Early Childhood Education Commons^™

“Do We Belong?”: Supporting Culturally And Linguistically Diverse Students Through Teacher Education, Morohunkeji Orija

All Dissertations

The population of students from diverse cultural and linguistic backgrounds in K-12 education continues to increase, yet the teacher workforce remains largely homogeneous, predominantly White. This imbalance creates a cultural mismatch in educational settings. In teacher education, predominantly White teacher educators prepare predominantly White preservice teachers, further increasing this mismatch. In early childhood education (ECE), which spans birth to 8 years, racial mismatch can lead to misunderstandings and misconceptions, contributing to bias and manifesting as Racial Microaggressions (RMAs). RMAs are mostly unintentional, and research is needed to examine how preservice teachers can identify and address them, given their impact on …

The Impact Of Play-Based Learning In Early Education, Stefani Merchant

Masters Projects

The increasing emphasis on academic achievement in early childhood education has contributed to a decline in play-based learning. This decline has raised concerns about its impact on children’s overall development. This project examines play-based learning as a developmentally appropriate approach that supports cognitive, social-emotional, language, and self-regulation skills in preschool and kindergarten students. Supported by the theories of Jean Piaget and Lev Vygotsky, the project explores play as a continuum consisting of free play, guided play, and playful learning. With each form of play, there are varying levels of teacher involvement. A review of current research highlights both the benefits …

Learning At Lunch: A Qualitative Examination Of Lunchtime Discourse In Preschool Classrooms, Savanna Lynn Gragg

Graduate Theses and Dissertations

This mixed-methods study examined how preschool teachers understand and use mealtime as an opportunity for children’s learning and connection. The project explored teachers’ beliefs, observed mealtime practices, and used collaborative video reflection to examine how teachers’ perspectives and behaviors evolved over time. Over five weeks, mealtimes were recorded, transcribed, and analyzed alongside reflection sessions with the teacher. Using the Arkansas Child Development Early Learning Standards (CDELS) as a developmental lens, each mealtime interaction was coded for learning opportunities across domains such as language, literacy, social-emotional growth, and self-help skills. Findings indicated that as the teacher engaged in video-supported reflection, mealtime …

Enhancing Kindergarten Readiness, Aileen Z. Chavarin-Beleche

Capstone Projects and Master's Theses

Many parents of young children are unaware of successful ways to prepare their child for Kindergarten. Without preparation, children might struggle in their daily academics and fall behind their peers. Parents who learn more about Kindergarten readiness are more likely to create structured learning environments and help their child build skills to successfully transition to Kindergarten. In order to address this need, I have created a one-hour presentation for parents of children attending the Cabrillo College Children Center and Lab School in Aptos, California.

Empowering English Language Learners For Academic Success, Tiger L. Rendon

Capstone Projects and Master's Theses

This capstone explores how future educators in California can best support English Language Learners, who make up a large portion of the student population that strives for academic success. Despite ELL students being common in elementary school classrooms, the strategies that service teachers use are based on their own knowledge and experience, which, although beneficial, can be difficult to adapt in an ever-changing environment. This research was conducted to help future educators understand that, even without resources, many classroom strategies can empower ELL students and promote success. Through a literature review, an anonymous survey, and interviews with seven elementary school …

Qualitative Phenomenography: Sustaining Motivations Of Black Women Principals In Pk-5 Title I Schools, Kahliah C. Rachel

Dissertations

Black women principals remain underrepresented in educational leadership, yet they are disproportionately assigned to PK-5 Title I schools, where complex academic, social, and political demands converge. Limited research examines what sustains these leaders over time, particularly in roles marked by intersecting oppressions of race and gender. Grounded in Black feminist thought and intersectionality, this qualitative phenomenographic study explored the sustaining motivations of six Black women who currently served or had served as principals in a PK-5 Title I school in Georgia. The purpose of this study was to describe the different ways these principals understood and experienced the internal and …

The Role Of Pre-K Teachers In Fostering Academic Resilience In Their Students In Preparation For Elementary School, Safa Alkaabi

Electronic Theses and Dissertations

This qualitative study investigated Pre-K teachers’ perceptions and pedagogical practices in fostering academic resilience, defined as the ability to persevere through challenges in early learning. Eight Pre-K teachers in Tennessee participated through interviews, focus groups, and analysis of lesson plans aligned with the Tennessee Early Learning Developmental Standards (TNELDS) and the Head Start Early Learning Outcomes Framework. The study aimed to address three research questions related to teachers’ conceptualization of resilience, instructional strategies, and documentation practices.

