Darrell Meece, Ph.D.
School of Education
College of Health, Education and Professional Studies
Hunter Hall 410A
University of Tennessee at Chattanooga
415 McCallie Ave

Dept. 4154

Chattanooga TN 37403
Phone: 423-425-4372

Advising group on facebook


Educational Background

I hold an M.S. and  Ph.D. in Child Development from Auburn  University. I served as an Assistant Professor for 8 years at Michigan State University. I have taught preschool classrooms at the Auburn University Child Study Center, served as program supervisor of the MSU Child Development Laboratories, and participated in several research projects.

Courses I teach include:

ECHD 243 – Child Development and Observation I

EDUC 410 - Strategies for Early Learners


My primary research interest is young children's social development, particularly aspects of how young children think about and understand their interactions with peers, how parent-child interaction fosters young children's social cognition, and how contextual factors, such as early care experiences, influence children's social development. As a graduate student, I served as research coordinator of a NICHD funded longitudinal study of children’s adjustment. Based on data from this project, I have  co-authored articles and presentations that focused on concurrent and subsequent correlates of children's out-of-home care experiences, and on continuity in children's care experiences from early childhood through adolescence. My dissertation, completed as a portion of an NIMH funded project investigating mechanisms that mediate links between the quality of parent-child interaction and children’s' peer-based behavior, focused on moderators and mediators of links between children’s social cognition and their social behavior. I have built upon this foundation through studies that have examined models of young children's social cognition. One primary finding, replicated in three data sets, is that young children's regulation moderates associations between hostile attributions and aggressive behavior. Another important finding suggests that associations between young children's cognitive representations of self and peers and withdrawn peer behavior is mediated by strategy response generation. Another line of research suggests that mother-child interaction - specifically, maternal emotion framing - is linked with children's withdrawn behavior, and this association is mediated by children's cognitive representations of self and peers. I also have served as a PI for the Michigan Child Care Research Partnership, conducting studies of infant care in low income families and in Migrant farm working families, and of informal care of preschoolers in low-income families.

Curriculum Vitae

2009 NAEYC National Conference presentation "Establishing Positive Verbal Environments"


SRCD 2009

Meece, D., (2008, April). One state, two state, red state, blue state: Education funding accounts for outcome differences. Presented to the biennial meeting of the Conference on Human Development, Indianapolis.

Meece, D., Mize, J., Bates, J. E., Dodge, K. E., & Pettit, G. S. (2007, March). Temperament moderates association between young children’s hostile attributions and aggression I: Results from two data sets. Presented at the biennial meeting of the Society for Child Development, Boston.

Meece, D. & Luster, T. (2007, March). Temperament moderates association between young children’s hostile attributions and aggression II: Results from NICHD SECC Data. Presented as part of the symposium “Profiles and understandings of risks and competencies among vulnerable children and families” (H. Brophy-Herb, Chair) at the biennial meeting of the Society for Research in Child Development, Boston.





Courses on Blackboard
Advising Group on Facebook
My Vita
My Community of Science page
Child Development Project

Important UTC links

UTC Children's Center
Teacher Preparation Academy
College of Health, Education, and Professional Studies
UTC Libraries

Campus Maps


Spring 2009
Office Hours:
Tues. 1:30-4:30'
Wed. 12:00-4:00;
Thurs. 1:30-3:30;
by appointment













Updated September 17, 2008