Matching Items (59)
Description
This study investigated the effects of different types of play-embedded instruction on preschoolers' vocabulary learning during a vocabulary intervention known as Say-Tell-Do-Play (STDP). The goal of this study was to determine whether or not two types of play - Story Drama and a Vocabulary Matching Game - enhanced the effectiveness of the STDP strategy. To investigate this goal, the researcher implemented the STDP instructional routine for 17 children with three different picture books and their corresponding play activities and a control condition (Drawing) in a counterbalanced order. Descriptive statistics were utilized to understand the effects of these different play activities on the children's receptive and expressive vocabulary learning. Findings showed that the STDP vocabulary instructional strategy had a much larger impact on children's receptive vocabulary than on expressive vocabulary learning. The play activities did not seem to make much difference in the learning of receptive and expressive vocabulary. The results indicated that the STDP strategy is an effective way to teach receptive vocabulary. There was a lack of evidence that the different types of play significantly affected children's vocabulary learning.
ContributorsSong, Mi-Jung (Author) / Christie, James (Thesis advisor) / Enz, Billie (Committee member) / Blanchard, Jay (Committee member) / Arizona State University (Publisher)
Created2012
Description
The transition to kindergarten is a significant milestone for children and families in the United States. Education reform movements and early childhood policy initiatives have had significant impact on the transition process in recent years, and as a result, there is greater emphasis on promoting "ready children" for school. Previous research on the transition to kindergarten in the U.S. consists primarily of adult perspectives, examining parents and teachers' expectations for kindergarten and explicating their concerns about the transition. While adults impart important considerations about the transition to kindergarten, members of the early childhood community should also pay attention to children's perspectives as they too offer critical insight on getting ready for school. This dissertation foregrounds children's and experiences getting ready for and being in kindergarten, bringing attention their participation in transition activities and school routines. In addition, this study examines ways parents structure children's participation in transition activities and school routines to provide background information on children's experiences preparing for school. This study used data from a large-scale qualitative research project conducted in Arizona to understand children's experiences transitioning to kindergarten. Specifically, interviews with preschool-aged children, kindergarten-aged children, and mothers were analyzed to impart a deeper understanding of children's viewpoints becoming and being kindergarteners. Findings illustrate how mothers' understandings of kindergarten, and constructions of readiness have influence over the transition process. Moreover, findings offer thick descriptions of how children learn about kindergarten, make meaning of school rules and routines, and form membership within classroom communities of practice. Moreover, interpretations of children's viewpoints contribute nuanced understandings of situations that promote or hinder children's participation in transition activities, and subsequent engagement in kindergarten classrooms. This study contributes to the ongoing discourse on kindergarten readiness. The viewpoints of children and parents on getting ready for and being in kindergarten provide alternative perspectives, contributing to a more holistic understanding of the transition experience. Further, a key implication of this study is that children's perspectives be given due weight in practical, programmatic, and policy initiatives aimed at promoting positive and successful transitions to kindergarten.
ContributorsPeters, Lacey (Author) / Swadener, Beth Blue (Thesis advisor) / Tobin, Joseph (Committee member) / Nakagawa, Kathryn (Committee member) / Weigand, Roberto (Committee member) / Arizona State University (Publisher)
Created2012
Description
This dissertation discusses the findings of a descriptive study of early childhood teachers' musical practices in the state of Arizona. Drawing from socio-cultural and cultural-historical activity theory perspectives, this study utilized an online survey design for 2 months in which 312 participants from distinctive types of programs responded to 42 items that addressed early childhood teachers' music practices, perceived role of music, the teachers' preparation, challenges and needs for teaching music in their programs. The study uses the findings to explore how music is incorporated into the curriculum, its role, challenges and needs for teachers as well as inform policy makers of the effectiveness of music in early childhood curriculum that might bring about a resurgence of thinking about funding opportunities to promote music in different programs that serve children. These results reflected the diversity of most early childhood programs in the U.S in areas of scheduling, types of programs, working environments and curricular approaches used as well as in the duration and frequencies of music activities. However, there was a significant difference between how music was used in elementary versus early childhood centers. The results revealed that, although teachers used music at various times, for various reasons, planned or unplanned and as an integral part of other content areas, there was great variance in the manner in which music was emphasized in the total curriculum. In this study context, music in early childhood education centers was mostly teacher led and its value was geared towards specific behavioral outcome such as enhancement of language development rather than sheer enjoyment and relaxation. Although teachers used music on a daily basis, they were inadequately prepared and most teachers were looking for opportunities to improve their music abilities including required courses and workshops on ways of effectively incorporating music into curriculum/classroom. Funding, time and lack of confidence remain top challenges for early childhood and elementary teachers. The study recommends that music courses be required in teacher education programs and refresher workshops for in-service teachers about how to effectively use music in classrooms be more widely available.
