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Peter Mangione

Peter Mangione, Ph.D.

Dr. Mangione's work focuses on developing training materials for early childhood educators and on evaluating the quality and long range impact of early intervention services. He is one of the principal developers of the Program for Infant/Toddler Caregivers, which is a comprehensive multimedia curriculum. Currently, he is leading an effort to create infant/toddler development and learning guidelines for the California Department of Education.

Positions

  • Co-Director, Center for Child & Family Studies, WestEd

 

Education

  • PhD, 1980, University of Rochester, Education and Human Development

 

Relevant Publications

  • Lally, J. R., & Mangione, P. L. (in press). Policies to support early language and literacy experiences in the home and in child care. In S. E. Rosenkoetter & J. Knapp-Philo (Eds.), Learning to read the world: Language and literacy in the first three years. Washington DC: Zero to Three.
  • Mangione, P. L., & Speth, T. (1998). The transition to elementary school: A matter of early childhood continuity and partnership. Elementary School Journal, 98(4), 381-397.
  • Mangione, P. L., Lally, J. R., & Honig, A. S. (1995). Fostering success and preventing juvenile delinquency: The long-range impact of the Syracuse University Family Development Research Program. In R. R. Ross, D. H. Antonowicz, & G. K. Dhaliwal (Eds.), Going straight: Effective delinquency prevention and offender rehabilitation. University of Ottawa.
  • Mangione, P. L., & Maniates, H. (1994). Training teachers to implement developmentally appropriate practice. In S. Reifel (Ed.), Advances in early education and day care: Views of developmentally appropriate practice. Greenwich, CN: JAI Press Inc.
  • Mangione, P. L. (1982). Merkmale der Interaktionen zwischen gleichaltrigen und nichtgleichaltrigen Kindern: Ein Uebersichtsreferat (Children's same- and mixed-aged peer interaction: A literature review). Zeitschrift fuer Entwicklungspyschologie und Paedagogische Psychologie (Journal for Developmental and Educational Psychology), 14(2), 110ñ24.

 

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