Young Children’S Civicness: A Close Look At Membership And Community, Katherina A. Payne, Sunmin Lee, Molly E. Mcmanus

Democracy & Education

As one of the first communities outside of young children’s private spheres of family, scholars consistently position school as an ideal space for civic education. At its core, civic education helps young children cultivate communities that support broader societal structures and mores. As children negotiate new constellations of people within a place, we wondered, what are some ways in which young children construct their membership in the initial civic communities that schools purport to cultivate? Drawing on data from a yearlong ethnographic study of three classrooms in a Head Start in a large city in Texas, we examine how children …

Inclusion And Equity In Early Childhood Special Education, Maranda Martinez

Electronic Theses, Projects, and Dissertations

The present study examined equity and inclusion in early childhood special education through the lived experiences of administrators, educators, and caregivers. Despite decades of legislation, preschool students of color with dis/abilities continue to experience disproportionate identification for special education, exclusionary discipline, and limited access to inclusive settings (DHHS & DE, 2023; NCD, 2018). Grounded in Disability Critical Race Theory (DisCrit), this study explores how intersecting systems of racism and ableism shape early childhood educational access and opportunity.

Guided by a phenomenological approach with a transformative paradigm, data were collected through semi-structured interviews with eighteen participants including administrators, early childhood special …

More Hours, More Work: Head Start Expansions Boost Maternal Employment, Chloe R. Gibbs, Esra Kose, Maria Rosales Rueda

Upjohn Institute Working Papers

Women’s employment remains highly sensitive to childcare constraints, making childcare availability a critical lever for supporting mothers’ labor force attachment. We study the effects of expanded full-day programming in Head Start, using the 2016 federal funding initiative that targeted grantees with low full-day enrollment. Linking administrative program data, geo-coded center locations, and household data on employment, we estimate a difference-in-differences design by comparing mothers of young children in treated and untreated areas. The policy increased full-day enrollment by 19 percent and raised single mothers’ employment (1.9%), hours (2.5%), and earnings (6.5%). Results show that extending program duration meaningfully improves maternal …

Fostering Social-Emotional Development And Understanding In A Preschool Environment, Kaya Jensen

Capstone Projects and Master's Theses

Teaching young children about friendship is crucial for fostering healthy development, building self-esteem, and helping them navigate their world. Friendship aligns with social-emotional development and children’s abilities to create and maintain peer connections. Early friendships are significant for children’s moral development, increasing attention to fairness, sympathy, and helpfulness (Dunn et al., 2000). Children who do not learn how to build friendships risk isolation and miss out on valuable life lessons, such as cooperation, empathy, self-esteem, and social skills that reduce stress and promote well-being. In order to address the issue, I delivered two lessons about friendship to preschool children at …

Bridging Assessment And Implementation A Toolkit For Improving Quality In Preschool Settings, Virginia M. Roundy

Electronic Theses, Projects, and Dissertations

High-quality early childhood education (ECE) is foundational to children’s development and long-term success, yet ensuring consistent quality across diverse programs remains a persistent challenge. This project examines how assessment data, particularly from the Classroom Assessment Scoring System (CLASS), 2nd Edition, can be transformed from static evaluations into dynamic tools for professional growth. While CLASS observations provide reliable measures of teacher–child interactions, their greatest potential emerges when these data are translated into actionable guidance that informs daily practice.

To bridge the gap between assessment and implementation, this paper presents a comprehensive Assessment Toolkit composed of three integrated components: assessor-written summary reports, …

Learning To Think, Thinking To Learn: A Qualitative Investigation Of Inquiry-Based Learning And Metacognition In Preschools, Jessica Carter

Electronic Theses and Dissertations

In response to an increased focus in the field of early childhood on inquiry-based practices and metacognition, this qualitative study was designed to investigate a variety of approaches to planning and facilitating classroom inquiry. Additionally, this research was designed to discover the ways in which metacognitive strategies are used in preschool classrooms to foster the learning process. Using teacher interviews, classroom observation, and analyses of teachers’ planning documents in a multiple case study design, this study focused on five Reggio-inspired classrooms to investigate the planning and teaching practices of preschool teachers related to inquiry-based learning. Of importance was their use …

