The evidence supporting the common instructional method of daily calendar group time to teach math skills to prekindergarten children has been inconclusive. The purpose of this study was to examine the effect of exposure to daily calendar group time on prekindergarten children's math score gains in a private early-childhood program located in the suburban Southeast. Vygotsky's sociocultural theory guided this quantitative, causal comparative design wherein archival data from 104 prekindergarten students' pre- and posttest numeracy skill scores on the Young Children's Achievement Test were analyzed. Data from 6 classrooms over 2 school years were compared using multiple linear regression. Four classrooms offered daily calendar group time (n = 72), and the other 2 did not (n = 32). Results from multiple linear regression analyses showed that when pretest scores, English language learner status, and socioeconomic status were controlled for, posttest scores of prekindergarten students who were instructed using the calendar were not significantly different from posttest scores of students with no calendar exposure. The results from this study can be used by prekindergarten administrators and teachers to inform classroom math instructional practices. This study contributes to social change by demonstrating that the instructional practice of prekindergarten daily calendar group time does not assist young children in attaining additional math skills prior to kindergarten entry; other methods of instruction may be more effective.

According to the National Institute of Child Health and Human Development, an estimated 75% of students who are poor readers in 3rd grade continue to be poor readers in 9th grade. Although much research has been conducted on this topic, engaging and successful reading programs that put theory into practice are scarce. Reader's theater is a strategy students use to collaborate, rehearse, and critique one another while the teacher offers support and modeling. The research questions addressed the effectiveness of using Reader's Theater to improve scores in reading fluency and comprehension. LaBerge and Samuels' automaticity theory was used as the theoretical foundation for the study. A quasi-experimental control group design was used with a convenience sample of 50 students from 2 fifth-grade classrooms. Preexisting pre- and posttest scores of fluency and comprehension were analyzed using a t test. The results showed no significant differences among groups in their gain scores; however, in regards to comprehension, there was 0.40 point gain among students with disabilities. Findings were presented to stakeholders through a program evaluation report, which recommended the continuation of Reader's Theater during the 2015-2016 school year. While findings were not significant, they do support social change by giving teachers a valid reason to engage readers in meaningful, repeated readings that can increase reading comprehension and enable both struggling and thriving students to better comprehend text and become higher achieving readers.

Students in Pennsylvania are falling behind in reading proficiency. Early literacy skills are the foundation for future reading success and students who have not learned to read proficiently by the end of 3rd grade have an increased chance of failing to achieve academic success. The purpose of this quantitative correlational study was to investigate the relationship between preschool teachers' perceived self-efficacy for literacy instruction and preschool literacy assessment scores of students at local private preschool classrooms. The research question focused on the relationship between preschool teacher self-efficacy for literacy instruction and student literacy achievement. Bandura's self-efficacy theory served as the theoretical foundation of the study. Preschool teachers' (n = 31) perceived levels of self-efficacy for early literacy instruction was measured using the Komlodi Assessment for Self-efficacy (KASE) survey. A Pearson correlation analysis of the KASE survey data along with preschool student literacy assessment scores from the Teaching Strategies GOLD preschool assessment was completed to determine whether a relationship exists. The results, however, revealed no significant correlation between teacher self-efficacy and student literacy achievement. The findings suggested that the preschool teachers perceived themselves as effective in both literacy instruction and knowledge of literacy concepts, but less efficacious in their ability to diagnose and provide successful interventions to students struggling with literacy. Recommendations include offering professional development opportunities to strengthen the skills where preschool teachers feel less effective. A focus on professional development and support for teachers may promote social change as students achieve higher early literacy proficiency and become successful members of society.

The problem that precipitated this study was the marked differences among early childhood education leaders in the quality of leadership for private early childhood entities as indicated by a voluntary quality rating improvement system in a Midwestern state. The scholarly literature lacks studies on characteristics of high-€quality leadership in early childhood education. The purpose of this qualitative descriptive case study was to explore characteristics of quality early childhood leadership based on examination of successful early childhood programs using leadership trait theory as a conceptual framework. Research questions were designed to examine characteristics of successful early childhood leaders based on the components of trait theory as reported by leaders themselves and as perceived by teachers working with them and parents whose children attend their programs. Data were collected from interviews and questionnaires. The sample included 12 high-€quality leaders who participated in the state quality rating system and had at least 5 years of leadership experience. From each school represented by the leaders, 5 teachers with 2 years of teaching experience and 3 parents with a child enrolled in the early childhood program for a minimum of 6 months participated in the study. Data were thematically coded, looking for themes, differences, and similarities. Common traits across all groups and data collection method were trustworthiness, self-€confidence, and dependability. Positive social change could come about through the encouragement of early childhood leaders who may be confident in awareness of the needs of children and families and dependable and trustworthy in providing an early learning program that may positively develop the emotional, physical, social, and academic needs of children.

Fifty percent of childcare employees leave their jobs by the close of their 5th year of experience. The purpose of this exploratory single case study was to explore what retention strategies some childcare center directors use to retain their employees in the Columbus, Ohio metropolitan area. The research population consisted of 5 childcare center directors who successfully implemented retention strategies in 5 different childcare centers. The conceptual framework for this study was the Herzberg, Mausner, and Snyderman motivation-hygiene theory. Data were collected via semistructured interviews with the directors and from centers-handbooks and strategic plans. Coding, word frequency, and thematic analysis were conducted, and member checking was employed to bolster the trustworthiness of interpretations. Three main themes emerged: the importance of employee compensation, communication and culture, and education and training to retain childcare center employees. Understanding the strategies to retain employees may help childcare center directors reduce the turnover and ensure stability for employees in that industry. The implications for positive social change include lower unemployment rates and a more stable childcare labor market.

