Log in

Relevant bibliographies by topics / Early childhood education|Educational psychology|Cognitive psychology / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Early childhood education|Educational psychology|Cognitive psychology.

Dissertations / Theses on the topic 'Early childhood education|Educational psychology|Cognitive psychology'

Author: Grafiati

Published: 9 July 2021

Last updated: 29 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Early childhood education|Educational psychology|Cognitive psychology.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Gibbs, Benjamin Guild. "Gender and Cognitive Skills throughout Childhood." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496662.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Luke, Onzie. "The Effect of Early Childhood Abuse on Educational Attainment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6917.

Full text

Abstract:

The purpose of this study was to fill a gap in the literature regarding survivors of child abuse and their capacity to continue their educational pursuits beyond high school. Thus, this study explored the lived experience of self-identified abuse survivors who were enrolled in higher education. The theoretical bases for this study included Bandura's social cognitive theory, Rotter's theory of locus of control and Heider's and Weiner's theory of attribution. Open-ended interviews were conducted with 15 survivors of child abuse enrolled in an undergraduate or graduate degree program at a

APA, Harvard, Vancouver, ISO, and other styles

3

Steiner, Emily Irene. "Trauma-informed practice| A self-study in early childhood special education." Thesis, Mills College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155716.

Full text

Abstract:

<p> The purpose of this self-study is to examine and analyze if and how an understanding of early childhood trauma informs my practice in my student-teaching placements in early childhood special education and a special day class (SDC) autism preschool. This study was informed by research in the field, as well as qualitative interviews on the subject. This study aims brings to light the need for more training and education on trauma-informed care in ECE. Data was collected through self-focused reflections and feedback from my colleagues on my work in my student-teaching placements at a center-

APA, Harvard, Vancouver, ISO, and other styles

4

Williams, Nina Lynne. "Identification of giftedness in preschoolers: Are some environmental factors related to cognitive assessments?" Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284027.

Full text

Abstract:

This study has the objective of examining parental perceptions, some home environmental factors, and SES on a child's cognitive development. Two groups were used to collect data, a high SES group and a low SES group. Twenty-six preschool children, 13 females and 13 males (24 Caucasian, one African American, and one Asian) were referred for giftedness. Parents responded to two surveys, one questionnaire, and an interview. The children were administered two cognitive skills tests: (a) The Kaufman Assessment Battery for Children (Kaufman & Kaufman, 1983), KABC and (b) the Qualitative Use of Engli

APA, Harvard, Vancouver, ISO, and other styles

5

Beers, Courtney. "Early Childhood Preservice Teachers' Knowledge of Children's Cognitive Development and Developmentally Appropriate Pedagogical Practices| Understanding the Role of Clinical Experiences." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10300319.

Full text

Abstract:

<p> The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsi

APA, Harvard, Vancouver, ISO, and other styles

6

Saxler, Patricia Kasak. "The Marshmallow Test: Delay of Gratification and Independent Rule Compliance." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112705.

Full text

Abstract:

The Marshmallow Test, a self-imposed delay of gratification task pioneered by Walter Mischel in the 1960’s, showed that young children vary in their ability to inhibit impulses and regulate their attention and emotion in order to wait and obtain a desired reward (Mischel & Mischel, 1983). The Marshmallow Test offers an opportunity to observe and measure children’s decision-making and self-regulation in an emotionally charged context of often conflicting motivations. Additionally, this task provides a context to investigate how compliance with rules and self-regulation may depend on or compete

APA, Harvard, Vancouver, ISO, and other styles

7

Podraza, Dan John. "Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10281911.

Full text

Abstract:

<p> Researchers have stressed the importance of addressing the social/emotional needs of early childhood (EC) children, including the development of resilience; however, some U.S. school personnel focus more on academics than on these needs. When young children possess these skills, they can handle social/emotional challenges later in life. The purpose of this qualitative bounded case study was to explore school social workers’ (SWs) perspectives about resilience in EC settings. Research questions focused on knowledge of existing programs, participants’ perceptions of the successes

APA, Harvard, Vancouver, ISO, and other styles

8

Ervin, Brad Robert. "Social-Emotional Learning Interventions| Familiarity and Use among NYS Elementary School Principals." Thesis, Alfred University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13422180.