ContributorsOkong'o, Benson Charles Odongo (Author) / Swadener, Elizabeth Blue (Thesis advisor) / Nakagawa, Kathryn (Committee member) / Stauffer, Sandra Lee (Committee member) / Arizona State University (Publisher)
Created2011
Description
Minimal information exists concerning dual language acquisition of three-year-old dual language learners (DLLs) during their first school experience and first systematic exposure to English. This study examined the Spanish and early English language development of young DLLs in the context of standardized measures and a story retell task. Participants included eight Spanish-English DLLs (7 females, 1 male, M age = 3 years, 8 months) attending Head Start, and their classroom teachers. Outcome measures for the children included composite and scaled scores on the Clinical Evaluation of Language Fundamentals Preschool-2 Spanish (CELF Preschool-2 Spanish; Wiig, Secord & Semel, 2009) and the parallel English measure (CELF Preschool-2; Wiig, Secord & Semel, 2005), and measures of lexical (NVT, NNVT, TNV, NW, NDW, TNW and TTR) and grammatical (MLUw) development. Proportion of classroom teachers' and paraprofessionals' Spanish, English and mixed language use was measured to contextualize the children's learning environment with regard to language exposure. Children's mean standardized Spanish scores at school entry were not significantly different from their mean scores in May; however, an increase in total number of verb types was observed. Children's English receptive, content, and structure mean standardized scores in May were significantly higher than their scores at school entry. Children were exposed to a high proportion of mixed language use and disproportionate amounts of English and Spanish exclusively. Children's performance was highly variable across measures and languages. The findings of the current study provide a reference point for future research regarding language development of three-year-old Spanish-English dual language learners.
ContributorsDubasik, Virginia L (Author) / Wilcox, M J (Thesis advisor) / Ingram, David (Committee member) / Lafferty, Addie (Committee member) / Macswan, Jeff (Committee member) / Arizona State University (Publisher)
Created2011
Description
While much research exists examining the feminization of the field of Early Childhood Education (ECE), little has been done to examine the ways in which race and gender interact in the experiences of early childhood educators. Using gendered racial formation theory (Omi & Winant, 1994) this paper examines how cultural representations are employed by the field of ECE to produce ideal early childhood educators along both racial and gendered lines. Ultimately, this paper argues that in order for labor equality to be reached in the field there must be a reexamination of the social organization of care (Glenn, 2000).
ContributorsStrelevitz, Taylor (Author) / Swadener, Beth (Thesis advisor) / Bailey, Marlon (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2017
Description
This mixed methods study examined whether participation in a virtual community of practice (vCoP) could impact the implementation of new skills learned in a professional development session and help to close the research to implementation gap.
Six participants attended a common professional development session and completed pre- , mid- , and post-intervention surveys regarding their implementation of social emotional teaching strategies as well as face-to-face interviews.
Both quantitative and qualitative data was examined to determine if participation in the vCoP impacted implementation of skills learned in the PD session. Quantitative data was inconclusive but qualitative data showed an appreciation for participation in the vCoP and access to the resources shared by the participants. Limitations and implications for future cycles of research are discussed.
