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Molding Minds For Peace: A Curriculum For Early Childhood Educators To Teach Peacebuilding Concepts And Skills, Marissa D. Gray

Master's Projects and Capstones

The United States is amidst a period of substantial growth in diversity. This diversification along with feelings of anti-immigrant sentiment has also led to an increase in tension and violence. Molding Minds for Peace: A Curriculum for Early Childhood Educators To Teach Peacebuilding Concepts is a project designed to teach early childhood students the skills that they need to peacefully navigate conflict and difference. After exploring literature about early childhood education/development, multicultural education, and peace education, this project provides early childhood educators with six complete lesson plans that are fully ready for implementation. These lessons have been developed in such …

Young Children Positioned As Storytellers In The Classroom: An Examination Of Teacher-Child Interactions And The Storytelling Event, Peggy L. Martalock

Doctoral Dissertations

ABSTRACT YOUNG CHILDREN POSITIONED AS STORYTELLERS IN THE CLASSROOM: AN EXAMINATION OF TEACHER-CHILD INTERACTIONS AND THE STORYTELLING EVENT SEPTEMBER 2016 PEGGY MARTALOCK, B.A., UNIVERSITY OF WISCONSIN MADISON M.A. UNIVERSITY OF WISCONSIN LACROSSE Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Claire E. Hamilton Responsive, well-attuned, sensitive, dynamic, and individual interactions between teachers and children in early childhood classrooms support language and literacy development. This study looks at the nature and qualities of teacher – child interactions during Vivian Paley’s storytelling approach when implemented as a curricular activity. This is a microethnographic study conducted from a socio-cultural theoretical framework of two …

The Influence Of Center Climate On Teachers' Emotional Support Of Children, Mccormick Center For Early Childhood Leadership

McCormick Center for Early Childhood Leadership Publications

Research suggests that emotional support improves children’s academic and social development. Children in classrooms characterized by emotionally supportive teachers and environments are less likely to exhibit problem behaviors, negative affect, and aggression.

Estimating The Demand For And Supply Of Early Childhood Education In Northwest Arkansas, Katherine A. Deck, Mervin Jebaraj

Publications and Presentations

The Helen R. Walton Children’s Enrichment Center (HWCEC) partnered with the Center for Business and Economic Research (CBER) in the Sam M. Walton College of Business at the University of Arkansas to conduct a study that delivers insight to the Northwest Arkansas community about the existing landscape of early childhood education in 2016. Detailed data about the availability and use of early childhood education in Benton and Washington Counties, along with possible barriers preventing early childhood education providers from gaining and maintaining quality accreditation, are presented in this study. Additionally, the CBER researchers estimate the demand for and supply of …

The Relationship Between Teachers’ Beliefs And Observed Practices: The Voices Of Two Head Start Teachers, Stephani Michelle Phelps

Masters Theses

This study examined Head Start teachers’ interactions with children in relation to teachers’ beliefs about decision making and roles in various classroom activities. The purposes of this study were to (a) document preschool teachers’ verbal interactions with children and (b) explore the relationship between teachers’ beliefs and their classroom practices. Participants were from two Head Start classrooms in East Tennessee, which included two teachers and 40 children ranging in age from 3-5 years. Approximately two hours of focal child observations were completed for each child over the course of 7 months. Observations captured teachers’ interactions with focal children. Two semistructured …

Counting On It : Early Numeracy Development And The Preschool Child, Kate Reid

Dr Kate Reid

Children think mathematically long before they start school. Before children start learning mathematics at school, they show informal understanding of many numeracy concepts. This is informal numeracy knowledge, that is, skills that children develop before starting school that do not depend on written mathematical notation (Purpura & Napoli, 2015). For example, children’s numeracy knowledge is evident in their developing counting skills. It is also evident in their capacity to compare, share, order, estimate and calculate different quantities. Fundamental skills in recognising and responding to numerical cues are apparent in infancy, and, at a very basic level, may be innate. Early …

Racing To The Top: Who’S Accounting For The Children?, Celia Genishi, Anne Haas Dyson

Occasional Paper Series

The authors argue that teachers are accountable not to some narrow “top” but to the rhythms and rhymes of their developing students.

Selected Works By Harriet Cuffaro, Miriam Raider-Roth, Jonathan Silin

Occasional Paper Series

Selected works by Harriet Cuffaro.

