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Articles 31 - 60 of 101
Full-Text Articles in Early Childhood Education
Perspectives Of Childcare Center Directors Regarding Barriers To Naeyc Accreditation, Jessica Baffoe
Perspectives Of Childcare Center Directors Regarding Barriers To Naeyc Accreditation, Jessica Baffoe
Walden Dissertations and Doctoral Studies
NAEYC accreditation is a hallmark of quality in early learning and lack of accreditation suggested a gap in practice. The problem that was the focus of this research is that only 12% of early childhood center-based programs in the United States are accredited by the National Association for the Education of Young Children (NAEYC). The purpose of the study was to explore perspectives of childcare center directors regarding NAEYC accreditation. Knowles’s adult learning provided the conceptual framework for this study and guided 3 research questions about directors’ perspectives of barriers, benefits, and the necessary support they associated with NAEYC accreditation. …
Preschool Teachers’ Perspectives Regarding Children’S Lack Of Social Skills Needed For Success In Preschool And Kindergarten, Janet S. Grigg
Preschool Teachers’ Perspectives Regarding Children’S Lack Of Social Skills Needed For Success In Preschool And Kindergarten, Janet S. Grigg
Walden Dissertations and Doctoral Studies
The problem addressed through this study was many preschool students in the United States lack the social skills needed to be successful in kindergarten. The study’s purpose was to explore preschool teachers’ perspective regarding some children’s lack of social skills needed for success in kindergarten and the efforts teachers made to promote development of these skills. Using Flavell’s theoretical framework of metacognition and cognitive monitoring, 2 research questions were developed to address teachers’ perspectives and efforts to improve children’s social skills. Twelve preschool teachers from Louisiana with one to twenty years of experience in early childhood were interviewed via Zoom, …
Early Childhood Teachers’ Perspectives On The Challenges Of Teaching Students With Autism Spectrum Disorder, Karen Denise Buchanan
Early Childhood Teachers’ Perspectives On The Challenges Of Teaching Students With Autism Spectrum Disorder, Karen Denise Buchanan
Walden Dissertations and Doctoral Studies
Early Childhood Teachers’ Perspectives on the Challenges of Teaching Students with Autism Spectrum Disorder by Karen D. Buchanan Ed.S. Mercer University 2017 MA, Mercer University, 2016 BA, Mercer University, 2012 AS Georgia Perimeter College, 2009 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2025
Alternatively Certified Early Childhood Special Education Teachers' Perspectives On Remaining In The Classroom, Sena Victoria Ann Belgard Dever
Alternatively Certified Early Childhood Special Education Teachers' Perspectives On Remaining In The Classroom, Sena Victoria Ann Belgard Dever
Walden Dissertations and Doctoral Studies
Alternative teacher certification programs are used nationwide to address the critical teacher shortage in special education. There is a gap in knowledge regarding the challenges that early childhood special education teachers experience, which make them leave the profession at twice the rate of general education teachers. The purpose of this basic qualitative study was to explore alternatively certified early childhood special education teachers’ perspectives on remaining in their teaching positions and the support they need to continue teaching. The study framework was comprised of Day and Gu’s teacher resilience theory. Data were collected from semistructured interviews with 10 prekindergarten to …
Preschool Teachers’ Perspectives Regarding Independent Play As Part Of Their Daily Schedule, Christina L. Saunders
Preschool Teachers’ Perspectives Regarding Independent Play As Part Of Their Daily Schedule, Christina L. Saunders
Walden Dissertations and Doctoral Studies
Research shows that independent child-led play is essential to children’s cognitive and social development. The problem that was the focus of this study was that many preschool teachers do not include independent play in their daily schedules. Guided by Gray’s theory of play, the purpose of this qualitative study was to explore preschool teachers’ perspectives regarding independent play as part of their daily schedule and the challenges they encounter or anticipate in incorporating it. A basic qualitative design with interviews guided data collection with 10 lead preschool teachers who worked with children ages 3 to 5 in independently funded preschools …
Early Childhood Teachers’ Perspectives On The Challenges Of Closing The African American Achievement Gap, Cherie Mcelroy-Burch
Early Childhood Teachers’ Perspectives On The Challenges Of Closing The African American Achievement Gap, Cherie Mcelroy-Burch