Findings revealed that teachers conceptualized academic resilience as a developable capacity rather than an innate trait, encompassing perseverance through challenges, emotional regulation, and the …

The Influence Of Intervention Strategies On Students With Disabilities Who Exhibit Challenging Behaviors In Rural Public Schools: Teacher Perceptions, Ben B. Robertson

Electronic Theses and Dissertations

This phenomenological qualitative study addressed rural teachers' perceptions of the influence of intervention strategies on students with disabilities who exhibit challenging behaviors. The purpose of this study was to examine teachers’ perceptions of the effect of intervention strategies on academic achievement, student behavior outcomes, and teacher self-efficacy through the lens of Bandura’s Social Cognitive Theory. This theory is a complex, dynamic interaction among people, their behaviors, and their environments. Data collection included 14 individual interviews, conducted on Zoom with educators from one school district in Southern Virginia, including seven general education teachers and seven special education teachers. Data analysis strategies …

The Secret Science Of Songs. Created By All Children Everywhere, Paul G. Morehouse Phd

The Transdisciplinary STEAM+ Journal

This field article introduces The Secret Science of Songs, a research-informed, practice-based framework that reconceptualizes songs as powerful, transdisciplinary tools in early childhood education. Drawing on over 40 years of classroom-based action research alongside established findings in cognitive science and music perception, the framework argues that young children’s engagement with songs is rooted not primarily in performance skill, but in their innate capacity to perceive and process auditory patterns in music and language. These pattern-based experiences constitute a rich aesthetic and cognitive domain through which children construct meaning, long before mastery of melody or verbal precision emerges.

The article …

Fiesta De Día De Muertos: Integración De Artes Visuales, Artes Literarias, Artes Escénicas Y Patrimonio Cultural En Una Celebración Escolar De Nivel Primaria, Mayra Urbina, Linda Judith Palafox

The Transdisciplinary STEAM+ Journal

Esta nota de campo documenta un festival transdisciplinario de Día de Muertos organizado en el Colegio México, una escuela primaria ubicada en la colonia El Tapatío, San Pedro Tlaquepaque, Guadalajara, México. El evento integró artes visuales mediante la construcción de tumbas decorativas y el montaje de un altar, artes literarias a través de calaveritas literarias escritas por los alumnos, y artes escénicas mediante coreografías de baile y representación teatral, todo ello vinculado con contenidos de estudios sociales sobre el patrimonio cultural mexicano. Aproximadamente 30 alumnos de primero a sexto grado (edades de 6 a 12 años) participaron como intérpretes, escritores …

Using Exit Tickets To Drive Reflective And Responsive Instruction, Melissa Yarczower

UNLV Best Teaching Practices Expo

Exit tickets are an effective formative assessment tool for promoting student reflection and guiding responsive instruction. Exit tickets were used at the end of each class session to help students identify key takeaways, assess their understanding, and connect new learning to prior knowledge and professional practice. Exit ticket responses allowed for timely instructional adjustments, including reteaching key concepts, clarifying misunderstandings, and scaffolding complex content. Summarizing themes at the start of each class strengthened continuity between sessions and established a predictable reflective routine. Implementation of this strategy increased student engagement, participation, and metacognitive awareness because students were able to clearly articulate …

Reducing Challenging Behavior Through Classroom Management Techniques In The Early Childhood Classroom, Mayra Moreno