Full text

Abstract:

<p> As defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012), social-emotional learning (SEL) involves the acquisition of skills necessary to: identify and manage one’s emotions, relate to and establish relationships with others, and make positive and healthy decisions. With only 40% of kindergarten students demonstrating the social-emotional skills needed to be both academically and socially successful upon school entrance (Yates et al., 2008), explicit instruction targeting SEL is needed. As this instruction requires systems-level implementation and

APA, Harvard, Vancouver, ISO, and other styles

9

Sproul, Faith M. "Effects of Family Involvement: Early Childhood Cognitive Outcomes Using Longitudinal Growth Curve Models." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/186689.

Full text

Abstract:

School Psychology<br>Ph.D.<br>Early childhood education and family involvement have been shown to provide a positive impact on students' academic achievement regardless of socioeconomic circumstances and background. They have been regarded as two of the most important protective factors in maximizing outcomes for children at risk, especially those from low-income backgrounds. The overall objective of this study was to examine how family involvement changes over time, whether it predicted cognitive outcomes for preschool populations, and potential variables that mediate the relationship between

APA, Harvard, Vancouver, ISO, and other styles

10

Shisler, Shannon Michelle. "The Relationship Between Age of Kindergarten Entry and Externalizing Behavior." Thesis, State University of New York at Buffalo, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10127694.

Full text

Abstract:

<p> The decision regarding when to send their child to school can be difficult one for parents. Much attention has been paid to the relationship between age of entry into kindergarten and academic achievement. However, a child’s ability to maintain the behavioral standards of a classroom is an equally important aspect of readiness for school. In this study, a secondary analysis of 9,474 kindergarten students examined the relationship between the age at which a child enters kindergarten and teacher reports of externalizing behavior problems. Data on other child factors including child sex

APA, Harvard, Vancouver, ISO, and other styles

11

Speerschneider, Kimberly K. "The Differentiated Impact of Early Entry Into Head Start on Social Competence and Literacy| An Applied Propensity Score Analysis." Thesis, State University of New York at Albany, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815702.

Full text

Abstract:

<p> Family poverty is associated with children’s health, achievement, and behavior (Brooks-Gunn & Duncan, 1997). Less than half, 48%, of children from low income homes are considered school ready by the age of five compared with 75% of their peers from middle to high income homes (Isaacs, 2012). Researchers have linked school readiness to long-term outcomes like success in grade school, lower drop-out rates in high school, and higher earned income as adults (Duncan et al., 2007). Although children in poverty experience greater deficits in areas of school readiness, participation in a

APA, Harvard, Vancouver, ISO, and other styles

12

Gomez, Celia J. "Exploring Intergenerational Effects of Education: A Mixed-Methods Approach to Understanding Mothers’ Educational Pursuits and Their Young Children’s Development." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112713.

Full text

Abstract:

The positive relationship between parental education and children’s educational outcomes is one of the most well established connections in the developmental literature. However, nearly all of this research treats parent education as static across a child’s development. Estimates from the 2008-2009 Survey of Income and Program Participation suggest that nearly 2 million low-income parents were engaged in some form of continued education that year. Given this, it is critical to understand parents’ experiences in school, as well as the relationship between child development and parent education,

APA, Harvard, Vancouver, ISO, and other styles

13

Wise, Riley. "The construction of professional identity in early educators with master's degrees." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557360.

Full text

Abstract:

<p> This study examines the professional identities of early educators with master's degrees in the United States. While other democratic nations have begun to move toward fully funded early care and education that offers qualified teachers a living wage, early education in the U.S. continues to be vastly underfunded and inconsistently regulated. Through semi-structured interviews with five teachers I identified specific ways in which highly qualified early educators have constructed professional identities within a marginalized profession. Results indicate that the attainment of a Master's d

APA, Harvard, Vancouver, ISO, and other styles

14

Weiss, Emily MIchelle. "Sleep and Young Children's Development of Self-Regulation and Academic Skills." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10634133.

