Early Childhood Education Commons^™

Storytelling Study, Samantha Irene Pepe

Honors Theses and Capstones

Expressive prosody (i.e., a manner of communication that is characterized by lively rhythm and tempo) and inexpressive prosody (i.e., monotone speech) present different environments for listening to a story during a read-aloud session. This study aims to assess whether there are visual attention differences for preschoolers in these varied prosodic environments and how this affects comprehension.

Breathe In, Breathe Out: An Exploration Of The Impacts Of Yoga On Self-Regulation And Classroom Community, Shaylyn Trenkamp

Honors Program Theses

Research on the effects of yoga and mindfulness has demonstrated increased selfregulation and impacts on community in many settings, but specific data regarding the effects of mindfulness practices in the early childhood classroom is limited. The purpose of this thesis study was to take a closer look at yoga and mindfulness in the classroom and the impact it could have on self-regulation and classroom community for young students. Yoga and mindfulness lessons were taught in two kindergarten classrooms and student responses were collected throughout the project. Classroom teachers involved were also interviewed about how mindfulness affected their students and classrooms. …

Qualitative Content Analysis Of Policy As An Expression Of Educational Theory On Special Education Preschool Placement Options, Jennifer M. Dineen

College of Graduate Studies: Theses & Dissertations

This study utilized a qualitative content analysis approach where the researcher collected policies and theories to analyze and interpret and to examine the relationship between developmental theories and Georgia preschool policies as they relate to inclusion using archived state policies found on the Georgia Department of Education and Department of Early Learning website. The theories of Vygotsky (1978), Piaget (1936), and Bronfenbrenner (1979) were examined, along with the public policies on Georgia preschool. These policies included Georgia Early Learning Development Standards, Bright from the Start operating guidelines, and Work Sampling System. The researcher found common themes and/or phrases in the …

The Field Trip Project: Using Environmental Education To Bridge Science Learning Across Formal And Informal Kindergarten Settings, Meg Gravil

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The Field Trip Study was conducted in direct response to the emergence of scientific thinking as it relates to children’s cognitive abilities. The purpose of the study was to evaluate the effects of nature-based, experiential activities on children’s acquisition of science knowledge. A multiple treatments and controls with pretest research design was utilized to compare science knowledge acquisition between kindergarten children in four instructional conditions: 1) nature-based field trip plus extension activities from an environmental education curriculum, and corresponding book reading and activities, 2) nature-based field trips plus extension activities from an environmental education curriculum, 3) nature-based field trips plus …

Effects Of Naturalistic Time Delay On Promoting Functional Requests Using Aac In Preschoolers With Autism Spectrum Disorders, Brianna Rinaldi

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The purpose of this study was to teach preschool children with autism spectrum disorders to make requests with a speech generating device using a naturalistic time delay prompting procedure. The participants in this study were two males, enrolled in a public preschool program, between four and five years old. Both participants showed significant delays in expressive communication requiring alternative and augmented communication. The study utilized a multiple probe design across behaviors. Results showed utilizing naturalistic time delay increases independent requests using a speech generating device.

Standards For Early Childhood Education, Yasmin Aljouf

EWU Masters Thesis Collection

I have been researching and focusing on a topic that has been of interest to me from the beginning of my undergraduate studies in the field of kindergarten education. The Kingdom of Saudi Arabia does not have its own standards for the early childhood stage. It took from the United States. When I started my graduate level studies, I focused on the perception of Saudi Arabian faculty, graduate students, and kindergarten teachers regarding standards for early childhood education. I designed a survey and published it to faculty in Imam Abdulrahman bin Faisal University, as well as graduate students and kindergarten …

การพัฒนากระบวนการฝึกอบรมตามแนวคิดการพัฒนาบทเรียนร่วมกันและหลักการชี้แนะโดยเพื่อน เพื่อส่งเสริมความสามารถในการจัดประสบการณ์การเรียนรู้ของครูผู้ดูแลเด็ก, ปวรา ชูสังข์

Chulalongkorn University Theses and Dissertations (Chula ETD)

