This dissertation investigated teacher perceptions about adaptive skill training within an early childhood comprehensive development classroom for students with intellectual disabilities. The purpose of this study was to gain a better understanding about adaptive skills from a teacher's perspective. The aims of the study were to help educators understand the role of comfort level, importance of adaptive skills, planning for adaptive skills, and connecting adaptive skills to an academic outcome. A quantitative, cross-sectional design was used, and an online survey was completed by 254 special education teachers. The participants that completed the survey were 93% female and on average had 14 years of teaching experience. The survey gathered teachers' opinions about adaptive skills. It was reported that teachers felt adaptive skills were important to teach in the classroom environment. The teachers also reported that toileting was the most important adaptive skill. The survey also found that teachers explicitly teach adaptive skills on a daily basis. The survey also revealed that instruction might improve if access to a structured curriculum was more readily available and age appropriate. It was reported that there were very limited opportunities for educators to attend professional development about adaptive skills. These findings communicated that adaptive skills seem to be important to educators, and the lack of availability for structured curriculums should be addressed to further meet the needs of students with intellectual disabilities.

This study investigated the use of spatial language by preschool teachers and children (ages 3-5 years) in 12 preschool classrooms to see if there are gender differences in the length and amount of spatial language used toward and by preschool boys versus preschool girls. Frequency counts and duration were analyzed using Mann-Whitney U tests and correlations. Mann-Whitney U tests showed that duration of the teachers’ use of spatial language towards preschool boys versus girls (p = .03) and preschool boys’ versus girls’ use of spatial language (p = .04) were statistically significant, p < .05. The frequency of spatial language was not statistically significant for either teachers or preschoolers. Correlation analyses revealed various statistically significant relationships among frequency and duration variables. The study of gender differences in spatial language should continue to investigate further what may be causing girls not to use spatial language for long period of times.

America has no majority race in the population of five-year-olds and younger (Wazwaz, 2015). Our society struggles to manage the changing face of America as seen in riots, protests, racially-motivated comments, and bullying to name a few examples. Students also face great difficulty reading and discerning what is factual and determining credible sources in the digital age. Critical literacy has the potential to teach students about their changing world, tolerance and acceptance of others, and how to read critically through literature with controversial topics. This explanatory sequential mixed-methods research examined 156 East Tennessee early childhood teachers’ (ECED) perceptions, knowledge, practices, and resources of critical literacy, differences between ECED majors and elementary education majors, and lower ECED (Pre-K-1) and higher ECED (2nd-3rd grade) teachers in their perceptions, knowledge, practices, and resources of critical literacy.. A four-point Likert scale survey was emailed to early childhood teachers in six upper East Tennessee school districts to collect quantitative data. Comparisons were made between the ECED and elementary education majors and the lower and higher ECED groups using MANOVAS, ANOVAS, and t tests. No statistically significant differences were found. The survey was followed by qualitative interviews with 5 volunteers from the quantitative study who answered specific protocol questions regarding critical literacy. Grounded theory also determined emergent themes of environment, parent support, ranking of topics, personal beliefs, and contradictions. This research found that although some teachers are unfamiliar with critical literacy, there is a desire to implement some of its practices. However, more book resources are needed as well as support from parents and administration. Teachers in this sample demonstrated that they are not comfortable with disrupting the commonplace thinking which includes topics such as same-sex relationships. Suggestions for future research, potential training, and professional development are included.

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.