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 Degree Discipline: Early Childhood Education
Patterns of verbal communication in children with special needs.

Patterns of verbal communication in children with special needs.

Date: May 2006
Creator: Conde, Joann M.
Description: The social interactions between children with special needs, learning disabilities and/or attention deficit disorder (ADHD), were investigated. The children were observed in groups of three/four while creating a cooperative art project. During this activity, their interactions were recorded and coded for patterns of verbal communication. Verbal communication was evaluated through statements reflecting requests for information and materials; helping/cooperation/giving; consideration/positive reinforcement; competitiveness; intrusiveness; rejection; self-image; neutral statements; and persuasiveness. Results indicated that children with special needs tended to engage in a greater frequency of helping/cooperative/giving statements as opposed to any other verbal statements. Specifically, positive statements as opposed to negative statements classified their verbal interactions. These children also appeared to demonstrate more internalizing behaviors than externalizing behaviors. The influence of children's behaviors on children's verbal statements was examined. Results indicated that children who evidenced a disability in reading or language appeared to engage in a greater frequency of cooperative or helping statements than their non-disabled peers. Intrusive tendencies may be associated with the following: presence of a reading disability, absence of ADHD, and absence of a disability in written expression. Additionally, the conversations of children with a disability in mixed receptive language tended to evidence a greater frequency of neutral statements ...
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Development of a proposed toddler caregiver training program for South Korea.

Development of a proposed toddler caregiver training program for South Korea.

Date: May 2009
Creator: Kim, So-Yeon
Description: Based on the survey results of 150 South Korea toddler caregivers about training needs, I developed a relationship-based approach for a toddler caregiver training program. The training program was modified using suggestions provided by 6 South Korean professors, who were asked to review the program. Survey findings revealed that: (a) All participants (toddler caregivers) perceived that it is necessary for caregivers to attend training. However, most (72.2%) found that it was difficult to attend training programs more than 1 time per year because it was hard to find a substitute teacher (64%). Participants desired to attend training programs on toddler care because of the lack of in-service education (26%), curriculum (24%), and training programs (15.3%); (b) Caregivers who had the third-degree caregiver certification preferred to learn parent education more than child development. However, caregivers who had a higher degree of caregiver certification preferred to learn child development more than parent education; and (c) Caregivers who had more than 5 years of teaching experience preferred to learn about the teacher's role more than caregivers who had fewer than 4 years of teaching experience. Future studies need to evaluate the effect of this relationship-based training program for toddler caregivers in relation to ...
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Meeting the challenges of diversity: Beliefs of Taiwanese preservice early childhood teachers.

Meeting the challenges of diversity: Beliefs of Taiwanese preservice early childhood teachers.

Date: May 2009
Creator: He, Su-Chuan
Description: This study examines 797 Taiwanese pre-service early childhood teachers' diversity beliefs using the Personal and Professional Beliefs about Diversity Scales (PPBD). The purposes of this study are to: (a) validate the diversity belief's instrument, (b) investigate the relationship between diversity beliefs in both personal and professional contexts, (c) examine the group differences in diversity beliefs between pre-service teachers based on their demographic background, school characteristics, and cross-cultural experiences, (d) explore the influential determinants of diversity beliefs in the personal and professional contexts, and (f) identify the types of training early childhood pre-service teachers need regarding multicultural education in early childhood. The results indicate that (a) the professional context of PPBD is not robust to use in population outside the U.S. and needed to modify by adding more items based on current diversity literature and the cultural context in Taiwan, (b) school characteristics are the major contributors that foster pre-service teachers' diversity beliefs in both contexts, (c) school location is the most influential factor for the dependent variable of personal beliefs while experience of studying in another city and students' major become the salient factors for the professional beliefs about diversity, (d) the type of educational philosophy is contributing factor of ...
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Growing in Favor with God: Young Children's Spiritual Development and Implications for Christian Education

Growing in Favor with God: Young Children's Spiritual Development and Implications for Christian Education

