Teaching For Tomorrow: An Exploratory Study Of Prekindergarten Teachers’ Underlying Assumptions About How Children Learn,
2017
Portland State University
Teaching For Tomorrow: An Exploratory Study Of Prekindergarten Teachers’ Underlying Assumptions About How Children Learn, Erin E. Flynn, Rachel E. Schachter
Department of Child, Youth, and Family Studies: Faculty Publications
This study investigated eight prekindergarten teachers’ underlying assumptions about how children learn, and how these assumptions were used to inform and enact instruction. By contextualizing teachers’ knowledge and understanding as it is used in practice we were able to provide unique insight into the work of teaching. Participants focused on children’s ability to remember information, frequently through engagement and repetition. Teachers also anticipated what children would be learning in the early elementary years and taught that content, yet they did not necessarily expect children to remember the information, or even know if children learned the information. Implications for the design …
Evidence-Based Assessment In Adapted Physical Education-Cognitive Outcomes: A Meta-Analysis,
2017
Humboldt State University
Evidence-Based Assessment In Adapted Physical Education-Cognitive Outcomes: A Meta-Analysis, James Robert Kunkel
Cal Poly Humboldt theses and projects
There is little data to show evidence-based practices in adapted physical education and whether or not such practices are successful. Currently there is a lack of information on the frequency of which assessments are being administered, on the disabilities that are being assessed or should be assessed during each test, and on the uses for which assessments are being conducted. The aim of this paper is to assess and synthesize all evidence-based practices on cognitive outcomes in adapted physical education using a meta-analysis. Data was sourced from computerized searches using the following databases: SPORT Discus, PsycINFO, PsycARTICLES, Pub Med (Medline), …
Reducing Adolescent Anger And Aggression With Biofeedback: A Mixed-Methods Multiple Case Study,
2017
Antioch University Seattle
Reducing Adolescent Anger And Aggression With Biofeedback: A Mixed-Methods Multiple Case Study, Jedidiah S. Savard
Antioch University Dissertations & Theses
Adolescent anger, aggression, and violent outbursts are social problems significantly affecting each of us. Individual therapeutic management of pathological anger is treated in various ways depending on practitioners’ theoretical orientations and competency levels. Popular psychological individual and group therapies addressing anger and aggression in adolescents focus primarily on cognitive-behavioral techniques that manage anger’s symptoms. Evidence-based cognitive-behavioral therapies often require clients to self-identify emerging antecedents of anger without assistance; such therapies employ predetermined strategies to assist the client to emotionally de-escalate prior to an angry or aggressive episode. However, cognitive responses to an emotional upheaval stemming from an emergence of anger …
Attune With Baby: An Innovative Attunement Program For Parents And Families With Integrated Evaluation,
2017
Antioch University Seattle
Attune With Baby: An Innovative Attunement Program For Parents And Families With Integrated Evaluation, Sara Beth Lohre
Antioch University Dissertations & Theses
Infants speak in their own language; sounds, screeches, cries, and howls that help them to communicate their caregiving needs. Unaware, parents may develop a checklist of caregiving approaches to the baby. The infant tells the adult directly what they need, and waits for the parent to respond. Infant talk may change from soft and quiet to loud and aggressive; coos and cries become crying and screams as the infant’s caregiver—communicating the intensity of emotion, urgency of their request, or their frustration with varied and sometimes inadequate, failed, or missing caregiving patterns the infant has no choice but to accept. When …
Constructing A Sense Of Story: One Block At A Time,
2017
Touro College
Constructing A Sense Of Story: One Block At A Time, Joanne M. Robertson-Eletto, Smita Guha, Marina Marinelli
Graduate School of Education Publications and Research
This photo essay focuses upon the literacy practices of two groups of preschoolers as they built, illustrated, and dictated stories in response to their participation in a “Castle Project.” Data, including literacy artifacts, photodocumentation, sociodramatic play scenarios, and conversations are qualitatively analyzed, coded, and evaluated over a three month period. We use a narrative approach to describe the three- and four-year-olds’ talk, actions, and ideas, and the ways block play facilitated their sense of story and motivation to write. We suggest a reciprocity of thinking between the building and composing processes. Preschoolers’ story ideas, we deduce, were conceptualized and rehearsed …
A Review Of Video Modeling To Teach Social Skills To Preschoolers With Asd,
2017
University of Kentucky
A Review Of Video Modeling To Teach Social Skills To Preschoolers With Asd, Jordan Brovelli
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of this comprehensive literature review is to evaluate if existing research studies have produced substantial evidence to determine if the use of video modeling is as an evidence based instructional tool to teach social skills to preschool aged children with autism spectrum disorder. Literature was reviewed against standards suggested by What Works Clearinghouse for being an evidence-based practice. Based on the criteria set by What Works Clearinghouse for examining experimental rigor, evidence, and the requirements for practices being considered an evidence base, video modeling to teach this population of students social skills is not an evidence-based practice at …
Parent-Child Interaction : How It Impacts Language And Literacy Skills,
2017
University of Northern Iowa
Parent-Child Interaction : How It Impacts Language And Literacy Skills, Angie Thurman
Graduate Research Papers
The purpose of this review is to examine the importance of parent-child interaction in children ages birth through five-years old. The review focuses on how these interactions impact literacy and language skills in young children. Parent interventions and strategies to help children grow in the areas of literacy and language are also highlighted. The conclusion of this review includes recommendations for parents and teachers as well as suggestions for future research.
