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This research project qualitatively explores how teachers address social-emotional learning and how educators understand and implement SEL and art therapy in early education. This research aimed to explore how art therapy theories can support teachers in their efforts to create socially and emotionally competent early education classrooms. Data collected included anonymous surveys from current kindergarten through third-grade teachers. Through data analysis, several findings suggest that art therapists, mental health practitioners, and teachers can benefit from collaboration in increasing access and training with SEL practices. These findings open new doors for further inquiry into art therapy and SEL.

This dissertation focuses on the midlife adjustment of individuals from a longitudinal study in its 5th decade of follow-up. The Abecedarian Project, a prospective randomized control trial (RCT), began in 1972 with the primary goal of preventing cognitive impairments and school failure in children born into impoverished families with multiple risk factors by randomly assigning 111 infants to either an early education (n = 57) or control group (n = 54). This dissertation reports midlife outcomes at ages 39 – 45 for 42 individuals who received the early education treatment and 36 who were controls. This dissertation focuses on two primary hypotheses within a twojournal manuscript format. The first primary hypothesis of this dissertation is that the Abecedarian early education intervention will increase the number of successful outcomes over the lifespan, showing the cumulative effect of positive experiences (Sameroff, 2009) and a sense of personal efficacy (Dweck, 2008; Seeman, 1959). The second primary hypothesis of this dissertation is that response contingent learning and being an active agent in early cognitive and social settings during the first five years of life will provide a strong foundation for future perceptions of control over important areas in one’s life (Furnham & Steele, 1993; Walden & Ramey, 1983; Wallston, Wallston, & DeVellis, 1978). The analysis of midlife indices of strength and risk reveal results favoring the treatment group compared to the controls on both the Midlife Strengths Index (F (1,76) = 15.85, p = .000) and the Midlife Risk Index (F (1,76 = 8.88, p = .004). Additionally, a significant interaction exists between group assignment and IQ at age 48 months for the Midlife Strengths Index (β = -.215, p < .05). Analyses of Locus of Control scales reveal that the control group reports “powerful others” have more influence on both their health behaviors (F (1, 76) = 3.962, p = .05) on the Multidimensional Health Locus of Control Scale and their economic behaviors (F (1, 76) = 5.146, p = .026) within the Economic Locus of Control Scale. Additionally, the control group reported more external economic locus of control than the treatment group with a marginal statistical significance (F (1, 76) = 3.359, p = .071). Results are consistent with the conclusion for children born into multi-risk, economically impoverished families there are lifelong benefits of receiving high-quality early care and education that extend into the midlife years. / Ph. D. / This dissertation focuses on the midlife adjustment of individuals from a longitudinal study in its 5th decade of follow-up. The Abecedarian Project, a randomized control trial (RCT), began in 1972 with the primary goal of preventing school failure in children born into impoverished families with multiple risk factors by randomly assigning 111 infants to either an early education (n = 57) or control group (n = 54). This dissertation reports midlife outcomes at ages 39 – 45 for 42 individuals who received the early education intervention treatment and 36 who were controls not receiving the early education intervention treatment. This dissertation focuses on two primary hypotheses within a two-journal manuscript format. The first primary hypothesis of this dissertation is that the Abecedarian early education intervention will increase the number of successful outcomes over a person’s life, showing the effect of positive life experiences and a sense of personal efficacy. The second primary hypothesis of this dissertation is that response-contingent learning and being active in early learning and social settings during the first five years of life will provide a strong foundation for future views of control over important areas in one’s life. The results found in this dissertation are consistent with the conclusion for children born into multi-risk, economically impoverished families there are lifelong benefits of receiving high-quality early care and education that extend into the midlife years.