Date: May 2009
Creator: Thomson, Donna R.
Description: Experts do not agree on the definition of spiritual development although positive spiritual development benefits society in many ways. Without agreement on the definition of spiritual development and a common understanding of spiritual development, parents, teachers, and pastors who are entrusted with the task of fostering positive spiritual development in Christian settings face the challenges of determining what spiritual development is (definition), the desired goals (culmination) of spiritual development, and the most effective ways to meet those goals (context and content). The purpose of this study was to use data, from the social sciences and Christian points of view, to inform Christian education programs and arrive at recommendations for fostering young children's spiritual development. Data sources include textual literature from the social science and Christian points of view. In addition, the researcher gathered interview data from twenty children's pastors. Research results included: 1. It is possible that spirituality is associated with sensory awareness. 2. Examining spirituality as sensory awareness may lead to focusing on innate qualities of spiritual capacity with a more focused inclusion of children with special needs in faith-based programs, a God-given conscience, and consideration that children may be born with spiritual gifts to express their spiritual nature. ...
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Revealing what urban early childhood teachers think about mathematics and how they teach it: Implications for practice

Revealing what urban early childhood teachers think about mathematics and how they teach it: Implications for practice

Date: December 1999
Creator: Hare, Addie Y. V. McGriff
Description: Hersh (1986) states, "One's conception of what mathematics is affects one's conception of how it should be presented. One's manner of presenting it is an indication of what one believes to be most essential in it." In this research study, three hundred ninety-seven urban early childhood teachers were given a survey that examined their attitudes toward mathematics and mathematics teaching, their views of mathematics, views of teaching mathematics, and views of children learning mathematics. The purpose of this study was to identify the attitudes and beliefs of early childhood teachers in two urban school districts to determine if mathematics reform efforts made a difference in teachers' attitudes and beliefs about mathematics and its teaching. Questionnaires were mailed directly to teachers in one school district and principals distributed questionnaires in the other. Summary scores were calculated for parts of the instrument. The researcher performed descriptive statistics, comparative analysis, and conducted frequency distributions, t-tests, ANOVA, and Pearson Correlations. Findings revealed that teachers with 30 or more years of teaching experience had more positive attitudes toward mathematics than teachers with 1-3 years of experience. African American teachers had more positive attitudes toward mathematics and its teaching than other ethnic groups. Teachers who held ...
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Teacher Practice, Curriculum, and Children's Moral Development in Buddhist Temple Preschools in Thailand

Teacher Practice, Curriculum, and Children's Moral Development in Buddhist Temple Preschools in Thailand

Access: Use of this item is restricted to the UNT Community.
Date: December 2001
Creator: Phisalaphong, Rathdow
Description: This study investigated what constitutes a moral development program in Buddhist temple preschools in Thailand. The researcher employed three qualitative methods: structured, in-depth interviews, observations of teachers' instruction, and document analysis of curriculum guides. Four Buddhist temple preschools were selected as the sites. Participants for interview included three abbots and one head nun, four principals, and twelve teachers. Participants for observations included four teachers of third year classes in each preschool. The study concentrated on four research questions: (a) what are the elements of the character education curriculum? (b) How do teachers teach moral development concepts and skills? (c) What are the teachers' perceptions of the moral development of third year preschoolers? (d) How do teachers assess their pupils' moral development? Key findings for the research questions were: character education was not a subject in the National Preschool Curriculum which was implemented in the Buddhist temple preschools. Core morality was integrated into every topic. The moral behaviors emphasized in the curriculum and the lesson plans included discipline, mindfulness, kindness, helpfulness, patience, honesty, respect, thriftiness, and politeness. The Buddhist concept of the process of moral development includes character education and meditation. The preschoolers were trained to pay respect to teachers and ...
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Attitudes of American and Korean early childhood educators regarding programs for gifted/talented young children.

Attitudes of American and Korean early childhood educators regarding programs for gifted/talented young children.

Date: December 2001
Creator: Song, Kyu-Woon
Description: The purpose of this research was to study the attitudes of Korean and American early childhood educators concerning gifted children and programs aimed specifically at meeting their needs. The study examined general attitudes towards giftedness and gifted education programs and factors that might affect those attitudes. The study also examined desirable environments for young gifted children. Twenty-item questionnaires were developed and logically divided into six sections (identification, teacher environment, classroom environment, parent environment, educational rights, and program). A systematic process of development, analysis, and refinement of the questionnaire was done. The questionnaires were given randomly to American educators attending the 1996 National Association for the Education of Young Children (NAEYC) conference. A random Korean sample included early childhood educators listed in the Korean Association for Early Childhood Education Directory (1995-1996) and the Korean Association for Child Care Directory (1995-1996). All subjects were members of one of three groups: (a) teacher educators, (b) teachers, and (c) administrators/directors. The surveys found agreement between Korean and American early childhood educators on the importance of knowing the strengths of individual gifted children, the need to stimulate higher order thinking skills, the rights of gifted children to an appropriate education, a perception of more work ...
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Mothers' and Fathers' Parenting Characteristics in Relation to Family Earner Status and Self-perceived Interpersonal Competence