Walden Dissertations and Doctoral Studies
There is a persistent academic achievement gap between African American students and their White peers in Grades 1–3. Federal and state governments have made numerous efforts, implemented policy changes, and allocated more resources to struggling school districts, yet the disparity in academic achievement persists. The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives on the challenges of closing the achievement gap between African American students and their White peers in Grades 1–3. The conceptual framework for this study was based on Coll and Lamberty’s model of developmental competencies in minority children. The research question for …
Lived Experiences Of Hispanic Parents Considering Early Intervention Services For Developmentally Delayed Children, Karina Proffer
Lived Experiences Of Hispanic Parents Considering Early Intervention Services For Developmentally Delayed Children, Karina Proffer
Walden Dissertations and Doctoral Studies
Studies have demonstrated that children benefit significantly from Early Intervention (EI) services due to brain plasticity and rapid early development. EI supports growth and establishes foundational skills in cognitive, social, emotional, motor, language, and daily living domains. Research indicates that children who participate in EI programs experience positive outcomes in their academic trajectories. However, limited studies examine the lived experiences of Hispanic parents with children diagnosed with autism or intellectual disabilities who did not utilize EI services. This study explores the factors influencing these parents' decisions and experiences that hinder their children’s participation in the program. The Theory of Planned …
Early Childhood Educators’ Experiences Facilitating Learning Of Noncognitive Skills, Amanda Taylor
Early Childhood Educators’ Experiences Facilitating Learning Of Noncognitive Skills, Amanda Taylor
Walden Dissertations and Doctoral Studies
The problem that was addressed through this study is that early childhood educators need help supporting young children in learning noncognitive skills, such as socialization, perseverance, and self-efficacy. The purpose of this basic qualitative study was to explore early childhood educators’ experiences facilitating the learning of noncognitive skills, specifically socialization, perseverance, and self-efficacy. The study was grounded in the conceptual frameworks Nagaoka et al.’s noncognitive framework and Stingher’s learning to learn in early childhood framework. Data were collected through semistructured interviews with eight local early childhood educators who teach 3- and 4-year-olds, who were contacted via email, word of mouth, …
Early Childhood Teachers’ Perspectives On Challenges Using Developmentally Appropriate Practices In The Classroom, Tamesha Samone Parris
Early Childhood Teachers’ Perspectives On Challenges Using Developmentally Appropriate Practices In The Classroom, Tamesha Samone Parris
Walden Dissertations and Doctoral Studies
Early childhood teachers’ understanding of developmentally appropriate practice (DAP) is necessary to support children’s development and learning in early childhood settings. The problem was many early childhood teachers experience challenges using DAP to make informed decisions in the classroom to support birth to 3-year-old children’s development and learning. The purpose of this qualitative study was to explore early childhood teachers’ perspectives on challenges using DAP to make informed decisions to support birth to 3-year-old children’s development and learning in the classroom and what was needed to improve their use of DAP. The conceptual framework for this study was the National …
Title 1 Third-Grade Teachers' Experiences With Writing Strategies To Improve Students' Writing Proficiency, Kim Robertson
Title 1 Third-Grade Teachers' Experiences With Writing Strategies To Improve Students' Writing Proficiency, Kim Robertson
Walden Dissertations and Doctoral Studies
Third-grade students are not meeting minimum proficiency in opinion and informational writing, as determined by scores from the annually mandated Georgia Milestones Assessment (GMAS) in the 19 elementary schools in a local school district in central Georgia. Guided by Vygotsky’s social-constructivist perspective, the purpose of this basic qualitative study was to explore Title 1 third-grade English Language Arts teachers’ experiences with using writing strategies designed to improve students’ writing proficiency on the GMAS in the Title 1 elementary schools in a local district in central Georgia. Data were collected using semistructured interviews with 10 third-grade teachers who were chosen from …
Parent-Teacher Communication In The Infant-Toddler Setting, Shaquonna A. Alston