Presence In Double Vision, Miriam Raider-Roth

Occasional Paper Series

Early childhood offers us the opportunity to view humanity in its rawest form – the joys, sorrows, desires are expressed through words, body, play, and creative expression. Cuffaro (1995) teaches us that in early childhood classrooms, we begin to learn to live in community, practice democratic living, and experience, enact and build essential understandings of the social world. In early childhood classrooms where play is encouraged, facilitated, and observed, the essential tensions of our culture are played out. These spaces offer perceptive observers an opportunity to understand how gender identity, development, and relationship shape teaching and learning (Chu, 2014; Katch, …

When Unit Blocks Came To Gardaborg, Kristín Einarsdóttir

Occasional Paper Series

Unit blocks have probably been used in some Icelandic preschools since 1950 or 1960, but a turning point occurred when one of the author's teachers from the Iceland University of Education (Fosturskoli Islands), Jonina Tryggvadottir, returned from studying with Harriet Cuffaro at Bank Street College in New York City.

Thinking Through Early Childhood, Jonathan Silin

Occasional Paper Series

Working against the grain of history and contemporary assumptions about the nature of the field, the author makes a counterintuitive argument that decenters the child and brings forward the adult in early childhood education (ECE).

Introduction: Living A Philosophy Of Early Childhood Education - A Festschrift For Harriet Cuffaro, Miriam Raider-Roth, Jonathan Silin

Occasional Paper Series

This issue of the Occasional Paper Series is a Festschrift in honor of Harriet K. Cuffaro, a Bank Street College faculty member from 1968-1998. A Festschrift—a volume reflecting the values, theories, and passions of a senior scholar in a field—seeks to offer scholarship that builds on these contributions. Harriet Cuffaro has touched and shaped more lives of teachers, scholars, and colleagues than we can possibly count. A teacher in her soul, and an esteemed scholar of John Dewey, Harriet has “unfolded and connected” essential Deweyan ideas and made them accessible and meaningful in the lives of teachers. …

Counting On It : Early Numeracy Development And The Preschool Child, Kate Reid

Student learning processes

Children think mathematically long before they start school. Before children start learning mathematics at school, they show informal understanding of many numeracy concepts. This is informal numeracy knowledge, that is, skills that children develop before starting school that do not depend on written mathematical notation (Purpura & Napoli, 2015). For example, children’s numeracy knowledge is evident in their developing counting skills. It is also evident in their capacity to compare, share, order, estimate and calculate different quantities. Fundamental skills in recognising and responding to numerical cues are apparent in infancy, and, at a very basic level, may be innate. Early …

Time For A Paradigm Shift: Recognizing The Critical Role Of Pictures Within Literacy Learning, Beth Olshansky

Occasional Paper Series

Broadens the definition of literacy with the help of children’s drawings and conversations. The author shows how the social practices of literacy are enacted in and through the visual.

Theorising Through Visual & Verbal Metaphors: Challenging Narrow Depictions Of Children And Learning, Sophie Rudolph

Occasional Paper Series

Through a rich description of how young children use drawing to express their emerging understandings of the world, Rudolph disrupts narrow definitions of the child as learner.

Entering The Secret Hideout: Fostering Newness And Space For Art And Play, Shana Cinquemani

Occasional Paper Series

Describes the transformative nature of negotiated spaces between the school and children’s self-initiated drawings.

Introduction: Art & Early Childhood - Personal Narratives And Social Practices, Kristine Sunday, Marissa Mcclure, Christopher Schulte

Occasional Paper Series

In this issue of Bank Street’s Occasional Paper Series, we explore the nature of childhood by offering selections that re/imagine the idea of the child as art maker, inquire about the relationships between children and adults when they are making art, and investigate how physical space influences our approaches to art instruction. We invite readers to join a dialogue that questions long-standing traditions of early childhood art—traditions grounded in a modernist view of children’s art as a romantic expression of inner emotional and/or developmental trajectories. We have also selected essays that create liminal spaces for reflection, dialogue, and critique of …

Toward A Multidimensional Framework: Exploring The Constructed Identities And Pedagogical Styles Of Black Male Kindergarten Teachers In The South, Nathenial Bryan

