View Profile Page
Dr. Elizabeth Erwin is Professor at Montclair State University where she prepares current and future teachers to think critically, reflect deeply and teach inclusively. In the past 25 years, the commitment to educational equity in early childhood has been at the heart of her teaching, advocacy, and research. Within the primary theme of challenging injustice (with a particular emphasis on disability), Dr. Erwin's scholarship has focused on multiple strands exploring early childhood and inclusive education, the power of presence, mindfulness and well-being, family-professional partnerships, sense of belonging in early childhood, and self-determination. In pursuit of social action - locally and globally - Dr. Erwin has published widely in prestigious academic journals, and has authored multiple books and chapters. Her forthcoming book on mindfulness in early childhood education is due out in Fall 2020. She has accepted invitations to teach about inclusive early childhood worldwide (i.e., Kazakhstan, Mongolia, Slovakia, Ukraine), and has engaged in educational inquiry and projects with universities around the world. Elizabeth currently lives in New York City where she practices yoga and meditation every day.
- Early childhood education
- Inclusive teaching and reflective inquiry
- Well-being and contemplative/mindfulness practices in education
- Family-professional partnerships
- Self-determination and young children with disabilities
- International partnerships and projects to support inclusive education
- Erwin, E. J. (2017). Transparency in early childhood education: What the west can learn from Australia's focus on well-being. Global Education Review, 4 (3), 56-69.
- Erwin, E.J., Robinson, K., & Aveta, D. (2017). Being present: An exploratory study on the use of mindfulness in early childhood. The International Journal of Holistic Early Learning and Development, 4, 1-17.
- Erwin, E. J., Robinson, K., McGrath, G., & Harney, C. (2015). "It's like breathing in blue skies and breathing out stormy clouds:" Mindfulness practices in early childhood. Young Exceptional Children.
- Erwin, E. J., Maude, S. P., Palmer, S. B., Summers, J.A., Brotherson, M. J., Haines, S. & Peck, N. F. (2015). Fostering the foundations for early childhood self-determination: A process for enhancing child outcomes across home and school. Early Childho
- Erwin, E.J. & Robinson, K. R. (2015): The joy of being: making way for young children's natural mindfulness, Early Child Development and Care, DOI:10.1080/03004430.2015.1029468
- Puig, V.I., Erwin, E.J., Evenson, T.L., & Beresford, M. (2015). It's a two-way street: Examining how trust diversity and contradiction influence a sense of community. Journal of Research in Childhood Education.29:2, 187-201, DOI: 10.1080/02568543.2015.100
- Summers, J. A., Brotherson, M.J., Erwin, E. J., Maude, S. P., Palmer, S. B., Haines, S.J., Stroup, V., Wu, H., Peck, N. F. & Zheng, Y. Z. (2014). Family reflections on the foundations of self-determination in early childhood. Special Issue on Inclusion, I
- Palmer, S.B., Summers, J. A., Brotherson, M.J., Erwin, E.J., Maude, S., Stroup-Rentier,V., Hsaing-Yi, W., Peck, N., Zheng, Y. Weigel, C., McGrath, G., & Haines, S. (2013). Foundation for self-determination in early childhood: An inclusive model for child
- Erwin, E.J., Puig, V. I., Evenson, T. L. & Beresford, M. (2012). Community and connection in inclusive early childhood education: A participatory action research investigation. Young Exceptional Children. 15(4), 1-12.
- Erwin, E.J., Brotherson, M.J.& Summers, J.A. (2011). Understanding qualitative meta-synthesis. Issues and opportunities in early childhood intervention research. Journal of Early Intervention. 33(3), 186-200.
- Maude, S.P.,Brotherson, M. J., Erwin, E.J., Summers, J. A., Palmer, S., Peck, N. F., Zheng, Y., Kruse, A. & Haines, S.J. (2011).Performance: A strategy for professional development in early childhood teacher preparation. Journal of Early Childhood Teach
- Erwin, E. J., Brotherson, M. J., Palmer, S., Cook, C., Weigel, C. & Summers, J. A. (2009). How to promote self-determination for young children with disabilities: Evidenced-based strategies for practitioners and families. Young Exceptional Children. 12(2)
- Brotherson, M. J., Cook, C., Erwin, E., & Weigel, C. (2008). Understanding self-determination and families of young children with disabilities in home environments. Journal of Early Intervention, 31,22-43.
- Erwin, E. J. & Morton, N. (2008). Exposure to media violence and young children with and without disabilities: Powerful opportunities for family- professional partnerships. Early Childhood Education Journal, 36, 105-112.
- Erwin, E. J. & Brown, F. (2003). From theory to practice: A conceptual framework for understanding self-determination in early childhood environments. Infants and Young Children: An Interdisciplinary Journal of Special Care Practices, 16, 77-87.
- Soodak, L, C., Erwin, E. J., Winton, P., Brotherson, M. J., Turnbull, A. P., Hanson, M. J., & Brault, L. J. (2002). Implementing inclusive early childhood education. Topics in Early Childhood Special Education, 22, 91-102.
Bali Immersion: In-Depth Study Group: Deepening a Reflective Practice within the Ancient an Magical Lands of Bali
Travel to Bali for this 10-day extraordinary group retreat Spring 2020
Facilitator: Elizabeth Joy Erwin
Online Summit on Preschool Mindfulness
Access at no cost this online week-long summit when it is live February 3rd-7th, 2020. To register for this live event at no cost or if you prefer to watch it afterwards and purchase an All Access Pass, go to: https://www.preschoolmindfulnesssummit.com/optin2020?affiliate_id=2075327
Presenter: Elizabeth Joy Erwin
Forthcoming book on mindfulness in early childhood education
Due to be published in Fall 2020
Author: Elizabeth Joy Erwin