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Full-Text Articles in Early Childhood Education
Impact Of An Emergent Reading Skills Intervention On Letter Recognition And Phoneme Identification In Pre-Kindergarten Children, Laura K. Simmons
Impact Of An Emergent Reading Skills Intervention On Letter Recognition And Phoneme Identification In Pre-Kindergarten Children, Laura K. Simmons
LSU Master's Theses
Research in the field of early literacy has demonstrated that letter recognition and phoneme identification are two necessary components of emergent reading skills (Casbergue & Strickland, 2016). Emergent literacy refers to the reading and writing skills that young children develop prior to learning traditional literacy skills and has been linked to increased literacy achievement (Justice & Pullen, 2003). This study focused solely on emergent reading skills. The purpose of the present study was to determine the effects of a targeted multi-sensory intervention on the emergent reading skills of letter recognition and phoneme identification using a multiple baseline design (Kazdin, 2011). …
How Teachers Identify Characteristics Of The Reggio Emilia Philosophy In Practice: A Case Study, Autumn E. Smith
How Teachers Identify Characteristics Of The Reggio Emilia Philosophy In Practice: A Case Study, Autumn E. Smith
LSU Master's Theses
The Reggio Emilia philosophy has been guiding early childhood practices since its development by Loris Malaguzzi in 1963. Originating in Reggio Emilia, Italy, this approach to early childhood education emphasizes building and nurturing relationships between the adult and child. This philosophy is guided by eight core tenets – The Environment as the Third Teacher, 100 Languages of Children, Long-Term Projects, Teacher-Researcher, Image of the Child, Negotiated Learning, Documentation, and Social Relations. Research shows that young children’s engagement with the Reggio Emilia approach benefits their academic, cognitive, and social-emotional development. However, there is currently no school accreditation or teacher certification …
Using Mindfulness Practices To Increase Self-Regulation In Pre-Kindergarten And Kindergarten-Aged Children, Ellyn E. Culotta
Using Mindfulness Practices To Increase Self-Regulation In Pre-Kindergarten And Kindergarten-Aged Children, Ellyn E. Culotta
LSU Master's Theses
BACKGROUND: Self-regulation is identified in the literature as an early predictor of later life success and an important skill that develops over the course of a lifetime beginning in early childhood (Flook et al., 2015; Montroy et al., 2016; Murray et al., 2017). OBJECTIVE: The purpose of this research study was to assess whether direct instruction of Mindfulness Practices, such as guided meditation and yoga poses (Lee et al., 2020; Poehlmann-Tynan et al., 2016; Zelazo et al., 2012) would increase self-regulatory behaviors, such as impulse control, emotion regulation, and problem-solving in pre-kindergarten and kindergarten aged children. METHOD: Target children were …