Foundation For Analysis Of Early Childhood Intervention For Hearing Loss: Birth To Three,
2017
The University of Akron
Foundation For Analysis Of Early Childhood Intervention For Hearing Loss: Birth To Three, Katherine E. Fike
Williams Honors College, Honors Research Projects
The purpose of this study is to create a foundation for the analysis of early intervention programs for children ages birth to three, with hearing loss. By providing a guide into intervention currently available in the state of Ohio following the public law requirements, parents of children with hearing loss will be better informed and more capable of providing tools to help their children excel. This paper will simplify the language of Ohio public laws regarding services for hearing impaired individuals, explain the benefits of early intervention, and present information on how to locate resources in each county. The paper …
The Socioeconomic Effect Of The Third Grade Reading Guarantee,
2017
The University of Akron
The Socioeconomic Effect Of The Third Grade Reading Guarantee, Savannah R. Shoaff
Williams Honors College, Honors Research Projects
In the state of Ohio, the Ohio Department of Education issues a requirement to all third grade classrooms in the state that they must administer a reading diagnostic to every third grade student; they have entitled this movement as the “Third Grade Reading Guarantee”. This style of testing requires every third grader in the state of Ohio to achieve a “Promotion Score” in order to then progress to their next grade the following year. If students fail to pass their reading diagnostic, they are not considered nor labeled “On Track”, and, thus, cannot move on to the fourth grade. This …
Vocabulary Matters : Why Vocabulary Instruction Is Important And How To Implement Quality Instruction In Preschool,
2017
University of Northern Iowa
Vocabulary Matters : Why Vocabulary Instruction Is Important And How To Implement Quality Instruction In Preschool, Melanie Blocker
Graduate Research Papers
This review examined why vocabulary instruction is important in preschool, and ways that a teacher can implement quality vocabulary instruction into the classroom. The review describes why vocabulary instruction is crucial in preschool, and then provides five different ways that a teacher can implement vocabulary instruction into the preschool classroom. Vocabulary instruction is valuable as it builds the foundation for later reading skills, such as comprehension. The conclusion of this literature review provides recommendations on how to implement vocabulary instruction into preschools, educational policies, and teacher practices.
Constructing A Sense Of Story: One Block At A Time,
2017
Touro College
Constructing A Sense Of Story: One Block At A Time, Joanne Robertson-Eletto, Smita Guha, Marina Marinelli
The Language and Literacy Spectrum
This photo essay focuses upon the literacy practices of two groups of preschoolers as they built, illustrated, and dictated stories in response to their participation in a “Castle Project.” Data, including literacy artifacts, photodocumentation, sociodramatic play scenarios, and conversations are qualitatively analyzed, coded, and evaluated over a three month period. We use a narrative approach to describe the three- and four-year-olds’ talk, actions, and ideas, and the ways block play facilitated their sense of story and motivation to write. We suggest a reciprocity of thinking between the building and composing processes. Preschoolers’ story ideas, we deduce, were conceptualized and rehearsed …
Classroom Readiness For Successful Inclusion: Teacher Factors And Preschool Children’S Experience With And Attitudes Toward Peers With Disabilities,
2017
University of Oklahoma
Classroom Readiness For Successful Inclusion: Teacher Factors And Preschool Children’S Experience With And Attitudes Toward Peers With Disabilities, Kyong-Ah Kwon, Soo-Young Hong, Hyun-Joo Jeon
Department of Child, Youth, and Family Studies: Faculty Publications
The current study examined (1) associations among teachers’ experiences regarding children with disabilities (i.e., education, specialized training, years of work experience), their attitudes toward disabilities, and their classroom practices in relation to inclusion and (2) associations among children’s attitudes toward peers with disabilities and child and teacher factors. Ninety-one 4- and 5-year-old children participated in an interview, and their teachers completed a survey. Teachers’ specialized training and bachelor’s degree in early childhood education (ECE) were positively associated with their inclusive practices in the classroom; teachers’ bachelor’s degree in ECE and experiences working with children with disabilities were positively associated with …
“I Have A Hippopotamus!”: Preparing Effective Early Childhood Environmental Educators,
2017
University of Nebraska-Lincoln
“I Have A Hippopotamus!”: Preparing Effective Early Childhood Environmental Educators, Julia C. Torquati, Jennifer Leeper Miller, Erin Hamel, Soo-Young Hong, Susan Sarver, Michelle Rupiper
Department of Child, Youth, and Family Studies: Faculty Publications
This article describes an early childhood teacher-preparation program that infuses environmental education and nature experiences into courses, practicum, and student-teaching experiences. Program philosophy, pedagogy, materials, and methods are described and linked to the Early Childhood Environmental Education Programs: Guidelines for Excellence, the Guidelines for the Preparation and Professional Development of Environmental Educators, and state-level early learning guidelines that focus on connecting young children with nature. Preservice teachers build knowledge, skills, and dispositions for effective environmental education beginning from an awareness level and progressing to application and refinement. The value of nature is communicated explicitly and implicitly throughout the program. Preliminary …
Multiple Perspectives On Cognitive Development: Radical Constructivism, Cognitive Constructivism, Sociocultural Theory, And Critical Theory,
2017
University of South Carolina - Columbia
Multiple Perspectives On Cognitive Development: Radical Constructivism, Cognitive Constructivism, Sociocultural Theory, And Critical Theory, Meir Muller, Kelley E. Buchheister, Gloria Boutte
Department of Child, Youth, and Family Studies: Faculty Publications
This multi-vocal article represents the work of three teacher educators. In conjunction with Glasersfeld’s (1996) description of Radical Constructivism, we agree that any theory “cannot claim to be anything but one approach to the age-old problem of knowing. Only its application in contexts where a theory of knowing makes a difference can show whether or not it can be considered a viable approach.” (von Glasersfeld, 1996, p. 309). In this conceptual piece, we examined the relationship between Radical Constructivism and three distinct, yet sometimes overlapping, theories: 1) Cognitive Constructivism 2) Sociocultural Theory; and 3) Critical Theory. First, we discuss the …
Predictors Of Bullying Role Behavior In Preschool,
2017
Eastern Illinois University
Predictors Of Bullying Role Behavior In Preschool, Kristen Kocher
Masters Theses
No abstract provided.