The Impact Of Play-Based Learning On Preschool Engagement And Goal Progress, Jennifer Martin

Master's Theses & Capstone Projects

This capstone research project explored the impact of play-based learning on preschool student engagement and progress toward individualized learning goals. Data points were collected using both quantitative and qualitative methods, including observational charts and anecdotal notes. Findings indicated that structured play opportunities increased peer interaction, persistence, and sustained engagement for students’ who initially demonstrated low participation with activities and with peers. The results suggest that intentional play-based learning environments provide natural opportunities for children to make measurable progress toward their developmental goals. Implications for practice, limitations of the study, and recommendations for future research are discussed.

Parent Perception Of Preschool Programs: Improving Parent Knowledge Of Preschool Programs Through Targeted Recruitment, Meredith Lynn Drake

All Dissertations

Parent knowledge of preschool enrollment processes and the benefit of early education has been an issue at Mountain Elementary. Early childhood learning opportunities are a predictor of later academic success, and it is important that parents know about the available opportunities for early learning in public schools.

The purpose of this intervention is to create a targeted parent outreach program to recruit students to the four-year-old kindergarten programs at Mountain Elementary. This study attempts to answer whether targeted outreach increases enrollment numbers at Mountain Elementary.

After conducting two parent outreach events and creating two video-based social media posts, I analyzed …

The K-12 Education Workforce In Nevada, 2024, Olivia K. Cheche, Caitlin J. Saladino, William E. Brown Jr.

K-12 Education

This fact sheet presents data on the share of workers in the K-12 education workforce in Nevada. The U.S. Bureau of Labor Statistics’ Occupational Employment and Wage Statistics Query System provides data on the amount of employment in all job sectors at the state and metropolitan statistical area (MSA) levels. This fact sheet focuses on employment and wage data for the State of Nevada, the Las Vegas-Henderson-Paradise, NV MSA, and the Reno, NV MSA as of May 2024.

The Use Of Visuals In Preschool Settings To Improve Student Engagement And Student Participation At Group Timet, Lexie Flug

Master's Theses & Capstone Projects

Engagement are participation in early childhood are essential for social growth and child development. Distractions at group time are a barrier to student engagement and participation. These distractions lead to less instructional time. Research shows higher levels of engagement and participation increase academic success. This inquiry-based research study aims to determine if the visual support of "Give Me 5" increases student engagement and participation at group time. The study utilized a qualitative approach, using classroom observations and teacher questionnaires for a preschool classroom. The findings revealed that implementing visual support at group time increased student participation with a slight increase …

Rays Of Resilience:Tbri® Nurture Group© Intervention For Improved Social-Emotional Development In Head Start, Madison Carlson

Occupational Therapy Capstone Presentations

Children exposed to adverse childhood experiences (ACEs) face challenges that impact their developmental trajectory, family dynamics, and occupational engagement (CDC, 2021a). Rays of Resilience is a trauma-informed occupational therapy capstone project designed to enhance social-emotional skills in preschoolers at a rural Head Start program guided by the TBRI® framework and the Person-Environment-Occupation (PEO) model. Using Nurture Group© small group intervention, collaboration with staff, and engagement with caregivers, this project targeted social-emotional development and relationship building in children with a higher risk of adverse childhood experiences (ACEs). Fifteen students participated in weekly lessons focused on self-regulation, identifying emotions, and communicating wants …

Teaching Social Emotional Skills In Early Childhood, Shawni M. Hughes

Capstone Projects and Master's Theses

Children in early childhood may not have yet fully developed social-emotional skills around self-regulation. Without the ability to self-regulate, children will act out or misbehave in order to communicate their needs or express their feelings. Children that are taught social-emotional skills may be able to express their feelings in developmentally appropriate ways, exhibit fewer externalized behaviors, develop stronger social relationships, experience decreased emotional stress, and present better self-confidence. In order to promote social-emotional development, I created a three-day lesson for preschoolers at the Monterey Peninsula College Early Childhood Education Lab School in Monterey, California.

