Matching Items (19)
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- All Subjects: Children
- Creators: Division of Teacher Preparation
- Creators: Sanford School of Social and Family Dynamics
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Description
This creative project created and implemented a seven-day STEM curriculum that ultimately encouraged engagement in STEM subjects in students ages 5 through 11. The activities were incorporated into Arizona State University's Kids' Camp over the summer of 2017, every Tuesday afternoon from 4 to 6 p.m. with each activity running for roughly 40 minutes. The lesson plans were created to cover a myriad of scientific topics to account for varied student interest. The topics covered were plant biology, aerodynamics, zoology, geology, chemistry, physics, and astronomy. Each lesson was scaffolded to match the learning needs of the three age groups (5-6 year olds, 7-8 year olds, 9-11 year olds) and to encourage engagement. "Engagement" was measured by pre- and post-activity surveys approved by IRB. The surveys were in the form of statements where the children would totally agree, agree, be undecided, disagree, or totally disagree with it. To more accurately test engagement, the smiley face Likert scale was incorporated with the answer choices. After implementation of the intervention, two-tailed paired t-tests showed that student engagement significantly increased for the two lesson plans of Aerodynamics and Chemistry.
ContributorsHunt, Allison Rene (Co-author) / Belko, Sara (Co-author) / Merritt, Eileen (Thesis director) / Ankeny, Casey (Committee member) / Division of Teacher Preparation (Contributor) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The Centers for Disease Control and Prevention in the United States announced that there has been roughly a 50% increase in the prevalence of food allergies among people between the years of 1997 - 2011. A food allergy can be described as a medical condition where being exposed to a certain food triggers a harmful immune response in the body, known as an allergic reaction. These reactions can range from mild to fatal, and they are caused mainly by the top 8 major food allergens: dairy, eggs, peanuts, tree nuts, wheat, soy, fish, and shellfish. Food allergies mainly plague children under the age of 3, as some of them will grow out of their allergy sensitivity over time, and most people develop their allergies at a young age, and not when they are older. The rise in prevalence is becoming a frightening problem around the world, and there are emerging theories that are attempting to ascribe a cause. There are three well-known hypotheses that will be discussed: the Hygiene Hypothesis, the Dual-Allergen Exposure Hypothesis, and the Vitamin-D Deficiency Hypothesis. Beyond that, this report proposes that a new hypothesis be studied, the Food Systems Hypothesis. This hypothesis theorizes that the cause of the rise of food allergies is actually caused by changes in the food itself and particularly the pesticides that are used to cultivate it.
ContributorsCromer, Kelly (Author) / Lee, Rebecca (Thesis director) / MacFadyen, Joshua (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
The present study was conducted in order to investigate the implementation of the self-regulated learning component of goal-setting in the elementary education classroom. Essential questions posed addressed the reasoning behind why classrooms may not implement goal-setting despite the proven benefits. Also studied was the application of goal-setting within the classroom and what that may look like for educators. Finally, student preferences were observed and taken into consideration during implementation in order to help the study benefit them as much as possible. Participants included 29 fourth grade students at Rover Elementary School. The study was conducted over a six-week period by a student teacher that was completing their Senior Residency in this particular classroom. During study implementation, students were introduced to the concept of goal-setting. Using a series of goal-setting documents, students practiced goal-setting in, first, a Reader's Workshop period then, secondly, in a Writing Block. It was concluded that goal-setting may not be implemented in the classroom due to the amount of time necessary to complete the practice as well as the possibility that educators may not have the knowledge needed to properly make use of the practice. The application of the practice brings to light the need for students to include the setting of process goals in addition to product goals. Through the use of an exit survey, student preferences revealed that initially, they would rather have pre-written process goals to aim towards achieving rather than having to develop their own. In the future, it is suggested to conduct this study over a longer period of time in order to evaluate if students can develop their own goal-setting strategies.
ContributorsPavlovich, Kaitlyn Marie (Author) / Jordan, Michelle (Thesis director) / Barrus, Angela (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2014-05
Description
Experiential learning is the process of gaining new information by participating in some sort of experience. One way this can occur inside the classroom, as in the inquiry model or problem-based learning. It can also occur outside of the classroom, as in outdoor education or field trips. Recently, virtual experiential learning opportunities have surfaced, including virtual field trips, experiments, and manipulatives. This project aims to define experiential learning, including examples in every context. Then, it describes current elementary school teachers' perceptions of experiential learning via survey results. The final product also includes an Appendix which is made up of experiential learning lesson plans for each context.
ContributorsMccoy, Maddilyn (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-12
Description
Media and technology are integral parts of today’s society. Unlike in the past, most adults in the United States now have access to the internet via their own personal devices. Technology’s popularity does not stop with adults. The children of this generation are extremely knowledgeable when it comes to media and technology and are exposed to it at a very young age. This paper analyzes the effect that this exposure is having on early childhood development. The research shows that there are several benefits to children using technology at a young age. Some of these benefits include increased learning opportunities, preparation for future careers, and support for children with disabilities. However, there are also several challenges that technology can cause. Some of these challenges include increased violence, exposure to inappropriate content, sleep issues, and an increased chance of obesity. In addition to this paper, a resource website titled Toddlers and Technology was created. The purpose of this website is to give parents insight into the information that is available in regards to technology and child development. The website includes the benefits and challenges of children using technology, recommendations on how parents can combat the challenges, and a list of 10 educational apps for early childhood development.
