Faculty and Staff Profiles

OPPORTUNITY to Study Early Childhood Development in Different Cultures!

Applications are invited for studying early childhood development in different cultural contexts at the University of Memphis Educational Psychology Program.

• Qualifications: Applicants are expected to have earned a Master's degree in a social science or education-related field with an articulated research plan focusing on the cultural nature of early childhood development. A qualified applicant should have a GPA 3.5 or higher with a combined GRE score 1,100 or higher (Writing 5.0+).
• Admission Deadlines: March 1 for enrollment in the fall semester only.
• Financial Aid: Graduate assistantship is available for qualified students admitted in the spring to study the cultural nature of early childhood development. Those who are interested in studying the development of young children in China may be required to spend one semester or longer studying in a Chinese university's doctoral program and conducting fieldworks in China as exchange students, with all the necessary expenses covered. For more information, contact Dr. Hsueh.

• Ed.D. Education - Harvard University - 1997
• Ed.M. Education - Harvard University - 1989
• B.A English and Literature - Beijing Institute of Aeronautics & Astronautics - 1982

• Assistant/Associate Professor, Counseling, Educational Psychology & Research - University of Memphis - 2000-now
• Research Associate, Teacher Education Program - Harvard University - 1999-2000
• Resident Researcher, Archives Jean Piaget - University of Geneva - 1998

• Invited speaker - Shanghai Luwan District, International Conference on Early Childhood Education - 2007
• Invited Speaker - Shanghai Municipal Education Commission, Shanghai Education Forum - 2006
• Visiting Professor - East China Normal University, College of Preschool & Special Education - 2005-now
• Visiting Research Professor - Department of Psychology, Central China Normal University - 2004-now
• Major Research Grant - Spencer Foundation/ Arizona State University - 2001-2004

• Understanding Respect: An interdisciplinary approach (G) - University of Memphis
• Introduction to Jean Piaget (G) - University of Memphis
• Critical exploration in the classroom (G) Special Topic - University of Memphis
• Social development of children (G) - University of Memphis
• Early childhood development (G) - University of Memphis

• Tobin, J., Hsueh, Y. & Karasawa, M. (in press). Preschool in three cultures revisited: China, Japan and the United States. Chicago, IL: University of Chicago Press. 
• Y. Hsueh & J. Zhu (Eds.). (2007). Early childhood education in ecological perspectives. Shanghai: East China Normal University Press. (Original in Chinese or translated into Chinese)  

• Cahan, E. D. & Hsueh, Y. (2007). Sheldon Harold White. American Psychologist, 62. 600-600.   
• Cohen, R., Hsueh, Y., Russell, K. M. & Ray, G. E. (2006). Beyond the Individual:  A Consideration of Context for the Development of Aggression. Aggression and Violent Behavior, 11.  341-351.     
• Hsueh, Y. & Barton, B. (2006). A cultural perspective on professional beliefs of childcare teachers.  Early Childhood Education Journal (a Springer publication) 33, 179-180.  
• Hsueh, Y., Zhou, Z. K., Cohen, R., Hundley, R., & Deptula, D. (2005).  Knowing and showing respect: Relating Chinese and U.S. children's understanding of respect to their friendships. Journal of Psychology in Chinese Societies, 6 (4). 89-120.  
• Hsueh, Y. (2005).  The lost and found experience: Piaget rediscovered. The Constructivist, 16 (1). [Refereed electronic journal of Association for Constructivist Teaching]. 
• Hsueh, Y., Tobin, J., & Karasawa, M. (2004). The Chinese kindergarten in its adolescence.  Prospectives, 132 (4), 457-469. Geneva, Switzerland: UNESCO.
• Hsueh, Y. (2004). He sees the development of children's concepts upon a background of sociology:Jean Piaget's honorary degree at Harvard University in 1936. History of Psychology, 7, 45-64.  

• Tobin, J. & Hsueh, Y. (2007, Decmember).  Plenary session: Continuity and Change in Preschools in Three Cultures: Japan, China, and the United States. Reconceptualizing Early Childhood Education Conference. Hong Kong Institute of Education. Hong Kong, China (December 15).   
• Hsueh, Y. (2007, April). Preschool teachers’ professional beliefs and ideas and their cultural practice. Shanghai Luwan District Conference on Early Education. Shanghai, China (April 28-29). 
• Hsueh, Y. & Kitzmann, K. M. (June 1, 2007). Cultural research on respect: After Piaget. The Annual Meeting of Jean Piaget Society. Amsterdam, Netherlands.
• Hsueh, Y., Tobin, J., Kitzmann, K. M., Karasawa, M. (April 1, 2007). From Controlled Group Visit to Free-Choice Curriculum Activity: The Transformation of Chinese Preschool Restrooms. In Symposium: Across Regions and Cultures: Chinese Parenting, Early Childhood Development and Education. The Biennial Meeting of Society for Research in Child Development. Boston, MA.
• Hsueh, Y. (March 30, 2007). Memorial session for Sheldon White.  Co-chair with Emily Cahan. The Biennial Meeting of Society for Research in Child Development. Boston, MA.
• Hsueh, Y. (2006, June). Chinese Preschool Education Amidst Rapid Societal Change. 2006 Education Forum on Early Childhood Education. Shanghai Municipal Education Commission. Shanghai, China (June 9-10).