The UNC Frank Porter Graham Child Development Institute (FPG) was founded by a small group of scientists with a shared vision: to conduct research that would make a difference in children's lives, support families, and inform public policy. At FPG, we know that every child deserves a safe, healthy, and stimulating childhood; and for more than five decades, our work has been dedicated to making this experience a reality for all children. Our research and evaluation, implementation, technical assistance, and outreach have all shaped—and continue to shape—how the nation cares for and educates children.

We are committed to sharing the information we generate with the public and to supporting professionals' understanding and use of evidence-based practices. We want to ensure that parents, educators, and other professionals who support children and families benefit from our work in a timely manner. Over the years, people from more than 180 countries have relied on our publications and resources to support their work on behalf of children and families. Our growing publications library includes more than 2,500 journal articles, policy briefs, assessment tools, learning modules, and multimedia to support multiple audiences at home and abroad. Below is a list of some of our most recent publications—we encourage you to click through to learn more about the amazing work being done here at FPG.

Early Education Program Racial and Ethnic Composition and Associations with Quality and Children’s Language and Social-Emotional Development

Black Parents and Their Babies: The Dual Pandemic of Racism and COVID-19, 2019–2022

Naturalistic Intervention for Toddlers in the Childcare Setting

Brief Report: Attention Patterns to Non-Social Stimuli and Associations with Sensory Features in Autistic Children

Inclusion of Young Children with Disabilities: A Critical Quality Indicator for Early Childhood Education

Parent-Implemented Intervention for Toddlers in the Home Setting

Do Katie and Connor Tell Better Stories than Aaliyah and Jamaal? Teachers’ Perceptions of Children's Oral Narratives as a Function of Race and Narrative Quality

Right From the Start: Why Inclusion Matters in Early Childhood Education

Supporting Children’s Social Play with Peer-Based Intervention and Instruction in Four Inclusive Swedish Preschools

A Crucial Blended Learning Tool: The Traffic Light Dashboard

Integrating Maternal Depression Screening into an Early Intervention Program: An Implementation Evaluation

Increasing Participation in Computer Activities Using Eye-Gaze Assistive Technology for Children with Complex Needs

Supporting Autistic People with Significant Communication Needs

Reliability and Validity of a Teacher Impressions Scale to Assess Social Play of Swedish Children in Inclusive Preschools

Individual Differences in Frontal Alpha Asymmetry Moderate the Relationship Between Acute Stress Responsivity and State and Trait Anxiety in Adolescents