Early Childhood Education Commons^™

Comparing Virtual And In-Person Delivery Modes Of A Preschool Stem School Readiness Program During The Pandemic, Yaebin Kim, Courtney E. Lyons, William P. Evans, Dan Weigel

Journal of Human Sciences and Extension

This study describes the transition of a preschool STEM school readiness program from in-person to virtual programming during the early pandemic phase, examines in-person and virtual program data to understand the effectiveness of these two program delivery modes, and presents lessons learned from this abrupt transition. Results suggest that in-person and virtual classes were effective and equivalent on parent ratings and program monitoring variables. Future study will be needed to fully determine the cost-benefit impacts of in-person, virtual, and hybrid program delivery models on STEM school readiness and other family engagement programs.

Perceptions Of School Readiness Through The Lens Of Sel, Lisa Goncalves

Seton Hall University Dissertations and Theses (ETDs)

School readiness includes a range of competencies and is influenced by both parental beliefs and teacher perceptions. Despite its significance, only a small number of states have an established definition of school readiness, which raises questions about how well stakeholder understandings align and the effectiveness of parental activities in promoting school readiness. In New Jersey, significant investments are being made to expand early educational opportunities, emphasizing the critical nature of this topic. With no standardized definition of school readiness and given the gaps in existing research, it is essential to explore the alignment between parent and teacher perceptions of school …

Oral Language In A Literacy-Based Intervention, Rachel Chappell

Dissertations

The problem of practice I studied in this investigation was how to effectively and intentionally merge oral language support with a comprehensive literacy-based intervention (Reading Recovery®) for a student population exhibiting oral language concerns. This mixed-methods study focused on dual and monolingual students with limited language development, which resulted from various root causes. Through my investigation, I sought to evaluate the impact of additional language-related strategies within the literacy-based intervention with the primary purpose of learning advancement and student reading proficiency improvement. I found that explicit instruction in language-related errors and complex book language in comprehensive literacy-related interventions demonstrates a …

Early Childhood Educators’ Perceptions Of Changes In Student Executive Function Skills And Challenging Behaviors Post-Covid-19, Sofia Cicero

Honors College Theses

The COVID-19 pandemic greatly impacted children’s lives in a number of ways, including their educational and social lives. Many children had to switch to online learning platforms or follow social distancing rules. There is a lack of research exploring the lasting impact that the isolation period left on young children, specifically those in early childhood (3-7 years old). The purpose of this study was to explore if teachers perceived changes in student executive function skills and challenging behaviors after the pandemic. In addition, play-based learning has been shown to improve executive function and behavioral outcomes, and this study also attempted …

Examining Primary Teachers' Concerns, Self-Efficacy, Attitudes, Intentions, And Challenges Of Implementing Inclusive Pedagogy In English Literacy Classrooms For Bilingual Dyslexic Students In The Uae, Robin Ogdol, Jose Roan Adorna, Romee Capate, Aisha Alteneiji

All Works

The United Arab Emirates has embraced inclusive education across all academic levels since 2006. However, the degree of teacher acceptance of inclusive practice varies. This mixed-methods case study investigated 48 primary school teachers’ concerns, self-efficacy, attitudes, and intentions regarding inclusive pedagogy in English literacy for bilingual dyslexic students aged 5-11. It also identified challenges faced by teachers in mainstream classes. Using correlation analysis, results showed negative associations between teachers’ concerns and efficacy, attitudes, and intentions for inclusive practices. On the other hand, positive associations were found between teacher efficacy, attitude, and intentions for inclusive practices. Challenges included reconciling the bilingual …

Insights From Father-Toddler Communication Via Tiktok, Joy Lee Hernandez, Abha Gupta

Teaching & Learning Faculty Publications

This qualitative study investigates the characteristics of interactions between fathers and toddlers, as well as their influence on language development. By utilizing video clips from the social media platform TikTok, this research observes and analyses fathers' responses and interactions with their toddlers. The findings indicate that fathers play a crucial role in supporting language development by engaging in conversations, expanding vocabulary, and providing emotional support. The study underscores the significance of fathers' involvement in nurturing language skills during early childhood. However, further longitudinal research is necessary to establish a definitive link between fathers' language input and toddlers' language development. Overall, …

