Early Childhood Education Commons^™

A Systematic Review Of Resilient Early Childhood Education Strategies In Uganda: Insights From The Covid-19 Pandemic., Apio Grace

Master of Education

The COVID-19 lockdown had massive disruptions to early childhood education worldwide. This highlighted the need for resilient strategies to support children's learning during crises. This systematic review aimed to analyze and synthesize existing literature from different countries on resilient ECE strategies implemented during the pandemic to ensure the continuity and quality of education for children. The methodology employed involved a comprehensive search of academic databases such as PubMed, Google Scholar, Scopus, Hinar, EBSCOhost, and grey literature. The inclusion and exclusion criteria encompass studies published between January 2020 and October 2023 and reports focusing on resilient ECE strategies implemented during the …

Psychological Well-Being And Music Among Children, Elle Chrampanis

Honors Theses

The purpose of this instrumental case study was to explore how music supports kindergarteners’ well-being in an elementary music classroom through the lens of PERMA, a framework for well-being developed by Martin Seligman. PERMA stands for positive emotions, engagement, relationships, meaning, and accomplishment. An additional goal was to see how applicable this framework was to kindergarteners. Accordingly, a five-week music program was developed and taught at a local elementary school. A typical elementary music curriculum was developed consisting of lessons that included a welcome song, a rhythm activity, a musical storybook, the sequential learning of a song, and a goodbye …

Exploring The Integration Of Reggio Emilia-Inspired Practices In U.S. Early Childhood Settings, Petra K. Nguyen

Honors Undergraduate Theses

This thesis investigated how United States (U.S.) educators apply a Reggio-inspired approach in U.S. early childhood settings. The Reggio Emilia Approach is a specific early childhood strategy that sees children as capable humans with extraordinary potential. This study’s purpose was to research further and better understand how early childhood educators in U.S. classrooms implement Reggio-inspired practices. Through analyzing four selected articles that identified as implementing Reggio-inspired practices into U.S. early childhood settings, the thesis examined how each program implemented each of the seven components of the Reggio Emilia early childhood philosophy [the Image of the Child, The Hundred Languages of …

Demystifying Artificial Intelligence (Ai) For Early Childhood And Elementary Education: A Case Study Of Perceptions Of Ai Of State Of Missouri Educators, Kathryn Arnone, James Hutson, Karen Woodruff

Faculty Scholarship

Artificial intelligence (AI) and its impact on society have received a great deal of attention in the past five years since the first Stanford AI100 report. AI already globally impacts individuals in critical and personal ways, and many industries will continue to experience disruptions as the full algorithmic effects are understood. However, with regard to education, adopting in disciplines remains limited largely to Computer Science and Information Technology in postsecondary education. Recent advances with technology are especially promising for their potential to create and scale personalized learning for students, to optimize strategies for learning outcomes, and to increase access to …

Testing The Knowledge Of Early Childhood Educators, Dianne S. Mccarthy

Journal of Inquiry and Action in Education

Teacher certification exams are supposed to assess if a student is likely to succeed in teaching. What if an exam seems to be inappropriate? This article is an inquiry of the New York State Content Specialty Test for Early Childhood Candidates, particularly the math section. It raises the issue of whether we are asking the right questions and ascertaining the right data to decide if someone has the appropriate math knowledge and is ready to teach math to young children.

Early Childhood Nutrition Education Implementation Evaluation And Planning: Learn, Grow, Eat & Go!, Alyssa L. Wessling

Capstone Experience: Master of Public Health

The obesity rate among American children aged two to five years old is 12.7% (Centers for Disease Control, 2022), indicating a need for health interventions at this critical life stage. Nebraska Extension’s Nutrition Education Program has identified a need for direct education materials to reach Nebraskans in early childhood. Learn, Grow, Eat & Go! Early Childhood was identified as an appropriate curriculum to be tested in an early childhood intervention pilot. Learn, Grow, Eat & Go! Early Childhood is a newly developed program built upon the foundation of teaching children about healthful foods and physical activity through gardening. An early …

Lack Of Engagement Of Play-Based Learning In Early Childhood Education, Jessica A. Beuilby

Masters Projects

Research has shown that children in early childhood education classrooms, including those at Ottawa Area Center, are having less time to engage with meaningful play-based learning opportunities. This project explores the factors hindering the implementation of play-based learning as well as thought on how to improve the implementation of play-based learning. To effectively address the factors hindering the implementation of play-based learning, administration and teachers must have the adequate knowledge on play-based learning. Two professional development sessions will be used to address the most common factors that hinder implementation. Additionally, it combines elements of evaluation that will be helpful in …