Iep Team Decision-Making: Influences On Self-Contained Placement Decisions For Students With Disabilities Transitioning From Preschool To Kindergarten, April Herron

Electronic Theses and Dissertations

The purpose of this narrative inquiry was to examine how IEP team members describe the key influences that impacted their decision-making during the preschool to kindergarten transition process for students with disabilities subsequently placed in self-contained special education settings. The study aimed to contribute to the literature by examining IEP team experiences and the decision-making process through the lens of social constructivism and ecological systems theory. Data collection included fifteen individual interviews with special education supervisors, school administrators, regular education teachers, special educators, and parents from three school districts. Analysis of data occurred in four phases: (a) organization of the …

"I Feel An 'I'M Not Sure' Feeling": Young Children's Perspectives During Outdoor Risky Play, Erin Tanzer

Boise State University Theses and Dissertations

Young children’s outdoor risky play is an intriguing and challenging phenomenon in early childhood care and education settings (ECCE). While recent research on risky play conveys the numerous developmental benefits, types of play children engage in, environmental affordances, and approaches to risk assessment, minimal research includes children’s perspectives about their risky play experiences. This phenomenological case study explores preschool children’s experience and what they feel and wonder about during risky play in a setting where risky play is effectively supported. Data were collected using interactive observation and interviews and analyzed using thematic analysis. Children described feeling “good” and “scared” during …

Exploring Belonging In Early Childhood Care And Education: Perspectives Of Young Children, Melissa Telford Buck

Boise State University Theses and Dissertations

Belonging is a fundamental human need with significant developmental implications, influencing identity, self-concept, mental health, emotional-wellbeing, and behavior. While school belonging has been widely studied, research on belonging in early childhood care and education (ECCE) settings, particularly from young children’s perspectives, is limited. This multi-case study investigated young children’s perspectives in ECCE settings to determine how they explained the term belonging and to identify key factors contributing to their sense of belonging through photography, tours, discussions, and drawings. Prioritizing cross-case analysis, the findings revealed that young children could explain belonging and articulate specific factors, places, people, or activities as contributors. …

The Importance Of The Relationship Between General And Special Education Co-Teachers In Inclusive Preschool Programs, Ruth Copeland, Ruth B. Copeland

Electronic Theses and Dissertations

A qualitative case study was designed to examine the importance of the relationship between general and special education co-teachers in inclusive preschool programs. The holistic strengths-based portraiture method will be used to study the positive aspects of the relationships of two co-teaching teams. In-depth interviews with individual teachers, co-teaching teams, and administrators combined with a questionnaire and classroom environmental rating scales were used to examine the culture and community that build positive relationships between general educators and special educators who co-teach in an inclusive preschool setting. The main goal of this research was to identify critical elements that contribute to …

Teachers’ Experiences With The Reduction Of Play And Its Impact On Social-Emotional Development And Behavior In The Preschool Setting., Jacqueline Renee Smith

Student Theses and Dissertations

This qualitative, phenomenological study explored teachers’ experiences with the reduction of play in the preschool setting and its impact on social-emotional development and behavior in the preschool classroom. The problem addressed was the decreasing amount of time spent on play in early childhood education. While play is a developmentally appropriate way for children to develop social-emotional, physical, and cognitive skills, the teachers in East Tennessee are experiencing a decline in play. Deficits in social-emotional skills and behavior affect not only the child but also schools, early childhood centers, teachers, administrators, and other students in the classroom. There are long-term ramifications …

Improving Preschoolers' Number Sense Using Counting Collections And Ten Frames, Ashley Gellings

Master's Theses & Capstone Projects

Recently, literacy has received considerable attention in education, often overshadowing mathematics instruction. This inquiry-based research study investigates the impact of counting collections and ten frames on improving preschoolers' number sense to determine if it can serve as an effective Tier 1 instructional strategy for younger learners. After reviewing the literature, the researcher decided on a Tier 1 instructional change to support further growth in number sense. Research indicates that students who master counting and cardinality skills by the end of preschool are more likely to succeed in future mathematics. While there is no specific information to determine the correct type …