Full text

Abstract:

<p> School readiness incorporates children’s academic abilities and their ability to self-regulate in the classroom. Prior research shows that sleep is related to children’s development of these skills, although the mechanisms through which sleep affects school readiness are not well understood. Research also indicates that economically disadvantaged children and children of color may have poorer academic and regulatory skills at school entry and may sleep less and sleep less well on a regular basis. </p><p> The current study explores the role of sleep quantity and quality in you

APA, Harvard, Vancouver, ISO, and other styles

15

McGee, Elizabeth Holt. "A Comparison of the Effects of Head Start with and without the use of a Newly Developed Resiliency-Based Curriculum." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539626140.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Kendrick, April B. "A peek at the playground| How teacher's style and engagement impacts children's play." Thesis, The University of Alabama, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562432.

Full text

Abstract:

<p> The current study was a replication and extension of our previous study (Kendrick et.al, 2011) which examined the play behaviors of preschool children (range: 2-5.5 yrs old) and how teachers' presence and engagement may impact children's play while on the playground. In the current study we also examine the influence of teachers' style on children's play while on the playground. Two sites were examined over a five week period; one served as the control group and the other as the experimental group. Within the five-week timeline, both groups participated in weekly teacher instruction consis

APA, Harvard, Vancouver, ISO, and other styles

17

Vitztum-Komanecki, Joann Marie. "Community integration and inclusion developmental outcomes for preschoolers with disabilities in inclusive settings /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274267.

Full text

Abstract:

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2802. Adviser: Jack Cummings. Title from dissertation home page (viewed April 8, 2008).

APA, Harvard, Vancouver, ISO, and other styles

18

Sisson, Kelly J. "Teacher and school characteristics as protective factors| An investigation of internalizing and externalizing behaviors among rural, at-risk children." Thesis, Alfred University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636353.

Full text

Abstract:

<p> Limited research exists examining the social-emotional functioning of rural, at-risk children in addition to school characteristics that may impact behaviors. In the present study the social-emotional functioning of rural, at-risk Kindergarten students was observed in relation to various school characteristics including teacher perceptions of professional climate, opportunities for professional development and collaboration, teacher efficacy, and teacher-child relationships. The sample of students from low SES families residing within rural areas was derived from a nationally representativ

APA, Harvard, Vancouver, ISO, and other styles

19

McGowan, Erin M. "Preschool teachers use of embedded-explicit instruction to promote literacy." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102590.

Full text

Abstract:

<p> Multiple-baseline across participants design was used to examine the effects of professional development (PD) and coaching on preschool teachers’ implementation of embedded-explicit literacy instruction to increase children’s opportunities to engage in meaningful, intentional, and contextualized literacy behaviors, as measured by Complete Learning Trials (CLTs). Three teachers were videotaped weekly during free-play and observations were coded for CLT accuracy. After professional development, coaching was provided weekly via email. An immediate effect of PD was observed, with c

APA, Harvard, Vancouver, ISO, and other styles

20

Solano, Jennifer M. "Implementation of K-12 Positive Behavioral Interventions and Supports in Preschool Classrooms." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822704.

Full text

Abstract:

<p> The purpose of this study was to examine the impact of K-12 Positive Behavioral Interventions and Supports (PBIS) implementation in preschool classrooms. PBIS is a multi-tiered social-emotional and behavioral framework developed for the K-12 population and not for young children. Implementation of K-12 PBIS in preschool classrooms creates a contextual mismatch which may negatively affect outcomes such as teacher self-efficacy and student behavior. The Pyramid Model is a framework adapted from K-12 PBIS developed specifically for young children. </p><p> This study used a logic model to ex

APA, Harvard, Vancouver, ISO, and other styles

21

Liu-Trofimovsky, Jia. "School Psychologists' Early Numeracy Training and Practices." Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621899.

Full text

Abstract:

<p> An emergent area of research pertains to early numeracy, or number sense. Early numeracy plays a significant role in the development of mathematics skills, and researchers have recognized its importance for overall academic achievement. This study surveyed practicing school psychologists to investigate current early numeracy training and practices. A nationwide sample of 279 school psychologists completed a Web-based survey modeled after the available early numeracy research. The majority of individuals reported receiving at least one professional development training for academic concerns

APA, Harvard, Vancouver, ISO, and other styles

22

Taetle, Laurie Daniels. "The effect of active and passive music instruction on the spatial ability of kindergarten children." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288984.