Theses and Dissertations

Given the one-dimensional, essentialist view of Black male teachers as social change agents (i.e., role models and father figures) (Brown, 2012b; Rezai-Rashti, 2008), the purpose of this study was to examine the identities, the ability to support Black male students’ success, and pedagogical styles of Black male kindergarten teachers in the South. Using a multidimensional conceptual framework including Black masculinity, Fictive Kinship Network, Culturally Relevant Pedagogy, and Critical Race Theory, this study captured counterstories of culturally relevant Black male kindergarten teachers. The counterstories were used as a methodological tool to convey major themes which demonstrated Black male kindergarten teachers’ ability …

Nature Preschools: Putting Nature At The Heart Of Early Childhood Education, Ken Finch, Patti Bailie

Occasional Paper Series

Describes nature preschools as places that go beyond the typical preschool teachings within the classroom. Activities at nature preschools may include child-centered outdoor investigations, unstructured play and exploration in rich outdoor settings, large, natural areas to explore, and special programs that might include making maple syrup or apple cider, meeting live animals, and discovering pond life.

Learning Naturally: An Inquiry Study Of Streams In Hawaii, Becca Kesler

Occasional Paper Series

Describes a teacher-guided, place-based inquiry curriculum.

"I anticipated that it would give my students opportunities for exploration, critical thinking, problem solving, creativity, and collaboration, while developing a relationship with the natural world. This is the story I would like to share. My hope is that it will provide other teachers with the inspiration to consider the rich learning opportunities available in their local environments." -- Author

An Examination Of School Readiness: How Is The Construct Defined For Children Who Are Blind?, Lisa Joann Mcconachie

Dissertations and Theses

An increased focus on school readiness exists as students enter public school for the first time. Given unique challenges for students who are blind and use braille, school readiness in the transition to and preparation for kindergarten is even more critical to their future academic success. If children who are blind and use braille as their primary learning medium have the necessary school readiness skills entering kindergarten, they will be better prepared to participate in the academic classroom. There is a need for additional research to illuminate the skills needed for school readiness for children who are blind and use …

Qualifications Of Illinois Head Start And Early Head Start Administrators, Mccormick Center For Early Childhood Leadership

McCormick Center for Early Childhood Leadership Publications

In this Research Note, the McCormick Center released new workforce data on the qualifications of Head Start and Early Head Start administrators at the grantee and site levels. These findings are important since little is known about the qualifications of on-site leaders in Head Start and Early Head Start programs. While Head Start programs are supported by well-developed systems, administrators—especially site-level managers—must possess the knowledge and skills to implement effective systems and lead individuals for sustained programmatic success. The Spring 2016 Research Note summarizes findings of a study of Head Start and Early Head Start administrators in Illinois.

We Are All Educators...Or Are We? Changes In Perceptions Of The Childcare Sector By Australian Pre-Service Teachers Following Professional Exposure To Educational Practice Within Childcare Settings, Doireann O'Connor, Christine Mcgunnigle, Tracy Treasure, Serena Davie

Serena Davie

This paper presents the findings of a research project investigating the perceptions and expectations held by pre-service teachers regarding the childcare sector. It presents the views of a group of pre-service teachers both before and after their exposure to practice within childcare following a ten week practicum. The personal experiences of the research participants impacted greatly on their evolutionary understanding of and attitude towards the Childcare Sector.

It offers a contribution to the developing body of research relevant to the Australian Government policy that requires qualified teachers to be employed in Childcare Services by 2014. This policy evolved as a …

We Are All Educators...Or Are We? Changes In Perceptions Of The Childcare Sector By Australian Pre-Service Teachers Following Professional Exposure To Educational Practice Within Childcare Settings, Doireann O'Connor, Christine Mcgunnigle, Tracy Treasure, Serena Davie

Tracy Treasure

This paper presents the findings of a research project investigating the perceptions and expectations held by pre-service teachers regarding the childcare sector. It presents the views of a group of pre-service teachers both before and after their exposure to practice within childcare following a ten week practicum. The personal experiences of the research participants impacted greatly on their evolutionary understanding of and attitude towards the Childcare Sector.

