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Northwest Missouri State University

Pradnya Patet

Pradnya Patet



210 Brown Hall


660.562.0818 (fax)

Joined Northwest in 2009

Associate Professor


  • Ph.D. Family and Child Development; Virginia Polytechnic Institute and State University, 1995
    • Dissertation: “Rules in a Kindergarten Classroom: An Ethnography”
  • M.Sc. (Home Science) Child Development and Family Relations; Nirmala Niketan, University of Mumbai, 1990
    • Thesis: “Mothers’ attitudes towards children’s play: A systemic approach”
  • B.A. Psychology; Sohpia College, University of Mumbai, 1988

Courses Taught



  • Observation and activity
  • Reporting Pupil Progress
  • Developmental Foundations of Early Childhood Education
  • Principles of Early Childhood Education
  • Curriculum and Methods in Early Childhood Education
  • Practicum in Early Childhood Education
  • Classroom and Behavior Management
  • Family and Community Resources
  • Early Childhood Program Management
  • Ecology of Teaching
  • The Reflective Practitioner
  • Supervision of Early Childhood Programs
  • Early Childhood Program Evaluation

Academic Interests

  • Impact of classroom design and spatial organization on children’s behavior and Learning
  • Young children’s socio-moral development
  • Mathematical reasoning and Language and literacy development in young children
  • University - Community partnerships
  • Diversity dialogues for the 21st century

Scholarly Activity


  • Designing classroom spaces for optimal learning
  • Preschool teachers perception of math teaching in an early childhood classroom


  • International, National, and Regional presentations focused on the following topics
    • Designing classroom spaces for optimal learning
    • Mathematical reasoning in young children
    • Integrated Curriculum for Early Childhood.
    • Reflective and culturally responsive practice
  • Most recent Presentations:
    • Baker, M., Forsythe, L., Westermeyer, J., Gilb, M. and Patet, P. PATH: An authentic process for actualizing constructivist curriculum, learning, and practice. Los Angeles, CA. November 2016
    • Patet, P., Kim K., Sheil M., and Scarbrough, C. Thriving Mathematicians in a multi-age and multi-ability classroom: a window on peer scaffolding. Dallas, TX. November 2014
    • Kim, K., and Patet, P. Someone said, “let there be diversity… and there was diversity!” Re-conceptualizing Early Childhood Education Annual International Conference, Kent, OH November 2014
    • Scarbrough C., and Patet, P. Creating a Culture of Reflective Dialog for Early Childhood Practitioners. Conference of the Young Years, Tan Tar A, Mo. March 2014


  • Duncan S., & Patet, P. (2016, November 1). Sparking Young Children’s Engagement: How to use creative and unconventional containers in your classroom. Retrieved from
  • Duncan S., & Patet, P. (2016). Interesting Containers = Engaged Learning. Teaching Young Children, 9(4), 12-15
  • Patet, P. & Hull, D. (2015). Stop! Stop! No Sugar on Top! Type2 Diabetes Prevention retold by Body Cells. Skidmore, MO: Habits2Stay Publishing
  • Patet, P. (2015, October 8). Empowering Mathematical Minds through Play. Community Playthings. Retrieved from
  • Ciyer, A., Nakagawa, M. Swadener, B. and Patet, P. (2009) Impacts of the Arizona System Ready/Child Ready Professional Development Project on Preschool Teachers’ Self-efficacy. UJEC: Journal of Early Childhood Teacher Education
  • Patet, P. & Oke, M. (2003). The ‘art’ of Teaching Large Classes in India.  In M. Cherian & R. Y. Mau, Teaching Large Classes: Usable Practices from Around the World. Singapore, McGraw Hill  Education (Asia)

Other Professional Experiences

  • Coordinator of Early Childhood Programs (Northwest Missouri State University, Maryville, MO)
    Undergraduate / Graduate Program redesign and development.
  • Annual conference proposal reviewer (NAEYC, Washington D.C.)
  • Community Partnerships (Northwest Missouri State University, Maryville, MO)
    • SSM Health Care: Program Coordinator, Reach Out and Read Program. The Reach Out and Read Program is an early literacy program that assists and supports medical providers in giving families advice about the important of reading aloud to children ages 6 months to 5 years.
    • Consultation: State approved trainings and workshops for local child care providers as needed; Hands-on guidance for classroom organization and design for local and surrounding schools.
  • Training Specialist (Southwest Human Development, Phoenix, AZ)
    Trainings for early childhood professionals, mentor for Emerging Leader’s program in collaboration for the Governor’s office, Reach out and Read Coordinator
  • Project evaluator, Arizona System Ready Child Ready Federal Grant (Arizona Governor’s office and Arizona State University, Tempe, AZ)