Early Childhood Education Commons^™

Stress In Educational Context, Sarah Matthews

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

This paper examines stress within educational contexts as a complex, relational, and systemic experience rather than solely a negative condition. Drawing on research related to stress perception, coping, leadership, trauma, and resource access, the paper highlights how stress affects educators, students, and families across early childhood and special education settings. Key themes include the role of perception in shaping stress responses, the impact of resource availability and socioeconomic factors, the transfer of stress within classroom environments, and the influence of leadership and organizational stability on teacher and student well-being. Using an ecological framework, the paper emphasizes that stress operates across …

Play As Research: What Teachers Can Learn By Watching Children Investigate, Kailey Price

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

This article invites educators to view children's play through the lens of play as research. Through the story of a classroom rock investigation and other everyday examples, it highlights how children naturally ask questions, test ideas, solve problems, and build understanding through play. Rather than seeing play as a break from learning, educators can learn to recognize the inquiry already taking place in moments such as digging in dirt, collecting natural materials, building structures, or investigating puddles after rain. The article introduces three simple reflection questions teachers can use to better understand children's thinking. It also describes practical ways to …

Beyond The Room Arrangement: Using The Environment As A Responsive Teaching Tool, Lydia J. Bingam, Carrie L. Ota

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

This article explores the classroom environment as a "third teacher," arguing that intentional design should extend beyond simple furniture organization to actively support children's relationships, curiosity, and learning. It emphasizes a responsive approach in which teachers move away from a one-and-done, adult-centered layout toward environments that evolve based on observations of children's emerging interests and needs. This piece offers actionable insights for low-barrier environmental adaptation, emphasizing that the most effective learning spaces are never truly "finished" but are subject to ongoing, intentional revision to better meet the needs of the children they serve.

Within The Making: Methodological Possibilities In Arts-Centred Research, Darlene St. Georges

Artizein: Arts and Teaching Journal

This editorial introduces the Fall 2026 tenth-anniversary issue of Artizein: Arts and Teaching Journal, exploring methodological possibilities within arts-centred research. It considers the dynamic relationship between methods and methodology, attending to how creative practices generate knowledge through material encounters, relational engagement, intuition, and uncertainty. Questions of methodological rigour, ethical responsibility, and pedagogical responsiveness are examined through a relational and decolonial orientation. The eight contributions extend these considerations across diverse artistic and educational practices, illuminating how methodologies emerge, evolve, and transform through the living processes of creative inquiry.Darlene St. Georges is an Associate Professor of Art Education at the University …

Psychological Stress And Its Relationship With Reading And Writing Difficulties Among Students In The Foundational Stage Of Basic Education, Dr. Ali S. Al Shuaili

International Journal for Research in Education

This study aimed to examine the relationship between psychological stress and early reading and writing skills among foundation stage students in Oman and to determine the predictive power of stress on overall literacy performance. A quantitative descriptive correlational design was employed. The sample consisted of 78 students (aged 6–10 years) selected through stratified random sampling from 11 schools during the second semester of the 2024/2025 academic year. The study utilized the Children’s Psychological Stress Scale (CPSS) and the Early Literacy Skills Instrument (ELSI), both demonstrating satisfactory psychometric properties in terms of validity and reliability. Results revealed statistically significant moderate negative …

"We Are Still Here”: Curating A High Quality Native American Children’S Book Collection For The Elementary Classroom, Lucia Benzor

Teaching Social Studies in the Peach State

Elementary social studies educators face many challenges in the classroom when teaching on the subject of Native Americans. In addition to outdated materials or a lack of resources that inaccurately depict Native Americans as well as stereotypes found in a variety of media, students are left with various misconceptions that they bring with them to the classroom. To begin to combat these hurdles, the author advocates for the use of high quality picture books written by Indigenous authors and shares a carefully curated list of texts and suggestions for classroom use. The list features both fiction and nonfiction that address …