Kindergarten Teachers’ Experiences On Strategies To Increase Children’S Phonological Awareness And Phonics Skills In Kindergarten, Taylor Imani Ridley

Walden Dissertations and Doctoral Studies

The problem addressed in this study pertained to two elementary schools whose kindergarten teachers encountered challenges in meeting phonological awareness and phonics standards. This basic qualitative study aimed to explore the experiences of kindergarten teachers regarding effective strategies for enhancing children’s phonological awareness and phonics skills, grounded in the concept of Vygotsky’s zone of proximal development. Data were collected from 12 kindergarten teachers through semi-structured interviews to understand their instructional strategies and the support needed to implement these strategies effectively. Findings indicated that teachers benefit from structured programs, multisensory approaches, differentiated instruction, and collaborative efforts; however, they also require increased …

The Challenges That Nontraditional Early Childhood Educators Face When Completing Higher Education, Polixeni Pantelidou

Dissertations

ABSTRACT

The Challenges that Nontraditional Early Childhood Educators Face When Completing Higher Education by Polixeni Pantelidou

Purpose: The purpose of this qualitative research study was to explore the challenges that non-traditional Early Childhood Education (ECE) teachers face as they pursue higher education. The study aimed to identify key barriers, motivators, and strategies that influence their educational progression and completion. It aims to identify the motivators that drive these individuals to pursue further education, the challenges they encounter once enrolled, and the strategies they employ to overcome these barriers.

Methodology: This study employed a qualitative descriptive method, engaging a select group …

Interview With Melissa Bishop, Disability Worker, Laila Halloul

Oral Histories HIST 300, Fall 2024

Interview with Melissa Bishop about her past and current experiences in the disability field. These discussions include special education (experience and education), music education, and current job responsibilities as a disability resource provider.

How Native American Parents Support Their Children’S Literacy Skill Development, Rita Faye Wilburn

Walden Dissertations and Doctoral Studies

Researchers have noted that Native American (NA) children are entering kindergarten with lower literacy scores on the Kindergarten Readiness Assessment than their non-native peers. This study explored how NA parents support their prekindergarten children at home with early literacy skills and what resources they need to help increase their children’s literacy skills. The conceptual framework that guided the study combined Bronfenbrenner’s bioecological systems theory and the parenting and learning at home components of Epstein’s model for parent involvement. This study addressed two research questions focusing on how NA parents support their prekindergarten children at home with early literacy skills and …

Rooted In Nature: Pre-Service Teachers' Development Of Nature-Based Pedagogical Insights Through A Forest School Field Experience, Janet Vanlone, Lauren Shearer, Makenna Luzenski, Ellen Amarante, Susan Chlebowski, Chris Boyatzis

Faculty Journal Articles

Outdoor education programs, such as Forest School, have physical, social-emotional, and academic benefits for children, and teachers trained in nature-based pedagogy are more likely to provide outdoor education opportunities for their students. Incorporating outdoor field experiences in teacher preparation may teach new teachers how to implement nature-based programming. However, little is known about how outdoor field experiences affect pre-service teacher development. Grounded in self-efficacy theory (Bandura, 1977), this mixed-methods study examined in a pretest-posttest design how participating in a 12-week outdoor field experience contributed to pre-service teachers’ (N = 9) knowledge of nature-based pedagogy and their self-efficacy. Participants also completed …

General Education Primary Grade Teachers’ Experiences Using Instructional Practices With Gifted And Talented Students In Rural Schools, Shanna Michelle Foskey

Walden Dissertations and Doctoral Studies

The problem addressed by this basic qualitative study was that primary grade general education teachers are challenged to use instructional practices that meet the learning needs of gifted and talented (GT) students in rural schools in the southeastern United States. The purpose of this study was to explore primary grade general education teachers’ challenges using instructional practices that meet the learning needs of GT students in rural schools in the southeastern US. The conceptual framework combined Gagne’s conditions for learning and Renzulli’s enrichment triad model. Two research questions guided the study in exploring teachers’ challenges in using instructional practices to …

