Hannah Mudrick, Ph.D.

Hannah Mudrick, Ph.D.
Assistant Teaching Professor of Human Development and Family Studies, School of Behavioral Sciences and Education
Olmsted Building, W314

Dr. Hannah B. Mudrick is an Assistant Professor in Human Development and Family Studies. Dr. Mudrick received her doctorate in Human Development and Family Studies from the University of Connecticut in 2016, specializing in Prevention and Early Intervention. Her primary research interests include the impact of family and classroom on young children's early learning and development. She is also interested in the evaluation of intervention programs to enhance young children's socioemotional foundations that support school adjustment and success. Most recently, she has completed research examining the impact of family relations on children's internal working models of parent-child negotiations, the effect of a professional development program for early childhood teachers, and young children's readiness for group-based learning. Dr. Mudrick has extensive experience in program evaluation, child development and family assessment, and professional development and coaching for teachers. She has a background in quantitative research methods and college instruction. She has also served as a Head Start teacher.

  • Family and school influences on early learning and development
  • Evaluation of intervention programs
  • Professional development for early childhood teachers
  • Early school adjustment and success

Goodrich, S. A., Mudrick, H. B., Robinson, J. L. (2015). The Transition from Early Child Care to Preschool: Emerging Toddler Skills and Readiness for Group-Based Learning. Early Education and Development, 0, 1-22.

Crawley, S.L., Newcombe, N.S., & Bingman, H. (2010). How focus at encoding affects children's source monitoring. Journal of Experimental Child Psychology, 105, 273-285.

Mudrick, H. B., Goodrich, S. A., Robinson, J. L., & Brophy-Herb, H. E. (In Review). Readiness for Group-Based Learning at Age 3 and Prekindergarten Outcomes at Age 5. Early Education and Development.

Mudrick, H. B., Goodrich, S. A., & Robinson, J. L. Examining Continuity of a Latent Factor Model of Executive Control from Pre-Kindergarten to Post-First Grade.

Mudrick, H. B., Dealy, J., & Robinson, J. L. Children's Story Stem Responses: Executive Functioning and Disruption From Maternal Experience of Interpersonal Violence.

B.A.; M.A.; Ph.D (University of Connecticut)

HDFS 129
HDFS 418