Dissertation/Thesis Abstract

A Collaborative Support-Team Approach in Educating Preschool-Kindergarten Students for School and Social-Emotional Success
by Minardi, Stephanie Michelle, Ed.D., Concordia University Irvine, 2020, 138; 28030242
Abstract (Summary)

The purpose of this study was to investigate thoroughly the effectiveness of a collaborative support team approach toward a whole-child’s developmental foundation, identify preventive strategies in meeting the needs of all developmental domains, and report on the significance of individual differences and self-awareness on beliefs and perceptions of early-childhood education. The study took place in a small community in Southern California with a diversity of socio-economic status ranging from extremely wealthy to poverty. This small district consists of five elementary schools in which preschool programs are located on three of the five campuses. The study had 231 surveys completed by parents and or caregivers. There were 52 staff members inclusive of: five preschool teachers; two transitional kindergarten teachers; seven kindergarten teachers; five school psychologists; the Speech Pathologists; two occupational therapists; zero physical therapists; one adapted physical education teacher; twenty behavior specialists; and six administrators. The Kindergarten Readiness assessment was administered to all incoming Transitional Kindergarten and Kindergarten students, this data provided information on actual students’ academic functioning. The teachers were provided with the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) to evaluate their students individually in the areas of social, academic, and emotional behaviors. After collecting the Quantitative data, 10 participants were selected to participate in personal interviews in order for the researcher to identify trends in relation to their beliefs and perceptions on the whole-child’s development, early-childhood school readiness and success, and the effectiveness of a collaborative support-team approach to early-childhood education.

Indexing (document details)
Advisor: Karge, Belinda Dunnick
Commitee: McKellar, Ann, Hess, Teresa
School: Concordia University Irvine
Department: Education
School Location: United States -- California
Source: DAI-A 82/2(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Early childhood education, Elementary education, Educational psychology
Keywords: Kindergarten, Preschool, School success, Social-emotional, Transitional kindergarten, Whole-child development
Publication Number: 28030242
ISBN: 9798662568495
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