Education Commons^™

Humor And Laughter As Intentional Teaching Strategies: Professional Development For Early Childhood Educators, Rebecca Ellen Fish Hegstad

Graduate Teacher Education

Research has shown that humor and laughter benefit young children’s social-emotional development (Lovorn, 2008; Semrud-Clikeman & Glass, 2010). Humor and laughter also benefit teachers (Chaniotakis & Papazoglou, 2019). However, despite the benefits, research has also shown that teachers may be hesitant to use humor and laughter for fear of "losing control," not feeling inherently funny, and/or because teachers have not been taught how to use humor effectively (Chaniotakis & Papazoglou, 2019; Lovorn & Holaway, 2015). Cekaite and Andrén (2019) revealed that teachers in early childhood settings rarely responded to children’s laughter with laughter. The difference between teachers’ beliefs and practices …

How Can Professional Development For Early Childhood Educators On Trauma-Informed Practices Help Support Whole Child Development?, Kacy Carlson

Graduate Teacher Education

Research findings have indicated that early childhood educators are requiring additional knowledge and skills than what is currently provided to better support the development of young children after they have experienced a traumatic event (Alisic, 2012; Kim et al., 2021; Loomis & Felt, 2020). Approximately one in four children have experienced a traumatic event by the time they turn two years old (Loomis & Felt, 2020). This paper examined the impact of professional development opportunities for early childhood educators on trauma-informed practices to better support the whole child. In addition to professional development opportunities, the research suggested that curriculum enrichment …

Strategies For Supporting Professional Growth In Early Childhood Team Members, Kristin Goetz

Graduate Teacher Education

Early childhood education (ECE) teachers, including pre-service and in-service workers, have reported the need for ongoing professional development support (Boyer, 2004; Buettner, Hye Hur, Jeon & Andrews, 2016; Brown, Cheddie, Horry, & Monk, 2017). Specific targeted support for professionalism was addressed as a retention strategy for the future of ECE (Boyer, 2004). The lack of consistent minimum qualifications for ECE teachers has contributed to a number of teachers in the field having little understanding regarding professionalism as a whole when teacher careers commence. The quality of learning and teaching in the classroom has been said to be largely determined by …

How Can Early Childhood Educators Promote Equitable Outcomes Through Trauma-Informed Practice?, Elizabeth Terry

Graduate Teacher Education

An abundance of research acknowledges the effects of trauma on children from an early age. Prolonged and severe trauma in early childhood can lead to adverse outcomes in important areas of development, such as one’s physical, mental, and social-emotional well-being (Morsy and Rothstein, 2019). Children present school systems and educators with the task of addressing this important, but infrequently considered issue. Trauma has lasting effects regardless of age, but the impacts of trauma during childhood are especially profound during such formative years. Children require safe spaces to learn and flourish as individuals, therefore it is important that early childhood educators …

Practice-Based Coaching And Early Childhood Professional Standards In A Diverse Field, Julie Betthauser

Graduate Teacher Education

Abstract

The field of early childhood education has long relied on professional development strategies to support teachers with varying degrees of education who enter the field from a variety of disciplines. Research indicated educators needed intensive and individualized professional development efforts that were integrated into daily practice (Rodgers, Kennedy, VanUitert, & Myers, 2019). Practice-based coaching has been used as a professional development strategy in early childhood classrooms to develop educators’ knowledge and skills in best practices for young children. Thirty-two empirical studies conducted since 2011 on the process, effectiveness, and assessment of practice-based coaching were reviewed to identify coaching components, …

A Phenomenological Investigation Of Early Childhood Education Preparation And Experiences Of California Certificated Elementary School Educators Assigned To Transitional Kindergarten, Elizabeth A. Golchert

CUP Ed.D. Dissertations

This dissertation represents original, independent research that is a contribution of new knowledge to the field of educational practice. As a new phenomenon in the California public school system, transitional kindergarten (TK) is now bringing about a closer look by researchers at legislative practices, TK program implementation, local school district policies, teacher preparation, and teacher implementation of best practices related to the education of children of approximately four years of age. The purpose of conducting this study was to broadly examine these topics, but more specifically, investigate the problem of children being assigned to teachers who do not have the …