Dr. Elizabeth K. King


Childhood Ed and Family Studies

Role: Faculty
Campus: Springfield

Postal mail

Missouri State University
Childhood Ed and Family Studies
901 S. National Ave.
Springfield, MO 65897



  • PhD, Human Development and Family Studies with Doctoral Minor in Educational Research Methodology, 2016, University of North Carolina Greensboro
  • MS, Human Development and Family Studies, 2016, University of North Carolina Greensboro
  • BA, Psychology, 2011, Pennsylvania State University


  • CFD 160 Principles of Development in Early Childhood
  • CFD 705 Growth and Development: Infancy through Early Childhood

Professional experience

Peer-reviewed publications

  • Blanchard, S., King, E. K., Van Schagen, A., Crosby, D. A., Beasley, J., & Scott, M. (In Press). Diversity in early childhood inclusive education: Influential coursework for undergraduate pre-service teachers. Journal of Early Childhood Teacher Education.
  • Cassidy. D. J., King, E. K., Wang, Y. C., Lower, J. K., & Kintner-Duffy, V. L. (2017). Teacher work environments are toddler learning environments: Teacher wages and well-being, classroom quality, and classroom emotional well-being. Early Childhood Development and Care, 187, 1666-1678. doi:10.1080/03004430.2016.1180516
  • La Paro, K. M., Van Schagen, A., King, E. K., & Maynard, C. (2017). A systems perspective on practicum experiences in early childhood teacher education: Focus on interprofessional relationships. Early Childhood Education Journal. doi:10.1007/s10643-017-0872-8
  • King, E. K., Johnson, A. V., Cassidy, D. J., Wang, Y. C., Lower, J. K., & Kintner-Duffy, V. L. (2016). Preschool teachers’ financial well-being and work time supports: Associations with children’s emotional expressions and behaviors in classrooms. Early Childhood Education Journal, 44, 545-553doi:10.1007/s10643-015-0744-z
  • King, E. K., Pierro, R. C., Li, J., Porterfield, M., & Rucker, L. (2016). Classroom quality in infant and toddler classrooms: Impact of age and program type. Early Child Development and Care, 186, 1821-1835doi:10.1080/03004430.2015.1134521
  • Qu, J., Leerkes, E. M., & King, E. K. (2016). Preschoolers’ distress and regulatory behaviors vary as a function of infant–mother attachment security. Infant Behavior and Development, 44, 144-147.
  • King, E. K., & La Paro, K. M. (2015). Teachers’ language in interactions: An exploratory examination of mental state talk in early childhood education classrooms. Early Education and Development, 26, 245-263. doi:10.1080/10409289.2015.989029

Research and professional interests

Dr. King focuses on the preparation and support of early childhood professionals to facilitate children's development and learning, with an emphasis on promoting young children's social emotional development. Specifically, her research projects explore:

  • Young children's social emotional competence in early childhood classrooms
  • Early childhood teachers' emotion language
  • Early childhood teacher preparation: practicum experiences and cultural competencies
  • Early childhood teacher work environments: professional development, compensation, and time supports