Early Childhood Education Commons^™

Early Math Readiness And Later Achievement: A Longitudinal Study, Bailey Bontrager

Theses and Dissertations

The current body of literature provides much evidence that mathematics skills at the start of kindergarten are predictive of later mathematics achievement, and that students enrolled in early childhood education (ECE) programs are better prepared for mathematics at the start of kindergarten. However, the potential for children to develop mathematical skills prior to entering kindergarten relies on access to ECE programs and resources in families’ surrounding communities. Recent use of geospatial data collection techniques and measures of community resource availability have enabled researchers to examine specific localities for the ways in which community organizations and institutions support residents in particular …

Foreign-National Families, Education, And Parenting: Unpacking The Influence Of Cultural Transitions On Child-Rearing And Expectations, Yuqi Zhang

Theses and Dissertations

This qualitative study examines how highly skilled foreign-national parents navigate parenting and educational decision-making within the context of cultural transition in the United States. While existing research on foreign-national parenting has largely focused on socioeconomically disadvantaged populations, less is known about families who possess substantial educational and professional capital. Despite these advantages, these parents encounter unique challenges related to institutional navigation, identity negotiation, and social constraints. Guided by Bronfenbrenner’s bioecological theory, Coleman’s social capital theory, Berry’s acculturation framework, and Yosso’s community cultural wealth model, this study explores how cultural background and migration experiences shape highly skilled foreign-national families’ parenting beliefs …

Not My Girl (2014) By Christy Jordan-Fenton And Margaret-Olemaun Pokiak-Fenton, Maughn Rollins Gregory

Picture Books

In the nineteenth and twentieth centuries American and Canadian government agencies and Christian churches established Indian residential schools where hundreds of thousands of children were “reeducated” in English and Christianity. They were not allowed to use their native languages or given names, to practice their religions, or to communicate with their siblings or parents. They were made to work in crop fields, kitchens, laundries, and industrial workshops. Many were physically and sexually abused. Many never saw their families again. The nine picture books reviewed here are accounts of survivors of residential schools from eight different Indigenous nations. In addition to …

Promoting Early Literacy: Engaging Communities To Empower Young Learners, Alexis I. Dillahunt

UROP Posters

Promoting Early Literacy: Engaging Communities to Empower Young Learners

Miles Dillahunt

Abstract

Early reading is a fundamental component of academic achievement, establishing a strong foundation for future learning outcomes. This poster examines the crucial relationship between early literacy skills and student success, supported by a comprehensive review of existing literature and empirical studies. Research consistently shows that children who engage in reading before age five are more likely to excel in elementary and secondary education, demonstrating enhanced vocabulary, comprehension, and overall academic performance.

A critical aspect of promoting early literacy lies in effective community engagement. Collaborative partnerships between schools, libraries, …

When Play Fades And Screens Rise: Teachers' And Parents' Lived Experiences Of The Push-Down Of Academics In Kindergarten, Rachel L. Hunter

Doctor of Education

In the span of a single generation federal mandates have transformed kindergarten from a place of play into an academic pressure zone. This study is grounded in early childhood education, child development, and educational policy, with a focus on heightened academic expectations in kindergarten alongside the rising influence of digital technology in young children’s lives. It addresses two questions: (1) How has the reduction or elimination of play in kindergarten impacted children’s peer-to-peer engagement? and (2) What role, if any, does digital technology play in compounding this shift? This phenomenological study employs qualitative, transformative action-research methods to examine the lived …

Implementing Restorative Practices For Girls In Elementary School Classrooms: A Participatory Action Research Approach, Mellissa Douglas

Dissertations of Practice

This participatory action research study examined how varying approaches to implementing restorative practices, together with teacher collaboration and influence, support resilience, enhance communication, establish healthy boundaries, encourage accountability, and build confidence among elementary school girls ages 8–10. Two third-grade teachers, three fourth-grade teachers, and three fifth-grade teachers in a midwestern elementary school implemented restorative practices through proactive circles or conferences over the course of forty school days. The eight teacher participants recorded the implementation of restorative practices in an action research journal, field notes, and photographs, and they collaborated to discuss strengths, areas in need of support, and next steps. …

