Early Childhood Education Commons^™

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 …

The Role Of Trauma-Informed Play In Supporting Resilience And Emotional Regulation In Early Childhood, Angela C. Burnett

Graduate Teacher Education

This Capstone Paper examined the impact of trauma-informed, play-based learning on resilience and emotional regulation in preschool and kindergarten-aged children. The purpose of the literature review was to explore how play, when grounded in developmentally appropriate, brain-based, and relational practices, supported emotional regulation and adaptive coping in young children who had experienced adversity. A review of 16 scholarly, peer-reviewed studies from multiple countries, including the United States, China, Canada, Germany, Zambia, Vietnam, Malaysia, and Indonesia, was conducted, incorporating qualitative, quantitative, and mixed-method research, as well as case studies, quasi-experimental interventions, and correlational analyses. Evidence from the literature indicated that play …

Impact On Social-Emotional Development When Play-Based Learning Is Integrated Into Curriculum And Practice, Meghan Heller

Graduate Teacher Education

This paper examines the impact on social-emotional development when play-based learning is integrated into curriculum and practice. Play-based learning is widely accepted as best practice in early childhood education. Social-emotional learning provides the foundation for student success, equipping them with lifelong skills. Scholarly, peer-reviewed articles were analyzed to interpret the correlation between play-based learning and social-emotional development. The studies selected were published between 2013 and 2026 and selected based on their relevance to the topic of how social-emotional development is affected by play-based learning strategies. The findings of these articles indicate a strong correlation between play-based learning and the development …

Leading With Dignity: Addressing Occupational Stigma Through Inclusive Leadership Practices In Early Childhood Education, Elizabeth Terry

Doctorate in Education

Early childhood education (ECE) leaders navigate a historically undervalued and stigmatized profession, facing unique challenges in advocating for workforce recognition. This study examined how ECE leaders enact inclusive leadership practices despite systemic constraints. By exploring leaders' experiences across diverse organizational contexts, this research contributes to understanding professional dignity and leadership in caring professions. This qualitative study used semi-structured interviews with six early childhood leaders across diverse organizational contexts in Western Washington. Through thematic analysis, five themes emerged: (a) advocacy as an integrated leadership identity, (b) confronting occupational stigma and professional invisibility, (c) relational leadership practices as a foundation for inclusion, …

Underlying Causes Linking Foster Care And The Criminal Justice System, Marcia D. Wheeler

Master of Arts in Human Services

This research expands on the ongoing statewide crisis within the foster care system that needs to be properly addressed to benefit future and current foster youth. Research has found a connection between foster care and prison, often referred as the “foster-care-to-prison-pipeline.” This study aimed to explore the impact of trauma experienced by current and former foster youth through a life course lens looking at crucial areas of development using a mixed methodology supported by theoretical theories that explored the connection between foster care and the criminal justice system. The results showed that current and former foster youth face many adversities …

Innocence Stolen, Echo K. Yerke

Master of Arts in Human Services

Childhood sexual abuse (CSA) is a negative societal problem. It isn’t an easy problem to solve; there is a lot of secrecy involved. The literature review will look at early interventions and prevention. The paper tries to show how it would benefit society if there were more money dedicated to programs to prevent childhood sexual abuse. The paper shows the negative outcomes that happen to the victims and possibly their future generations. The paper will look at the relationship between childhood sexual abuse (CSA) and suicide. It also looks at the mental health struggles that victims go through. It also …

Supporting Higher Level Mental Skills In Early Childhood Education, Paul J. Johnaon

Graduate Teacher Education

The early childhood years established a critical developmental period during which foundational cognitive, social, and emotional skills were cultivated (Center on the Developing Child at Harvard University, 2011). Research highlighted the significant role of experiences during this stage of life in shaping children's readiness for school and long-term academic, social, and emotional outcomes (Center on the Developing Child at Harvard University, 2011). Among these foundational skills, executive function (EF) and self-regulation (SR) were recognized as essential for enabling goal-oriented behavior, emotional management, and problem-solving (Morgan et al., 2016). The increasing emphasis on academic rigor in early childhood education led to …

Disciplinary Literacy In Preschool Classrooms, Mckenna Beam

Graduate Teacher Education

The research questioned the potential impact disciplinary literacy may have on academic growth in early childhood classrooms and considered how preschool teachers can implement developmentally appropriate practices focusing on disciplinary literacy to support academic readiness skills. Schools emphasize a need for early intervention in the math and literacy domains to combat the academic achievement gap, but Chapin (2006) recognized a need for early intervention in the science and social studies domains as well. With this knowledge in mind, specific developmentally appropriate methods for integrating science, social studies, music, and art instruction in preschool classrooms were highlighted. Systemic methods of implementing …

