<p> Currently, there is a gap in the literature highlighting the need for professional development in the form of mentoring support for first-year directors in Early Childhood Education (ECE). </p><p> The primary purpose of this qualitative study was to explore the experiences of first-year ECE directors who took part in the California Early Childhood Mentor Program (CECMP) during the 2015&ndash;2016 school year. Participants came from the northern and northeast regions of the CECMP. Using a narrative approach guided by personalized stories, along with in-depth one-on-one interviews, this study focused on the experiences of four prot&eacute;g&eacute; directors who engaged in a mentoring relationship with an experienced director mentor. By situating the prot&eacute;g&eacute;s&rsquo; experiences within a 4-path framework of Analyzing, Advancing, Acting and Accelerating, this study investigated the impact of the mentoring relationship on addressing challenges and leadership development in an ECE program. </p><p> Findings from this study revealed that when the elements of supportive guidance, supportive resources, self-reflection and supportive relationships are in place, first-year directors can become equipped to address challenges and develop the capacity for leadership. The ECE field must continue to promote the provision of systemic and relevant leadership training and mentoring in order to grow leaders and to sustain leadership capacity. Implications of this study reveal the need to incorporate a professional development system for emerging and future first-year directors that recognizes effective leadership as a vital component to the success of children, staff and families. </p><p> Recommendations for policy include increasing federal funding for mentoring and leadership training programs and the provision of options for an ECE director credential similar to the Clear Induction Tier 2 Standards put forth in K-12 for first-year principals. Recommendations for practice highlight the need for mandated mentoring hours as well as prolonged engagement in quality leadership development programs leading up to the first-year directorship. Recommendations for future research include the use of quantitative survey instruments to determine if first-year directors with mentors identify this study&rsquo;s findings as significant in a mentoring relationship.</p><p>

Math literacy is imperative to succeed in society. Experience is key for acquiring math literacy. A preschooler’s world is full of mathematical experiences. Children are continually counting, sorting and comparing as they play. As children are engaged in these activities they are using language as a tool to express their mathematical thinking. If teachers are aware of these teachable moments and help children bridge their daily experiences to mathematical concepts, math literacy may be enhanced. This study described the interactions between teachers and preschoolers, determining the extent to which teachers scaffold children’s everyday language into expressions of mathematical concepts. Of primary concern were the teachers’ responsive interactions to children’s expressions of an implicit mathematical utterance made while engaged in block play. The parallel mixed methods research design consisted of two strands. Strand 1 of the study focused on preschoolers’ use of everyday language and the teachers’ responses after a child made a mathematical utterance. Twelve teachers and 60 students were observed and videotaped while engaged in block play. Each teacher worked with five children for 20 minutes, yielding 240 minutes of observation. Interaction analysis was used to deductively analyze the recorded observations and field notes. Using a priori codes for the five mathematical concepts, it was found children produced 2,831 mathematical utterances. Teachers ignored 60% of these utterances and responded to, but did not mediate 30% of them. Only 10% of the mathematical utterances were mediated to a mathematical concept. Strand 2 focused on the teacher’s view of the role of language in early childhood mathematics. The 12 teachers who had been observed as part of the first strand of the study were interviewed. Based on a thematic analysis of these interviews three themes emerged: (a) the importance of a child’s environment, (b) the importance of an education in society, and (c) the role of math in early childhood. Finally, based on a meta-inference of both strands, three themes emerged: (a) teacher conception of math, (b) teacher practice, and (c) teacher sensitivity. Implications based on the findings involve policy, curriculum, and professional development.

