Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ph. D.)--Michigan State University. Dept. of Education Policy, 2008. / Dissertation committee: Gary Sykes, Barbara Schneider, Peter Youngs, Sandra Schneider, and Larry Schweinhart--From acknowledgments. Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 151-158). Also issued in print.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Judith Niemeyer; submitted to the Dept. of Specialized Education Services. Title from PDF t.p. (viewed Jun. 7, 2010). Includes bibliographical references (p. 202-213).

Parents and Children Making Connections – Highlighting Attention (PCMC-A) is a dual-generation intervention program for families from lower socioeconomic status backgrounds that includes parenting training for parents and attention training for preschool-aged children. PCMC-A has been shown to impact brain function for selective attention in children, the ability to enhance relevant information and suppress competing, distracting information. With the goal of increasing our understanding of how PCMC-A operates to promote gains in child brain function for selective attention, the main objective of this dissertation was to test intervention-related changes in supportive parenting behaviors as an explanatory mechanism for the effect of PCMC-A on neural indices of selective attention. To better understand the profile of those who benefit from PCMC-A to different extents, we also examined moderators of the effect of PCMC-A on supportive parenting and on child brain function for selective attention. These questions were examined as part of the randomized controlled trial to evaluate the impact of PCMC-A on Head Start preschoolers and their parents, employing a multi-method approach. We found that participation in PCMC-A led to increases in specific aspects of supportive parenting behaviors coded from observed parent-child interactions, which were moderated by child and mother characteristics at the pre-assessment, including mother reports of child behavior problems, child age, and maternal interactive language use. We also replicated with a larger sample an effect of PCMC-A on child selective attention measured using the event-related potential technique, which was moderated by mother reports of child social skills at the pre-assessment. Even though we documented changes in both of these outcomes as a function of PCMC-A, we did not find evidence that changes in supportive parenting explained gains in child selective attention, suggesting that other explanatory mechanisms may be at play. Together, the findings of the present dissertation characterize the effect of PCMC-A on supportive parenting behaviors and child selective attention, begin to paint a picture of the families who benefit most and least from this intervention, and contribute to our understanding of the mechanisms through which PCMC-A impacts child brain function for selective attention. This dissertation includes unpublished co-authored material.

M.Ed. (Adult Education) / To address the need for early childhood education in a small rural settlement in Gauteng, South Africa, a crèche was established by external development agents with corporate donor funding. Three untrained mothers from the community volunteered as lay practitioners at the crèche. An organic process of training of these teachers and of developing a curriculum ensued. From the challenges presented by and the tensions arising from this initial process the following research questions emerged: What is the process of developing an (organic) ECD curriculum with practitioner training in a rural community? and; What are the emerging tensions in such a process and how are they managed in Participatory Action Research (PAR) mode? A review of literature included aspects of early childhood education in South Africa and elsewhere and explored issues of community development, ECD and teacher development as well. Several examples of early childhood curriculum approaches from abroad and from Africa were compared and investigated for their possible relevance to the context of rural South Africa. The study was designed as a case and, because the situation at the site involved several stakeholders such as parents, development practitioners and the community committee, involved in a rural community development project, it predisposed the investigation to PAR as research design. Participation and collaboration between the researcher and all stakeholders through recurring cycles of planning, action and reflection distinguish the process of data collection of this inquiry. The perceptions and voices of the members of the community and the teachers form an integral part of this process. In-depth interviews with teachers, parents and the community leader; participant observation by the co-researcher, and documents and artefact collection were used as data collecting strategies. An inductive process of content analysis was employed during which the different data sets were first coded separately where after provisional categories were induced from the codes. The categories for the different data sets were then integrated and refined to themes. From these themes a pattern was identified from which the main findings of the inquiry were drawn. During the actual data collection process the researcher collaborated with a co-researcher who was also the teacher trainer. This collaboration served to address possible obstacles such as a language barrier and the challenges presented by the researcher‟s position as development practitioner. The participatory nature of this inquiry is further reiterated by the data sources that were selected. These include perceptions of different role players in the intervention, such as the teachers, parents, teacher-trainer, the development practitioners and community leader were elicited by means of some existing and some purposefully designed data sources. Because it was one of the main units of analysis for this study, the experiences of the teachers were explored in-depth over time and by means of data from several different data sources. Data from different sources were also integrated and the articulation of these different sources contributed to the validity of the study.