Head Start Administrators’ Perspectives Of Barriers And Facilitators To Implementing A Trauma-Informed Approach, Patricia A. Ulman

Walden Dissertations and Doctoral Studies

Educators are increasingly using trauma-informed approaches to lessen the harsh effects of trauma on children. Although this practice is becoming more common in U.S. kindergarten through Grade 12 schools, it has been slow to reach the early care and education setting, which includes Head Start programs. Head Starts are encouraged to use a trauma informed approach, however, there is limited availability of resources to guide them. The purpose of this basic qualitative study was to explore the perspectives of administrators from Head Start programs located in a Midwestern state who have used a trauma-informed approach to understand the barriers and …

Perspectives Of Novice Kindergarten Through Grade 3 Teachers On The Challenges Of Teaching, Jenette Allen

Walden Dissertations and Doctoral Studies

The problem addressed in this study is that novice early childhood educators (ECEs, Grades kindergarten through 3) underestimate the challenges of teaching. Researchers have shown that although over three million teachers are employed in public schools yearly, on average 23% and up to 50% of newly inducted teachers leave the profession within 5 years on a national level. Many novice ECEs feel unprepared and underestimate the challenges of working in a school. The purpose of this basic qualitative study was to explore novice ECEs’ perspectives regarding the challenges of teaching. The conceptual framework for this study was informed by Katz’s …

Nebline, November/December 2024

NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County

Positive Insights Shared Regarding CHIME: Head Start University Partnership Project, Jaci Fogel

Diabetes Awareness: Small Changes, Big Impact, Kayla Colgrove

Recipe of the Month: Turkey Cranberry Meatballs, Kayla Colgrove

Commercial/ Noncommercial Pesticide License

Love Gardening? Become a Master Gardener!

Garden Guide: Things to Do This Month

Upcoming Green Industry Conferences

Managing the Demands of Water & Wastewater Systems Can Make Gatherings More Enjoyable, Becky Schauerman

It’s Time to Plant Fall Cover Crops, John Nelson

A Quick Guide to Fleas, Kait Chapman

Heart of 4-H Award: Shane Cuttlers and Dena Noe

4-H Specialty Clubs Invite New Members

Nebraska 4-H Fed Steer …

Teachers’ Attitudes Toward The Educational Inclusion Of Children With Disabilities In Omani Kindergartens, Laila Z. Al Salmi, Ibrahim A. Al Qaryouti

International Journal for Research in Education

This study investigated the attitudes of female teachers (N = 169) toward the educational inclusion of children in kindergarten within the Sultanate of Oman. A Digital survey was conducted to gather insights into the teachers’ perspectives across two domains: the learning environment (LE) and the Impact of Early Inclusion in Kindergarten (IEIK). The results indicate that teachers demonstrate strong support for the inclusion of children with disabilities in kindergarten, underscoring the importance of establishing a conducive learning environment. This includes recommendations for increasing the number of teachers, modifying school infrastructure, and adapting curricula to accommodate the diverse abilities of …

The Experiences Of Men As A Gender Minority In Early Childhood Workplaces, Julian Laferla

Graduate Teacher Education

Men comprise a small percentage of the early childhood education and care workforce worldwide. Men represent only three percent of the preschool workforce in the United States (US Bureau of Labor Statistics, Department of Labor, 2023). A review of the literature revealed challenges men commonly face as a gender minority in a female-dominated field. These challenges include the transgression of traditional beliefs about masculinity, structural barriers like low pay and poor working conditions, and workplace challenges like exclusion, double standards, gatekeeping, and suspicion of sexual threat. Research showed that men can contribute to the field through pedagogic practices that support …

Teaching Literacy: The Intersection Of Social Studies And Language Arts Through Integration- Lesson Plan Exemplar, Pamela Mccabe, Jennifer Shiers, Christopher D. Moore, Jeremy Nix

Teaching Social Studies in the Peach State

This lesson plan exemplar, based on third grade GSE ELA and social studies standards, demonstrates how teachers can best integrate social studies and ELA content to maximize instructional time and increase litearcy and social studies background knowledge.

