The current study evaluated the effect of a teacher conducted play intervention on pre-school aged children’s compliance in child care settings. Study participants included 11 children ranging in age from 2 to 5 years old and seven early childhood education teachers within seven classrooms across five child care centres. Teachers were trained to conduct daily 5 minute play sessions consisting of contingent praise, mirroring, and warm responsiveness. A combination ABAB and multiple baseline design was used to demonstrate the effect of the play intervention. Pre-treatment observations revealed varying degrees of recurring child compliance difficulties. The play intervention was associated with improved rates of compliance for each participant child regardless of differences in age, gender, and level of compliance difficulties. The intervention is discussed with regard to its potential as a pro-active, non-intrusive strategy for improving young children’s classroom compliance.

The current study evaluated the effect of a teacher conducted play intervention on pre-school aged children’s compliance in child care settings. Study participants included 11 children ranging in age from 2 to 5 years old and seven early childhood education teachers within seven classrooms across five child care centres. Teachers were trained to conduct daily 5 minute play sessions consisting of contingent praise, mirroring, and warm responsiveness. A combination ABAB and multiple baseline design was used to demonstrate the effect of the play intervention. Pre-treatment observations revealed varying degrees of recurring child compliance difficulties. The play intervention was associated with improved rates of compliance for each participant child regardless of differences in age, gender, and level of compliance difficulties. The intervention is discussed with regard to its potential as a pro-active, non-intrusive strategy for improving young children’s classroom compliance.

This project looked at two different sets of data to further understand the relationship between surveillance discourse and the Internet, how surveillance discourse around navigating the Internet has developed, and how children use social technology and digital media for positive communication as well as an alternative space for social engagement. This project argues that there is a disconnect between the way children use social technology, and the approach authoritative websites take in aiming to educate parents, educators, and children on using the Internet safely. This study performs a thematic content analysis on websites that aim to educate on Internet Safety. Additionally, this qualitative study focuses on semi-structured interviews with grade 4-6 students in a French language school in Western Ontario and their reaction to the question, “how do you use technology”. This project is a stepping-stone into many conversations around the possibilities present for the Internet, children, and communication.

This project looked at two different sets of data to further understand the relationship between surveillance discourse and the Internet, how surveillance discourse around navigating the Internet has developed, and how children use social technology and digital media for positive communication as well as an alternative space for social engagement. This project argues that there is a disconnect between the way children use social technology, and the approach authoritative websites take in aiming to educate parents, educators, and children on using the Internet safely. This study performs a thematic content analysis on websites that aim to educate on Internet Safety. Additionally, this qualitative study focuses on semi-structured interviews with grade 4-6 students in a French language school in Western Ontario and their reaction to the question, “how do you use technology”. This project is a stepping-stone into many conversations around the possibilities present for the Internet, children, and communication.

This predominantly qualitative study looks at the current changes in early childhood education in Ontario, Canada from an early childhood education leadership perspective. The analysis and recommendations resulting from my dissertation adds to the growing body of work examining the rapidly changing landscape of the early years. My dissertation utilizes a constructivist lens to reconstruct perspectives surrounding matters of importance in a field that is on the cusp of obtaining true professional recognition. With the advent of a self-regulating body (College of Early Childhood Educators) and a shift in management from the Ministry of Children and Youth Services to the Ministry of Education, the study highlights some of the changes occurring in the early years sector, both institutionally and professionally. The ensuing data was collected through 35 interviews of early years champions and 167 surveys from various early years teacher-educators and practitioners, revealing strong topics of discussion that add to the cacophony of voices heralding demands that the early childhood educator be perceived and treated as an equal participant in the education system. Of the 8 themes that emerged from the data analyzed, 3 were the focus of this study. The first theme focused on leadership, including characteristics of leaders and themes of emerging leadership; the second on professionalization of the early years sector (Feeney, 2012): for example, consistency in terminology, pay equity, universality, and issues regarding the current infrastructure; and the third theme investigated was intellectualization as part of the professional process: for instance, current curriculum focus, higher-learning demands, ongoing learning, the value of lab schools, faculty responsibilities, and specialization as a means of differentiated staffing (Zigler, Gilliam, & Barnett, 2011). This study also includes miniature profiles of the early years leaders interviewed, and a synopsis of their personal journeys to leadership. In the concluding chapter, the recommendations presented suggest various ways that current and emerging early years leaders can make positive impact within this transforming sector. Empowerment of self, recognition of professional status, and a view to the long-term visioning of education provides the impetus for change.

