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Articles 1 - 5 of 5
Full-Text Articles in Early Childhood Education
Implementing Positive Guidance Strategies To Reduce Challenging Behavior In Preschool Classrooms, Margaret Weber
Implementing Positive Guidance Strategies To Reduce Challenging Behavior In Preschool Classrooms, Margaret Weber
Graduate Teacher Education
Preschool teachers are looking for more positive classroom support to handle disruptive behaviors in the classroom such as Positive Behavioral Interventions and Supports Carter ,Van Norman, Tredwell (2011). Conscious Discipline Bailey (2014), and Trauma-Informed Practices Erdman, Colker, Winter (2020). Carter, Van Norman and, Tredwell (2010), discussed how there has been a shift from using punitive discipline practices to incorporating positive guidance strategies in early childhood education classrooms. Clearly defined expectations and teaching the expectations positively guide the child’s social-emotional, cognitive, and physical growth. Researchers have shown that using positive guidance strategies such as Positive Behavioral Interventions and Supports (PBIS), Conscious …
Poverty In Schools: The Impact Of Poverty On School Readiness For Kindergarteners, Emily Inglett
Poverty In Schools: The Impact Of Poverty On School Readiness For Kindergarteners, Emily Inglett
Counselor Education Capstones
Experiencing poverty in childhood has lasting impacts on a child. Poverty can have a negative impact on a child’s development academically, cognitively, emotionally, and behaviorally. The present literature review aims to explore research that has looked into what it means to live in poverty, what lasting impacts living in poverty have on children, and what that means for a child’s school readiness when entering kindergarten. It will also discuss some interventions that a school counselor could implement in schools to support a child who lives in poverty and their family.
The Mind Matters: Yoga And Mindfulness In Preschool And K-12 Schools, Anna E. Hall
The Mind Matters: Yoga And Mindfulness In Preschool And K-12 Schools, Anna E. Hall
Honors Theses
This study uses a systematic literature review to examine the efficacy of preschool and K-12 school based yoga and mindfulness programs. A collection of 47 sources were examined to compare and contrast results and determine best practices. The results of the literature review are divided into three primary categories: implementation methods, student outcomes, and teacher and student opinion. The results suggest that individual and whole school implementation methods are the most effective. The results also suggest that there are positive student outcomes in regards to classroom behavior, child executive functioning, and anxiety. Teacher and student opinion on these programs are …
Response To Intervention In Early Childhood Education, Kendyl Young Hinson
Response To Intervention In Early Childhood Education, Kendyl Young Hinson
Masters Theses & Specialist Projects
The purpose of this study was to review literature on Response to Intervention (RTI) at the early childhood level. RTI has become increasingly prevalent within K-12 settings. Less research exists for the expansion within early childhood settings. A systematic review of literature was conducted and all available literature on RTI in early childhood education since 2004 was identified and reviewed. Articles were sorted into three broad categories for review: (a) combined, (b) academics, and (c) social emotional behaviors. The review indicated the different behaviors recommended to be examined within the early childhood setting, types of assessment methods used, and interventions …
Best Practices For Preschool Music Education: Supporting Music‑Making Throughout The Day, Jentry Stoneman Barrett, Rachel E. Schachter, Danni Gilbert, Mathew Fuerst
Best Practices For Preschool Music Education: Supporting Music‑Making Throughout The Day, Jentry Stoneman Barrett, Rachel E. Schachter, Danni Gilbert, Mathew Fuerst
Department of Child, Youth, and Family Studies: Faculty Publications
Active engagement in music has numerous academic and social benefits for young children and music-making is included in many early childhood standards and preschool curricula. The purpose of this article is to provide quality resources for classroom teachers to use in providing music-making activities for young children, ages 3–5. Although teachers may use music in their classrooms, we provide resources and suggestions for more intentional and extended integration of music-making. Specifically, we identify best practices for preschool music education based on key standards and research as well as with common music pedagogies. We then turn to concrete examples of how …