Full text

Abstract:

This study expands prior research demonstrating a relationship between electronic piano keyboard instruction and increased spatial ability in preschoolers (Rauscher, F. et al., 1993, 1994, 1997). Spatial ability was assessed after active music instruction using Orff xylophones, active singing instruction, or a passive listener-oriented approach. Kindergartners (N = 68) from 3 intact classrooms, stratified for gender, were randomly assigned to 3 groups: (1) xylophone (n = 28), (2) singing (n = 26), and (3) passive music (n = 14). The lessons for active groups 1 and 2 were identical except for t

APA, Harvard, Vancouver, ISO, and other styles

23

Klein, Christopher John. "An evaluation of the relationship between function of behavior and a modified check-in, check-out intervention using a daily behavior report card." Thesis, Mississippi State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3631808.

Full text

Abstract:

<p> The purpose of the study is to evaluate if the effectiveness of a check-in, checkout (CICO) intervention varies based on the function maintaining students' target behaviors as determined by functional analyses prior to the implementation of the intervention. Participants in the study consisted of 6 children enrolled in general education Kindergarten classes across 6 teachers in the Southeastern United States. Upon completion of a functional analysis, participants were determined to fit into functional groups (i.e., combined attention and escape, attention, and escape), then a modified be

APA, Harvard, Vancouver, ISO, and other styles

24

Stuebe, Susan Martignetti. "Art-Based Antecedent Intervention to Support On-Task Behavior for Preschool Children with Disruptive Behavior." Thesis, Purdue University Global, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837940.

Full text

Abstract:

<p> 2-Shapes (Stuebe, 2017), an art-based antecedent intervention, was introduced as an intervention to regulate disruptive behaviors in this study. The researcher was interested in discovering whether this art-based antecedent activity could help manage self-regulation in a K3 student during group time. The goal of this art-based antecedent study was to provide a meaningful intervention to a child that supports self-regulation, improves self-awareness, and supports intrapersonal and interpersonal thought processes to manage changing conditions. The results of the study revealed the importance

APA, Harvard, Vancouver, ISO, and other styles

25

Greaves, Morten. "The Impact of National/Subnational Cultural Contexts on Early Childhood Care and Education (ECCE)| A Comparative Case Study of the Lived Experiences of Lebanese and Danish ECCE Educators." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746279.

Full text

Abstract:

<p> This study positions itself in the field of international/global Early Childhood Care and Education (ECCE). The early years of child development constitute what is often viewed as the most significant developmental period of the entire life-cycle. Studies have pointed to a range of benefits that ECCE programs can provide, leading to a greater interest in the field of ECCE globally. International/global ECCE is predominantly determined by Western derived theories and programs. Some Western derived ECCE programs assert their universal applicability, but there is criticism and opposition to t

APA, Harvard, Vancouver, ISO, and other styles

26

Sarinana, Alma A. "Preschoolers' cognitive development in relation to preschool education and learning environment." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10038409.

Full text

Abstract:

<p>The impact that preschool education has on children’s cognitive abilities as they prepare to enter kindergarten is a subject that is not widely researched. The purpose of this study is to examine the factors that are associated with cognitive development among preschool age children. This study was completed by conducting a quantitative study in which secondary data was obtained from an early education center Desired Results Developmental Profile (DRDP) from the 2014–2015 preschool year. The results found that the participant’s age was positively associated with cognitive,

APA, Harvard, Vancouver, ISO, and other styles

27

Naples, Lauren Hunter. "Neurodivergence in Early Childhood| Deriving a Dual-Factor Model of Educational Well-Being Through a Design-Based Research Pilot Program." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13813592.