This predominantly qualitative study looks at the current changes in early childhood education in Ontario, Canada from an early childhood education leadership perspective. The analysis and recommendations resulting from my dissertation adds to the growing body of work examining the rapidly changing landscape of the early years. My dissertation utilizes a constructivist lens to reconstruct perspectives surrounding matters of importance in a field that is on the cusp of obtaining true professional recognition. With the advent of a self-regulating body (College of Early Childhood Educators) and a shift in management from the Ministry of Children and Youth Services to the Ministry of Education, the study highlights some of the changes occurring in the early years sector, both institutionally and professionally. The ensuing data was collected through 35 interviews of early years champions and 167 surveys from various early years teacher-educators and practitioners, revealing strong topics of discussion that add to the cacophony of voices heralding demands that the early childhood educator be perceived and treated as an equal participant in the education system. Of the 8 themes that emerged from the data analyzed, 3 were the focus of this study. The first theme focused on leadership, including characteristics of leaders and themes of emerging leadership; the second on professionalization of the early years sector (Feeney, 2012): for example, consistency in terminology, pay equity, universality, and issues regarding the current infrastructure; and the third theme investigated was intellectualization as part of the professional process: for instance, current curriculum focus, higher-learning demands, ongoing learning, the value of lab schools, faculty responsibilities, and specialization as a means of differentiated staffing (Zigler, Gilliam, & Barnett, 2011). This study also includes miniature profiles of the early years leaders interviewed, and a synopsis of their personal journeys to leadership. In the concluding chapter, the recommendations presented suggest various ways that current and emerging early years leaders can make positive impact within this transforming sector. Empowerment of self, recognition of professional status, and a view to the long-term visioning of education provides the impetus for change.

Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / With the implementation of the No Child Left Behind Act of 2001 (PL 107-110) many pedagogical practices for literacy learning have been re-examined to align themselves with the results of the National Reading Panel report (2000). The federally funded Reading First initiative mandates systematic and explicit instruction of the key components identified by the National Reading Panel report (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Higher accountability and high stakes testing has caused reflection regarding how instructional time is spent in classrooms. This qualitative case study was conducted in a combined setting of a kindergarten classroom and music education classroom in a small mid-western community over a period of nine weeks, from February 15 through April 23, 2007. This study, framed in the socio-cultural theory of constructivism (Vygotsky, 1978) and Gardner’s Theory of Multiple Intelligence (2004) explored the way a kindergarten teacher and music educator provided literacy learning opportunities for young children. Data were collected through detailed observational fieldnotes, interviews of the kindergarten teacher and music educator, and conversations with children. Data analysis revealed five characteristics that framed the literacy learning environment which included: 1) providing a caring community; 2) use of conversations; 3) connections to prior knowledge and community; 4) collaboration; and 5) consistency. Pedagogical commonalities were found to include: 1) a gradual release of responsibility; 2) use of metacognition; 3) a sharing of quality children’s literature; 4) purposeful oral language development; and 5) use of active engagement in learning, especially the use of gesturing. Data also revealed evidence of support of six components of early literacy learning: 1) phonemic awareness; 2) phonics; 3) fluency; 4) vocabulary; 5) comprehension; and 6) concepts about print. Data identified that the classroom teacher provided more incidences of instruction coded as phonemic awareness, phonics, and comprehension; with the classroom music educator providing more evidence of coded events for fluency and vocabulary learning. Analysis of combined events identified a balance of instructional methods, experiences, and techniques identifying the critical importance of the elementary music educator’s role in supporting early literacy learning of young children and the importance of collaboration in meeting needs of children.

