Kremen School of Education and Human Development

Pei-Ying Wu

Associate Professor

Literacy, Early, Bilingual and Special Education | 559.278.0052 | Office: ED25A

peiwu@mail.fresnostate.edu

Education

The University of North Carolina at Chapel Hill – PhD in Early Childhood, Special Education, and Literacy, 2017
University of Pennsylvania – MS in Teaching, Learning and Curriculum, 2007
National Chengchi University, Taipei, Taiwan– MBA in Accounting, 2004
National Chengchi University, Taipei, Taiwan– BA in Accounting, 2002

Courses Taught

LEE233 Curriculum and Assessment in Early Childhood Education (MA in Early Childhood Education program)

LEE271 Diversity and Inclusion in Early Childhood Education (MA in Early Childhood Education program)

LEEE241 Fieldwork in Early Childhood Education (MA in Early Childhood Education program)

Dr. Wu is an associate professor in the Early Childhood Education Program and the Fansler Chair leading the Joyce M. Huggins Early Education Center (Huggins Center) at California State University, Fresno. Born and raised in Taiwan, Dr. Wu has extensive cross-cultural and international teaching, research, and coaching experience across multiple educational settings. Her cross-cultural studies, international teaching, and comparative research have contributed to a deepening awareness of the cultural nature of education, including beliefs and practices about teaching and learning. Dr. Wu’s research interests focus on early childhood teachers’ professional development and self-efficacy, early Science, Technology, Engineering, Arts, and Math (STEAM) education, the Reggio Emilia Approach to education, and dual language immersion education.

Dr. Wu has been instrumental in leading the development of the Preliminary PK-3 Early Childhood Education (ECE) Specialist Instruction Credential Program at Fresno State. The Commission on Teacher Credentialing granted initial accreditation to this program in May 2024, making Fresno State one of the first institutions in California to offer this new type of credential.

Early Childhood Curriculum and Assessment, Reggio Emilia Approach to Education, Early Childhood Teacher Professional Development, Early Science, Technology, Engineering, Arts, and Math (STEAM) education, Dual Language Immersion Education and Pedagogy, and Cultural Models of Teaching and Learning.

Selected Publications

Wu, P. Y., Arias, S., Abramson, S., & Zuzlewski, E. (2023). Engaging Young Children in STEAM Learning: An Inquiry Planning Guide for Early Educators. Early Childhood Education Journal, 1-15.

Wu, P-Y. (2023). “Crossing the River by Feeling the Stones”: Understanding Chinese Transnational Teachers’ Transitional Experiences in U.S. Elementary Schools. In Gutman, M. (Eds.), Being a Minority Teacher in a Foreign Culture. Springer Publishing.

Mendoza, C., & Wu, P. (2022). Targeted English Language Development Professional Development Matters: The Impact of English Language Development-content Based Teaching and Learning (ELD-CBTL) on Teachers’ Self-efficacy in Teaching Secondary Level English Learners. Journal of Social and Political Sciences, 5(4), 103-117.

Wu, P-Y., Arias S. & Hernandez-Hernandez, J. (2021). Let’s build a fast car: Instantiating three dimensional instruction through a STEAM planning guide. Science and Children, 59 (1), 43-46.

Song, Z., Xia, C. & Wu, P-Y. (2014, June). Highly respected research institutes, high quality early childhood research, and the research trend in America: Interview with Dr. Samuel Odom- the director of FPG. Studies in Early Childhood Education, Vol 234,3-9.

Presentations

Wu, P.-Y. & Yann, C. (2024 April). STEAM: Cultivating Culturally Sustaining Teaching Practices for Future PK-3 Teachers of Multilingual Learners. CSU Early Numeracy Convening: Developing the new PK-3 ECE Credential.

Wu, P.-Y., Horsley H., & Hernandez, W. (2024 Feb). Developing Proposals: Success stories, overcoming challenges, and supporting students. CSU Early Literacy Convening: Developing the new PK-3 ECE Credential.

Mendoza, C. & Wu, P.-Y. (2022 March). The Impact of Content-Based Language Professional Development on Teachers’ Collective Efficacy in Teaching Emergent Bilinguals Students in a College and Career Pathways in Secondary Schools. 2022 International Organization of Social Sciences and Behavioral Research.