การวิจัยและพัฒนานี้มีวัตถุประสงค์เพื่อ 1) พัฒนากระบวนการฝึกอบรมฯ และ 2) ศึกษาผลการใช้กระบวนการฝึกอบรมฯ มีการดำเนินการวิจัย 3 ระยะ คือ ระยะที่ 1 สร้างกระบวนการฝึกอบรมฯ และเครื่องมือที่ใช้ในการวิจัย ระยะที่ 2 นำร่องการใช้กระบวนการฝึกอบรมฯ และเครื่องมือที่ใช้ในการวิจัย ระยะที่ 3 ทดลองใช้กระบวนการฝึกอบรมฯ ตัวอย่าง คือ ครูศูนย์พัฒนาเด็กเทศบาลนครนครปฐม จำนวน 8 คน เครื่องมือที่ใช้ในการวิจัย คือ แบบประเมินความสามารถการจัดประสบการณ์การเรียนรู้ของครูผู้ดูแลเด็ก และแบบประเมินความคิดเห็นต่อกระบวนการฝึกอบรมตามแนวคิดการพัฒนาบทเรียนร่วมกันและหลักการชี้แนะโดยเพื่อน วิเคราะห์ข้อมูลโดยใช้สถิติบรรยาย การทดสอบที แบบไม่เป็นอิสระต่อกัน สถิติทดสอบวิลคอกซัน และการวิเคราะห์เนื้อหา ผลการวิจัยพบว่า 1. กระบวนการฝึกอบรมฯ ที่พัฒนาขึ้น ให้ความสำคัญกับการส่งเสริมความสามารถในการจัดประสบการณ์การเรียนรู้ของครูผู้ดูแลเด็ก ด้านการเตรียมการก่อนจัดประสบการณ์การเรียนรู้ การจัดประสบการณ์การเรียนรู้ และการจัดสภาพแวดล้อมที่สอดคล้องกับการสอน มีหลักการสำคัญ คือ 1) ทำงานร่วมกันอย่างเป็นระบบ ต่อเนื่อง ตามกระบวนการพัฒนาและปรับปรุงการสอนที่สอดคล้องกับการดำเนินชีวิตในการทำงานปกติของครู บนพื้นฐานความไว้วางใจและเคารพซึ่งกันและกันของครู 2) ตั้งเป้าหมายในการพัฒนาและปรับปรุงการสอนโดยคำนึงถึงวิธีการคิดและการเรียนรู้ของผู้เรียนเป็นสำคัญ 3) สลับบทบาทการเป็นผู้ให้และผู้รับการชี้แนะโดยเท่าเทียม ในการแลกเปลี่ยนเรียนรู้ แบ่งปันความรู้ในการทำงานร่วมกัน และการพัฒนาทักษะทางวิชาชีพ 4) สังเกตการจัดการเรียนการสอนในชั้นเรียนตามปกติของสมาชิกกลุ่ม โดยใช้ประเด็นการสังเกตและการให้ข้อมูลย้อนกลับที่ผู้รับการชี้แนะกำหนดไว้ 5) วิเคราะห์ และสะท้อนคิดจากข้อมูลหลักฐานเชิงประจักษ์ และให้ข้อมูลย้อนกลับโดยส่งเสริมให้ผู้สอนประเมินตนเองเพื่อนำผลที่ได้ไปใช้วางแผนพัฒนาตนเอง และมีขั้นตอนของกระบวนการฝึกอบรมฯ 4 ขั้นตอน คือ 1) สร้างกลุ่มสมาชิก 2) กำหนดเป้าหมายการพัฒนาเด็กร่วมกัน 3) พัฒนาการสอน 4) สะท้อนผลการพัฒนา กระบวนการฝึกอบรมฯ ใช้ระยะเวลาดำเนินการ 50 ชั่วโมง 2. ผลการใช้กระบวนการฝึกอบรมฯ พบว่า ความสามารถในการจัดประสบการณ์การเรียนรู้ของครูผู้ดูแลเด็กหลังเข้าร่วมกระบวนการฝึกอบรมฯ สูงกว่าก่อนเข้าร่วมกระบวนการฝึกอบรมฯ อย่างมีนัยสำคัญทางสถิติที่ระดับ.05 โดยด้านที่มีคะแนนเฉลี่ยสูงที่สุด คือ การจัดสภาพแวดล้อมที่สอดคล้องกับการสอน รองลงมา คือ การเตรียมการก่อนจัดประสบการณ์การเรียนรู้ และการจัดประสบการณ์การเรียนรู้ ตามลำดับ นอกจากนี้ หลังจากเข้าร่วมกระบวนการฝึกอบรมฯ พบว่า ครูผู้ดูเด็กร่วมกันแสดงความคิดเห็นในการออกแบบแผนการจัดประสบการณ์การเรียนรู้ สามารถเขียนแผนการจัดประสบการณ์การเรียนรู้ได้ครบถ้วนทุกองค์ประกอบ …