Doctor of Philosophy / Curriculum and Instruction Programs / Jana R. Fallin / In the wake of No Child Left Behind Act (U.S. Department of Education, 2006), educational reforms focused on providing students with effective systematic instruction in reading skills have become a nationwide concern. Report findings from the National Reading Panel (National Institute of Child Health and Human Development, 2000), indicate the establishment of a high quality comprehensive reading curriculum must include the five key components of phonemic awareness, phonics, fluency, vocabulary, and comprehension to improve reading achievement. These essential elements, with emphasis on phonemic awareness and phonics skills beginning in pre-kindergarten, are instrumental in the acquisition of early literacy development. The purpose of this qualitative study was directed toward better understanding first grade general music teachers’ perceptions of the role of music education in the attainment of early literacy. Using a multi-site case study design to examine and present an analysis of nine public elementary school music educators from across a Midwestern state, each of which used one of the three elementary general music series currently published, resulted in this collective case study. Data indicated parallels focused on the five key reading components between music and language literacy development processes, with particular emphasis on aural discrimination skills to phonemic awareness. Further findings described the sequential sound before symbol pedagogical practice of music literacy development from the perspective of the nine general music educators to be similar to early reading skills progressions, as they experienced equivalent learning processes. Implications for the educational community and suggestions for further research were discussed.

Master of Landscape Architecture / Landscape Architecture/Regional and Community Planning / Huston Gibson / Play is essential to the development of children, as it serves as the main platform for a child to begin to explore his or her world and understand their physical and social environment. It is not a frivolous activity, but a method of learning. Despite this recognition, many playground designs are still steered, wrongly so, by unwarranted societal fears of safety. Such playgrounds lack developmental benefits due to their composition of isolated, prefab plastic components on an asphalt field. Despite recognition in the late twentieth century that “childhood itself is in danger of extinction”, many playground are still sterile in nature. The time is now for designers to look critically at playground design trends and intervene to improve the quality of the environments our children are exposed too. The positive development of the next generation, our children, depends on it. In the case of the community of La Chuscada in Chinandega, Nicaragua, economic status presents a major barrier to the creation of beneficial learning environments. This project addresses the hardships of implementing a developmentally beneficial playground, and through the collaboration with the Amigos for Christ philanthropic organization and interior architecture student Aaron Bisch, offers solutions to achieve this goal. Culture-specific influences of play are explored and survey data from the community of La Chuscada reveal strategies for the implementation of a nature playground design that offers developmental benefits for the children of the community.

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Anne Beamish / The current educational model utilized in the United States focuses on teaching technology, preparing for standardized tests, and training students to be productive members of society. These are all valuable and necessary educational goals, especially considering the fact that the current national trend is to promote citizens’ integration into a more global community and job market—significantly affecting the work opportunities available to our country’s youths. However, one of the most necessary and fundamental aspects of childhood—outdoor learning in nature—is being undervalued. Outdoor learning experiences in the natural environment are exceptionally important in encouraging holistic childhood development because they offer children firsthand experiences with natural processes. Through interactions with nature, children are able to witness the impact that human actions have upon the environment. As Richard Louv asserts in the Last Child in the Woods, “Healing the broken bond between our young and nature—is in our self-interest, not only because aesthetics or justice demands it, but also because our mental, physical, and spiritual health depends upon it” (Louv, 2008, 3). The broken relationship between America’s youths and nature must be healed. Public schools offer a unique opportunity for children to be reacquainted with nature because about 90% of American students below the college level attend public schools. In the year 2009, over 2.3 million students attended public elementary schools; 226,082 of those students were in Kansas (National Center for Education Statistics, 2012). Garfield Elementary School in Augusta, Kansas is an ideal situation for the development of an outdoor learning environment that promotes student awareness and connection to local nature. The nature-oriented design of Garfield Elementary School’s grounds, described in this Master’s Report, fosters the creation of deep-seeded emotional ties to the natural world in the children who experience the site—effectively combating Nature-Deficit Disorder by encouraging students to become environmental stewards. This is accomplished by using children’s literature to inspire the organization of spatial environment variety and a range of natural elements (such as water) on the school site, which encourage students to engage in five outdoor learning activities: physical, creative, sensorial, solitary and social.