Nina Howe, Ph.D.
(Ph.D. Psychology 1987; University of Waterloo)
Professor, Department of Education
1455 de Maisonneuve Boul., West
Tel: 514-848-2424 ext. 2008
Pathways to Constructivism is an innovative, self-guided manual for teachers to implement constructivist curriculum in early childhood classrroms. Please select one of the following to view its web site:
My current research activity focuses on three areas: (a) co-construction of meaning in the sibling relationship, (b) the influence of the design of dramatic play centers and play props on children's play, and (c) child care. My work in sibling relations has taken several directions. In particular, I am interested in how young siblings co-construct meaning in their relationship through play, caretaking, teaching, and use of internal state language (i.e., references to emotional, mental states). A series of studies have focussed on young children's social knowledge and understanding of the sibling relationship, particularly within the pretend play context. For example, I have examined the relations between children's pretense negotiations and conflict resolution, as well as the development of shared meanings in sibling play and associations with the quality of the relationship. Currently, my SSHRC-funded research is examining how young children co-construct shared meanings in play with their sibling and best friend. Other studies have examined the indices of siblings’ creativity in the play context through the play themes they generate, play objects, and their use of descriptive language. Another project has investigated the associations between self-disclosure, intimacy, and the quality of children's sibling and peer relationships in middle childhood. Other recent work has investigated sibling teaching from a social-constructivist framework. Building on a series of studies examining sibling teaching during semi-structured tasks and associations with social cognitive understanding, we are currently investigating naturalistic teaching sequences between siblings in early childhood who have been observed in the home setting.
Abuhatoum, S. & Howe, N. (in press). Power in sibling conflict during early and middle childhood. Social Development.
Della Porta, S. & Howe, N. (in press). Mothers' and children's use of power during hypothetical conflict situations. Infant and Child Development.
Howe, N., Abuhatoum, S., & Chang-Kredl, S. (in press). “Everything’s upside down. We’ll call it upside down valley!”: Siblings’ creative use of play themes, objects, and language during pretend play. Early Education and Development.
Martinez, B. & Howe, N. (in press). Canadian Early adolescents’ self-disclosure to siblings and best friends. International Journal of Child, Youth, and Family Studies.
Recchia, H E., Wainryb, C., & Howe, N. (in press). Two sides to every story? Parents’ attributions of culpability and their interventions into sibling conflict. Merrill-Palmer Quarterly.
Howe, N., Jacobs, E., Vukelich, G., & Recchia, H. (2013). Canadian parents’ knowledge and satisfaction regarding their child’s day care experience. Journal of Early Childhood Research.
Parsons, A. & Howe, N. (2013). "This Is Spiderman's Mask. No, It's Green Goblin's": Shared meanings during boys' pretend play with superhero and generic toys. Journal of Research in Childhood Education, 27, 190-207.
Della Porta, S. & Howe, N. (2012). Mothers’ and children’s use of power during hypothetical conflict situations. Merrill-Palmer Quarterly, 58, 507-529.
Howe, N. & Prochner, L. (Eds.) (2012). Recent perspectives on early childhood education and care in Canada. Toronto, ON: University of Toronto Press.
Howe, N., Jacobs, E., Vukelich, G., & Recchia, H.E. (2012). Canadian parents’ knowledge regarding their child’s day care experience. Journal of Early Childhood Research, 11 (2), 133-148.
Howe, N., Jacobs, E., Vukelich, G., & Recchia, H.E. (2012). Inservice professional development and constructivist curriculum: Effects on quality of child care, teacher beliefs, and interactions. Alberta Journal of Educational Research, 57, 353-378.
Howe, N., Recchia, H.E., Della Porta, S., & *Funamoto, A. (2012). The driver doesn’t sit, he stands up like the Flintstones!”: Sibling teaching during teacher-directed and self-guided tasks. Journal of Cognition and Development, 13 (2), 208-231.
Howe, N. & Jacobs, E. (2012). Elements of mentoring: A case study of in-service professional development. In N. Howe & L. Prochner (Eds). New Directions in Early Childhood Education and Care in Canada (pp. 245-271). Toronto, ON: University of Toronto Press.
Recchia, H., Wainryb, C., & Howe, N. (2012). Two sides to every story? Parents’ attributions of culpability and their interventions into sibling conflict. Merrill-Palmer Quarterly, 59, 1-22.
Roger, K., Rinaldi, C., & Howe, N. (2012). Mothers’ and fathers’ internal state language with their young children: An examination of gender differences during an emotions task. Infant and Child Development, 21, 646-666.