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Early Childhood Education Commons

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Articles 1 - 16 of 16

Full-Text Articles in Early Childhood Education

Melody Attention Grabber, Brandi Hass May 2019

Melody Attention Grabber, Brandi Hass

Master's Theses & Capstone Projects

The purpose of this study was to determine if the use of a melody attention grabber would create a calmer learning environment in a preschool classroom over the use of other attention grabbers. This study was conducted in a rural, lower elementary school in an inclusive preschool classroom. This classroom contained both regular education and special education students of the preschool age of four and five-year-old students. The researchers’ intention for this study was to determine if a melody attention grabber would create a calmer learning environment in a preschool classroom over the use of other attention grabbers.


A Phenomenological Exploration Of Early Childhood Educators' Perseverance Experience, Alison Lee Mellott Apr 2019

A Phenomenological Exploration Of Early Childhood Educators' Perseverance Experience, Alison Lee Mellott

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to understand the experiences which motivated early childhood educators to persevere in their positions at the same early childhood education center, for five or more years, in south-central Pennsylvania. For the purpose of this research, perseverance was generally defined as continuous teaching at the same site for five or more years. The theory guiding this study was Herzberg’s (1968) motivation hygiene theory as it addressed experiences which impacted job satisfaction and dissatisfaction, directly impacting perseverance. One central research question and two supporting research questions were used to guide the study. The ...


Opportunities To Respond In An Inclusive Early Childhood Classroom, Courtney Schauf Dec 2018

Opportunities To Respond In An Inclusive Early Childhood Classroom, Courtney Schauf

Master's Theses & Capstone Projects

The purpose of this study was to determine if providing students with opportunities to respond resulted in positive student behavior. The researcher conducted the study in an inclusive preschool classroom including students on Individualized Education Plan’s (IEP) and English Language Learners (ELL). The intent of the study was to reduce the amount of negative behaviors in order to provide students with more instructional time and less time addressing unwanted behaviors.


Kagan Strategies In The Preschool Classroom And Their Effectiveness With Engagement And Academic Response, Megan Smith Dec 2018

Kagan Strategies In The Preschool Classroom And Their Effectiveness With Engagement And Academic Response, Megan Smith

Master's Theses & Capstone Projects

The purpose of this action research was to determine the impact of Kagan cooperative learning practices on academic growth in a preschool classroom. Participants were four and five year olds in a half-day preschool program in an urban setting. Students were a mix of household incomes as well as students who are English language learners. Quantitative data was collected using the Get Set for School assessment. Data was collected after ten small group sessions for 50 sessions. For each group of sessions, a different Kagan engagement strategy was utilized and the Get Set for School assessment was given to track ...


Does Daily Exposure Through The Use Of Nursery Rhymes Better Support Students’ Phonological Awareness Skill Development?, Jordan Redig Dec 2018

Does Daily Exposure Through The Use Of Nursery Rhymes Better Support Students’ Phonological Awareness Skill Development?, Jordan Redig

Master's Theses & Capstone Projects

The purpose of this study is to determine the best way to help students develop phonological awareness skills. It seeks to answer these questions: Can the use of nursery rhymes help to develop phonological awareness skills in preschool? Will the use of nursery rhymes help students learn to listen and hear the play with words, and therefore understand the concepts of phonological awareness with ease? If there is phonological awareness practice that is routinely embedded daily into the classroom schedule, will student notice the key skills quicker and develop the concept deeper than students’ develop in the past who have ...


Ipads In Preschools: A Collective Case Study About Tablet Technology In Subsidized Preschool Programs, Dean Tagawa Apr 2018

Ipads In Preschools: A Collective Case Study About Tablet Technology In Subsidized Preschool Programs, Dean Tagawa

Doctoral Dissertations and Projects

Preschool children today will not remember a time when there were no smartphones, laptops, or iPads. The purpose of this qualitative collective case study was to develop an in-depth understanding of the challenges and benefits of implementing tablet technology for early education teachers that work in subsidized preschool programs. Tablet utilization in preschool classrooms was generally defined as how teachers from five different classrooms utilize tablet technology to enhance the instructional programs for children in subsidized preschool programs. The setting for this study was five early education centers in a large urban school district. Data were collected through semistructured interviews ...


