Why Theory Matters In Infant And Toddler Practice: Unpacking Pikler, Gerber, Gesell, Piaget, & Vygotsky, Derrick Toups

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

This article is intended to help infant and toddler educators deepen the why behind the what and how of their daily interactions by unpacking and connecting the seminal early childhood theories of Pikler, Gerber, Gesell, Piaget, and Vygotsky, what they look like in the classroom, and why they benefit children.

Building The Foundation For Stem In Toddler Classrooms: Practical Strategies For Novice Teachers, Melissa L. Johnson

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

Young children are natural explorers, and even in the toddler years, they demonstrate the inquiry behaviors foundational to later science, technology, engineering, and mathematics (STEM) learning. However, early STEM experiences are often underutilized in toddler classrooms, primarily due to misconceptions about children's capabilities and a lack of developmentally appropriate resources. This article, written for novice educators, offers practical strategies and examples to help integrate STEM into toddler classrooms. Drawing on current research, national standards, and classroom-based implementation strategies, this piece outlines how to create engaging environments that support toddlers' curiosity and emerging STEM thinking across science, technology, engineering and mathematics.

Yoga And Young Children, Jayapriya Ranganathan, Cynthia F Dicarlo

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

Abstract:

This article examines the role of yoga as an effective pedagogical tool to support social-emotional learning (SEL) and physical development in early childhood education settings. Grounded in current understandings of mindfulness and executive functioning, the integration of yoga practices—such as breathing exercises, meditation, and developmentally appropriate postures—can promote self-regulation, attention, and emotional resilience in young children. Drawing on classroom-based observations from a toddler program, the article outlines practical strategies for incorporating yoga into daily routines, emphasizing accessibility, consistency, and engagement through imaginative play and storytelling. The findings suggest that regular yoga practice fosters a calm, focused learning environment and …

Leading With Heart: How New Directors Can Build Trust And Morale Among Child Care Staff, Kamille Watson, Cynthia Dicarlo

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

For both new and seasoned directors, leading a new childcare center requires navigating the complex work of building staff trust and sustaining morale, particularly when teams have endured repeated leadership changes or existing internal concerns. Because early childhood programs rely heavily on relational, emotionally demanding work, effective leadership must be rooted in connection, transparency, and compassionate engagement. This article provides a practical framework to help novice directors cultivate strong, trust-based relationships that support both staff well-being and program quality. Drawing from current research on compassionate leadership, emotional intelligence, and organizational consistency, the article outlines actionable strategies for building rapport, fostering …

Building Capacity And Inspiring Change: The Impact Of Louisiana’S Ucedd Across The Lifespan, Alicia Kowitz, Constance Alphonse, Phil Wilson, Maria Blanco

Developmental Disabilities Network Journal

The Louisiana State University Health Sciences Center Human Development Center (HDC), as the state’s University Center for Excellence in Developmental Disabilities (UCEDD), serves as a catalyst for inclusive systems change through interdisciplinary training, community engagement, and evidence-based service delivery. This manuscript highlights the breadth and impact of HDC’s initiatives across early childhood, education, transition, and community inclusion. Through programs such as Inclusive Practices in Early Childhood, PAYCheck, and LEND, HDC builds capacity among professionals, empowers individuals with disabilities and their families, and strengthens systems to be more responsive and equitable. The stories and outcomes shared illustrate how intentional, collaborative efforts …

Through A Pedagogy Of Play: Kindergarten Teachers' Professional Identity, Self-Efficacy, And Well-Being, Jennifer L. Berube

Educational Studies Dissertations

Abstract

This convergent parallel mixed methods study examined how kindergarten teachers who implement a play-based pedagogy describe its influence on their professional identity, self-efficacy, and well-being. Kindergarten represents a critical educational juncture where tensions between developmental practice and academic acceleration are most pronounced, yet existing research has not adequately examined how pedagogical approaches affect the teachers who implement them. While extensive research documents the benefits of play-based learning for children’s development, the experiences of the teachers who facilitate that learning remain largely unexamined. This study addressed that gap through three integrated frameworks: Self-Determination Theory, Seligman’s model of well-being encompassing positive …

