Early Childhood Education Commons^™

Exploring Teacher Perceptions: A Comparative Analysis Of Departmentalized And Self-Contained Instructional Models In First And Second Grades, Jason R. Trotter

College of Graduate Studies: Theses & Dissertations

This qualitative multiple-case study examined the perceptions of first- and second-grade teachers who have taught in both the departmentalized and traditional self-contained instructional models. The study explored teachers’ perceived advantages and disadvantages of each model, examined how their experiences within each model influenced instructional strategies and classroom management approaches, and assessed their perceived impacts on student engagement and learning outcomes. Each grade level was a bounded case. This study was conducted at a Title I elementary school in Southeast Georgia, where both models were implemented.

Guided by social constructivism, semi-structured interviews were conducted with seven teachers (four first-grade and three …

Seeing Through Their Lenses: Perspectives Of Kindergarten Teachers On Implementing Purposeful Play For Children’S Academic And Developmental Learning, Subarna Basu

West Chester University Graduate Theses, Dissertations, and Final Projects

The purpose of this study was to examine the kindergarten teachers’ perceptions of using purposeful play for children’s academic and developmental learning, and the benefits and challenges they perceive in implementing purposeful play. The study utilized a qualitative, visual arts-based, participatory action research (PAR) design, in the form of Photovoice methodology. This qualitative study focused on the kindergarten teachers’ lived experiences and voices on the importance of implementing purposeful play and employed Paulo Freire’s Critical Pedagogy and Constructivist theories. Utilizing this methodology, six kindergarten teacher participants collected photographs based on photo prompts, provided narratives to their photographs, and reflected and …

From Pañales To Partnership: An Ethnographic Investigation Of Knowledge, Gender, And Power Within A Family Literacy Program, Sara Mohler

West Chester University Graduate Theses, Dissertations, and Final Projects

Within research on family literacy programming (Lynch & Prins, 2021), few studies bring together assets-based perspectives on knowledge and power alongside critical feminist lenses. This qualitative case study (Dyson & Genishi, 2005; Yin, 2018) informed by ethnography (Alonso Bejarano et al., 2019; Desmond, 2014; Günel & Watanabe, 2024) aimed to understand the culture of one family literacy program serving primarily Mexican-American families, named here the Treehouse Preschool, giving particular attention to the intersecting elements of knowledge, gender, and power as they are enacted across the roles and relationships of families and personnel participating in in the program. Data for this …

Supporting Early Literacy In Preschool: The Influence Of Activity Settings, Shared Reading, And Teacher–Child Interactions, Megan Turnquist

All Electronic Theses and Dissertations

This literature review explores current research about the activities and settings currently in place in preschool classrooms across North America. While a majority of the preschool day is spent in whole-group and free-choice activities, research indicates that instruction provided in small groups and book reading are two important ways to harness engagement and deliver high-quality instruction. Different kinds of teacher-child interactions during book reading can support the development of crucial early literacy skills, such as vocabulary and print knowledge. While time spent on literacy content varied widely across classrooms, teachers responded well to training in both print referencing and dialogic …

Implementing Restorative Practices For Girls In Elementary School Classrooms: A Participatory Action Research Approach, Mellissa Douglas

Dissertations of Practice

This participatory action research study examined how varying approaches to implementing restorative practices, together with teacher collaboration and influence, support resilience, enhance communication, establish healthy boundaries, encourage accountability, and build confidence among elementary school girls ages 8–10. Two third-grade teachers, three fourth-grade teachers, and three fifth-grade teachers in a midwestern elementary school implemented restorative practices through proactive circles or conferences over the course of forty school days. The eight teacher participants recorded the implementation of restorative practices in an action research journal, field notes, and photographs, and they collaborated to discuss strengths, areas in need of support, and next steps. …

Child Care Directors' Perspectives On Inclusion And Classroom Performance On Quality Rating Observation Measures, Dana C. Childress, Kristen Ingram, Ann Maydosz, Jonna L. Bobzien

Human Movement Studies & Special Education Faculty Publications

This research examined child care center directors’ perceptions of inclusion, specifically related to staff’s knowledge and skills of how to care for infants, toddlers, and preschoolers with developmental delays and disabilities. They were also asked if their center’s ability to care for these children could affect performance on classroom observation measures such as those included in quality rating and improvement systems (QRIS). Two hundred forty-four directors in one southeastern state in the United States responded to a cross-sectional, electronic survey and provided the following insights: (1) staff were likely to have at least some knowledge of how to include and …

Play-Based Learning In Private International Preschools In Cairo: Teachers' Perspectives, Kesha L. Stovall