Six participants attended a common professional development session and completed pre- , mid- , and post-intervention surveys regarding their implementation of social emotional teaching strategies as well as face-to-face interviews.
Both quantitative and qualitative data was examined to determine if participation in the vCoP impacted implementation of skills learned in the PD session. Quantitative data was inconclusive but qualitative data showed an appreciation for participation in the vCoP and access to the resources shared by the participants. Limitations and implications for future cycles of research are discussed.
ContributorsLopez, Ariana Colleen (Author) / Dorn, Sherman (Thesis advisor) / Gray, Shelley (Committee member) / Zbyszinski, Lauren (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of this action research was to understand how reflective, job-embedded early childhood science professional learning and development (PLD) impacted Early Head Start (EHS) teacher learning and their perceptions toward science with toddlers. Limited content knowledge and lack of formal preparation impact teachers’ understanding of developmentally appropriate science and their capacity to support children to develop science skills. In Arizona, limited availability of early childhood science coursework and no science-related PLD for toddler teachers showed the need for this project. Four literature themes were reviewed: teacher as researcher, how people learn, reflective PLD, and how young children develop scientific thinking skills.
The participants were nine EHS teachers who worked at the same Head Start program in five different classrooms in Arizona. The innovation included early childhood science workshops, collaboration and reflecting meetings (CPRM), and electronic correspondence. These were job-embedded, meaning they related to the teachers’ day-to-day work with toddlers. Qualitative data were collected through CPRM transcripts, pre/post-project interviews, and researcher journal entries. Data were analyzed using constant comparative method and grounded theory through open, focused, and selective coding.
Results showed that teachers learned about their pedagogy and the capacities of toddlers in their classrooms. Through reflective PLD meetings, teachers developed an understanding of toddlers’ abilities to engage with science. Teachers acquired and implemented teacher research skills and utilized the study of documentation to better understand children’s interests and abilities. They recognized the role of the teacher to provide open-ended materials and time. Moreover, teachers improved their comfort with science and enhanced their observational skills. The teachers then saw their role in supporting science as more active. The researcher concluded that the project helped address the problem of practice. Future research should consider job-embedded PLD as an important approach to supporting data-driven instructional practices and reflection about children’s capabilities and competencies.
Keywords: action research, Arizona Early Childhood Workforce Knowledge and Competencies, Arizona’s Infant and Toddler Developmental Guidelines (ITDG), documentation, early childhood science, Early Head Start (EHS), Head Start Early Learning Outcomes Framework (ELOF), inquiry, job-embedded, pedagogy, professional development (PD), reflective professional development, teacher as researcher, teacher research, toddler science
The participants were nine EHS teachers who worked at the same Head Start program in five different classrooms in Arizona. The innovation included early childhood science workshops, collaboration and reflecting meetings (CPRM), and electronic correspondence. These were job-embedded, meaning they related to the teachers’ day-to-day work with toddlers. Qualitative data were collected through CPRM transcripts, pre/post-project interviews, and researcher journal entries. Data were analyzed using constant comparative method and grounded theory through open, focused, and selective coding.
Results showed that teachers learned about their pedagogy and the capacities of toddlers in their classrooms. Through reflective PLD meetings, teachers developed an understanding of toddlers’ abilities to engage with science. Teachers acquired and implemented teacher research skills and utilized the study of documentation to better understand children’s interests and abilities. They recognized the role of the teacher to provide open-ended materials and time. Moreover, teachers improved their comfort with science and enhanced their observational skills. The teachers then saw their role in supporting science as more active. The researcher concluded that the project helped address the problem of practice. Future research should consider job-embedded PLD as an important approach to supporting data-driven instructional practices and reflection about children’s capabilities and competencies.
