8082 Assignment 1 Mod 2

Posted by   Maggie Mendoza  at Thursday, December 9, 2021 6:53:46 PM

The study topic is “Early Childhood Teacher Perspectives Regarding Preparedness to Teach Children Experiencing Trauma” (Lombardi, 2019).                                                   

The problem studied in this research is that many young children have witnessed and/or have experienced trauma before entering early childhood programs.

The purpose of the study was to explore how teachers’ perspectives about teacher preparation experiences influenced their teaching strategies and in creating supportive environments for preschool children who have experienced trauma.

The author collected qualitative data from preschool teachers through interviews and analyzed the data by finding patterns and themes. The author examined the similarities and differences the teacher preparation experiences and the links between teacher preparation and self-efficacy.

The study was restricted to 10 preschool teachers from a southern state who had at least one year of experience with teaching children who experienced trauma.

The methodology the author used in the study was purposeful sampling. Purposeful sampling in qualitative research allowed the author to choose individuals to participate in the study for specific reasons that resulted from central concepts and contours of the research questions (Lombardi, 2019).

The author concluded that the results of the study filled a gap in the literature. There was prior research about trauma and research about teacher preparation, but a lack of research specifically focusing on how teachers’ perspectives about their teacher preparation experiences influenced their teaching practices and informed a high quality early learning environment to support children who have experienced trauma.

The author used the following resources in their study:

The author’s conceptual framework of reference is based on Bandura’s Theory of Self-Efficacy and his further research around efficacy and mastery of experiences. Bandura (2001) states that teachers with high self-efficacy interpret these conditions as opportunities for learning and to develop new ways to overcome difficulties.

Brunzell et al., (2016) developed a strengths-based trauma-informed positive education approach that proposed three domains of supports for students affected by trauma: repairing regulatory abilities, repairing disrupted attachment, and increasing psychological resources.

In reflecting on the whole-child, it is important to focus on the developmental needs of children who have experienced early childhood trauma. Cassiers et al. (2018) stated the exposure to trauma has been observed to not only influence brain structure and operation at the cellular level and in turn negatively effects learning processes but also proposed that brain functioning changes following exposure to trauma during childhood often lead to psychological issues and physical and mental health issues in maturity. This research is very relevant to the study and the developmental needs and abilities of young children.

The dissertation reflects developmentally appropriate practice by making the connections to a child’s social emotional well-being and development. According to the National Association of Education for Young Children, it states that educators are prepared to recognize signs of stress and trauma in young children and seek access to early childhood mental health experts, supports, and resources to provide healing-centered approaches to assist children (National Association of Education for Young Children, 2020). Educators implement practices that support trauma informed care by maintaining consistent routines, nurturing relationships, and establishing safe and healthy environments for all children.

The research conducted informs my practice as I support the educators in our region who serve over 3,000 migrant students and their families. Our highly mobile populations experience ACEs, which have a tremendous impact on their child’s academic and non-academic needs. When children’s basic and psychological needs are not being met, children feel unsafe and are not ready to learn. Trauma informed practices that consider child development and learning--provide children with safe, welcoming and developmentally appropriate learning environments.

References

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26. doi:1146/annurev.psych.52.1.1

Brunzell T., Waters L., & Stokes, H. (2016). Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20, 63—83. Doi: 10.1007/s40688-015-00770x

Cassiers, L., Sabbe, B., Schmaal, L., Veltman, D., Penninx, B., & Van Den Eade, F. (2018). Structural and functional brain abnormalities associated with exposure to different childhood trauma subtypes: A systematic review of neuroimaging findings. Frontiers in Psychiatry, 9(329). doi:10.3389/fpsyt.2018.00329

Lombardi, C. (2020). Early childhood teacher perspectives regarding preparedness to teach children experiencing trauma. (Doctoral dissertation, Walden University).

Posted by   Chukwunonyelum Eneje  at Thursday, December 9, 2021 12:15:35 PM

 Blog: Fostering Classroom Communities

The title of the dissertation

The study topic is “ Effects of Early Childhood Education on Kindergarten Readiness Scores” (Modeste, 2016).                                                   

The early childhood problem researched in the dissertation along with a brief explanation of the study- study purpose, populations, methodology, conclusions, data sources.