It offers a contribution to the developing body of research relevant to the Australian Government policy that requires qualified teachers to be employed in Childcare Services by 2014. This policy evolved as a …

It's Okay, I'M A...Teacher. Is Professional Status Important To Teachers?, C Mcgunnigle, D O'Connor, J Waggoner, T Treasure, L Cranley, S Davie

Tracy Treasure

Teacher accountability and the debate around teacher quality are issues of international importance. As society places increasing demands on the teaching profession, and regulatory bodies around the globe raise the ‘standards’ for teachers to adhere to, the professional status of teachers is drawn into focus. This paper reports research findings of an investigation into the perspectives of professional status of teachers, held by pre-service teachers about to embark on their teaching career. This was a comparative study whereby data were collected from an Australian university and an American university to explore professional status as an international issue. This quantitative study …

Educator Identities. Emerging Issues Within Personal And Professional Identities: Changes Experienced By Australian Pre-Service Teachers Following Professional Exposure To Educational Practice Within Childcare Settings, Doireann O'Connor, Christine Mcgunnigle, Tracy Treasure, Serena Davie

Tracy Treasure

This paper presents the findings of a research project investigating the perceptions and expectations held by pre-service teachers regarding the childcare sector. It presents the views of a group of pre-service teachers both before and after their exposure to practice within childcare following a ten week practicum. The personal experiences of the research participants impacted greatly on their evolutionary understanding of and attitude towards the childcare sector. Thematic analysis of the data produced several key concepts that illuminated issues of identity conflict across the care and education divide. This paper makes a necessary contribution to the current research context where …

It's Okay, I'M A...Teacher. Is Professional Status Important To Teachers?, C Mcgunnigle, D O'Connor, J Waggoner, T Treasure, L Cranley, S Davie

Christine McGunnigle

Teacher accountability and the debate around teacher quality are issues of international importance. As society places increasing demands on the teaching profession, and regulatory bodies around the globe raise the ‘standards’ for teachers to adhere to, the professional status of teachers is drawn into focus. This paper reports research findings of an investigation into the perspectives of professional status of teachers, held by pre-service teachers about to embark on their teaching career. This was a comparative study whereby data were collected from an Australian university and an American university to explore professional status as an international issue. This quantitative study …

We Are All Educators...Or Are We? Changes In Perceptions Of The Childcare Sector By Australian Pre-Service Teachers Following Professional Exposure To Educational Practice Within Childcare Settings, Doireann O'Connor, Christine Mcgunnigle, Tracy Treasure, Serena Davie

Christine McGunnigle

This paper presents the findings of a research project investigating the perceptions and expectations held by pre-service teachers regarding the childcare sector. It presents the views of a group of pre-service teachers both before and after their exposure to practice within childcare following a ten week practicum. The personal experiences of the research participants impacted greatly on their evolutionary understanding of and attitude towards the Childcare Sector.

It offers a contribution to the developing body of research relevant to the Australian Government policy that requires qualified teachers to be employed in Childcare Services by 2014. This policy evolved as a …

Looking Within To Build Strong Foundations Of Personhood: The Importance Of Early Years Teacher’S Reflective Practice In The Formation Of A Positive Sense Of Identity In The Children They Work With, D O'Connor, C Mcgunnigle, H Wildy, G Neylon

Christine McGunnigle

A collaborative research project between the Schools of Education at the University of Notre Dame Australia and the University of Western Australia has produced data that looks at how the Australian Early Years Framework is experienced in practice within Schools that deliver programmes for two year old children in the Perth Metropolitan area of Western Australia.

The data of this project was analysed and prepared for academic journal publication using the very themes upon which the AEYLF is built; Identity, Connection to the world, Wellbeing, Confident Learning and Effective Communication. Papers presenting the data within these themes are a central …

Educator Identities. Emerging Issues Within Personal And Professional Identities: Changes Experienced By Australian Pre-Service Teachers Following Professional Exposure To Educational Practice Within Childcare Settings, Doireann O'Connor, Christine Mcgunnigle, Tracy Treasure, Serena Davie

Christine McGunnigle

This paper presents the findings of a research project investigating the perceptions and expectations held by pre-service teachers regarding the childcare sector. It presents the views of a group of pre-service teachers both before and after their exposure to practice within childcare following a ten week practicum. The personal experiences of the research participants impacted greatly on their evolutionary understanding of and attitude towards the childcare sector. Thematic analysis of the data produced several key concepts that illuminated issues of identity conflict across the care and education divide. This paper makes a necessary contribution to the current research context where …