Room: 3304R Benjamin Building
Phone: (301) 405-8777
Geetha Ramani (Ph.D., University of Pittsburgh)
Associate Professor; Developmental Science Program & Educational Psychology Specialization
Human Development and Quantitative Methodology (HDQM)
Research Labs, Centers, Affiliations and Special Appointments:
Early Childhood Interaction Lab
_______________________________________________Research Interests | Bio | Publications | Curriculum Vitae |
Influence of social interactions on cognitive development; Learning through joint play and activities; Early mathematics and problem-solving skills; Development of peer cooperation
Geetha Ramani is an Associate Professor of Human Development and
Quantitative Methodology. Before coming to the University of Maryland
in 2008, Dr. Ramani received her Ph.D. in Developmental Psychology from
the University of Pittsburgh and worked as a Postdoctoral Research
Associate in Cognitive Development at Carnegie Mellon University.
Dr. Ramani's research focuses on understanding how children's social interactions influence their cognitive development, mainly in the areas of mathematics and problem solving. Specifically, Dr. Ramani examines how children learn early math and problem-solving skills through play and informal learning activities, such as playing with games and blocks. She also investigates how parent-child interactions, parental beliefs, and the early home environment can contribute to children's development in these areas. Dr. Ramani is also interested in the development and correlates of peer cooperation in young children. Together, Dr. Ramani's work focuses on the benefits and unique processes of learning through cooperation and joint play with adults and peers, and their importance for educational practices with young children.
Dr. Ramani runs the Early Childhood Interaction Laboratory at the University of Maryland: http://www.education.umd.edu/HDQM/labs/Ramani/
Wentzel, K., & Ramani, G. B. (Eds.) (2016). Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes. New York, NY: Taylor & Francis Publishers.
Ramani, G. B., Zippert, E., & Daubert, E. (2016). The influence of same- and cross-age peers on children’s literacy and mathematical development. In K. Wentzel & G. B. Ramani (Eds.), Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes (pp. 96-112). New York, NY: Taylor & Francis Publishers.
Rowe, M., Ramani, G. B., & Pomerantz, E. (2016). Parental involvement and children’s achievement: A domain-specific perspective. In K. Wentzel & D. Miele (Eds.) Handbook of motivation at school (pp. 459-476).New York, NY: Routledge.
Ramani, G. B., & Siegler, R. S. (2014). How informal learning activities can promote children’s numerical knowledge. In. R. C. Kadosh & A. Dowker (Eds.), Oxford handbook of numerical cognition (pp. 1135-1154).Oxford, UK: Oxford University Press.
Eason, S., & Ramani, G. B. (2016). Parental scaffolding and children’s executive function: Working memory and planning as moderators during joint problem solving. Infant and Child Development. Advanced online version. doi: 10.1002/icd.1982
Zippert, E. & Ramani, G. B. (2016). Parents’ estimations of preschoolers’ number skills relate to at-home number-related activity engagement. Infant and Child Development. Advanced online version. doi: 10.1002/icd.1968
Muenks, K., Miele, D. B., Ramani, G. B., Stapleton, L. M., & Rowe, M. L. (2015). Parental beliefs about the fixedness of abilities. Journal of Applied Developmental Psychology, 41, 78-89.
Ramani, G. B. & Eason, S. (2015). It all adds up: Learning early math through play and games. Phi Delta Kappan, 96(1), 27-32.
Ramani, G. B., Rowe, M.R., Eason, S., & Leech, K. (2015). Math talk during informal learning activities in Head Start families. Cognitive Development, 35, 15-33.
Murphy, P. K., Rowe, M., Ramani, G. B., & Silverman, R. (2014). Promoting critical-analytic thinking in children and adolescence at home and in school. Educational Psychology Review, 26(4), 561-578.
Ramani, G. B., Zippert, E., Schweitzer, S., & Pan, S. (2014). Preschool children’s joint block building during a guided play activity. Journal of Applied Developmental Psychology, 35, 326-336.
Ramani, G. B., & Brownell, C. A. (2014). Preschoolers’ cooperative problem solving: Integrating play and problem solving. Journal of Early Childhood Research, 12(1),92-108.
Ramani, G. B., Siegler, R. S., & Hitti, A. (2012). Taking it to the classroom: Number board games as a small group learning activity. Journal of Educational Psychology, 104(3),661-672.
Ramani, G. B. (2012). Influence of a playful, child-directed context on preschool children’s peer cooperation. Merrill-Palmer Quarterly, 58(2),159-190.