “The cultural ecology of young children:

A longitudinal study in diverse cultures of children’s everyday activities,


parental beliefs, and perceived competence.” Requested $880,124, not funded.

1993-1995 International Research and Exchanges Board. "Socio-cultural contexts of

child-rearing practices: A comparison of preschoolers' activities under conditions of social change." $19,000, funded.

1993 The Spencer Foundation, “Collaborative problem solving among young

children: The development and processes of collaboration among friends and non-friends.” Requested $7,500, not funded.

1993 The International Research and Exchanges Board, “Socio-cultural contexts

of children’s activities: The activities and partners of Russian and Estonian preschoolers.” Requested $2,480, not funded.

1992-1993 Research Council Grant-in-Aid. $2,496, funded. 1992 The International Research and Exchanges Board, “Socio-cultural contexts

of children’s activities: The activities and partners of Russian and Estonian preschoolers.” Requested $2,783, not funded.

1991-1992 Spencer Foundation. "Collaborative problem solving among young children:

Processes and consequences." $7,500, funded. 1991-1993 National Academy of Education - Spencer Fellowship. "Collaborative

problem solving among young children: Process and consequences." $30,000, funded.

1990 The National Science Foundation, “Socio-cultural contexts of children’s

activities.” Requested $453,924, not funded. 1990 Human Environmental Sciences Foundation Award, UNCG 1989 Human Environmental Sciences Foundation Award, UNCG 1989 Summer Excellence Research Award, UNCG 1988-1989 New Faculty Research Council Grant-in-Aid, UNCG 1985 Exchange scholarship between the American Council of Learned Societies

and the Academy of Sciences, USSR 1984-1985 Sage Fellowship, Cornell University 1984-1985 Dissertation grant, College of Human Ecology, Cornell University 1984-1985 Grant, Institute for Intercultural Studies, New York 1984-1985 Grant, Soviet Studies Committee, Cornell University 1984-1985 Grant, International Studies Committee, Cornell University


1984-1985 Grant, Alumni Association, College of Human Ecology, Cornell 1984 Award, Foundation for Child Development, New York 1982-1983 Fellowship, Foundation for Child Development, New York CLASSES TAUGHT Undergraduate classes HDF 211: Life span development HDF 302: Infant and child development HDF 410: Cultural variations in families and children HDF 510: Child and family ecology HDF 532: Philosophical foundations of preschool education HSS 208: Melancholy childhoods (Honors Program) Graduate classes HDF 602a: Vygotsky’s theory HDF 602b: Qualitative methods in human development HDF 610: Children’s development in cultural context HDF 652: Theories of human development HDF 710: The ecology of human development HDF 765: College teaching practicum


REFERENCES Jaan Valsiner Department of Psychology Clark University 950 Main St. Worcester, MA 01610-1477 (508) 793-8862 FAX (508) 793-7210 Barbara Rogoff Psychology Board Kerr Hall University of California, Santa Cruz Santa Cruz, CA 96822 (408) 459-3763 FAX (408) 459-3519 Jim Youniss Director, Life Cycle Institute Catholic University of America Washington, DC 20064 (202) 319-5999 FAX (202) 319-6267 Jim Wertsch Department of Education Campus Box 1183 Washington University One Brookings Drive St. Louis, MO 63130-4899 (314) 935-7434 FAX (314) 935-5982

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