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The Role of an Early Childhood Educa...

Thomas, Kimiko Faye.

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The Role of an Early Childhood Education and Assistance Program on School Readiness for Native American Children: A Qualitative Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Role of an Early Childhood Education and Assistance Program on School Readiness for Native American Children: A Qualitative Case Study./
作者:	Thomas, Kimiko Faye.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	138 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13859823
ISBN:	9781392059623

The Role of an Early Childhood Education and Assistance Program on School Readiness for Native American Children: A Qualitative Case Study.
Thomas, Kimiko Faye.

The Role of an Early Childhood Education and Assistance Program on School Readiness for Native American Children: A Qualitative Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 138 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ph.D.)--Northcentral University, 2019.

This item must not be added to any third party search indexes.

The problem examined in this qualitative case study was that Native American children receiving services from the Early Childhood Education Assistance Program (ECEAP) may lack readiness skills needed upon entering kindergarten. The purpose of this qualitative single case study was to explore perceptions of administrators, teachers, and social service personnel to examine how early childhood education influences the development of Native America children attending the Okanogan County Child Development Association ECEAP. The theoretical framework of this research was based on Epstein's Model of Overlapping Spheres. Research questions queried how teachers, administrators, and social service personnel perceive early childhood education influences the development of Native American children through an individual, family, school, and community perspective. Participants included two administrators, eight teachers, and five social service personnel. Data collection included semistructured interviews, a questionnaire, focus groups and student achievement data. Data were inductively analyzed using Saldana's method. Four themes emerged from data: Communicating with the family, Program Accountability, creating a community within the program and within the community and Building readiness skills for students. Results indicated that stakeholders of the perceived that early childhood education services positively influence students' academic achievement and they are not lacking in academic skills upon entering kindergarten. The success for all children can be achieved when it incorporates family, community, and school, with the student at the center. Preparing children to succeed maximizes their full potential for the future and promotes a more productive society.

ISBN: 9781392059623Subjects--Topical Terms:

518817
Early childhood education.

The Role of an Early Childhood Education and Assistance Program on School Readiness for Native American Children: A Qualitative Case Study.
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506 $a This item must not be sold to any third party vendors.
520 $a The problem examined in this qualitative case study was that Native American children receiving services from the Early Childhood Education Assistance Program (ECEAP) may lack readiness skills needed upon entering kindergarten. The purpose of this qualitative single case study was to explore perceptions of administrators, teachers, and social service personnel to examine how early childhood education influences the development of Native America children attending the Okanogan County Child Development Association ECEAP. The theoretical framework of this research was based on Epstein's Model of Overlapping Spheres. Research questions queried how teachers, administrators, and social service personnel perceive early childhood education influences the development of Native American children through an individual, family, school, and community perspective. Participants included two administrators, eight teachers, and five social service personnel. Data collection included semistructured interviews, a questionnaire, focus groups and student achievement data. Data were inductively analyzed using Saldana's method. Four themes emerged from data: Communicating with the family, Program Accountability, creating a community within the program and within the community and Building readiness skills for students. Results indicated that stakeholders of the perceived that early childhood education services positively influence students' academic achievement and they are not lacking in academic skills upon entering kindergarten. The success for all children can be achieved when it incorporates family, community, and school, with the student at the center. Preparing children to succeed maximizes their full potential for the future and promotes a more productive society.
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