- Professor
- Early Childhood Education
- Phone: 401.874.4207
- Email: hkimed@uri.edu
- Office Location: Chafee Hall, Rm 617
Biography
Dr. Hyunjin Kim is a professor at the University of Rhode Island, the program coordinator of the Early Childhood Education program and the program director of the Accelerated Online Early Childhood Care and Education (ECCE) Pathways. As a teacher educator, she is committed to preparing and supporting the early childhood workforce through evidence-based instruction, mentorship, and leadership. Dr. Kim has developed and taught a variety of courses to promote inquiry-based learning, critical reflection, and professional growth. She also leads an international study abroad program in Reggio Emilia, exploring global early childhood education practices and extending cross-disciplinary partnerships between academics and practitioners worldwide.
Research
Dr. Kim’ s current line of work has been primarily influenced by her background in early childhood teacher education. In her research and practice, Dr. Kim aims to contribute to enhancing the quality, equity, and sustainability of the early childhood workforce. Her research explores how psychological factors—such as mental health, motivation, and self-efficacy—affect teaching and shape children’s cognitive and socio-emotional development. She is also committed to studying reflective teaching practices for culturally and linguistically diverse learners and strong family-school-community partnerships. Dr. Kim applies research-to-practice approaches to develop equitable and sustainable quality early learning experiences in diverse early childhood classrooms. In her work, she has also examined how educational policies can be strategically leveraged for transformative changes in early childhood education and care (ECEC).
Education
- Ph.D., Curriculum and Instruction, University of Wisconsin-Madison, 2007
- M.S., Child and Family Studies, Kyungsung University, 1992
- B.S., Child and Family Studies (Focus Area: Early Childhood Care and Education), Kyungsung University, 1990
Selected Publications
- Brand, S. T., Jovic, L., & Kim, H. (2025). Integrating UN’s sustainable development goals (SDGs) into service-learning: A pedagogical approach for creating global citizens. Journal of Education and Development, 14(4), 1-11. http://doi.org/10.5539/jel.v14n4p1
- Kim, H., Adams, S. K., Zeltzer, R., & Beatty, A. (2024). Multicultural attitudes among early childhood teachers: Characteristics, sense of teacher efficacy, and attitudes toward inclusion. Journal of Early Childhood Teacher Education. 45(4), 557-578. http://dx.doi.org/10.1080/10901027.2024.2397352
- Kim, H., Brand, S. T., & Zeltzer, R. (2024). Exploring the current landscape of the United States early childhood care and education workforce. Early Childhood Education Journal. Published Online. https://doi.org/10.1007/s10643-024-01730-9
- Kim, H. (2024). Early childhood preservice teachers’ science teaching efficacy and science outcome expectancy: Effects of constructivist beliefs vs. traditional beliefs. Journal of Education and Development, 8(3), 53-65. https://doi.org/10.20849/jed.v8i3.1438
- Brand, S. T., & Kim, H. (2024). Impact of the JumpStart service learning experience on leadership skills among university student volunteers. Journal of Education and Learning, 13(6). 14-24. https://doi.org/10.5539/jel.v13n6p14
- Kim, H., & Brand, S. T. (2023). Parent involvement in early childhood education: exploring the role of Korean American cultural beliefs and practices using the Figured Worlds approach to support learning success for all children. International Journal of the Whole Child, 8(1), 10-21. https://libjournals.mtsu.edu/index.php/ijwc/article/view/2387 or Ed.Gov ERIC
- Adams, S.K., MacLeod, J., Kim, H., Behm, S., & Porto, N. (2021). The role of professional development in bridging high-quality social-emotional learning in laboratory and community preschools. Perspectives in Early Childhood Psychology and Education, 6(2), 30-58. https://doi.org/10.58948/2834-8257.1012
- Kim, H., & Connelly, J. (2019). Preservice teachers’ multicultural attitudes, intercultural sensitivity, and their multicultural teaching efficacy. Educational Research Quarterly, 42(4), 3-20. http://uri.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/preservi ce-teachers-multicultural-attitudes/docview/2234399261/se-2
- Kim, H., & Connelly, J. (2019). Early childhood preservice teachers’ mathematics teaching efficacy: Effects of passion and teacher efficacy. Asia-pacific Journal of Research in Early Childhood Education, 13(1), 1-21. [Scopus & KCI] https://doi.org/10.17206/apjrece.2019.13.1.1 https://www.pecerajournal.com/detail/30000129
- Kim, H. (2017). Early childhood preservice teachers’ passion, beliefs, and their sense of teacher efficacy. Journal of Education and Human Development, 6(1), 44-55. https://doi.org/10.15640/jehd.v6n1a4
- Kim, H. (2015). Early childhood preservice teachers’ beliefs about e-portfolios in the United States. International Journal of Early Childhood Education, 21(1), 39-56. https://digitalcommons.uri.edu/cgi/viewcontent.cgi article=1025&context=hdf_facpubs
- Kim, H., & Cho, Y. (2014). Preservice teachers’ motivation, teacher efficacy, and expectation of reality shock. Asia-pacific Journal of Teacher Education, 42(1), 67-81. https://doi.org/10.1080/1359866X.2013.855999
- Kim, H. (2013). Prosocial behavior among children with and without disabilities: Centering on teacher’s perception on the teacher – child relationship. International Journal of Early Childhood Education, 19(2), 73-92. https://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1015&context=hdf_facpubs
Current Projects
- OPC GEER II Project: URI ECCE Pathway Program Implementation and Needs Assessments
- RIDE ECCE Pathway Program Design and Implementation
- RI Registered Apprenticeship Project: Measuring On the Job-Learning Outcomes.
New Career Pathways Program for Working Professionals in ECE:
Accelerated Online Program in Early Childhood Care and Education (ECCE) Pathways for Working Professionals