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Early Childhood Education Theses and Dissertations

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Theses/Dissertations from 2023 2023

Perceptions of Primary Caregivers About Managing Their Child’s Transition to Kindergarten: A Mixed-Methods Study , Kristy Lynn Castanon

Building Resilience: A Mixed Methods Exploration of Head Start Teachers Coping During the COVID-19 Pandemic , Ehichoya Edokhamhen

Exploration of Privilege and Preschool Teachers’ Demographics Associated with Teachers’ Self-Efficacy in Culturally Responsive Classroom Management , Katherine Madison

Examining Teachers' Referral and Placement Decisions of Hispanic Children for Gifted and Talented Programs , Guillermo I. Mendoza

Childhood Trauma in Early Care and Education: Understanding School Administrators’ Perceptions , Olawale Olubowale

Sound and Music Opportunities in Toddler Learning Environments , Sonia Akiko Yoshizawa

Theses/Dissertations from 2022 2022

An Investigation of the Relationship Between Teachers’ Personal Epistemologies and Their Self-Efficacy About Culturally Responsive Classroom Management , Tahani Ahmed

Early Detection of Atypical Motor and Neurobehavior of Infants at Risk Secondary to Opioid Exposure: A Prospective Study , Kara Boynewicz

The Impact of an Integrated STEM Collaborative Approach on Preservice Teachers’ Pedagogical Content Knowledge and Curricular Role Identity for Teaching Science , Qiuju Tian

Theses/Dissertations from 2021 2021

Student Collaboration: Early Childhood Teachers' Roles and Perspectives , Kimberly Ballantyne

The Impact of Natural Playscapes on Toddler Play , Laura J. Pearce

Familial Regulation of Young Children's TV Viewing in Ghana , Clara Puni-Nyamesem

Theses/Dissertations from 2020 2020

Determining if Classroom Pets as part of an Empathy-Based Intervention Affect Public Elementary School Students’ Empathy , Randa Dunlap

The Relationship Between the Amount of Time Spent in the Block Center and Gender Differences in Preschool Children’s Spatial Performance , Narges Sareh

Head Start Preschool Teachers’ Perceptions of Reggio Emilia Principles Practiced Within Their Own Setting: A Case Study , Tara Terry Voit

A Study of Empathy and Teacher Self-Efficacy Among Preservice Early Childhood Educators , Amy Wilson

Theses/Dissertations from 2019 2019

Arab-American Parents’ Views on the Use of Technology, Smartphones, and Touchscreen Devices with Infants, Toddlers and Preschoolers , Abidah Abutaleb

Seeing the World Differently. An Exploration of a Professional Development Model Bridging Science and Lay Cultures , Michael D. Garrett

Second-Grade Students’ Perceptions of Their Classrooms’ Physical Learning Environment , Tsitsi Nyabando

A Mixed Methods Exploration of East Tennessee Early Childhood Teachers’ Perceptions, Knowledge, Practices, and Resources of Critical Literacy , Rebekah Taylor

Theses/Dissertations from 2018 2018

The State of Outdoor Education in Northeast Tennessee: Preschool Teacher Attitudes Toward Outdoor Education , Cathy Landy

Teachers and Their Perceptions About Adaptive Skill Training Within an Early Childhood Comprehensive Development Classroom for Students with Intellectual Disabilities , Jennifer R. Lynberg

Preschool Teachers' Perceptions of Children Prenatally Exposed to Drugs , Brandie D. Maness

Gender Differences in Spatial Language During Preschool Small Group Geometry Activities , Winona Shue

Teachers’ Response to Infants’ Nonverbal Communication and Use of Response to Facilitate a Dialogue , Stephanie Stephens

The Effects of an Observation and Interpretation Intervention (COI/PALS) on Teachers’ Productive and Nonproductive Conversations with Preschool Children , Gina Joe Wohlford