Magistro baigiamajame darbe siekiama patyrinėti hiperaktyvumo reiškinį ikimokykliniame amžiuje ir darbo su minėtąjį sutrikimą turinčiais vaikais galimybes, remiantis aktualia teorine literatūra bei tyrimais valstybinėse Vilniaus miesto ikimokyklinio ugdymo įstaigose. Darbe pateikiamos įžvalgos bei rekomendacijos gali būti naudingos pedagogams praktikams, susiduriantiems su anksčiau pateiktąją problema kasdienio darbo metu. Tyrimo tikslas — sukurti ikimokyklinio amžiaus hiperaktyvių vaikų ugdymo modelį (laisvojo ugdymo paradigmos ribose) ir įvertinti jo taikymo galimybes pagal hiperaktyvių vaikų ugdymo situaciją ikimokyklinio ugdymo įstaigose. Iškelta hipotezė, kad metodinėse rekomendacijose pateikiamų ir valstybės numatomų ugdymo paslaugų teikimą hiperaktyviems ikimokyklinio amžiaus vaikams riboja konkrečių ikimokyklinio ugdymo įstaigų bendruomenės narių domėjimosi darbo su hiperaktyviais vaikais būdais stoka. Naudojami metodai yra literatūros šaltinių analizė, anketinė apklausa, pedagoginis stebėjimas, aplinkos stebėjimas, pokalbis su pedagogu, empiriniu tyrimu gautų duomenų statistinė analizė ir sintezė. Tyrimas atliktas 7 skirtingo amžiaus vaikų grupėse iš 6 Vilniaus ikimokyklinio ugdymo įstaigų: viso tyrime dalyvavo 25 pedagogai ir 102 vaikai, tarp kurių numanomai hiperaktyvūs — 9. Teigiama, kad aktyvumo ir dėmesio sutrikimas yra visuotinai pripažįstamas kaip realiai egzistuojantis neurobiologinis sutrikimas, kuris turi būti diagnozuojamas ir gydomas įvairiomis... [toliau žr. visą tekstą] / In final master thesis a research on the phenomena of hyperactivity in an early childhood and the possibilities of educational work with children having the above-mentioned disorder is made on the basis of topical theoretical literature and scientific inquiry, made in public early education institutions in city of Vilnius. Discoveries and recommendations given can be serviceable for practicing educators confronting with the above-mentioned problem at their daily work. The aim of the work is to create a model of early education of children having ADHD (within the purview of paradigm of liberal education) and to evaluate the possibilities of its application according to the situation of education of hyperactive children in the early education institutions. Hypothesis of the work: the delivery of the education services proposed by methodical recommendations and provided in national laws for hyperactive children of early age is limited due to a low interest of members of communities of concrete early education institutions in ways of educating hyperactive children. The methods used for the investigation are: analysis of theoretical literature, questionnaire, pedagogical observation, examination of the educational environment, conversation with an educator, statistical analysis and synthesis of the data provided by the empirical investigation. The investigation was carried out in 7 groups of children of various age in 6 early education institutions in city of Vilnius, including 25... [to full text]

Expectations in six areas of concern were explored by means of a questionnaire distributed to parents, staffs, and directors of three day care centers. These included physical setting, educational activities, social development, staff relationships with children, staff relationships with parents, and parent relationships with the center. Responses averaged over 50 per cent in each category of respondent. Analysis showed that although there were areas of almost total agreement, there were a number of statements that demonstrated a wide divergence in the expectations of the respondents. This study and the related literature indicate that there is cause for concern that children's needs for consistency in child-rearing practices are not always being met.

The study was an investigation of parental decision-making regarding preschool programs for their children. Data indicated that parents investigated a preschool program beyond a conversation with the preschool director and that non-educational aspects of preschool programs were important considerations in the selection of a preschool program by parents. Parents educational preferences tended to coincide with the educational programs of the preschools they selected, although parents indicated favorable opinions of more educational variables than any of the preschools surveyed offered. Levels of education attained by mothers appeared to have little effect on educational preferences, and parents whose first child was attending preschool had educational preferences similar to those of parents whose older children had attended preschool.