Literacy is a fundamental to all areas of learning. Early reading experiences prior to elementary school and kindergarten years are critical factors for later reading success. This study evaluated the effect Direct Instruction® reading procedures vs. Scholastic Early Childhood Program® reading procedures on the production of letter names, letter sounds, CV and CVC blends by preschool-aged students in a Head Start program. Results showed the intervention group improved in all areas, while the control group improved only in letter naming and letter sounds. This study discusses reading as a behavioral cusp as well as limitations, and recommendations for future research.

This study evaluated a novel perinatal health education program, entitled Preparing for Caring, teaching infant touch and handling skills for those who care for babies. Sensitive, attuned, and responsive interactions between caregivers and infants are crucial for the healthy development of foundational brain architecture. Research has confirmed that evidence-based perinatal health programs have the potential to increase the caregiver’s satisfaction and self-efficacy, to reduce anxiety about caring for a newborn, to increase the caregiver’s capacity to form an attachment bond with the infant, and to promote the infant’s health and development. The present study built upon evidence that nurturing touch is positively associated with brain development which positively impacts behavior, cognition, and the health trajectories of children from low-income urban and minority families who are more likely to experience disparities in lifespan health, including increased infant and maternal mortality. Caring and stimulus-rich environments, especially those promoted in intergenerational programs such as Early Head Start, offer “the most compelling evidence” for producing positive changes in both parents and children. The current study, providing perinatal parenting education within an urban Early Head Start (EHS) setting, was hypothesized to effect changes in parents that will positively influence their parenting skills during a critical period of neural and emotional growth and thereby positively influence their children’s development. Mixed-methods data were collected from EHS early childcare educators, parents and community caregivers, administrators, and the program developers. Analyses evaluated program fidelity, specifically in its translation to a new population and setting; identified barriers to and facilitators of implementation of the program; identified which program components were most likely to be accepted and incorporated into daily use by participants; and conducted and shared the results of a pilot study on what an impact evaluation of what participating in this program might look like for key outcomes (including caregiver self-efficacy and maternal self-esteem).

The Reggio Emilia Approach (REA) and Head Start (HS) value high-quality early education, support for families, and community partnerships according to the literature. Exploring principles of REA in relation to the HS program model may reveal alignment that will inform high-quality developmentally appropriate practices that are meaningful and enhance learning outcomes. This multiple case study explores the REA in alignment within three Head Start programs in New Mexico, Massachusetts, and Tennessee. Participant groups include one education director, one education leader, and four teachers in each of the three locations. In New Mexico, the HS program was located on a Native American pueblo. In Massachusetts the HS program was located in a diverse urban community, and the HS program in Tennessee was located in rural east Tennessee. Data to demonstrate participant’s alignment with nine REA principles include a survey, an interview, and observations without children present at each location. All participants responded with some alignment to the REA principles, yet lack of clear understanding was found among a majority of participants. Classroom observations revealed stronger alignment with REA principles in New Mexico. An interesting finding was that across cases there was one teacher who had more experience with including Reggio-inspired principles in her teaching practices. Teachers were interested in professional development beyond HS mandates. A small ungeneralizable sample is a limitation, which suggests future research using the survey and development of the 3 observation tool with a larger sample. Implications suggest future professional development introducing the REA may inform teaching practices in Head Start programs.

The purpose of this experimental study was to conduct and evaluate a teaching method for improving verbal expression performance of Head Start children. The teaching method of language stimulation given the experimental subjects was based on story reading and retelling with active participation by the children in daily small group tutoring sessions, for seven weeks. An academic program given the control subjects included specific vocabulary and sequencing training. Verbal expression was measured by an analysis of stories told by each subject before and after tutoring, in response to sequence pictures and standup figures. Measures of vocabulary, sentence structure and evidence of sequence were used in the analysis. The experimental language tutored group gained significantly from pre- to posttest in 11 Of 20 verbal expression criteria. Although a comparison of group means showed the experimental group's performance to have exceeded that of the control group in 15 criteria, only one vocabulary score was significantly greater for the experimental subjects. It was concluded that verbal expression skills can be accelerated through training. The teaching method based on story reading was recommended for use by Odgen Head Start teachers as one method of improving verbal expression.

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