Examining Contributors to Preschoolers’ Classroom Engagement using Structural Equation Modeling , Hongxia Zhao

Theses/Dissertations from 2017 2017

Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community , Kimberly Austin

Levels of Feedback Observed in Kindergarten Classrooms: Perceptions and Reality , Jacqueline Johnson

Design and Validation of a Scale for Preschoolers: Measuring Nutrition Knowledge, Beliefs, and Behaviors , Michelle E. Johnson

Theses/Dissertations from 2016 2016

The Effects of Environmental Modifications and Visual Supports in the Home on Engagement and Challenging Behaviors in Children with Autism , Teresa L. Boggs

Teachers’ Perceptions of Intensive Professional Development on the Daily Five™ in Literacy Instruction: A Multiple Case Study Exploration , Lori A. Hamilton

Exploring Gesturing as a Natural Approach to Impact Stages of Second Language Development: A Multiple Baseline, Single Case Study of a Head Start Child , Guillermo I. Mendoza

Theses/Dissertations from 2015 2015

Determining if Custodial Grandparents of Pre-K - Third Grade Students Perceive Delivery of Information and Services Offered as Effective in Decreasing Early Chronic Absence , Kimberly S. Cassidy

Use of the Physical Classroom Environment as a Teaching and Learning Tool Including the Impact of the CCSSI in Kindergarten Through Third Grade Classrooms in Northeast Tennessee , Charity Hensley-Pipkin

Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood , Jill T. Leonard

The Relationship Between an Affective Instructional Design, Children’s Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children , Wendee B. White Mrs

Theses/Dissertations from 2014 2014

An Exploratory Critical Study of Questioning Strategies Posed by Early Childhood Teachers During Literacy Blocks , Angela H. Baker Ms.

Developing Mastery in Phonemic Awareness, Phonics, and Morphemic Awareness: A Multiple Case Study of Preservice Early Childhood Educators , Ruth Facun-Granadozo

Theses/Dissertations from 2012 2012

The Influences of Caregiver-Child Interactions and Temperament on Cortisol Concentrations of Toddlers in Full-Day Childcare , Helen Morris Lane

Theses/Dissertations from 2010 2010

Project 3rd Grade Environment: Descriptive Phenomenological Study of the Physical and Learning Environment in a Transformed 3rd Grade Classroom. , Charity Gail Hensley

Theses/Dissertations from 2008 2008

Inquire Within: The Connection between Teacher Training in Inquiry Learning Methodology and Classroom Practice. , Ariel Sky Ashe

Relationships between Primary Teacher Beliefs and Practice in the Primary Classrooms of a Small Urban School in East Tennessee. , Lindsay Collins Moore

Theses/Dissertations from 2007 2007

The Effects of Movement on Literacy. , Kathy S. Luppe

Theses/Dissertations from 2006 2006

Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates. , Bradley Carroll Billheimer

Theses/Dissertations from 2004 2004

The Use of Rotation Model Sunday School. , Heather Renee Jones

The Relationship between the Use of Developmentally Appropriate Practice and the Inclusion of Product-Producing Art Activities in Infant Programs. , April D. Moore

Theses/Dissertations from 2003 2003

The Curricular Practices of Early Childhood Teachers Working in Public Sschool Primary Grades. , Elizabeth Ely Brading

Journaling as a Tool to Improve Story Comprehension for Kindergarten Students. , Carisa L. Carr

The Effects of Adult Interaction on Toddler Behavior in the Classroom. , Sarah Webb Hackney

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Theses and Dissertations in Early Childhood Education

Theses/dissertations from 2023 2023.