Music And Language Arts Integration And Its Impact On Reading Comprehension: A Social Action Research Study, Felisha L. Coady

Antioch University Dissertations & Theses

This action research study examines the interconnectedness of music and language arts, specifically focusing on reading comprehension. In this study, a program called Music Connections was developed and used as a pilot to improve reading comprehension skills in primary education. The targeted population of the Music Connections program was 30 third-grade students in an inner-city school in Ohio. After six weeks of reteaching concepts through the Music Connections program, students were given a second interim with these concepts to show results and mastery. Data from this study showed that students who participated in the Music Connections program (Group A) grew …

Child Of My Heart: One Girl's Story Of Adoption, Danielle Bussolini

Graduate Student Independent Studies

This Integrative Masters Project explores the author's personal experience with adoption, written from a child's perspective. Unlike most published books on adoption, which are typically framed through the lens of an educator or parent, this work centers the emotional and psychological experience of the child at the heart of the story.

Language Acquisition And Emergent Literacy In The 21st Century, Albert H. White Jr.

Open Touro Created

2026

Grounded in contemporary scholarship and pedagogical research, this work employs an integrated, multidisciplinary approach to 21st-century literacy instruction while prioritizing diversity, equity, and inclusion. Through its multimodal, universally accessible design—featuring interactive components, multimedia elements, and curated links to the New York State Department of Education Standards and Instruction Website—the resource facilitates critical engagement with content and alignment with state-mandated learning standards. Supplementary materials for pre-service teacher preparation and professional development are embedded throughout, enabling educators to customize and repurpose content for their specific contexts. Developed in partnership with Touro University and Colleges, this OER supports the continuous professional development …

School-Based Mental And Emotional Support For Urban Students Experiencing Traumatic Loss, Britney Daniel-Harris

West Chester University Graduate Theses, Dissertations, and Final Projects

This study explores the perception of educational staff members on school-based mental and emotional resources for urban students experiencing traumatic loss. With increased levels of research centered on enhancing training protocols to educate teachers on identifying, supporting, and guiding traumatic care through evidence-based resources, there is an opportunity to understand their experiences by hearing their voices through a narrative inquiry qualitative research design. The Substance Abuse and Mental Health Services Administration (SAMHSA) has six principles of a trauma-informed environment, which were utilized to analyze participant stories. Five teachers, one social worker, and one special education leader participated in one-on-one interviews …

K-3 Literacy Teachers’ Sensemaking Of Early Literacy Policies In New York State: A Survey Study, Abigail Ferris

Electronic Theses & Dissertations (2024 - present)

Teachers must have opportunities to engage deeply in sensemaking during periods of major literacy reform, as unclear expectations can limit their ability to implement policy with fidelity. Using a cross-sectional survey design, this study explored K-3 literacy teachers’ perceptions, awareness, and factors related to their sensemaking of three science of reading literacy policies and initiatives in New York State. Findings suggested varying levels of awareness of the three literacy policies and initiatives, with teachers reporting that policy messages were communicated primarily through top-down structures, such as principals and literacy coaches within their organizations. Participants drew on personal, organizational, and external …

Classification, Service Provision, And Early Academic Skills Of Early Elementary School Students Who Received Services As A Preschool Student With A Disability, Meghan Conboy

Electronic Theses & Dissertations (2024 - present)

Youth with disabilities benefit from coordinated supports and services, particularly during early childhood when they are developing foundational abilities that will influence their developmental trajectory (Early Childhood Technical Assistance Center, 2015; Sandall et al., 2005). Preschool-aged students who enter kindergarten with adequately developed pre-academic skills are more likely demonstrate high performance levels in academic domains throughout compulsory education compared to peers with low pre-academic skills (Christensen et al., 2020; Fitzpatrick, 2017; Hair et al., 2006; Tavassolie et al., 2022). However, despite the knowledge that both preschool programs and high-quality and effective early intervention benefit children across their lifetime, limited research …

