Early Childhood Education Commons^™

Social-Emotional Learning: Preschool Teachers’ Perspectives From Urban And Rural Contexts, Seema Lasi, Khushal Khan, Noreen Afzal

Human Development Programme

Social-emotional learning (SEL) is an integral part of holistic child development. The early years of life are the best window of opportunity when children acquire self-regulation which stays with them throughout their lives. A qualitative exploratory design with focus group discussions (FGDs) was used for preschool teachers’ perspectives on SEL from urban and rural areas of Pakistan. Five (5) FGDs were organized, each with 8 to 10 teachers. Insights were highlighted by teachers from urban and rural contexts. Urban schoolteachers demonstrated a better understanding of SEL as compared to rural schoolteachers. The main themes identified during the analysis were teachers' …

The Power Of Play: The Role Of Children’S Museums In Kindergarten Readiness, Catie Davis

All Dissertations

This study explores the transformative potential of play in preparing young children for Kindergarten, focusing on the intersection of children's museums, caregiver interactions, and school readiness. The study, conducted over an eight-week Pop-Up Classroom program at The Flowerfield Children's Museum, included 52 participants, primarily from low-income backgrounds. Through a mixed-methods approach, including participant observations and caregiver surveys, the research aimed to answer the fundamental question: What is the role of play in preparing children for Kindergarten?

Two significant findings emerged. Firstly, the study illuminated the pivotal role of play in nurturing social-emotional development and communication skills among children. Structured observations …

A Discourse Analysis Of Parents' And Teachers' Social Constructions Of School Readiness And Transition To Kindergarten For Children With Disabilities, Ronica Senores Toyota

Education (PhD) Dissertations

This study examined parents’ and teachers’ social constructions of disability, school readiness, and the transition to kindergarten process for children with disabilities who participated in a self-contained preschool special education (SPED) class, called a special day class (SDC). The 12 participants included parents of children with disabilities (i.e., three with autism and one with Down syndrome), four preschool SDC teachers, two kindergarten SDC teachers, and two general education kindergarten teachers. They were recruited from a large urban school district in Southern California. Semistructured interviews were conducted to invite participants to share their experiences working with students with disabilities and their …

Exploring Teachers' Perceptions On The Fidelity Of Implementing Teaching Strategies Gold, Shucrea Yamina Victor-Cameron

Electronic Theses and Dissertations

The purpose of this qualitative case study was to assess the fidelity of implementation of the school readiness/kindergarten preparedness program and the training being used, called the Teaching Strategies GOLD®, through the perceptions of preschool teachers from a Head Start program in southeastern Florida. This study addressed the crisis with the school readiness outcomes in the state of Florida. Specifically, children are entering school underprepared for kindergarten. The Florida Kindergarten Readiness Screener data revealed failing test scores at the selected study site during the 2017–2018, 2018–2019, 2019–2020, 2020–2021, and 2021– 2022 school years. Implementing and measuring the efficacy of this …

School Readiness (Behavior), Kathy R. Doody Ph.D.

Sample module-themed coursework with Sesame Street examples

This module will provide an overview of the social-emotional and adaptive skills required for kindergarten success. The module will also provide insight into how Sesame Street has prepared children for their first days of preschool or kindergarten and all that entails: following the rules, playing with others, taking turns, etc.

Evaluation Of A Group Music Intervention To Support School-Readiness Skills In Preschool Children With Hearing Loss, Glynnis Dubois, Joanne Deluzio, Michael Thaut, Stephanie Nixon

Journal of Early Hearing Detection and Intervention

Although children with hearing loss are now often integrated into mainstream classrooms, many do not begin school with age-appropriate school-readiness skills. Traditional therapies in early listening and spoken language programs rarely focus on developing the social skills, executive functions, and motor abilities needed for the typical classroom environment of friends, academics, and play. The question, then, is how to incorporate group activities into traditional therapies in order to build skills in these areas, and whether or not the use of music and its social aspects could support this. A quasi randomized, group, facilitated, music intervention was conducted to help support …

The Importance Of Physical Activity In Early Childhood Development, Kathleen Stuart

Master's Theses & Capstone Projects

Programming in early childhood has become increasingly academic, with less consideration for whole-child development. This new emphasis has influenced not only pre-k programs, but also programs serving toddlers and infants. As a result of this focus on academic skills, children from birth to five years old are spending more time in sedentary, academically focused activities and less time in meaningful play and physical activity. Children are no longer afforded the time and opportunity to participate in the robust play activities that are one of the essential elements in whole-child development. This literature review focuses on research that advocates for physical …

Supporting School Readiness Through Librarian-Child Interactions In Public Library Storytimes: An Analysis Of Assessment Scores And Influential Factors, Maria Cahill, Hayley Hoffman, Erin E. Ingram, Soohyung Joo

Information Science Faculty Publications

A recent trend in public libraries′ children’s services emphasizes the role of promoting school readiness. In order to gain a deeper understanding of the school readiness efforts present in storytime programs, this study observed and scored 68 public library preschool storytime sessions presented by 35 storytime providers across three states using the CLASS (Classroom Assessment Scoring System) measure. The CLASS evaluates adult-child interactions in learning environments within three domains related to positive outcomes in children’s school readiness: emotional support, classroom organization, and instructional support. Additionally, the study examined whether differences among CLASS scores were influenced by the population density of …

New Long-Term Education Research Partnership, Jennie Chainey

Discover - Early childhood

ACER and VVOB – education for development have recently committed to a five-year partnership.

