Curriculum VitaeView CV
School of Education
children`s spatial skills, multimodal representations, the impact of play in educational settings
Caroline Gaudreau is a Ph.D. in Education student specializing in the Learning Sciences at the University of Delaware. She received her bachelor’s degree in Psychology from the College of the Holy Cross in Worcester, MA in 2017, where she focused on learning about children’s spatial reasoning and gesture use.
Caroline’s main research interests include how children use questions to learn about the world, how play can be used in educational settings, and how parent-child interactions can be strengthened. She hopes to continue to pursue research in children’s learning during her time at UD. Caroline is a research assistant in Dr. Roberta Golinkoff’s Child’s Play, Learning, and Development Lab, and she has worked on projects focusing on children’s spatial skills, gesture use, and question-asking.
- B.A. in Psychology, College of the Holy Cross, Worcester, MA
- Co-Instructor, EDUC 205, School of Education, University of Delaware (2019)
- Mentor to Undergraduate, NSF REU Program (2019)
- Committee Member, Learning and the Brain: Contributions of Neuroscience to Education, School of Education Colloquium Series, University of Delaware (2018)
- Psychology Student Advisory Committee, College of the Holy Cross (2016–2017)
- Research Assistant, Cognitive Development Lab, College of the Holy Cross (2015–2017)
- Psychology Tutor, College of the Holy Cross (2015–2017)
Honors and Awards
- Travel Award to Sackler Colloquium: The Brain Produces the Mind by Modeling, Irvine, CA (2019)
- Alpha Sigma Nu Honor Society
- Psi Chi National Honor Society
- Deans List, College of the Holy Cross (2013–2017)
- Patriot League Honor Roll (2013–2017)
- Morano, C., Puttre, H., King, Y., Dore, R., Nichols, D., Hirsh-Pasek, K., & Golinkoff, R. (2019, October). Read to me: Prerecorded, video chat, and in-person reading are related to similar vocabulary and comprehension outcomes in preschoolers. Poster, Cognitive Development Society, Louisville, KY.
- Morano, C., Anggoro, F., Jee, B., Evans, N., Jackson, V., & McCarthy, A. (2019, October). Unscientific conceptions about sunrise and sunset: Gestures matter, too. Poster, Cognitive Development Society, Louisville, KY.
- Morano, C., Bustamante, A., Schlesinger, M., Golinkoff, R. M., Hirsh-Pasek, K. (2019, May). What’s Parkopolis? STEM questions in a children’s museum. In C. Morano & R. M. Golinkoff (Chairs), Increasing STEM thinking in the real world.Symposium at the Association for Psychological Science conference, Washington, DC.
- Morano, C., Neale, D., Verdine, B. Golinkoff, R.M., Hirsh-Pasek, K. (2019, March). Parents’ and children’s’ questions: Asking about geometric shapes. Poster, Society for Research in Child Development, Baltimore, MD.
- Morano, C. (2018, July). How questions can guide guided learning.Talk given at NSF Science of Learning Meeting, Newark NJ.
- Morano, C., Anggoro, F., Jee, B. (2017, October). What do children’s gestures tell us about their emerging understanding of space science? Poster, Cognitive Development Society Biennial Conference, Portland OR.
- Neale, D.*, Morano, C.*, Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K. (2020, forthcoming). “Why are there big squares and little squares?” Preschoolers’ questions about shapes as an indicator of domain awareness. In L. P. Butler, S. Ronfard, & K. H. Corriveau (Eds.), The questioning child: Insights from psychology and education. Cambridge, UK: Cambridge University Press.
- Avelar, D. M., Morano, C. E., & Golinkoff, R. M. (2019). Pointing to success: Caregivers’ beliefs about intelligence matter in their interactions with children. Evidence-based Communication Assessment and Intervention.
- Pritulsky, C., Morano, C., Odean R. (Submitted, September 2019). Translating research on spatial thinking for the early childhood classroom. Translational Issues in Psychological Science.
- Morano, C., Anggoro, F., Jee, B. (To be submitted, January 2020). Children’s gestures about the day-night cycle.Frontiers in Psychology.