Early Childhood Education Commons^™

Kindergarten Teachers’ Perceptions Of Instructional Approaches For Teaching Sequencing Concepts: Worksheet, Hands-On, And Beebot-Integrated Lessons, Savannah P. Partin

Electronic Theses and Dissertations

The purpose of this qualitative multiple-case study was to explore kindergarten teachers’ perceptions of three instructional approaches for teaching sequencing concepts: worksheet-based instruction, hands-on manipulative instruction, and BeeBot-integrated instruction. Sequencing is a foundational early literacy skill that supports reading comprehension, story retelling, and understanding the order of events. Although sequencing is commonly taught through traditional instructional methods, limited research has examined how kindergarten teachers perceive the use of educational robotics as a tool for literacy instruction. The study was guided by constructivist theory, sociocultural theory, and developmental systems theory. Participants included six kindergarten teachers from a public elementary school in …

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 …

Preschool Teachers' Perceptions In Supporting Students Experiencing Trauma, Ann F. Gorbett

Walden Dissertations and Doctoral Studies

Early childhood teachers are often the first to observe behaviors that could be a result of trauma. The problem that was addressed in this study is that preschool teachers are not adequately trained to effectively address the social, emotional, and academic needs of children who have experienced trauma. Framed by Bandura’s theory of self-efficacy, the purpose of this basic qualitative study was to explore preschool teachers’ preparedness and training needs to effectively respond to children who have experienced trauma. Data were collected through semistructured interviews with 10 general education preschool teachers, who have at least 2 years of teaching experience. …

Challenges Early Childhood Educators Encounter When Balancing Play-Based Learning With Preparation For Standardized Testing, Shanette Damar Mcbride

Walden Dissertations and Doctoral Studies

The problem addressed through this study was that emphasis is being placed on standardized testing, which is causing early childhood educators to feel pressured to eliminate or reduce playtime in their classrooms. Framed by Vygotsky’s theory of social development and Lave and Wenger’s situated learning framework, the purpose of this basic qualitative study was to explore the experiences of early childhood educators in a southcentral U.S. state regarding the challenges they face in balancing a play-based learning curriculum and the support they need, while emphasizing information about standardized testing. The data were collected from semistructured interviews with 12 certified kindergarten …

Prekindergarten Teachers' Perspectives On Coaching Following Professional Development On Early Childhood Programs, Donna Renee Morton

Walden Dissertations and Doctoral Studies

Coaching is recommended for prekindergarten (PK) teachers following professional development (PD) to increase implementation of instruction practices with fidelity in early childhood (EC) programs. The problem addressed in this study was PK teachers were challenged to engage in coaching experiences after PD to implement instructional practices with fidelity in a large EC program located in the Mideastern United States. Framed by Knowles’s adult learning theory, the purpose of this basic qualitative study was to explore PK teachers’ perspectives on coaching experiences after receiving PD to implement instructional practices with fidelity. Semistructured interview data were collected from eight PK teachers who …

K–3 Teachers’ Perspectives Regarding Learnable Intelligence As A Developmental Target And Their Advocacy For Students’ Cognitive Capabilities, Eleanor Nkechi Maduako

Walden Dissertations and Doctoral Studies

Extensive research shows the brain is malleable and, with experience and knowledge, intelligence can grow. The research problem addressed through this study was that the extent of early childhood educators' knowledge of learnable intelligence and their advocacy for advancement of children’s cognitive capabilities as a developmental goal were unknown. Guided by Perkins’s theory of learnable intelligence, the purpose of this basic qualitative study was to explore K–3 teachers’ perspectives on learnable intelligence as a developmental target and how they advocate for children’s cognitive capabilities in their classrooms. In vivo and axial coding of data from semistructured interviews with 12 participants …

Self-Regulation For Early Childhood Classrooms, Emily Fox

Masters Projects

The ability to self-regulate is essential for young children's social, emotional, behavioral, and academic development. However, growing exposure to adverse childhood experiences (ACEs), toxic stress, family instability, and other social and environmental stressors has contributed to challenges in the development of these skills. Children with underdeveloped self-regulation skills are more likely to experience difficulties with executive functioning, peer relationships, classroom behavior, and school readiness, demonstrating the need for early intervention. The purpose of this master's project was to investigate the major social and environmental stressors affecting young children's self-regulation and to develop a research-based intervention to support self-regulation development in …