Systematic Review Of Early Childhood And Pre-Primary Education, Anna Dabrowski, Yung Nietschke, Syeda Kashfee Ahmed, Michelle Hsien, Dan Cloney, Tim Friedman

Early Childhood Education

This systematic review synthesises global evidence from academic and grey literature published between 2015 and 2025, examining effective policies and interventions aimed at increasing ECCE participation across diverse country contexts, with a focus on equity dimensions such as gender, disability, socio-economic status and geographic location. The multifaceted nature of increasing ECCE participation is highlighted, exploring institutional, interventionist, preventative, and compensatory policies as per the GEM policy typology, while emphasising equity, quality, and contextual factors. These categories reflect the different levels and areas within which policies operate, noting that in practice, approaches to increase ECCE participation often are combined or overlap.

The Role Of Kindergartens In Promoting Educational Moral Values In Children Through Storytelling, Reem Al-Hajj, Marwan Abualrob, Osama Tawfiq Jarrar

Australian Journal of Teacher Education

This study examines the role of kindergartens in promoting educational moral values in children through storytelling. The research employs a quantitative approach with questionnaires as a study tool. The study sample, selected randomly, consists of 135 kindergarten teachers from Jenin Directorate, Palestine, analyzed using Structural Equation Modeling (Smart-PLS4). The results show that kindergartens have a significant role in fostering educational moral values through storytelling, supported by strong path coefficients (e.g., β = 0.361, p = 0.002 for proposed suggestions) and a high explained variance (R² = 0.673). This framework, which positions children as active meaning-makers rather than passive recipients of …

Exploring Teacher Perceptions: A Comparative Analysis Of Departmentalized And Self-Contained Instructional Models In First And Second Grades, Jason R. Trotter

College of Graduate Studies: Theses & Dissertations

This qualitative multiple-case study examined the perceptions of first- and second-grade teachers who have taught in both the departmentalized and traditional self-contained instructional models. The study explored teachers’ perceived advantages and disadvantages of each model, examined how their experiences within each model influenced instructional strategies and classroom management approaches, and assessed their perceived impacts on student engagement and learning outcomes. Each grade level was a bounded case. This study was conducted at a Title I elementary school in Southeast Georgia, where both models were implemented.

Guided by social constructivism, semi-structured interviews were conducted with seven teachers (four first-grade and three …

Preserving Progress: Why The Dd Network Matters Now More Than Ever, Matt Wappett

Developmental Disabilities Network Journal

No abstract provided.

Perceptions Of Georgia Elementary School Administrators Toward Elementary Agricultural Education, Addie Tucker

Murray State Theses and Dissertations

Elementary agricultural education (EAE) is a growing component of K-12 agricultural education, yet limited research exists on how school leaders perceive its value. The purpose of this study was to explore the perceptions of Georgia elementary school administrators regarding the implementation and value of EAE programs. Specifically, this study examined elementary principals’ and district superintendents’ views on the benefits, effectiveness, and value of EAE. A descriptive research design was used. Georgia elementary principals and district superintendents with active EAE programs during the 2025-2026 academic year were surveyed in the fall of 2025. The sample consisted of 18 principals and 18 …

Play-Based Learning In Private International Preschools In Cairo: Teachers' Perspectives, Kesha L. Stovall

Theses and Dissertations

This thesis explores how play-based learning is practiced and contextualized in private, international preschools in Cairo, Egypt through the perspective of teachers. It calls upon both historical and contemporary theories of play and play pedagogies ranging from the times of Plato and Al-Farabi to the 21st century with Montessori and Dewey. Using a contemporary theory of play presented by Stuart Lester and Wendy Russell as a guiding framework, it examines how play and play-based learning are implemented, shaped and even challenged in a Cairene context. These contexts include sociocultural factors such as parents’ expectations and aspirations, institutional barriers, teacher development …

Nh Ece 2026 Policy Data Infographic, Harshita Sarup, Jess Carson, Tyrus Parker

New Hampshire Early Care and Education Research Consortium

The NH ECE 2026 Policy Data infographic provides easy access to data describing and explaining the early care and education landscape in New Hampshire. Learn about Granite Staters' need for child care, the high prices that families face, the low wages earned by child care workers and high operating costs of care, and the economic toll of an uneven supply for the state. The infographic also offers suggestions for building a better system.