Parent-Teacher Communication In The Infant-Toddler Setting, Shaquonna A. Alston
Walden Dissertations and Doctoral Studies
There is a lack of understanding in terms of how to support effective parent-teacher communications in infant and toddler education programs. Early childhood educators are necessary to communicate with parents about what occurs in classrooms as parents are vital sources about what occurs in homes. The purpose of this study was to explore parent and teacher perspectives on parent-teacher communication to determine ways to improve and support home-school communication and support early learners. Bronfenbrenner's theory of ecological systems, particularly the mesosystem, which involves interactions between two or more settings such as homes and schools, guided the research. For this basic …
The Impact Of Age, Gender, Race, And Socioeconomic Background On Montana Students’ Reading Achievement, Robin Cormier
The Impact Of Age, Gender, Race, And Socioeconomic Background On Montana Students’ Reading Achievement, Robin Cormier
Walden Dissertations and Doctoral Studies
The problem in this study was that 88% of local Montana elementary school students were not proficient in reading by the end of the 2023–2024 school year. The study’s purpose was to determine whether a relationship existed between students' performance on standardized reading tests in the local school setting and the key variables: age, gender, race, and socioeconomic background. Grounded in Piaget’s constructivist theory of cognitive development, the analysis explored whether the demographic factors contributed to differences in reading performance. Using a quasi-experimental, ex post facto design, (N = 64) students were categorized by age, gender, race, and socioeconomic status. …
Perspectives Of Childcare Directors, Teachers, And Parents Regarding The Risks And Challenges Of Nature Preschools, Mary Lavere Traub
Perspectives Of Childcare Directors, Teachers, And Parents Regarding The Risks And Challenges Of Nature Preschools, Mary Lavere Traub
Walden Dissertations and Doctoral Studies
Nature preschools are becoming more widespread but most nature preschools in the United States are not licensed. The problem addressed in this study was that unlicensed nature preschools may present risks and challenges for children because they are unlicensed. Guided by the work of Ernst and colleagues about the safety risks inherent in nature preschools, the purpose of this basic qualitative study was to explore the perspectives of directors and teachers who work in nature preschools and parents who enroll their children in nature preschools regarding the risks and challenges for children that these preschools may present. Interviews were conducted …
Early Childhood Faculty Perspectives On Inclusion Of Antibias Curriculum Or Components In Preprimary Teacher Training Curriculum In The United States, Carlotta Conley
Early Childhood Faculty Perspectives On Inclusion Of Antibias Curriculum Or Components In Preprimary Teacher Training Curriculum In The United States, Carlotta Conley
Walden Dissertations and Doctoral Studies
The problem addressed in this study was that there was the likelihood of a mismatch between preprimary teachers’ racial, ethnic, and cultural make-up and the children and families they educate and care for in the preprimary classroom from birth to 5 years. The purpose of this basic qualitative study was to examine early childhood education (ECE) community college faculty perspectives on the importance of and challenges with implementing antibias curriculum or components into preprimary education training. The conceptual framework was Smyth’s model of reflection and the Learning for Justice organization’s antibias framework. For this basic qualitative design, data were collected …
Kindergarten Teachers’ Experiences On Strategies To Increase Children’S Phonological Awareness And Phonics Skills In Kindergarten, Taylor Imani Ridley
Kindergarten Teachers’ Experiences On Strategies To Increase Children’S Phonological Awareness And Phonics Skills In Kindergarten, Taylor Imani Ridley
Walden Dissertations and Doctoral Studies
The problem addressed in this study pertained to two elementary schools whose kindergarten teachers encountered challenges in meeting phonological awareness and phonics standards. This basic qualitative study aimed to explore the experiences of kindergarten teachers regarding effective strategies for enhancing children’s phonological awareness and phonics skills, grounded in the concept of Vygotsky’s zone of proximal development. Data were collected from 12 kindergarten teachers through semi-structured interviews to understand their instructional strategies and the support needed to implement these strategies effectively. Findings indicated that teachers benefit from structured programs, multisensory approaches, differentiated instruction, and collaborative efforts; however, they also require increased …