The problem in the early childhood studied in the study is that kindergarten teachers are finding that learners in kindergarten are unprepared with the social and academic foundation required to be successful learners and therefore not motivated to learn in their classroom communities.

The purpose of the study was to decide whether a correlation exists between the quality of an early childhood education program and the level of kindergarten readiness of students in Central Florida. Also, the study was done to increase awareness of the importance of offering quality early childhood education to ensure educational and social accomplishment for young learners locally and nationally. The author stated that there is a local need for an increase in the availability of preschool programs that has high-quality, especially in economically challenged communities. Many of the communities in this district need both an increase in preschool attendance and high-quality preschool programs to better prepare the children for kindergarten.

The author collected data from the local early learning coalition that consisted originally of seventy-seven early childhood education centers in a local Central Florida district that was assessed using the Early Childhood Environment Rating Scale (ECERS). These centers were found in communities of different socioeconomically levels and comprised of public, faith-based and private establishments.

The population that used by the author in the study was that a sample size of fifty-five centers was used, which was 71.43% of the total population of centers. Each of them had about twelve students in its program, which meant about six hundred and seventy-two students FLKRS (Florida Kindergarten Readiness Screener) scores were used in the study.

The methodology that used by the author in the study was correlational method that was used to decide whether there was any correlation between the quality of the early childhood education programs and the kindergarten preparedness scores of learners in a local Central Florida district.

In the conclusions, the author stated that the study was able to offer proof that the quality of the early childhood education center effected how academically ready learners are when entering kindergarten and the importance of providing quality education for the students and its influence on their educational readiness was discovered.

3 resources used by the author, and why each was relevant to the study

The three resources the author used in the study are 1. “The article by Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes”. The reason this article was important in the study was that learning is affected by social interaction it is proven where it stated that when children are in a warm and supportive setting, they increase in their social interaction abilities, and how the environment, culture, and language are connected to their development and its impact on the social and educational development of young children (Vygotsky, 1978).

2. The article written by Howe et al. (2012). The reason this article was important in the study was it rationalized the quality of learning environment, educators and curriculum, and that is why it considered them as salient factors that prepare the learners for educational success in the program (Howe et al., 2012)

3. “The article written by cost, quality, and child outcomes study team” (1995). The reason this article was important in the study because it indicated that when educators provide quality childcare environment, the children’s cognitive developmental outcomes are positive, and improves their social and academic development while when educators provide a poor quality environment for the children, it results to negative cognitive results (Cost, Q. Child Outcomes Study Team, 1995).

How this study reflects developmentally appropriate practice related to meaningful learning in supportive environments for young children.

How this dissertation reveals developmentally appropriate practice connected to significant learning in supportive settings for young children are that it highlighted the benefits that children that learn in a supportive environment could get and what those in non-supportive environment could miss. This was underpinned where it stated that children gain from an organized environment accompanied with quality early childhood education plans. Also, that parents, establishments, society and early childhood educators should become more aware of the impact of the learning environment has on the children’s skills. And effective early childhood education programs should create a setting that is focused on developmentally appropriate verbal, interaction, academic and other skills for young children. According to National Association of Education for Young Children, it stated that the primary responsibility of every early childhood professional is to plan and apply intentional, developmentally appropriate learning experiences that support the development domains and general competencies of each child they work with (National Association of Education for Young Children, 2020a).

How the information gleaned from this dissertation may further your work related to fostering supportive learning environments through positive classroom cultures and classroom communities for young children and families

The information that I learned from this study that may further my work connected to promoting supportive learning settings through positive classroom cultures and classroom communities for young children and families are that the quality of the classroom environment and the educator play a significant part in the educational success and development of young children skills.

                                                            References

Cost, Q. Child Outcomes Study Team. (1995). Cost, quality, and child outcomes in child care centers public report, 116-135.

Howe, N., Jacobs, E., Vukelich, G. & Recchia, H. (2012). In-service professional development and constructivist curriculum: Effects on quality of childcare, teacher beliefs, and interactions. Alberta Journal of Educational Research , 57 (4), 353-378.

Modeste, J. M. (2016). Effects of early childhood on kindergarten readiness Scores. (Doctoral dissertation, Walden University).

