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Full-Text Articles in Early Childhood Education
Who Counts As A Writer? Examining Child, Teacher, And Parent Perceptions Of Writing, Anna H. Hall, Kelley M. White, Ying Guo, Andrea Emerson
Who Counts As A Writer? Examining Child, Teacher, And Parent Perceptions Of Writing, Anna H. Hall, Kelley M. White, Ying Guo, Andrea Emerson
Publications
The current study used a mixed method design with 245 preschool children, 255 teachers, and 156 parents. Researchers interviewed children and surveyed teachers and parents about their perceptions of preschool children’s writing abilities and developmental writing stages. The results of the study showed that each group defined writing differently and parents were less likely to have positive perceptions about preschool children’s writing abilities than children and teachers. Correlation analysis demonstrated that teacher and parent perceptions of children’s writing abilities were not related to children’s own perceptions of their writing abilities in this study. This study illuminates that alignment of home …
New York City Pre-K Leadership Study, Veronica Benavides, Faith Lamb-Parker, Sheila Smith
New York City Pre-K Leadership Study, Veronica Benavides, Faith Lamb-Parker, Sheila Smith
All Faculty and Staff Papers and Presentations
Presents key findings from a study of New York City pre-K leaders that evaluated how leaders support teachers and what factors help or hinder leaders’ efforts to positively impact learning for all children.
The Effects Of Songs On Hmong Vocabulary Acquisition, Julie Thao
The Effects Of Songs On Hmong Vocabulary Acquisition, Julie Thao
Masters of Arts in Education Action Research Papers
This action research assessed the effects of singing a song to learn language in a bilingual classroom. The research took place at a bilingual Hmong-English Montessori preschool program. 28 preschool-aged children participated in the research which was conducted over five weeks. Data sources included a parent questionnaire, vocabulary pre-test, vocabulary post-test with a follow-up conversation, daily observation logs, and tally sheet. The children were taught 16 Hmong vocabulary words with half the words sung to the tune of a common children’s song and the other half by simple reciting. The results from the vocabulary post-test showed that there was an …
A Phenomenological Study Of The Implementation Of Developmentally Appropriate Practices Of Highly-Skilled Teachers In School-Based, Early Education Settings, Julie R. Ritter
All Graduate Theses, Dissertations, and Other Capstone Projects
High-quality instruction, especially for at-risk children, is what matters in early education (Brown, 2010; Chien et al., 2010; Goldstein et al, 2013; Howes et al., 2008; Reynolds et al., 2014). Developmentally appropriate practice (DAP) is identified in research as a feature of high-quality instruction and best practice in early education (Squires, Pribble, Chen, & Pomés, 2013). Using transcendental phenomenology, this study identified the beliefs and practices of early education teachers in Minnesota school-based PreK-4 programs and their alignment to DAP principles, guidelines, and teaching strategies as defined by the National Association for the Education of Young Children (2009). By investigating …