Kremen School of Education and Human Development

Feiyan Chen

Associate Professor

Literacy, Early, Bilingual and Special Education | 559.278.0222 | Office: ED 267

fchen@mail.fresnostate.edu

Education

Ph.D. in Teacher Education, with emphasis in Early Childhood Education and Developmental Psychology, Monash University, Australia, 2015
M.Ed. in Early Childhood Education, Monash University, Australia, 2010
Graduate Diploma of Education (teaching credential), RMIT, Australia, 2009
B.A. in English Language and Literature, Zhejiang University, China, 2004

Courses Taught

CI 162: Understanding Children, Learning, and Development in TK-8 Classrooms (Multiple Subject Credential)

CI 180T: Understanding Children, Learning, and Development in TK-8 Classrooms (Fresno Teacher Residency Program)

CI 171: Understanding the Learner, Instructional Design, and Assessment (Multiple Subject Credential)

CI 171: ECE Psychological Contexts of Teaching and Learning (Early Childhood Education Credential)

LEE 180T Child & Adolescent Development for Liberal Study Majors (Undergraduate program )

CI 285 Seminar in Advanced Educational Psychology (MA program)

LEE 241 Field Work in Early Childhood Education (MA Early Childhood Education Program)

LEE 298 Project/Thesis-Early Childhood Education (MA Early Childhood Education Program)

EHD 170/110D/178: Field Study (Multiple Subject Credential)

EHD 170: ECE Field Study (Early Childhood Education Credential)

Dr. Chen teaches courses that focus on early childhood education and child development, as well as educational psychology and its application in school and family contexts. Her research focuses on early years learning and development, with special attention on social and emotional development, emotion regulation, play, and cultural-historical studies. She has been in the field of early childhood education and development across diverse cultural contexts for more than 20 years. Before entering academia, Dr. Chen was a kindergarten teacher and an early childhood educator in both China and Australia.

Early childhood education and child development; Social-emotional development and emotional regulation, play, cultural-historical psychology and research; visual methodology; experimental-genetic method.

Selected publications

Chen, F. (in presss). Emotion Regulation in Everyday Parent-Toddler Interactions. Beijing: Zuojia Publishing.

Chen, F. (2020). Interactive imaginations support toddlers’ emotion regulation: A cultural-historical case study in a Chinese-American family. International Research in Early Childhood Education, 10(1).

Chen, F. (2020). Co-development of emotion regulation: Shifting from self-focused to child-focused perezhivanie in everyday parent-toddler dramatic collisions. Early Child Development and Care, 1-14. doi: 10.1080/03004430.2020.1762586

Fleer, M., Chen, F., & van Oers, B. (2017). New directions in early childhood education practice: International developments and practice gaps. In M. Fleer & B. van Oers (Eds.), International handbook on early childhood education (pp. 955-966). New York: Springer.

Chen, F. (2017). Everyday routine formation: A source of the development of emotion regulation in young children. In M. Fleer, F. Gonzalez Rey, & N. Veresov. (Eds.), Cultural-historical perspectives on emotions: Advancing the concepts of perezhivanie and subjectivity (pp. 129-143). New York: Springer.

Chen, F., & Fleer, M. (2016). A cultural-historical reading of how play is used in families as a tool for supporting children’s emotional development in everyday life. European Early Childhood Education Research Journal. 24(2), 305-319. doi: 10.1080/1350293X.2016.1143268

Chen, F., & Fleer, M. (2015). Re-signing: A cultural-historical study of signs for supporting young children’s development of emotion regulation. Mind, Culture, and Activity: An International Journal, 22(3), 233-250. doi:10.1080/10749039.2015.1048370

Chen, F. (2015). Parents’ and children’s emotion regulation strategies in emotionally situated zones: A cultural-historical perspective. Australasian Journal of Early Childhood. 40(2), 107-116.

Chen, F. (2014). Parents’ perezhivanie supports children’s development of emotion regulation: A holistic view. Early Child Development and Care, 185(6), 851-867. doi: 10.1080/03004430.2014.961445

Li, L., & Chen, F. (2013). Early childhood education in China. In L. Meyer (Ed.), Oxford Bibliographies in Education. New York: Oxford University Press.

Chen, F. (2012). A preliminary exploration of Vygotsky’s works on emotions. International Journal of Early Childhood Education, 20, 51-58.

Chen, F., & Agbenyega, J. (2012). Chinese parents’ perspectives on home-kindergarten partnership: A narrative research. Australasian Journal of Early Childhood, 37(2), 95-105.