Masters Projects

This literature-based project examines the impact of challenging behavior on student learning and evaluates the effectiveness of preventative classroom management strategies. Challenging behaviors include aggression, disruption and withdrawal, negatively affect the learning environment by decreasing student engagement, increasing teacher stress and burnout, and contributing to a less supportive classroom climate. Grounded in Piaget’s Theory of Cognitive Development and Vygotsky’s Zone of Proximal Development, this project emphasizes the importance of developmentally appropriate practices that support both cognitive and social-emotional growth. Included are preventative classroom management techniques aimed at reducing challenging behaviors. Key strategies include maintaining a 5:1 ratio of positive to …

Sleep And Autism Spectrum Disorder, Jennie Carlin

Dissertations, Theses, and Projects

Sleep disturbances are highly prevalent among children with Autism Spectrum Disorder (ASD) and may negatively affect daytime behavior, emotional regulation, learning, and overall family well-being. This quantitative research proposal examines the relationship between sleep difficulties, behavioral functioning, and family experiences among children with ASD. The study will explore how behavioral and environmental sleep interventions may influence sleep quality and nighttime behaviors, how improved sleep may contribute to changes in daytime behavior, and how parents and caregivers perceive the feasibility and effectiveness of implementing sleep-focused interventions at home. A quantitative research design will be used to collect caregiver-reported data through the …

Enduring Commitment: A Phenomenological Exploration Of Retention Among Veteran Early Childhood Educators In Rural Settings, Erin M. Wirtz

Dissertations, Theses, and Projects

The retention of teachers has been a challenge, particularly in the field of early childhood education (Downey et al., 2024; Havlicek-Cook, 2012; Markowitz, 2024; Totenhagen et al., 2016). Research on teacher attrition is abundant, yet studies of retention are far less common, and those that exist have largely focused on K-12, novice, and urban educators. This study seeks to address this gap by exploring the experiences of veteran early childhood educators working in rural northern Minnesota. Guided by the framework of Deci and Ryan’s (2000) Self-Determination Theory, the purpose of this study was to examine factors that contribute to sustained …

Caregiving For Older Adults: How The Child And Dependent Care Credit Could Help, Gabrielle Pepin, Yulya Truskinovsky

Upjohn Institute Policy and Research Briefs

No abstract provided.

Teaching The Rainbow: An Educator's Guide To Implementing Lgbtq+ Inclusive Curriculum In The Early Childhood Classroom, Alice Prosser

Honors Projects

This resource serves as a guidebook for early childhood educators interested in implementing LGBTQ+ inclusive curriculum in their classrooms. The guidebook includes rationale, addresses common objections educators may have, and provides examples of standards aligned lesson plans by grade level, as well as additional resources and suggestions.

Early Childhood Educators’ Experiences Teaching Literacy Acquisition Skills, Dena Renee Crews

Walden Dissertations and Doctoral Studies

The problem investigated through this study was that early childhood educators struggle to help students with literacy acquisition skills in a Title 1 elementary school. The purpose of this qualitative study was to investigate early childhood educators’ experiences with the challenges of teaching literacy acquisition skills and their suggestions for improving resources and training for teaching literacy acquisition skills. The study was grounded in Clay’s emergent literacy theory and Bronfenbrenner’s ecological systems theory. For this basic qualitative design, semistructured interviews with 14 participants were conducted with the following themes emerging: Early childhood educators were challenged due to (a) students’ background …

“It Was Hard, But It Worked:” Children’S Theories Of Learning To Read, Cristina Valencia Mazzanti, Laura Tiktin-Sharick, Madeleine Zuck, Tiphareth Ananda

Occasional Paper Series

In this paper we come together as teachers, a school leader and a professor to examine children’s theories of learning to read captured in written and illustrated texts created by 143 children currently enrolled in kindergarten to sixth grade. This collection of children’s theories of reading was created in the context of a progressive elementary school located at Smith College, a women's liberal arts college in Massachusetts. Our hope in examining children’s theories is to humanize and historicize current debates about how reading is taught. We also hope to offer a counter narrative to the dichotomies currently shaping reading education, …

