Ji-Young Choi

Ji-Young Choi is an associate professor of Human Development and Family Science in the College of Education and Human Ecology and a faculty associate at the Crane Center for Early Childhood Research and Policy. Her research investigates two interconnected questions: (1) how and why individual differences in development emerge during 0 to 5 years; and (2) how we can better support early development for linguistically and economically diverse children. 

PhD, Human Development and Family Studies, Purdue University, 2014
MS, Human Development and Family Studies, Purdue University, 2011
BA, Psychology, Yonsei University, 2008
BS, Child and Family Studies, Yonsei University, 2008

• Bilingual, Multilingual, and Multicultural Education
  • Dual language learning
• Child Development
  • Birth to age 5
  • School readiness
• Early Childhood Education and Teaching
  • Peer effect
  • Teacher-child interactions
• Education Policy
  • Child care quality and access
• Kindergarten/Preschool Education and Teaching

The primary interests of Choi’s current work are twofold. Her first line of research focuses on identifying patterns, experiences, and developmental outcomes of dual language learning. She is particularly interested in understanding contextual factors promoting balanced bilingualism with the aim of informing practice and policies in early childhood education.

Choi’s second line of work focuses on the exposure, quality, and access issues in early childhood and education (ECE) services. Her research focuses on understanding ECE experiences that promote school readiness skills (e.g., language abilities, academic achievement, executive function, and social-emotional skills) for linguistically and economically diverse children.

• Head Start Children’s Concurrent and Sequential Enrollment in Public Early Childhood Education Programs (2022-2024). U.S. DHHS Administration for Children and Families, Secondary Analyses of Data on Early Care and Education grant program. (PI Choi at the time of grant submission; PI Rouse during the project implementation phase)
• Contextual Factors Explaining Dual Language Learning (2021-2022). American Educational Research Association Division G – Social Context of Education, Small Research Grant program. (PI: Choi)
• Early Language Experiences for Young Dual Language Learners and English Monolinguals (2021-2024; terminated early in 2022). Iowa Agriculture and Home Economics Experiment Station at Iowa State University with funding from the United States Department of Agriculture. (PI: Choi; Co-PI: Lippard).
• Head Start Children’s Multiple Care Experiences: Patterns, Partnerships, and Effects on School Performance (2020-2023). U.S. DHHS Administration for Children and Families, Secondary Analyses of Data on Early Care and Education grant program. (PI: Choi; Co-PIs: Rouse & Dorius) Project description: https://www.acf.hhs.gov/opre/project/secondary-analyses-data-early-care-and-education-grants-2020-2022
• Early Language Use and Experience in Preschool Classrooms: A Focus on Children's Dual Language Learning Status and Classroom Activities (2018-2019). Society for Research in Child Development (SRCD), Small Grant for Early Career Scholars program (PI: Choi). Project description: https://www.srcd.org/news/eighteen-early-career-scholars-receive-small-grants-support-projects

(* = Denotes student;^ = Denotes post-doc)

• Choi, J., Jeon, S., & Arabzadehjafari, F. * (2023). Learning two languages: Dual language learning patterns, predictors, and outcomes. Early Education & Development. doi: 10.1080/10409289.2023.2233395
• Choi, J., Van Pay, C., * Beecher, C. (2023). Preschool language experience of dual language learners and English monolingual children. Infant and Child Development, 32(3), e2420. doi:10.1002/icd.2420
• Choi, J., Ryu, D.,* Van Pay, C.,* Meacham, S., & Beecher, C. (2021). Listening to Head Start teachers with dual language learners. Early Childhood Research Quarterly, 54, 110-124. doi: 10.1016/j.ecresq.2020.08.005
• Choi, J., Horm, D., Jeon, S., a & Ryu, D.* (2019). Do stability of care and teacher-child interaction quality predict child outcomes in Early Head Start? Early Education & Development, 30(3), 337-356.
• Choi, J., Castle, S, Burchinal, M., Horm, D., Guss, S., & Bingham, G. (2018). Peer effects on low-income children’s learning and development. Journal of School Psychology, 71, 1-17.  
• Choi, J., Horm, D., & Jeon, S.* (2018). Descriptive study of continuity of care practice and children’s experience of stability of care in Early Head Start. Child & Youth Care Forum, 47(5), 659-681.
• Choi, J., Jeon, S.,* & Lippard, C. (2018). Dual language learning, inhibitory control, and kindergarten math achievement in Head Start. Early Childhood Research Quarterly, 42(1), 66-78.
• Choi, J., Rouse, H., & Ryu, D.* (2018). Academic development of Head Start children: Role of dual language learning status. Journal of Applied Developmental Psychology, 56, 52-66.
• Choi, J., Castle, S., Williamson, A., Young, E., Worley, L., Long, M., & Horm, D. (2016). Teacher-child interactions and the development of executive function in preschool-age children attending Head Start. Early Education & Development, 27(6), 751-769. doi: 10.1080/10409289.2016.1129864
• Choi, J., & Dobbs-Oates, J. E. (2016). Teacher-child relationships: Contribution of teacher and child characteristics. Journal of Research in Childhood Education, 30(1), 15-28. doi: 10.1080/02568543.2015.1105331
• Choi, J., Elicker, J., Christ, S. L., & Dobbs-Oates, J. E. (2016). Predicting growth trajectories in early academic learning: Evidence from growth curve modeling with Head Start children. Early Childhood Research Quarterly, 36(3), 244-258. doi: 10.1016/j.ecresq.2015.12.017