How Native American Parents Support Their Children’S Literacy Skill Development, Rita Faye Wilburn
How Native American Parents Support Their Children’S Literacy Skill Development, Rita Faye Wilburn
Walden Dissertations and Doctoral Studies
Researchers have noted that Native American (NA) children are entering kindergarten with lower literacy scores on the Kindergarten Readiness Assessment than their non-native peers. This study explored how NA parents support their prekindergarten children at home with early literacy skills and what resources they need to help increase their children’s literacy skills. The conceptual framework that guided the study combined Bronfenbrenner’s bioecological systems theory and the parenting and learning at home components of Epstein’s model for parent involvement. This study addressed two research questions focusing on how NA parents support their prekindergarten children at home with early literacy skills and …
General Education Primary Grade Teachers’ Experiences Using Instructional Practices With Gifted And Talented Students In Rural Schools, Shanna Michelle Foskey
General Education Primary Grade Teachers’ Experiences Using Instructional Practices With Gifted And Talented Students In Rural Schools, Shanna Michelle Foskey
Walden Dissertations and Doctoral Studies
The problem addressed by this basic qualitative study was that primary grade general education teachers are challenged to use instructional practices that meet the learning needs of gifted and talented (GT) students in rural schools in the southeastern United States. The purpose of this study was to explore primary grade general education teachers’ challenges using instructional practices that meet the learning needs of GT students in rural schools in the southeastern US. The conceptual framework combined Gagne’s conditions for learning and Renzulli’s enrichment triad model. Two research questions guided the study in exploring teachers’ challenges in using instructional practices to …
Head Start Administrators’ Perspectives Of Barriers And Facilitators To Implementing A Trauma-Informed Approach, Patricia A. Ulman
Head Start Administrators’ Perspectives Of Barriers And Facilitators To Implementing A Trauma-Informed Approach, Patricia A. Ulman
Walden Dissertations and Doctoral Studies
Educators are increasingly using trauma-informed approaches to lessen the harsh effects of trauma on children. Although this practice is becoming more common in U.S. kindergarten through Grade 12 schools, it has been slow to reach the early care and education setting, which includes Head Start programs. Head Starts are encouraged to use a trauma informed approach, however, there is limited availability of resources to guide them. The purpose of this basic qualitative study was to explore the perspectives of administrators from Head Start programs located in a Midwestern state who have used a trauma-informed approach to understand the barriers and …
Perspectives Of Novice Kindergarten Through Grade 3 Teachers On The Challenges Of Teaching, Jenette Allen
Perspectives Of Novice Kindergarten Through Grade 3 Teachers On The Challenges Of Teaching, Jenette Allen
Walden Dissertations and Doctoral Studies
The problem addressed in this study is that novice early childhood educators (ECEs, Grades kindergarten through 3) underestimate the challenges of teaching. Researchers have shown that although over three million teachers are employed in public schools yearly, on average 23% and up to 50% of newly inducted teachers leave the profession within 5 years on a national level. Many novice ECEs feel unprepared and underestimate the challenges of working in a school. The purpose of this basic qualitative study was to explore novice ECEs’ perspectives regarding the challenges of teaching. The conceptual framework for this study was informed by Katz’s …
Head Start Teachers’ And Administrators’ Perceptions Of Reasons For Elevated Teacher Turnover Rates, Amanda Renea Lankford
Head Start Teachers’ And Administrators’ Perceptions Of Reasons For Elevated Teacher Turnover Rates, Amanda Renea Lankford
Walden Dissertations and Doctoral Studies
Many Head Start programs have closed classrooms due to staff shortages, with up to 30% of teacher positions unfilled. Reducing the elevated teacher turnover rate in Head Start centers is critical to maintaining program effectiveness and controlling costs; however, a limiting factor may be differences in administrators’ and teachers’ perceptions of reasons Head Start teachers leave their positions. Guided by Herzberg’s two-factor theory, this qualitative study was conducted to explore perceptions of Head Start administrators, current teachers, and exiting teachers regarding reasons for the elevated teacher turnover rates in Head Start programs. Semistructured interviews with open-ended questions were conducted with …
