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Challenging Behavior: Effective Strategies To Implement In Early Childhood Settings; Supporting Families Of Young Children With Challenging Behavior Through Collaboration And Strategy Implementation, Alexandra Umerski

Culminating Projects in Child and Family Studies

No abstract required for starred papers.

What Attributes Do Educators Use To Assign Early Childhood Special Education Students To A Federal Classroom Setting (Inclusion Vs. Non-Inclusion, Elise Kosloski

Culminating Projects in Child and Family Studies

Inclusion and non-inclusion are two very common models used in the early childhood education

profession. Given the two models, it is unclear currently how to decide what setting would best

benefit a student. Is non-inclusion a better option for a student with social-emotional deficits?

Or perhaps they would better benefit from typical peer models in an inclusive setting. The

following research was designed to survey early childhood educators and ask what

qualifications, strengths, and deficits would lead them to place a student in an inclusive early

childhood classroom. With a small number of respondents, data showed that many educators

seemed …

Early Intervention: Reducing The Impact Of Risk Factors/Early Intervention: Maximizing Developmental Outcomes Through Family-Centered Practices, Kelsie Hasser

Culminating Projects in Child and Family Studies

Early Intervention: Reducing the Impact of Risk Factors

The purpose of this paper was to identify some of the characteristics of children who are at an increased risk for developmental delays and therefore in need of early intervention services. This paper focused on the unique characteristics of two groups of children who are at an increased risk for developmental delays, children who are victims of abuse or neglect and children who are late talkers. Finally, this paper examined barriers to accessing early intervention services and potential solutions which may increase access to early intervention for the children and families who …

Choosing Read- Alouds In A Preschool Classroom, Lisa Stang

Culminating Projects in Child and Family Studies

Abstract

There is a lack of current research regarding the reasoning behind why preschool teachers are choosing their literature for whole group read-alouds. The primary purpose of this study is to identify why teachers are choosing their literature and what, if any, activities were conducted in addition to reading the story. The research was conducted using 5 Minnesota School Readiness Programs. A survey was electronically distributed to forty-five preschool teachers and 8 surveys were returned. Results of this study indicated over half the participants chose read-alouds to correspond with an overall classroom theme. An overwhelming 94% of surveys indicated that …