Teaching Literacy: The Intersection Of Social Studies And Language Arts Through Integration, Christopher D. Moore, Jennifer Shiers, Pamela Mccabe, Jeremy Nix

Teaching Social Studies in the Peach State

Social studies education has always been an important component of K-5 education; however, as dedicated, content-specific instructional time has steadily decreased over the past two decades to give more time to mathematics and specifically English Language Arts, literacy scores have also decreased. Partnering ELA and social studies in the K-5 space allows for students to build their background knowledge in social studies, while increasing their literacy by using instructional resources connected to social studies during the ELA block, and then teaching social studies thinking skills during devoted social studies class time.

Whole Child Development: Academic Knowledge Influence, Allison Thielbar

Graduate Teacher Education

In the education systems, the emphasis on academic achievement often overshadows the development of young learners. This pressure was particularly evident in early childhood classrooms, where educators were to prioritize standardized academic outcomes over the broader needs of the whole child (Cade et al., 2022). This research paper explored the tension between academic pressure and development in early childhood education, examining how the intense
focus on academic knowledge could undermine efforts to support the social, emotional, and cognitive growth of students (Friedman et al., 2021). A review of existing literature and an analysis of educational practices showed that the emphasis …

A Growth Mindset Scale For Young Children (Gm-C): Development And Validation Among Children From The United States And South Africa., Melis Muradoglu, Tenelle Porter, Kali Trzesniewski, Andrei Cimpian

College of Science & Mathematics Departmental Research

Beliefs about the malleability of intellectual ability-mindsets-shape achievement. Recent evidence suggests that even young children hold such mindsets; yet, no reliable and valid instruments exist for measuring individual differences in young children's mindsets. Given the potential relevance of mindsets to children's achievement-related behavior and learning, we developed and tested the psychometric properties of the Growth Mindset Scale for Children (GM-C). Among other psychometric properties, we assessed this instrument's (a) factor structure, (b) measurement invariance, (c) internal consistency, (d) temporal stability (test-retest reliability), (e) concurrent validity, and (f) cross-cultural robustness in samples of US children (Study 1; N = 220; ages …

Head Start Teachers’ And Administrators’ Perceptions Of Reasons For Elevated Teacher Turnover Rates, Amanda Renea Lankford

Walden Dissertations and Doctoral Studies

Many Head Start programs have closed classrooms due to staff shortages, with up to 30% of teacher positions unfilled. Reducing the elevated teacher turnover rate in Head Start centers is critical to maintaining program effectiveness and controlling costs; however, a limiting factor may be differences in administrators’ and teachers’ perceptions of reasons Head Start teachers leave their positions. Guided by Herzberg’s two-factor theory, this qualitative study was conducted to explore perceptions of Head Start administrators, current teachers, and exiting teachers regarding reasons for the elevated teacher turnover rates in Head Start programs. Semistructured interviews with open-ended questions were conducted with …

Beyond Assistance: Amplifying The Lived Experiences Of Marginalized Communities Navigating Support Service Systems In Mississippi, Karla Mccullough, Rodney Washington, Angela A. Omondi

Journal of Public Health in the Deep South

Background

Perceived dehumanizing experiences when interacting with social assistance caseworkers and providers can contribute to negative perceptions of the service system that may impede enrollment and retention of families in need thereby contributing to health disparities.

Purpose

This study aimed to use secondary analysis of qualitative data to explore the interaction between social services workers/providers and recipients from the perspectives of families seeking social support services in Mississippi.

Methods

This study analyzed secondary qualitative data from a sample of (n=15) representatives in Mississippi. Data was analyzed using a thematic analysis approach.

Results

Participants reported perceived dehumanized experiences such …

Teachers’ Perceptions Of An Integrated Nutrition Education Curriculum And The Impact On Preschoolers' Food Liking, Alicia Stapp, Laurel Lambert, Georgianna Mann, Kaitlyn Sills, Kenya Wolff

Journal of Public Health in the Deep South

Background: Nutrition education during early childhood that includes experiential learning, modeling, and family engagement can support lifelong healthy eating habits.