The Development Of Social–Emotional Skills In Pre-Primary Children: A Comparison Of Parent, Teacher And Combined Coaching Programs, Nichola Lucia Webb

Theses: Doctorates and Masters

The development of social–emotional skills is pivotal in generating positive outcomes for mental health and wellbeing throughout the childhood period and into later life (Hertzman, 2004; Moore, 2006; Sosna & Mastergeorge, 2005). While research has explored the effects of parent and teacher influences on young children’s social–emotional skills, most studies have either focussed on high-risk child populations, compared single influences with each other (e.g., parent versus teacher) or compared one combined group of influences with a control group. Few studies have directly compared the separate effects of parent, teacher and peer components to assess which are more successful in the …

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 …

The Missing Links: Enhancing Anti-Bias Education With Anti-Racist Education, Kerry-Ann Escayg

Journal of Curriculum, Teaching, Learning and Leadership in Education

Social justice in early childhood has generally been conceptualized to include the anti-bias curriculum, and to a lesser extent, anti-racist education. Over the years, however, scholars have highlighted the many areas in which anti-bias education falls short both pedagogically and conceptually. In keeping with such discussion, this paper highlights significant gaps of anti-bias education by engaging central premises of anti-racist education. By centering a critical race and anti-racist perspective, the paper further provides practical suggestions on how to align early childhood classroom practices with anti-racist principles.

Speaking From Places: A Phenomenological Deconstructive Study Of Children’S Places, Child-Centric Methods, And Politics., Sugandh Dixit

Electronic Theses and Dissertations

This dissertation adopts an innovative phenomenological and deconstructive methodology to create a child-centric research process sensitive to facilitating, integrating, and representing children’s voices in designing their school playground. The study developed and employed two novel child-centric methods, an Embedded Walk and a Communal Child-Map Project in order to integrate parents’ and children’s experiences of the school spaces the authorities planned to renovate. Both methods reveal and complicate the socio-political dynamics that structure children’s, parents’, and researchers’ stances towards children’s places and worlds. During the Embedded Walk, children led their parents through their play spaces and they collaboratively documented the childrens’ …

The Effect Of Ipad Instruction On Capital Letter Recognition Of Preschoolers, Jessica Adkins

Dissertations, Theses, and Projects

The purpose of this study is to look at the effect of iPad instruction on capital letter recognition in preschool children between the ages of four and five. The study divided participants into two groups. One group received capital letter instruction with an iPad. The second group received capital letter instruction using letter manipulatives. Letter manipulatives were wooden puzzle letters. Baseline data was taken on capital letter recognition of all participants before this study began. At the end of the study, data was taken on capital letter recognition of all participants. Baseline and final data was compared to show growth. …

The Effect Of Instruction (Rapid Automatic Naming Versus Repeated Read Aloud) On Vocabulary Building For Preschool Children, Alison Bendickson

Dissertations, Theses, and Projects

STUDY ABSTRACT

Title

The Effect of Instruction (Rapid Automatic Naming Versus Repeated Read Aloud) on Vocabulary Building for Preschool Children

