Early math, science, and STEM learning influence in young children’s educational trajectories, but not all children receive equitable access to these experiences. Many preschool educators have an interest in enhancing their STEM teaching but there are limitations in readiness to enact changes in their practice. Professional learning supports that are well-designed can positively influence these factors for preschool teachers, potentially increasing access to key early STEM experiences for all young children. Unfortunately, long-term, time-intensive supports, while effective are cost-prohibitive for many early childhood providers. One solution may be to build capacity with those who support teachers, including coaches, master teachers, and center directors, and to deliver professional learning experiences virtually. The present study examines the extent to which intensive, research-based content, repackaged into a virtual institute and focused on a turnkey model is effective in leading to changes in coaching practice and increasing reach. We investigated to what extent PSI attendees report impacts of participation on their knowledge and confidence in supporting preschool teachers in STEM and to what extent the PSI’s approach is able to expand the reach of our preschool STEM Education professional learning supports. After distributing a survey to 33 participants, we found that over 89% of participants agreed or strongly agreed with positive statements about the impact of participating in the PSI on their knowledge and confidence in supporting preschool teachers in S. T. E. M. and integrated STEM. We also learned through data collected through the attendee’s action plans that the 33 participants reported plans to support 750 preschool teachers. The projects implemented by PSI attendees included a statewide book study in spring 2022 (Iowa), expanding a STEM Lab program in a public school (Texas), creating a community garden (Connecticut), and created an Early Numeracy training based on information learned at the Institute (Washington). Reducing cost while maintaining integrity of professional learning resources can increase access to high-quality early STEM educational experiences for a larger number of educators, and ultimately, of children.

Researchers have found that children need to be proficient in reading and writing expository text to succeed academically as well as in their future careers. More than ever before, children in primary grade classrooms are being exposed to and expected to comprehend a variety expository text types. However, empirical evidence to support the use of expository texts in kindergarten classrooms, in particular, is sorely lacking. To begin to fill this gap, this study was conducted to investigate kindergarten children's comprehension of two types of expository text structures (i.e., descriptive and sequential) commonly found in kindergarten classrooms. Specifically, the aims of the study were three fold: (1) to investigate if there is a relationship between prior knowledge and the comprehension of descriptive or sequential expository text; (2) to determine if the comprehension of descriptive and sequential expository text are important predictors of performance on the Token Test for Children-2 (TTFC-2) and the Assessment of Literacy and Language (ALL); and (3) to determine if there is a correlation between the descriptive and sequential expository text comprehension measures (i.e., retelling of expository text and answering comprehension questions) on the researcher created Expository Text Protocol. The sample included 45 typically developing kindergarten children (ages 5 years, 8 months to 6 years, 10 months). All children passed a vision and a hearing screening; were enrolled in kindergarten for the first time (no history of retention); scored within the normal range on a non-verbal intelligence screener; and, were not receiving services in the English for Speakers of Other Languages (ESOL) program or the Exceptional Student Education (ESE) program. Each child participated in two, one-hour, assessment sessions on two separate days. During the sessions, children were administered formal (i.e., TTFC-2 & ALL) and informal (i.e., Expository Text Protocol) assessments, counter balanced across the sessions. The standardized tests were administered in the prescribed manner. During administration of the researcher created Expository Text Protocol children listened first to either an illustrated descriptive expository text or an illustrated sequential expository text read aloud by a researcher. After the reading, the children either first retold the text without the use of the corresponding expository text or answered a set of 12 comprehension questions for each type of expository text (i.e., descriptive and sequential). The order of the retelling and comprehension questions were counter balanced across children. Simple linear regressions, multiple linear regressions, and partial correlational analyses were used to assess the data obtained in this study. The research findings indicated that a statistically significant relationship exists between the comprehension of expository text and the following reader characteristics: listening comprehension ability, language ability, and literacy ability. However, a statistically significant relationship was not found between the comprehension of the expository text types and prior knowledge. In addition, a statistically significant relationship was found between each of the two types of comprehension measures: retelling of descriptive and sequential expository texts and answering comprehension questions related to each type of text. This investigation revealed that the incorporation of descriptive and sequential expository text structures into the kindergarten curricula is appropriate and the exposure to expository texts may facilitate language and literacy growth and build upon kindergarten children's existing prior knowledge. In turn, exposure to expository texts also may be beneficial in expanding children's use of expository language found in these types of texts. Future research is needed to examine kindergarten children's comprehension of other types of expository text structures found in kindergarten classrooms.

