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


  • Bear POWER Outstanding Advocate Award, Missouri State University, Spring 2019
  • Diversity Scholar Award, Missouri State University, Fall 2017



  • 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


Undergraduate courses

  • CFD 160 Principles of Development in Early Childhood

Graduate courses

  • CFD 705 Growth and Development: Infancy Through Early Childhood
  • CFD 750 Advanced Human Development Studies
  • ECE 762 Proposal Development
  • ECE 771 Seminar in Early Childhood and Family Development
  • SFR 780 Educational Research Methodology

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 examines ways to prepare and support early childhood teachers to facilitate children’s development, specifically within the social emotional domain. Her research program thus focuses on teacher preparation in anti-bias curriculum and practica, teacher work environment supports, and teachers’ emotion language practices related to children’s social emotional competence and gender socialization. In sum, her research is a 3-pronged approach to support the work and learning environments of teachers and children.

Additional resources