Full text

Abstract:

<p> There is a distinct need to understand subjective well-being for neurodivergent students in early childhood. Review of previous literature suggests the positive influence of subjective well-being in mitigating psychological distress; however, young children have been excluded from these investigations. Therefore, this study employed an advanced mixed methods research design, through which a convergent core was embedded within an overarching quasi-experimental framework to analyze three key outcomes in early childhood education: (a) self-identified conceptualizations of student covitality,

APA, Harvard, Vancouver, ISO, and other styles

28

Nolan, Lisa A. "Perceptions of the teacher-student relationship among full-day kindergarten teachers in relation to the achievement of students of poverty| A phenomenological qualitative study." Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124216.

Full text

Abstract:

<p> When considering closing the achievement gap, full-day kindergarten (FDK) is a viable contender. The implementation of specific teacher strategies enhances the FDK experience and elicits gains among the students. The literature clearly articulates a strong correlation between poverty and poor achievement and supports the notion that the relationship between the teacher and student is a positive factor in closing the achievement gap. However, the research is insufficient when it comes to digging deep into teacher perceptions regarding the importance of the relationship that exists between t

APA, Harvard, Vancouver, ISO, and other styles

29

Roy, William Benjamin. "A pilot investigation of a multi-tier system of mathematics instruction for prekindergarten students." Thesis, University of Southern Maine, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10151748.

Full text

Abstract:

<p> A Multi-Tier System of Support (MTSS) for academic skills is widely recognized as the best practice framework for supporting all students. Additionally, the recent shift from constructivist pedagogy toward more intentional teaching of mathematics at the preschool level has encouraged more explicit mathematics instruction with younger children. In spite of these advances, there are no published best practice guidelines for implementing MTSS for mathematics at the prekindergarten level. The current study sought to investigate one possible way to implement effective instructional practices fo

APA, Harvard, Vancouver, ISO, and other styles

30

Albone-Bushnell, Rachel. "A List of Core Skills and Knowledge Necessary for Parents of Children Birth to Five Years Old with Autism, as Prioritized by Practitioners with a Behavioral Perspective." Thesis, St. John Fisher College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689092.

Full text

Abstract:

<p> Verified improvement in the treatment of children with autism spectrum disorders (ASD) in the past decade has involved both early interventionists and parents. It is widely acknowledged that the parent-child relationship is fundamental to the development of communication and social skills, especially for children with ASD, and accordingly that parent education is critical. However, lists of required skills and knowledge in professionally developed curricula designed for parents of children with ASD have not been prioritized by the consensus of large numbers of variously affiliated practit

APA, Harvard, Vancouver, ISO, and other styles

31

Spillman, Samantha A. "Is More Always Better| Comparing the Effects of Single and Multiple Learning Channels on Academic Performance." Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569953.

Full text

Abstract:

<p> Precision teaching (PT) is a measurement system used in multiple settings for all types of behavior, from driving to mathematics. The ultimate goal of PT is to develop fluent, free operant behaviors through analyzing response frequencies on a standard celeration chart. Research has found PT to be effective at improving both the speed and accuracy of academic skills. There is little research, however, in the effects of learning channels, a component of PT, as they relate to the acquisition of academic skills. The present study examined the relationship between single and multiple learning c

APA, Harvard, Vancouver, ISO, and other styles

32

Sinai-Bental, Chen. "SCHOOL PSYCHOLOGISTS' PERCEPTIONS OF ASSESSMENT PRACTICES AND EDUCATIONAL PLACEMENT DECISIONS IN EARLY CHILDHOOD SETTINGS." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/145434.

Full text

Abstract:

School Psychology<br>Ph.D.<br>In comparison to school age special education practices, preschool special education practices have received far less attention in the research community. Each year in the United States, over 250,000 preschool age children are determined to exhibit developmental delay. It is unknown how many of them exhibit developmental delay in the area of social emotional functioning and what is the educational placement in which they received special education services. In this study, a national sample of school psychologists (n=119) who practice in early childhood settings wa

APA, Harvard, Vancouver, ISO, and other styles

33

Chien, Rosanne Wei-Ling. "Effects of sleep schedule on training of executive function skills." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637007.