Increasing Student Engagement In The Preschool Classroom, Kimberly Anderson

Master's Theses & Capstone Projects

Schools have a lot to worry about. In the classroom, engagement is a critical element that should be addressed more often. When students are not engaged, educators could start seeing more behavior problems. Research has shown that students who are engaged tend to have better test scores and grades. This study aims to investigate/research how to instruct/teach early childhood students and to get them more engaged in the classroom. Based on a literature review on classroom/school climate, preschool special education, strategies/interventions in preschool classrooms, and preschool interactions/engagement, I used different instructional groups as well as different teaching strategies to collect …

Meta-Analysis Of Proven Effective Teaching Strategies To Increase On-Task Behaviors In Preschool Students, Mandalyn Westphal

Master's Theses & Capstone Projects

On-task behavior of students, defined as time that students actively engage in learning, is one of the forefront objectives that comes to mind when teachers think of efficient teaching and classroom management. However, as simple as it may seem to achieve this objective, many classroom teachers struggle with ways to increase or maintain the amount of time students in the classroom remain on task - and, in turn, decrease the amount of off-task or problem behaviors by their students. This meta-analysis seeks to provide strategies to augment preschool students’ on-task behaviors based on a review of evidenced research studies found …

Peer-Mediated Interventions Within The Special Education Classroom, Jessica Sass

Master's Theses & Capstone Projects

Preschool teachers are being asked to do more with less, especially when looking at the shortage of staff and the increase in students with IEPs. Students are starting school with more significant social and language needs, and the ability to integrate into the general education classroom and provide support is becoming more challenging. Research suggests that peer-mediated interventions (PMI) are a viable option in providing support to students who need support in language and social skills, especially when peers involved in the interventions are trained, and exhibit prosocial behaviors and interest in the target students. This inquiry-based study aimed to …

Exploring The Impact Of Language Modeling Integration In Classroom Assessment Scoring System (Class) On Language Teaching And Learning In Pre-K Settings: A Comprehensive Analysis Of Teacher-Child Relationships And Interactions, Joy Lee Hernandez

Teaching & Learning Theses & Dissertations

This descriptive research study utilizes a mixed methods design to explore the impact of integrating language modeling into the Classroom Assessment Scoring System (CLASS) on teachers' perspectives on language teaching and learning. Additionally, the study analyzed teacher-child interactions in Pre-K settings in Southeast Virginia, U.S.A.

Observations were conducted in eleven (11) classrooms using the Pre-K CLASS, a key instrument for assessing the quality of teacher-child interactions across domains such as Emotional Support, Classroom Organization, and Instructional Support, which includes Language Modeling. The CLASS tool was supplemented with detailed notetaking to capture both quantitative scores and qualitative nuances of interactions. This …

Social Stories To Shape Impulsive Behaviors To Increase Self-Regulation In Preschoolers, Caroline Claire Hargrave

LSU Master's Theses

ABSTRACT

BACKGROUND: Students need to be able to self-regulate their behavior within the classroom, thus not interrupting instruction and keeping the classroom running smoothly. Self-regulation is a critical skill children need to succeed in multiple aspects of life. Poor self-regulation skills can lead to challenges academically as well as socially. Contrary to self-regulation is impulsivity, which surrounds not thinking before doing. Impulsivity is a common factor seen within the preschool setting, which surrounds multiple behavior variations deemed unsuitable for classroom learning. Previous research indicates that social stories can be implemented within the classroom to decrease inappropriate behaviors in preschoolers with …

Interprofessional Collaboration To Create Visual Supports In Preschool Classrooms: Perspectives Of Speech-Language Pathology Graduate Students, Shelby L. Klick

Master's Theses and Doctoral Dissertations

This study explored the perspectives of speech-language pathology (SLP) graduate students following participation in a Preschool Visual Supports interprofessional education (IPE) project. Though IPE initiatives have become more prevalent in healthcare, they are limited in preparing future education professionals. Using qualitative inquiry, this study aimed to explore and assess the impact of an interdisciplinary collaborative project and how participation might influence SLP students’ future approach to creating visual supports for young children and their confidence to do so. Thematic analysis was used to identify themes across five semi-structured interviews conducted with SLP graduate students at a Midwest university. The data …

Preschool Developmental Play And Autism, Michelle Brooks Peterson

Theses and Dissertations

This school improvement project applies the Carnegie Project on the Education Doctorate (CPED) model to explore strategies to increase peer engagement among preschool students with autism spectrum disorders (ASD) in a developmental playroom setting. Play is a cornerstone of early childhood development, fostering cognitive, social, and emotional growth. However, children with ASD often encounter challenges in engaging with play environments due to social communication difficulties and sensory processing differences. Grounded in Vygotsky’s sociocultural theory, this project adopts a Naturalistic Developmental Behavioral Intervention (NDBI) framework to facilitate peer interactions and enhance engagement in inclusive play settings.