Beyond The Pencil: Creating Early Writers, Pamela L. Gernaat

Masters Projects

“Schools in many countries are faced with the challenge of developing student writing proficiency. Identifying and implementing effective writing instruction for young, beginning writers play important roles in improving student writing performance. Providing effective writing instruction to beginning writers can promote writing development and minimize the number of children who encounter challenges in learning to write” (Finlayson & McCrudden, 2022, p. 1). Despite the amount of research that has been done on the importance of early writing instruction, many lower elementary students struggle with the ability to write and cannot keep up with the cognitive demands of written instruction. Many …

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 …

Use Of Technology May Negatively Impact Learners, Dajsha A. Avery

Masters Projects

Integration of technology has changed classrooms vastly in the 21^st century. The research evaluates if the use of technology may negatively impact young learners. The Theory of Constructivism developed by Jean Piaget and Lev Vygotsky encourages the integration of technology in the classrooms because it allows the students to lead their educational journey. It is discovered that using technology allows students to be more engaged, self-paced and work on specific skills. Additionally, educational apps are helpful to build confidence and are an incentive for students while practicing skills. Yet, it is recommended to only allow up to 7 hours …

Kindergarten Teachers’ Challenges Embedding Play-Based Learning In A Standards-Based Curriculum, Anna Catalan

Walden Dissertations and Doctoral Studies

The problem addressed in this study was that kindergarten teachers in a Western United States elementary school were challenged by standards that have become heavily focused on teaching academic skills at a younger age, instead of teaching with developmentally appropriate practices that allow for play-based learning (PBL). Framed by Vygotsky’s theory of PBL, the purpose of this basic qualitative study was to explore what challenges local kindergarten teachers had when embedding PBL in a standards-based curriculum. Data were collected through 15 semistructured interviews with Kindergarten teachers who had at least 2 years' experience embedding PBL in instruction. Using thematic analysis …

Supporting Oral Language Development Through Family Partnerships: A Family-Centered Toolkit For Children Enrolled In Pre-K, Celeste Baird

Masters Projects

Oral language development during early childhood serves as a critical foundation for later literacy achievement, communication, and preparation for kindergarten. Research indicates that children’s early language experiences are influenced by interactions with families, educators, and community environments, and that differences in access to language-rich experiences may contribute to variation in vocabulary, listening comprehension, and expressive communication prior to school entry. This capstone project examines the role of Pre-K participation and family engagement in supporting oral language development through the lenses of sociolinguistic theory, sociocultural theory, and an educational equity framework. Guided by current research, the project addresses the need for …

How Texas Early Childhood Teachers Collaborate To Support Students With Disabilities, Anna Weathers

Walden Dissertations and Doctoral Studies

The problem addressed in this study was it was not known how Texas early childhood special education (EGSE) teachers and early childhood general education (ECGE) teachers use collaboration to identify, place, and support students with disabilities (SWDs). Framed by Colby’s collaboration theory, the purpose of this basic qualitative study was to explore the experiences of Texas ECSE and ECGE teachers when collaborating regarding identification, placement, and support for SWDs. Data were collected in semstructured interviews with 11 ECSE and 11 ECGE teachers who taught in Texas early childhood settings. Data were analyzed using thematic analysis with open coding, leading to …

Improving Fluoride Varnish Application Rates In A Pediatric Primary Care Microsystem, Roman G. Roxas

Master's Projects and Capstones

Problem

Childhood caries is a preventable public health issue disproportionately affecting the underserved. National guidelines recommend fluoride varnish (FV) application during well‑child visits. In California, fewer than 15% of children under age six received FV. In a pediatric primary care clinic, baseline performance was 11% in 2025.

Context

A six‑month quality improvement project was implemented. Key barriers included reduced team cohesion, workflow variability, unclear roles, and underutilized electronic health record (EHR) prompts.

Interventions

The change package standardized medical assistant–led workflows, activated EHR prompts, and provided targeted education. Leadership reinforcement through regular huddles supported adoption, consistency, and team engagement.