AbstractU.S. schools are diverse due to an increasing number of culturally and linguistically diverse (CLD) learners. Researchers recommend using culturally responsive teaching (CRT) that connects race and literacy, culture, and language with CLD learners. If K-3 teachers do not use CRT practices, CLD students’ English proficiency will be delayed, which may negatively influence self-esteem, academic achievement, social skills, and mobility through society. The purpose of this basic qualitative study was to explore Title1 K-3 primary and resource teachers’ perspectives of CRT practices used with CLD learners. Gay’s theory of CRT, featuring teacher attitudes, culturally diverse curriculum content, culturally congruent instruction, pedagogical skills, and tenacity in ensuring quality education, was used to frame this study. A purposeful sample of 8 K-3 participants, including 6 primary teachers and 2 resource teachers with experience working in schools with a high population of CLD learners, volunteered and participated in semistructured interviews. Data were analyzed through coding and theme development. The results showed that participants supplemented the existing CLD curriculum with visual aids and literacy resources, used vocabulary, language, and student-centered techniques for instruction, and integrated parent involvement activities to develop home/school relationships and increase student academic performance. Teachers shared a need for more CRT training; thus, it is recommended that K-3 teachers receive training on new knowledge, strategies, and skills that prepare them to meet the needs of their CLD students. This endeavor may lead to positive social change when district administrators provide K-3 teachers with professional development to learn and apply new CRT practices in the classroom to increase CLD learners’ English proficiency.

This study examined the relationship between fathers' engagement patterns and children's cognitive development in early childhood. The study specifically examined fathers' home engagement patterns based on their engagement in caregiving, play, and literacy activities when children were around 9-month-old and 24-month-old, and children's later cognitive development in preschool in relation to their fathers' engagement patterns as measured earlier. This study used multiple data sources from Early Childhood Longitudinal Study-Birth Cohort (ECSL-B). These sources included 9-month self-administered resident father survey (N=5,700), 2-year self-administered resident father survey (N=4,300), direct child assessment (N=4,850), and parent interviews. The current study found that there were differences in fathers' actual engagement based on child's gender when infants were around 9-months old. Although majority of father classes were similar for boys and girls, there were two distinct groups of fathers who exhibited different engagement patterns for boys and girls. The results for father-toddler engagement patterns were more consistent across genders. Initial gender-separated analysis showed only minor differences in item response probabilities meaning the disparity of fathers' engagement patterns based on gender mostly disappear when their children are around 2 years old. The results suggested that fathers who had the highest likelihood of engaging their infant children had generally negative effect on girls' literacy and mathematics scale score in preschool. Additionally, 2-year fathers' engagement classes did not predict children's mathematics and literacy performance in preschool after controlling for family, child and father characteristics. This study concludes with limitations and recommendations for future research. Latent class analysis (LCA) results confirmed differences in fathers' actual engagement based on child's gender in their infancy. Fathers with the highest likelihood of engaging their infant children had generally negative effect on girls' literacy and mathematics scale score in preschool. The LCA results for father-toddler engagement patterns were more consistent across genders. The disparity of fathers' engagement patterns based on gender mostly disappear when children are around 2 years old. Although fathers' engagement with their toddlers had far less negative effects on children's cognitive development when compared to their engagement with their infants, this effect was more salient for girls' literacy and mathematics performance. Several factors overshadowed the effects of father engagement patterns. Among them were SES, ethnicity and mother involvement index. Specifically, SES level in 9-month and 2-year had greater impact on children's cognitive development in preschool. The results showed that father engagement patterns can have varying effects for different ethnic groups and mothers' actual engagement with their children. The findings of this study have potential to impact on policy makers, parents and researchers in different ways. Policy makers can benefit while dealing with policies governing the regulations of parents involvement in early years, parents can use the findings as guide for their child rearing practices and last but not least researchers can use the findings for designing further studies to look into effects of father engagement on children' development. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2015. / June 15, 2015. / Cognitive Development, Father Engagement, Latent Class Analysis, Mathematics, Parent Involvement, Reading / Includes bibliographical references. / Ithel Jones, Professor Directing Dissertation; Ming Cui, University Representative; Elizabeth Jakubowski, Committee Member; Diana Rice, Committee Member; Toby Park, Committee Member.