Theses and Dissertations

This thesis explores how play-based learning is practiced and contextualized in private, international preschools in Cairo, Egypt through the perspective of teachers. It calls upon both historical and contemporary theories of play and play pedagogies ranging from the times of Plato and Al-Farabi to the 21st century with Montessori and Dewey. Using a contemporary theory of play presented by Stuart Lester and Wendy Russell as a guiding framework, it examines how play and play-based learning are implemented, shaped and even challenged in a Cairene context. These contexts include sociocultural factors such as parents’ expectations and aspirations, institutional barriers, teacher development …

Early Math Readiness And Later Achievement: A Longitudinal Study, Bailey Bontrager

Theses and Dissertations

The current body of literature provides much evidence that mathematics skills at the start of kindergarten are predictive of later mathematics achievement, and that students enrolled in early childhood education (ECE) programs are better prepared for mathematics at the start of kindergarten. However, the potential for children to develop mathematical skills prior to entering kindergarten relies on access to ECE programs and resources in families’ surrounding communities. Recent use of geospatial data collection techniques and measures of community resource availability have enabled researchers to examine specific localities for the ways in which community organizations and institutions support residents in particular …

Foreign-National Families, Education, And Parenting: Unpacking The Influence Of Cultural Transitions On Child-Rearing And Expectations, Yuqi Zhang

Theses and Dissertations

This qualitative study examines how highly skilled foreign-national parents navigate parenting and educational decision-making within the context of cultural transition in the United States. While existing research on foreign-national parenting has largely focused on socioeconomically disadvantaged populations, less is known about families who possess substantial educational and professional capital. Despite these advantages, these parents encounter unique challenges related to institutional navigation, identity negotiation, and social constraints. Guided by Bronfenbrenner’s bioecological theory, Coleman’s social capital theory, Berry’s acculturation framework, and Yosso’s community cultural wealth model, this study explores how cultural background and migration experiences shape highly skilled foreign-national families’ parenting beliefs …

The Role Of Kindergartens In Promoting Educational Moral Values In Children Through Storytelling, Reem Al-Hajj, Marwan Abu-Alrob, Osama Tawfeeq Jarrar

Australian Journal of Teacher Education

This study examines the role of kindergartens in promoting educational moral values in children through storytelling. The research employs a quantitative approach with questionnaires as a study tool. The study sample, selected randomly, consists of 135 kindergarten teachers from Jenin Directorate, Palestine, analyzed using Structural Equation Modeling (Smart-PLS4). The results show that kindergartens have a significant role in fostering educational moral values through storytelling, supported by strong path coefficients (e.g., β = 0.361, p = 0.002 for proposed suggestions) and a high explained variance (R² = 0.673). This framework, which positions children as active meaning-makers rather than passive recipients of …

Music And Language Arts Integration And Its Impact On Reading Comprehension: A Social Action Research Study, Felisha L. Coady

Antioch University Dissertations & Theses

This action research study examines the interconnectedness of music and language arts, specifically focusing on reading comprehension. In this study, a program called Music Connections was developed and used as a pilot to improve reading comprehension skills in primary education. The targeted population of the Music Connections program was 30 third-grade students in an inner-city school in Ohio. After six weeks of reteaching concepts through the Music Connections program, students were given a second interim with these concepts to show results and mastery. Data from this study showed that students who participated in the Music Connections program (Group A) grew …

Early Childhood Educators' Experiences With Autistic Students: A Qualitative Study Of Challenges And Strategies, Sarah Yang

Graduate Masters Theses

Early childhood education is a vital early learning context for children ages 2-5 years old, encompassing some of their most formative years of life. Autistic children, however, are expelled from early childhood education programs at disproportionately high rates—a troubling trend that points to a broader picture of how early education environments lack the support and structure that young autistic children need to succeed. Early childhood educators (ECEs) are fundamental in shaping these early education environments and autistic children’s experiences within them. However, while most ECEs want to include autistic children in their classrooms, past research indicates they feel like they …

Using The Practice Based Coaching Model For Professional Development In Head Start Programs, Julia Cuevas Guerra

Human Development and School Services Faculty Publications

A mixed-methods descriptive single-case research design explored the effects of implementing the Practice-Based Coaching (PBC) model at a South Texas Early Head Start Center. Three bilingual coaches used the Practiced-Based Coaching model to provide professional development on emergent biliteracy instruction for three bilingual teachers of 2- to 3-year-olds. Coaches and teachers used reflexive journals, focus groups, pre- and post-observation checklists, and surveys to share their views and experiences with the Practice-Based Coaching model. Results showed the Practice Based Coaching model is effective teacher and coach training. The model’s ripple effect fostered a coach-teacher collaboration via social learning, boosting teachers’ emergent …

Implementing The Practice Based Coaching Model For Inclusion In Early Childhood Education, Julia Cuevas Guerra