The Role Of Teachers In Values Education In Pakistan: A Case Of Early Childhood Education And Development From Pakistan., Sharifullah Baig, Abida Begum

The Journal of Values-Based Leadership

The teachers in early childhood education and preschool have a significant influence on curriculum and daily practices in the class, therefore, have a dominant influence on the implementation of values education. Deeming values as a social construct, this small-scale qualitative case study was carried out to explore the priority values of early childhood education teachers and their ways of teaching values in a school in northern Pakistan. Interviews and classroom observations were conducted to gather in-depth data from the school leadership and the teachers. Teachers were found primarily focused on the inculcation of societal values, behaviors and life skills needed …

Early Childhood Educational Toys Through An Architectural Perspective, Anindhitha Sudhakaran

Architecture Undergraduate Honors Theses

This capstone explores the overlaps between architectural training and early childhood education, and how architectural design can inform the design process of creating educational toys for young children. Through an analysis of pedagogies used throughout history in early childhood education and my own personal experiences of architecture school, an understanding of how an architectural perspective can influence activities for three- to five-year-olds is developed. Precedent studies of open-ended educational toys designed by educators and designers introduced the design thinking mindset necessary to create an effectively enriching toy. The next phase of this project involves designing an educational toy for the …

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 …

Primary Early Childhood Educators’ Perspectives Of Trauma-Informed Knowledge, Confidence, And Training, Jennifer B. Bilbrey, Kristy L. Castanon, Ruth B. Copeland, Pamela A. Evanshen, Carol M. Trivette

ETSU Faculty Works

There is a growing body of research documenting the impact of traumatic stress on child development, which has resulted in a call to action for trauma-informed practices as a priority, yet implementation within schools and training for educators is lacking (American Academy of Physicians, https://www.aap.org/en-us/Documents/ttb_aces_consequences.pdf, 2014). Understanding teachers’ perceptions regarding current levels of knowledge, self-efficacy, and trauma-informed training can help guide future professional development experiences for both pre-service and practicing teachers. This study investigated the knowledge, self-efficacy, and training of trauma-informed practices as self-reported by primary educators, serving in grades kindergarten through third-grade, within two regions of Tennessee and Virginia. …

The Magic Of The Morning Message: Literacy Strategies Used In Preschool Classrooms, Jill B. Claxton, Tomoko Wakabayashi, Katherine Homant, Beth Hardin, Shun Takai

Michigan Reading Journal

Monthly in-depth, dynamic, ethnographic video recordings of preschool teaching practices were gathered in state-funded preschool programs in Michigan. We identified and coded teaching practices used by lead teachers during three parts of the daily routine using the Essential Instructional Practices in Early Literacy - Prekindergarten (MAISA-GELN, 2016). Using a mixed methods approach, the findings indicate that morning message time may be one of the most literacy rich times of the day. Preschool teachers engaged in literacy promoting strategies more during morning message time than even during small group time or read alouds. Co-occurrences of literacy strategies were also found most …

The State Of Value Education In Early Childhood: The Challenges And Opportunities For Pakistan., Sharifullah Baig, Khush Funer

The Journal of Values-Based Leadership

Values are the scaffolding of a society within which the members are exercising their socio-economic roles. They are the fundamental principles, convections and standards which are guiding the behaviors and actions to be judged as desirable. Therefore, values education is a conscious effort to make the children learn and understand the values so that they practice them as a desirable member of the society. In developing societies, the technological advancements and economic competitions are forcing to change the traditional nature of the values and the processes of the value formation. Therefore, values education is becoming more important than ever before. …

The Research-Based Strategies To Help Trauma Students In A Preschool Classroom, Amber Murray

Master's Theses & Capstone Projects

Trauma in young children is an event that undermines a child's sense of physical or emotional safety or poses a threat to the safety of the child's parents or caregivers. There are different levels of trauma. Small changes in classroom interactions can make a big difference for traumatized students. Up to two-thirds of U.S., children have experienced at least one type of severe childhood trauma, such as abuse, neglect, natural disaster, or experiencing or witnessing violence. Trauma is the most significant public health issue facing children today. When teachers are proactive and responsive to the needs of students suffering from …

Strengthening Executive Function And Self-Regulation In Early Childhood Classroom, Molly Grosvenor

Masters Projects

Executive function (EF) is an umbrella term used to describe the group of higher order thinking and regulatory processes. They are the brain functions that enable working memory, inhibitory control, and attentional or mental flexibility and there are many factors that impact the early development. Research confirms that EF skills are malleable and can be improved through preschool experiences. Early support and intervention are especially important for children who enter school with poorer executive function skills and are at risk because of social, economic, or other adverse childhood experiences. This project aims to provide a workshop and training handbook for …