Within the last decade, the pressures of implementing state mandated early learning guidelines and meeting the requirements from federal, state and local agencies, have taken their toll on many preschool programs. In the present study, preschool programs were given a chance to voice their opinions about how curriculum standards and other external mandates were directly and indirectly influencing curriculum planning, teaching practices, and child activity. A brief survey was sent to 90 preschool directors in a region in Massachusetts, 28 directors completed this survey. A sample of nine directors, from the survey respondents, volunteered to be interviewed. In two separate interviews the researcher asked a series of questions to obtain data from the participants. These interview questions focused on how the participants made sense of the mandatory integration of early learning standards and other external mandates into their preschool program and their concerns based on their role as a preschool director. The results of the study revealed that external guidelines set forth by the state and federal government were a great concern to the preschool directors. These directors agreed that curriculum mandates were necessary yet the amount of work, time and expenditure needed to meet the demands of these mandates could be quite overwhelming. Concerns were particularly relevant in the areas of obtaining or maintaining NAEYC accreditation and the push for a standardized curriculum and/or a standardized assessment tool. To receive specific types of funding, a program must be using a standardized assessment tool. Many funding sources also require that a program be accredited by NAEYC. The financial and physical expense of both of these requirements was prohibitive. The results were analyzed with respect to child development and early childhood education principles. The findings indicated that curriculum mandates focused primarily on young children's cognitive development to the detriment of social and emotional competence. The findings also indicated that children were being pressured to spend more time on narrow academic skills and less time on play. Yet play has been found to provide children with opportunities to interact socially, express and control emotions, and develop symbolic thinking skills (Nicolopoulou, 2010).

The focus of my dissertation deals with ways that early identification and preventative measures can reduce the high number of African American students who do not fare well in school. The goal of this study was to explore ways to enhance the cognitive and social development of low ability African American kindergartners. It was an attempt to investigate how certain strategies and practices can reduce the rate of failure in the upper primary grades. The proposed investigation involved five case study participants with four cross case study participants. The research design also involved the use of qualitative and quantitative paradigms in the form of participant observations, survey interviews and student assessments. An individualized curriculum was developed for each case subject during this investigation, that was designed to address their academic and social needs. Varied methods of instruction such as one to one instruction, heterogeneous grouping, whole language and integrated learning were used during this investigation. Parent involvement strategies were also developed during this investigation to facilitate information and to disseminate materials as part of a home based learning program (which supplements the subject's individualized curriculum). Parent surveys and regular home-school collaborations have occurred as part of this procedure.

This mixed-methods study explores childhood trauma with a primary focus on the beliefs and attitudes of elementary school administrators in their ability to offer trauma-informed leadership and assist their teachers in trauma-informed care (TIC) and education. Participants at various stages of their careers were recruited from elementary schools across 10 U.S. states (N = 240). Employing an explanatory sequential mixed method design, Phase I assessed school administrators’ attitudes using the attitudes related to trauma-informed care scale (ARTIC-45) (see Appendix A). Phase II employed semi-structured interviews to collect qualitative data to explain further and clarify the quantitative results. Findings suggest that elementary school administrators have positive attitudes related to trauma-informed care. Findings also suggest years of administrative experience shows a negative statistically significant relationship while the number of TIC training hours shows a positive statistically significant relationship to attitudes related to trauma-informed care. Analysis also suggests no statistically significant relationship between years of teaching experience and attitudes related to trauma-informed care. A closer examination of the ARTIC – 45 subscales indicate elementary school administrators have negative personal support attitudes toward TIC implementation and negative feelings about the systemwide support they receive from colleagues, supervisors, and administration to implement TIC.

This dissertation deals with the effects of congenital deafness on early cognitive and social development, as revealed through play. Four hearing and four deaf boys aged between 4:00 and 4:11 years were videotaped while playing in pairs (deaf with deaf, hearing with hearing). Videotapes were analyzed by two trained observers in terms of the social level of play, the developmental level of play, and the variety and complexity of play themes. The tapes were observed under two conditions. In one condition the observers could both see and hear the play activities. In the other condition, the observers could only see the activities, i.e., sound and, therefore, language output was withheld. It was found that the proportions of time spent on various levels of social play were similar for the deaf and hearing subjects. In contrast, the proportions of time spent on the various levels of developmental play were different for the two groups. Specifically, the deaf children's play was developmentally less mature than that of the hearing children. In addition, the deaf children introduced play themes which were less complicated than those of the hearing children. As expected, when observers observed in silence, they tended to judge the hearing children's play as being less mature than when they had access to sound (and, therefore, language). In contrast, and unexpectedly, they tended to judge the deaf children's play as being more mature. These findings support the conclusion that deafness has potentially serious effects on cognitive development, at least in the type of child studied here. Moreover, the effects of language delay on observations of deaf children cannot be mimicked in hearing children by the simple expedient of withholding sound from the observer.