Purpose: The present study examined the impact of a nutrition-integrated, 32-week supplemental curriculum entitled Growing Healthy Minds, Bodies, and Communities on children’s exposure to fruits and vegetables, ability to identify fruits and vegetables, liking of fruit and vegetables, and teachers’ perceptions of the curriculum.

Methods: A pre- and post- fruit and vegetable pictorial Likert survey was administered to 261 Pre-K4 children. To investigate teachers’ perceptions of the curriculum, a post-intervention focus group was conducted with 19 teachers.

Results: Significant differences …

The Psychological Impacts Of Algorithmic And Ai-Driven Social Media On Teenagers: A Call To Action, Sunil Arora, Sahil Arora, John Hastings

Research & Publications

This study investigates the meta-issues surrounding social media, which, while theoretically designed to enhance social interactions and improve our social lives by facilitating the sharing of personal experiences and life events, often results in adverse psychological impacts. Our investigation reveals a paradoxical outcome: rather than fostering closer relationships and improving social lives, the algorithms and structures that underlie social media platforms inadvertently contribute to a profound psychological impact on individuals, influencing them in unforeseen ways. This phenomenon is particularly pronounced among teenagers, who are disproportionately affected by curated online personas, peer pressure to present a perfect digital image, and the …

Nebline, October 2024

NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County

Super Fair Showcases 4-H’ers Learning Experiences

10 Money-$aving Grocery $hopping Hacks You Need to Try, Alyssa Havlovic

Recipe of the Month: Air Fryer Pork and Apple Burgers, Alyssa Havlovic

Growing Woody Floral Plants in the Home Garden, Sarah Browning

Garden Guie: Things to Do This Month, Mary Jane Frogge

Highboy Cover Crop Interseeding Project, John Nelson

Car Seat Safety for Your Family, Hayley Jackson-Perez

Heart of 4-H Volunteer Award: Lorene Bartos

Join 4-H

4-H Livestock Scholarship Recipients

State 4-H Horse Expo Top Results

Lancaster County Volunteers Receive Statewide 4-H Awards

4-H Announcements

Super Fair 4-H/FFA Top Results

State Fair 4-H …

Implementing Social Emotional Strategies In An Early Childhood Setting, Susan Mcclain

Master's Theses & Capstone Projects

This research paper provides a comprehensive overview of studies focusing in on social-emotional skill development in early childhood and its impact on long-term outcomes in emotional regulation, interpersonal relationships, and problem-solving strategies. Drawing on a comprehensive review of existing literature and empirical studies, the research highlights the critical developmental milestones in social-emotional learning (SEL) during the early years and explore effective strategies for fostering these skills within various contexts, including home, preschool, and other early learning settings. The findings suggest that targeted interventions, such as play-based activities and structured SEL programs, significantly enhance children’s ability to navigate social interactions with …

Assistive Technology In Early Childhood For Language And Communication, Katherine Kemp

Master's Theses & Capstone Projects

Students with special needs across the country and the world continue to struggle to gain functional language and communication skills, and build a vocabulary to use throughout life. Research shows that augmentative and alternative communication or speech-generating devices can be a special, useful, and powerful tool for students' language skills. Based on a literature review of augmentative and alternative communication devices, early childhood, and assistive technology, an in-class study was performed in a Virginia Early Childhood Special Education classroom. The results indicate that augmentative and alternative communication devices and assistive technology have a positive impact on students' language and vocabulary …

Classroom Strategies To Increase Language And Communication Of Dual Language Learners, Lori Ruiz

Master's Theses & Capstone Projects

This action research was inspired by the researcher’s interest to better understand teaching strategies to help students who are Dual Language Learners (DLLs) improve their English language, communication skills, and classroom engagement. The researcher wanted to know how modeling and visual cues affect the language and communication abilities of preschool DLLs in the classroom. Over four weeks, the researcher observed three four-year-old DLL students in a public, full-day, inclusive preschool setting. To determine the students’ levels on the English Language Acquisitions objectives, the researcher used an embedded mixed-methods design by collecting and interpreting observations before entering them into Teaching Strategies …

Syllabus For Social Foundations Of Education, Laura Kates

Open Educational Resources

No abstract provided.