Carolyn Hildebrandt

Department of 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) adolescents' and young adults' moral judgments about cyber-bullying, (2) social and cognitive development in the context of group games, (3) the development of musical intelligence, and (4) concussion awareness in contact sports.

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.

Courses Taught

Psychology of Music

Developmental Psychology

Psychology of Gender Differences

Social and Cognitive Development

Office

Bartlett 1077

Phone

319-273-7179

Email

carolyn.hildebrandt@uni.edu