• Literacy Strategies for Increasing a Kindergartener’s Letter Identification and Letter Sound Recognition: A Self-Study

      Joseph-McEwen, Debra A.; Schultz, Melissa; The College at Brockport (2015-05-12)
      In this research study I explored best early childhood literacy practices and approaches to use to aid in early childhood students’ acquisition of early literacy skills. This study was conducted as a self-study to answer the question what are the literacy strategies and best practices that are effective for teaching alphabet knowledge? My study was conducted using a qualitative, narrative based approach through the daily journaling of my observations, feelings and wonderings. My study was an improvement-aimed study designed to improve my ability to support my students who struggle with the letter identification and letter sound acquisition. Daily observations were recorded and weekly reflections were completed over five weeks on my instructional approaches and a trial and error approach was used with the instructional strategies that I introduced to my students for the purpose of finding numerous best early childhood literacy practices, approaches, and strategies that were effective in the acquisition of early literacy skills.
    • Parent Involvement in an Urban Head Start Classroom

      Olmstead, Kathleen; Whitmire, Stephanie; The College at Brockport (2016-05-28)
      The purpose of this study is to investigate how to build a stronger connection between home and school literacy in preschool. To do this, I interviewed parents of my students to talk about the types of activities they do at home with their child. I also wanted to find out what barriers or challenges they face in being involved with their child’s education, and how I can help support them to help overcome the challenges. In doing this, I hope to create a stronger relationship with the families, and learn more about their funds of knowledge in order to bridge the gap between home and school, and build a stronger relationship with the families I serve.
    • Possible Relationships between Realism and Comprehension in Elementary School Age Children

      Nance, Evelyn M.; The College at Brockport (1975-12-01)
      Young children lack the ability to differentiate their own thoughts from the external world. Therefore, they expect their opinions and understandings to be shared universally. As they get older, children begin to realize that what they perceive and what others perceive are different. This master thesis examines the relationship between a child’s listening comprehension and their ability to understand realism. The author hypothesizes that a greater understanding of objective reality would impact a child’s listening comprehension. To conduct the study, 32 elementary school children aged from six to eleven that attend an after-school daycare were tested for a five-week period. Students were given four different tests, including a modality test, a drawing test, listening comprehension, and a dream questionnaire, to determine if they could use realistic modes of reasoning and ability to differentiate their own point of view from objective reality. Of the sample, 64% showed considerable amount of subjectivism. 50% had listening comprehension skills 5 or more months above their age level. The remaining 50% were found to be at or below their age level. Only 1 student showed below average score in the drawing test. All others performed at their age, or above. While there was a trend, no statistically significant relationship between listening comprehension and realism scores were found. The author suggests a larger sample size might yield different results.
    • The Effects of Past Experiences on the Vocabulary Use and Sentence Structure of a Two-Year-Old

      Krencik, Maureen; The College at Brockport (2012-06-25)
      Literacy acquisition does not begin with the onset of formal instruction in schools. Exposure to all aspects of literacy (reading, writing, speaking, listening, and language) in the home literacy environment before school-age can significantly impact an emergent learner's foundation of literacy. The purpose of this study was to examine how one emergent learner's language related to past experiences changed over time. This six-week naturalistic empirical action research study investigated the following research question: How do past experiences affect vocabulary use and sentence structure of a two-year-old? Throughout the study, naturally occurring data were collected every time the participant discussed a past event. A journal, a laptop, and a handheld recording device were used in order to record the data, which were then inputted into one or two charts (Appendix A and Appendix B) for analysis. The results of the data analysis were that adults and objects can int1uence an emergent learner's language development related to past events, including through the modeling of appropriate sentence structure as well as exposure to academic vocabulary that the learner might imitate. Implications for teachers are addressed in addition to recommendations for further research in this area.
    • The Importance of Play in Early Childhood Education

      Ellison, Cristie R.; The College at Brockport (2012-05-01)
      Play is “work” for young children and is understood to build necessary language and social skills and understanding. This thesis project, an analytic review, explores the subject of play within the early childhood classroom environment while considering both cognitive constructivism and social constructivism through the lens of Piaget and Vygotsky. The multiple purposes of the review were to gain a more complete understanding of the functions of play in the early childhood setting, emphasize the importance of play for children's intellectual, emotional and social growth, and to analyze a body of knowledge of developmental and cognitive theories pertaining to play in order to establish a basis for making decisions regarding the place of play in early childhood environments.