College of Social and Behavioral Sciences

Carolyn Hildebrandt

  • Psychology

    Faculty - Professor of Psychology




    Area

    Developmental Psychology

    Degrees

    Ph.D. University of California, Berkeley

    Research Interests

    Social and Cognitive Development; Musical Development; Constructivist Approaches to Early Education

    Current research projects include (1) social and cognitive development in the context of group games, (2) the development of musical intelligence, and (3) the psychology of superstition.

    Selected Publications

    Hildebrandt, C. & Zan, B. (2014). Constructivist approaches to moral education in early childhood. In L. Nucci, D. Narvaez & T. Krettenaur (Eds.), Handbook of moral and character education. New York:Lawrence Erlbaum. +

     Hildebrandt, C. (2007). Competition and cooperation at Hogwarts. The Iowa Psychologist (52), 5-6. +

     DeVries, R., Zan, B., Hildebrandt, C., Edmiaston, R., & Sales, C. (2007). (Korean translation of DeVries et al. (2002). Developing constructivist early childhood curriculum. Practical principles and activities. New York: Teachers College Press.

     Zan, B. & Hildebrandt, C. (2005). Cooperative and competitive games in constructivist classrooms. The Constructivist, 16(1),1-13*

     DeVries, R., Zan, B., Hildebrandt, C., Edmiaston, R., & Sales, C. (2004). O curriculo construtivista na educacao infantil: Praticas e atividades, Sao Paulo, Brazil: Artmed Editora.  (Portuguese translation of DeVries, et al. (2002). Developing constructivist early childhood curriculum: Practical principles and activities,New York: Teachers College Press).

    Zan, B., Hildebrandt, C., & Stoeckel, T. (2003). First graders' interpersonal understanding in cooperative and competitive games. Early Education and Development, 14(4), 397-410.

    DeVries, R., Zan, B., & Hildebrandt, C. (2002). Issues in constructivist early moral education. Early Education and Development, 13(3), 313-343.

    DeVries, R., Zan, B., Hildebrandt, C., Edmiaston, R., & Sales, C. (Eds.) (2002/2004). Developing constructivist early childhood curriculum: Practical principles and activities. New York: Teachers College Press. (Portuguese
    translation published in 2004).

    DeVries, R., Edmiaston, R., Zan, B., & Hildebrandt, C. (2002). General principles for constructivist teaching. R. DeVries, B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales, (Eds.). Developing constructivist early childhood curriculum: Practical principles and activities. New York: Teachers College Press.

    Hildebrandt, C. & Zan, B. (2002). Exploring the art and science of musical sound. In R. DeVries, B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales, (Eds.) Developing constructivist early childhood curriculum: Practical
    principles and activities. New York: Teachers College Press.

    Hildebrandt, C. & Zan, B. (2002). Using games to teach mathematics. R. DeVries, B. Zan, C. Hildebrandt, R. Edmiaston,& C. Sales, (Eds.) Developing constructivist early childhood curriculum: Practical principles
    and activities. New York: Teachers College Press.

    Sales, C. & Hildebrandt, C. (2002). Developing geometric reasoning using pattern blocks. In R. DeVries, B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales, (Eds.). Developing constructivist early childhood curriculum: Practical principles and activities. New York: Teachers College Press.

    DeVries, R. Zan, B., & Hildebrandt, C. (2002). Group games. In R. DeVries, B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales, (Eds.). Developing constructivist early childhood curriculum: Practical principles and
    activities. New York: Teachers College Press.

    DeVries, R., Hildebrandt, C. & Zan, B. (2000). Constructivist early education for moral development. Early Education and Development, 11(1), 5-35.

    Hildebrandt, C. & Oliver, J. (2000). The mind as black box: A simulation of theory-building in psychology. Teaching of Psychology, 27(3), 195-197.

    Hildebrandt, C. & Zulauf, M. (l999). Quand les psychologues s'interessent au developpement musicale de l'enfant. Revue Musicale Swisse, 4, 3-7.

    Hildebrandt, C. (1998). Developing mathematical understanding through invented games. Teaching Children Mathematics, 5(3), 191-195.

    Hildebrandt, C. (1998). Creativity and music in early childhood. Young Children, 53(6), 68-74.

    Helwig, C., Hildebrandt, C., & Turiel, E. (l995). Children's judgments about psychological harm in social context. Child Development, 66(6), 1680-1693.

    Turiel, E., Hildebrandt, C., & Wainryb, C. (l991). Inconsistency and consistency in reasoning about social issues. Monographs of the Society for Research in Child Development, 56(2), Serial No. 224.

    Watson, M., Hildebrandt, C., & Solomon, D. (l988). Cooperative learning as a means of promoting pro-social development among kindergarten and early primary grade children. International Journal of Social Education, 3:2,
    34-47.

    Hildebrandt, C. (l987). Structural-developmental research in music: Conservation and representation. In J. C. Peery, I. W. Peery, & T. W. Draper (Eds.), Music and child development. New York: Springer-Verlag.

    Hildebrandt, C. (l985). The effect of sustained and non-sustained sounds on adults' representations of simple rhythms. Arts and Learning Research Journal, 3, 100-110.

    Hildebrandt, C. (l984). Children's representations of time in music. Arts and Learning Research Journal, 2, 14-22.