Dissertation: Using Reciprocal Teaching Strategies to Improve Reading Comprehension For English as a Second Language Students With Learning Disabilities , Hana M. Almohamadi

Theses/Dissertations from 2015 2015

Dissertation: The Effects of Incorporating Interactive Questioning During Shared Electronic Book Reading on Preschoolers' Comprehension , Lynda Gail Salmon

Theses/Dissertations from 2014 2014

Dissertation: An Examination of Teachers' Writing Self-Efficacy, First-Grade Students' Attitudes and Self-Efficacy in Writing, and Students' Writing Behaviors , Julie Bridget Mary Dashiell

Dissertation: Recruiting, Engaging, and Retaining Low Income Parents in Community Parenting Programs: A Phenomenological Study , Jane Elyce Fuqua Glasgow

Dissertation: Using Interactive Reading Techniques with Word World to Enhance Emergent Literacy , James B. Godfrey

Dissertation: The Relationship of Mobility, Child Characteristics and School Characteristics to the Academic Achievement of Third Grade Students in a Predominantly Latino District , John Christopher Hicks

Theses/Dissertations from 2013 2013

Dissertation: How Counselors Are Trained to Work with Bisexual Clients in CACREP-Accredited Programs , Laurie Anne Bonjo

Dissertation: The Effect of Public Pre-Kindergarten Attendance on First Grade Reading and Social Achievement: A District Level Analysis , Michael James Haslip

Dissertation: Quality Profiles in Early Childhood: An Example From Virginia's Quality Rating Improvement System , Kathryn M. Squibb

Theses/Dissertations from 2011 2011

Dissertation: Kindergarten Teachers' Classroom Management Beliefs and Practices and Their Implications on Students' Social and Academic Outcomes , Lauren D. Florin

Theses/Dissertations from 2010 2010

Dissertation: A Hierarchical Examination of the Immigrant Achievement Gap: The Additional Explanatory Power of Nationality and Educational Selectivity Over Traditional Explorations of Race and Socioeconomic Status , Kathryn A. Simms

Theses/Dissertations from 2009 2009

Dissertation: The Impact of The 101s: A Guide to Positive Discipline Teacher Training on Teacher Interaction Practices, Teacher-Child Relationship Quality, School Adjustment, and Academic Outcomes in Kindergarten Classrooms in Bangkok, Thailand , Panadda Thanasetkorn

Dissertation: The Impact of The 101s: A Guide to Positive Discipline Parent Training: A Case Study of Kindergarteners and Their Parents in Bangkok, Thailand , Piyavalee Thanasetkorn

Theses/Dissertations from 2008 2008

Dissertation: The Impact of the 101s: A Guide to Positive Discipline Training on Teacher Interaction Practices, Attitudes, and Prosocial Skill Outcomes in Preschool Classrooms , Marie Louise Talayco Masterson

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Home > Departments > EDUCATION > EDUCATION_MASTERS_EARLYCHILDHOOD

Master's Theses & Capstones in Early Childhood

Submissions from 2023 2023.

Efficacy of Discrete Trial Training , Paula Ahlrich

Implementation of STAR to Support Students with Disabilities , Lexis Barkema

Conscious Discipline for Parent , Amber Brown

Social Emotional Learning in Early Childhood: A School Improvement Project , Madi Callan

Play Based Learning A School Improvement Plan , Kalee Chamberlin

Does pre-selected technology-based games improve alphabet knowledge in preschoolers compared to peer learning small groups? , Nicole Gray

Implementing Changes in Family Childcare Programs to Increase Social-Emotional Development and Decrease Negative Behavior , Julia Green

Student Inclusion in the Least Restrictive Environment , Jennifer Grossman

The Developing Independence of Toddlers , Maggie Harbaugh

Implementing Social-Emotional Supports with Coaching in a Preschool Program , Ashley Harvey

Promoting More Play in Kindergarten , Sarah Hofland

Preschool Approach to Teaching Alphabet Knowledge , Ashley Kreinbrink

Supporting Play in the Preschool Classroom with Visuals , Jessica Luetkemeier

Implementing Play-based Learning , Brooke Patton

SCCS Tinley Cultural Relationships School Improvement Plan , Rebecca D. Rael

Strengthening the Home and School Partnership: An Improvement Plan to Educate Parents on Child Development and School Initiatives , Jennifer N. Robinson

