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The State of Trauma-Informed Care in the Preschool
Title
The State of Trauma-Informed Care in the Preschool.
Creator
Kolomeyer, Ellen, Renk, Kimberly, Sims, Valerie, Dunn, Michael, Boris, Neil, University of Central Florida
Abstract / Description
This study aimed to provide a foundational knowledge base from which to begin bridging the gap between research on trauma-informed, relationship-based therapeutic interventions in early childhood preschool classrooms and the practice of such classroom-based interventions. Specifically, this study identified several specific predictors (e.g., funding) and barriers (e.g., lack of knowledge and training in assessment instruments and referral options) to gaining trauma-informed knowledge and...
Show moreThis study aimed to provide a foundational knowledge base from which to begin bridging the gap between research on trauma-informed, relationship-based therapeutic interventions in early childhood preschool classrooms and the practice of such classroom-based interventions. Specifically, this study identified several specific predictors (e.g., funding) and barriers (e.g., lack of knowledge and training in assessment instruments and referral options) to gaining trauma-informed knowledge and engaging in trauma-informed practices in preschool classrooms. Individuals in leadership roles at preschools were sampled anonymously with regard to their current trauma-informed knowledge and program practices. Participants included 98 preschool leaders from Florida, 36 preschool leaders from Maryland, and 34 preschool leaders from Wyoming. Descriptive statistics were calculated for the variables of interest. ANCOVA with bootstrapping was conducted to determine whether there were significant differences between programs based on their state and funding source. There was no effect of state. In contrast, funding source predicted trauma-informed knowledge and practices, with federal/state funding being related to higher levels of knowledge and trauma-informed practices. Additionally, multiple regression analyses with bootstrapping were examined to determine significant predictors of preschool leaders' trauma-informed knowledge and practices. Similarly, results indicated that programs differed significantly in trauma-informed knowledge and screening practices based on their source of funding, with federal/state funding again predicting more trauma-informed knowledge and practices. Researchers may be able to benefit from the unique information found in this study as a launching point to inform program development and disseminate community- and nation-wide models of trauma-informed care in preschool classrooms. Implications for future studies are discussed.
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Date Issued
2018
Identifier
CFE0007341, ucf:52143
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007341
Partnering with paraprofessionals: Expanding preschool children's responses through dialogic reading
Title
Partnering with paraprofessionals: Expanding preschool children's responses through dialogic reading.
Creator
Hirn, Juliana, Towson, Jacqueline, Green, Katherine, Kent-Walsh, Jennifer, University of Central Florida
Abstract / Description
Shared interactive reading is an evidence-based practice where professionals can collaborate to promote literacy and language skills in young children. Providing children with developmental disabilities (DD) the opportunity to gain language and preliteracy skills in early intervention is critical for their development as they are at a higher risk for falling behind in academics compared to their age-matched peers. This study evaluated the effectiveness of dialogic reading (DR) for children...
Show moreShared interactive reading is an evidence-based practice where professionals can collaborate to promote literacy and language skills in young children. Providing children with developmental disabilities (DD) the opportunity to gain language and preliteracy skills in early intervention is critical for their development as they are at a higher risk for falling behind in academics compared to their age-matched peers. This study evaluated the effectiveness of dialogic reading (DR) for children with DD. DR has been shown to be an effective strategy to teach typically developing preschool-aged children vocabulary, language, and literacy skills, however research in children with DD is limited. Results related to the different types of questions asked by paraprofessionals before and during a DR intervention showed one singular training of DR positively impacted paraprofessional's implementation of DR strategies and children's responses to prompts. A positive impact was found on children's language use during book readings.
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Date Issued
2019
Identifier
CFE0007891, ucf:52794
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007891
RECEPTIVE AND EXPRESSIVE SINGLE WORD VOCABULARY ERRORS OF PRESCHOOL CHILDREN WITH DEVELOPMENTAL DISABILITIES
Title
RECEPTIVE AND EXPRESSIVE SINGLE WORD VOCABULARY ERRORS OF PRESCHOOL CHILDREN WITH DEVELOPMENTAL DISABILITIES.
Creator
Hirn, Juliana L, Towson, Jacqueline, University of Central Florida
Abstract / Description
Vocabulary growth during the preschool years is critical for language development. Preschool children with developmental disabilities often have more difficulty with learning and developing language, therefore making more errors in vocabulary. It is important to recognize what type of errors children are demonstrating, especially as it relates to receptive and expressive language abilities. This study explores the error patterns preschool children with developmental disabilities make during...
Show moreVocabulary growth during the preschool years is critical for language development. Preschool children with developmental disabilities often have more difficulty with learning and developing language, therefore making more errors in vocabulary. It is important to recognize what type of errors children are demonstrating, especially as it relates to receptive and expressive language abilities. This study explores the error patterns preschool children with developmental disabilities make during receptive and expressive single word vocabulary tests. A secondary analysis of preexisting data was conducted from a sample of 68 preschool children with developmental disabilities ranging in severity. Based on a coding system developed by the author, errors were classified according to type. The majority of the errors children made were classified as No Response types of errors, with the second most common error being Semantic Perceptual errors of receptive and expressive picture naming tasks. Understanding the types of errors preschool children with disabilities make will help to enhance their language and therapy needed to thrive as a learner, especially as they begin elementary school.
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Date Issued
2017
Identifier
CFH2000261, ucf:46010
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000261
EXAMINING THE MORAL DEVELOPMENT OF YOUNG CHILDREN AND THEIR NATURALISTIC DISPLAYS OF EMPATHY THROUGH SERVICE-LEARNING EXPERIENCES IN PRESCHOOL
Title
EXAMINING THE MORAL DEVELOPMENT OF YOUNG CHILDREN AND THEIR NATURALISTIC DISPLAYS OF EMPATHY THROUGH SERVICE-LEARNING EXPERIENCES IN PRESCHOOL.
Creator
Paris, Elizabeth, Szente, Judit, University of Central Florida
Abstract / Description
Moral development in preschool is a component of social and emotional development, which also includes self-regulation, interpersonal skills, and school readiness. While service-learning has demonstrated significant benefits to the social-emotional development of older students, very little research has examined the effects of service-learning with young children. The purpose of this study was to create an academic curriculum that would provide preschool children (3 to 5 years old) with a...
Show moreMoral development in preschool is a component of social and emotional development, which also includes self-regulation, interpersonal skills, and school readiness. While service-learning has demonstrated significant benefits to the social-emotional development of older students, very little research has examined the effects of service-learning with young children. The purpose of this study was to create an academic curriculum that would provide preschool children (3 to 5 years old) with a developmentally-appropriate approach to service-learning, and determine if such a curriculum had a measurable effect on naturalistic empathy. Children in two classrooms received a preliminary empathy score based on number of empathetic behaviors relative to time observed. Children in the experimental classroom engaged in a series of lesson plans designed to guide their self-selected service-learning project. Participants in the experimental classroom created an intergenerational project that directly served the residents of a nursing home across the street from their school. A subsequent assessment of empathy measured moral development as a result of the service-learning in comparison to the normal growth and development observed in the control classroom. Results indicate if participation in service-learning increases the number of observed empathetic behaviors. Implications and recommendations for further research are also discussed.
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Date Issued
2011
Identifier
CFH0003851, ucf:44709
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0003851