Lorraine Dejong

Associate Professor, Education; Coord., Early Childhood Education; Human Development

swipe to see more

Lorraine DeJong has been teaching at Furman University in the graduate program since 1996. As coordinator for the early childhood program, DeJong has led in the development of a post-baccalaureate certification program for teachers that received recognition from the National Association for the Education of Young Children (NAEYC) in 1999, 2006, and 2013. Throughout her career, DeJong has been active in and elected to numerous leadership positions within early childhood education. She recently was selected to assume a top leadership role on the teacher education program committee for the NAEYC. In addition, she also currently serves on the boards of the South Carolina Association for the Education of Young Children, the South Carolina Association of Early Childhood Teacher Educators, and A Child's Haven. DeJong's current research interests include family-teacher partnerships in early childhood education and teaching pedagogy. Her most recent research involves assisting in a 5-year longitudinal investigation of the Montessori Model of Early Childhood Education in South Carolina, which is being coordinated by Furman's Riley Institute of Government, Politics and Public Leadership


  • Ph.D., Florida State University
  • M.A.T., Cornell University
  • B.A., Cornell University


  • DeJong, L. & Burton, M. (2013). Using book clubs to strengthen family-teacher partnerships and build community in early childhood education, Young Children, 68 (5), 62-67
  • DeJong, L. (2010). Integrating sustainability into a foundations course in K-12 teacher education, The Teacher Education Journal of South Carolina, (Fall), 10 (1), 44-50
  • DeJong, L. (2004). Restructuring state requirements to better prepare elementary teachers for certification in early childhood education. The Teacher Education Journal of South Carolina, (Spring), 20-26
  • DeJong,L. (2003). Using Erikson to work more effectively with teenage parents. Young Children, 58 (2), 87-95
  • DeJong, L. & McKinney, L. (2002). What a school district learned from parents about family learning activities. Dimensions of Early Childhood (Spring), 19-25
  • DeJong, L. & Daniel, K. (2001). Getting ADEPT with service learning. The Teacher Education Journal of South Carolina, (Fall), 128-131
  • DeJong, L. (2000). Making ADEPT work for teachers in k-4 and k-5 classrooms. The Teacher Education Journal of South Carolina, (Fall), 5-7
  • DeJong, L. (1999). Learning through projects in early childhood teacher education. Journal of Early Childhood Teacher Education, 20 (3), 317-326
  • DeJong, L. & Cottrell, B. (1999). Designing infant child-care programs to meet the needs of children born to teenage parents. Young Children, 54 (1), 37-45
  • DeJong, L. & Groomes, F. (1996). A constructivist teacher education program that incorporates community service to prepare students to work with children living in poverty. Action in Teacher Education, 18 (2), 86-95.