Addressing the Behavioral and Emotional Needs of Elementary School Students: A School Improvement Project , Katherine Ross

Developing Communication Skills in Preschoolers , Andrea Schlotman

Improving Trauma-Informed Practices in a School System , Maria Sloniker

Major Components Needed in a Literacy Curriculum to Promote Student Success , Brooke Smith

Improving Understanding of Mathematics Concepts in Kindergarten Students through Movement Integration , Kendall Stallings

Effects of Parental Involvement on Academics , Jessica Stamer

Foundational Literacy Programs Affect FAST Scores , Courtney Stekl

Improving Reading Comprehension and Vocabulary for English Language Learners , Rachael Vande Hoef

: The Impact of Small-Group Multisensory Instructional Techniques on Kindergarteners’ Letter Sound Knowledge , Karly Walker

Using Restorative Practice to Decrease Behavior and Increase School Community , Kaylee West

Submissions from 2022 2022

The Positive Impact of Social and Emotional Learning , Alexi Allen

Preschoolers' Engagement In Physical Activity And The Ability To Gauge Risks And Challenges , Teresa Beyer

Can Play-Based Learning Provide Adequate Learning Experiences for Young Children? , Rachel Bienemann

Utilizing Mindfulness and Movement to Promote Executive Function and Self-Regulation , Sonia Bockoven

Professional Development Program Addressing Teachers’ Well-Being: A Natured-Based Intervention Approach , Carmen Chow

A Need for Social Emotional Instruction , Chelsea Cook

Social Emotional Learning Curriculum and Implementation at Saint Cecilia School , Rachel Eash

The Benefits of Parent-Teacher Collaboration on Achievement in the Preschool Classroom , Samantha Frye

Increasing Phonemic Awareness Instruction: A School Improvement Plan , Becca Gaffney

Building Executive Function and Self-Regulation in Preschool , Shawn Gorsett

The Value of Play-Based Learning in Early Childhood Classrooms , Courtney Hansmann

Improving Preschoolers’ Number Sense Using Computer Math Games , Justine Hosch

Implementing Self-Selected Outdoor Play for Preschoolers , Shannon Jensen

Effective Literacy Differentiated Instruction , Lauren Kahl

Playground Improvement Plan , Joan Ketelsen

Early Childhood Math Strategies , NiCole Merchant

The Research-Based Strategies to Help Trauma Students in a Preschool Classroom , Amber Murray

Effects of Differentiated Literacy Instruction in a Kindergarten Classroom , Brenda Nagel

Growing Independence Through the Use of Structured Work Systems , Skye Nicolls

The Expanding Expression Tool's Impact on Expressive Language in Preschool , Jill Owens

Sensory Rooms: Increasing Preschool Students’ Focus and Engagement in the Classroom , Tasha Pierce

Technology Enhances Literacy & Numeracy Skills in a Play-Based Preschool Classroom , Sarah Ringsdorf

Fine Motor Matters - A Plan to Improve Fine Motor Skills at the Early Childhood Level , Natasha Slater

Social and Emotional Skills Develop Through Play-Based Learning , April Welding

Effects of Using Hands-On Materials During Narrative Literacy Activities in the Preschool Classroom , Brittany White

Methods of Goal Selection , Molly Wickham

Family Centered Practices for Children Receiving Home Intervention Services , Jessica Winter

Submissions from 2021 2021

Technology Use in Early Childhood , Sandra Anderson

Brain Breaks Improve Student Behavior and Focus , Meghan M. Barker

The Vital Benefits of Play , Renata Bitoy

Outdoor Classroom/Natural Playground Space School Improvement Project , Holly Carlson

Impact of Technology Use on Early Childhood , Paige Davidson

Evidence-Based Best Practices for Kindergarten Reading , Rachel Dolehanty

Maintaining a Relational Classroom While Implementing TS GOLD , Leslie K. Gustafson

