Professor Christine Pascal, PhD, MSocSc
Professor Christine Pascal OBE is Director of the Centre for Research in Early Childhood (CREC), an independent charitable research centre, based at the St. Thomas Children's Centre in Birmingham and, along with Professor Tony Bertram, is also Director of Amber Publications & Training. She was a teacher in primary schools in Birmingham from 1976 to 1985, before moving into the university sector and specializing in early childhood research and evaluation projects. She has been Director of the Effective Early Learning (EEL) Project, the Accounting Early for Life Long Learning (AcE) Project, and was the National Evaluator of the DfES Early Excellence Centre Program. Currently she is President of the European Early Childhood Education Research Association (EECERA). She was President of the British Association for Early Childhood Education from 1994-1997, and is now Vice President. She has also done extensive work at government level to support the development of early years policy, sitting on a number of national committees, has served as a ministerial advisor, and since 2000 has been an Early Years Specialist Adviser to the House of Commons Select Committee on Education. She has written extensively on early childhood development and the quality of early education services and served as an Expert Advisor to Dame Tickell’s review of the EYFS in England. She is currently engaged in developing a cross-national Early Years policy comparison tool as part of a project conducted with the IEA (Netherlands) and was awarded a Nursery World Lifetime Achievement Award in 2012. email@example.com
Professor Tony Bertram, PhD, M.Ed., B.Ed.
Tony is a Director of the Centre for Research in Early Childhood and a Director of Amber Publications and Training Ltd (APT). He was a Head Teacher in infant schools before moving into higher education in 1987. In 1991, he established, with Chris Pascal, the Centre for Research in Early Childhood at the University of Worcester becoming a research Professor in Early Childhood International Development in 2003. He is co-Founder of the European Early Childhood Education Research Association (EECERA) and was its elected President from 1992-2007. In 2007, he re-established CREC as a charitable trust working independently outside the University sector but with close links to it. In recognition of the contribution of CREC to the early childhood field, he holds honorary academic posts at three major Midland’s universities: Birmingham University awarded him the title of Senior Research Fellow; Birmingham City University has made him a Visiting Professor; and Wolverhampton University has also honored him with the status of Visiting Professor. He has been a member of the Ministerial Early Education Advisory Group (EEAG), which advised the government on the development of the Foundation Stage curriculum and was a member of the QCA working party on qualifications in the early years. He has a particular interest in cross national, European early childhood projects and has worked extensively abroad for the British Council and the Organization for Economic Cooperation & Development (OECD). Most recently, with Chris, he has been the Director of the Effective Early Learning (EEL/BEEL) projects, the Accounting Early for Life Long Learning (AcE) Project, the International Review of Early Years Curriculum and Assessment (INCA) project and was a National Evaluator of the four year DfES Early Excellence Centre Program. He is currently engaged in developing a cross-national Early Years policy comparison tool as part of a project conducted with the IEA (Netherlands).
Dr. Alison Clark
Dr. Alison Clark is a Visiting Research Associate at UCL Institute of Education, London and an Honorary Professor at the Australian Catholic University. After starting her professional career as an Infants teacher, Alison has carried out educational research for over twenty years. Central to her research has been listening to young children’s perspectives about early childhood. She developed the Mosaic approach, a visual, participatory research framework with Professor Peter Moss, first published in 2001 and since adopted and adapted by practitioners and researchers across many disciplines. Key studies have included involving young children and adults in the design and review of schools. Her most recent international collaboration has been with Danish pedagogues working with young children’s perspectives. Recent publications include two edited volumes, Childhoods in Context (2013) and Understanding Research with Children and Young People (Clark, Flewitt, Hammersley and Robb, 2014).
פרופ' אריאל כנפו
פרופ' אריאל כנפו הוא פסיכולוג חברתי-התפתחותי במחלקה לפסיכולוגיה באוניברסיטה העברית בירושלים. מחקריו עוסקים בהתפתחות של אמפתיה והתנהגות פרו-חברתית בהקשר של תורשה והסביבה המשפחתית, האינטראקציה בין הורות לטמפרמנט והתפתחות של ערכים בהקשר של תהליכי העברת ערכים במשפחה והשפעה של תרבות.
הפרויקטים הנוכחיים שלו עוסקים במתאם ובאינטראקציה בין תורשה לסביבה בהתפתחות חברתית.
Ariel Knafo-Noam is professor of developmental psychology at the Psychology Department, The Hebrew University of Jerusalem. He holds a PhD in psychology from The Hebrew University, and had postdoctoral training in educational psychology at the Ben Gurion University of the Negev, Israel, and in behavior genetics at the Social, Genetic, and Developmental Psychiatry Research Centre, King’s College London. He is interested in the genetic, environmental and combined contributions to development of altruism, empathy and other aspects of prosociality. Using longitudinal developmental studies, he investigates parent-child as well as child-parent genetic-environmental reciprocal or circular influences.
Knafo, A., Zahn-Waxler, C., Van Hulle, C., Robinson, J., & Rhee, S. H. (2008). The developmental origins of a disposition towards empathy: Genetic and environmental contributions. Emotion, 8, 737-752.
Knafo, A., Israel, S., & Ebstein, R. P. (2011). Heritability of children's prosocial behavior and differential susceptibility to parenting by variation in the dopamine receptor D4 gene. Development and Psychopathology, 23, 53–67.