Effects Of Social-Emotional Education On Pre-Kindergarten Student Academic Achievement, Lauren Pierce Starnes Dec 2017

Effects Of Social-Emotional Education On Pre-Kindergarten Student Academic Achievement, Lauren Pierce Starnes

Doctoral Dissertations and Projects

Social-emotional education is an ongoing area of interest to optimize student achievement and ameliorate problem behaviors. This study examines the systematic effects of social-emotional education on preschool students’ academic achievement testing. A sample of Pre-Kindergarten students from private, suburban preschools was examined for this study. The results of this study yielded strong positive academic achievement scores in the domains of Verbal Reasoning, Quantitative Reasoning, and Early Math for students exposed to a social-emotional education program compared to a matched sample not exposed to social-emotional education. The results add to the research on social-emotional education by studying a lesser-studied population of ...


Positive Behavioral Interventions And Supports: A Preschool Approach, Tacy L. Vogel Mar 2017

Positive Behavioral Interventions And Supports: A Preschool Approach, Tacy L. Vogel

Master's Theses & Capstone Projects

In this action research study, the author examined the effect of using Positive Behavioral Interventions and Supports (PBIS) language and rewards to positively motivate preschool students towards appropriate behavior choices. The study was conducted in the author’s preschool special education classroom, in a rural Iowa public school district. The study was completed between the months of September 2016 through March 2017. This study had 18 participates, including 12 females, six males and two three-year-old special education students. At the beginning of the study, PBIS language was not being used. There was an average of 14 negative or unwanted behaviors ...


Vcu Professor Researches Early Intervention Programs For Preschools, Ties To Rtr Program, Sterling Giles Jan 2015

Vcu Professor Researches Early Intervention Programs For Preschools, Ties To Rtr Program, Sterling Giles

Auctus: The Journal of Undergraduate Research and Creative Scholarship

The Institute for Education Sciences, IES, a branch of the US Department of Education, awarded a grant to VCU professors Bryce McLeod, Ph.D and Kevin Sutherland, Ph.D to research behavioral problems in local preschool children. The four-year grant totaled up to $1.6 million.


Relations Between Home Literacy Environment, Child Characteristics, And Print Knowledge For Preschool Children With Language Impairment, Brook E. Sawyer, Laura Justice, Ying Guo, Jessica Logan, Stephen Petrill, Katherine Glenn-Applegate, Joan Kaderavek, Jill Pentimonti Jun 2013

Relations Between Home Literacy Environment, Child Characteristics, And Print Knowledge For Preschool Children With Language Impairment, Brook E. Sawyer, Laura Justice, Ying Guo, Jessica Logan, Stephen Petrill, Katherine Glenn-Applegate, Joan Kaderavek, Jill Pentimonti

Faculty Publications

To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment (LI); and (b) to identify whether specific child characteristics (oral language ability, print interest) moderated these relations. The sample consisted of 119 preschool children with LI. HLE was conceptualized as frequency of storybook reading and literacy teaching during book reading. Frequency of storybook reading was a unique predictor of print knowledge, which is consistent with ...


Early Childhood Special Education In A Refugee Resettlement Community: Challenges And Innovative Practices, Jennifer J. Hurley, Rachel A. Warren, Rebecca D. Habalow, Lauren E. Weber, Sarah R. Tousignant Feb 2013

Early Childhood Special Education In A Refugee Resettlement Community: Challenges And Innovative Practices, Jennifer J. Hurley, Rachel A. Warren, Rebecca D. Habalow, Lauren E. Weber, Sarah R. Tousignant

College of Education and Social Services Faculty Publications

There has been a significant increase in the number of children who are culturally and linguistically diverse (CLD) who qualify for early childhood special education (ECSE) services (Banerjee & Guiberson, 2012). The current study investigates the challenges and innovative practices in the evaluation and (ECSE) services for preschool aged children who are refugees. Twenty-eight early childhood educators who work in a small refugee resettlement community participated in a qualitative study using semi-structured interviews resulting in themes regarding challenges and innovative practices. Challenges include: lack of validated assessments, wait time for evaluations, different cultural perspectives and family advocacy. Innovative practices include: assessing ...


