Katy Gregg, PhD
Associate Professor of Human Development and Family Science School of Human Ecology
College of Behavioral and Social Sciences Interdisciplinary Academic Building (IAB) Office #3037 (Campus PO Box 8034)
Young children with challenging behaviors; Inclusion of children with disabilities; Social emotional development in young children; Family engagement in early childhood; Qualitative and mixed methods research
My research focuses on developing and supporting children, families and early childhood practitioners. Specifically, I seek to look for ways to empower these groups. This includes looking at how to support teachers in creating appropriate social emotional environments for children and families, particularly in the cases of children with disabilities and challenging behaviors. Families, at the heart of children’s overall development, must be empowered to engage in their child’s education and development through partnerships. The goal of my research is always to inform application and better support children across environments.
“If a child can’t learn the way we teach, we should teach the way they learn.” This quote defines my approach to supporting children of all ages. It is the foundation of what I want my college students to walk away from their coursework with. Varied and engaging teaching methods not only apply to younger children but to college level academic preparation. Students must be active consumers and participants in their coursework. This means I work with them to become the creators and owners of the knowledge. Active learning and hands-on experience guide my teaching. Students learn from hands-on learning, case studies, and in-depth discussions. If they start to care about the topic, they care about their learning.
Peer-reviewed Journal Publications:
Gregg, K., Rugg, M.E., & Stoneman, Z. (2012). Building on the hopes and dreams of Latino families: Findings from family focus groups. Early Childhood Education Journal, 40, 87-96.
Gregg, K., Rugg, M., & Souto-Manning, M. (2011). Fostering family-centered practices through a family-created portfolio. School Community Journal, 21(1), 53-70.
Gregg, K. (2011). A document analysis of NAEYC’s Developmentally Appropriate Practice Position Statement: What does it tell us about supporting children with disabilities? Contemporary Issues in Early Childhood, 12, 175-186.
Stoneman, Z., Rugg, M., & Gregg, K. (2009). Partnerships with families. In S. R. Hooper & W. Umansky (Eds), Young Children with Special Needs, Chapter 10, Upper Saddle River, NJ: Merrill.
Gregg, K. (Revise & Resubmit) Language delays and challenging behaviors: The importance of supporting functional goals. Young Exceptional Children.
Recent Grants and Awards
Research Scholarly Pursuit Funding Award
Georgia Southern University Faculty Research Committee
Principal Investigator, Comparing the Social Emotional Classroom Environment and Teacher Efficacy of Behavior Management
Opportunities for Students
Students can get involved in professional organizations and networking through volunteering at state and national conferences. Please contact Dr. Gregg if you are interested in volunteering with the annual Georgia Association on Young Children Conference (held in Duluth, GA every fall) and the Southern Conference on Children (held in Statesboro every January).
I work with small groups of students each semester on undergraduate research projects, particularly focused on the topics listed above. Please contact me if you are interested in gaining experience with undergraduate research.
Last updated: 3/9/2022