Teachers’ Perspectives On Creating Secondary Attachments With Infants And Toddlers Experiencing Toxic Stress, Cheryl A. Hovey
Teachers’ Perspectives On Creating Secondary Attachments With Infants And Toddlers Experiencing Toxic Stress, Cheryl A. Hovey
Walden Dissertations and Doctoral Studies
The number of infants and toddlers experiencing toxic stress in the United States has increased significantly. Toxic stress, characterized by prolonged exposure to adverse experiences, has significant implications for the development of infants and toddlers. The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives on the successes and challenges to create secondary attachments with infants and toddlers exposed to toxic stress. The conceptual framework was Bowlby’s attachment theory. Two research questions addressed the perspectives of early childhood teachers’ successes and challenges to create secondary attachments with infants and toddlers experiencing toxic stress and what they …
Early Childhood Teachers’ Perspectives Regarding Training To Address The Needs Of Children Who Experience Trauma, Jordan Sager
Early Childhood Teachers’ Perspectives Regarding Training To Address The Needs Of Children Who Experience Trauma, Jordan Sager
Walden Dissertations and Doctoral Studies
An increased number of children are entering the classroom with an exposure to various types of trauma. Early childhood educators are faced with the reality that they have to be prepared to meet the educational needs of the students. The problem that prompted this study is the potential lack of effective training provided to early childhood educators with regards to children who have faced traumas. The purpose of this basic qualitative study was to explore the perspectives of early childhood educators regarding to potential lack of training to address the needs of children who experience trauma. The theory of social …
Prekindergarten Teacher Experiences With Professional Development For Inclusive Practices, Clory D. Walker
Prekindergarten Teacher Experiences With Professional Development For Inclusive Practices, Clory D. Walker
Walden Dissertations and Doctoral Studies
Teachers in inclusive prekindergarten (PK) settings often serve children with special learning needs without having had professional preparation or development (PD) for using inclusive practices. The problem addressed in this basic qualitative study was that many PK teachers have not received the PD they needed to promote inclusive practices to teach young children within inclusive early childhood classrooms. The purpose of this basic qualitative study was to explore PK teachers’ perspectives on the PD they need to promote inclusive practices to teach all young children, including children with special learning needs, in inclusive early childhood classrooms. The conceptual framework used …
Early Childhood Teachers’ Perspectives On The Challenges Of Teaching Students Who Lack Age-Appropriate Social And Emotional Skills, Rachel Ann Stewart
Early Childhood Teachers’ Perspectives On The Challenges Of Teaching Students Who Lack Age-Appropriate Social And Emotional Skills, Rachel Ann Stewart
Walden Dissertations and Doctoral Studies
The problem addressed in this study was the significant increase in the number of students who lack age-appropriate social and emotional skills (SES), which has become a concern, especially for teachers. The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives on the challenges of teaching students who lack age-appropriate SES and what support they believed would help them when working with these students in the classroom. The conceptual framework that guided this study consisted of Bandura’s social learning theory. The focus of the research questions was early childhood teachers’ perspectives on the challenges of teaching …
Cultural Competence To Meet Students' Transcultural Learning Goals, Taijohnea Haywood
Cultural Competence To Meet Students' Transcultural Learning Goals, Taijohnea Haywood
Walden Dissertations and Doctoral Studies
Researchers have noted that some primary grade teachers do not have the cultural competence to meet transcultural learning goals for primary grade students in diverse schools. This qualitative study explored perspectives of kindergarten through second grade teachers on their cultural competence to meet transcultural learning goals for primary-grade students in diverse schools. Mishra and Metha’s 21st century learning model and Vernon’s six principles of culturally competent practice were used as the framework for this study. This study addressed two research questions focusing on primary grade teachers’ perspectives of their cultural competence to meet the transcultural learning goals for their students …
