Education Commons^™

Portals To The Past: The Queen’S Visit And The Daycare Exhibits, Julia Figueroa, Kris Yi Xiang Xiang, Ricardo Zhang

Portals to the Past: An Augmented Reality Exploration of the History of Sheridan 2023

Our project theme is designed to highlight Sheridan's growing reputation within the

community. This project features two stories: the Queen's visit and the daycare at the Trafalgar campus.

Sheridan is more than just a school; it boasts a thriving reputation as a renowned and

artistic institution with exceptional students and alumni. Its nationwide notoriety demonstrates the school's commitment to community engagement. Sheridan is not just situated in Oakville; it actively contributes to the development of the Oakville community, focusing on nurturing the area's youth.

Our first story about the daycare illustrates the vital role this institution plays in the

education …

Children's Center_Updated Protocol For Close Contacts-Chapel, Kimberly Dodge-Cummings

Children's Center

Email from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding changes to protocols put in place in response to the COVID-19 pandemic.

Children's Center_Chapel Covid-19 Testing, Kimberly Dodge-Cummings

Children's Center

Email from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding the Children's Center no longer participating in test-to-stay for the Preschool and Chapel programs which was out in place in response to the COVID-19 pandemic.

Children's Center_Covid Update, Kimberly Dodge-Cummings

Children's Center

Letter from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding changes to protocols put in place in response to the COVID-19 pandemic regarding the fact that face covering will be in optional in all of the Children's Center programs.

Children's Center_Updated Covid-19 Information, Kimberly Dodge-Cummings

Children's Center

Letter from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding the opening hours of the Center and guidelines put in place in response to the COVID-19 pandemic.

Children's Center_Urgent-Center, Kimberly Dodge-Cummings

Children's Center

Letter from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding the Center programs taking a 72-hour pause in its operations from November 10 to November 12, 2020 in response to the COVID-19 pandemic.

Children's Center_The Children's Center-Update Email, Kimberly Dodge-Cummings

Children's Center

Email and attachment from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding the extension of the opening hours of the Center and other COVID-19 related operational considerations.

Children's Center_Protocol For Symptoms-Toddlers, Kimberly Dodge-Cummings

Children's Center

Protocol for symptoms at the University of Maine Children's Center in response to COVID-19.

Children's Center_Safe Return Update-Toddlers, Kimberly Dodge-Cummings

Children's Center

Update from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding safety guidance for the planned reopening of the Center on July 6, 2020. The Center had been closed since March due to the COVID-19 pandemic.

Also, included as supplemental content the Child Health Screening Form parents were asked to complete.

Children's Center_Return To Work July 6th Update, Kimberly Dodge-Cummings

Children's Center

Update from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding the planned reopening of the Center on July 6, 2020. The Center had been closed since March due to the COVID-19 pandemic.

Also, included as supplemental content the form parents were asked to fill in to prepare for reopening.

Children's Center_Update-The Children's Center (Toddlers) Email, Kimberly Dodge-Cummings

Children's Center

Email from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding the continued closure of the Center due to COVID-19.

Children's Center_Closure-Toddlers Closure Email, Kimberly Dodge-Cummings

Children's Center

Email from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding the continued closure of the Center due to COVID-19.

Children's Center_The Children's Center-Update Email, Kimberly Dodge-Cummings

Children's Center

Email from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding the plan to reopen the Center on April 6, 2020 following its closure due to COVID-19.

Children's Center_Temporary Closure Email, Kimberly Dodge-Cummings

Children's Center

Email from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding the temporary closure of the Center due to COVID-19.

What's The Deal With Childcare: Childcare As A Women's Issue - And Why It Should Matter To Everyone, Jenny Janssen

Sociology Student Work Collection

A Visual presentation of a feminist perspective on access to affordable childcare, including how it affects various spheres of women's lives, and how it affects society at large. This zine briefly examines the historical context of Federally funded daycare during WWII, current effective childcare systems in place in other developed nations, and the many consequences which the lack of affordable childcare has on women and the entire economy in the USA today.

Toddlers’ Language Development In A Childcare Setting: Roles Of Individual Differences And Context, Olivia Godfrey

Senior Theses and Projects

No abstract provided.

Defining Bullying, Emma Mchale

Williams Honors College, Honors Research Projects

My project focuses on the foundation of bullying, from 3 different perspectives. The bully, the bullied, and the bystander.

Finding Childcare For The Disabled Child: The Process And Decisions Through The Primary Caregiver’S Lens, Misty Dawn Torres

Antioch University Dissertations & Theses

In this qualitative, Grounded Theory study, the researcher examined the process that primary caregivers go through when selecting a childcare placement for children who have special needs. Data were collected through participant interviews with primary caregivers (n=10) who responded to recruitment notices posted on (1) listservs by organizations directly affiliated with early intervention and child care services; (2) local Internet classified sites; and (3) through word of mouth. The research demonstrated that caregivers who learned of their child’s disability in a prenatal diagnosis or prior to an adoption identified with having a greater sense of choice and control over their …

Growing Ideas - Caring For Young Children - Business Matters, University Of Maine Center For Community Inclusion And Disability Studies

Early Childhood Resources

Caregivers or business owners? Family child care providers are both. Paying attention to the business aspects of running a family child care home is an important component to having the income and working environment needed for program success.

