Mary Trepanier-Street, Professor of Early Childhood Education and Coordinator of the Early Childhood Teacher Education program, has taught at the University since 1977.  She is also the Director of the UM-D Child Development Center, which serves as the campus education and childcare center and teacher preparation site.  She teaches courses in child development, early childhood curriculum, young children with special needs, and cognition and memory.

Professor Trepanier-Street's research has focused on the areas of gender equity, early childhood curriculum and teacher education.  She has conducted several studies using children's creative writing to investigate children's attitudes and perceptions regarding gender issues.  She has studied how children's literature can positively influence children's attitudes regarding gender equity and equity towards children with special needs as well as promote children's prosocial development.

In the area of early childhood curriculum, Professor Trepanier-Street has written several articles on the curriculum approach of using classroom long-term projects based on children's interests to promote cognitive and social development in children.  Recently, she published an article on how technology can enhance children's learning in long-term projects.  She has also written articles on how using the project approach can be a valuable tool for professional collaboration and development of student and experienced teachers.

Selected Awards/Grants:

• Michigan School Readiness Program, State of Michigan Competitive Grant, 2002-Present.
• Susan B. Anthony Award, 2001.
• Marygrove College, Education Division Teacher Award, 1994.
• Annual Distinguished Faculty Research Award, Nominee, 1986, 1998, 1999.
• National Association of Early Childhood Teacher Educators Award Nominee, 1999.
• Sarah Goddard Powers Award Nominee, 1994-1996.

Refereed Journal Publications (1995-Present)

• Trepanier-Street, M.  (2004).  Teachers: Mentors of children.  Childhood Education, 81, (2), 66-69.
• Donegan, M., Hong, S., & Trepanier-Street, M.  (2005).  Exploring how project work enhances student teachers understanding of children with special needs.  Journal of Early Childhood Teacher Education, 26, (1), 37-46.
• Hong, S., & Trepanier-Street, M.  (2004).  Technology: A tool for knowledge construction in a Reggio Emilia inspired teacher education program.  Early Childhood Education Journal, 32, 23-30.
• Trepanier-Street, M., Hong, S., & Donegan, M.  (2001).  Constructing the image of the teacher in a Reggio-inspired early childhood teacher education program.  Journal of Early Childhood Teacher Education, 22, 47-52.
• Trepanier-Street, M., McNair, S., & Donegan, M.  (2001).  The views of teachers on assessment: A comparison of lower and upper elementary teachers.  Journal of Research in Childhood Education, 15, (2), 234-241.
• Trepanier-Street, M., Hong, S., & Bauer, J.  (2001).  Using technology in Reggio-inspired long-term projects.  Journal of Early Childhood, 28, (3), 181-188.
• Trepanier-Street, M. (2000).  Multiple forms of representation in long-term projects: The garden project.  Childhood Education, 77, (1), 18-25.
• Trepanier-Street, M., Gregory, L., & Bauer, J.  (1999).  Child directed learning: The project approach.  Offspring, 41, (2), 12-15.

• Trepanier-Street, M., & Romatowski, J.  (1999).  The influence of children's literature on gender role perception: A reexamination.  Early Childhood Education Journal, 26, (3), 155-160.
• Donegan, M., & Trepanier-Street, M.  (1998).  Teacher and parent views on standardized testing: A cross-cultural comparison of the uses and influencing factors.  Journal of Research in Childhood Education, 13, (1), 85-93.
• Trepanier-Street, M., Gregory, L., & Donegan, M.  (1998).  Collaboration among early childhood teachers and faculty through a Reggio inspired long-term project.  Journal of Early Childhood Teacher Education, 19, (2), 171-179.
• Romatowski, J., & Trepanier-Street, M.L.  (1997).  Promoting gender equity.  Offspring, 39, 20-24.
• Trepanier-Street, M. & Romatowski, J. (1996).  Young children’s attitudes toward the disabled: A classroom intervention using children’s literature.  Early Childhood Education Journal, 24, 45-49.
• Trepanier-Street, M.  (1995).  Making friends: A review.  Contemporary Psychology, 7, 665.
• Romatowski, J., Trepanier-Street, M., & Peterson, J.  (1995).  Literacy in young children: Results from a three year urban school project.  Reading Improvement, 32, 154-160.

• EDB 421/521 - Current Issues in Early Education (2 credits)
• EDC 340/540 - Psychology of Child Development (3 credits)
• EDC 341 - Practicum in Child Development (1 credit)
• EDC 414/514 - Early Childhood Education Special Needs (2 credits)
• EDC 440/541 - The Child: Birth to Three (3 credits)
• EDC 446/546 - Cognition and Memory Development in Children (2 credits)
• EDD 411/412/536 - Directed Teaching and Seminar in Early Childhood Education
• EDK 500 - Introduction to Educational Research (2 credits)

Dr. Trepanier-Street is currently conducting research on the national and local Jumpstart program, a program that pairs college students and preschool children who are at risk of becoming educationally disadvantaged.  Dr. Trepanier-Street is investigating the impact of Jumpstart on the college student's personal and professional development, civic engagement, and beliefs about early childhood practices and young children's development.