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.
|Advisor:||Karge, Belinda Dunnick|
|Commitee:||McKellar, Ann, Hess, Teresa|
|School:||Concordia University Irvine|
|School Location:||United States -- California|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Early childhood education, Elementary education, Educational psychology|
|Keywords:||Kindergarten, Preschool, School success, Social-emotional, Transitional kindergarten, Whole-child development|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be