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Amy Williamson Payton
Associate Professor/Ramona Ware Emerson Paul Professor in Early Childhood
Stillwater, OK 74078
|Degree||Institution||Area of Study|
|Ph.D.||University of North Carolina at Greensboro, Greensboro, NC||Human Development and Family Studies|
|M.Ed.||University of Oklahoma, Norman, OK||Early Childhood Education|
|B.S.||University of Oklahoma, Norman, OK||Early Childhood Education|
Dr. Amy Williamson Payton is the Ramona Ware Emmons Paul Professor in Early Childhood in the Department of Human Development and Family Science at Oklahoma State University. She is the Director of the Institute for Building Early Relationships with a mission to build life-long resilience in very young children and families through collaborative research, education, and outreach. Dr. Williamson Payton is the co-editor of the recent volume Building Early Social and Emotional Relationships with Infants and Toddlers: Integrating Research and Practice (Springer). She specializes in infant and toddler development, infant mental health, and early care and education. Dr. Williamson Payton’s research currently focuses on the development of caregiver-child relationships in the context of family and early care and education settings as well as caregiver self-regulation and well-being.
Journal Articles: (*Co-author is a student or post-doc)
*Treat, A., Morris, A.S., Williamson, A.C., & Hays-Grudo, J. (2019). Adverse childhood experiences and young children's social and emotional development: The role of maternal depression, self-efficacy, and social support. Early Child Development and Care. Doi: 10.1080/03004430.2019.1578220
Brophy-Herb, H.E., Williamson, A.C., Cook, G.A., Torquati, J., Decker, K.B., Vu, J., Vallotton, C.D., Duncan, L., & The Collaborative for Understanding the Pedagogy of Infant/Toddler Development (2018). Pre-service students’ dispositional mindfulness and developmentally supportive practices with infants and toddlers. Mindfulness. Doi: 10.1007/s12671-018-1036-7
Pulay, A. & Williamson, A.C. (2018). Comparing the influence of LED and fluorescent lighting on early childhood student engagement in a classroom setting. Learning Environments Research. Doi: 10.1007/s10984-018-9263-3
*Treat, A., Morris, A.S., Williamson, A.C., Hays-Grudo, J., & *Laurin, D. (2017). Adverse childhood experiences, parenting, and child executive function. Early Child Development and Care. doi: 10.1080/03004430.2017.1353978
Choi, J.Y., Castle, S., Williamson, A.C., *Young, E., Worley, L, Long, M., & Horm, D. (2016). Teacher-child interactions and the development of executive function in preschool-age children attending Head Start. Early Education and Development. doi: 10.1080/10409289.2016.1129864
Castle, S., Williamson, A.C., *Young, E., *Stubblefield, J., *Laurin, D. & *Pearce, N. (2016). Teacher-child interactions in Early Head Start classrooms: Associations with teacher characteristics. Early Education and Development, 27, 259-274. doi: 10.1080/10409289.2016.1102017
Goble, C., Horm, D., Atanasov, A., Williamson, A.C., & Choi, J. (2015). Knowledge and beliefs of early childhood education students at different levels of professional preparation. Journal of Early Childhood Teacher Education, 36, 211-231.
La Paro, K.M., Williamson, A. C., & Hatfield, B. (2014). Assessing quality in toddler classrooms with the CLASS-Toddler and the ITERS-R. Early Education and Development, 25, 875-893.
Thomason, A. C. & La Paro, K.M. (2013). Teachers’ commitment to the field and effective teacher-child interactions in center-based child care for toddlers and three-year-olds. Early Childhood Education Journal. 41, 227-234.
La Paro, K. M., Maynard, C., Thomason, A. C., & Scott-Little, C. (2012). Developing teachers’ classroom interactions: A description of a video review process for early childhood education students. Journal of Early Childhood Teacher Education, 33, 224-238.
La Paro, K. M., Thomason, A. C., Lower, J. K., & Kintner-Duffy, V. L., & Cassidy, D. J. (2012). Examining the definition and measurement of quality in early childhood education: A review of studies using the ECERS-R from 2003 to 2010. Early Childhood Research and Practice, 14 (1). Available at http://ecrp.uiuc.edu/v14n1/laparo.html.
