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| 81 |
The Convergence of Negotiated Imaginative Play, Literacy Learning and Kindergarten Common Core English Language Arts Standards
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In: Boise State University Theses and Dissertations (2019)
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| 82 |
An Evaluation Of A Title One Elementary School's English For Speakers Of Other Languages Program
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In: Dissertations (2019)
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| 83 |
Leveraging DL Parent's Knowledge: Parents as Partners in Waiting
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In: Kansas State University Undergraduate Research Conference (2019)
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| 84 |
Halliday’s View of Child Language Learning: Has it been Misinterpreted?
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In: Australian Journal of Teacher Education (2019)
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| 85 |
Parents’ Experiences of Completing Home Practice for Speech Sound Disorders
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In: ETSU Faculty Works (2019)
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| 86 |
Gender Differences in Spatial Language During Preschool Small Group Geometry Activities
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In: Appalachian Student Research Forum (2019)
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| 87 |
Feasibility Study of Assessing the Supply and Demand for Educators in Maine
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In: Maine Education Policy Research Institute (2019)
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| 88 |
The Prevalence and Importance of Ethnic Diversity in Children’s Literature
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In: Senior Honors Theses (2019)
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| 89 |
Developing Language and (Pre)literacySkills in Deaf Preschoolers through Shared Reading Activities with Bimodal-Bilingual eBooks
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In: Journal of Multilingual Education Research (2019)
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| 90 |
Sink or Swim: Socio-Cultural Immersion for Preservice Teacher Understanding
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In: National Youth Advocacy and Resilience Conference (2019)
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| 91 |
The Effect of Songs on Social-Emotional Literacy in an Early Childhood Classroom
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In: Masters of Arts in Education Action Research Papers (2019)
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Abstract:
Children in an early childhood Montessori classroom were taught songs that included words to label emotions and phrases for solving social conflicts. The purpose of this research was to find out if children’s emotional vocabulary and problem-solving strategies would be affected by learning words and phrases from songs about feelings and communication for six weeks. Data was collected through comparing words known to describe emotions on faces of an emotion chart, phrases known to communicate feelings, and records of children’s behaviors and conflict resolution strategies both pre and post-intervention. The results showed an increase in both the amount of words and variety of words known, and an increase in independently attempting to problem solve, while non-verbal reactions to problems. such as crying and hitting, decreased. Songs were found to be an effective tool to use to teach children in early childhood about emotional literacy. Because songs are shown to be an effective way to communicate important messages, teachers could consider using them to teach about other sensitive information, such as about privacy and strangers
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Keyword:
conflict resolution; early childhood; Early Childhood Education; emotional literacy; language; songs
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URL: https://sophia.stkate.edu/maed/341
https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1337&context=maed
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| 92 |
Anti-Bias Multicultural Education Using Children’s Literature
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In: Masters of Arts in Education Action Research Papers (2019)
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| 93 |
The Effects of Songs on Hmong Vocabulary Acquisition
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In: Masters of Arts in Education Action Research Papers (2019)
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| 94 |
Politicizing Early Childhood Education and Care in Ontario: Race, Identity and Belonging
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2019)
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| 95 |
Play Behaviors of Young Children with and without Expressive Language Delay: An Exploratory Study
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2019)
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| 97 |
Advances in Global Education and Research: Volume 3
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In: University of South Florida-- M3 Center Publishing (2019)
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| 98 |
Transactions Within a Classroom-Based AAC Intervention Targeting Preschool Students with Autism Spectrum Disorders: A Mixed-Methods Investigation
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In: Exceptionality Education International (2019)
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| 99 |
A Situational Analysis of Municipal Early Childhood Education Policy Documents
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In: Electronic Thesis and Dissertation Repository (2019)
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| 100 |
Longitudinal and Geographic Trends in Family Engagement During the Pre-kindergarten to Kindergarten Transition
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2019)
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