Keywords: children, technology, media, apps, families
Keywords: children, technology, media, apps, families
ContributorsCave, Mckenna Ann (Author) / Farrand, Kathleen (Thesis director) / Boozer, April (Committee member) / Division of Teacher Preparation (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
For many years now, early word learning in children has been an important subject among many researchers. There are many ways in which children learn word-object pairings including using co-occurrences, forwards integration, and backwards integration. This study primarily focuses on backwards integration. Backwards integration entails using learned information to be able to recall a word-object pairing from a previous time. In this thesis, three different studies were conducted with children aged 3-7 years old. In the general task, children were presented with a computerized word-learning task in which they could track word-referent pairings using co-occurrence statistics, forward integration, and backward integration. The goal of Study 1 and Study 2 was to determine the best task design to study backwards integration. The goal of the final study, Study 3, was to provide preliminary data on backwards integration. The overall results indicate that a between subjects design is the most beneficial way to test backwards integration because as a group, children were learning when compared to chance. In addition, the results from Study 3 showed that children were not learning in the task. In general, this suggests that this task may have been very difficult for children to complete. One limitation of Study 3
was that there was a small sample size of only 29 children. In order to account for this, the sample sizes in Study 2 and Study 3 were combined. This combined data did show that children succeeded at the backwards integration condition. It is noteworthy to mention that backwards integration was above chance in Study 2 and in the Study 2 and 3 combination. Therefore, the overall results suggest that children may possibly be able to backwards integrate; however, no evidence of learning in any of the other conditions were present.
was that there was a small sample size of only 29 children. In order to account for this, the sample sizes in Study 2 and Study 3 were combined. This combined data did show that children succeeded at the backwards integration condition. It is noteworthy to mention that backwards integration was above chance in Study 2 and in the Study 2 and 3 combination. Therefore, the overall results suggest that children may possibly be able to backwards integrate; however, no evidence of learning in any of the other conditions were present.
ContributorsLalani, Hanna Alyssa (Author) / Benitez, Viridiana (Thesis director) / Kupfer, Anne (Committee member) / Fabricius, William (Committee member) / Department of Psychology (Contributor) / Department of Management and Entrepreneurship (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Abstract The purpose of this thesis to bring awareness to children who experience symptoms of ADHD to inform them they are not alone. In the form of a book that is intended for readers between the ages of 8 and 11 years old can help them realize they are not the only ones that struggle with ADHD. Children who read this book hopefully can relate to the story of Samuel. The intent is to allow children with ADHD to know that there are children who are like them. They should not feel alone and know that with supportive family, friends, and teachers they can have successful relationships. It is important for children to realize that even though they may behave different from their peer it is acceptable to be different. When faced with bullying they should stand up for themselves or let their parents and teachers know what is going on. Children should be able to talk with their parents, and friends. When faced with change as long as children have a support system they can adjust with time to the change. Keywords: ADHD, Children, Book, Fiction
ContributorsSoto, Kristie (Author) / Lewis, Stephen (Thesis director) / Gaffney, Cynthia (Committee member) / School of Social and Behavioral Sciences (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Clean and accessible drinking water is a crucial and limited resource. As the world's population grows and demand increases, water resources will become more limited. This project aims to educate students on water resources, drinking water, and how biomimicry can allow society to improve its water usage. The project consists of a ten day unit plan which addresses several water topics such as: the various uses of water, water distribution, where drinking water comes from, the water treatment process, and more. After establishing background knowledge on water and surrounding issues, the students will be challenged to design a water bottle using biomimicry. Biomimicry is looking at nature to draw and inspire solutions to human problems. This unit has been optimized for use by elementary teachers. The ten day unit consists of a lesson summary, objectives, standards, and recommended activities for each day. Of the ten days, three lesson plans were fully developed using the 5E format. The research supporting this project is compiled in the following report.
ContributorsSalik, Rachael (Co-author) / Burke, Aurora (Co-author) / Walters, Molina (Thesis director) / Larson, Kelli L. (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Equal access to community facilities and resources is vital to the educational development of children. Yet, many times community programs and activities are not appropriately adapted for children with disabilities. This thesis project explored how public library spaces and programs can be adapted to become more accessible for children with special needs. Forty-one library youth staff members were surveyed to understand their training needs and inform the development of a professional workshop. In partnership, Arizona State University and Scottsdale Public Library System created a professional development training to educate library youth staff on cultural responsivity. One component of the training, "Creating Safe Library Spaces for Children with Special Needs," was developed to teach library youth staff about techniques for ensuring equal educational opportunities for all children in libraries. Sixteen library staff members participated in the training and were asked to complete a post-workshop survey evaluating their satisfaction and perceived usefulness of the training.
ContributorsFessenden, Wyatt J. (Author) / Taylor, Michelle (Thesis director) / Gaias, Larissa (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12