School-Based Executive Function Guideline (Sb-Efg): A Practice Guideline For Executive Function Assessment And Intervention In School-Based Practice, Ida Koraitem, Amanda Sarafian, Lenin Grajo

The Open Journal of Occupational Therapy

Executive functioning (EF) is comprised of various cognitive skills, such as working memory, inhibitory control, and cognitive flexibility, which monitor and guide goal-directed behavior and set a foundation on which healthy development may occur. Although the impact of EF skills on school participation has increasingly been recognized over the years, there are limited occupational therapy models that help occupational therapists integrate EF intervention into school-based practice. Children with limitations in EF have unique needs and challenges that impact school participation; therefore, it is imperative that occupational therapists address EF in school-based practice. This author- developed practice guideline discusses essential elements …

But Mommy, I Can See!, Paul B. Freeman Od

Optometric Clinical Practice

Book Review: Slotnick S, But MOMMY, I can SEE! Illustrations Daniel W. Miller, Newman Springs; 2024. 76 pages, Paperback, $20.95, ISBN: 979-8-88763-556-9, Hardcover, $32.95, ISBN: 979-8-89617-040-2, eBook, $9.99, ISBN: 979-8-88763-557-6

Outcomes Of A Vision Care Program That Provides Comprehensive Eye Exams To Children Who Have Failed School Screenings In The San Antonio Northside Independent School District, Raelyn Ottenbreit Od, Timothy Wingert Od, Chantelle Ribisi Od, Elizabeth Marunde Od

Optometric Clinical Practice

Purpose: To determine the impact of a program that provides a comprehensive eye exam to children who failed a vision screening.

Method: Seven hundred seventeen students from the San Antonio Northside Independent School District (NISD) received a comprehensive eye examination. The records of these students were retrospectively analyzed to determine the impact of the exam on this population.

Results: The mean improvement in visual acuity after receiving a comprehensive eye exam at the Rosenberg School of Optometry was approximately five- and one-half lines of acuity. In addition to refractive error, other conditions related to eye coordination and ocular …

From Classroom Conversations To Public Dialogue: Preservice Teachers Engaging With Diverse Children’S Literature, Janell Pycior

Midwest Social Sciences Journal

Preservice teachers often engage with issues of diversity, equity, identity, and representation within the safety of their university classrooms; however, opportunities to extend these conversations into public and professional settings may be less common. This practice-based reflective article examines the experience of moving seven undergraduate preservice teachers enrolled in an upper-level Diversity in Children’s Literature course beyond their familiar classroom environment and into a professional academic conference. The students, majoring in early childhood, elementary, or special education and minoring in reading, participated in a roundtable discussion at the Indiana Academy of Social Sciences focused on diversity and representation in children’s …

Owning The Mission: Reconciling The Past, While Implementing The Science Of Reading In An Education Preparation Program, Paula J. Adams

Journal of Inquiry and Action in Education

This reflective inquiry examines the first year of a two-year initiative to more explicitly align an established educator preparation program with the Science of Reading (SoR). Situated within a small private university in New York State, the article considers implementation as both curricular revision and institutional change. The process included faculty professional learning, curriculum mapping, alignment of student learning outcomes, revision of common course assessments, development of SoR-aligned models of candidate work, and consideration of clinical experiences. Particular attention is given to tensions that emerged around policy fatigue, academic freedom and responsibility, differing professional cultures, candidates’ prior experiences with literacy …

When “No Referral” Does Not Mean “No Need”: Rethinking Mtss, Benchmark Data, And Early Literacy Support, Tevia Q. Strand

Essays in Education

This article examines what one school’s literacy data suggest about MTSS referral practices, benchmark interpretation, and early literacy support. Drawing on a local analysis of current third-grade students, the article reflects on a significant difference in Grade 3 reading outcomes between students who were referred to MTSS and those who were not referred for Tier 2 or Tier 3 support. At the same time, both groups demonstrated average reading performance below the Grade 3 40th-percentile benchmark, suggesting that literacy concerns extended beyond the students formally identified for intervention. Rather than presenting the study as a traditional research report, this essay …