Neste estudo que compartilhamos com outros pesquisadores que reivindicam a urgência de uma educação, aos meios de comunicação e através da escola, sobretudo quando desenvolvida por meio de uma Pedagogia da Comunicação que, a partir de uma prática pedagógica mediadora e rica em comunicação escolar, seja potencializadora e possibilitadora de ações educativas dessa natureza. O contexto ao qual nos detemos é o da Educação Infantil. Isso se justifica por acreditarmos ser a infância o momento mais propício para que seja dado início a a educação para a mídia. Partindo dessas afirmações, a presente pesquisa tem por objetivo delinear saberes que possibilitem, aos professores da Educação Infantil, a construção de um conhecimento pedagógico (teórico-metodológico) que lhes ofereça mecanismos para promoção de uma educação com, para e através de mídias já nessa modalidade de ensino, com as crianças pequenas. A natureza da pesquisa foi conduzida por uma pesquisa-intervenção, na modalidade pesquisa-ensino, com a qual buscamos, a princípio, identificar as concepções de infância dos sujeitos (professores) e posteriormente as possíveis influências da televisão na educação das crianças; subsequentemente, nos empenhamos em identificar saberes teóricos e metodológicos que poderiam contribuir para a formação desses professores, no sentido de uma educação com, para e através de mídias, em um processo de formação continuada. Os resultados dessa investigação evidenciaram, no início da pesquisa, que os professores - sujeitos da investigação - tinham dificuldade de conceber as crianças como produtoras de cultura, como sujeitos sociais agentes, com direito a voz e a participação social; não cultivavam uma cultura de planejamento eficaz de sua ação docente; manifestavam dificuldade de estabelecer uma intenção pedagógica clara em suas práticas docentes; e apresentavam uma carência significativa de saberes docentes que viabilizassem uma educação com, para e através de mídias conforme esboçamos. Ao final do processo de intervenção, uma vez oferecida a formação continuada, os professores desenvolveram habilidades para compreender as múltiplas representações da realidade, editaram mídias; passaram a atentar mais para a importância de se ter uma intenção pedagógica clara em sua prática pedagógica com, para e através de mídias; passaram a planejar melhor e oferecer atividades educativas ricas em comunicação escolar e com a participação ativa dos alunos; e por fim, sentiam-se seguros para formar indivíduos mais participativos, críticos e com um olhar mais sensível e vivencial da sociedade tecnológico-midiática na qual estão inseridos. / In this study we share with other researchers who claim the urgency of an education, to media and through school, especially when developed through a Pedagogy of Communication, from a pedagogical practice mediator and rich in communication school, is potentiate and an enabler of educational activities of this nature. The context in which we stop is the Early Childhood Education. This is justified because we believe childhood is the best time to be initiated this media education. Based on these assumptions, this research aims to delineate knowledge which enable teachers of early childhood education, construction of a pedagogical knowledge (theoretical and methodological) that provides them with mechanisms to promote an education for and through media that have type of education, with small children. The nature of the study was conducted by a research intervention, the research-teaching mode, with which we look, at first, identify the concepts of childhood subjects (teachers) and subsequently the possible influences of television in education of children, in a second, we strive to identify theoretical and methodological knowledge that could contribute to the training of these teachers, to an education, to and through media, in a process of continuous formation. The results of this investigation showed at the beginning of the research, teachers - research subjects - had difficulty conceiving children as producers of culture, as social agents, with voice and social participation, not cultivated a culture of effective planning of their teaching, demonstrating the difficulty of establishing a pedagogical intention clear in their teaching practices, and had a significant lack of teacher knowledge that ensure an education for and through the media as outlined. At the end of the intervention process, continuing education offered, teachers had developed skills to understand the multiple representations of reality, they edited media, began to attend more to the importance of having a pedagogical intention clear in their teaching practice, to and through media, began to plan better and offer richer educational activities in school and communication with the active participation of students, and finally felt safe to make subjects more participative, critical and a more sensitive and experiential society technology-media in which they belong.

