Early Childhood Education Commons^™

Tennessee General Education Preschool Teachers’ Perceptions Of Their Preparedness To Teach Young Children With Disabilities, Misty M. Moody

Electronic Theses and Dissertations

Under the Individuals with Disabilities Education Act (IDEA), local education agencies (LEAs) must educate young children with disabilities in the least restrictive environment (LRE) while ensuring opportunities to learn alongside their non-disabled peers. As inclusive opportunities for preschool-aged children with disabilities continue to expand, general education preschool teachers play an important role in providing instruction that meets the diverse needs of all children. However, limited research has examined general education preschool teachers’ perceptions of their preparedness to teach young children with disabilities, particularly in Tennessee.

This qualitative study explored Tennessee general education preschool teachers’ perceptions of their preparedness to teach …

Kindergarten Teachers’ Perceptions Of Instructional Approaches For Teaching Sequencing Concepts: Worksheet, Hands-On, And Beebot-Integrated Lessons, Savannah P. Partin

Electronic Theses and Dissertations

The purpose of this qualitative multiple-case study was to explore kindergarten teachers’ perceptions of three instructional approaches for teaching sequencing concepts: worksheet-based instruction, hands-on manipulative instruction, and BeeBot-integrated instruction. Sequencing is a foundational early literacy skill that supports reading comprehension, story retelling, and understanding the order of events. Although sequencing is commonly taught through traditional instructional methods, limited research has examined how kindergarten teachers perceive the use of educational robotics as a tool for literacy instruction. The study was guided by constructivist theory, sociocultural theory, and developmental systems theory. Participants included six kindergarten teachers from a public elementary school in …

Stress In Educational Context, Sarah Matthews

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

This paper examines stress within educational contexts as a complex, relational, and systemic experience rather than solely a negative condition. Drawing on research related to stress perception, coping, leadership, trauma, and resource access, the paper highlights how stress affects educators, students, and families across early childhood and special education settings. Key themes include the role of perception in shaping stress responses, the impact of resource availability and socioeconomic factors, the transfer of stress within classroom environments, and the influence of leadership and organizational stability on teacher and student well-being. Using an ecological framework, the paper emphasizes that stress operates across …

Play As Research: What Teachers Can Learn By Watching Children Investigate, Kailey Price

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

This article invites educators to view children's play through the lens of play as research. Through the story of a classroom rock investigation and other everyday examples, it highlights how children naturally ask questions, test ideas, solve problems, and build understanding through play. Rather than seeing play as a break from learning, educators can learn to recognize the inquiry already taking place in moments such as digging in dirt, collecting natural materials, building structures, or investigating puddles after rain. The article introduces three simple reflection questions teachers can use to better understand children's thinking. It also describes practical ways to …

Notice, Respond, Observe, Adjust: Everyday Co-Regulation With Infants And Toddlers, Tony Kung

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

Co-regulation is central to infants’ and toddlers’ developing emotional regulation, yet educators often need to make responsive decisions in real time during everyday classroom routines. This research-to-practice article translates developmental and early childhood research into a practical four-part reflection guide: Notice, Respond, Observe, and Adjust. The article examines how educators can attend to children’s gestures, movements, vocalizations, and participation when supporting arrival and separation, caregiving routines, play, and peer encounters. It emphasizes responsive support that adapts to children’s individual communication, developmental needs, family knowledge, and classroom context. Drawing on recent empirical research and published educator observations, the article offers practical …

Beyond The Room Arrangement: Using The Environment As A Responsive Teaching Tool, Lydia J. Bingam, Carrie L. Ota

Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators

This article explores the classroom environment as a "third teacher," arguing that intentional design should extend beyond simple furniture organization to actively support children's relationships, curiosity, and learning. It emphasizes a responsive approach in which teachers move away from a one-and-done, adult-centered layout toward environments that evolve based on observations of children's emerging interests and needs. This piece offers actionable insights for low-barrier environmental adaptation, emphasizing that the most effective learning spaces are never truly "finished" but are subject to ongoing, intentional revision to better meet the needs of the children they serve.

