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Articles 1 - 11 of 11
Full-Text Articles in Early Childhood Education
Defining Business As Usual In Preschool Interventions For Challenging Behavior, Eleanor Bold
Defining Business As Usual In Preschool Interventions For Challenging Behavior, Eleanor Bold
Electronic Theses and Dissertations
Challenging behavior (CB) is a major barrier to service delivery in preschool classrooms. Persistent CB has been found to significantly impact children’s academic and social success long-term, especially amongst children from historically minoritized populations and those with disabilities. Numerous evidence-based intervention strategies exist to prevent and reduce CB, yet preschool teachers continue to voice a desire to increase their capacity to do so in the classroom due to high rates of CB continuing to be observed. This dissertation seeks to address this research to practice gap by ascertaining the current baseline intervention practices utilized to manage CB in preschool classrooms …
Psychosocial Effects Of Shared Book Reading, Amy Halling
Psychosocial Effects Of Shared Book Reading, Amy Halling
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
Many studies have examined the academic benefits of parents reading with their children, but few studies have looked at the psychological and social benefits, and even fewer have related the quality of shared book reading to psycho-social benefits. This study looked at whether positive and negative reading interactions during shared book reading predicted parent-child relationships, child social skills and child academic skills. Twenty-five parents of 4-year-olds read a story with their child and completed parent relationship and child social skills questionnaires. The reading interactions were then coded into two separate composite scores: positive and negative. Positive interactions did not significantly …
How Does Classroom Context Affect Head Start Teachers' Use Of Cognitively Challenging Talk?, Jordan Alexis Gregory
How Does Classroom Context Affect Head Start Teachers' Use Of Cognitively Challenging Talk?, Jordan Alexis Gregory
Masters Theses & Specialist Projects
No abstract provided.
The Impact Of Social-Emotional Development In Preschool, Gena Jadwin
The Impact Of Social-Emotional Development In Preschool, Gena Jadwin
Graduate Teacher Education
The development of children’s cognitive and social-emotional learning is of significant importance in education, specifically in early childhood education. Early childhood administrators, educators, and support staff have noticed an increase in the amount of students displaying underdeveloped or lacking social-skills within preschool classrooms. This paper will analyze and summarize research to explain the relationship between social-emotional skills and temperament, classroom environment, and educational outcomes in preschool aged students. It was found through research that a lack of social-emotional understanding and skills was impactful to a child’s future emotional responses and academic achievement. In order for leaders to best prepare teachers …
The Children Keep Reminding Us: One School's Experience After 9/11, Kate Delacorte
The Children Keep Reminding Us: One School's Experience After 9/11, Kate Delacorte
Occasional Paper Series
This essay reflects on the experience of a new preschool that was located a few blocks away from the World Trade Center and had not yet opened at the time of September 11. After the event, the school held meetings with teachers, parents, and their children. The conversations highlighted the overwhelming difference between the needs of the parents and the needs of the children. Through sharing of fears, experiences, and emotions, the new community grew closer.
The Power Of More Than One, Jane King
The Power Of More Than One, Jane King
Occasional Paper Series
Jane King reflects on her experiences as a preschool teacher eager to use methods outside of the norm. She resists activities that encourage homogeneity and strives to promote autonomy and free thinking in her students. After transitioning from teacher to parent, she still uses this philosophy to make small changes in her daughter's classroom and encourage her children to engage in acts of resistance and critical thinking both in and out of school.
The Pleasure Of Resistance: Jouissance And Reconceiving "Misbehavior", Peter Taubman
The Pleasure Of Resistance: Jouissance And Reconceiving "Misbehavior", Peter Taubman
Occasional Paper Series
Taubman offers an alternative to resistance theory through Lacanian psychoanalysis and Lacan's concept of jouissance - a term associated with intense pleasure. Through this perspective, it is important to understand why children resist on an individual level. An appreciation of the jouissance in schools would work against the impulse to domesticate, to control or to appropriate the subjectivities of students and children.
Everyday Tactics And The Carnavalesque: New Lenses For Viewing Resistance In Preschool, Joseph Tobin
Everyday Tactics And The Carnavalesque: New Lenses For Viewing Resistance In Preschool, Joseph Tobin
Occasional Paper Series
Tobin builds upon Steve Schultz's argument that young children’s resisting authority in preschool is a rehearsal or training ground for resisting authority later in life. Using this perspective, this article turns to theories of power and resistance to help us understand everyday events in preschools, and to suggest implications for the choices we make as adults who work with young children.
Building Higher Than We Are Tall: The Power Of Narrative Inquiry In The Life Of A Teacher, Stephanie Bevacqua
Building Higher Than We Are Tall: The Power Of Narrative Inquiry In The Life Of A Teacher, Stephanie Bevacqua
Occasional Paper Series
Bevacqua offers two anecdotes from her teaching career that illustrate young children testing the limits of classroom rules and exploring their autonomy and agency. She reflects on her career as a progressive teacher who works to redefine traditional power relations in the classroom by supporting the children’s investigation of community rules and codes of appropriate behavior.
Finding Meaning In The Resistance Of Preschool Children: Critical Theory Takes An Interpretive Look, Steven Schultz
Finding Meaning In The Resistance Of Preschool Children: Critical Theory Takes An Interpretive Look, Steven Schultz
Occasional Paper Series
Offers an analysis to resistant behavior of preschool children that goes beyond lack of socialization. This interpretation focuses upon the social and cultural meanings of individual and group behaviors. The article is concerned with the acts of the children that run contrary to, or simply outside of, the sanctioned school activities. This is an important vantage from which to analyze preschool resistance because some important behaviors can be identified at the point when they are first likely to occur; when young children, as members of a peer group, first meet figures of authority.
Introduction: Rethinking Resistance In Schools, Jonathan G. Silin
Introduction: Rethinking Resistance In Schools, Jonathan G. Silin
Occasional Paper Series
This issue of Occasional Papers began as a Graduate School seminar honoring Steven Schultz, a much beloved and respected faculty member whose untimely death greatly impacted the Bank Street community. In 1989, Steve’s work was on the cutting edge of attempts to see acts of individual and collective resistance in preschool classrooms as potential precursors of political resistance among adults. The essays in Rethinking Resistance reflect a broad range of experiences and perspectives that prompt us to rethink the meaning and importance of resistance.