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Nancy Balaban

Supervised Fieldwork Advisor, Course Instructor

Academic Interests

Attachment, separation and transition issues, Cultural awareness, Early childhood education, Infants, toddlers and families/ relationships, Play, Staff development and supervision, Uses of observation

Some of the Values that Shape My Work

Although I decided to become a teacher in order to save the world, I am still guided by the belief that education is the bedrock of a thoughtful and caring democratic country/community and that all children are motivated by a strong desire to learn and grow.  

Work with Families, Children, Schools, and Communities

I taught 3/4 year olds; a combined 1st/2nd grade; I did consultations for Head Start programs; Head Start trainings, Even Start consultation, consultation at Bedford Women's Correctional Facility, state Pre-K consultations, child care center consultations.

Recent Professional Contributions

Educational Background

  • Ed.D., New York University
  • M.S.Ed., Bank Street College of Education
  • B.A., Wellesley College

Selected Publications and Presentations

  • Balaban, N. (2011). Transition to group care for infants, toddlers and families. In D. M. Laverick & M. R. Jalongo (Eds.), Transitions to early care and education, educating the young child, Vol 4 (pp. 7-20). New York: Springer Science-Business Media.

  • Balaban, N. (2010). Infants, toddlers, and two-year-olds. In. V. Casper & R. Theilheimer (Eds.), Early childhood education: Learning together (pp. 320-349). New York: McGraw-Hill.

  • Cohen, D., Stern, V., Balaban, N., & Gropper, N. (2008). Observing and Recording the Behavior of Young Children (5th ed.). New York: Teachers College Press.

  • Bababan, N. (2006). Everyday goodbyes: Starting school and early care: A guide to the separation process. New York: Teachers College Press.

Contact me:
610 West 112Th Street,
New York, NY 10025