Evaluating Computer-Based Instruction To Improve Teacher Competence In Function-Based Antecedent Strategy Implementation, Valentina Arias

Seton Hall University Dissertations and Theses (ETDs)

Teachers often manage challenging student behaviors without formal training in behavior analysis, which can increase stress and reduce instructional time. This study evaluated whether computer-based instruction (CBI) is an effective and cost-effective way to train early education teachers to understand why challenging behaviors occur and how to prevent them, using antecedent strategies. Ten general education teachers working in a private, neurodiverse-inclusive school participated. They completed a brief training delivered through computer modules developed in PowerPoint that taught them how to identify functions of behavior and select functionally equivalent antecedent strategies to decrease challenging behaviors. Learning was measured using pre/post tests …

An Equity-Based And Culturally Responsive Bill Of Rights For Early Childhood Students Of Color With Exceptionalities, Evette Simmons-Reed, Michelle Frazier Trotman Scott, Gloria Tardash, Mildred Boveda, Donna Y. Ford

Perspectives on Early Childhood Psychology and Education

The COVID-19 pandemic exacerbated existing disparities in early intervention (EI) and early childhood special education (ECSE) services for culturally and linguistically diverse (CLD) disabled children, exposing critical gaps in access, services and support. systemic inconsistencies in implementation, training, and funding, remain barriers limit opportunities for CLD students to benefit, despite the aims of the Individuals with Disabilities Improvement Act (IDEA). To address these inequities, this manuscript proposes an expanded and updated Culturally Responsive Equity-Based Bill of Rights for EI and ECSE. Building upon Ford and colleagues' (2018) work, this revised document extends protections to children aged zero to five, emphasizing …

Early Education Indirect Service Research With Generalization Data: A Systematic Review Of Single-Case Design Methodological Rigor, Zachary C. Labrot, Brittany D. Garza, Tyler Smith, Emily Maxime, Abigail Lawson

Perspectives on Early Childhood Psychology and Education

Consultation and coaching are both forms of indirect service delivery that have been found to be effective for improving early childhood educators’ implementation of evidence-based practices. These indirect service delivery modalities have also been found to be effective for promoting early childhood educators’ generalization of evidence-based practices. However, less is known regarding the methodological rigor of early childhood indirect service delivery research that collected generalization data. Therefore, the purpose of this study was to apply the 2020 and 2020 What Works Clearinghouse single-case design standards to this literature base to determine the extent to which these studies were conducted in …

Guest Editor's Introduction: Methodological Innovations For Advancing Early Childhood Educational And Psychological Research, Anthony Mangino Ph.D.

Perspectives on Early Childhood Psychology and Education

The goal of this special issue is to provide you, the inquisitive reader and developmental scientist, with some of the methodological tools to aid in augmenting your analytic capacity.

Faces Of Identity: Materials-Based Social Studies Learning In Early Childhood Teacher Education, Elizabeth N. Christian Dr.

The Great Lakes Social Studies Journal

This practice-based article explores how materials-centered, play-based learning experiences support preservice teachers’ understandings of identity as a foundational component of early childhood social studies. Situated within a 15-week teacher education course, the article describes a preservice-teacher-designed learning center focused on faces and identity. Through engagement with open-ended materials, preservice teachers explored self-awareness, perspective-taking, and belonging through construction and dialogue. Reflections and artifacts from the experience illustrate how identity emerged through doing rather than abstract discussion alone. The article suggests that materials can mediate social studies learning in early childhood teacher education. By designing experiences that position identity, relationships, and belonging …

Benefits Of Contemporary Literature On Literacy And Cognitive Development In Elementary School Students, Autumn R. Hemenway