National Association for the Education of Young Children. (2020a). Creating a caring, equitable community of learners. In, Developmentally appropriate Practice: A position statement of the National Association for the Education of YoungChildren. (pp.15-17).https://www.naeyc.org/resources/position-statements/dap/creating-community

 Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes.

Posted by   Katheryn Gonzales  at Sunday, December 5, 2021 4:21:33 PM

Blog: Fostering Classroom Communities

One of the first environments a child steps into outside their home is a classroom. As a result, a classroom needs to be a positive learning environment for all children. The National Association for the Education of Young Children (2020a) considers a positive learning environment a developmentally appropriate practice (DAP). A Classroom is an equitable place where all children are welcome in the community.

Brannock's (2019) study Creating Positive Opportunities in the classroom is aimed to align intelligence and wellbeing to create a positive learning experience. Brannock (2019) took an action research approach using a mixed-method research design using primarily qualitative data combined with quantitative data. Brannock (2019) used semi-structured observation, a checklist, reflective journals, questionaries, and interviews. The study was conducted in a primary school's Delivering Equality of Opportunity in Schools (DEIS 1). The school was comprised of 228 children, with the research group being made up of five boys and nine girls. The data sources were used in combination to analyze the benefits of growth mindset strategies, benefits of mindfulness and yoga, the sense of overall achievement and happiness of the participants. The study's conclusion found that implementing mindfulness strategies in the classroom does not interfere with academic time but instead enhances academics as students' wellbeings are enhanced.

For this case study, Brannock (2019) used Carol Dweck's (2016, as cited in Brannock, 2019) resources to research the importance of a growth mindset in students. In Brannock's (2019) research of Dweck, she found two types of mindset: a growth mindset and a fixed mindset. A fixed mindset believes that an individual is born with specific capabilities and intelligence. People with these mindsets usually do not like to take on challenges. A growth mindset believes that one can grow and change through perseverance. People with a growth mindset find happiness in improvement, not necessarily meeting every goal. Brannock (2019) also used research by Fitzgerald & Dooley (2012, as cited by Brannock, 2019) to explore emotional wellbeing research. Emotional wellbeing has many meanings and cannot be defined in one specific term. However, Brannock (2019) found that the connection between emotional wellbeing and education is essential. Socio-emotional wellbeing and teacher relationship is important factor to student success. Another resource Brannock used to discuss the meaning of happiness is the work completed by Noddings (2003, as cited by Brannock, 2019). Noddings (2003, as cited by Brannock, 2019) found that happiness is one of a child's first emotions. Noddings (2003, as cited by Brannock, 2019) found a correlation between happiness and improved health, better relationships, and productive work.

This dissertation reflects DAP related to a meaningful and supportive learning environment for young students because it focuses on the emotional wellbeing of children. A happy child is a child that can learn and grow. A positive classroom environment using emotional wellbeing and growth mindset is DAP, according to NAEYC (2020a), as it encourages children to build relationships with their teachers and each other. Emotional wellbeing using mindfulness mantras and yoga are also DAP.  According to NAEYC (2020a), "Every effort is made to help each and every member of the community feel psychologically safe and able to focus on being and learning" (para. 7). A classroom that focuses on using a growth mindset and mindfulness is a climate that fosters growth and achievement.

As a result of reading this dissertation, I am convinced that children are better off learning in an environment that encourages emotional wellbeing, mindfulness, and having a growth mindset. I plan to use the information from this dissertation in my classroom, beginning with introducing lessons on growth mindset to my students. I would also like to encourage my students' parents to remind them to practice perseverance and celebrate the progress and not only the product. Another way that I plan to use the information gleaned from this dissertation is to practice emotional mindfulness. I plan to introduce yoga and mindfulness into my class morning meeting. We will use mantras that encourage students and breathing exercises to help calm down the mind and body to prepare to learn.

References

Brannock, L. (2019). Creating positive opportunities in the Classroom (Order No. 28305428).

Available from ProQuest Dissertations & Theses Global. (2481868700). Retrieved from https://www.proquest.com/dissertations-theses/creating-positive-opportunities-classroom/docview/2481868700/se-2?accountid=14872

National Association for the Education of Young Children. (2020a). Creating a caring, equitable

community of learners. In, Developmentally appropriate practice: A position statement of the National Association for the Education of Young Children (pp. 15-17). https://www.naeyc.org/resources/position-statements/dap/creating-community