Keywords: action research, Arizona Early Childhood Workforce Knowledge and Competencies, Arizona’s Infant and Toddler Developmental Guidelines (ITDG), documentation, early childhood science, Early Head Start (EHS), Head Start Early Learning Outcomes Framework (ELOF), inquiry, job-embedded, pedagogy, professional development (PD), reflective professional development, teacher as researcher, teacher research, toddler science
ContributorsBucher, Eric Zachary (Author) / Marsh, Josephine (Thesis advisor) / Martin, Laura (Committee member) / Watanabe Kganetso, Lynne (Committee member) / Arizona State University (Publisher)
Created2019
Description
There is a national shortage of highly qualified early childhood educators. For many early childhood educators, this career path begins with the Child Development Associate credential. Community colleges are well-positioned to award this credential and address the shortage of highly qualified early childhood educators. However, many students arrive at community colleges academically unprepared, with excessive work and family responsibilities. The purpose of my participatory action research study is to explore the impact of internships on early childhood education student attitudes towards persistence in their course of study. This study has the potential to impact strategies used with child development majors in the community college setting. Successful community college students who persist through their plan of study to graduate will experience the benefits that college completion brings. In addition to the interests of college completion, these students will enter the workforce or university setting with valuable work experience and professional credentials achieved in a supportive community. Both outcomes have the potential to positively affect the growth of the early childhood workforce. The findings of this study reveal that student interns placed in high-quality, early learning centers found support in the relationships with their mentor teachers, valuable experiences with the children in the rooms, and a new sense of self-efficacy when offered opportunities to participate in professional development activities, leading to persistence in their course of study.
ContributorsDeibert, Deborah (Author) / Marsh, Josephine (Thesis advisor) / Geiselhofer, Melissa (Committee member) / Reina, Angelica (Committee member) / Arizona State University (Publisher)
Created2019
Description
The incorporation of electronic books (e-books) into the classroom and home of young children has been shown to have positive effects on the acquisition of early literacy skills. Dialogic reading methods, which include interactive conversations between caregiver and child about a story as it is being read, additionally are known to improve skills that lead to improved literacy during the school years. No research to date, however, has examined e-books and dialogic reading when used together. This study examines how using dialogic reading with a child reading an e-book will impact the acquisition of emergent literacy skills, particularly vocabulary knowledge and story recall ability. Twenty-three children aged 3 to 5 took part in a matched pairs experiment that included reading a select e-book four times in which half received a dialogic reading intervention. The children who received the intervention scored significantly higher in the story recall measure of the posttest than those in the control group. No differences were found between the experimental and control groups on the vocabulary measure, although mutual gains were found among both groups from the pretest to the posttest. The results suggest that dialogic reading when incorporated with e-books may improve a child's ability to recall a story. Further, the results indicate that repeated reading of the same e-book may increase vocabulary knowledge.
ContributorsFallon, Ashley Elizabeth (Author) / Connor, Carol (Thesis director) / Kupfer, Anne (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-12
Description
This project highlights the importance of students learning and applying social skills in educational settings for students with ASD. Social stories are one method used for students with autism spectrum disorders (ASD) to integrate social skills instruction in classroom settings. Social stories are designed to help a child learn and respond to social cues for successful social interactions. Although, there is limited research on the effectiveness of social stories, research has demonstrated the effectiveness of peer-mediated learning and the effects of positive peer relationships in inclusive early childhood settings. This project draws on the evidence of peer- mediated learning through the medium of social stories to support students with ASD in school settings. This project is the creation of a double-sided social story picture book designed to teach prosocial peer interactions to students with ASD and to teach their peers to support them in learning the specific social skill. The target skill for this peer-mediated social story is learning how to interact with friends in the classroom by initiating and responding to requests to play. \r\nThe project is unique in that this social story includes a section for the student with ASD and a section to support the peer in their role within the social relationship.
ContributorsGacad, Clare Santos (Author) / Oakes, Wendy (Thesis director) / Bernstein, Katie (Committee member) / Barrett, The Honors College (Contributor)
Created2016-12