An Examination Into The Instruction Of The Alphabet During Preschool Years,
2017
Eastern Illinois University
An Examination Into The Instruction Of The Alphabet During Preschool Years, Amanda Titus
Masters Theses
Instruction of the letters of the alphabet is a controversial topic among early childhood educators. Not only is it debated whether letter instruction is developmentally appropriate but there is then the discussion concerning how the letters are best taught once a program deems it is developmentally appropriate. In this study, 87 children were assessed at two separate times during the school year to determine a method of instruction that proved most effective. The study took place over three consecutive school years. The first year, 27 students were exposed to alphabetic instruction through a combination of music and mnemonic device assisted …
Infants, Toddlers And Mobile Technology: Examining Parental Choices And The Impact Of Early Technology Introduction On Cognitive And Motor Development,
2017
Wilfrid Laurier University
Infants, Toddlers And Mobile Technology: Examining Parental Choices And The Impact Of Early Technology Introduction On Cognitive And Motor Development, Karin Archer
Theses and Dissertations (Comprehensive)
Despite recommendations of no screen time for children under the age of 2, parents are introducing mobile technology to their children at very young ages (Rideout, 2013). While research on television use has found negative impacts in all areas of development (Barr, Lauricella, Zack & Clavert, 2010), research has yet to investigate the impact of mobile technology use with very young children. The current set of 3 studies included interviews, a survey, and direct observations of parents using mobile technology with children 1 to 2 years of age. The main finding across all studies was that parents introduce mobile technology …
Early Childhood Development And The Law,
2017
Columbia Law School
Early Childhood Development And The Law, Clare Huntington
Faculty Scholarship
Early childhood development is a robust and vibrant focus of study in multiple disciplines, from economics and education to psychology and neuroscience. Abundant research from these disciplines has established that early childhood is critical for the development of cognitive abilities, language, and psychosocial skills, all of which turn, in large measure, on the parent-child relationship. And because early childhood relationships and experiences have a deep and lasting impact on a child’s life trajectory, disadvantages during early childhood replicate inequality. Working together, scholars in these disciplines are actively engaged in a national policy debate about reducing inequality through early childhood interventions. …
Prep-Kindergarten Teachers' Beliefs : Basic Skills Versus Child-Centered Orientation,
2017
University of Northern Iowa
Prep-Kindergarten Teachers' Beliefs : Basic Skills Versus Child-Centered Orientation, Katie Stundahl
Graduate Research Papers
This research paper is a partial replication of the Stipek and Byler (1997) study, "Early childhood education teachers: Do they practice what they preach?" The study focuses on teachers' beliefs, goals, standardized testing, and parental pressures of early childhood education. Results of this study revealed prep-kindergarten teachers from the state of Iowa believe social skills are the most important goal of their programs. This confirms the literature review of what is developmentally appropriate for early childhood classrooms. Nearly all teachers in this study reported that they believed their programs to be appropriate for young children and that parental pressure regarding …
Play-Based Early Childhood Classrooms And The Effect On Pre-Kindergarten Social And Academic Achievement,
2017
University of Northern Iowa
Play-Based Early Childhood Classrooms And The Effect On Pre-Kindergarten Social And Academic Achievement, Amy Mcginn
Graduate Research Papers
The purpose of this literature review is to examine the effects of a play-based early childhood curriculum on the academic and social development of pre-kindergarten children. The findings in this literature review examine the relationships between free play, social skills, and academic outcomes in the early years of school. The reviewed research suggested a positive correlation between free play in early childhood and future school success in literacy and social development. The conclusion of this review includes recommendations for improving teacher practices and educational policies.
