Feiyan Chenمشاهده پروفایل
دانشیار
Feiyan Chen serves as Associate Professor in the Literacy, Early, Bilingual and Special Education department at California State University, Fresno's Kremen School of Education and Human Development. She teaches undergraduate and graduate courses for multiple credential programs including CI 162, CI 171, LEE 180T, and MA-level thesis supervision (LEE 298), with research and teaching focused on bridging educational psychology theory with practical classroom applications. Her academic credentials include: Ph.D. in Teacher Education (Early Childhood Education & Developmental Psychology), Monash University (2015) M.Ed. in Early Childhood Education, Monash University (2010) Graduate Diploma of Education, RMIT Australia (2009) B.A. in English Language and Literature, Zhejiang University (2004) Dr. Chen's research program centers on cultural-historical analyses of emotion regulation development in early childhood, with particular emphasis on parent-child interactions during everyday routines and dramatic play. Her work integrates Vygotskian concepts like perezhivanie and experimental-genetic methodology to examine how cultural tools mediate emotional development across Chinese, Australian, and Chinese-American contexts. Over 20 years of practical teaching experience in both China and Australia informs her dual focus on theoretical innovation and real-world educational applications. Publication trends reveal consistent methodological rigor with increasing emphasis on cross-cultural comparisons since 2017. Her work uniquely connects visual methodology with cultural-historical theory to document how toddlers develop emotional regulation through family interactions, particularly highlighting the shift from self-focused to child-focused emotional processing in parent-toddler dyads. Dr. Chen actively mentors MA students in the Early Childhood Education program through thesis supervision (LEE 298) and fieldwork coordination (LEE 241), while supervising credential candidates' field studies across multiple programs. Her professional trajectory demonstrates continuous engagement with both academic research and practical teacher education through courses spanning child development theory, educational psychology, and classroom application.