Purpose of the Study

The purpose of this research was to determine whether using the strategy of rapid automatic naming or repeated read aloud would increase children’s vocabulary development. The study assessed children in an inclusive classroom. The participants were 3 year old students who required specialized instruction and have Individual Education Programs and students who were typically developing. The students were assessed using Individual Growth and Development Indicators (picture naming) to assess which intervention strategy produced more growth in …

Classroom Strategies To Increase Kindergarten Readiness Of Preschool Ell Students, Cirissa Afonja

Dissertations, Theses, and Projects

Abstract

There are more preschool children in the United States who are English Language Learners than any other age group. This research examines the effects of providing modeling, visuals, and music strategies to English Language Learners in a preschool classroom to increase their literacy, language, and communication skills. The study’s goal was to determine if the specific classroom strategies would improve the participants English language, literacy and communication skills to be kindergarten ready with their same age English speaking peers. The study used language surveys and an assessment to determine which students were English Language Learners, and if they needed …

Impacts Of Repeated Reading On Fluency And Comprehension, Tina Podemski

Dissertations, Theses, and Projects

In this study, the effects of repeated read aloud interventions in the preschool setting on reading fluency/oral language and comprehension were investigated. Participants in this study included seven students who were all four years of age. Participants faced a variety of factors such as: foster care, mental health and special education. Student participants were determined following an assessment of early literacy skills using the Preschool Early Literacy Indicators (PELI); this assessment focuses on four main areas of early literacy: alphabet knowledge (naming and sounds), vocabulary/oral language (picture naming fluency), comprehension and phonological awareness. Students were selected to participate in tier …

The Effects Of An Interprofessional Emergent Writing Intervention For Preschoolers, Danika L. Pfeiffer

Dissertations, 2014-2019

This pre-post design study explored the effects of an emergent writing interprofessional education (IPE) experience for preprofessional speech-language pathology (SLPs) and occupational therapy (OT) students. Six preprofessional SLP students and three preprofessional OT students participated in the study, which had two conditions: (a) unpaired SLPs, and (b) SLP and OT pairs. The preprofessional students delivered 8-10 emergent writing interventions to preschoolers in small groups. The preprofessional students’ learning about emergent writing concepts and interprofessional collaborative practice (IPP) was supported through structured debriefs with their clinical supervisors after each session, as well as facilitated discussions to discuss supplemental readings and their …

Hands Of The Future, Inc.: Connecting Youth With Nature, Amee Waltman, Rebecca Busse

Engagement & Service-Learning Summit

No abstract provided.

Library Sprouts: Cultivating Innovative Partnerships For Early Learning, Mary Jane Eisenhauer

Engagement & Service-Learning Summit

No abstract provided.

Developing Social And Emotional Skills In Early Childhood Instruction: A Delphi Study, Tess Breen

Dissertations

Purpose: The purpose of this Delphi study was to explore social and emotional learning in early childhood instruction with an emphasis on identifying the methods expert early childhood teachers use to support and promote the development of empathy and emotion regulation, to have the teachers rate the impact of these methods, and to identify the specific activities used to implement the six most highly rated methods.

Methodology: This study utilized the Delphi method which is an iterative process used to collect and distill the judgments of experts using a series of questionnaires interspersed with feedback. Fourteen participants recommended strategies to …

The Interplay Between Early Childhood Education And Mental Health: How Students In An In-Service Early Childhood Teacher Education Program Experience Children With Mental Health And Behavioral Challenges In The Classroom, Katie Statman-Weil

Dissertations and Theses

All early childhood educators who work with children between birth and six years of age are likely to encounter young children who experience behavioral and mental health challenges throughout their careers. Research demonstrates that educators can play a vital role in children's mental health and behavioral development. However, often early childhood educators do not believe they have the knowledge or tools to accurately identify and successfully handle the unique challenges that arise when working with children with behavioral and mental health issues.

Using an Anti-Oppressive Framework, this research study explores, through a qualitative case study design, how students in an …