Limited research has compared parents' perceptions of the benefits of the early intervention (EI) program across states. This study explored whether parents' perceptions of the EI program's benefits differed significantly based on two of the program's primary components: the lead agency's profile and the service delivery model. In addition, the researcher evaluated families' responses to individual items on the Family Outcome Survey-Revised (FOS-R) and provided insights into the findings. The researcher implemented a causal-comparative research design to compare parents' responses to Section B of the FOS-R. As a result of the purposive sampling technique, the researcher obtained data that had been collected by six states, and 3,945 cases were included in the final data set for analysis. The results indicated that, in general, parents have positive perceptions of the EI program's benefits. However, significant differences were detected in parents' responses across lead agencies, suggesting that lead agencies' governing departments influence parents' experiences with the program. Similarly, the comparisons drawn across service delivery models identified significant differences in parents' perceptions of the EI program's benefits. To create a system that provides similar benefits and opportunities for families across states, stakeholders and policymakers consider the results of this study to identify the factors that produce differences in parents' experiences from state to state.

The purpose of this study was to investigate empirically the relationship that exists between age at the time of entrance to kindergarten and academic achievement as reflected by standardized achievement scores administered in the fourth grade. The theoretical framework of this study is found in the field of child growth and development.;The sample included 200 students whose fifth birthdays occurred on or between January 1, 1975 and March 31, 1975 or on or between October 1, 1975 and December 31, 1975. They were selected from a suburban school system located in Central Virginia. The sex, race, birthdate, I.Q., socioeconomic level, and the SRA reading and math growth scale values of each sample member were collected.;Statistical tests of significance for the research hypotheses involved the use of analysis of covariance. The effect of age was determined by comparing the achievement scores of the two age groups. The covariate, intelligence, was used to control for initial inequalities. The hypotheses were tested for statistically significant (p < 0.05) relationships between (a) entrance age and reading achievement, and (b) entrance age and math achievement. (1) The hypothesis that the reading achievement scores of late school entrants would be significantly higher than the reading achievement scores of early school entrants was accepted. (2) The hypothesis that the math achievement scores of late school entrants would be significantly higher than the math achievement scores of early school entrants was accepted.;In conclusion, it appears that significant differences in academic achievement are likely to accrue as a result of age differentials at the time of entrance into kindergarten with an advantage for late beginning children. A move to delay the chronological age for school admission might improve readiness and subsequent academic achievement.

This study examined the theories of Maria Montessori and Jean Piaget in relation to their views of the importance of young children's activity. The purpose of the study was to demonstrate that there are significant differences between the two theories regarding this issue, and that these differences suggest important implications for early childhood education. It was concluded that Piaget's emphasis on self-regulated activity and transformations is significantly different from Montessori's emphasis on channeled activity and perceptual configurations. Relevant research was then reviewed in order to determine if these theoretical distinctions could be supported with empirical data. Support for these distinctions was found in the results of program evaluation studies, Piagetian training research and microanalytical studies of children's activity. Based upon the examination of the two theories and the review of relevant research, a number of implications for early childhood education were discussed. These implications included: the importance of differentiating among various conceptions of activity; the need for teachers of young children to take a descriptive rather than a prescriptive approach to children's activity; the importance of emphasizing part to whole relationships; the importance of understanding the distinction between figurative and operative activity; and the possibility the different types of activity produce different outcomes in terms of learning and behavior.

No description available.

No description available.

No description available.

No description available.

No description available.

This thesis introduces a novel application of the fusion between Differentiated Instruction (DI) and Social Emotional Learning (SEL) as a needed and reciprocal relationship in the early childhood classroom. DI is an approach to teaching that aims to tailor the teacher’s instruction to the individual needs of each child. Instruction, content, and students' expression of knowledge can each be differentiated. Differentiation itself is a vast topic that begs to be narrowed and balanced. Some teachers experience obstacles to differentiation or struggle to efficiently differentiate their classroom. In an attempt to solve this phenomenon, this thesis explored DI and specifically its pairing with SEL. SEL refers to any instruction that pertains to the child’s social development, emotional development, or the overlapping of the two domains, identity, sense of self, self-regulation, and self-control. This thesis examined how to fuse these two vital and valid approaches of the classroom in order to benefit and maximize our early childhood students’ potential. In order to provide important information on how to fuse DI and SEL for the benefit of their future students, this thesis provides a thorough review of related research. Further, this thesis aids the execution of differentiation in the early childhood classroom by fusing DI with SEL. Based on the needs identified by the research literature, this thesis synthesized information to create a website with Google Sites to share information and steps to preservice teachers on how to fuse DI and SEL. The website features a comprehensive classroom simulation based on the fusion of DI and SEL which takes the form of a digital escape room. Results emphasize how DI is enhanced through SEL materials and experiences, and how SEL can enhance ways to differentiate so as to boost student learning.

No description available.