Matching Items (5)
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- All Subjects: Early Childhood
- Creators: Dahlstrom, Margo
- Creators: Aucejo, Esteban
- Creators: Bradley, Robert H
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
Children removed from methamphetamine laboratories are a severely understudied population despite the widespread deprivation parental methamphetamine abuse has on children, particularly in homes where methamphetamine is produced. Arizona's children are uniquely affected by the use and manufacturing of methamphetamine due to the geographic location and landscape of the state. A sample of 144 children removed from their homes during the seizure of methamphetamine laboratories, as part of the Arizona Drug Endangered Children program between 1999 and 2003, was investigated. Results indicate that younger children were more likely to be reported by Child Protective Services as high or moderate risk of further abuse, test positive for methamphetamine, and have maternal alleged perpetrators of abuse. Older children were more likely to be reported as low risk for further abuse, test negative for methamphetamine, and have paternal alleged perpetrators of abuse. Results also show that children initially placed in foster care were more likely to remain in foster care at the final assessment than to be living with a parent or kin. These findings have implications for individuals working with children removed from methamphetamine laboratories, including Child Protective Services case workers, medical personnel, temporary and permanent child caregivers (i.e., foster care, kin care, adoptive parents, and shelters), and community members (i.e., teachers). Recommendations based on study findings are offered to child and family advocates and interventionists.
ContributorsPennar, Amy LaRae (Author) / Shapiro, Alyson F. (Thesis advisor) / Bradley, Robert H (Committee member) / Krysik, Judy (Committee member) / Arizona State University (Publisher)
Created2011
Description
A look at the benefits of the integration of music in the classroom. This thesis focuses on how music supports brain development and how that affects the ways children learn the classroom. It also highlights how current teachers feel about integrating music in the classroom and the best practices used for integrating music. Lastly, this thesis contains strategies on how to integrate music in the classroom using the Common Core standards as well as personal compositions written using Common Core standards.
ContributorsAnger, Jack Vottero (Author) / Dahlstrom, Margo (Thesis director) / Stahlman, Rebecca (Committee member) / Mann, Michael (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2013-05
Description
The presence of children can influence importantly how households respond to income risk. The aim of this dissertation is to study how different aspects of families' life-cycle decisions are affected by different sources of income fluctuation. In the first part of this dissertation, I study the relationships between fertility choices, consumption, and labor supply, by developing a model with endogenous fertility decisions and income volatility. Within this framework, fertility choices act as a mechanism to smooth utility over time. In this context, I analyze the insurance value of fertility choices. I use a structural model that combines two features underexplored by the literature: children as consumption commitments, and nonseparabilities of family size and consumption. Having children in the household affects consumption and labor marginal utilities, changing the insurance value of fertility decisions and generating incentives to avoid childbearing during low-income spells. I find that the welfare loss of a negative transitory income shock is 34 to 38 times larger if households are not able to choose when to have their children. These results underscore how costly unplanned childbearing can be to the household in terms of welfare.The second part of this dissertation evaluates the impact of being born under negative conditions in the labor market on human capital formation, and what parental behavior could be leading to those effects. I estimate the impact of the unemployment rates on children's assessment outcomes in cognitive and noncognitive skills. Counterintuitively, the results suggest that higher unemployment rates are linked to positive child development outcomes later in childhood. In my main specification, an increase of 1 percentage point in state unemployment causes an increase of 2.5% of a standard deviation in cognitive test scores after controlling for income at birth, hours worked at birth, and other variables.
ContributorsMangini, Marco (Author) / Silverman, Daniel (Thesis advisor) / Aucejo, Esteban (Committee member) / Murphy, Alvin (Committee member) / Arizona State University (Publisher)
Created2021