Social Interaction with Students Who Have a Visual Impairment in Early Childhood , Sarah Harms

The Implementation of Positive Behavior Supports and Interventions to Support and Encourage Appropriate Behavior and a Positive Climate in the School , Grace Hiveley

TCIT’s Impact on Various Challenging Behaviors , Emily Krakau

The Importance of Using Manipulatives in Math Class , Jennifer Lange

Technology to Increase Peer Interactions in Preschool , Angela McLean

How To Promote Self-Determination in Students with Disabilities , Elissa J. Meadows

How Adding Social Emotional Learning Impacts Preschool Student's Ability to Manage Their Behavior , Pamela Niemeyer

Explicit Literacy Instruction Focused on Letter Sounds vs. Letter Names and Student Educational Growth , Maria O'Dell

Increasing Family Engagement in a Preschool Program , Meghan Reiman

The Impact of Utilizing Learning Centers to Promote STEM Development in the Early Childhood Classroom , Crystal M. Riniker

Trauma-Informed Practices and Their Effects on Student Performance and Behaviors , Ashley Roberts

Parental Involvement in Education , Molly Schnekloth

Play It Again Mathematics , Michelle Sherman

The Importance of Physical Activity in Early Childhood Development , Kathleen Stuart

The Value of Play-Based Learning in Early Childhood Classrooms , Brandice TeGrootenhuis

Adverse Childhood Experiences and Creating a Culture of Support in the Classroom , Keisha Trimble

The Use of Social Stories to Teach Appropriate Social Skills to Create a Peaceful Classroom Environment , Kallie Turner

Examining Quality Inclusive Practices in Early Childhood Education , Laura Wagner

The Benefit of Inclusion in Early Childhood Classrooms , Taylor Webb

Teaching Early Literacy Skills in Preschool and Future Kindergarten Success , Amanda Wehrhan

Implementing Effective Inclusion in Prekindergarten , Jennifer L. Wenke

Comparison of Play-Based Learning versus Worksheets in English Language Arts Growth , Erin Wiskus

Submissions from 2020 2020

Effectiveness of Number Sense Instruction and Memorization of Math Facts , Katie Barnes

Children Living with Trauma , Maggie Boyd

Social Emotional Learning and Its Effects on Behaviors in the Kindergarten Classroom , Nicole Bruce

Executive Function and Self Regulation in Early Childhood , Jill Casey

Play-Based Early Childhood Curriculum and Early Literacy Success Link , Kristi Clark

Preschool Assessment , Christy Faber

The Importance of Trauma-Informed Practices in Schools , Heather French

The Effects of Teacher-Made Books on Preschoolers Choosing the Book Area , Vanessa Gilbert

The Level of Engagement of Typically Developing Students versus Students Enrolled in Special Education and Their Response to Teacher-led Music Instruction versus Technology-led Music , Candice Haugen

The Effect of Social Emotional Skill Instruction on Cognitive Development , La'Toria Horan

Movement to Enhance Learning and On-Task Behavior in Early Childhood Classrooms , Angela James

Movement Matters: The Importance of Incorporating Movement in the Classroom , Dana Kleinjan

Overview of Trauma and Trauma-Informed Practices , Chelsea Larson

Peer Modeling vs. Teacher Modeling for the Inclusive Preschool Classroom , Joshalyn Loutsch

The Power Of Play In Early Childhood Education , Rachel Mary Nichols

Physical Activity Breaks Improve Student Learning , Nicole Nielsen

The Impact of Coaching to Support Professional Development in a Preschool Classroom , Katie Olson

How Do Augmentative and Alternative Communication (AAC) Systems Impact Students , Melinda Rice

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B.Ed Thesis in Early Childhood Education and Care: The Project Approach and Icelandic Fairytales.

