Professor Moreno joined the faculty in 2013 with more than 20 years of work experience in the field of early child development, including direct service with children and families, curriculum and assessment development, social policy, community partnerships, program evaluation, and original research.
Dr. Moreno studies adult-child interactions (parents, teachers, and other early childhood service providers) and how these can serve as a buffering influence for children who have experienced adversity. In particular, she is interested in how invested adults can adjust their behavior with the children in their care to minimize the negative effects these early stressful experiences tend to have on the transition from automatic to effortful learning. Thus, Dr. Moreno is studying and developing interventions that train adults to support children’s self-regulation and executive function, which in turn promote children’s ability to successfully engage with increasingly dynamic and cognitively demanding contexts.
Dr. Moreno is also involved in on-the-ground efforts to implement early childhood research. She consults with community organizations and policy makers on how systems do or don’t promote caregivers’ child-supportive behaviors. Examples of implementation topics of interest include the impact of the accountability and standards movement on developmentally appropriate practice, feasible models for parent and professional development and training, appropriate uses of data and research in grant-making and program continuous improvement, and innovative collaborations to increase the impact of social services and early education.
B.A. in child development, Tufts University;
M.A. in child development, Tufts University;
Ph.D. in developmental psychology, University of Denver;
Post-Doctoral Fellowship, University of Colorado Health Sciences Center