There is a surprising dearth of research related to the phenomenon of self-injurious behavior/nonsuicidal self-injury (SIB/NSSI), such as cutting. Research conducted on SIB has revealed that this maladaptive behavior is more common among adolescents than other populations. The act of posting SIB on social media deserves research attention, as it seems to contradict what had previously been considered a very private behavior. The goal of this qualitative case study was to better understand why adolescents engage in SIB as well as investigate why they post these behaviors on social media. Merton's theory of social strain and anomie, which focuses on impulse control and management being dependent on having social order; Erikson's developmental stages, specifically Identity Versus Role Confusion; and Siegel's research with the adolescent brain were used for the study's theoretical framework. A qualitative observational case study of 30 YouTube videos was conducted to examine what individuals posted about their SIB, why individuals engaged in SIB, and why individuals posted their SIB on social media. Explanations for posting SIB on YouTube ranged from describing the actual objects used for self-harm to expressing shame for engaging in the behavior. The responses for engaging in SIB revealed that the need for self-expression was significant and that the behavior was a means for coping with mental illness or trauma, familial conflict, or some shame related to a failure to conform to social norms. The implications for positive social change include an increased awareness of this behavior for parents, teachers, medical personnel, and mental health providers to better inform treatment and interventions.

This research study addressed a gap in the literature about the professional characteristics, including license, degree earned, years of experience, and professional development hours, of teachers of prekindergarten students with disabilities (SWDs) in Florida. Using archival data gathered from the Florida Department of Education, this study examined whether statistically significant differences existed in the professional characteristics of prekindergarten (PK) disabilities teachers among school districts implementing prekindergarten inclusion, the education of prekindergarten SWDs in regular early childhood classrooms with their nondisabled peers, which improves the social, language, and cognitive skills of prekindergarten SWDs. In addition, this study analyzed whether there were statistically significant differences in the professional characteristics of PK disabilities teachers among different-sized school districts, as determined by student population, a metric associated with access to qualified teachers. Quantitative methods were used to analyze the variables. Statistically significant differences were found among the prekindergarten inclusion rate groups in the years of experience and professional development hours of PK disabilities teachers but not in the degree earned or license. In addition, statistically significant differences were found among the school district size groups in the years of experience, professional development hours, degree earned, and license of PK disabilities teachers. Information gathered and analyzed in this study may assist state-level administrators, institutes of higher education, and school districts to better understand the levels of education, training, and expertise of the current workforce of prekindergarten disabilities teachers and to tailor training and professional development to the individual needs of PK disabilities teachers in Florida.

Moral development in preschool is a component of social and emotional development, which also includes self-regulation, interpersonal skills, and school readiness. While service-learning has demonstrated significant benefits to the social-emotional development of older students, very little research has examined the effects of service-learning with young children. The purpose of this study was to create an academic curriculum that would provide preschool children (3 to 5 years old) with a developmentally-appropriate approach to service-learning, and determine if such a curriculum had a measurable effect on naturalistic empathy. Children in two classrooms received a preliminary empathy score based on number of empathetic behaviors relative to time observed. Children in the experimental classroom engaged in a series of lesson plans designed to guide their self-selected service-learning project. Participants in the experimental classroom created an intergenerational project that directly served the residents of a nursing home across the street from their school. A subsequent assessment of empathy measured moral development as a result of the service-learning in comparison to the normal growth and development observed in the control classroom. Results indicate if participation in service-learning increases the number of observed empathetic behaviors. Implications and recommendations for further research are also discussed.

Although play is a vital concept and a core element within early childhood development, it is quickly diminishing throughout our schools. It is critical to provide an awareness that play is important in the development of young children and allows . children the opportunity to grow socially, emotionally, physically and cognitively. This thesis provides some play strategies and implications for parents to ensure their children's optimal development.

The purpose of this study was to evaluate the effectiveness of current education materials on changing maternal smoking attitudes. Children are affected by prenatal exposure to tobacco smoke. Although there are educational efforts to discourage pregnant women from smoking, the practice continues in a significant number of pregnancies. New materials, based on current research, were also evaluated for effectiveness. The theoretical framework for this study was adult learning theory presented by Knowles which makes the assumption that an individual is shaped by environmental systems, that adult learning is affected by previous knowledge they bring to the learning and that adults must have a motive for change. The study sought to determine if mothers are presented with the latest research-based information about the effects of smoking upon their unborn child what extent will it change the attitude of smoking while pregnant. The research design was a quantitative, one-group pretest-posttest design. The target individuals, mothers of young children in a large preschool program, were surveyed with direct questions that yielded measurable data. The surveys were validated by three early childhood experts. The data obtained through the participant surveys were analyzed using a paired an analysis of variance, comparing pretest-posttest responses and demographic variables. The results of the study showed the affect education had on changing the attitudes and that demographic characteristics did not influence that change. Through educating mothers on the long-term negative outcomes of smoking during pregnancy, this study's impact has changed attitudes and understanding and thereby changes their behavior. The result of this research provided educational information that may change the attitude towards mothers smoking during pregnancy.