Early Childhood Education Commons^™

Teacher Engagement In Outdoor Play: Impacts On Children’S Behavioral Regulation, Mariah Duszynski

Master's Theses & Capstone Projects

The purpose of this inquiry-based research was to better understand how teacher engagement during outdoor play shapes children's behavioral regulation and overall playground experience. The problem was that teachers have their own views and beliefs about how they should interact with children on the playground, which may differ from those of their colleagues, leading to different behavioral outcomes in children. This study examined how teacher engagement during outdoor play influences children's behavior and how children perceive and experience outdoor play when teachers are more actively engaged. One early childhood center in rural Iowa was observed throughout this study, with four …

The Effect Of Open-Ended Questioning On Preschool Literacy And Language Development, Roxy Moorman

Master's Theses & Capstone Projects

This inquiry-based study examines the impact of intentional open-ended questioning on preschool children’s language development and emergent literacy skills during shared reading. Grounded in research highlighting the importance of teacher–child interactions, this study addresses the problem that many preschool classrooms rely heavily on closed-ended questions that limit opportunities for extended dialogue and expressive language growth. The purpose of this study is to determine whether increasing the frequency and quality of open-ended questioning leads to improvements in children’s vocabulary, comprehension, conversational turn-taking, and overall participation in classroom discourse. Conducted in a preschool classroom with nine students over a six-week period, the …

Strategies And Techniques In Early Childhood Education, Abigail Strutzenberg

Master's Theses & Capstone Projects

As early childhood education shifts toward high-stakes accountability, the traditional "bridge year" of age four is increasingly dominated by "drill-and-kill" academic instruction. This project investigates the growing tension between rigorous academic standards and developmentally appropriate practices. The study explores how the implementation of intentional, play-based strategies—specifically guided play and multisensory scaffolding—can meet mandatory benchmarks for phonemic awareness and self-regulation without compromising a child’s social-emotional well-being. Ultimately, the research seeks to identify how educators can reclaim their pedagogical autonomy by balancing state mandates with the intrinsic needs of the developing child. The central thesis argues that when academic content is embedded …

Effectiveness Of Project-Based Learning In Early Childhood Education, Jasmin Voravongsa

Master's Theses & Capstone Projects

The increasing complexity of the modern world necessitates innovative educational methodologies that effectively prepare young learners for future challenges. Traditional instruction often prioritizes rote memorization, resulting in disengagement and insufficient development of critical social-emotional and cognitive skills, particularly within early childhood education. This inquiry-based research examines the effectiveness of project-based learning (PBL) as an instructional strategy to enhance student engagement, collaboration, social-emotional development, and deep learning, with a focus on STEM education in early childhood settings. By engaging children in real-world, hands-on projects, PBL fosters intrinsic motivation, collaborative skills, emotional intelligence, and profound conceptual understanding. Through a comprehensive literature review …

Nh Ece Research Consortium 2025 Activity Timeline, Jess Carson, Evan England

New Hampshire Early Care and Education Research Consortium

The New Hampshire Early Care and Education (NH ECE) Research Consortium is a network of researchers and research users committed to strengthening the state's ECE landscape through the use of data. Discover what Consortium staff accomplished throughout 2025 in this 2025 Activity Timeline.

Status Of New Hampshire Public School-Affiliated Preschool Programs: 2024-2025 School Year Infographic, Tyrus Parker, Kamala Nasirova, Jess Carson

New Hampshire Early Care and Education Research Consortium

This infographic describes findings from the second annual census of New Hampshire elementary schools conducted by the Carsey School of Public Policy to identify preschool programs implemented by school districts. These data reflect the 2024-2025 school year.

Perspectives Of Classroom Teachers On The Foundational Reading Needs Of Fourth Through Sixth Grade Students, Deliska Burton-Cooley

Dissertations

Reading proficiency is a critical foundation for academic success; however, many students enter the upper elementary grades without the foundational literacy skills necessary to access grade level content. Teachers in grades four through six are increasingly responsible for addressing persistent reading gaps while simultaneously meeting instructional expectations aligned with grade-level standards. The problem addressed in this qualitative descriptive study was the limited research examining how upper elementary teachers identify and respond to foundational reading needs when such gaps persist beyond the primary grades. The purpose of this study was to examine upper-elementary teachers’ perspectives on identifying and addressing foundational reading …

Nh Ece Data Collection Efforts Running Inventory, Jess Carson, Evan England, Tyrus Parker

New Hampshire Early Care and Education Research Consortium

Updated April 2026!

The NH ECE Research Consortium maintains an inventory of current and complete NH ECE-relevant data collection efforts. Included are surveys, interviews, focus groups, needs assessments, and other ways people in the field collect information. The inventory strengthens public access for data users, improves awareness and coordination among researchers, and minimizes duplication.

April 2026 Nh Ece Research Consortium Newsletter, Evan England, Jess Carson, Harshita Sarup

New Hampshire Early Care and Education Research Consortium

The April 2026 NH ECE Research Consortium Newsletter includes a registration link for the 2026 Consortium Convening coming in May. Also find the latest data, research publications, Consortium resources, upcoming events, opportunities, and more.

