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Professional Development Impact On Quality Interactions In Home-Based Early Childhood Settings, Theresa Peplinski
Professional Development Impact On Quality Interactions In Home-Based Early Childhood Settings, Theresa Peplinski
Graduate Teacher Education
Recent literature was examined to explore the relationship between professional development and quality interactions in home-based early childhood settings. Home-based child care was identified as a setting preferred by parents (Melvin et al., 2022). However, the educators in these settings often worked alone, worked long hours, and were less likely to have a degree than educators in other early childhood settings (Durden et al., 2016). The understanding of what constituted quality in these under-recognized settings was more challenging to quantify and less studied than quality in other early education settings (Han et al., 2021). A thorough literature review was conducted, …
How Can Early Childhood Educators Promote Equitable Outcomes Through Trauma-Informed Practice?, Elizabeth Terry
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 …
School-Family Partnerships And Teachers, Parents And Children, Anna L. H. Wieser
School-Family Partnerships And Teachers, Parents And Children, Anna L. H. Wieser
Graduate Teacher Education
Early childhood educators are bound by ethical duty and guided by developmentally appropriate practice to foster opportunities for meaningful parent involvement that contributes to building partnerships with families. However, misalignment of state standards and national expectations send mixed messages about how early childhood educators can effectively engage parents and families and cultivate school-family partnerships. This paper synthesized a collection of quantitative, qualitative, mixed method, meta-synthesis, and meta-analysis studies concerning the relationship between parent involvement, children’s learning and development, and school-family partnerships. The studies examined support the idea that parent involvement was a significant contributor to young children’s learning and development …
How Can Play-Based Teaching Strategies Increase Healthy Development Of Kindergarten Students?, Melissa Schooley
How Can Play-Based Teaching Strategies Increase Healthy Development Of Kindergarten Students?, Melissa Schooley
Graduate Teacher Education
Kindergarten’s original intention was to be a place where young children could learn and grow through a natural and playful setting. Kindergarten was designed to be a place where children could use various play materials to experiment with and learn about the world around them, all with minimal adult participation (Pyle, Prioletta, & Poliszczuk, 2018). However, with the greater demand on academic learning, assessments, and mandated benchmarks, play and exploration in the kindergarten classroom have diminished. Kindergartners are forced to learn through manners that are not developmentally appropriate, and it has been shown to have detrimental effects on children’s physical …
The Impact Of Social-Emotional Development In Preschool, Gena Jadwin
The Impact Of Social-Emotional Development In Preschool, Gena Jadwin
Graduate Teacher Education
The development of children’s cognitive and social-emotional learning is of significant importance in education, specifically in early childhood education. Early childhood administrators, educators, and support staff have noticed an increase in the amount of students displaying underdeveloped or lacking social-skills within preschool classrooms. This paper will analyze and summarize research to explain the relationship between social-emotional skills and temperament, classroom environment, and educational outcomes in preschool aged students. It was found through research that a lack of social-emotional understanding and skills was impactful to a child’s future emotional responses and academic achievement. In order for leaders to best prepare teachers …