Implementing Evidence-Based Curricula And Professional Development To Improve Student Reading, Madeline Lukan

Graduate Teacher Education

This paper examined research on equitable reading curricula and reading professional development to improve students in grades kindergarten through twelfth grade reading scores and levels taken from NAEP. The research analyzed were qualitative, quantitative, and mixed-methods. These research studies shared school interventions, reading data points, curricula being analyzed, phonemic awareness importance, and The Science of Reading implementation. The curricula, professional development, and evidence-based instruction work together to increase student phonemic awareness and reading abilities for all students on an equitable level. The three themes within the paper are phonemic awareness, professional development, curriculum and standards. The research suggested the importance …

Support Early Childhood Educators Need To Strengthen Teacher Retention, Anne Zimpel

Graduate Teacher Education

Early childhood educators (ECEs), referring to professionals who work with young children in various settings, often face feelings of isolation and lack of a 'sense of community/belonging.' These connections are essential to providing high-quality care for young children (NAEYC 2020). Feelings of isolation and lack of connections lead educators to burnout and emotional exhaustion. This research paper focuses on how ECEs can engage as professionals to build confidence in current practices, lessen isolation, and increase retention to reduce burnout and emotional exhaustion. It is essential to support early childhood professionals so that they can offer quality care for children. A …

The Joy Of Learning, Leah Graczyk

Graduate Teacher Education

Early childhood education has undergone significant changes in recent years (Harmon & Viruru, 2018). The increasing focus on academic success and the rising use of technology have somewhat overshadowed the joy of learning in young children (Przybylski & Weinstein, 2019). However, it's important to remember that play, often sacrificed in favor of structured academic activities, is a crucial aspect of developmentally appropriate practice in early childhood. These playful learning experiences are essential in sparking the joy of learning in young children (Friedman et al,, 2021). The research indicates that factors such as academic push-down, excessive use of technology, lack of …

The Experiences Of Men As A Gender Minority In Early Childhood Workplaces, Julian Laferla

Graduate Teacher Education

Men comprise a small percentage of the early childhood education and care workforce worldwide. Men represent only three percent of the preschool workforce in the United States (US Bureau of Labor Statistics, Department of Labor, 2023). A review of the literature revealed challenges men commonly face as a gender minority in a female-dominated field. These challenges include the transgression of traditional beliefs about masculinity, structural barriers like low pay and poor working conditions, and workplace challenges like exclusion, double standards, gatekeeping, and suspicion of sexual threat. Research showed that men can contribute to the field through pedagogic practices that support …

Whole Child Development: Academic Knowledge Influence, Allison Thielbar

Graduate Teacher Education

In the education systems, the emphasis on academic achievement often overshadows the development of young learners. This pressure was particularly evident in early childhood classrooms, where educators were to prioritize standardized academic outcomes over the broader needs of the whole child (Cade et al., 2022). This research paper explored the tension between academic pressure and development in early childhood education, examining how the intense
focus on academic knowledge could undermine efforts to support the social, emotional, and cognitive growth of students (Friedman et al., 2021). A review of existing literature and an analysis of educational practices showed that the emphasis …

Using Early Childhood Literacy Interventions To Support Healthy Development In At-Risk Students, Patrick Gustafson

Graduate Teacher Education

This Capstone research study investigated ways early childhood literacy interventions can support healthy development in at-risk students. Children entered kindergarten at a wide range of literacy skill levels, and skill gaps could persist for years. Students who failed to read proficiently by third grade are less likely to finish high school. Research showed the potential for targeted early literacy interventions to positively impact outcomes for at-risk students. Interventions implemented by families, teachers, and trained volunteers all made a positive impact on academic achievement. Fidelity played an important role in effective intervention implementation, though challenges exist in real-world early childhood classrooms. …

How Can Urban Early Childhood Educators Advocate For Accountability In Alternative Assessment Methods, Stephanie Scierka

Graduate Teacher Education

Abstract

The introduction of district and educator accountability measures based on student assessment scores has created a move away from developmentally, culturally, and linguistically appropriate practice (Bauml, 2016; Cramer et al., 2018; Frede &Ackerman, 2007; Gullo & Hughes, 2011; Miller & Almon, 2009; NAEYC, 2020; Rushton & Juola-Rushton, 2008). A combination of qualitative, quantitative, mixed-method studies and guidelines from the National Association for the Education of Young Children [NAEYC] (2020) demonstrated a need for developmentally appropriate practices when assessing students. The guiding question focused on how urban early childhood educators could advocate for accountability in alternative assessment methods. The research …

