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

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

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Published: 4 June 2021

Last updated: 16 February 2022

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1

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

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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

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2

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.

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<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

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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.

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<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-

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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.

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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,

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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.

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<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

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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.

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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).

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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.

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<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

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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.

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<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

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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.

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<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

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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.

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<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

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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.

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<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

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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.

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<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

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Kull, William Anthony. "Insulating effects of early childhood education." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3064.

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The purpose of this study was to ascertain if formal early childhood education was related to the likelihood of later criminal activity. The secondary data analysis within this study did support inferences for four specific crime factors. This study found that preschool attendance lessened the incurrence of future criminal activity in crime categories of total numbers of damage offenses, total numbers of theft offenses, total numbers of damage alone offenses, and total numbers of injury and theft offenses.

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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.

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<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

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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.

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<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

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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.

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<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,

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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.

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<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

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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.

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<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

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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.

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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.

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<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

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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.

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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

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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.

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<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

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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.

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<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

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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.

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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

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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.

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<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

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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.

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<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

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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.

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<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

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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.

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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.

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<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

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

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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

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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.

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<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

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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.

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<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 (

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

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<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

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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.

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<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

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

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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

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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.

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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.

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

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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.

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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.

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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

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Higgins, Carla S. "TEACHER-STUDENT RELATIONSHIP DEVELOPMENT: A QUALITATIVE STUDY OF INTERPERSONAL CONNECTIONS IN AN EARLY CHILDHOOD CLASSROOM." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1322511149.

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Lovejoy, Cherrie. "Literacy Instruction in Three Preschool Programs| A Multiple Case Study." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3641298.

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<p> Many preschool students enter kindergarten without the oral language and phonetic awareness skills necessary for academic success. Qualitative research is also limited about the instructional practices preschool teachers use to improve the literacy skills of their students. The purpose of this study was to explore how teachers used developmentally appropriate instructional practices to improve the literacy skills of preschool students. The conceptual framework was based on the theories of Piaget and Vygotsky in relation to language development. A multiple case study research design was use

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Ploof, Robin L. "Connection Between Early Childhood Teachers' Beliefs and Practices Regarding Play." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3625821.

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<p> 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 th

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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.

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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

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Petrakos, Hariclia. "The Parent-Child relationship: Developmental differences in parent-child dyadic interaction during early childhood." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95591.

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The purpose of this study was to examine differences in parent-child interactions when children were 3 and again at 4 years of age, the time period when gender identity is developing. Thirty-three children (17 boys and 16 girls) with their fathers and mothers were observed during these two time periods across two play contexts: a story-enactment pretend play session and a rough-and-tumble play session. The parent-child dyads were observed for frequency of dyadic parent-child physical and verbal exchange to capture overt parent-child exchanges of closeness (i.e., physical touch and verbal engag

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Podraza, Dan. "Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3719.

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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 and challenges

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Myrtil, Maureen Joyce. "Change in Family Involvement Across the Preschool and Kindergarten Years: Impact on Children’s Academic and Social-Emotional Development." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555659411228353.

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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.

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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,

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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.

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Rudin-Gorelik, Julia Beth. "Examining Relationships in Head Start: Relations among Risk, Relationships, Child Characteristics, and Social and Academic Outcomes." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/101304.

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School Psychology<br>Ph.D.<br>Quality teacher-child and teacher-parent relationships may function to protect young high-risk children from developing poor social and academic outcomes. The current study uses Bronfenbrenner's bioecological theory to conceptualize the relationships between risk, teacher-child and teacher-parent relationship quality, and children's social and academic competence. The objectives of the study were to: a)investigate whether teacher-child and teacher-parent relationship quality moderates the effects of maternal education on children's social and academic competence,

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Hu, Yue. "The Relationship Between Job Burnout of Kindergarten Teachers in Shanghai and their Personality Traits." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/33.

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With the aim of extending prior findings to a new population, the present study, used quantitative research design methodologies to examine the possible correlations between job burnout of kindergarten teachers in Shanghai and their personality traits as well as their demographic characteristics. An online survey was completed by 140 full-time kindergarten teachers in Yangpu District, Shanghai, who reported their demographic information, perceived burnout levels as measured by the Maslach Burnout Inventory—Educators Survey (MBI-ES)(Maslach, Jackson &Schwab, 1996), and personality factors measu

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