Capstone Projects and Master's Theses

The purpose of this capstone research project is to examine the benefits of contemporary literature on the literacy and cognitive development of elementary school students. Contemporary literature includes modern texts that reflect diverse experiences, identities, and real-life issues that students can relate to. This study reviews academic articles and interviews with elementary school teachers and school librarians to explore how these resources influence vocabulary development, reading comprehension, student engagement, and critical thinking. The findings indicated that contemporary literature supports literacy growth by increasing student motivation and connection to reading, while also promoting cognitive development through interpretation, perspective taking, and deeper …

Mississippi Early Childhood Math Resource Guide: Supporting Mathematical Development From Birth Through Age Eight, Melissa Luckett, Systems Change Lab, Mississippi State University, Social Science Research Center, Mississippi State University

Books

The Mississippi Early Childhood Math Resource Guide is a comprehensive, research-informed digital publication designed to support the development of foundational mathematical skills in children from birth through age eight. Developed by the Systems Change Lab at Mississippi State University's Social Science Research Center, the guide translates evidence-based early mathematics concepts into practical, accessible strategies for educators, families, and caregivers. 

Organized by developmental stages, the guide integrates learning domains, age-appropriate math skills, and everyday instructional practices to promote the use of "math talk" and embedded learning opportunities across settings. It incorporates activities, instructional strategies, and resources aligned to support both formal …

“Do We Belong?”: Supporting Culturally And Linguistically Diverse Students Through Teacher Education, Morohunkeji Orija

All Dissertations

The population of students from diverse cultural and linguistic backgrounds in K-12 education continues to increase, yet the teacher workforce remains largely homogeneous, predominantly White. This imbalance creates a cultural mismatch in educational settings. In teacher education, predominantly White teacher educators prepare predominantly White preservice teachers, further increasing this mismatch. In early childhood education (ECE), which spans birth to 8 years, racial mismatch can lead to misunderstandings and misconceptions, contributing to bias and manifesting as Racial Microaggressions (RMAs). RMAs are mostly unintentional, and research is needed to examine how preservice teachers can identify and address them, given their impact on …

Enhancing Kindergarten Readiness, Aileen Z. Chavarin-Beleche

Capstone Projects and Master's Theses

Many parents of young children are unaware of successful ways to prepare their child for Kindergarten. Without preparation, children might struggle in their daily academics and fall behind their peers. Parents who learn more about Kindergarten readiness are more likely to create structured learning environments and help their child build skills to successfully transition to Kindergarten. In order to address this need, I have created a one-hour presentation for parents of children attending the Cabrillo College Children Center and Lab School in Aptos, California.

The Influence Of Intervention Strategies On Students With Disabilities Who Exhibit Challenging Behaviors In Rural Public Schools: Teacher Perceptions, Ben B. Robertson

Electronic Theses and Dissertations

This phenomenological qualitative study addressed rural teachers' perceptions of the influence of intervention strategies on students with disabilities who exhibit challenging behaviors. The purpose of this study was to examine teachers’ perceptions of the effect of intervention strategies on academic achievement, student behavior outcomes, and teacher self-efficacy through the lens of Bandura’s Social Cognitive Theory. This theory is a complex, dynamic interaction among people, their behaviors, and their environments. Data collection included 14 individual interviews, conducted on Zoom with educators from one school district in Southern Virginia, including seven general education teachers and seven special education teachers. Data analysis strategies …

Reducing Challenging Behavior Through Classroom Management Techniques In The Early Childhood Classroom, Mayra Moreno