The intervention focuses on guiding …

Providing Preschool Classrooms With Sensory Kits To Measure The Effectiveness Of Sensory Input On Motor Functioning And Sensory Integration, Elena Tedeschi

Graduate Theses/Dissertations

This study measured the effectiveness of sensory kits in preschool classrooms. Preschool children ages 2 years 9 months to 4 years old were divided into a control group classroom that did not receive sensory kits and an experimental group classroom that did receive sensory kits. Both groups were assessed in a pre-test and a post-test using 10 subsets of the Evaluation of Ayres Sensory Integration assessment to measure sensory integration and using the Peabody Developmental Motor Scale to evaluate motor progression. The control group post-test scores moved farther from norm and average scores, while the experimental group post-test scores showed …

Preschool Teachers’ Self-Efficacy In Teaching Mathematics: A Multiple Holistic Case Study Approach, Farhana Afroz

All Dissertations

Teachers’ self-efficacy in teaching mathematics plays a significant role in students’ success in mathematics (Levine et al., 2010; MacDonald, 2020). Introducing high-quality mathematics instruction in preschool is crucial, as this practice impacts children’s future mathematics achievement (Claessens & Engel, 2013; Braak et al., 2021). Despite having this benefit, children at the preschool level get inadequate mathematics lessons due to the preschool teachers’ uneasiness or discomfort with teaching mathematics (Gerde et al., 2018; Bates et al., 2013). However, this discomfort or uneasiness may arise from teachers’ self-efficacy in teaching mathematics (Copley, 2004). This study investigated the perceived self-efficacy of preschool teachers …

A Growth Mindset Scale For Young Children (Gm-C): Development And Validation Among Children From The United States And South Africa., Melis Muradoglu, Tenelle Porter, Kali Trzesniewski, Andrei Cimpian

College of Science & Mathematics Departmental Research

Beliefs about the malleability of intellectual ability-mindsets-shape achievement. Recent evidence suggests that even young children hold such mindsets; yet, no reliable and valid instruments exist for measuring individual differences in young children's mindsets. Given the potential relevance of mindsets to children's achievement-related behavior and learning, we developed and tested the psychometric properties of the Growth Mindset Scale for Children (GM-C). Among other psychometric properties, we assessed this instrument's (a) factor structure, (b) measurement invariance, (c) internal consistency, (d) temporal stability (test-retest reliability), (e) concurrent validity, and (f) cross-cultural robustness in samples of US children (Study 1; N = 220; ages …

Assistive Technology In Early Childhood For Language And Communication, Katherine Kemp

Master's Theses & Capstone Projects

Students with special needs across the country and the world continue to struggle to gain functional language and communication skills, and build a vocabulary to use throughout life. Research shows that augmentative and alternative communication or speech-generating devices can be a special, useful, and powerful tool for students' language skills. Based on a literature review of augmentative and alternative communication devices, early childhood, and assistive technology, an in-class study was performed in a Virginia Early Childhood Special Education classroom. The results indicate that augmentative and alternative communication devices and assistive technology have a positive impact on students' language and vocabulary …

Classroom Strategies To Increase Language And Communication Of Dual Language Learners, Lori Ruiz

Master's Theses & Capstone Projects

This action research was inspired by the researcher’s interest to better understand teaching strategies to help students who are Dual Language Learners (DLLs) improve their English language, communication skills, and classroom engagement. The researcher wanted to know how modeling and visual cues affect the language and communication abilities of preschool DLLs in the classroom. Over four weeks, the researcher observed three four-year-old DLL students in a public, full-day, inclusive preschool setting. To determine the students’ levels on the English Language Acquisitions objectives, the researcher used an embedded mixed-methods design by collecting and interpreting observations before entering them into Teaching Strategies …