How Can Early Childhood Teachers Implement Developmentally Appropriate Practices That Support Whole-Child Development In Preschool And Kindergarten Programs?, Amanda Nolde

Graduate Teacher Education

Kindergarten has dramatically changed in recent years with the rise of standardized testing and a stronger focus on academic achievement; yet with the change, children were deprived of essential components of a foundational education that supported the development of the whole child and prepared children to be successful in multiple areas of life (Slade & Griffith, 2013). Teacher-directed instruction has decreased child-centered activities, such as play, to maximize the potential of children’s academic success in the future (Pyle & Danniels, 2017). Despite educators’ positive beliefs around developmentally appropriate practices, the need to find a balance in the integration of academics …

Language And Literacy Development For Young Toddlers, Tori Johnston

Graduate Teacher Education

Language and literacy development is tremendously important for young children in the first year of life. The purpose of this capstone is to discover strategies to foster emergent literacy and implement those strategies. Towell, Bartram, Murrow, & Brown, (2021) suggested several strategies to help educators foster literacy development including lap reading, reading aloud, reading to children from birth, dialogic reading, establishing routines, creating books with children, asking questions, and making comments. According to Dowling, Shanty, Sonnenschein, and Hussey-Gardner (2020), it is never too early to introduce language and literacy skills. Infants learn best through responsive, playful interaction that occur in …

Prioritizing Prosocial Behavior For Preschool Children: How Are Parents Affecting Psb Development?, Deborah Zupito

Doctorate in Education

Scholars and Early Childhood Education (ECE) professionals acknowledge the critical nature of prosocial behavior (PSB) skills in the lives of preschool-aged children. Research specifies that children lacking PSBs are socially and academically disadvantaged. Studies have shown that 30% of preschoolers exhibit negative emotional/social behavior, and 80% of preschool educators report negative social behaviors (NSBs) adversely affecting their jobs. It is well-researched that a child's earliest experiences shape social and emotional behaviors, explicitly parenting and the home environment; however, less research exists about parents' knowledge and perception of their role relating to PSB development in their child's life. This qualitative case …

Increased Child Initiated Activity In Child-Centered Learning Environments, Angela Robinson

Graduate Teacher Education

Child-initiated activity in child-centered learning environments benefits the development of the whole child. Current research lends evidence that the early relationships and experiences of a child directly impact learning success (Nitecki, 2017; Fyffe et al., 2022). The indoor and outdoor environment are positioned as places for learning providing freedom and space to support health and well-being (Maynard et al., 2013). Classrooms have largely removed free play to address academic standards and high-stakes testing (Pistrova & Slutsky, 2018). This has been demonstrated by the implementation of scripted curriculum, the removal of toys such as unit blocks that foster creativity and imagination, …

Humor And Laughter As Intentional Teaching Strategies: Professional Development For Early Childhood Educators, Rebecca Ellen Fish Hegstad

Graduate Teacher Education

Research has shown that humor and laughter benefit young children’s social-emotional development (Lovorn, 2008; Semrud-Clikeman & Glass, 2010). Humor and laughter also benefit teachers (Chaniotakis & Papazoglou, 2019). However, despite the benefits, research has also shown that teachers may be hesitant to use humor and laughter for fear of "losing control," not feeling inherently funny, and/or because teachers have not been taught how to use humor effectively (Chaniotakis & Papazoglou, 2019; Lovorn & Holaway, 2015). Cekaite and Andrén (2019) revealed that teachers in early childhood settings rarely responded to children’s laughter with laughter. The difference between teachers’ beliefs and practices …

How Can Professional Development For Early Childhood Educators On Trauma-Informed Practices Help Support Whole Child Development?, Kacy Carlson

Graduate Teacher Education

Research findings have indicated that early childhood educators are requiring additional knowledge and skills than what is currently provided to better support the development of young children after they have experienced a traumatic event (Alisic, 2012; Kim et al., 2021; Loomis & Felt, 2020). Approximately one in four children have experienced a traumatic event by the time they turn two years old (Loomis & Felt, 2020). This paper examined the impact of professional development opportunities for early childhood educators on trauma-informed practices to better support the whole child. In addition to professional development opportunities, the research suggested that curriculum enrichment …