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Impact of the Covid-19 Pandemic on Early Childhood Care and Education

The Covid-19 pandemic has resulted in monumental changes to education throughout the world. According to UNESCO ( 2020 ), nearly 90% of the world’s student population-over 1.5 billion learners in 165 countries-have had their learning experiences disrupted by precautions and policies implemented to quell the spread of the disease. Jaime Saavedra, Global Director for Education, describes it as the “largest simultaneous shock to all education systems in our lifetimes” (World Bank 2020 ). More specific to early childhood education, this international health crisis has precipitated unprecedented, sweeping, and dramatic changes in the lives of children and their families, preservice and inservice teachers of young children, and early childhood teacher educators. Worldwide, the Covid-19 has also pushed the early childhood education system to the verge of collapse and mobilized leading early childhood organizations to advocate for Covid-19 financial packages to protect early education programs (NAEYC 2020 ; Zero to Three 2020 ).

Medical research suggests that, strictly speaking, Covid-19 is not a “children’s disease” because, up to this point, there are few confirmed cases of the coronavirus in the young and, even among children who contract the disease, the fatality rate has been very low (Spaull 2020 ). Yet when we consider all aspects of young children’s development, the profound implications of this global pandemic are evident. Covid-19 not only suspended normal childhood activities such as attending school, interacting with extended family and friends, playing outdoors, and exploring nature but also disrupted the consequent socio-emotional benefits that accrue from children’s engagement in these experiences.

Children are inherently vulnerable because they depend on adults to have their most basic needs met. When those adults lack the wherewithal to cope with the immediate, urgent, and multiple adaptive demands a pandemic places on families and when support systems do not exist, falter, or cease, it can result in unmitigated disaster for the very young. As Xafis ( 2020 ) notes, the most affected “are those individuals routinely disadvantaged by the social injustice created by the misdistribution of power, money and resources” (unpaged). Particularly for children who are living in poverty, chronically ill, have disabilities, experience housing and food insecurity, reside in remote areas, are marginalized by mainstream society (e.g., indigenous people and migrant workers), or are suffering from neglect or abuse, problems are exacerbated by pandemics. As concerning as these immediate and observable consequences of Covid-19 for young children are, even less is known about what the long-term effects may be.

From a scholar’s perspective, we are now “participants in the biggest unplanned experiment that education has ever seen in our lifetimes” (Thomas and Rogers 2020 , unpaged). Whether or not Covid-19 stays true to its categorization as a novel virus, nearly every article or book chapter on the topic has a 2020 publication. Research is so recent that much of the material is published online and not yet available in hard copy. Furthermore, the situation remains fluid, with some of the early assertions being revised or revoked as new evidence accumulates. Although the information explosion associated with Covid-19 was first concentrated in the medical and health fields, it now spans disciplinary boundaries.

It is a source of professional pride that our publisher for Early Childhood Education Journal , Springer Nature, took swift and decisive action to disseminate information by making all their publications on Covid-19 available, free of charge. After reviewing these materials, as well as those published by leading professional organizations and other respected publishers, early childhood education was not well represented in the literature. When we proposed two distinct projects:

• a special issue of Early Childhood Education Journal and.
• an edited book on Covid-19 for the series, Educating the Young Child,

Springer Nature gave their immediate and enthusiastic support to the concept.

Through a series of email conversations and a review of the Calls for Papers of other editors, we formulated a strategy. The first challenge was that the typical way of identifying contributors—by looking at their previous publications on the subject matter—was virtually inaccessible, given the recency of the topic. It is difficult to determine who in our field is currently engaged in inquiry related to the pandemic or to predict who might be sufficiently interested to become well steeped in the international and interdisciplinary literature. There is a definite need for curated information about Covid-19 and early childhood education and high-quality published resources are an important form of support in our field. This combined Call for Papers, both for a special issue of Early Childhood Education Journal and a call for contributors of chapters for an edited book in the series Educating the Young Child is one step toward identifying authors to write authoritatively about some aspect of the phenomenon.