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 6: Quality, Leadership And Governance (Version 1.0), Ros Sambell, Audrey Elford, Connie N. Ihlein, Lochie Clark, Amanda Devine, Helen Alexiou, Peter D’Cress, Kasie Jackson, Karen Hunter, Stacey Mckenzie, Avalon O’Dowd, Asha Rojahn, Blake Stewart, Henry Tan

Research outputs 2022 to 2026

Quality, Leadership and Governance are central pillars in the role early learning settings play in children’s growth, development and wellbeing. By meeting regulatory requirements and quality standards through stringent business procedures and continuous improvement practices, services can provide high-quality food environments for all children – shaping their thoughts, feelings, and practices around food and eating.

This Quality, Leadership and Governance (QLG) module aims to:

- Provide critical context for how the Early Childhood Education and Care (ECEC) food environment is intertwined with National Law and Regulations.

- Support services to meet regulatory requirements, through specific resources and guidance.

- Provide …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 5: Sustainable Food Practices (Version 1.0), Ros Sambell, Audrey Elford, Connie N. Ihlein, Lochie Clark, Amanda Devine, Helen Alexiou, Lennie Barblett, Caterina Benati, Fiona Champion, Bek Clancy, Penelope Clark, Kathy Cologon, Wendy Cook, Katie Dix, Kirsty Elliott, Leanne Elliston, Amanda Ferguson, Ricky Gelman, Jodie Gray, Natalie Gulberti, Lorraine Hingston, Karen Krist, Deana Leahy, Rebecca Lindberg, Stacey Mckenzie, Merryn Netting, Ciara O’Flaherty, Asha Rojahn, Blake Stewart, Leah Stuart-Douglas, Aimee Sullivan, Suzanne Tamone, Henry Tan, Sandra Vale, Jill Whelan

Research outputs 2022 to 2026

ECEC food environments are uniquely positioned to support sustainability by implementing practices that can reduce environmental impacts while creating meaningful opportunities for children to experience and explore the interconnections between people, animals, plants, lands and water through food.

The Early Years Learning Framework (EYLF) (Version 2.0) recognises sustainability as an important consideration for children’s learning and development and that educators and children have active roles to play in contributing to more sustainable communities.1 Through the food provided, mealtimes, and food education, ECEC services can provide meaningful opportunities for children to experience and engage with sustainable food practices.

This Sustainable Food …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 4: Staff And Family Engagement (Version 1.0), Ros Sambell, Audrey Elford, Connie N. Ihlein, Lochie Clark, Amanda Devine, Helen Helen Alexiou, Lennie Barblett, Fiona Champion, Penelope Clark, Kathy Cologon, Wendy Cook, Katie Dix, Kirsty Elliott, Leanne Elliston, Amanda Ferguson, Yuna Ribeiro Ferreira Alves, Ricky Gelman, Jodie Gray, Natalie Gulberti, Lena Harle, Jill Whelan, Karen Krist, Ashton Leach, Deana Leahy, Stacey Mckenzie, Lauren Moore, Merryn Netting, Ciara O’Flaherty, Asha Rojahn, Blake Stewart, Aimee Sullivan, Suzanne Tamone, Henry Tan, Courtney Trezona, Sandra Vale, Kathy Cologon

Research outputs 2022 to 2026

Engaging with families is a core responsibility of ECEC services and staff. By building positive, personal relationships with families, ECEC staff are able to share concerns or queries about the children in their care in a sensitive way.