The purpose of this study was to determine whether parents and guardians understand the specific benefits of a music-based early intervention program for their child's development, when given data documented through observational methods. Participants (N=15) for this study were parents or guardians of children 2 to 4 years of age who attended "Music Play" in Tallahassee, Florida. On-task behavior data was coded from the 4 video recordings of the children who attended with their parents/guardians. After receiving the documentation, the parents were asked to complete the post-survey measure. Data was obtained from 8 parents out of the original 15 who consented to participate. Results from this study confirm that children benefit from music-based instruction for early intervention and that parental perceptions are altered when documented group on-task behaviors are presented. Further research needs to be conducted to affirm these responses with a larger sample size. Overall, parents and guardians have a good understand of the benefits of music-based instruction for their young children. / A Thesis submitted to the College of Music in partial fulfillment of the requirements for the degree of Master of Music. / Fall Semester, 2014. / August 5, 2014. / early intervention, music therapy, parental awareness / Includes bibliographical references. / Jayne M. Standley, Professor Directing Thesis; Kimberly VanWheelden, Committee Member; Dianne Gregory, Committee Member.

This evaluation assessed the Curving Cliffs Program (a pseudonym) and how well it reflected the framework for Effective Everyday Practice Supporting School Readiness for All Children in the domain of pre-literacy. The program was a national school readiness program that was designed to provide services in the form of education, nutrition, and health to low-income families, children, and prenatal women. Families were required to meet Federal Poverty Levels to qualify for the program. This program was important because it provided skill development and interventions for children who may be at risk for learning and skill development in later years. The program's central office was located in the southeastern region and served three counties. All six centers were designed to offer children opportunities to learn and to aid in skill development. Centers were designed to provide children with structured environments that promote pre-literacy development. The purpose of this study was to explore pre-literacy practices in Curving Cliffs and assess their alignment with best practices necessary for school readiness. Specifically, six centers were explored to ascertain pre-literacy practices that were used to promote school readiness in the domain of pre-literacy. Data were collected using document reviews, observational data, and semi-structured interviews. Center directors and the Education Coordinator were interviewed to collect data to better understand pre-literacy practices that were used to prepare children for kindergarten. The study documented key information pertaining to practices used in all six centers to promote pre-literacy. Respondents explained activities that were used at their centers to promote pre-literacy, curriculum used to promote pre-literacy, as well as how environments were structured, tools used to analyze pre-literacy development, and challenges with promoting pre-literacy. The findings showed that program practices aligned with the framework for Effective Everyday Practice Supporting School Readiness for All Children promoted by the federal government and developed by a consortia of research universities. However, the study also indicated that there were some variations in pre-literacy practices and resources across the centers. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Fall Semester, 2014. / June 25, 2104. / Early Head Start, Head Start, practices, pre-literacy / Includes bibliographical references. / Carolyn Herrington, Professor Directing Dissertation; Peter Easton, Committee Member; Linda Schrader, Committee Member; Patrice Iatarola, Committee Member.

No description available.