Timeline for Articles:

Special Issue of Early Childhood Education Journal (ECEJ)

Timeliness is an important consideration in this project. To facilitate that goal, we are asking prospective authors of articles for ECEJ to submit an abstract of not more than 300 words by September 1st. The editors will provide feedback on the concept for the article early in the process rather than waiting until an entire manuscript has been prepared. Following the example of other editors, we will expedite the peer review process and have proposed a tight timeline, as follows.

Abstracts due: September 1st.

Notification of acceptance: September 20th.

Manuscripts due: January 4th.

Reviews to authors: February 30th.

Revisions completed and final manuscripts due: May 15th.

Publication of special issue: September, 2021.

Notification of acceptance.

Timeline for Book Chapters

Educating the Young Child (EDYC)

The Educating the Young Child book series has published 17 volumes since its inception in 2008. To learn more about the series, visit https://www.springer.com/series/7205?detailsPage=titles .

Chapter abstract (500 words) due: October 15th.

Notification of acceptance: October 30th.

Chapter drafts due: April 15th.

Comments from the editor returned to chapter authors: June 15th.

Chapter revisions due: August 15th.

Book submitted to Springer Nature for review by the Editorial Board of the Educating the Young Child series and/or external review: October 30th, 2021.

Abstract Submission

Please submit your abstract (for the journal issue and the edited book) to this email: [email protected].

NOTE : Please add the following to the “subject” line based on where you want to submit your manuscript:

Subject line:

ABSTRACT FOR COVID-JOURNAL ISSUE

ABSTRACT FOR COVID-BOOK CHAPTER

After you submit the abstract, you will receive an email with the editors’ decision on your abstract, manuscript guidelines, and manuscript submission guidelines.

Jyotsna Pattnaik from California State University, Long Beach and Mary Renck Jalongo, editor-in-chief of ECEJ from 1995–2019, will be guest co-editors of the special issue of Early Childhood Education Journal in consultation with the current editor-in-chief, Patricia Crawford from University of Pittsburgh. Jyotsna Pattnaik will serve as the editor for the edited book in the Educating the Young Child Series published by Springer Nature. The editors will give authors a quick turnaround time on abstracts and expedite the review process.

Types of Manuscripts

For the purposes of the journal and for the book chapters, we define the early childhood years as infancy-8 years of age. Any manuscript submitted should focus on that age group and professionals who specialize in working with the very young. The readership of the journal and of the book series is a diverse, international group; therefore, collaborative efforts of scholars from different parts of the world are welcomed. The editors are receptive to reviews of research if they include implications for early childhood practice. Original research—quantitative, qualitative, and mixed methods—is welcomed. All research must conform to ethical standards and principles of informed consent. University faculty members need to verify that the research has been approved by their Institutional Review Boards for compliance with the ethical treatment of human subjects. Manuscripts that offer critical analysis of existing policies and provide recommendations for future policies on the health pandemic are highly encouraged. Authors may contribute both an article to the journal and a chapter to the book if their abstracts are approved; however, the two works need to be different and distinct from one another.

General Manuscript Format for the Special Issue of ECEJ

Articles should not exceed 30 pages of 12-point print, Times New Roman typeface with everything double-spaced. This page count includes references, tables, figures, graphs, and child drawings or writings that authors choose to include. Please use the American Psychological Association Style, 6 th edition.

General Manuscript Format for the Edited Book in the Educating the Young Child Series

Book chapters should not exceed 27 pages with one-inch margins, and everything double-spaced in Times New Roman typeface 12-point print. This page estimate includes references, tables, figures, graphs, and child drawings or writings that authors choose to include. Strive for not more than 7,000–8,500 words (including references). Please use the American Psychological Association Style 6 th edition to guide to format the headings, in-text citations, reference list, figures, tables, and captions.