Measures

Outcome …

Early Childhood Teachers’ Perceptions Of Early Childhood Teacher Leadership, Their Leadership Experiences, And Teacher Leadership Skill Development, Danyle Watkins

Walden Dissertations and Doctoral Studies

The problem that was addressed in this study is that research into early childhood leadership has focused on early childhood directors and programs for leadership, but little research has been conducted on early childhood teachers’ (ECTs’) perceptions of the ECT leadership. Guided by the McCormick Center Whole Leadership Framework, the purpose of this basic qualitative study was to explore ECTs’ perceptions on characteristics of teachers as leaders, their leadership experiences, and their leadership skill development in a Midwestern U.S. state. Data were collected through semistructured interviews with 10 ECTs employed in licensed early childhood centers serving children from birth through …

Exploring The Experiences Of Teacher Assistants Who Remain In A Rural Michigan Head Start Program, Melissa Thiebaut

Walden Dissertations and Doctoral Studies

The problem addressed in this study was the approximately 35% attrition rate of teacher assistants (TAs) in a rural Head Start program. Grounded in Bakker’s job resources and job demands theory, the purpose of this basic qualitative study was to explore the experiences of TAs who chose to remain working in a rural Head Start program and the factors that influenced their decisions to stay. Data were collected by conducting semistructured interviews with 12 TAs from one Head Start program. Data analysis involved a deductive data analysis method with two categories, job resources and job demands, being predetermined by the …

Bridging The Gap: A Qualitative Case Study Of Pre-K Teachers' Literacy Professional Development Needs In The Context Of Georgia's Early Literacy Act (Hb 538), Deborah Lissimore

Dissertations

Abstract

The purpose of this qualitative case study was to explore how school-based pre-K teachers in Georgia perceived their literacy professional development needs within the context of the Georgia Early Literacy Act, House Bill 538, and to examine the role of teacher leadership in supporting their professional learning. Although the Act established evidence-based literacy requirements and professional learning expectations for kindergarten through third grade educators, comparable supports for school-based pre-K teachers were not clearly defined. Participants included five certified pre-K teachers employed in a Georgia public school district. Data were collected through semi-structured interviews and researcher field notes, with member …

Teaching Difficult Histories: An Exploratory Case Study Of Teacher Experiences And Student Demonstrations Of Historical Empathy In A Cdf Freedom School, Michael T. Miller

Dissertations

This qualitative case study explored two research questions: What did CDF Freedom School teachers experience while teaching elementary and middle school students how to learn history with a critical lens? How did CDF Freedom School students’ work demonstrate historical empathy and perspective-taking? Using secondary data collected by Dr. Johari Harris from the Summer 2023 CDF Freedom School in Charlottesville, VA, a thematic analysis was conducted of exit interviews from four teachers, classroom observation data from one teacher, and writing samples from students in grades 3-8 in response to materials from the Educating for Democracy curriculum. Themes were created from teacher …

Childcare Center Administrators’ Leadership Practices To Foster Childcare Worker Retention In Non-Residential Childcare Centers, Rebecca Dececco

Walden Dissertations and Doctoral Studies

Though staff retention is essential for children's stability and security in childcare settings, there remains a gap in knowledge about the leadership practices in childcare that have implications for retaining staff. The problem addressed in this study was the need for information about the influence of leadership practices on childcare teacher retention in the United States. Grounded in Bandura’s social cognitive theory, the purpose of this basic qualitative study was to explore the leadership practices of childcare center administrators who retain childcare staff. For this basic qualitative design, semistructured interviews were conducted with 12 childcare center administrators who worked directly …

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. …

K–3 General Education Teachers’ Experiences On Their Roles In Supporting English Language Learners, Sylvia Pollard-Ware

Walden Dissertations and Doctoral Studies

No abstract provided.

Determinants Of Corporal Punishment And Severe Physical Punishment In Egypt: A Mixed-Methods Analysis For Child Protection Policy, Marwa Moustafa Nassef

Theses and Dissertations

Corporal punishment (CP) and severe physical punishment (SPP) remain a major public health, child rights, and child protection policy concern. In Egypt, despite legislative reforms, survey-weighted analysis of the 2021 Egypt Family Health Survey (EFHS) 2021 (CAPMAS, 2022) reveals prevalence rates of 60.5% for CP and 27.4% for SPP among children aged 1–14 (author’s calculations using EFHS-2021, n=7623), yet evidence distinguishing the determinants of routine corporal punishment from escalation to severe physical punishment remains limited in low- and middle-income contexts. Guided by Bronfenbrenner’s ecological framework, this mixed-methods study identifies key drivers of CP and its escalation to SPP among Egyptian …

Emotion-Focused Teaching And Preschool Children's Social, Emotional, And Self-Regulatory Development, Brielle Emily Petit

Dissertations and Theses

Contributing to the literature on supportive mechanisms for children's development of social, emotional, and self-regulatory competencies, the current study examines the contributions of emotion-focused teaching in preschool classrooms. Emotion-focused teaching is a framework used within preschool classrooms that encompasses three domains of teaching that support children's development of emotion skills—how teachers display their own emotions or emotion-related behaviors and actions (modeling), the ways they respond to children's emotional expressions (responding), and how instruction is used to inform children about emotions and related processes (instructing). More frequent emotion-focused teaching has been shown to be a …

