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- Creators: Dahlstrom, Margo
- Creators: Division of Teacher Preparation
- Creators: Kelley, Michael
- Creators: Ford, Obriannie
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
STEM education stands for science, technology, engineering and mathematics, and is necessary for students to keep up with global competition in the changing job market, technological advancements and challenges of the future. However, American students are lacking STEM achievement at the state, national and global levels. To combat this lack of achievement I propose that STEM instruction should begin in preschool, be integrated into the curriculum and be inquiry based. To support this proposal I created a month-long physics unit for preschoolers in a Head Start classroom. Students investigated the affect of incline, friction and weight on the distance of a rolling object, while developing their pre-math, pre-literacy and social emotional skills.
ContributorsGarrison, Victoria Leigh (Author) / Kelley, Michael (Thesis director) / Dahlstrom, Margo (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2015-05
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 COVID-19 Pandemic has had a significant impact on various aspects of society, including early child development (0 years old to 5 years old). Compared to historical events, the COVID-19 Pandemic’s effects are close to those of the Great Depression regarding business closures, levels of stress and anxiety, and the number of job losses that occurred, which will be written about in future textbooks. This literature review will discuss the theoretical history of social play and the appropriate play levels based on a child's age. Then, the thesis will explain the importance of social play during early childhood. Finally, the article will debrief the differences in play behavior noticed between pre-pandemic and post-pandemic teachers and caregivers and the potential long-term effects of the COVID-19 Pandemic. The Thesis will end with a discussion of advisory websites directed to parents regarding the issue. While the full extent of the long-term effects is still being studied, evidence suggests that the pandemic has negatively affected child development in several ways, including social isolation and emotional health and well-being.
ContributorsFord, Obriannie (Author) / Waldron, Kathleen (Thesis director) / Gruber, Diane (Committee member) / Barrett, The Honors College (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2023-12