Suggested Topics

This list is by no means exhaustive but may serve as a starting point for formulating ideas. Topics below are suitable not only for the articles submitted to the special issue of Early Childhood Education Journal but also for the edited book in the Series, Educating the Young Child.

• History of health pandemics and their consequences for young children. Interagency collaborations to support children and families during health crises.
• Ongoing effects of the Covid-19 pandemic on Early Childhood Education and Care throughout the world
• Clinical and epidemiological characteristics of Covid-19 in young children and implications for health care practices and systems
• Impact of Covd-19 on preschool and primary teachers’ perspectives and practices
• Supporting young children, birth through eight years of age, with special needs during the Covid-19 pandemic, such as foster children, chronically ill children, and children with mental health issues, who need regular access to professionals in related fields
• Social and emotional health of all young children due to physical distancing during the Covid-19 pandemic
• Preschool program administrators’ perspectives on the impact of Covid-19 on the well-being of children, staff, and their programs (publicly funded programs, private programs, parochial programs, family child-care programs)
• Impact of Covid-19 on children and families living in vulnerable urban contexts such as refugee camps and informal settlements
• Covid-19 related professional development issues and opportunities for early childhood education and care professionals during the pandemic
• Perspectives of parents and families of young children on the impact of Covid-19 on their children’s education, health, and well-being
• Supporting families of color with young children who have been disproportionately impacted by the Covid-19 pandemic
• Identification of high-quality educational resources and effective strategies to support families engaged in home schooling to comply with physical distancing practices
• A critical analysis of child-care policies (e.g., Federal CARES Act; Economic Injury Disaster Loan (EIDL), licensing regulations) and programs (such as the Paycheck Protection Program) that relate to the Covid-19 health crisis
• Perspectives of social workers, therapists, and professionals in various fields who are working with young children and families during the pandemic
• Efforts by postsecondary institutions to maintain professional standards despite disruptions to early childhood courses and professional practicum experiences
• Ways for university faculty members specializing in early childhood care and education have managed to sustain scholarship when research plans are disrupted, conferences are cancelled, and publishers are working remotely

Given the diverse readership of Early Childhood Education Journal and the book series, Educating the Young Child as well as the interdisciplinary implications of a global pandemic, we are particularly eager to see collaborative efforts that look beyond the local context and involve networking with other early childhood experts, including professionals in related fields.

These uncertain times test our collective ability to quickly adapt, cope with multiple personal and professional challenges, and support those most burdened by the shockwaves of Covid-19. Perhaps now, more than ever before, young children and families, teacher candidates, and graduate students are relying on experts in the field of early childhood to support, advocate, and lead. Springer Nature’s special issue of Early Childhood Education Journal and the edited book for the Educating the Young Child Series are a way to provide authoritative information, professional insights, and research-based recommendations to professionals in early childhood care and education.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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2022 Theses Doctoral

Three Essays on Economics of Early Childhood Education

Muroga, Atsuko

This dissertation is composed of three chapters, each applying different quantitative methods to study a specific early childhood education policy or program. Chapter One explores whether expanding preschool education in low- and middle-income countries with public resources would be a viable policy option, using a benefit-cost analysis. Chapter Two examines economic costs of an emergent literacy program that places paid community tutors into pre-K classrooms in Minnesota using the ingredients method of cost analysis. Chapter Three investigates the effectiveness of a school-based attendance intervention at public preschools in high poverty communities of Chile by using student level observational data. The three chapters each highlight different policy problems: global inequalities on access to preschool education, reading gaps among American PK-12 students, and high student absenteeism at publicly funded preschool programs. Together, these studies advance our knowledge about ways to address existing early childhood education policy problems. These studies also help shed light on gaps in our current knowledge and lay out future research agenda.

Geographic Areas

• Early childhood education
• Education--Economic aspects
• Literacy programs
• School attendance
• Tutors and tutoring

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Essays on early childhood education

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