Masters Projects

This literature-based project examines the impact of challenging behavior on student learning and evaluates the effectiveness of preventative classroom management strategies. Challenging behaviors include aggression, disruption and withdrawal, negatively affect the learning environment by decreasing student engagement, increasing teacher stress and burnout, and contributing to a less supportive classroom climate. Grounded in Piaget’s Theory of Cognitive Development and Vygotsky’s Zone of Proximal Development, this project emphasizes the importance of developmentally appropriate practices that support both cognitive and social-emotional growth. Included are preventative classroom management techniques aimed at reducing challenging behaviors. Key strategies include maintaining a 5:1 ratio of positive to …

Shared Power, Shared Purpose: A Boundaryless Servant-Leadership Model For Early Childhood Education Programs, Stephanie Akers, Beth Morton

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

This article proposes a model for a boundaryless early childhood program grounded in servant leadership and responsive to Kentucky’s regulatory and quality context. Drawing on research about boundaryless organizations, servant leadership, equity, inclusion, and program quality, the model reimagines the early childhood program as a collaborative community rather than a strictly hierarchical, compliance-driven organization (Ashkenas et al., 2015; Friesen et al., 2024; Greenleaf, 1977; NAEYC, 2019, 2020). The early childhood program maintains clear roles (director, assistant director, education coordinator, teachers, and support staff) but loosens rigid boundaries among classrooms and stakeholder groups. State licensing and Kentucky’s quality rating and improvement …

From Arrival To Opportunity: A Policy Analysis For Supporting Newly Arrived English Learners In California, Valeria Gabrielli, Stephanie Mendoza Hernandez

School of Public Policy Capstones

Newly arrived immigrant students, commonly referred to as “newcomers,” represent a notable portion of the English Learner (EL) population in California’s K–12 public schools. As of Fall 2023, the California Department of Education reported that newcomers comprised 3.27% of total student enrollment. Although enrollment is projected to decline in the near term, the potential for future increases highlights the need for sustainable, evidence-based support systems. This study examines how California K–12 public schools with large EL populations provide academic and trauma-informed support services to newcomer students, with a particular focus on early intervention in grades K–5. Using the Bardach policy …

Literacy And Equity: Exploring Teachers’ Lived Experiences Of Georgia Black Boys’ Difficulties With Reading Comprehension And Word Recognition, Roselle M. Caruth

Doctor of Education Program Dissertations

The National Assessment of Educational Progress (NAEP) data shows that since 1992, Black male students in Georgia’s fourth through eighth grades have consistently scored low on reading assessments (The Nation’s Report Card, 2022c). Low reading achievement contributes to a persistent underachievement gap for Black boys, leading to unfavorable academic outcomes such as difficulty in phonological processing, limited fluency and comprehension, slow development of linguistic skills, lower proficiency in basic reading, and higher rates of high school dropout (Russell & Drake Shiffler, 2019; Tatum, 2024a; Washington et al., 2019). The purpose of this qualitative phenomenological study was to explore how teachers …

Bridging The Gap: Early Childhood Reading Instruction Grounded In The Science Of Reading, Delilah A. Davis Gonzales, Ingrid Haynes Ph.D.

Journal of Curriculum, Teaching, Learning and Leadership in Education

The Science of Reading (SoR) has become central to literacy research and practice, yet many early childhood classrooms struggle to integrate its principles in developmentally appropriate ways. Recent advances in cognitive science, culturally relevant pedagogy, and digital literacy highlight the need for instructional approaches that bridge research and practice. This manuscript examines how the five core components of reading—phonemic awareness, phonics, vocabulary, comprehension, and fluency—can be meaningfully implemented in early childhood education through structured literacy practices that remain play-based and culturally sustaining. A qualitative, illustrative approach is used, drawing from classroom-based case examples, professional observations, and current research. These examples …

The Transformative Power Of Concepts Of Print: Connecting Theory, Practice, And Professional Development To Advance Early Literacy, Cheryl R. Couch