Artizein Arts And Teaching Journal Volume 11 (1), Darlene St. Georges

Artizein: Arts and Teaching Journal

Full Issue

Music, Meditation And Decolonization: A Cross-Cultural Conversation, Ashwani Kumar, Zaira Manila

Artizein: Arts and Teaching Journal

This article presents a reflective and dialogical exploration of music, meditation, and holistic well-being. It draws on the authors’ distinct musical backgrounds and personal experiences to explore structure and free flow in music, the impact of Western thought and colonialism on perceptions of Indian classical music (ICM), and the challenges in promoting ICM to younger audiences. Key points discussed include decolonization and cultural heritage, the journey from seeing ICM as “boring” to spiritual, viewing fusion as a respectful blend of musical forms, and the notion of existential music as music that exists within, waiting to be expressed. The dialogue format …

Narrative Threads: Mining Testimonios And Story-Building As Transformative Practice, Nicole M. Romanski, Leslie C. Sotomayor Ii, Julia L. Hovanec

Artizein: Arts and Teaching Journal

This visual essay interweaves narrative and feminist testimonio practices through the lived experiences and critical reflections of three art educators. It explores storytelling as a transformative method within art education and visual culture. Through vignettes of personal narratives and testimonios, the authors examine how individual experiences shape their teaching philosophies and pedagogical practices. This article situates their positionalities through diverse creative processes, including story mining, bookmaking, filmmaking, advanced clinical experience reflections, and visual pláticas. By merging practice and reflection, the collaborators highlight narrative pedagogy as a tool for personal and professional growth. Drawing on the work of scholars such as …

Drawing Out Remarkable Communities, Bailey Ennig

Artizein: Arts and Teaching Journal

This visual essay examines how an unused classroom whiteboard evolved into a student-driven site of relational art and community building. Initially left blank, the whiteboard became a shared drawing space as students began to doodle informally, returning regularly to contribute and interact. Over time, these collective drawing practices fostered friendships, cross-grade connections, and a sense of belonging grounded in shared pop culture interests and creative play. Drawing on theories of relational aesthetics (Bourriaud, 2002), creative ecosystems (Harris, 2021), and connected learning (Ito et al., 2019), the whiteboard functioned as a dynamic social space shaped by student agency rather than teacher …

Metaphoring Visual Metaphors For Visual Art Research, Jeff Horwat

Artizein: Arts and Teaching Journal

In Art Practice as Research, Graeme Sullivan (2005) advances a seminal argument for art making as a rigorous mode of inquiry capable of generating knowledge comparable to that produced within positivist traditions. He conceptualizes visual art research through a complex framework. To render this model usable, Sullivan introduces a braided metaphor that operationalizes the framework while implicitly demonstrating the generative capacity of visual metaphors to reshape theoretical constructs themselves. Building on this premise, this visual essay approaches Sullivan’s framework not as a fixed schema but as an open invitation for methodological experimentation.

Through a process of metaphoring—the conceptual melding …

The Humidity Of Living: Walking, Permeability, And Care As Embodied Research Practice, Lyndsay Mckay

Artizein: Arts and Teaching Journal

This visual-textual essay traces walking as an embodied research methodology situated at the intersection of autoethnography, material feminist theory, and practices of care. Drawing on nursing-informed sensorial attunement and site-responsive observation, the work follows a pedestrian route through urban and coastal landscapes to examine how bodies, infrastructures, atmospheres, and more-than-human matter co-produce perception. Through photographic documentation and poetic narrative, the project foregrounds permeability as a methodological stance—one that resists detached observation in favor of affective, relational, and trans-corporeal engagement. Concepts from Ingold’s correspondence, Alaimo’s trans-corporeality, Mol’s logic of care, and Benner’s embodied expertise are woven into lived encounters with decay, …

Within The Making: Methodological Possibilities In Arts-Centred Research, Darlene St. Georges