The Child Snapshot: A Tool For The Transfer Of Information On Children From Preschool To Primary School, Mary O'Kane, Noirin Hayes Jan 2013

The Child Snapshot: A Tool For The Transfer Of Information On Children From Preschool To Primary School, Mary O'Kane, Noirin Hayes

Articles

The research outlined in this paper is part of a larger research study undertaken in Ireland by the Centre for Social and Educational Research, at Dublin Institute of Technology, funded by the Office of the Minister for Children and Youth Affairs (O'Kane & Hayes, 2010). The project involved a cluster of two designated disadvantaged primary schools and twelvefeeder preschools, with a specific focus on developing processes for communication and collaboration between the two educational settings. The Bioecological Systems Model (Bronfenbrenner & Morris, 1998) was the primary theoretical basis underpinning the project, given it's acknowledgement of the shared systems of all ...


Social Validity Assessment In Social Competence Interventions For Preschool Children: A Review, Jennifer J. Hurley Apr 2012

Social Validity Assessment In Social Competence Interventions For Preschool Children: A Review, Jennifer J. Hurley

College of Education and Social Services Faculty Publications

Social competence intervention studies published from 1970 to 2008 for preschoolers were reviewed for reports of social validity assessment. Analysis of 90 studies indicated that nearly 27% (n=24) of studies reported at least one measure of social validity assessment for: the goals (n=7), procedures (n=8), or effects (n=19). The methods used for these assessments were described including information about the participants, time of assessment and results. Trends in the rate of social validity assessment, methodological concerns and recommendations for further social validity assessments are discussed.


Use Of The Pyramid Model For Supporting Preschool Refugees, Jennifer J. Hurley, Saveta Saini, Rachel A. Warren, Alissa J. Carberry Feb 2012

Use Of The Pyramid Model For Supporting Preschool Refugees, Jennifer J. Hurley, Saveta Saini, Rachel A. Warren, Alissa J. Carberry

College of Education and Social Services Faculty Publications

Response to Intervention (RtI) is being applied to early childhood settings for the support of positive behavior and social development through the Pyramid Model (Fox, Carta, Strain, Dunlap & Hemmeter, 2010). This qualitative study assessed the use of the Pyramid Model for preschool aged refugee children living in a refugee resettlement community. Many young refugee children have experienced trauma (George, 2010) and some experience behavior and social challenges (Almqvist & Brandell-Forsberg, 1997). Twenty-five preschool service providers were interviewed about their use of the Pyramid Model for the support of preschool refugee students. Themes to be shared include how ECEs are implementing the ...


Alchemy In Education: Towards A Preschool Model In College Classrooms, Brad Van Alstyne Jan 2010

Alchemy In Education: Towards A Preschool Model In College Classrooms, Brad Van Alstyne

Collected Faculty and Staff Scholarship

Education has long been a necessary, yet standardized procedure with little difference from program to program or school to school. In this paper I argue that more of a creative approach using existing educational models such as preschool education would serve us well in the development of student skills at all levels, including college. I also contend that an alchemical metaphor would be useful in the application and acknowledgement of the value of such an approach.


A Validation Study Of The Penn Interactive Peer Play Scale With Urban Hispanic And African American Preschool Children, Marcelo Castro, Julia Laraine Mendez, John Fantuzzo Jan 2002

A Validation Study Of The Penn Interactive Peer Play Scale With Urban Hispanic And African American Preschool Children, Marcelo Castro, Julia Laraine Mendez, John Fantuzzo

GSE Publications

The development of culturally and linguistically appropriate measurement is necessary to enable accurate assessment of preschool children’s interpersonal competence and behavioral difficulties. This need is most pressing for children from Hispanic backgrounds, who currently represent the fastest growing population of U.S. children. The present study investigated the psychometric properties of a Spanish and English version of the Penn Interactive Peer Play Scale (PIPPS; Fantuzzo et al., 1995) when employed with Spanish- and English-speaking teachers and students in an urban, Southeastern community. Psychometrically sound structures were obtained with the Spanish translation of the PIPPS in support of the three ...