Shared Power, Shared Purpose: A Boundaryless Servant-Leadership Model For Early Childhood Education Programs, Stephanie Akers, Beth Morton

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

This article proposes a model for a boundaryless early childhood program grounded in servant leadership and responsive to Kentucky’s regulatory and quality context. Drawing on research about boundaryless organizations, servant leadership, equity, inclusion, and program quality, the model reimagines the early childhood program as a collaborative community rather than a strictly hierarchical, compliance-driven organization (Ashkenas et al., 2015; Friesen et al., 2024; Greenleaf, 1977; NAEYC, 2019, 2020). The early childhood program maintains clear roles (director, assistant director, education coordinator, teachers, and support staff) but loosens rigid boundaries among classrooms and stakeholder groups. State licensing and Kentucky’s quality rating and improvement …

At-Home Computational And Data Literacy For Pre-K–5 Students: A Review Of The Literature, Marc Sager, Sarah Miller, Zarek Drozda

Journal of Educational Research and Practice

This systematic review investigates best practices for promoting data literacy development in pre-K–5 learners, with a specific focus on caregiver involvement in at-home learning environments. A comprehensive search and screening process identified 42 studies for inclusion. The studies were analyzed to determine effective strategies for fostering early data literacy. Key findings emphasize (1) early, developmentally appropriate engagement with attention to equity; (2) core learning outcomes in computational and data literacy; (3) learning approaches integrating real-world contexts and hands-on experiences; (4) balanced use of digital tools and unplugged activities; and (5) essential parental and caregiver involvement. The review highlights integrating data …

Early Childhood Pre-Service Teacher Interns’ Experiences In Building Relationships With Students’ Families, Fungayi Madzonga

Walden Dissertations and Doctoral Studies

Strong relationships between educators and students’ families are essential for fostering learning environments to meet the needs of early childhood students. The problem that was addressed through this study is that many early childhood preservice teacher interns (ECPTIs) experience challenges in building relationships with students’ families during the internship phase of teacher preparation in Alberta. Framed by ecological systems and self determination theories, the purpose of this basic qualitative study was to explore ECPTIs’ experiences building relationships with students’ families and to understand the resources needed to strengthen those relationships in Alberta. Semi structured interviews were conducted with 12 ECPTIs …

Empowering Early Childhood Leaders: A Strength-Based And Ecological Approach To Leadership Development, Dora Sanders

PhD in Education

Professional development models for early childhood (EC) leaders are often generic and deficit-focused, overlooking their diverse strengths, contexts, and experiences. This study addressed that gap by exploring how EC leaders identify and leverage their strengths to enhance leadership effectiveness and how professional development can be differentiated to meet their unique needs. Using a qualitative phenomenological design, eight EC leaders representing varied educational backgrounds and community contexts were engaged. Semi-structured interviews captured their lived experiences, which were analyzed thematically through the lens of the strengths-ecological leadership framework designed by the researcher that integrated individualized professional development, strengths-based leadership, and ecological systems. …

Field Experience Practicum In Early Childhood Education, Laurie A. Daly

OER Textbooks

This OER is being used at UMass Boston in the Curriculum and Instruction Department. It was uploaded to ScholarWorks @ UMass Boston to help students gain access to the materials. To request a takedown of this material, please email [email protected].

Teacher Beliefs And Their Influence On Instructional Strategies And Student Outcomes, Brianna Dompke

Master's Theses & Capstone Projects

Teacher beliefs are recognized as a foundation element in classroom decision-making, shaping how educators interpret curriculum, respond to student needs, and select instructional strategies. However, a significant challenge exists when teacher’s personal beliefs misalign with evidence-based practices, which can limit student success and engagements and instructional effectiveness. This inquiry-based research projects examines the relationship between teacher’s beliefs, instructional strategies, and student outcomes within the PK-12 classroom. Through a synthesis of peer-reviewed scholarly journal published within the last ten years, this review identifies patterns in belief formation, and the role beliefs play in teacher implementation and teaching in the classroom. The …