Artizein: Arts and Teaching Journal

This editorial introduces the Fall 2026 tenth-anniversary issue of Artizein: Arts and Teaching Journal, exploring methodological possibilities within arts-centred research. It considers the dynamic relationship between methods and methodology, attending to how creative practices generate knowledge through material encounters, relational engagement, intuition, and uncertainty. Questions of methodological rigour, ethical responsibility, and pedagogical responsiveness are examined through a relational and decolonial orientation. The eight contributions extend these considerations across diverse artistic and educational practices, illuminating how methodologies emerge, evolve, and transform through the living processes of creative inquiry.Darlene St. Georges is an Associate Professor of Art Education at the University …

Nh Ece Data Collection Efforts Running Inventory, Jess Carson, Evan England, Tyrus Parker

New Hampshire Early Care and Education Research Consortium

The NH ECE Research Consortium maintains an inventory of current and complete NH ECE-relevant data collection efforts. Included are surveys, interviews, focus groups, needs assessments, and other ways people in the field collect information. The inventory strengthens public access for data users, improves awareness and coordination among researchers, and minimizes duplication.

Fall 2026 Nh Ece Research Consortium Newsletter, Evan England, Jess Carson, Harshita Sarup

New Hampshire Early Care and Education Research Consortium

The Fall 2026 NH ECE Research Consortium Newsletter provides updates concerning NH's Market Rate Survey and Narrow Cost Analysis. Also find the latest research publications, Consortium resources, upcoming events, opportunities, and more.

The Effectiveness Of Using Stories And Tales In Developing Conceptual Understanding And Enjoyment Of Learning Mathematics Among Third-Grade Elementary Students: A Mixed-Method Study, Mona F. Alshammari, Ibrahim A. Khalil

International Journal for Research in Education

The study aimed to explore the effectiveness of using stories and tales in developing conceptual understanding and promoting enjoyment of learning mathematics among third-grade elementary students. To achieve the research objectives, a mixed-methods experimental design was applied to a sample of 26 students, representing the experimental group, and 24 students, constituting the control group. All students were selected from the Twenty-Second Elementary School within the Sharqiyyah Educational Administration. The teacher's book was used as instructional material for the unit of "Geometric Shapes." To collect quantitative data, an achievement test was used to measure conceptual understanding, while individual interviews, focus groups, …

Psychological Stress And Its Relationship With Reading And Writing Difficulties Among Students In The Foundational Stage Of Basic Education, Dr. Ali S. Al Shuaili

International Journal for Research in Education

This study aimed to examine the relationship between psychological stress and early reading and writing skills among foundation stage students in Oman and to determine the predictive power of stress on overall literacy performance. A quantitative descriptive correlational design was employed. The sample consisted of 78 students (aged 6–10 years) selected through stratified random sampling from 11 schools during the second semester of the 2024/2025 academic year. The study utilized the Children’s Psychological Stress Scale (CPSS) and the Early Literacy Skills Instrument (ELSI), both demonstrating satisfactory psychometric properties in terms of validity and reliability. Results revealed statistically significant moderate negative …

Connecting The Pieces: Designing A Community-Engaged Family Literacy Program, Margaret O. Hanna, Janet Oyebode

Michigan Reading Journal

In this article, the authors describe how they designed a place-based family literacy program using several research-backed practices from the K-3 Literacy Essential Practices. The authors, one teacher educator and one community practitioner, describe how their interactions with the community guided them to a theme and authentic purpose for the program and how they chose a robust set of thematically connected texts for shared reading. They will also share how they identified an ideal community partner whose expertise enhanced their curriculum and helped to shape the authentic purpose and audience for the final project of the program. Finally, they …

Carrying Memory, Building Capital: Black Family Child Care Educators’ Community Mothering And Educational Equity, Ashley R. Watts, Crystasany R. Turner