Executive Function And Self Regulation In Early Childhood, Jill Casey

Master's Theses & Capstone Projects

There has been a shift in the kindergarten classroom from one filled with play and exploration to one filled with academic rigor. In response to this, the focus of many preschool classrooms have also shifted to focus more on academic development rather than social emotional development. Executive function skills, which include inhibitory control, working memory and cognitive flexibility have been found to predict academic success and school readiness more than IQ. Self-regulation which refers to controlling behavior in response to a stimulus is interrelated with executive function and also is a predictor of success. Caregivers and early childhood classrooms must …

Examining The Longer-Term Impact Of A Home-Visiting Intervention Program On The School Readiness Skills Of English Language Learners In Kindergarten, Michelle Mccann

Theses and Dissertations (Comprehensive)

Young English Language Learners (ELL) present with varied profiles in their language and literacy development with parental involvement promoting development. The Home Instruction for Parents and Preschool Youngsters Program (HIPPY) is a free home-visiting intervention designed to empower parents to be their child’s first teacher. The current study examined the effectiveness of the HIPPY program on language, reading, and social/emotional skills of kindergarten aged ELLs. The HIPPY group was compared to an English as a first language group (EL1) and a control group of ELL students who did not participate in HIPPY (ESL). Participants were assessed at two time points, …

Buk Bilong Pikinini Literacy Program Evaluation 2018: Evaluation Report, Dan Cloney, Prue Anderson

Dr Dan Cloney

Buk bilong Pikinini (BbP) provides access to early childhood education and care (ECEC) programs with a specific focus on English language literacy for children from vulnerable communities in Papua New Guinea. This is highly relevant, given the fact that there is likely an over-representation of illiteracy in disadvantaged households and few opportunities for children within those households to be ready for a school system with English as the language of instruction. Established in 2007, BbP has been in operation for more than 10 years and has opened 17 library sites in that time. This evaluation provides evidence about the likely …

Supporting Social And Emotional Learning With Little J And Big Cuz: Case Study 3: Marion Primary School, Kathryn Moyle, Kevin Mcrae

Professor Kathryn Moyle (consultant)

Marion Primary School is located 10 kilometres south of the Adelaide CBD. There is a high level of student transience due in part to the mobility of families in short-term rental accommodation, which includes parents who are students at the nearby Flinders University. Students come from a diversity of cultural backgrounds with more than 14 countries represented in the school. In 2018, there were 21 students enrolled who identified as being of Indigenous descent. To support these Indigenous students and their families, the school has an Aboriginal Community Education Officer, Eileen Butler, known to everyone as ‘Aunty Eileen’. A team …

Teachable Moments: Planning Early Childhood Programs For Indigenous Children That Incorporate Little J And Big Cuz : Case Study 4: Batchelor Institute Of Indigenous Tertiary Education, Kathryn Moyle

Professor Kathryn Moyle (consultant)

Students in the Certificate III in Early Childhood Education and Care course at Batchelor Institute of Indigenous Tertiary Education (BIITE) incorporated the children’s television program Little J & Big Cuz into their early childhood programs and family life in the respective communities in which they live and work. This course is a three year program and enrolment requires that the students are working in early childhood settings. The BIITE students who planned and incorporated Little J & Big Cuz into their early childhood programs live in Yarralin and the Tiwi Islands.

Connecting Little J And Big Cuz With A Kindergarten Education Program: Case Study 1: Morphett Vale East Kindergarten, Kathryn Moyle

Professor Kathryn Moyle (consultant)

This case study explores how the television program ‘Little J and Big Cuz’ was incorporated into the education program at Morphett Vale East Kindergarten. Morphett Vale East Kindergarten in South Australia is a government-funded kindergarten for children aged between three and five years. Little J & Big Cuz was incorporated into the education program as the screen time activity, which was then followed with discussions about each story the children had seen. The choice of episodes was linked to the learning priorities of the Kindergarten. The viewing responses of the children are discussed as well as how Little J & …

Preparing Socially And Emotionally For Preschool With Little J And Big Cuz: Case Study 2: One Tree Community Centre Yera Children's Service, Kathryn Moyle

