ABSTRACT Service-learning is a pedagogy that challenges students to create important connections between curricular content and their community. Experts in the field of early childhood education enthusiastically support learning opportunities and activities that underscore meaningful student involvement; purposeful collaboration; experiential learning; and socially constructed knowledge. Although service-learning provides a means by which to address these constructivist goals, there exists little research on the practice with preschool aged children. This qualitative case study investigates the practice of service-learning in the preschool classroom, how it can be implemented, how young children respond to it, and whether or not it adequately addresses the learning and developmental needs of this age group. The study chronicles the story of nineteen Voluntary Pre-Kindergarten students and their teacher as they experienced the practice of service-learning for the first time. Data was collected and analyzed over a ten week period in the fall of 2011. The data suggests that service-learning provides a valuable means to address the learning and developmental needs of preschool aged children. Additionally, it was discovered that the children in this study received the greatest benefit from service activities that provided high levels of community involvement and a great deal of exposure to the physical aspects of the projects. Moreover, the data provided evidence to support the notion that preschool aged children require frequent and intentional scaffolding from more competent others in order to make meaningful connections between curricular goals and service projects. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2012. / June 29, 2012. / Preschool, Service-Learning / Includes bibliographical references. / Diana Rice, Professor Co-Directing Dissertation; Vickie Lake, Professor Co-Directing Dissertation; Robert A. Schwartz, University Representative; Ithel Jones, Committee Member; Angie Davis, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_182742 |
| Contributors | Adinolfi, Suzanne, 1964- (authoraut), Rice, Diana (professor co-directing dissertation), Lake, Vickie (professor co-directing dissertation), Schwartz, Robert A. (university representative), Jones, Ithel (committee member), Davis, Angie (committee member), School of Teacher Education (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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