More Than Just Blocks: Supporting Development Through Block Play In Early Childhood, Stephanie Szanter, Carrie L. Ota

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

Block play is much more than a classroom center; it is a place where children explore ideas, solve problems, communicate, and work together in meaningful ways. This article examines how block play supports children’s social-emotional, cognitive, physical, and language development through hands-on experiences that feel natural and engaging. Using classroom examples and current research, the article highlights how block play changes over time, how teachers can thoughtfully support and extend children’s thinking, and how simple adjustments to materials and setup can deepen learning. Rather than requiring elaborate activities, strong block play environments grow from careful observation, responsiveness, and an understanding …

When Children Cook: Food Experiences As Inquiry, Identity, And Learning, Marian S. Castillo, Carrie L. Ota

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

This article explores the transformative potential of integrating cooking experiences into early childhood classrooms, arguing that food preparation offers much more than a simple activity. By drawing on classroom narratives such as shared meal preparation and spontaneous scientific inquiry this piece illustrates how cooking serves as a catalyst for wonder, problem-solving, and collaboration. It highlights how food-based activities naturally bridge home and school environments, fostering a sense of belonging and cultural identity among young learners. Grounded in developmentally appropriate practice, this article examines the teacher’s role in facilitating these experiences, emphasizing the importance of responsive planning, observation, and valuing the …

More Than Storytime: Intentional Read-Alouds For Literacy Instruction And Formative Observation, Shelia Tate

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

Read-alouds have long been valued in early childhood classrooms for promoting engagement, enjoyment, and a love of reading. When intentionally planned, they can also reinforce foundational literacy skills and provide formative information about student understanding. This article examines how early childhood educators can move read-alouds beyond a familiar classroom routine by connecting them to specific literacy objectives and using student responses to guide subsequent instruction. The IPAQ process (Intentional Choice, Preplanning the Focus, Anticipating Misconceptions, and Questioning and Responses for Formative Observation) provides a practical framework for planning purposeful read-alouds. Classroom examples illustrate how teachers can use planned interactions and …

Diving Deeper Into Serve-And-Return Interactions: Joint Attention & Cognitive And Social Development In Infancy, Derrick Toups

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

This article provides practical ways to support responsive and initiating joint attention in infancy which are fundamental to cognitive and social development.

Embedding Transformative Social Emotional Learning Into Writing Instruction, Kristen Holsomback

Masters Projects

In order for students to succeed in writing tasks they must have social emotional competencies in self-regulation, engagement, and relationship skills. Many teachers are unprepared to teach these SEL competencies embedded in writing instruction. This project explores the need to embed Transformative SEL within writing instruction with a framework in culturally sustaining pedagogies. With a background in sociocognitive theory and sociocultural theory, this project seeks to equip teachers with the skills necessary to address students SEL competencies of: self-regulation, self-awareness, and relationship skills. Self-regulation skills comprise goal setting, self-instructions, self-monitoring, and self-reinforcement. Self-awareness skills include self-efficacy and student engagement. Relationship …

Remixing Dialogue: A Case Study On Perceptions Of Hip Hop Pedagogy In A Professional Learning Course, Kelly J. Thelen

Dissertations, Theses, and Projects

This qualitative case study examines how teachers’ decision-making and professional autonomy shift while participating in a Hip Hop Pedagogy Professional Learning course supported by structured FIXIT (Lo & Wachter, 2023a, 2023b, 2023c, 2023d; Wachter & Lo, 2024) game-facilitated dialogue in a rural, culturally and linguistically diverse Midwest community. Grounded in Freire’s (1970) Critical Pedagogy, Ladson-Billings’ (1995) Culturally Relevant Pedagogy, Culturally Sustaining Pedagogy (Paris and Alim, 2017), and Adult Learning Theory (Knowles et al., 2005), the study explores the reclamation of agency by teachers in a time of constrained creativity and educator autonomy shaped by strict policy environments, an emphasis on …