Scott-Little, C., La Paro, K .M., Thomason, A. C., Pianta, R. C., Hamre, B., Downer, J. et al. (2011). Implementation of a course focused on language and literacy within teacher-child interactions: Instructor and student perspectives across three institutions of higher education. Journal of Early Childhood Teacher Education, 32, 200-224.
Thomason, A. C. & La Paro, K. M. (2009). Measuring the quality of teacher-child interactions in toddler child care. Early Education and Development, 20, 285-304.
Williamson, A. C., Hubbs-Tait, L., Colaizzi, J., & *Huffer, A. (2018). Deepening connections in later infancy: 6 months to 12 months. In A. S. Morris & A. C. Williamson (Eds.), Building Early Relationships in Infants and Toddlers: Integrating Social and Emotional Research and Practice. New York, NY: Springer.
Morris, A. S., *Treat, A., Mendez, J., Williamson, A. C., Chesher, T., & Hays-Grudo, J. (2018). There is no such thing as a baby: Integrating research and theories on early relationships. In A. S. Morris & A. C. Williamson (Eds.), Building Early Relationships in Infants and Toddlers: Integrating Social and Emotional Research and Practice. New York, NY: Springer.
Williamson, A. C. (2016). Infant and toddler programming. In D. Couchenour & K. Chrisman (Eds.), The SAGE Encyclopedia of Contemporary Early Childhood Education, 723-725. Thousand Oaks, CA: SAGE Publications. DOI: http://dx.doi.org/10.4135/9781483340333.n207
Williamson, A. C. (2016). Neonatal health and development. In D. Couchenour & K. Chrisman (Eds.), The SAGE Encyclopedia of Contemporary Early Childhood Education, 927-928. Thousand Oaks, CA: SAGE Publications. DOI: http://dx.doi.org/10.4135/9781483340333.n274
Morris, A. S. & Williamson, A. C. (Eds.) (2018). Building Social and Emotional Relationships with Infants and Toddlers: Integrating Research and Practice. New York, NY: Springer.
La Paro, K. M., Pianta, R. C., & Hamre, B. (2012). Classroom Assessment Scoring System, Toddler Version. Brookes Publishing. Amy C. Thomason, contributing author.
Awards and Recognitions
President’s Fellows Faculty Research Award, 2019
Distinguished Early Career Faculty Award, 2018
Ramona Ware Emmons Paul Professorship
Junior Faculty Award, 2014
President’s Fellows Faculty Research Award, invited application; Composed, Aware,
Listening = Mindfulness (CALM): Developing CALM in early childhood caregivers to promote
resilience to stress and reduce preschool expulsions, PI, Awarded $20,000, funded
2-1-2019 to 6-20-2020)
Oklahoma Department of Mental Health and Substance Abuse Services (OKDMHSAS): Systems of Care (SOC2) Infant Mental Health Training and Consultation, Year 1, PI; Initial Award $220,000, funded 10-1-2016 to 6-30-2017; Contract renewal, Awarded $220,000, funded 7-1-2017 to 6-30-2018; Contract renewal, Awarded $220,000, funded 7-1-2018 to 6-30-2019.
Caplan Foundation for Early Childhood: Preventing Suspension and Expulsion in Early Care and Education through Targeted Professional Development on Social and Emotional Self-Regulation, PI (Submitted Letter of Inquiry, 10-30-2015; $100,000, full proposal requested 2-16-2016; Submitted full proposal 4-15-2016, $103,599; Awarded $100,000, funded 9-1-2016 to 8-31-2018).
Project LAUNCH: Infant and Early Childhood Mental Health Workforce Development, PI; Initial award $147,000, funded 6-1-2016 to 8-31-2016; Contract renewal, Awarded $93,616, funded 9-1-2016 to 8-31-2017; Contract renewal, Awarded $100,496, funded 9-1-2017 to 8-31-2018; Supplemental funds, Awarded $9500, funded 9-1-2018 to 11-30-2018; Contract renewal, Awarded $31,750, funded 12-01-2018 to 8-30-2019).
Society for Research in Child Development
World Association for Infant Mental Health
Oklahoma Association for Infant Mental Health
Collaborative for Understanding the Pedagogy of Infant/Toddler Development (CUPID)
Network of Infant/Toddler Researchers (NITR)
ZERO TO THREE
National Association for the Education of Young Children