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Our Mission

The mission of the Frank Porter Graham Child Development Institute is to cultivate and share knowledge that enhances child development and family well-being.

For the past 45 years, our research, outreach, technical assistance, and service have shaped how the nation cares for and educates young children.

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Advancing knowledge. Enhancing lives.

Since 1966, the Frank Porter Graham Child Development Institute has helped to shape how the nation cares for and educates young children. About 300 researchers, implementation and technical assistance specialists, staff, and students work on over 80 projects related to young children, individuals with disabilities, and their families. Our dedication to research and outreach is embodied in our motto: Advancing knowledge. Enhancing lives.

FPG Research and Evaluation Intersect With President’s Call for Universal Preschool Access

President Obama used his State of the Union address to issue a call for universal access to statewide pre-kindergarten programs. The President cited findings from a well-established base of research that includes a long-running study at UNC’s Frank Porter Graham Child Development Institute, and he also praised Georgia’s universal pre-kindergarten program, which a team from FPG recently evaluated. Read More

Camille Catlett Supports National Professional Development Efforts

Professional development is a way of life for FPG Scientist Camille Catlett. For the past 25 years she has developed and shared resources for supporting young children who are culturally, linguistically, and ability diverse and their families. Evidence of her productivity may be seen in searchable databases (Crosswalks Toolbox), syllabus resources for faculty (SCRIPT-NC landing pads), publications (Resources Within Reason), listservs, and presentations. Camille is currently supporting replication of the Crosswalks model in six states.

UNC Identified as Top Public Institution for Autism Research

In July 2012 the Interagency Autism Coordinating Committee published Autism Spectrum Disorder Research Publications Analysis: The Global Landscape of Autism Research . The report includes a review of all published, peer-reviewed research in 2010 and identifies the top 25 institutions publishing autism research. Ranked #2 overall, the University of North Carolina at Chapel Hill was the premier public institution in the publication of research papers on autism. FPG is proud of our contribution to this ranking.

Emphasis Areas

Developmental Disabilities

Diversity

Early Care and Education

International Initiative

Physical and Social Health

Professional Development

Public Policy and Evaluation

Featured Projects

Abecedarian Project

The Abecedarian Project was a carefully controlled scientific study of the potential benefits of early childhood education for poor children. Four cohorts of individuals, born between 1972 and 1977, were randomly assigned as infants to either the early educational intervention group or the control group.
Center on Secondary Education for Students With Autism Spectrum Disorders (CSESA)

The Center on Secondary Education for Students with Autism Spectrum Disorders (CSESA) is a multi-site research and development center that will develop a school- and community-based comprehensive treatment model (CTM) for high school students with ASD and conduct an efficacy study of the impact of the CTM on multiple student outcomes and transition to post-school settings.
Recognition and Response: A Response to Intervention (RTI) Model for Early Childhood

The purpose of this study was to develop and evaluate the R&R-language and literacy system for use by pre-k teachers. The specific aims included: (1) design, test, and revise the assessment component of the R&R-language and literacy system; (2) design, test, and revise the instruction/tiered intervention component of the R&R-language and literacy system; and (3) conduct a pilot study to evaluate the promise of the R&R-language and literacy system for improving classroom practices and child outcomes.
Supporting Change and Reform in Preservice Teaching in North Carolina (SCRIPT-NC)

Early childhood educators (ECE) work with young children with disabilities as well as children from diverse backgrounds to support learning and development. It is critical for ECEs to be adequately prepared to serve children who are linguistically, culturally, and ability-diverse. The purpose of this project is to work with early childhood community college programs in North Carolina to enhance and redesign courses to better prepare ECEs to work with children with disabilities and children from diverse backgrounds.

Emphasis Areas

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