Occasional Paper Series

This narrative unfolds not only as research but as living archives of Black family child care educators’ daily acts of care, resistance, and cultural preservation. Each image and story becomes a window into the layered identities of FCCEs—community mothers, pedagogues, and cultural stewards—whose homes and classrooms are sites of both survival and joy. The photographs capture the textures of their caregiving environments: the toys worn smooth by generations of children, the kitchen tables transformed into learning hubs, the walls adorned with cultural symbols and affirmations. These visual and narrative fragments remind us that FCCEs are not simply providers; they are …

Assessment Of The Potential Training Population Within Selected Neighborhoods In The City Of Chattanooga, Tennessee, Kathleen Bolter, Gerrit Anderson, Kyle Huisman

Upjohn Institute Technical Reports

This report provides a strategic analysis of the potential job training population of prime-age (25–54) “Recompete” residents within 14 identified census tracts in South and East Chattanooga, Tennessee. The data reveal a distinct population facing compounded physical and economic barriers that require a multisectoral approach beyond traditional skills training. The report offers neighborhood-specific strategies to improve stable employment through better access to training and other forms of transportation, childcare, and language assistance.

"We Are Still Here”: Curating A High Quality Native American Children’S Book Collection For The Elementary Classroom, Lucia Benzor

Teaching Social Studies in the Peach State

Elementary social studies educators face many challenges in the classroom when teaching on the subject of Native Americans. In addition to outdated materials or a lack of resources that inaccurately depict Native Americans as well as stereotypes found in a variety of media, students are left with various misconceptions that they bring with them to the classroom. To begin to combat these hurdles, the author advocates for the use of high quality picture books written by Indigenous authors and shares a carefully curated list of texts and suggestions for classroom use. The list features both fiction and nonfiction that address …

School-Based Executive Function Guideline (Sb-Efg): A Practice Guideline For Executive Function Assessment And Intervention In School-Based Practice, Ida Koraitem, Amanda Sarafian, Lenin Grajo

The Open Journal of Occupational Therapy

Executive functioning (EF) is comprised of various cognitive skills, such as working memory, inhibitory control, and cognitive flexibility, which monitor and guide goal-directed behavior and set a foundation on which healthy development may occur. Although the impact of EF skills on school participation has increasingly been recognized over the years, there are limited occupational therapy models that help occupational therapists integrate EF intervention into school-based practice. Children with limitations in EF have unique needs and challenges that impact school participation; therefore, it is imperative that occupational therapists address EF in school-based practice. This author- developed practice guideline discusses essential elements …

But Mommy, I Can See!, Paul B. Freeman Od

Optometric Clinical Practice

Book Review: Slotnick S, But MOMMY, I can SEE! Illustrations Daniel W. Miller, Newman Springs; 2024. 76 pages, Paperback, $20.95, ISBN: 979-8-88763-556-9, Hardcover, $32.95, ISBN: 979-8-89617-040-2, eBook, $9.99, ISBN: 979-8-88763-557-6

Outcomes Of A Vision Care Program That Provides Comprehensive Eye Exams To Children Who Have Failed School Screenings In The San Antonio Northside Independent School District, Raelyn Ottenbreit Od, Timothy Wingert Od, Chantelle Ribisi Od, Elizabeth Marunde Od

Optometric Clinical Practice

Purpose: To determine the impact of a program that provides a comprehensive eye exam to children who failed a vision screening.

Method: Seven hundred seventeen students from the San Antonio Northside Independent School District (NISD) received a comprehensive eye examination. The records of these students were retrospectively analyzed to determine the impact of the exam on this population.