Due to the impact of Public Law 99-457, many school psychologists will become increasingly involved in the psychological assessment of preschoolers. Since the law does not specify what assessment practices should be followed, current practices vary according to the setting, employer and practitioner. This study addresses the issue of an information need by establishing a database on current assessment practices. Information provided by school psychologists currently involved in the assessment of preschool children in public school settings would help define techniques specifically designed for this age group. To determine current preschool assessment practices, a survey was conducted of 100 school psychologists who work with preschool children enrolled in public school programs for early intervention in the New England region. Site visits to 12 preschool programs in Massachusetts and Connecticut were conducted to interview school psychologists regarding their preschool assessment practices. The survey endeavored to ascertain what assessment techniques are employed, which instruments are perceived to be most effective, and what the factors are that influence the selection of preschool assessment instruments. The role of the school psychologist as a member of an early intervention team was also examined. Results indicated a great variety of tools/techniques in use for assessment. The most frequently used tests/techniques were medical and developmental history, file review, interviews, classroom observation and norm-referenced tests; in sum, preferred measures sample a broader range of behaviors and are more useful in designing effective educational interventions. School psychologists, however, still need more knowledge of curriculum-based measures and dynamic assessment procedures. Results also indicated that tests are selected on the basis of their effectiveness. The most common rationale for selecting a particular tool cited was the match between referral question and intervention. The role of the school psychologist consisted primarily of assessment for classification/placement decisions. School psychologists and teachers were found to have the highest levels of involvement in assessment, followed by parental participation. Implications of the survey are discussed in terms of improving preschool assessment practices, as well as with respect to training of school psychologists.

The peer related social behavior of children contains both verbal and motoric components. While previous research has described the verbal social behavior of typical preschoolers, few researchers have specifically examined the motoric components of the peer related social behavior of typical preschoolers, and even less information is available concerning the motoric components of the social behavior of preschool-aged children with autism. The present study measured peer related social behavior in children with autism and typical children at four years old and at five years old. Both verbal (e.g., suggesting a play theme, answering a request) and motoric (e.g., sharing a toy, playing at a similar activity) social behaviors were measured. Several population differences and developmental trends were found. Typical children spent more time than did children with autism in peer related social behavior in general, and in particular in verbal social behaviors. However, for both populations of children, motoric behaviors occurred in a majority of the social intervals. The text presents specific patterns of verbal and motoric social behavior in both populations. The present study highlights the importance of motor behaviors, such as playing near other children at a similar activity, in the social development and social competence of preschool-aged children. These behaviors, while not necessarily initiating interactions, may serve an important role in setting the stage for interactions to occur, and allowing interactions to continue past the first initiation-response exchange. Thus, these behaviors impact on children's social acceptance, social competence, and social development. Differences between the two populations, and their implications for intervention and future research are also discussed.

Literacy as a process has been the object of study in different languages. Research has also been devoted to literacy development in bilingual settings both in native and second languages. Early bilingualism, has also been studied. However, the research in the area of biliteracy development, is scarce. This is the case study of a bilingual kindergarten child's journey through a year as she tries to accomplish biliteracy although formal literacy instruction was not provided in both languages. The data was gathered through participant observation at home, where Spanish was spoken, and at school, where English was the language of instruction. Informal and formal interviews where also used. Reading Miscue Inventories in English and Spanish were administered twice in the study. Parallels were found between the child's biliteracy development and the studies on literacy with monolingual children implying that literacy as a process is the same across and among languages. Through the process of constructing and reconstructing, through experimentation, creating and confirming hypotheses we observed the child's movement from nonstandard to standard spellings along with the exploration of different genres, styles and uses of writing. The child's strategies developed parallel across both languages, however where the languages differed, the strategies differed too. The child used decoding as an initial Spanish reading strategy because of an early exposure to a phonics approach to English reading, which she transferred to Spanish reading. When the child was exposed to other English reading strategies, she began to use these for Spanish reading. Finally, this study suggested that research findings in the area of bilingual language acquisition are congruent with the study of biliteracy development. Features such as language differentiation, influence of the environment over the language choice, audience sensitivity and the transfer of strategies from one language to another, are present in this study. The use of different theoretical approaches to literacy instruction, along with the need for maintenance programs of bilingual education where holistic theories of literacy instruction are exercised are educational practices recommended by this study.

The present work is an attempt to combine two traditions of communication study: referential communication approach and sociolinguistic approach. The purpose was to examine how children ages 5 and 7 years learn to give instructions to each other in a peer collaborative problem solving situation. In an effort to identify interaction patterns and possible developmental progressions, various coding and categorization schemes were developed to analyze the processes of: negotiation of themes, establishing a common perspective toward the task, co-constructing messages and shared names. A comparison was made between the children's development of spatial terms for a stationary referent and a moving referent. The analysis shows that 7-year-olds shared themes more actively, using explicit means, compared to 5-year-olds. The older children's instructions were more informative and made in the task-appropriate referential perspective. For the purpose of establishing shared names, the older children engaged themselves in the naming process less often because they used names that can be more easily shared. The development of spatial terms for a moving referent seems to lag behind the development of those for a stationary referent. The children gradually learned, across ages and sessions, to participate to maximize the team effectiveness. Finally, dynamic changes in instructional messages were analyzed using a mode of graphic representation.