Early Childhood Education Commons^™

Trauma-Informed Practices In Early Childhood Education, Michelle King

Graduate Teacher Education

Young children who have experienced trauma risk falling behind peers academically, and socially, and may have lifelong mental and physical impairments (Bartlett, 2021). Half of the young children in the United States have been victims of early childhood trauma (Bartlett, et al., 2017). Findings analyzed for this paper show that trauma-informed care (TIC) can increase children’s chance of recovering and thriving, despite trauma (Bartlett, 2021). The following studies showed how early childhood teachers can best prepare themselves for students of trauma in their classrooms. Preparation included TIC that focused on strong social-emotional development (SED), helping build resilience, and preparing for …

How Can A Play-Based Curriculum Foster Social And Emotional Self-Regulation Skills In Early Childhood Classrooms?, Kalei Stephens

Graduate Teacher Education

Play is an essential aspect in the early childhood years, especially during the years of preschool and kindergarten when children’s social and emotional skills are developing rapidly (Denham et al., 2012; Kangas et al., 2015; Kroll, 2017). Even though play is an essential part, allowing children to partake in pretend play during school hours has decreased tremendously due to the push of academics within the school (Aras, 2015). With the rising importance of play as part of the curriculum, there have been previous studies and research explaining the why and the benefits of play and how play has allowed children …

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 …

What Factors Contribute To The Turnover Rate In The Field Of Early Childhood Education?, Paige Novey

Graduate Teacher Education

Approximately 27 percent of early childhood professionals leave positions or the field entirely on an annual basis (McMullen, Lee, McCormick, & Choi, 2020). Although the majority of early childhood educators report that the work is valuable and meaningful, other stressors are driving nearly a third of the field to seek other opportunities. These stressors include low compensation, lack of benefits, and poor work conditions. With nearly twelve million infants, toddlers, and preschoolers participating in early childhood programming, their experiences are impacted by this high turnover rate. In comparison, elementary educators experience an annual turnover rate of seven to eight percent …

Challenges To The Implementation Of Developmentally Appropriate Practices In Early Childhood Education, Laura Ahonen

Graduate Teacher Education

Early childhood educators are faced with making many impactful decisions daily. The implementation of developmentally appropriate practices (DAP) in the learning environment is one of these many decisions. Developmentally appropriate practice in the early childhood learning setting refers to the framework that helps teachers to provide an environment, activities, and materials which intentionally meet children’s current level of development. While many early childhood educators believe in the concept of DAP, barriers are often encountered which prevent the implementation of DAP in the learning environment. In order to provide children with a DAP learning environment, teachers must first recognize and understand …

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, …

Intentional Strategies That Build Self-Regulation In Preschoolers, Melissa Martin

Graduate Teacher Education

As academic standards continue to increase, young children are often challenged to attend to structured and teacher-directed educational activities for developmentally inappropriate periods of time. In response, there is an increasing awareness of how academic achievement and self-regulation are affected by difficulties in sensory processing. Traditional interventions for children with Sensory Processing Disorder (SPD) have primarily been conducted by trained Occupational Therapists (OT) in clinical based settings. This capstone investigated research on possible collaborative interventions and environmental supports and adaptations within the classroom setting that would build self-regulation and attention in all preschool children. The studies reviewed indicated support for …

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 …

Baby Sign's Developmental Benefits, Alaina Ramstad

Graduate Teacher Education

In the past few decades, the use of intentional gesture to communicate with infants, known as Infant Sign or Baby Sign, has jumped in popularity as a means to get infants communicating earlier in life (Barnes, 2010). Baby Sign has been adopted into many families, care centers, and schools with a strong focus on the potential language benefits to be found in its use (Seal & DePaolis, 2014; Kirk, Howlett, Pine & Fletcher, 2013). This paper sought to discover what, if any, other developmental benefits could be gained for infants through the use of Baby Sign. A synthesis of current …