Mendoza, C. & Wu, P.-Y. (2022 February). The Impact of Content-based language development on Teachers’ Self Efficacy in teaching Emergent Bilingual students in a College and Career Pathway in Secondary Schools. National Association for Bilingual Education Conference.

Hernandez-Hernandez, J., Arias, S. & Wu, P.-Y. (2021 October). Exploration of Microorganisms and the Digestive System in a Reggio-Inspired Preschool. 2021 California STEAM Symposium.

Wu, P.-Y. (2019 June). Preparing the ECE workforce for the STEM world: Strategies that support confidence development, knowledge construction, and skill building. 2019 NAEYC Professional Learning Institute.

Yann, C. & Wu, P.-Y. (2019 February). Promising learning opportunities: ‘STEM’ from a light and shadow project in a Reggio-inspired preschool classroom. 2019 ECSTEM Conference.

Mosher, C., Chavez, D. M., Wu, P.-Y. (2019 February). Creatures in our environment: cultivating scientific development in toddlers through project-based learning and technology use. 2019 ECSTEM Conference.

Wu, P.-Y. & Ni, K.-S. (2018 November). Enriching children's sense experience and creativity: Integration of play and art. 2018 NAEYC Annual Conference.

Lys, D., LaGarry, A., Wu, P.-Y. & Sun, W. (2018 October). Crafting evidences for CAEP accreditation: Strategies from a 2018 CAEP Visit. 2018 NCACTE Fall Forum.

Horsley, H., Wu, P.-Y., Berrios, B., Villanueva, D., & Tuel, K. (2018 May). Wows, wonders, wishes: Exploring 100 languages of children. The Annual César Chávez Education Conference.

Wu, P.-Y. & Ni, K.-S. (2018 April). Nurturing young artists: Planning and implementing creative art projects in early childhood settings. 2018 CAAEYC annual Conference.

Wu, P.-Y. (2018 April). Early transition challenges faced by Chinese transnational teachers in U.S. elementary schools. 2018 AERA Conference.

Wu, P.-Y. (2017 November). To play or not to play? Is that a question? Keynote at 2017 PlayZeum and Central California chapter of CA AEYC Workshop on the Power of Play.

Wu, P.-Y. (2017, October). Early Childhood Program and Curriculum Keynote at 2017 Chinese-American Faculty Association Educational Panel.

Wu, P.-Y. (2017 April). Straddling two cultures: Uncovering parts of a transnational Chinese teacher’s implicit cultural model of teaching within the context of American kindergarten. 2017 AERA Conference.

New, R., Wu, P.-Y., Lin, S. (2016, March). Chinese transnational teachers’ perceptions and practices about play. In Symposium on “Cultural models of play in a globalized world”. 42^nd Annual International Conference. The Association for the Study of Play (TASP) & 27^th Conference of The American Association for the Child’s Right to Play (IPA/USA).

Chiang, J. & Wu, P.-Y. (2015, April). Building proficiency through a consistent literacy program and fun, engaging activities. 2015 National Chinese Language Conference (NCLC).

New, R. & Wu, P.-Y. (2012, December). (Ex)Changing perspectives on quality early childhood education: The politics of reform initiatives in China and the United States. Hong Kong International Conference on Education, Psychology, and Society (HKICEPS).

Wu, P.-Y., New, R. & Li, Z. C. (2011, November). When East meets West: The influence and challenge of DAP in China and Taiwan. National Association for the Education of Young Children (NAEYC).

Wu, P.-Y. (2011, August). What did they bring back? The Impressions and Influence of a Study Visit to Reggio Emilia. Pacific Early Childhood Education Research Association (PECERA).

Wu, P.-Y. (2011, February). A review of methods for studying cross-cultural attitude toward rarly learning and early education. Southeastern Association of Educational Studies (SEAES).

Wu, M.-H., Wu, P.-Y. & Liang, H.-W. (2008, November). Drawing the natural world: Introducing Chinese formation to beginning learners. Content and Context in World Language Teaching. Penn Lauder CIBER & Graduate School of Education, University of Pennsylvania, PA