Peggy Daly Pizzo is a Senior Scholar, Stanford Graduate School of Education, where she is carrying out research related to emotional and social intelligence in young children and the adults who are important to them. She is currently directing an Early Childhood Teaching Cases Project, which will result in about eight in-depth teaching cases, to be used in professional development of early childhood teachers. These cases will focus on “best practice” teacher-child interaction that promotes social and emotional skills in children, especially when there is challenging or difficult behavior.
Previously she was an Instructor, Department of Psychiatry, Harvard Medical School, and a Research Associate at the Judge Baker Children’s Center in Boston, Massachusetts. She has also served as Affiliate Faculty at the Bush Center in Child Development and Social Policy at Yale University.
She holds a master’s degree in Child Study from Tufts University (Eliot-Pearson Department of Child Development) and a master’s degree in Administration, Planning and Social Policy from Harvard University.
For twenty years, between 1973 and 1993, she promoted federal and state policies benefiting young children and their families, particularly those who participate in Head Start, child care, and early intervention services for children with special needs.
From 1980-1981, Ms. Pizzo served as Associate Director of the White House Domestic Policy Staff for Human Resources. Prior to that she was Special Assistant to the Commissioner of the federal agency that administers the Head Start, foster care, adoption assistance, child care and child abuse and neglect prevention and treatment programs.
She has also authored over 35 textbook chapters, magazine articles, and professional monographs as well as a book on parent support and advocacy activities in the United States (Parent to Parent: Working Together for Ourselves and Our Children).