Teacher Engagement In Outdoor Play: Impacts On Children’S Behavioral Regulation, Mariah Duszynski

Master's Theses & Capstone Projects

The purpose of this inquiry-based research was to better understand how teacher engagement during outdoor play shapes children's behavioral regulation and overall playground experience. The problem was that teachers have their own views and beliefs about how they should interact with children on the playground, which may differ from those of their colleagues, leading to different behavioral outcomes in children. This study examined how teacher engagement during outdoor play influences children's behavior and how children perceive and experience outdoor play when teachers are more actively engaged. One early childhood center in rural Iowa was observed throughout this study, with four …

The Effect Of Open-Ended Questioning On Preschool Literacy And Language Development, Roxy Moorman

Master's Theses & Capstone Projects

This inquiry-based study examines the impact of intentional open-ended questioning on preschool children’s language development and emergent literacy skills during shared reading. Grounded in research highlighting the importance of teacher–child interactions, this study addresses the problem that many preschool classrooms rely heavily on closed-ended questions that limit opportunities for extended dialogue and expressive language growth. The purpose of this study is to determine whether increasing the frequency and quality of open-ended questioning leads to improvements in children’s vocabulary, comprehension, conversational turn-taking, and overall participation in classroom discourse. Conducted in a preschool classroom with nine students over a six-week period, the …

Strategies And Techniques In Early Childhood Education, Abigail Strutzenberg

Master's Theses & Capstone Projects

As early childhood education shifts toward high-stakes accountability, the traditional "bridge year" of age four is increasingly dominated by "drill-and-kill" academic instruction. This project investigates the growing tension between rigorous academic standards and developmentally appropriate practices. The study explores how the implementation of intentional, play-based strategies—specifically guided play and multisensory scaffolding—can meet mandatory benchmarks for phonemic awareness and self-regulation without compromising a child’s social-emotional well-being. Ultimately, the research seeks to identify how educators can reclaim their pedagogical autonomy by balancing state mandates with the intrinsic needs of the developing child. The central thesis argues that when academic content is embedded …

Effectiveness Of Project-Based Learning In Early Childhood Education, Jasmin Voravongsa

Master's Theses & Capstone Projects

The increasing complexity of the modern world necessitates innovative educational methodologies that effectively prepare young learners for future challenges. Traditional instruction often prioritizes rote memorization, resulting in disengagement and insufficient development of critical social-emotional and cognitive skills, particularly within early childhood education. This inquiry-based research examines the effectiveness of project-based learning (PBL) as an instructional strategy to enhance student engagement, collaboration, social-emotional development, and deep learning, with a focus on STEM education in early childhood settings. By engaging children in real-world, hands-on projects, PBL fosters intrinsic motivation, collaborative skills, emotional intelligence, and profound conceptual understanding. Through a comprehensive literature review …

Nh Ece Research Consortium Member Information, Evan England, Jess Carson

New Hampshire Early Care and Education Research Consortium

NH ECE Research Consortium membership is open to individuals and organizations with relevant expertise that aligns with the purpose of the Consortium, including the advancement of knowledge to support early care and education in NH. This document describes the benefits of membership, what it means to be a member, and the role of the Carsey School.

Perspectives Of Classroom Teachers On The Foundational Reading Needs Of Fourth Through Sixth Grade Students, Deliska Burton-Cooley

Dissertations

Reading proficiency is a critical foundation for academic success; however, many students enter the upper elementary grades without the foundational literacy skills necessary to access grade level content. Teachers in grades four through six are increasingly responsible for addressing persistent reading gaps while simultaneously meeting instructional expectations aligned with grade-level standards. The problem addressed in this qualitative descriptive study was the limited research examining how upper elementary teachers identify and respond to foundational reading needs when such gaps persist beyond the primary grades. The purpose of this study was to examine upper-elementary teachers’ perspectives on identifying and addressing foundational reading …