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 …

The Impact Of A Pilot Virtual Synchronous Group-Based E3 Parent Education: A Qualitative Study, Yu Jiang

Graduate Teacher Education

This study evaluated the accessibility and effectiveness of a pilot virtual synchronous group-based E³ Parent Education (E³PE) program initiated in Whitefish, Montana, in January 2021. It is a qualitative study of a model designed initially for a virtual live group-learning setting to empower parents in building a nourishing family environment. Parent education has been proven as an effective intervention and prevention of Adverse Childhood Experiences (ACEs) and K-12 student mental health problems and behavioral issues. However, a lack of universal access and the busyness of parents are significant barriers to participation. The Literature Review showed rapid …

An Examination Of Positive Behavioral Interventions And Supports (Pbis) And Conscious Discipline As An Intervention To Challenging Behaviors In The Preschool Classroom, Jennifer Nelson

Graduate Teacher Education

In the field of early childhood education, there has been a growing concern over the number of challenging behaviors being displayed. To decrease the display of challenging behaviors, educators have been looking for positive strategies and supports to help manage the display of challenging behaviors such as Positive Behavioral Interventions and Supports (PBIS) (Carter, Van Norman, & Tredwell, 2011), and Conscious Discipline (Bailey, 2014). When managing the display of challenging behaviors, a shift has occurred from using negative discipline practices to implementing positive guidance approaches in early childhood (EC) classrooms (Carter et al., 2011). When educators teach the children what …

Best Practice And Strategies To Effectively Support Dual Language Learners, Sydney Richardson

Graduate Teacher Education

According to Winsler et al. (2014), the fastest growing population of students entering preschool classrooms are considered Dual Language Learners (DLLs). Teachers are expected to teach these young learners, yet most of them feel unprepared to do so (Kibler, 2013). Many early childhood educators are unaware of the best practices and strategies to effectively support Dual Language Learners (DLLs) while preserving home language and culture (Hardin et al., 2010). In this review of literature, peer reviewed studies were examined for best practices teachers can utilize when working with children whose home language is not English. Results suggest that having children …

Strategies For Supporting Professional Growth In Early Childhood Team Members, Kristin Goetz

Graduate Teacher Education

Early childhood education (ECE) teachers, including pre-service and in-service workers, have reported the need for ongoing professional development support (Boyer, 2004; Buettner, Hye Hur, Jeon & Andrews, 2016; Brown, Cheddie, Horry, & Monk, 2017). Specific targeted support for professionalism was addressed as a retention strategy for the future of ECE (Boyer, 2004). The lack of consistent minimum qualifications for ECE teachers has contributed to a number of teachers in the field having little understanding regarding professionalism as a whole when teacher careers commence. The quality of learning and teaching in the classroom has been said to be largely determined by …

Parental Incarceration And The Costly Effects On Their Children, Briana Rae Zocher

Master of Arts in Criminal Justice Leadership

The purpose of this project is to bring awareness to the silent victims associated with parental incarceration – their children. Throughout this project, the focus will be aimed towards promoting the education of the effects of parental incarceration and the impact it has on their children in a variety of compacities and how those settings influence incarceration amongst children of incarcerated parents. In addition, this paper will discuss parental incarceration in three different lens views: administrative, ethical, and legal. First, the administrative lens pertaining to leadership and evolution to successful leadership, especially the critical component of crisis communication strategy. Second, …

Fostering Resilience Through Early Childhood Education, Amanda Nelson

Graduate Teacher Education

Resilience is the capacity to thrive in, rather than just survive stress and adversity (Ernst et al., 2019). Supporting children to develop resilience is an essential part of holistic developmentally appropriate practice within the field of Early Childhood Education because an improved capacity for resilience benefits other domains of education and wellness (Center on the Developing Child at Harvard University, 2011). Studies on resilience in early childhood education were examined to identify and explore protective factors, classroom strategies, and home relationships that contribute to an increased capacity for resilience in young children. In addition, position statements and articles from early …

Ways Technology Impact Cognitive Development In Early Childhood Environment, Katlyn Janssen

Graduate Teacher Education

Dramatic changes have occurred with technology in education worldwide (Sullivan and Bers, 2016). Technology can offer new and exciting ways to get children excited about learning. The types of technology that can be used in a classroom are endless. Research has investigated a wide range of technology in classrooms, from smartboards, to robots, iPads, and tablets to magic educational toys and from computers to apps. The purpose of this capstone project was to evaluate current research to understand what technologies (interventions) can impact cognitive development in preschoolers. Knowing in what ways technology can impact cognitive development in early childhood education …