Full text

Abstract:

<p> The purpose of this study was to examine the effects of sleep schedule on the learning trajectories, acquisition, and consolidation for preschoolers participating in a training program targeting attention. This study expanded on current literature by examining the effect of training attention skills and focused on sleep in preschoolers using an experimental design. Explorations of how changes in bedtime play a role in training attention in preschoolers were made. </p><p> Sleep is important for daytime functioning and sleep loss has many implications, including risk for poorer academic pe

APA, Harvard, Vancouver, ISO, and other styles

34

Hardman, Emily C. "The Cognition behind Early Mathematics: A Literature Review and an Exploration of the Educational Implications in Early Childhood." Ohio Dominican University Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1588755447374073.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Manzeske, David P. "Infant emotionality moderates relations between maternal parenting in early childhood and children's reactivity and effortful control at 54 months differential susceptibility or gene-environment dual risk vulnerability? /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378370.

Full text

Abstract:

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2009.<br>Title from PDF t.p. (viewed on Jul 9, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: B, page: 6586. Adviser: Anne D. Stright.

APA, Harvard, Vancouver, ISO, and other styles

36

Singman, Joanna. "Delaying school entry| How the developmental kindergarten program serves students and ethical implications of the practice." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527343.

Full text

Abstract:

<p> Developmental kindergarten is an extra year readiness program for students age eligible for kindergarten, but deemed developmentally unready for formal instruction in kindergarten. It follows the maturational "gift of time" perspective that with regard to readiness, older is better. Despite a theoretical shift away from a maturational perspective of child development, limited research to support the program, and an awareness of factors other than relative age that affect readiness, there has been an increase in the implementation of developmental kindergarten programs. This thesis consider

APA, Harvard, Vancouver, ISO, and other styles

37

Malefsky, Jennifer. "Will the Creation of a Structured Dramatic Play Area Improve the Social and Behavior Skills of Two Kindergarten Students?" Thesis, Caldwell College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1555798.

Full text

Abstract:

<p>Play is an important part of a child’s development. Play is often defined as an activity done for its own sake, characterized by means rather than end. Pretend play receives a huge focus at the pre-school and kindergarten levels, especially socio-dramatic play. Socio-dramatic play, common from around 3 years of age to six years of age, is a type of pretend play. Socio-dramatic play incorporates sustained role taking and a narrative line. This study intends to examine pretend play in greater detail and to determine if the structuring of pretend play by the teacher can positively affect

APA, Harvard, Vancouver, ISO, and other styles

38

Parker-Martin, Pamela. "Evaluating a district-wide kindergarten transition process for preschool children with special needs." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284047.

Full text

Abstract:

The present study was an explorative summative program evaluation of the preschool to kindergarten transition process used by a school district in the Denver-metro area. Surveys were provided to parents, preschool staff, and elementary school staff who were involved in the transition process for 57 young children with special needs moving into kindergarten placements for the 1998-99 school year. Respondents were asked to indicate their satisfaction with, and identify the importance of, each specific transition activity within the transition process. Follow-up measures of reported satisfaction

APA, Harvard, Vancouver, ISO, and other styles

39

Davis, Christen R. "The Effect of a Computerized, Cognitive Intervention on the Working Memory and Mathematical Skill Performance of Inner-City Children." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1332879127.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Ploof, Robin L. "Connection Between Early Childhood Teachers' Beliefs and Practices Regarding Play." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1139.

Full text

Abstract:

Research indicates play contributes to children's learning and development. The passage of the No Child Left Behind Act (NCLB) changed early care and education by limiting time for play in early childhood classrooms. There is a gap in the literature concerning early childhood teachers' current beliefs about play and how those beliefs are connected to their practices. The purpose of this qualitative case study was to examine the connections between early childhood teachers' beliefs regarding play and their practices in the early childhood classroom. Lave's situated learning theory formed the co

APA, Harvard, Vancouver, ISO, and other styles

41

Waltemire, Catlyn L. "Preschool Counts: A Case Study Investigating Preschool's Role in Early Numeracy." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami152628417785085.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Schultz, David P. "Supporting Literacy Learning in a Whole Language Kindergarten Classroom| Where the Conditions for Learning and Opportunities for Play are in Place." Thesis, Hofstra University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633851.