Annually, about 3.5 million Americans of all ages, ethnicities, and professions experience homelessness (National Coalition for the Homeless [NCH], 2009c). About one-third of the total homeless population is comprised of families, and families with children are among the fastest growing segments of the population (NCH, 2009b). It is reported that homelessness is typically a recurrent experience that results in children’s educational, emotional, and physical needs being neglected as families struggle to obtain stable housing and other basic needs (Nunez, 2000). While families in homeless situations – currently homeless, previously homeless, and at-risk of homelessness – face many challenges and issues, one frequent difficulty is the enrollment of their young children in child care or preschool programs. Although the McKinney-Vento Act stipulates that educational agencies must review and revise laws, regulations, practices, or policies that may act as a barrier to the enrollment, attendance, or success in school of homeless children and youth (National Association for the Education of Homeless Children and Youth [NAEHCY], n.d.a.; United States Department of Education [U.S. DOE], 2002, 2004), it is estimated that only 16-21% of homeless preschoolers are enrolled in child care programs, while the rate of all children nationally is 53% (Nunez 2000; U.S. DOE, 2004). Clearly, the existence of the McKinney-Vento Act alone is not enough to remove the barriers to enrolling children in homeless situations in child care programs. Early childhood professionals – center owners/ directors (O/Ds), family advocates (FAs), assistant center directors/center lead teachers (ADs/CLs), lead teachers (LTs), and assistant teachers (ATs) – are also in key positions to ensure that the requirements of the McKinney-Vento Act are consistently applied to assist families in homeless situations access educational opportunities for their young children. However, very few empirical studies have addressed the ways or the extent to which early childhood professionals (ECPs) are responsive to the needs of children and families in homeless situations. Thus, the purpose of this qualitative study was to explore how ECPs work with children and families who are in homeless situations. Specifically, the researcher examined (1) the specialized knowledge ECPs have about children and families in homeless situations and their unique needs; (2) the practices ECPs implement to be responsive to the needs of children and families in homeless situations; and (3) what ECPs believe they need so that they can work more effectively with children and families in homeless situations. In-depth interview data and supporting documents were collected from a purposeful sample of 14 ECPs employed at six different child care centers. Then, the data were analyzed using a qualitative thematic approach. The data revealed that ECPs have specialized knowledge about who is likely to experience homelessness; they understand the adverse impact of homelessness on child development and family well-being; and they recognize the need and importance of providing family-oriented child care services. The practices ECPs implement to be responsive to the needs of children and families in homeless situations include the three Rs – recruiting families, reducing barriers to enrollment and attendance, and referring families to community agencies; building trusting and supportive relationships; and implementing individualized strategies in the classroom. In order to work more effectively with children and families in homeless situations, ECPs believe they need public and private funding to make child care programs more accessible; specialized professional development to learn best practices for working with this population; and policy changes to support child success and family stability. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the Doctor of Philosophy. / Fall Semester 2016. / November 16, 2016. / Children and families, Early childhood, Exploratory study, Homeless, Qualitative / Includes bibliographical references. / Ithel Jones, Professor Directing Dissertation; Motoko Akiba, University Representative; Lindsay Dennis, Committee Member; Diana Rice, Committee Member.

Many Christian faith-based preschools in the Oyo State of Nigeria are realising that spiritual development is an essential part of young children’s natural growth and should be given due attention. Accordingly, activities at preschools should be geared to support young children’s spiritual development. In conjunction with the administrators, the preschool teachers at Christian faith-based schools are charged with the responsibility of attending to the spiritual development of young children in their care. This research study examined factors affecting the spiritual development of young children in the Oyo State of Nigeria by employing a qualitative method with phenomenological research design. The research highlighted realities via developmental theories regarding the spiritual development of young children; government’s stand on the spiritual development of young children; how spiritual development of young children is facilitated in an early childhood setting; the benefits of spiritual development during early childhood; and the implications of spiritual development for practice in the Oyo State of Nigeria. Data were gathered through semi-structured interviews, observation of practices and document analyses of the records of four preschools. All were purposefully selected, including the twenty teachers and four administrators. The results of the research revealed that all the pre-school teachers who showed interest in fostering spirituality in young children should gain experience, understanding and training in best practices. It was also found that although the Nigerian government has policies and curricula for early childhood education (ECE), these do not include spirituality or faith-based teaching. Further, to exacerbate the situation, the government does not monitor and evaluate the implementation of policies and ECE curricula. This study discovered that preschool teachers have a general understanding of how to enhance the spiritual development of young children by drawing on their own (i.e. the preschool teachers’) personal spiritual development processes, which should be complemented by formal training. The benefits of spiritual development in young children include the inculcation of sound moral values, feelings of joy, academic excellence, unity and development in the community, the development of committed future leaders and the promotion of national peace. The research study recommends that the government of Nigeria intervene in early childhood education by providing financial support and formal training for preschool teachers in the area of spiritual development of young children and by motivating administrators and preschool teachers to be more cooperative and creative in including spiritual development in their school’s curriculum. / Early Childhood Education

This article discusses how instant video revisiting (IVR) promotes reflective thinking for both teachers and children. IVR was used as a daily classroom experience with both the children and the teachers throughout one semester in two preschool classrooms with children 2.5 to 5 years old. The teachers used a digital video camera to generate data to help them understand the behavior of the children and revisit the children's actions immediately, with the children using the video clips to extend their learning. Two classroom examples illustrate how IVR supports the children's learning and the teacher's reflection of this learning. The first example describes how IVR helped the children reflect on their actions and solve their own conflicts. The second example describes the use of IVR to scaffold the children's idea of the middle of a story, thereby strengthening their own thought processes in relation to a story construction.