FPG Director Brian Boyd reflects on the institute’s history of impactful research, from early childhood education to autism, while looking ahead to new ways research can support children, families and educators. (Submitted photo)
Created in 1966, UNC-Chapel Hill’s Frank Porter Graham Child Development Institute is celebrating six decades of transforming children’s lives through interdisciplinary research, evaluation and outreach.
For institute director Brian Boyd, FPG’s staying power comes from its legacy of “getting results.”
“It’s a testament to the impact of the research that has been conducted over that time,” said Boyd, also a professor at the UNC School of Education. “The institute still has the ability to facilitate interdisciplinary research that can shape policy and practice.”
Boyd answered questions about his professional journey, FPG’s accomplishments and where the institute is heading.
What does the 60-year milestone mean to you?
It’s both a celebration of the legacy of the institute and an opportunity for us to look ahead.
I’ve been affiliated with FPG for 20 years. What’s stood out to me during that time is that FPG has this commitment to asking important, practical questions that affect children and families. But then it has an even larger commitment to translating that research evidence into practice that makes a meaningful difference for people and communities.
What led you to pursue childhood development?
My pathway wasn’t linear. I ended up working at a summer camp in North Carolina for autistic children and adults, which got me connected to the TEACCH Autism Program at UNC-Chapel Hill. I worked at their preschool for young children with autism and saw the real, meaningful improvements from providing access to high-quality education.
What’s one way FPG has turned research into a practical tool?
One of the clearest examples is the development and implementation of the Early Childhood Environment Rating Scales. These are tools developed by scientists at FPG for understanding the quality of early care programs. They’ve been incorporated into quality rating and improvement systems in North Carolina and several other states. These are essential tools that help us tell families what programs are of suitable quality for their children.
What research from FPG has had the biggest impact?
The Abecedarian Study, conducted by FPG in the early to mid-1970s, was pivotal. That study dealt with children living in poverty around Orange County, close to UNC-Chapel Hill. In a randomized study, some children received access to high-quality early education programs, from infancy to age 5, while others continued services as usual.
Researchers also found long-term positive effects into adulthood. Because these people were more likely to be employed, they had access to insurance, so they had better health outcomes. They were also less likely to have contact with the criminal justice system. This study demonstrated the power and potential of a child having early access to a positive, safe and high-quality learning environment.
How have emerging technologies like artificial intelligence changed FPG’s work?
We have a newly awarded grant on the use of AI that will help inform practices that educators use to teach young children with autism. AI will be able to provide individualized recommendations to educators around a student’s goals and evidence-based practices to support them.
What are your hopes for FPG’s next 60 years?
We want to build on the legacy of the first 60 years but continue to generate new evidence in response to the changing world that families and educators are facing. I envision the next 60 years continuing to connect research, policy and practice, while partnering with communities to tackle the complexity families are now facing.
It’s also important to note that a lot of students at Carolina come to us for research experiences, particularly those interested in child development. We do a lot of mentorship and are committed to incorporating students into our research projects, helping shape their careers and train the next generation of scholars and practitioners.
Research at the Frank Porter Graham Child Development Institute has been supported in part by private giving throughout its 60-year history. Donors have supported students, researchers and faculty through scholarships and funding opportunities including the Marvin H. McKinney Scholars Program, Joanne Erwich Roberts Memorial Fund, Richard M. Clifford Fund for International Collaboration on Early Learning Environments and Thelma Harms Early Childhood Education Fund, among others.