Neste estudo que compartilhamos com outros pesquisadores que reivindicam a urgência de uma educação, aos meios de comunicação e através da escola, sobretudo quando desenvolvida por meio de uma Pedagogia da Comunicação que, a partir de uma prática pedagógica mediadora e rica em comunicação escolar, seja potencializadora e possibilitadora de ações educativas dessa natureza. O contexto ao qual nos detemos é o da Educação Infantil. Isso se justifica por acreditarmos ser a infância o momento mais propício para que seja dado início a a educação para a mídia. Partindo dessas afirmações, a presente pesquisa tem por objetivo delinear saberes que possibilitem, aos professores da Educação Infantil, a construção de um conhecimento pedagógico (teórico-metodológico) que lhes ofereça mecanismos para promoção de uma educação com, para e através de mídias já nessa modalidade de ensino, com as crianças pequenas. A natureza da pesquisa foi conduzida por uma pesquisa-intervenção, na modalidade pesquisa-ensino, com a qual buscamos, a princípio, identificar as concepções de infância dos sujeitos (professores) e posteriormente as possíveis influências da televisão na educação das crianças; subsequentemente, nos empenhamos em identificar saberes teóricos e metodológicos que poderiam contribuir para a formação desses professores, no sentido de uma educação com, para e através de mídias, em um processo de formação continuada. Os resultados dessa investigação evidenciaram, no início da pesquisa, que os professores - sujeitos da investigação - tinham dificuldade de conceber as crianças como produtoras de cultura, como sujeitos sociais agentes, com direito a voz e a participação social; não cultivavam uma cultura de planejamento eficaz de sua ação docente; manifestavam dificuldade de estabelecer uma intenção pedagógica clara em suas práticas docentes; e apresentavam uma carência significativa de saberes docentes que viabilizassem uma educação com, para e através de mídias conforme esboçamos. Ao final do processo de intervenção, uma vez oferecida a formação continuada, os professores desenvolveram habilidades para compreender as múltiplas representações da realidade, editaram mídias; passaram a atentar mais para a importância de se ter uma intenção pedagógica clara em sua prática pedagógica com, para e através de mídias; passaram a planejar melhor e oferecer atividades educativas ricas em comunicação escolar e com a participação ativa dos alunos; e por fim, sentiam-se seguros para formar indivíduos mais participativos, críticos e com um olhar mais sensível e vivencial da sociedade tecnológico-midiática na qual estão inseridos. / In this study we share with other researchers who claim the urgency of an education, to media and through school, especially when developed through a Pedagogy of Communication, from a pedagogical practice mediator and rich in communication school, is potentiate and an enabler of educational activities of this nature. The context in which we stop is the Early Childhood Education. This is justified because we believe childhood is the best time to be initiated this media education. Based on these assumptions, this research aims to delineate knowledge which enable teachers of early childhood education, construction of a pedagogical knowledge (theoretical and methodological) that provides them with mechanisms to promote an education for and through media that have type of education, with small children. The nature of the study was conducted by a research intervention, the research-teaching mode, with which we look, at first, identify the concepts of childhood subjects (teachers) and subsequently the possible influences of television in education of children, in a second, we strive to identify theoretical and methodological knowledge that could contribute to the training of these teachers, to an education, to and through media, in a process of continuous formation. The results of this investigation showed at the beginning of the research, teachers - research subjects - had difficulty conceiving children as producers of culture, as social agents, with voice and social participation, not cultivated a culture of effective planning of their teaching, demonstrating the difficulty of establishing a pedagogical intention clear in their teaching practices, and had a significant lack of teacher knowledge that ensure an education for and through the media as outlined. At the end of the intervention process, continuing education offered, teachers had developed skills to understand the multiple representations of reality, they edited media, began to attend more to the importance of having a pedagogical intention clear in their teaching practice, to and through media, began to plan better and offer richer educational activities in school and communication with the active participation of students, and finally felt safe to make subjects more participative, critical and a more sensitive and experiential society technology-media in which they belong.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf [149]-156). Also available in print.