544 research outputs found
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Influence of Family Style Meals on Self-Regulation in Preschool Children
Get PDFThis action research study looked at the connections between the frequency of family meal experiences and the self-regulatory capabilities of preschool aged children. Parents of 19 preschool children were surveyed to gain insight into the weekly frequency of family meals and discover how parents assessed their individual child’s capabilities. Within the preschool setting, children’s regulatory abilities were assessed through teacher evaluation of mealtime behavior. Both parents and teachers assessed four types of self-regulatory skills: individual table skills, interpersonal skills, health consciousness, and contributions to their family or school community. It was found that parents place high value on the communal family experiences that occur during family style meals in their homes and prioritize these opportunities for additional time. Children’s self-regulatory abilities both in school and home were not found to differ significantly based on the frequency of family meals experienced on a weekly basis
Exploring the Connection Between Physical Activity and On-Task Behavior of Kindergarten Students
Get PDFIncreased academic demands on kindergarten students require them to be on-task for longer periods of time. The purpose of this study was to examine the effect of increased physical activity breaks on kindergarten students’ on-task behavior during small group and independent center work. This mixed methods study employed an experimental design with an initial baseline phase followed by a physical activity treatment phase. Data was collected using a planned activity check observation method and observational field notes to compare on-task behavior during the two phases of the study. Data analysis indicated that physical activity breaks was associated with improved on-task behavior directly after the physical activity. When longer periods of time elapsed between the physical activity and data collection observation, on-task behavior showed no-change when compared to the baseline phase data. Results point to the benefits of physical activity breaks for promoting on-task behavior immediately after the break is given
Social Emotional Development and the use of the Pyramid Model in a Head Start Prek Collaboration Program
No full textThis research examines the implementation of the Pyramid Model for social emotional development (Center for Social Emotional Foundations and Early Learning, 2017) in a Head Start Prek collaboration program. CSEFEL (2013) indicates social emotional issues as a leading cause of preschool expulsion. Children were pre- and post- tested using two standardized measures of social-emotional development over the course of the year during which the Pyramid model was implemented. Overall, teachers noted improved social-emotional skills for both Head Start and non-Head Start groups. However, parents of Head Start students were more likely to report a decrease in social-emotional risks than non-Head Start parents. Study findings suggest that implementation of the model was more effective in improving social-emotional behavior, especially for group situations for at-risk students
School Health Education Advocacy and Support: Determining Strategies to Sustain a Comprehensive School Health Education Program
No full textAdvocating for school health education is essential for sustaining programs and addressing current challenges. The purpose of this study was to examine the effect of program advocacy as practiced by health teachers in their school and/or district. Using mixed methods, collected data included interviews with health teachers throughout Maine as well as survey data collected from site administrators of those teachers. Health teachers generally felt supported by administration. A recommendation for the future includes providing regional opportunities for teachers to network and share resources
Why We Don\u27t Wave
No full textKaia is a homeless single mother longing for a home and a name as she struggles to raise her young son. Scarlet is a stripper who is uncomfortably aware of the fact that without money you are unable to even be free. Desiree is trapped in an unhappy marriage that she tries to make the most of for her son\u27s sake. Felicity is a teacher who has her time off work taken up with visiting her mother with Alzheimer\u27s and is sent reeling by a shocking revelation. Four very different lives with their own sets of problems, as each woman tries to make a life for themselves while navigating their individual worlds. But when an unlikely set of circumstances arises and seems set to bring them together will they each be able to find their happy endings or will further tragedy tear them all apart?https://scholarworks.umf.maine.edu/student_books/1000/thumbnail.jp
Developing Risk Assessment Skills: The Role of Parental Attitudes and Nature Play
Get PDFThe current culture in the United States seeks to minimize the amount of risk that children are exposed to. However, the opportunity to take risks, try one’s strengths, and experience uncertainty and failure have been shown to increase resiliency, independence, and overall well-being (Little & Sweller, 2015). Young children need the opportunity to take physical risks in their play in order to develop these traits and their understanding of their environment and the natural world around them. This action research study sought to understand parental attitudes towards young children taking physical risks and how they impact children’s risk-taking behaviors and the development of their risk-assessment skills. Nine children were observed and their parents surveyed. A strong relationship was found between parental attitudes towards hypothetical risk-taking scenarios and children’s actual risk-taking behaviors during play. Parents who rated hypothetical scenarios as more risky tended to have children who exhibited risk-averse behaviors, while parents who ranked hypothetical scenarios as less risky tended to have children prone to taking risks
Barriers to Student Achievement
Get PDFThis mixed-methods study examined the impact of barriers on student achievement and how promising practices can overcome barriers and increase success. Results found that barriers impact success greatly, however, promising practices can help to overcome them. Significant findings included insights into the proficiency-based educational model, uncontrollable circumstances, and opportunities for students to provide evidence of learning in nontraditional ways. Recommendations consist of increasing paraprofessional training, bringing a bigger system of LCSW support, showing how to co-teach, and finding ways for inclusion to be solidly effective
Exploring the Relationship Between Preschool Teacher Perceptions of Positive Teacher-Child Relationships and Classroom Practice
Get PDFIn 2015, it was estimated that 4 million children entered kindergarten without the necessary skills to succeed (U.S Department of Education, 2015). This academic and social deficit places children at a disadvantage which can be avoided when children are exposed to supportive learning environments characterized by positive relationships (Curby, et.al, 2009). The CLASS observation (Pianta, La Paro, & Hambre, 2008) classifies best practices in teacher-child interactions which are placed in dimensions within three major domains. This research explores which dimensions teachers identify as important and the relationship with observed practices as identified by CLASS. 16 teachers ranked CLASS dimensions in order of importance followed by a CLASS observation and relationship between the two was examined. This study supports the idea that teachers do practice the aspects of teacher-child interactions that they consider important, however a larger population sample is required to further this belief
Is There a Relationship Between Home Literacy Environments and First Grade Reading Levels?
Get PDFThis study investigates the connection between home literacy environments and first grade children’s reading levels. The study used the Fountas and Pinnell’s (Heinemann, n.d.) Benchmark Assessment System 1 to assess the reading levels of thirteen first grade students. The Familia Inventory (Taylor, 1996/2000) parent survey was used to assess home learning environments. On average, children that read on or above grade level live in homes where there is more parental modeling of literacy behaviors. School and public libraries are also used more frequently in the homes of children reading on or above grade level
Understanding the Social and Emotional Student Needs at the Middle School Level: Perspectives of Middle School Classroom Teachers
No full textThis research explores the social-emotional needs of students at the middle school level. Furthermore, this paper explores what supports are available to address students’ needs at the middle school level. Literature reviews showed the effects of social and emotional competencies on academics, and suggested further research as to what the competency deficits are in any specific location. This research study explores the social-emotional needs and supports at the middle school level in RSU 9, with a focus on classroom teacher perspectives. This study aims to understand the needs, and determine the necessary supports to address these deficits