Using Play-Based Learning To Support Early Academic-Related Learning Behaviors: A Case Study In An Early Childhood Classroom, Tracy Montalvo

Master's Theses & Capstone Projects

This inquiry-based research study examined how play-based learning supports early academic-related learning behaviors for an individual child in a preschool early childhood special education (ECSE) classroom. The purpose of this study was to understand how engagement, persistence, and problem-solving developed over time through play-based experiences and teacher facilitation. Data were collected over a four-week period using multiple tools, including structured observation checklists, frequency and duration recording sheets, anecdotal field notes, and reflective journal entries. The findings of this study suggest that play-based learning supported the development of early academic-related learning behaviors, as the child demonstrated increased engagement, improved persistence, and …

Nh Ece Research Consortium Data Technical Assistance, Jess Carson

New Hampshire Early Care and Education Research Consortium

The New Hampshire Early Care and Education (NH ECE) Research Consortium helps community partners access and interpret data to support funding, business, and planning decisions. This resource outlines the variety of data available.

Nh Ece Data Collection Inventory Overview, Jess Carson, Evan England, Tyrus Parker

New Hampshire Early Care and Education Research Consortium

The NH ECE Research Consortium maintains an inventory of current and complete NH ECE-relevant data collection efforts to strengthen public access for data users, improve awareness and coordination among researchers, and minimize duplication. Check out this graphic that describes what the data collection inventory is and how you can use it.

Nh Ece Research Consortium Member Information, Evan England, Jess Carson

New Hampshire Early Care and Education Research Consortium

NH ECE Research Consortium membership is open to individuals and organizations with relevant expertise that aligns with the purpose of the Consortium, including the advancement of knowledge to support early care and education in NH. This document describes the benefits of membership, what it means to be a member, and the role of the Carsey School.

Bug-In-Ear ECoaching To Enhance Parents' Use Of Embedded Learning Opportunities With Preschool-Age Children With Autism Spectrum Disorder, Aeshah Alturki

Human Movement Studies & Special Education Theses & Dissertations

The increasing prevalence of autism spectrum disorder (ASD) has heightened the need for effective communication interventions. Parents are key partners in intervention and, with appropriate support, can serve as effective intervention agents. However, parents often require ongoing support to implement evidence-based practices. The purpose of this study was to experimentally evaluate the effects of online Bug-in-Ear (BIE) eCoaching on parents’ fidelity of embedded choice-making during family routines with their preschool-aged children with ASD. This study also examined the generalization and maintenance, children’s communicative responses, and parents’ perceptions of the intervention. A single-subject nonconcurrent multiple baseline design across two parent–child dyads …

From Arrival To Opportunity: A Policy Analysis For Supporting Newly Arrived English Learners In California, Valeria Gabrielli, Stephanie Mendoza Hernandez

School of Public Policy Capstones

Newly arrived immigrant students, commonly referred to as “newcomers,” represent a notable portion of the English Learner (EL) population in California’s K–12 public schools. As of Fall 2023, the California Department of Education reported that newcomers comprised 3.27% of total student enrollment. Although enrollment is projected to decline in the near term, the potential for future increases highlights the need for sustainable, evidence-based support systems. This study examines how California K–12 public schools with large EL populations provide academic and trauma-informed support services to newcomer students, with a particular focus on early intervention in grades K–5. Using the Bardach policy …

Cv: Rebecca Pruitt (Early Childhood Special Education), Rebecca Pruitt

Education Department Faculty Curricula Vitae

No abstract provided.

Beyond Words: Supporting Nonverbal Autistic Preschoolers With Exceptional Cognitive Abilities, Dawn Timms

Knowledge and Creativity Expo

This project explores how caregivers can support autistic preschoolers who are nonverbal yet demonstrate advanced cognitive abilities. Grounded in communication theory and neurodiversity‑affirming practice, it reframes communication as a shared, relational process that extends beyond spoken language. Drawing from interdisciplinary research, I created a strengths‑based caregiver communication toolkit that translates complex theory into clear, practical strategies families can use in everyday routines. This work honors the intelligence of children whose thinking outpaces their speech and equips caregivers with tools that make communication more accessible, responsive, and affirming.

The Impact Of The Two-Way Immersion Model On Hispanic Pre-Service And In-Service Teachers’ Understanding Of Curriculum Implementation In Early Childhood Field Placements, Omar J. Vigo

LSU Doctoral Dissertations

ABSTRACT

Dual language education, also known as Two-Way Immersion (TWI), is a teaching method that puts native English speakers and native speakers of another language in the same classroom. This helps both groups become bilingual and biliterate (Christian, 1996; Lindholm-Leary, 2001). The TWI approach highlights several benefits, including bilingualism and biliteracy, academic achievement, cross-cultural competence, cognitive improvements, and equity and accessibility (Lindholm-Leary, 2001). Research on the TWI model in adults is limited, although it has demonstrated effectiveness in supporting Hispanic teacher candidates, unlike studies conducted in primary education. This demonstrates that the TWI methodology benefits students (Van Booven, 2012). This …

Parents Engaging In Early Literacy (Peel): Outcomes From A Shared Reading Program Implemented Via Text Messaging, Victoria Henbest, Brenda L. Beverly, Gina M. Mejia

Victoria S. Henbest Publications

Purpose: Investigators delivered an asynchronous parent education for improving early literacy skills of typically developing preschoolers. The home-based shared-book reading program, PEEL, consisted of strategies modeled via videos and sent as text messages.

Method: Twenty parent-child dyads were randomly assigned to one of two 8-week programs targeting evidence-based early literacy strategies. One parent group was taught strategies to support print-related knowledge for learning to read, and the other learned skills to promote vocabulary and story knowledge underlying comprehension.

Results: The asynchronous parent education resulted in more frequent parental use of taught strategies compared to non-taught strategies during …

Language Development In Military-Affiliated Children: The Role Of Parental Absence, Jenna K. Walton

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Ernst and Sara Lane Volgenau College of Education at Morehead State University by Jenna K. Walton on March 23, 2026.