Professor Kathryn Moyle (consultant)

The Yera Children’s Service in the Northern Territory is located within the campus of Batchelor Institute of Indigenous Tertiary Education (BIITE) in the township of Batchelor, 98 kilometres south of Darwin. Yera Children’s Service at Batchelor has 34 places for children from birth to three years of age and a ‘kindy’ room that caters for children aged three to six years of age. The early childhood educators prepare development programs for the children, including programs to develop children’s social and emotional wellbeing and prepare them for their transition to junior primary school. Keiryn Christodoulou has been an educator at the …

Developing Written Language With Little J And Big Cuz : Case Study 5 : Saint Augustine's School, Kathryn Moyle, Kevin Mcrae

Professor Kathryn Moyle (consultant)

St Augustine’s School is a Catholic primary school located in the town of Mossman in Far North Queensland. Jo Brooks is the Prep class teacher at St Augustine’s School, and she incorporated the Little J & Big Cuz television series into her teaching and learning program. Her Prep class has 21 students of whom five identify as being Indigenous; four as Aboriginal and one as a Torres Strait Islander. Jo found a valuable teaching resource in the Little J & Big Cuz series. This resource engaged her Prep class. It led to student directed conversations and to diverse student initiated …

Is Little J And Big Cuz Suitable For Children In Preschool? Case Study 6: Wulagi Family Centre, Wulagi School, Kathryn Moyle

Professor Kathryn Moyle (consultant)

The Wulagi Family Centre and Wulagi Preschool in Darwin in the Northern Territory provide programs for children and adults that emphasise the importance of language development and high quality interactions between children and adults, informed by the Abecedarian Approach. This case study of the Wulagi Preschool asks the question: is the Little J and Big Cuz television program suitable for children in preschool? At Wulagi Preschool Little J and Big Cuz was trialled with 40 children, aged between 3 and 4 years of age. About a third of these children identify as being Indigenous. Due to the timing of this …

Indigenous Early Childhood Education, School Readiness And Transition Programs Into Primary School: Literature Review, Kathryn Moyle

Professor Kathryn Moyle (consultant)

This literature review identifies, evaluates and synthesises academic, grey and other literature about transition to school programs for Australia’s Indigenous children. It draws on both international and Australian research. Its purpose is to provide an overview of current research about factors that support effective transitions to school by Indigenous children, and to consider the role that educational television can play in those transitions. This literature review was also prepared to inform the development of the case studies about how the first season of the television program, Little J & Big Cuz had been used in various remote, regional and urban …

Little J & Big Cuz: A School Readiness Initiative: Final Report And Case Studies, Kathryn Moyle

Professor Kathryn Moyle (consultant)

The purpose of this study was to identify potential social and behavioural changes in individuals, schools and communities that could result from the implementation of the School Readiness Initiative (SRI) television project Little J & Big Cuz. This study comprised the preparation of a literature review, and the development of case studies drawn from early childhood, preschool and junior primary school settings. Little J & Big Cuz is a 13-part animated television series that was commissioned as a SRI television project to build the school readiness of children and to support the successful home to school transition of Indigenous children …

Supporting Social And Emotional Learning With Little J And Big Cuz: Case Study 3: Marion Primary School, Kathryn Moyle, Kevin Mcrae

Little J and Big Cuz

Marion Primary School is located 10 kilometres south of the Adelaide CBD. There is a high level of student transience due in part to the mobility of families in short-term rental accommodation, which includes parents who are students at the nearby Flinders University. Students come from a diversity of cultural backgrounds with more than 14 countries represented in the school. In 2018, there were 21 students enrolled who identified as being of Indigenous descent. To support these Indigenous students and their families, the school has an Aboriginal Community Education Officer, Eileen Butler, known to everyone as ‘Aunty Eileen’. A team …

Little J & Big Cuz: A School Readiness Initiative: Final Report And Case Studies, Kathryn Moyle

Little J and Big Cuz

The purpose of this study was to identify potential social and behavioural changes in individuals, schools and communities that could result from the implementation of the School Readiness Initiative (SRI) television project Little J & Big Cuz. This study comprised the preparation of a literature review, and the development of case studies drawn from early childhood, preschool and junior primary school settings. Little J & Big Cuz is a 13-part animated television series that was commissioned as a SRI television project to build the school readiness of children and to support the successful home to school transition of Indigenous children …

Connecting Little J And Big Cuz With A Kindergarten Education Program: Case Study 1: Morphett Vale East Kindergarten, Kathryn Moyle

Little J and Big Cuz

This case study explores how the television program ‘Little J and Big Cuz’ was incorporated into the education program at Morphett Vale East Kindergarten. Morphett Vale East Kindergarten in South Australia is a government-funded kindergarten for children aged between three and five years. Little J & Big Cuz was incorporated into the education program as the screen time activity, which was then followed with discussions about each story the children had seen. The choice of episodes was linked to the learning priorities of the Kindergarten. The viewing responses of the children are discussed as well as how Little J & …