Mothers' and Fathers' Parenting Characteristics in Relation to Family Earner Status and Self-perceived Interpersonal Competence

Date: December 2012
Creator: Chang, Wen-Chuan Rita
Description: With an increasing number of married mothers who participated in paid work roles, fathers with full-time employed spouses now are expected to assume the role of caregiver and have higher frequency of engagement in parenting practices. This study of 235 university students from dual-earner and single-earner families investigated their retrospective perceptions of both mothers' and fathers' frequency of engagement in overall and specific parenting behaviors. These perceptions were measured by the Parent Behavior Frequency Questionnaire-Revised Scale, which includes seven parenting characteristics and related behaviors. Paired samples t-tests suggested that married mothers, whether fully employed outside the home or not, engaged more frequently, than their full-time employed spouses, in parenting characteristics related to bonding, education, general welfare and protection, responsivity, and sensitivity. However, mothers' employment status had little influence upon the frequency at which either parent engaged in any of the seven parenting characteristics and related behaviors. University students who perceived that both parents were more frequently engaged in specific parenting behaviors related to education, responsivity and sensitivity rated themselves higher on interpersonal competence, as measured by the Interpersonal Competence Questionnaire-Revised Scale. Students who perceived that both parents were less frequently engaged in negative parenting behaviors rated themselves higher on competence ...
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Juvenile Justice Sentencing: Are There Alternatives?

Juvenile Justice Sentencing: Are There Alternatives?

Access: Use of this item is restricted to the UNT Community.
Date: December 2000
Creator: Youngblood, Michelle K.
Description: Research indicates that states have implemented juvenile justice reforms to enact harsher punishments, to transfer greater numbers and younger juvenile offenders to adult criminal court, and to restrict discretion of the juvenile court judges. Social science studies have found that harsher punishments, transfers to adult criminal court and other measures do not work, but that comprehensive approaches which address the numerous major factors contributing to juvenile offending have been successful. This study examined the legal status of the juvenile justice system by focusing upon ten diverse sample states and analyzed the social science research on factors contributing to juvenile offending and on prevention, treatment, and rehabilitation approaches. The study was accomplished by legal research, qualitative social science research, and analysis of both. Findings indicated: a) state statutes require and allow adult punishment of juvenile offenders, transfer of juvenile offenders to adult criminal court, and direct filing of charges against juveniles in adult criminal court; most states begin these proceedings at age 14, some have no age minimum; b) social science research indicates numerous factors contribute to juvenile offending with most of the factors categorized into the major factors of early antisocial behavior, deviant peers, parents and family, sociomoral reasoning, biological ...
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Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand

Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life Thailand

Date: August 2007
Creator: Israsena, Vasinee
Description: The Thai government has strongly advocated for the learner-centered education for the past decade. Success For Life Thailand (SFLT), a brain-research-based early childhood education program blended with the theories of the developmentally appropriate practices and child-centered philosophies, has been implemented in Thailand for over 8 years. The purposes of the present study were to: (a) describe the current statuses of the Thai early childhood educators' learner-centered beliefs and practices, (b) identify if the SFLT training workshop affects teachers' learner-centered beliefs and practices, and (c) examine if other variables, along with familiarity with the SFLT program, predict teachers' learner-centered beliefs and practices. Ninety-three preschool and kindergarten teachers participated in the study. Among them, 17 were SFLT trainees in 1999 and 2000 (i.e., the previously trained group), 43 were trained in Year 2006 (the currently trained group), and the others were comparable to the currently trained group by matching the key personal and school variables. The Teachers Beliefs and Practices Survey: 3-5 Year Olds (Burts et al., 2000) and the Learner-Centered Education: the Assessment of Learner- Centered (ALCP) for K-3 (McCombs, 2001) were used to collect data on the various domains of the learner-centered beliefs and practices. Findings reveal that: (a) Thai ...
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