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How Educators Impact Children's Behavior by Utilizing Key Elements to Adapt Early Childhood Education Classroom Environments : = A Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How Educators Impact Children's Behavior by Utilizing Key Elements to Adapt Early Childhood Education Classroom Environments :/
其他題名:	A Case Study.
作者:	Johnson, Ceren.
面頁冊數:	1 online resource (173 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-10, Section: B.
Contained By:	Dissertations Abstracts International84-10B.
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30312156click for full text (PQDT)
ISBN:	9798379408114

How Educators Impact Children's Behavior by Utilizing Key Elements to Adapt Early Childhood Education Classroom Environments : = A Case Study.
Johnson, Ceren.

How Educators Impact Children's Behavior by Utilizing Key Elements to Adapt Early Childhood Education Classroom Environments :A Case Study. - 1 online resource (173 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: B.

Thesis (Ed.D.)--Northcentral University, 2023.

Includes bibliographical references

Credible researchers such as Maslow, Piaget, and Vygotsky have examined the relationship between young students and their needs to develop mentally, physically, and emotionally. Building on prior research, the aim of this qualitative case study was to examine classroom environments and their impact on young children's behaviors to understand how educators used key elements in adapting early childhood education (ECE) classroom environments and instruction to impact children's behaviors. Many early childhood educators have been impacted by classroom behavioral challenges. Overcoming these challenges has often been unsuccessful and disruptive to the classroom. Classroom environments play an important role in offering responsive care to the needs of the students. Through a selective process, seven experienced and well-trained educators and early childhood staff volunteered to be interviewed. Through this process, I accumulated and analyzed data from semi-structured interviews in one-on-one settings and focus group formats by using constant-comparison method to analyze the outcomes further. Key documents triangulated data and viewpoints throughout the study. The findings included six critical elements that apply to each environment and instruction by teachers. These elements were using clear communication in instruction, being intentional and predictable in instruction, being flexible and adaptable in instruction, making safe and nurturing environments, offering inclusive environments, and offering culturally diverse environments. With the elements above in mind, implications of the study were: using clear communication in instruction may help students reduce assumptions, directly impacting feelings of being overwhelmed and frustrated; being intentional with instruction may support student development and encourage student capabilities; understanding student limits and predicting outcomes may help alleviate negative behaviors; offering flexible and adaptable instruction may help students achieve the goals specific to their growth and learning; to make environments more welcoming, environments should be inclusive to their students; understanding the needs of each student and answering their needs with environmental support may offer positive outcomes; offering safe and nurturing environments, while unique to the growth goals of students, may help reduce adverse reactions and support student capabilities and growth; and understanding the unique cultures of each student and celebrating their diversity in each classroom may offer a greater sense of belonging for the students. Recommendations for practice included that all educators should be offered appropriate professional development trainings in child development, cultural diversity, bias awareness and ECE classroom design; management and other program leadership would allow and encourage classroom environment changes to the needs of the specific group of students; and there should be a focus on growing family-school partnership whenever possible. Recommendations for future research included comparing data from states outside of Colorado, including different types of programs outside of those included in this study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379408114Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

BehaviorIndex Terms--Genre/Form:

542853
Electronic books.

How Educators Impact Children's Behavior by Utilizing Key Elements to Adapt Early Childhood Education Classroom Environments : = A Case Study.
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520 $a Credible researchers such as Maslow, Piaget, and Vygotsky have examined the relationship between young students and their needs to develop mentally, physically, and emotionally. Building on prior research, the aim of this qualitative case study was to examine classroom environments and their impact on young children's behaviors to understand how educators used key elements in adapting early childhood education (ECE) classroom environments and instruction to impact children's behaviors. Many early childhood educators have been impacted by classroom behavioral challenges. Overcoming these challenges has often been unsuccessful and disruptive to the classroom. Classroom environments play an important role in offering responsive care to the needs of the students. Through a selective process, seven experienced and well-trained educators and early childhood staff volunteered to be interviewed. Through this process, I accumulated and analyzed data from semi-structured interviews in one-on-one settings and focus group formats by using constant-comparison method to analyze the outcomes further. Key documents triangulated data and viewpoints throughout the study. The findings included six critical elements that apply to each environment and instruction by teachers. These elements were using clear communication in instruction, being intentional and predictable in instruction, being flexible and adaptable in instruction, making safe and nurturing environments, offering inclusive environments, and offering culturally diverse environments. With the elements above in mind, implications of the study were: using clear communication in instruction may help students reduce assumptions, directly impacting feelings of being overwhelmed and frustrated; being intentional with instruction may support student development and encourage student capabilities; understanding student limits and predicting outcomes may help alleviate negative behaviors; offering flexible and adaptable instruction may help students achieve the goals specific to their growth and learning; to make environments more welcoming, environments should be inclusive to their students; understanding the needs of each student and answering their needs with environmental support may offer positive outcomes; offering safe and nurturing environments, while unique to the growth goals of students, may help reduce adverse reactions and support student capabilities and growth; and understanding the unique cultures of each student and celebrating their diversity in each classroom may offer a greater sense of belonging for the students. Recommendations for practice included that all educators should be offered appropriate professional development trainings in child development, cultural diversity, bias awareness and ECE classroom design; management and other program leadership would allow and encourage classroom environment changes to the needs of the specific group of students; and there should be a focus on growing family-school partnership whenever possible. Recommendations for future research included comparing data from states outside of Colorado, including different types of programs outside of those included in this study.
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