Growing Ideas - Admissions Policies And Practices That Build Inclusive Child Care Communities (For Providers), University Of Maine Center For Community Inclusion And Disability Studies

Early Childhood Resources

Quality inclusive child care settings include children with disabilities and health, behavioral or mental health concerns. Admissions policies that clearly state eligibility criteria, practices, program and parent and/or guardian responsibilities, can help families evaluate if the program will be a good match for their child. Providers may want to obtain legal advice to be sure their policy and procedures align with relevant federal and state laws and regulations.

Growing Ideas - Admissions Policies And Practices That Build Inclusive Child Care Communities (For Parents And Guardians), University Of Maine Center For Community Inclusion And Disability Studies

Early Childhood Resources

All children, including children with disabilities, benefit when quality inclusive child care settings provide an equal opportunity to participate. Admissions policies and practices that reflect this inclusive philosophy can help parents and guardians evaluate whether the program will be a good match for their child.

The Influence Of Model Infant Group Care On Parent/Child Interaction At Home., Carolyn Edwards, Mary Ellin Logue, Sandra Loehr, Sanford Roth

Mary Ellin Logue

The effects of day care participation on parent-child interaction at home were assessed using a university-based, half-day, high-quality infant-toddler program. Hypotheses concerned whether "child-centered" features of the physical and social environment were carried over by parents to the home. Nineteen matched pairs of center and noncenter children (ages 2-24 months at start) were followed for 8 months. All had employed or student mothers. Methods included brief parent-reported "spot" observations, a videotaped observation of a bathing or feeding routine, and home environment assessments. Parents showed few group differences during the first half of the study period. At study end, however, center …

A Study Of Stimulating Versus Non-Stimulating Visuals In A Preschool Classroom, Monic Lindsey

Education Undergraduate Research

The purpose of this research was to determine if there was a correlation between a child’s behavior and visual stimulation in the classroom. This was a qualitative observational study that involved young children ages two and half to four. The study’s purpose was designed to draw a quasi-conclusion that determines whether visual stimuli affect this age range’s behavior and attention span. This study will help teachers and parents recognize how visual stimulation in the classroom modifies a child’s activity. Based on previous investigations, visual stimulation can either have a negative or positive affect on children’s learning and behavior in the …

A Model Program To Maximize Intellectual Development For Taiwanese Daycare/Preschool Children Ages 0-3, Crystal Fei-Ying Hou

All Graduate Projects

The purpose of this project was to design and develop a model program to maximize intellectual development for Taiwanese daycare/ preschool children ages 0-3. To accomplish this purpose, a review of current literature regarding intellectual development of preschool age children and related early childhood education was conducted. Additionally, related information from selected daycare/ preschool centers was obtained and analyzed.

Management Guide For Early Childhood Programs, Cathy S. Jording

Masters Theses & Specialist Projects

Relying upon many years of experience as an early childhood educator and consultant, and utilizing examples of programs and forms during the past thirteen years while serving as the Director of Peace Lutheran Preschool/Kindergarten in Owensboro, Kentucky, and as a regional/national early childhood consultant. The author has proposed a manuscript whose purpose is to assist early childhood professionals in the development and implementation of quality, needs-appropriate preschool programs.

The eleven chapters are divided into seven areas of concern: program survey, development, purpose, regulation requirements, administration, financing, enrollment, curriculum and day-care. (Within each area are varied appropriate methods of implementation relating …

The Effects Of Day Care Participation On Parent-Infant Interaction At Home, Carolyn P. Edwards, Mary Ellin Logue, Sandra R. Loehr, Sanford B. Roth

Department of Psychology: Faculty Publications

This study assessed how parents who placed their children in a high-quality infant and toddler program were, over time, influenced by three salient features of the center: its child-centered focus, its social orientation, and its support for men in nurturing roles.

The Influence Of Model Infant Group Care On Parent/Child Interaction At Home., Carolyn P. Edwards, Mary Ellin Logue, Sandra Loehr, Sanford Roth

Department of Psychology: Faculty Publications

The effects of day care participation on parent-child interaction at home were assessed using a university-based, half-day, high-quality infant-toddler program. Hypotheses concerned whether "child-centered" features of the physical and social environment were carried over by parents to the home. Nineteen matched pairs of center and noncenter children (ages 2-24 months at start) were followed for 8 months. All had employed or student mothers. Methods included brief parent-reported "spot" observations, a videotaped observation of a bathing or feeding routine, and home environment assessments. Parents showed few group differences during the first half of the study period. At study end, however, center …