Teachable Moments: Planning Early Childhood Programs For Indigenous Children That Incorporate Little J And Big Cuz : Case Study 4: Batchelor Institute Of Indigenous Tertiary Education, Kathryn Moyle

Little J and Big Cuz

Students in the Certificate III in Early Childhood Education and Care course at Batchelor Institute of Indigenous Tertiary Education (BIITE) incorporated the children’s television program Little J & Big Cuz into their early childhood programs and family life in the respective communities in which they live and work. This course is a three year program and enrolment requires that the students are working in early childhood settings. The BIITE students who planned and incorporated Little J & Big Cuz into their early childhood programs live in Yarralin and the Tiwi Islands.

Developing Written Language With Little J And Big Cuz : Case Study 5 : Saint Augustine's School, Kathryn Moyle, Kevin Mcrae

Little J and Big Cuz

St Augustine’s School is a Catholic primary school located in the town of Mossman in Far North Queensland. Jo Brooks is the Prep class teacher at St Augustine’s School, and she incorporated the Little J & Big Cuz television series into her teaching and learning program. Her Prep class has 21 students of whom five identify as being Indigenous; four as Aboriginal and one as a Torres Strait Islander. Jo found a valuable teaching resource in the Little J & Big Cuz series. This resource engaged her Prep class. It led to student directed conversations and to diverse student initiated …

Preparing Socially And Emotionally For Preschool With Little J And Big Cuz: Case Study 2: One Tree Community Centre Yera Children's Service, Kathryn Moyle

Little J and Big Cuz

The Yera Children’s Service in the Northern Territory is located within the campus of Batchelor Institute of Indigenous Tertiary Education (BIITE) in the township of Batchelor, 98 kilometres south of Darwin. Yera Children’s Service at Batchelor has 34 places for children from birth to three years of age and a ‘kindy’ room that caters for children aged three to six years of age. The early childhood educators prepare development programs for the children, including programs to develop children’s social and emotional wellbeing and prepare them for their transition to junior primary school. Keiryn Christodoulou has been an educator at the …

Is Little J And Big Cuz Suitable For Children In Preschool? Case Study 6: Wulagi Family Centre, Wulagi School, Kathryn Moyle

Little J and Big Cuz

The Wulagi Family Centre and Wulagi Preschool in Darwin in the Northern Territory provide programs for children and adults that emphasise the importance of language development and high quality interactions between children and adults, informed by the Abecedarian Approach. This case study of the Wulagi Preschool asks the question: is the Little J and Big Cuz television program suitable for children in preschool? At Wulagi Preschool Little J and Big Cuz was trialled with 40 children, aged between 3 and 4 years of age. About a third of these children identify as being Indigenous. Due to the timing of this …

Indigenous Early Childhood Education, School Readiness And Transition Programs Into Primary School: Literature Review, Kathryn Moyle

Little J and Big Cuz

This literature review identifies, evaluates and synthesises academic, grey and other literature about transition to school programs for Australia’s Indigenous children. It draws on both international and Australian research. Its purpose is to provide an overview of current research about factors that support effective transitions to school by Indigenous children, and to consider the role that educational television can play in those transitions. This literature review was also prepared to inform the development of the case studies about how the first season of the television program, Little J & Big Cuz had been used in various remote, regional and urban …

School Readiness At The Nexus Between Poverty And Education: The Insights Of Two Jamaican Teachers, Zoyah Kinkead-Clark

Journal of Curriculum, Teaching, Learning and Leadership in Education

In this article, the role of poverty as a barrier to children’s readiness for school is discussed. Using two Jamaican early childhood teachers to illuminate the findings, this piece sought to gain insight into teachers’ perspectives about supporting children, who come from impoverished circumstances, to be ready for primary school. Thematic analysis of the transcribed interviews revealed two dominant themes; Better preparation to meet children’s developmental needs Unrealistic expectations- curriculum expectations perpetuate knowledge gap These findings draw attention to some of the challenges teachers face in meeting the needs of children who live in poverty. These challenges have implications for …

Buk Bilong Pikinini Literacy Program Evaluation 2018: Evaluation Report, Dan Cloney, Prue Anderson

Early Childhood Education

Buk bilong Pikinini (BbP) provides access to early childhood education and care (ECEC) programs with a specific focus on English language literacy for children from vulnerable communities in Papua New Guinea. This is highly relevant, given the fact that there is likely an over-representation of illiteracy in disadvantaged households and few opportunities for children within those households to be ready for a school system with English as the language of instruction. Established in 2007, BbP has been in operation for more than 10 years and has opened 17 library sites in that time. This evaluation provides evidence about the likely …