Understanding And Responding To Childhood Trauma In The Classroom, Kara L. Ganzer

Master of Arts in Human Services

This capstone explored childhood trauma as a significant public health and educational issue because of its widespread impact on children’s development, learning, behavior, and educational experiences. A review of the current literature was conducted to examine adverse childhood experiences (ACEs), the neurobiological and developmental effects of childhood trauma, its impact within educational settings, and the trauma-informed approaches for supporting students who have experienced adversity. The literature suggested that childhood trauma can disrupt brain development, executive functioning, emotional regulation, attention, memory, and stress-response systems, contributing to academic, behavioral, and social-emotional challenges within the classroom. Findings also highlighted the important role schools …

What Makes Implicit Bias Training Effective? An Examination Of Training Program Interventions And K-12 Educator Experiences, Kyleigh K. Mcaloon

McNair Summer Research Program

Differences in disciplinary referrals based on race have led many to argue that bias may influence disciplinary decisions. Implicit bias (IB) training is designed to address such disparities by raising awareness of biases that may impact assessment of behavior and disciplinary decisions. In recent years, many have questioned the validity of IB as a construct and also the potential impact of training. Some scholars argue that these programs fail to produce meaningful behavioral change and may unintentionally reinforce or increase bias. The aim of the present study was to investigate how individuals receive and respond to such training. Sixteen K-12 …

Addressing The Absence Of Formal Curriculum In Dual Language Immersion Program, Janet Roque

FDLA Journal

This strategic research project (SRP) was designed to provide a comprehensive, actionable solution to the critical challenge of inconsistent instruction resulting from the absence of a formal, aligned curriculum within the district’s Dual Language Immersion (DLI) program. This gap had previously led to instructional variability, disparate student outcomes, and increased teacher frustration due to a lack of shared resources and pedagogical direction. The project’s central objective was to develop, implement, and evaluate a vertically and horizontally aligned DLI curriculum framework designed to ensure instructional fidelity, promote sustained academic achievement, and guarantee equitable opportunities for biliteracy development across all participating grade …

Unlocking Potential: How High-Fidelity Plcs Protect First Graders From Over-Identification In Tiered Placement, Tomeka D. Love

All Dissertations

Nationally, the demand for special education services under the Individuals with Disabilities Education Act (IDEA) has reached an unprecedented peak, serving 7.5 million students (representing 15% of all public school students) in the 2022–23 school year. While national academic discussions regarding socioeconomic hurdles and systemic inequities frequently center on urban environments, minoritized students in rural communities face a persistent and disproportionate over-representation in special education. This trend is driven by complex intersections of geographic isolation, systemic resource allocation issues, and cultural misalignments in assessment practices.

At the local level, Love and Logic Elementary School [pseudonym], a rural K-5 institution, faces …

Shaping Writers, Shaping Pedagogy: Elementary Teachers’ Writing Identities And Instructional Change Within Literacy Coaching Contexts, Elizabeth T. Besch

All Dissertations

Despite the central role of writing in literacy development, many elementary teachers report limited preparation in writing instruction and uncertainty in how they understood themselves as writers. Increasingly, literacy coaching has been positioned as a form of job-embedded professional learning that supports instructional change; however, less is known about how coaching contexts shape teachers’ identities as writers and how those identities relate to instructional practice.