Embracing A Pedagogy Of Care In The Infant And Toddler Classroom, Paige D. Wernick

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Care is a universal concept which connects us all as humans. Everyone comes into this world needing care and most of us will exit this world in need of care. Care is necessary throughout the span of our lives and should be considered a human right. Everyone is entitled to quality care, no matter their age or social status. The U.S. society has been entrenched in a decades long division between education and care which has historically prioritized education over care. This division has contributed to care being hidden and undervalued within the context of early childhood (EC) as a …

Quality Analysis Of Early Childhood Education Programs In New York City, Earlene Warren-Fernandez

Theses and Dissertations

This study examined the quality of pre-K educational programs in New York City. I identified how program quality relates to student and teacher variables. The study used NYC Department of Education public ECERS-R data to measure program quality. I examined and analyzed to determine their influence on program quality. The independent variables are the percentage value of student’s racial composition, classroom interaction quality, program leadership quality, program type, teacher collaboration, and program community ties. The study addressed several research questions. Is program quality associated with the racial composition of students in the programs? Is there a difference in program quality …

Values In Early Childhood Education (Ece): A Cross-Cultural Comparative Study Of Values For Ece Expressed In Policy Documents, Jolene Pearson, Arve Gunnestad, Sissel Mørreaunet, Sobh Chahboun

Education Faculty Publications

Purpose

This comparative study identifies core values expressed in Early Childhood Education (ECE) official policy documents from a sample of thirteen countries.

Design/Approach/Methods

This study employs document analysis as well as content and thematic analysis. ECE values identified in the policy documents are categorized into three groups: political and society-related values, educational values, and individual and relational values.

Findings

Document analysis reveals the values that are common across countries and those that are more specific to just one or a few countries at most. This study discusses the characteristics of these values from the perspective of globalization. In doing so, …

Caregivers’ Understanding Of Early Literature Expectations For Firstborn Children Entering Kindergarten, Kathleen England

All NMU Master's Theses

This qualitative phenomenological research was designed to develop an understanding of caregivers’ understanding of early literacy expectations for their firstborn or only child as they begin their kindergarten schooling. This study consisted of seven participants and six interviews with caregivers that enrolled their children in the Archdiocese of Detroit Catholic Schools in Southeast, MI. With the findings of this study, school administrators and researchers alike may be able to find a deeper understanding in efforts to support their families as they begin their educational careers and establish a solid foundation for further growth and development.

A Needs-Based Early Childhood Care And Development Model

International Developments

ACER Indonesia is partnering with the William and Lily Foundation and Adaro Bangun Negeri Foundation on a two year project which promises to improve the learning and development outcomes of Indonesian children in early childhood and development centres. This project will focus on Early Childhood Education and Development (ECED) centres or Pendidikan Anak Usia Dini (PAUDs) in 12 villages. These villages have been selected because their teachers have not received mandatory training from the government and many children have delayed physical development, or stunting.

Playing Through Tragedy: A Critical Approach To Welcoming Children’S Social Worlds And Play As Pedagogy, Cassie Brownell

Occasional Paper Series

Children’s play frequently reflects the ways they understand and cope with personal life experiences and those in the wider world. Drawing connections to many of the tenants of Jonathan Silin’s lifelong work, the author offers illustrative examples of why play and children's social worlds matter as well as why adults should pay attention to what children do and say in their play. Through personal stories, the author shows how integrating play(full) experiences into the daily life of a classroom can foster children's understanding of seemingly "difficult" or "adult" ideas and events that may be confusing, fear-inducing or represent significant loss. …

Young Mathematicians: Stem Skills For Success, Lindsey Herlehy

Publications & Research

Our youngest STEAM learners are creative and curious but require support and foundational skills in math and science. Through play-based, open-ended explorations, young students can engage in STEAM-learning skills such as subitizing, sorting, drawing, and patterns. In this session, participants will actively take part in activities highlighting each of the mathematical foundations, examine STEAM-integrated tasks that support these concepts, and share resources to be used in the classroom.

The Impact Of Utilizing Learning Centers To Promote Stem Development In The Early Childhood Classroom, Crystal M. Riniker

Master's Theses & Capstone Projects

This literature review explores the research on incorporating STEM in the preschool classroom, in particular, learning centers. Research from the past decade shows developing the four areas of science, technology, mathematics, and engineering (STEM) in the early years is beneficial for students’ science abilities in the later grades. Studies from this review shine a light on teacher attitudes about science, the classroom environment, and approaches to learning and how they influence students’ learning of STEM in preschool.

