Margie Brickley, MSEd is a graduate of the Infant and Family Development and Early Intervention program at Bank Street College of Education where she teaches courses in development and assessment and engages in reflective supervision as an advisor to fieldwork students. She is an experienced infant/toddler teacher and early interventionist. Margie holds an Infant Mental Health Endorsement (Level IV Research/Faculty). Current research projects focus on examining the developmental interaction approach in different contexts, understanding ACEs and resiliency in teachers, and applying recent research about gender.
Educational Background
Qualifications
MSEd, Bank Street College of Education
Publications
(2010). Families Chapter In L. Derman-Sparks & J. Edwards (Eds.), Anti-Bias Education for Young Children and Ourselves. Washington, DC: NAEYC.
(2017). Why Infant and Early Childhood Mental Health begins with Teacher Mental Health. First Steps NJ.
(2017). “Who am I? Understanding Yourself is the Key to Effective Work with Young Children and Families” and “Self Regulation.” Center for Autism and Early Childhood Mental Health.
(2017). Co-regulation with Infants and Toddlers. NJ Coalition of Infant Toddler Educators.
(2017). The Children are the Curriculum. Keynote presentation, Westchester Child Care Council, NY.
(2017). Challenging Behaviors in Early Childhood: How to Understand them and What to Do. NY Zero to Three Clinical Roundtable.
(2017). Developmental Variations. Guttman Center for Early Care and Education, NY.
(2017). Science, Math and Technology for Infants and Toddlers. Essex/Hudson NJ AEYC
(2017). Understanding and Applying Recent Research about Gender to our Work with Children and Families. Union Congregational School, NJ.
(2015). Innovative Strategies for Creating Cultures of Reflection: Moving Beyond Informing to Transforming. Zero to Three National Training Institute.
