Education Commons^™

How To : An Original Picture Book For Children, Morgan Wright

Graduate Student Independent Studies

This independent study was focused on the creation of an original, social-emotionally oriented “how to” picture and poetry book for children ages five through seven. A wide variety of books for children, from old classics to recent publications, deal with themes relevant to children’s social-emotional lives. However, many of these books are written in narrative fiction form, or are framed using a logical, adult-centered lens. The goal of this book project was to create poetry and illustrations which authentically conveyed the unique emotional textures and roundabout logic of childhood associated with everyday experiences. Child development research included cognitive and emotional …

Lucy Takes The Stage: A Story For Children With Anxiety, Rachel Beckman

Graduate Student Independent Studies

Childhood anxiety is explored through the lens of child development as well as children’s literature. The book written for this integrated masters project was created to help engage children around age 5, recognizing that it could be for ages 5-7, in thinking about anxiety. Anxiety disorders in children can take many different forms, but the major distinction between a disorder and normal worries is that it causes stress that disrupts normal functioning. Additionally, read-alouds are a common and beneficial way to introduce children to literature in schools. Young children can learn to read, take another’s perspective, as well as gain …

Play As A Social Justice Issue In Early Childhood Education, Britt Kroll

Graduate Student Independent Studies

Play is a vital part of the early childhood experience to develop in cognitive and social-emotional realms. Schools are taking away an important tool for children to process new information and build skills needed for lifelong problem-solving by allowing less time for play in early childhood classrooms. This research combines data gathered to show the unique benefits of play in both cognitive and social-emotional areas, as well as qualitative data collected in a play-based and a non-play-based classroom.

The research defends the importance of play-based learning in early childhood and equips teachers with rationale to use play as a tool …

My Backpack : A Children's Book About Separation, Susan B. Bloch

Graduate Student Independent Studies

This thesis opens with a copy of "My Backpack," a fictional book based on actual events to be read to children between the ages of three and four years prior to their entry to preschool and as a support during the separation process during the first weeks and months of school. The author then continues with an explanation of the genesis of the book, a developmental section incorporating theorists' views on separation for children ages 3 and 4, children's reactions and responses to the book, and a review of other valuable books on separation.

Romps, Riots, And Revels In The Land Of Make-Believe : Imaginative Play As A Prerequisite For Social And Emotional Development In Early Childhood Through Adolescence, Shoshana Balk

Graduate Student Independent Studies

This paper explores the impact of imaginative play on child development, as well as its educational benefits when incorporated into the learning environment.

Working On Social And Emotional Issues By Bringing Theater And Improvisation Into The Early Childhood Classroom, Mark Penina

Graduate Student Independent Studies

This study addresses the need for a social-emotional curriculum through theater techniques and improvisation to help children develop confidence, interpersonal skills, and emotional intelligence. Includes history of theater and improvisation, review of programs in the field, and an original curriculum for an early childhood/pre-kindergarten setting as well as field-based reflections and a list of suggested resources for integrating social and emotional wellness into the early childhood setting.

A Study & Original Material On Peer Relationships & Concepts Of Friendship In Very Young Children, Maia A. Cannon

Graduate Student Independent Studies

Explores theory, observation, and practice dealing with friendship issues among three to four year old preschoolers. It sketches a portrait of the age group using general developmental and socio-cultural theories, and concludes that social emotional adjustment and relationships are crucial to young children's development. Also includes an original picture book by the author.

Disability In Hiding : The Effects Of Trauma In Early Childhood And The Implications For Classroom Teachers, Dana Baker

Graduate Student Independent Studies

Seeks to define trauma within the context of early childhood and describe in depth the interrelated neurobiological, behavioral, and psychopathological effects of experienced trauma.

Fostering Global Citizens In The Infant And Toddler Classroom For The Cultivation Of A Culture Of Humanism, Stefanie Horton

Graduate Student Independent Studies

The purpose of this study is to examine meaningful philosophies and practices of education and care that may contribute to the fostering of youth who respect and value the dignity of all life.

Educating Towards Democracy In Infant/Toddler Classrooms : The Example Of The Bank Street Family Center, Kristina A. Satchell

Graduate Student Independent Studies

This project hopes to shed light on the possibilities and importance of including the youngest citizens of the country (children aged zero-three), their families and their teachers in the discourse and practices of democratic classrooms.