One of the more sensitive topics that can come up is food – what they are eating, how much they are eating, their eating behaviours and skills, and everything in between. Through quick conversations at drop-off or via formal communication platforms, services can share a range of information about a child’s eating patterns and behaviours, and also gather information from families to …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 3: Food Education (Version 1.0), Ros Sambell, Connie N. Ihlein, Audrey Elford, Lochie Clark, Amanda Devine, Helen Alexiou, Lennie Barblett, Fiona Champion, Penelope Clark, Kathy Cologon, Wendy Cook, Katie Dix, Leanne Elliston, Amanda Ferguson, Ricky Gelman, Jodie Gray, Natalie Gulberti, Debbie Jordan, Karen Krist, Deana Leahy, Stacey Mckenzie, Sandra Murphy, Merryn Netting, Ciara O’Flaherty, Asha Rojahn, Blake Stewart, Aimee Sullivan, Suzanne Tamone, Henry Tan, Sandra Vale, Danielle Waterson, Jill Whelan

Research outputs 2022 to 2026

Food education (FE) in early learning settings is more than cooking – it is an opportunity to experience food in ways that include cooking but go far beyond. Food education gives children the opportunity for exploration, experimentation, learning, teamwork, skill building and much more. At the same time, services must balance safety, regulatory requirements, diverse developmental and cultural needs, family expectations and practical constraints such as time and staffing.

The FE module has been developed to support Early Childhood Education and Care settings (ECEC), for children from birth to 5 years, to create food experiences that are safe, engaging, inclusive …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 2: Menu And Meal Quality (Version 1.0), Ros Sambell, Audrey Elford, Connie N. Ihlein, Lochie Clark, Amanda Devine, Helen Alexiou, Lennie Barblett, Caterina Benati, Fiona Champion, Bek Clancy, Penelope Clark, Kathy Cologon, Wendy Cook, Katie Dix, Kirsty Elliott, Leanne Elliston, Amanda Ferguson, Ricky Gelman, Jodie Gray, Natalie Gulberti, Lorraine Hingston, Karen Krist, Deana Leahy, Penny Love, Stacey Mckenzie, Tamia Matthews, Merryn Netting, Ciara O’Flaherty, Asha Rojahn, Blake Stewart, Aimee Sullivan, Suzanne Tamone, Henry Tan, Sandra Vale, Jill Whelan, Erin Wild

Research outputs 2022 to 2026

Menu and meal quality is central to the role early learning settings play in children’s growth, development and wellbeing. The food provided across the day shapes children’s nutrient intake, their developing relationship with food, and the eating patterns they carry into later life. At the same time, services must balance nutritional quality with food safety, food allergen management and dietary needs, cultural diversity, family expectations, and practical constraints such as budgets, time and access to supplies.

This Menu and Meal Quality (MMQ) module aims to:

- Support ECEC services to provide menus and meals that align with the Australian Dietary …

The Best Practice Guide For Early Childhood Education And Care Food Environment: Module 1: Mealtime Environment And Practices (Version 1.0), Ros Sambell, Audrey Elford, Connie N. Ihlein, Lochie Clark, Amanda Devine, Helen Alexiou, Lennie Barblett, Rebecca Byrne, Fiona Champion, Laine Chilman, Penelope Clark, Kathy Cologon, Wendy Cook, Kirsty Elliott, Leanne Elliston, Amanda Ferguson, Ricky Gelman, Jodie Gray, Natalie Gulberti, Shae Haylen, Judith Howard, Karen Krist, Deana Leahy, Eloise Litterbach, Jodie Mcgough, Stacey Mckenzie, Merryn Netting, Ciara O’Flaherty, Gabrielle Orr, Asha Rojahn, Hilary Smith, Aimee Sullivan, Suzanne Tamone, Henry Tan, Sandra Vale, Jill Whelan, Sally Whitaker

Research outputs 2022 to 2026

Mealtimes in early learning settings are more than a routine to help children eat. They are important opportunities for connection, learning and development, and for supporting children’s confidence and comfort around food and eating. At the same time, services must balance safety, regulatory requirements, diverse developmental and cultural needs, family expectations and practical constraints such as time and staffing.