Preschool Teachers’ Perceptions Of The Development Of Literacy Skills In A Play-Based Learning Environment, Erica Collette Dinnocenzo
Preschool Teachers’ Perceptions Of The Development Of Literacy Skills In A Play-Based Learning Environment, Erica Collette Dinnocenzo
Walden Dissertations and Doctoral Studies
Preschool teachers are an essential part of the education system in the United Sates. The problem is that research and data about the development of literacy skills exist for kindergarten and upper grades, but there is minimal research on preschool teachers' perceptions on the development of literacy skills in a play-based learning environment. The purpose of this basic qualitative study, guided by Piaget’s constructivist theory, was to explore the perceptions of preschool teachers from a Midwestern city about the best practices and strategies used to develop literacy skills in a play-based preschool setting. Ten preschool teachers who worked in a …
K-3 Teachers’ Perspectives Of Response To Intervention In Closing Reading Achievement Gaps, Sarwat Suraiya
K-3 Teachers’ Perspectives Of Response To Intervention In Closing Reading Achievement Gaps, Sarwat Suraiya
Walden Dissertations and Doctoral Studies
General education teachers are directly responsible for implementing the Response to Intervention (RTI) process to close achievement gaps for their struggling readers. The problem in this study was the experiences of K-3 teachers with inconsistent implementation of RTI to support struggling readers at a southeastern school. When the RTI process is not implemented consistently, results can adversely affect closing achievement gaps of struggling readers. The purpose of this basic qualitative study was to explore K-3 teachers’ experiences with inconsistent implementation of the RTI process for struggling readers in a southeastern school. This study was based on Ely’s conditions of change …
Comparison Of Kindergarten Readiness Outcomes For Two Preschool Accreditation Systems, Amanda Krause Discala
Comparison Of Kindergarten Readiness Outcomes For Two Preschool Accreditation Systems, Amanda Krause Discala
Walden Dissertations and Doctoral Studies
There is little evidence about whether enrollment in one of the two most used quality rating systems for preschool programs in New Jersey leads to a significant difference in student outcomes. The purpose of this quantitative study was to examine whether meaningful differences exist in the kindergarten readiness scores of preschool children at centers using different quality improvement systems. The theoretical framework, Bronfenbrenner’s ecological systems model, posits that human development is influenced by many varying social systems working together. The research question examined if there were significant differences in scores from the beginning to the end of the year on …
Early Childhood Teachers’ Perspectives Of Differentiating Social And Emotional Learning, Anya Kayne
Early Childhood Teachers’ Perspectives Of Differentiating Social And Emotional Learning, Anya Kayne
Walden Dissertations and Doctoral Studies
Teachers face challenges in differentiating social emotional learning (SEL) to meet the diverse needs of their students. The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives of strategies and challenges to differentiating SEL curricula to meet students’ diverse needs using the theory of social constructivism. The research questions focused on teachers’ perspectives of strategies they use and challenges they face when differentiating SEL curriculum. Semistructured interviews were conducted with 11 participants with 3 or more years of teaching experience in kindergarten through third grade in the United States. Interview transcripts were thematically analyzed, resulting in …
Early Childhood Teachers’ Perspectives Of Differentiating Social And Emotional Learning, Anya Kayne
Early Childhood Teachers’ Perspectives Of Differentiating Social And Emotional Learning, Anya Kayne
Walden Dissertations and Doctoral Studies
Teachers face challenges in differentiating social emotional learning (SEL) to meet the diverse needs of their students. The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives of strategies and challenges to differentiating SEL curricula to meet students’ diverse needs using the theory of social constructivism. The research questions focused on teachers’ perspectives of strategies they use and challenges they face when differentiating SEL curriculum. Semistructured interviews were conducted with 11 participants with 3 or more years of teaching experience in kindergarten through third grade in the United States. Interview transcripts were thematically analyzed, resulting in …