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract Many kindergarten students continue to enter school below literacy readiness benchmarks, notably lacking Concepts of Print skills despite decades of research affirming their role as predictors of later reading achievement (Economic Policy Institute, 2015; Justice & Ezell, 2001; Justice & Sofka, 2010; National Survey of Children’s Health, 2022). Concepts of Print provide the foundation for children’s understanding of how print works, laying the groundwork for decoding, fluency, vocabulary, and comprehension (Lentsch, 2018; Moats, 2023a; National Research Council, 2000). This mixed-methods historical reflective report examines explicit Concepts of Print instruction through two cases: archival records from a 2003–2004 kindergarten classroom …

Early Childhood Echo (Ec Echo) Start-Up & Operations Manual, Lisa Long, I. Michelle Gaither, Ruby Brenner, Bradley Long, Emily Mcclelland, Malcolm Huell, Lauren Elliott, Katerina Sergi

Publications

The Early Childhood ECHO (EC ECHO) Start-up & Operations Manual is a practical guide to launching case-based telementoring and professional development using the Project ECHO® model. Prepared for early childhood programs and agencies. Adapted from Mississippi’s EC ECHO implementation (2023–2025) and aligned with Project ECHO® guidance.

Book Review: Assessing Autoethnography: Notes On Analysis, Evaluation, And Craft, Margaret Berg

Journal of Educational Research and Innovation

No abstract provided.

Analyzing Educators’ Roles In Preparing Students For Civic Engagement In Arkansas Communities, Mia L. Hastings

2026 Honors Symposium

Young adults ages eighteen to twenty-nine make up a large portion of the voting age population but historically participate in elections at lower rates. Although most students take at least one high school civics course, civic education often emphasizes the memorization of governmental facts rather than preparing students with the skills needed for active civic participation. This gap highlights the need to examine how educators can better prepare students for meaningful civic engagement. The purpose of this study is to examine how educators prepare students for civic engagement in Arkansas communities. The study defines practical strategies educators can implement in …

Ish Bibliotherapy Guide, David Wolff

OER Materials

The goal of this assignment was for preservice teachers to practice writing a chain of questions that focused on the social and/or emotional needs of young learners. Bibliotherapy is therapeutic in nature to help individuals understand themselves and the world around them through guided reading experiences (American Library Association, 2025; Delisle & Galbraith, 2002). Further, bibliotherapy allow individuals to identify a personal problem mirrored by a character in a book. As the reader connects with the character, the reader experiences the emotions expressed by the character. Finally, the reader applies the character’s experience to their own personal problem (American Library …

The Dot Bibliotherapy Guide, David Wolff

OER Materials

The goal of this assignment was for preservice teachers to practice writing a chain of questions that focused on the social and/or emotional needs of young learners. Bibliotherapy is therapeutic in nature to help individuals understand themselves and the world around them through guided reading experiences (American Library Association, 2025; Delisle & Galbraith, 2002). Further, bibliotherapy allow individuals to identify a personal problem mirrored by a character in a book. As the reader connects with the character, the reader experiences the emotions expressed by the character. Finally, the reader applies the character’s experience to their own personal problem (American Library …

Hidden Gems Of Clay County: “Snap + Say Something” Inquiry Protocol, David Wolff

OER Materials

The goal of this assignment was to design an immersive, place‑based learning experience that helps preservice teachers engage with primary sources connected to the history and culture of Clay County, Minnesota. In collaboration with the Historical and Cultural Society of Clay County, preservice teachers visited the Hjemkomst Center and used autophotography to document artifacts, exhibits, and moments that helped them understand what makes Moorhead and the wider Clay County community a unique and meaningful place. Alongside their photographs, they wrote reflections explaining why each image captures an aspect of Clay County as a “special place.” This approach is intended …

Early Childhood Special Education (Ecse), Children's Health School Services

School Guides

Parent guide about the Texas Early Childhood Special Education (ECSE) program.

Early Childhood Special Education (Ecse) (Spanish), Children's Health School Services

School Guides

Parent guide about the Texas Early Childhood Special Education (ECSE) program. Translated into Spanish.