Results: The mean improvement in visual acuity after receiving a comprehensive eye exam at the Rosenberg School of Optometry was approximately five- and one-half lines of acuity. In addition to refractive error, other conditions related to eye coordination and ocular …

From Classroom Conversations To Public Dialogue: Preservice Teachers Engaging With Diverse Children’S Literature, Janell Pycior

Midwest Social Sciences Journal

Preservice teachers often engage with issues of diversity, equity, identity, and representation within the safety of their university classrooms; however, opportunities to extend these conversations into public and professional settings may be less common. This practice-based reflective article examines the experience of moving seven undergraduate preservice teachers enrolled in an upper-level Diversity in Children’s Literature course beyond their familiar classroom environment and into a professional academic conference. The students, majoring in early childhood, elementary, or special education and minoring in reading, participated in a roundtable discussion at the Indiana Academy of Social Sciences focused on diversity and representation in children’s …

New York City’S Outreach And Enrollment Initiative (Oei) Helps Families Overcome Access Barriers To Early Care And Education, Sheila Smith, Maribel Granja

Straus Institute for Thriving Children & Families

This brief presents results of a qualitative study of New York City’s Outreach and Enrollment Initiative (OEI).  The OEI aims to help families facing barriers to accessing publicly funded early care and education (ECE) programs identify and enroll in programs that meet their family’s needs and have open seats.  These barriers include a lack of familiarity with publicly funded ECE programs, housing instability, informal employment, and speaking a language other than English.  During the study period, the OEI was implemented by 19 community-based organizations (CBOs) and   managed by the Mayor’s Office of Child Care and Early Childhood Education. Using structured …

Considerations For Research About 2-K A Brief Informed By What Will It Take To Fulfill The Promise Of 2-K?, Sara Amadon, Cristina Medellin-Paz, Lindsey Bravo

Straus Institute for Thriving Children & Families

New York City’s expansion of publicly funded child care for two-year-olds (2-K) presents a unique opportunity to study how a large urban system can build a sustainable, equitable, and developmentally appropriate system for serving young children and their families. As one of the nation's first large-scale public investments in early care and education for two-year-olds, 2-K offers an unprecedented opportunity to conduct research to inform ongoing implementation and program expansion. The knowledge generated from research can support policymakers and practitioners in New York City and other communities seeking to expand access to early care and education.

Aiswa Stem Makerspace Action Research Project: Developing A Maker Mindset, Fiona Boylan, Lennie Barblett, Leanne Lavina

Research outputs 2022 to 2026

This project was developed between the early childhood research team at Edith Cowan University and the Association of Independent Schools Western Australia. Six school teachers (across Kindergarten, Pre-primary and Year One) and five children in each class (with parental consent and child assent) in two schools participated. This project incorporated current thinking of best practice for the development of young children’s digital literacy and agency, as maker spaces provide excellent opportunities for multimodal learning. The project aimed to reinforce children's maker fund of knowledge through strengthening children’s maker mindset and to foster educators' maker fund of knowledge to support children's …

Owning The Mission: Reconciling The Past, While Implementing The Science Of Reading In An Education Preparation Program, Paula J. Adams

Journal of Inquiry and Action in Education

This reflective inquiry examines the first year of a two-year initiative to more explicitly align an established educator preparation program with the Science of Reading (SoR). Situated within a small private university in New York State, the article considers implementation as both curricular revision and institutional change. The process included faculty professional learning, curriculum mapping, alignment of student learning outcomes, revision of common course assessments, development of SoR-aligned models of candidate work, and consideration of clinical experiences. Particular attention is given to tensions that emerged around policy fatigue, academic freedom and responsibility, differing professional cultures, candidates’ prior experiences with literacy …

“Whenever You Are Using Media, You Should Always Have A Purpose”: A Study Of Chinese Immigrant Mothers’ Media Practices, Xiaoning Gui, Daniel G. Krutka

Journal of Media Literacy Education Pre-Prints

This qualitative study explores how eleven Mandarin-speaking Chinese immigrant mothers of young children in a southwestern U.S. city navigate and mediate media in their households. Data were collected through semi-structured interviews. Findings show mothers balance media’s educational affordances with concerns about health and age-appropriate content, employing gatekeeping, time limits, and purposeful sharing. Mothers described children as learners, co-learners, and cultural connectors, sometimes reversing mediation by teaching mothers about U.S. media norms. Interpreted through a lens of Culturally Sustaining Pedagogy while also drawing on Confucian concepts, results underscore the need for early childhood educators to honor immigrant families’ practices while fostering …