The Mealtime Environment and Practices (MEP) module has been developed to support Early Childhood Education and Care settings (ECEC), for children from birth to 5 years, to create mealtimes that are safe, calm, inclusive and responsive to each child, while reflecting …

Early Childhood Educators' Experiences With Autistic Students: A Qualitative Study Of Challenges And Strategies, Sarah Yang

Graduate Masters Theses

Early childhood education is a vital early learning context for children ages 2-5 years old, encompassing some of their most formative years of life. Autistic children, however, are expelled from early childhood education programs at disproportionately high rates—a troubling trend that points to a broader picture of how early education environments lack the support and structure that young autistic children need to succeed. Early childhood educators (ECEs) are fundamental in shaping these early education environments and autistic children’s experiences within them. However, while most ECEs want to include autistic children in their classrooms, past research indicates they feel like they …

Using The Practice Based Coaching Model For Professional Development In Head Start Programs, Julia Cuevas Guerra

Human Development and School Services Faculty Publications

A mixed-methods descriptive single-case research design explored the effects of implementing the Practice-Based Coaching (PBC) model at a South Texas Early Head Start Center. Three bilingual coaches used the Practiced-Based Coaching model to provide professional development on emergent biliteracy instruction for three bilingual teachers of 2- to 3-year-olds. Coaches and teachers used reflexive journals, focus groups, pre- and post-observation checklists, and surveys to share their views and experiences with the Practice-Based Coaching model. Results showed the Practice Based Coaching model is effective teacher and coach training. The model’s ripple effect fostered a coach-teacher collaboration via social learning, boosting teachers’ emergent …

Implementing The Practice Based Coaching Model For Inclusion In Early Childhood Education, Julia Cuevas Guerra

Human Development and School Services Faculty Publications

This mixed method descriptive single case research explored the effects of implementing the Practice-Based Coaching (PBC) model at an Early Head Start Center in South Texas. The Practice-Based Coaching model provided professional development by three bilingual coaches to three bilingual teachers of young children ages 2-3 about emergent biliteracy instruction. Data was collected from coaches and teachers through reflexive journals, focus group interview, pre and post observation checklists and surveys to get their perceptions and experiences with the Practice-Based Coaching model. The findings showed the Practice Based Coaching model is an effective learning practice for teachers and coaches. The model …

Factors Affecting Timely Intervention For Children Who Are Deaf Or Hard Of Hearing: Perceptions Of Texas Early Intervention Providers, Julianna C. Wanek, Sandy K. Bowen

Journal of Early Hearing Detection and Intervention

The purpose of this study was to investigate the perceptions and experiences of early childhood intervention (ECI) professionals concerning timely intervention for children who are deaf or hard of hearing (DHH) in Texas. The data for this study was collected through semi-structured, qualitative interviews of 10 ECI practitioners in Texas. Interview data analysis followed the six-phase framework of Thematic Analysis. The data collected identified three major themes: (a) roles and responsibilities, (b) family attributes and experiences, and (c) “deaf” is different. Overall, the findings reveal that the referral and service process for infants and toddlers who are DHH in Texas …

Early Childhood Educators Around The City Struggle With Delayed Payments From The City, Shenal F. Tissera

Capstones

My story focuses on early childhood education centers and funding issues that teachers have gone through with the city. Many early education centers receive funding directly from the NYC Department of Education to operate and rely on such funding for rent, electricity and supplies. Since COVID, the city has had an issue with getting payments to these centers on time. My story focuses on a education center teacher and owner who dealt with these issues while going through personal tragedies. The problem is complex and has much to do with staffing shortages that are slowly getting back to pre-pandemic levels …