Human Development and School Services Faculty Publications

This mixed method descriptive single case research explored the effects of implementing the Practice-Based Coaching (PBC) model at an Early Head Start Center in South Texas. The Practice-Based Coaching model provided professional development by three bilingual coaches to three bilingual teachers of young children ages 2-3 about emergent biliteracy instruction. Data was collected from coaches and teachers through reflexive journals, focus group interview, pre and post observation checklists and surveys to get their perceptions and experiences with the Practice-Based Coaching model. The findings showed the Practice Based Coaching model is an effective learning practice for teachers and coaches. The model …

Factors Affecting Timely Intervention For Children Who Are Deaf Or Hard Of Hearing: Perceptions Of Texas Early Intervention Providers, Julianna C. Wanek, Sandy K. Bowen

Journal of Early Hearing Detection and Intervention

The purpose of this study was to investigate the perceptions and experiences of early childhood intervention (ECI) professionals concerning timely intervention for children who are deaf or hard of hearing (DHH) in Texas. The data for this study was collected through semi-structured, qualitative interviews of 10 ECI practitioners in Texas. Interview data analysis followed the six-phase framework of Thematic Analysis. The data collected identified three major themes: (a) roles and responsibilities, (b) family attributes and experiences, and (c) “deaf” is different. Overall, the findings reveal that the referral and service process for infants and toddlers who are DHH in Texas …

Examining The Effects Of Video Modeling To Enhance Culturally Specific Social Greeting Skills In Preschoolers With Asd In Saudi Arabia, Sarah Alzahrani

Electronic Theses and Dissertations

A lack of social communication skills, including initiation and responding, has been a prominent characteristic of children diagnosed with ASD (Kanner, 1943; Kroeger et al., 2007). Enhancing these skills in children with ASD during early childhood is crucial to their future relationships, friendships, participation in communal activities, and overall lowering the likelihood of adverse long-term effects, giving significance to this age as a pivotal period for enhancing various skills (Hart Barnett, 2018). Failure to provide interventions to address social communication in children with ASD, specifically in cultures that value this skill, can impede their integration into that society. Thus, this …

Child Care For Student Parents: A Critical Discourse Analysis Of Policy And Politics In Nys, Elizabeth M. Starks

Electronic Theses and Dissertations

This policy analysis dissertation explores the complex and multifaceted challenges that exist within New York State’s early childhood care and education (ECCE) system by critically examining the amendment of one NYS social services law. Guided by Fairclough’s Critical Discourse Analysis, this study examines two research questions (under one overarching question):

1. What language and arguments are effective in making change in Early Childhood policy in NYS?
   1. What is the policy discourse surrounding the amendment of subdivision 1 of section 410-w social services law in NYS?
   2. What is the political discourse surrounding the amendment of subdivision 1 of section 410-w social services …

An Examination Of The Types Of Support Beginning Teachers In Public K-12 Schools Identify As Most Effective For Overcoming The Challenges They Encounter, Matthew S. Heckmann

Electronic Theses and Dissertations

This research study examines the types of support beginning teachers in public K-12 schools identify as most effective for overcoming the challenges they encounter. Self-Efficacy Theory (Bandura, 1977) serves as the theoretical framework guiding this research, aiming to understand how various types of support and challenges encountered impact the self-efficacy of beginning teachers. Through a qualitative phenomenological approach, individual semi-structured interviews were conducted with five beginning elementary teachers in Western Pennsylvania to explore the two research questions of this study through their lived experiences:

RQ1: What challenges do beginning K-12 public school teachers encounter early in their careers?

RQ2: Which …

Early Childhood Educators Around The City Struggle With Delayed Payments From The City, Shenal F. Tissera

Capstones

My story focuses on early childhood education centers and funding issues that teachers have gone through with the city. Many early education centers receive funding directly from the NYC Department of Education to operate and rely on such funding for rent, electricity and supplies. Since COVID, the city has had an issue with getting payments to these centers on time. My story focuses on a education center teacher and owner who dealt with these issues while going through personal tragedies. The problem is complex and has much to do with staffing shortages that are slowly getting back to pre-pandemic levels …

The Detrimental Impact Of Early Childhood Exposure To Pornography, Leica Marie Estomo

The Scholarship Without Borders Journal

As pornography continues to become more easily and readily accessible, children are at higher risk of viewing it. This work aims to investigate the destructive impact of premature exposure to pornography, and the negative perceptions of sex and decision-making towards it as a result. The operational definition used defines “early exposure” as prepubescents (children of elementary-grade school ages) viewing explicit material through involuntary and accidental initial engagement, and “decision-making” as moral agency and choice of response and action. The populations searched focused more on American culture and its lens on sex and pornography, with the incorporation of other cultural frameworks …