Full text

Abstract:

<p> This teacher research study examined the pedagogical practices and conditions for learning that supported the literacy learning of the children in my kindergarten classroom during the 2006-2007 school year. An additional focus was to determine the meaning-making strategies employed by effective young beginning readers in this classroom. </p><p> The participants were 21 children, 12 girls and nine boys, who were students in my kindergarten. They were also representative of the primarily Caucasian population within a school district on eastern Long Island that included a small percentage (

APA, Harvard, Vancouver, ISO, and other styles

43

Moore, Sheila. "Case Study| The Impact of Preschool on Kindergarten Developmental Reading Assessments." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666901.

Full text

Abstract:

<p> The focus of this comparative study was to examine the connection between attendance in preschool and kindergarten students' literacy success as measured by the Developmental Reading Assessment (DRA2+). Historical data were obtained from the DRA2+ scores of 1,080 kindergarten students in one Missouri school district for the 2010-2011, 2011-2012, 2012-2013 school years. The study was also used to determine the perceptions of kindergarten educators of the impact of preschool on their students. The following overarching question was: What difference exists when comparing the DRA2+ scores of k

APA, Harvard, Vancouver, ISO, and other styles

44

Long, Roxanne. "An investigation into the promotion of productive learning dispositions in government policies and teacher assessment in Grade R and Grade 1." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017182.

Full text

Abstract:

The impetus for this study came from the increasing acknowledgement of learning dispositions as a central, yet largely under explored area of numeracy learning, in both international education literature and in the current work conducted by the South African Numeracy Chair, based at Rhodes University. This coupled with my own personal interest in the crucial transitional phase between Grade R (the year before formal schooling) and Grade 1 and the role of developing progressively strengthened learning dispositions, particularly in relation to numeracy learning, to enable this transition. This,

APA, Harvard, Vancouver, ISO, and other styles

45

Thomas, Myra L. "Evaluation of a Packaged Intervention for Treating Selective Mutism: Application in a School Setting." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438612270.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Hackney, Candace Dorothy. "Social Emotional Learning as a Charge for School Psychologists." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1566147862091835.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Okobah, Magdalene Uwadiogbu. "The Influence of Parental Perceptions on Early Childhood Educational Choices in Nigeria." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6256.

Full text

Abstract:

The influx of women of childbearing age into the labor force, family dynamics of dual working parents as a result of economic factors, and weakening of extended family supports have increased demand for early childhood care and education programs in Nigeria. Consequently, a problem emerged in increased enrollment in ECCE programs that are deficient in terms of structural and process factors of child-caregiver ratio, group size, staff qualifications, health and safety practices, curriculum implementation, and parental engagement. The purpose of this study was to explore the factors that influen

APA, Harvard, Vancouver, ISO, and other styles

48

SIEMOENS, SHERYL L. "CLASS-WIDE INTERVENTIONS FOR CHALLENGING BEHAVIORS: AN EXTENSION OF PASSKEY PROCEDURES." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin983480626.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Foster, Suzanne M. "Cognitive levels of block play among preschoolers in a combined block play and dramatic play center." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941570.

Full text

Abstract:

The purpose of this study was to examine the cognitive levels of block play among preschoolers in a combined block play and dramatic play center. Gender differences in the cognitive levels of block play as well as the location of block play were explored. The sample consisted of 17 children, 13 girls and 4 boys, enrolled in a preschool at a Midwestern university. Six hypotheses were formulated; two could be tested at the .05 level of significance. The others could not be tested due to insufficient data.Each child was observed, twice before and twice after the centers were combined, in groups o

APA, Harvard, Vancouver, ISO, and other styles

50

Jiles, Tywanda. "The perceptions of developmental therapists about the influence of inner-city home environments on service delivery." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/777.

Full text

Abstract:

The reauthorization of the Individuals with Disabilities Act required that early intervention services for young children from birth to age 3 take place in their natural environment. However, limited research has been conducted on the impact of this requirement on the actual service providers who work within the home environments. Lewin's field theory on behavior, individual person, and the environment formed the theoretical framework for this descriptive case study, which examined the perceptions of developmental therapists on how their service is influenced by the inner-city home environment

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!