Starting With Children’S Democratic Imagination. A Response To "That’S My Voice! Participation And Citizenship In Early Childhood", Katherina A. Payne

Democracy & Education

The article adds to a growing conversation that recognizes and supports young children’s civic capabilities, positioning them as citizens-now and not simply citizens in the future. They detail how three different classrooms sought to work with children to engage in social action on behalf of their broader community. This response wonders alongside the authors about how adults can best work with children to support their civic action and proposes that teachers engage children’s visions for a more just, humanizing democratic society. The article offers three avenues of action for teachers as they support children’s civicness: reflection on our views and …

Innovative Methods For Researching Leadership Emergence, Leanne Gibbs, Frances Press, Sandie Wong, Tamara Cumming

The Qualitative Report

There is a growing understanding, internationally, that effective leadership has an influence on the quality of early childhood education programs. The leadership research agenda has expanded accordingly but despite this expansion there is little empirical research on the emergence and development of leadership in early childhood education. The article focuses primarily on the methodological challenge of studying the phenomena of emerging and developing leadership. We describe the innovative methods for data generation that were used to address these challenges for an Australian study of leading within early childhood education sites. We explain in detail two of the methods—a field observation …

Hand Posture For Beginner Piano Playing Using Plush Toy Assisted Learning, Kumanan Shugeshini

Student Works (2020-2029)

This research paper explored the possibilities of using an animal plush toy as a tool to teach piano playing hand posture among participants formed by children age four up to six years old. The idea of Plush Toy Assisted Learning (PTAL) originates from AAL or animal assisted learning. Adopting a case study that involved a quantitative and a qualitative research framework, this research reveals an in-depth observation of a proposed new pedagogical idea in developing a proper hand posture using an animal soft toy as a tool towards children. Methodology includes a self-reflexive account of the researcher as a teacher …

Creating Classroom Community To Welcome Children Experiencing Trauma, Katherina A. Payne, Jennifer Keys Adair, Shubhi Sachdeva

Occasional Paper Series

How elementary and early childhood classrooms engage with socio-emotional learning is deeply connected to creating a classroom community. Yet, much of socio-emotional learning curricula focuses on the individual child, rather than on the everyday interactions that build and sustain community. During the Civic Action and Young Children study, we spent a year in a Head Start preschool in Texas, where we noticed that although many children in the class struggled with varied difficult circumstances including poverty, homelessness, discrimination and threat of deportation, the teachers did not label them as homeless, illegal immigrants or poor. Additionally, children seemed to help one …

Assessment Of Inclusive Practices In Head Start Preschool Classrooms: Access, Participation, And Supports, Ifthika "Shine" Nissar

Electronic Theses, Projects, and Dissertations

ABSTRACT

The purpose of this study was to assess inclusive practices in Head Start preschool classrooms. In 1972, Public Law PL 94-242 mandated Head Start enrollment to include 10% of students with disabilities (Allen & Cowdery, 2009). Research on assessment of inclusive practices within Head Start preschool classrooms is limited (Gallagher & Lambert, 2006; Muccio, 2012).

This study implemented a quantitative, descriptive design approach. Correlational analysis was conducted to explore answers to the research questions according to access, participation, and supports constructs (DEC/NAEYC, 2009). An Inclusion Crosswalk model was introduced. Data revealed that the underlying factor structure of the …

Language-Supportive Strategies And Their Associations With Child Language Outcomes During Instructional Time, Erin S. Wallace

Theses and Dissertations

In this dissertation, I conducted a correlational study that examined the frequency of educator-delivered language-supportive strategies during instructional time in public Kindergarten classrooms. Additionally, I explored the association between educators’ use of language-supportive strategies and child language outcomes. To index child language, I assessed a sample of 96 children from 10 different classrooms on standardized measures of expressive and receptive language. I recruited 10 educators to participate in the present study and assessed their use of language-supportive strategies during instructional time in the classroom through transcription and coding of audio recordings. The educators completed demographic forms for themselves as well …

Supporting Conversations About Race And Racism With Young Children While Watching For Manifestations Of Whiteness, Shubhi Sachdeva, Jennifer Adair

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article examines two first grade classrooms in Central Texas that routinely have conversations about racial justice. In both classrooms we studied, children participated in racial conversations in large group structured discussions with the teacher and in less formal peer conversations away from the teachers. We follow both classrooms and detail the ways in which the teachers supported conversations about race, racism and racial violence with and among the young children in their classes. We highlight specific strategies and mechanisms that both teachers used to open up their classrooms for social and racial justice conversations. Then, we show how even …