This qualitative multiple-case study examined how elementary teachers’ writer identities were constructed and enacted within a literacy coaching context. The study addressed the following research questions: (1) How do literacy coaching contexts, as figured worlds, …

Best Practices For Classroom Seating Arrangements: A Narrative Literature Review, Sophia M. Williams

Graduate Student Research Symposium

Every K-12 classroom has a unique dynamic produced by students and managed by its teachers. The relationships between peers, as well as the relationships between students and their teacher play an integral role in how students work and behave each day. An important aspect of the classroom dynamic that teachers’ control is seating arrangements. Indeed, extant research has debated on the best practice for seating arrangements in classrooms to create optimal learning environments that benefit both pupil and teacher. Some studies suggest that students work better when they are working with people that they have positive relationships with. Contrarily, others …

Preparing Teachers To Read The Data: Strengthening Data Literacy For Early Literacy Decision-Making, Tevia Q. Strand

The Interactive Journal of Global Leadership and Learning

Teachers are increasingly expected to use literacy screening and benchmark data to guide instruction, identify student needs, and participate in multi-tiered systems of support. However, pre-service and early-career teachers may enter the profession without sufficient preparation to interpret assessment data or connect benchmark patterns to instructional action. This white paper examines the gap between teacher preparation and the realities of K-12 data use, with particular attention to early literacy decision-making. Drawing from Bradbury’s discussion of teacher preparation and the changing realities of education, this paper argues that data literacy is an essential part of preparing teachers for equitable classroom practice. …

Influence Of Stormwater Flooding Events On The Mobile County School District Student Population, Kadence Kali Johnston

Honors Theses

Mobile County, Alabama, receives among the highest annual rainfall totals in the United States resulting in frequent stormwater flooding that intersects with existing socioeconomic vulnerabilities. Within the Mobile County Public School System (MCPSS), 77% of students are economically disadvantaged and over 10% experience homelessness, creating heightened risk for educational disruption during flood events. This study investigates how stormwater flooding influences school attendance, closures, and academic performance across MCPSS, providing insight into how climate-driven hazards exacerbate educational inequities. The research integrates flood frequency, school performance metrics, and GIS flood-zone mapping and teacher perceptions to understand how flooding affects student learning opportunities. …

Nsu Library Link - Summer 2026, Nova Southeastern University

NSU Florida Link Newsletter

No abstract provided.

Highly Confident But Slightly Uncertain: A Long Overdue Reinvention Of The School Scientific Method, Uncertainty And Error - Volume 3, Stephen Demeo

Publications and Research

Volume 3 explores the essential roles of uncertainty and error in scientific experimentation. It distinguishes between scientific error and scientific uncertainty: Scientific error refers to the difference between an experimental value and an accepted literature value, as well as the difference between data points in an x-y scatter plot and a predicted trendline. Scientific uncertainty, on the other hand, is associated with doubt arising from instrument limitations, variability within a data set, and psychological factors. Human error is set apart as mistakes or blunders, not to be conflated with scientific error.

Of utmost importance to the scientific investigator is the …

Inspiring Multilingual Children To Explore The Natural World Using Nature-Based Literature, Jennifer Hill, Deborah Wheeler

Journal of English Learner Education

Nature-based learning has become more popular in the United States since COVID-19, and incorporating nature-based learning including books about the natural world aligns with children’s natural curiosity, and desire to actively explore through play. Indeed, nature-based learning has many benefits ranging from supporting child development, promoting social-emotional well-being, and creating an inclusive learning environment for multilingual students. Reading nature-based literature and providing access to nature-based literature is a holistic methodology teachers should include in their classroom. This paper highlights the benefits of nature-based learning and provides a variety of topics and resources teacher can utilize.

The Woman In Hijab: A Performance Autoethnography Of Intersecting Identities In Arabic Language Teaching, Sayonara Tomoum

Journal of Educational Research and Innovation

This performance autoethnography inhabits the pedagogical encounter between a North African Muslim woman in hijab teaching college-level Arabic and an African American Muslim student whose Islam traveled a different racial and geographic history. Race and religion move through every exchange, shaping who holds authority, whose Arabic counts, and how bodies are racialized and read through religious markers. This work draws on Della Pollock’s (2007) concept of error as a site of possibility and her performative question “What now?” to name pedagogical rupture as the moment when the conditions shaping the encounter become legible as knowledge. Through performative writing, this autoethnography …