Lesson Plan: Sr. Levadura (Mr. Yeast), Kali Elise Rye

World Languages and Cultures

This project addresses critical microbiology misconceptions concerning microbes and fermentation. Alongside Nuestra Ciencia’s lesson development team, this activity was researched and tested to demonstrate ideal fermentation conditions for yeast. In addition to the hands-on experiment, this project also required an interactive worksheet to be completed alongside the activity. With feedback from undergraduate students, researchers, and professors, the content was shaped to create an engaging, easily comprehensible activity that introduces microbiological concepts to students. As it has progressed, the Sr. Levadura (Mr. Yeast) activity has been implemented in two quarters of SCM 302 (Learn by Doing Lab) where over 400 elementary …

Leading With Emotional Intelligence: Strengthening Leadership Effectiveness In Early Childhood Education, Christy L. Martin

Dissertations

This study examined the role of emotional intelligence (EI) in leadership effectiveness within early childhood education settings. Leadership in these contexts involves navigating complex relationships, staff stress, and organizational demands, yet leadership preparation often emphasizes technical skills over emotional competencies. The study explored how EI influences leadership effectiveness and how reflective practices support leadership development. Guided by the question How does emotional intelligence impact leadership effectiveness?, the study used a mixed-methods design. Quantitative data were collected through an EI Inventory of Practices self-assessment measuring four EI domains, and qualitative data were gathered through semi-structured interviews. Findings suggest emotionally intelligent …

Unfreezing Language: A Decolonial Reframing Of Translanguaging Pedagogies In English As A New Language & Dual Language Bilingual Education Settings, Cristian R. Solorza

Dissertations, Theses, and Capstone Projects

This qualitative multi-case study examines how elementary teachers in English as a New Language (ENL) and Dual Language Bilingual Education (DLBE) settings conceptualize, implement, and reflect upon translanguaging pedagogies, with particular attention to translanguaging rings as tools for language differentiation. Grounded in a rearticulation of language as a dynamic, socially, politically, and historically constructed subject and object, this study challenges monoglossic ideologies that position named languages as bounded systems at the center of language education. Instead, it centers students’ lived, embodied, and agentive language practices as foundational to language learning and to their participation as knowledge producers in ENL and …

The Impact Of Reliable Backup Childcare Services On Work-Life Balance And Stress Levels Among Working Parents, Christiana Arhin

Dissertations

The purpose of this study is to investigate the relationship between access to reliable backup childcare services, work-life balance, and stress levels among working parents. Building on Arhin’s (2025) research, this study seeks to address limitations in sample diversity and incorporate qualitative methods to gain deeper insight into these variables. Using a mixed-methods approach, the study will examine how access to backup childcare services influences work-life balance and stress levels, with a focus on capturing both quantitative trends and qualitative perspectives of working parents. By exploring these relationships, the study aims to provide a more comprehensive understanding of the role …

Voices Of The Young: Exploring Child Agency In Heritage Language Socialization In Chinese American Families, Yiyang Guan

Graduate Doctoral Dissertations

This dissertation investigates how young children in Chinese‑heritage families participate in heritage language development and maintenance (HLDM) in everyday family life. It asks four questions: what agentic behaviors young children display in heritage language socialization (HLS) and family language policy (FLP) co-construction; how they conceptualize language ideologies; what attitudes they hold toward HLDM; and whether differences in agency, ideologies, and attitudes relate to socioeconomic background.

Using a qualitative multiple‑case design, the dissertation focuses on seven families in the San Francisco Bay Area. Data includes parent and child interviews, child language portraits, child audio diaries, parent‑recorded natural conversations, and family background …

"It's Such A Natural Fit": Integrating Reggio Emilia And Head Start For Emergent Multilinguals, Christina Bohr

Graduate Doctoral Dissertations

Early childhood education classrooms reflect the increasing cultural and linguistic diversity of the United States where many children are raised speaking more than one language. Teachers in the early education field play a critical role in supporting children’s development of language and identity. Head Start, who serves a large population of emergent multilinguals (mls), plays an essential role in offering learning environments that foster language development in both English and their home language, among many other critical skills. The Reggio Emilia philosophy is a child-centered and community-oriented approach that promotes children’s independence, exploration, and intellectual development, and is frequently integrated …