A photo of Janean Dilwort-Bart

Janean Dilworth-​Bart

Associate Professor, Chair, Graduate Program Committee, PhD
4132 Nancy Nicholas Hall 1300 Linden Drive

Everybody’s got a little light under the sun . . .

-Flashlight ~ Parliament

Research & Creative Endeavors

My research focuses on the intersection of children’s early developmental contexts and neurocognitive development, including how these factors interact to promote children’s academic and social competence. I am particularly interested in studying contexts of socioeconomic risk and race-ethnicity using an ecological model. The area of neurocognitive development that most interests me is executive function (EF), including such cognitive functions as attention, planning, problem solving, and decision making.

Touching real lives, Right now

In the broadest sense, I am interested in how children's early developmental contexts help (or hinder) their development into competent, productive members of society. I study this broad issue by focusing on how parents, parenting behaviors, and home environments are related to children's self-regulation development and school readiness.

Parent-Child Interactions

Executive Function Development

Emerging Self-Regulation

School Readiness

Children’s Exposures to Environmental Pollutants

HDFS 425: Research Methods in Human Development and Family Studies

In this undergraduate-level course we explore the basics of research design used in studying family dynamics and individual development over the life course.

HDFS 461: Social and Emotional Development of the Young Child

This undergraduate level course is to builds upon introductory Child Development courses by providing a more depth and intensive study of social and emotional development.  The class covers a range of topics beginning with a review of classical and contemporary theory and followed by discussions of the roles of intraindividual characteristics and interpersonal relationships in development.

HDFS 592: Research in Early Developmental Contexts & School Readiness

The research-focused course provides students with valuable hands-on experience working higher risk children and their families in a research setting.  Contact me directly if you are interested in this 1 to 3 credit opportunity.

HDFS 662: Advanced Study of the Young Child 

This undergraduate and graduate level course provides students with an introduction to theories and current issues related to the causes, presentation, and study of atypical emotional and/or behavioral development in childhood.  Study moves beyond introductory child development coursed to evaluate the continuum between “typical” and “atypical” development.  

HDFS 761: Childhood and the Family

This is a graduate level “topics” course.  Students examine a variety of interrelated issues impacting the development of young children within the family context.  Each week is dedicated to a different aspect of child development (e.g., Cognitive and Emotional Development) or a special population (e.g., Child Disability and Family Functioning).

Inter-HE 793: Research Methods

In this course we consider the ways in which social scientists conduct and disseminate research. Over the course of the semester we will move from discussing general issues in the philosophy of science, to examining how social science research is designed and conducted, to evaluating specific research products. At the same time, students will develop a research product that corresponds to their research field of interest and graduate training trajectory. The capstone exercise is an advanced draft of a research proposal that could be submitted to a funding agency.

Miller, K., Hilgendorf, A., & Dilworth-Bart, J. (in press). Cultural capital and the development of home-school connections in early childhood. Contemporary Issues in Early Childhood.

Miller, K., & Dilworth-Bart, J. (2013). Mothers’ school-related identities and possible selves for their children. Early Child Development and Care. 10.1080/03004430.2013.792257

Dilworth-Bart, J. (2012). Does executive function mediate SES and home quality associations with academic readiness? Early Childhood Research Quarterly, 27(3), 416-425. doi: 10.1016/j.ecresq.2012.02.002

Poehlmann, J., Schwichtenberg, A.J., Hahn, E., Miller, K., Dilworth-Bart, J., Kaplan, D., & Maleck, S. (2012). Compliance, opposition, and behavior problems in toddlers born preterm or low birthweight. Infant Mental Health Journal, 33(1), 34-44. doi: 10.1002/imhj.20335

Dilworth-Bart, J.,Miller, K., & Hane, A. (2012). Maternal play behaviors, child negativity, and preterm or low birthweight toddlers’ visual-spatial outcomes: Testing a differential susceptibility hypothesis. Infant Behavior and Development, 35(2), 312-322. doi: 10.1016/j.infbeh.2011.11.001

Miller, K., Dilworth-Bart, J., & Hane, A. (2011). Maternal recollections of schooling and children’s school preparation. The School Community Journal, 21(2), 161-184. http://www.families-schools.org/CJindex.htm

Dilworth-Bart, J., Poehlmann, J., Miller, K., & Hilgendorf, A. (2011). Do mothers’ play behaviors moderate the associations between socioeconomic status and 24-month neurocognitive outcomes? Journal of Pediatric Psychology, 36(3), 289-300. doi:10.1093/jpepsy/jsq064 PMid:20656763

Dilworth-Bart, J., Poehlmann, J.,Hilgendorf, A., Miller, K., & Lambert, H. (2010). Maternal scaffolding and preterm toddlers’ visual-spatial processing and emerging working-memory. Journal of Pediatric Psychology, 35(2), 209-220. doi:10.1093/jpepsy/jsp048 PMid:19505998

Poehlmann, J., Schwichtenberg, A., Bolt, D., & Dilworth-Bart, J. (2009). Predictors of depressive symptom trajectories in mothers of infants born preterm or low birthweight. Journal of Family Psychology, 23(5), 690-704. doi:10.1037/a0016117 PMid:19803605 PMCid:2791691

Dilworth-Bart, J., Khurshid, A., & Vandell, D. (2007). Do maternal stress and home environment mediate the relation between early income-to-need and 54-month attention? Infant and Child Development, 16, 525-552. doi:10.1002/icd.528  

Dilworth-Bart, J., & Moore, C. (2006). Mercy, Mercy Me: Social injustice and the prevention of environmental pollutant exposures among ethnic minority and poor children. Child Development, 77(2), 247-265.doi:10.1111/j.1467-8624.2006.00868.x PMid:16611170  

Riggs, N., Jahromi, L., Peters-Razza, R., Dilworth-Bart, J., & Mueller, U. (2006). The role of executive function in the promotion of social-emotional and behavioral development. Journal of Applied Developmental Psychology. 27(4), 300-309. doi:10.1016/j.appdev.2006.04.002  

Dilworth, J., Greenberg, M., & Kusché, C. (2004). Early neuropsychological correlates of later clock drawing and clock copying abilities. Child Neuropsychology, 10(1), 24-35. doi:10.1076/chin. PMid:14977513  

Elias, M., & Dilworth, J. (2003). Ecological/development theory, context-based best practice, and school-based action research: Cornerstones of school psychology training and policy. Journal of School Psychology, 41(4), 292-297. doi:10.1016/S0022-4405(03)00050-5  

Dilworth, J., Mokrue, K., & Elias, M. (2002). The efficacy of a video based teamwork-building series with urban elementary school students: A pilot investigation. Journal of School Psychology, 40(4), 329-346. doi:10.1016/S0022-4405(02)00102-4