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List of Early Childhood Education Project Topics and Materials PDF

List of Early Childhood Education Project Topics and Materials PDF Download for (NCE and PGD) College of Education Final Year Students.

Early Childhood Education Thesis and Dissertation Topics, Proposal Topics, Presentations, Journals, Seminar Topics and Research Papers, and Project Reports can also be gotten from this page.

All Project Materials for the Early Childhood Education Department Listed on this Research Page have their Complete work Written from Chapters 1 to 5 which are: Title Page and the Case Study, Table Of Contents, Abstract, the Background of the Study, Statement of the Problem, Research Questions, Objectives of the Study, Research Hypothesis, Signification of the Study, the Scope of the Study, the Definition Of Terms, Organization of the Study, Literature Review (Theoretical Framework or Conceptual Framework), Research Methodology, Sources of Data Collection, the Population of the Study, Sampling and Sampling Distribution, Validation of Research Instrument, Method of Data Analysis, Data Analysis, Introduction, Summary, Conclusion, Recommendation, References/Bibliography/Citations and Questionnaire (Appendix).

The Topics below are for Nigerian Students, Ghanaian Students, and International Students. Countries like (Kenya, Liberia, Cameroon, United States, Uk, Canada, Germany, South Africa, Zambia, India e.t.c).

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Influence of Parental Care on Preschools Learning Outcome in Nsukka Local Government

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Teachers Attitude Towards Field Games in Nursery School in Egor Local Govt Area

Level of adequacy of information and communication technology in early childhood education classrooms, effect of visual therapy on expressive art performance of autistic children in yaba local council development area in lagos state, family location and socioeconomic factor as a determinant of accessibility of early childhood education, play and development of phonological skills among preschoolers in public early childhood education centres in rivers west senatorial district of rivers state, the impact of absentee parenthood on child development, early childhood education and the importance of play in the development of children between 1 to 6 years case study gashua in yobe state, the perception of early childhood education pre-service teachers on sustainable development goal, impact of parents educational background on the academic performance of their children, assessing the impact of the covid-19 on the education of early childhood sandwich students, using stories to improve pupils’ listening skills among kindergartens two (k g 2) pupils at anglican primary school., the use of play as learning strategy for skills development in early childhood education for selected pre -primary schools in ikorodu lga of lagos state., influence of violent television programme on the aggressive behaviour of children in public primary school in mushin local government area of lagos state.

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Attitude of Students towards the Study of Early Childhood Education

Teacher’s creativity on early childhood development in mushin lg, associating animation with concrete models in reducing vulnerability of early childhood pupils to environmental hazards in agege lagos state, the effectiveness of teaching styles in early childhood education in lagos state primary schools, effects of visual therapy on expressive art performance of autistic children in yaba local council development area in lagos state, the use of play as learning strategy for skills development in early childhood education, effectiveness of hands-on activities on selected public school pupils performance in shomolu local government area of lagos state, effects of observational strategy on preschool pupils social skills and cooperation during play in educational district iv lagos state, influence of parental care on preschool pupils learning outcomes in district iii ikoyi lagos, effect of learning corners on the pre-schoolers learning outcomes in early childhood education, the effects of information and communication technology (ict) in early childhood classroom, impact of psycho-social factors on school adjustments among secondary schools students, effect of child labour on school attendance and academic performance in yaba lagos state, influence of parents scientific background on students’ achievement and career aspiration in basic science, school plant planning on students’ academic performance in senior secondary schools in education district ii lagos state, sexual activity and level of education as determinants of high increase of hbv among pregnant women in lagos metropolitan city, leadership styles of principals and school organizational performance, factors motivating career choice among senior secondary school students, patterns and incidence of child abuse among primary school pupils in lagos metropolis, appraisal of child labour on the punctuality and study habits among selected primary schools in eti-osa, lagos state, the effect of street hawking on child’s education: (a case study of benin metropolitan in oredo local government area of edo state), strategies for improving early childhood education programme in federal college of education (technical) umunze. anambra state., causes and effects of malnutrition in children (case study of ovia north east local government area of edo state), the causes and effect of malnutrition among children between ages one to fifteen (1-15) years: (a case study of oredo local government area of edo state), impact of orphanage home on the child personality development, early marriage and educational attainment (case study of bauchi local government area of bauchi state), attitude of primary school teachers toward the teaching of moral education in atiba local government oyo, analysis of determinants and impact of foreign direct investment on nigerian economy (1981-2013)..

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Early Childhood Research Proposals Samples For Students

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Do you feel the need to check out some previously written Research Proposals on Early Childhood before you start writing an own piece? In this open-access catalog of Early Childhood Research Proposal examples, you are provided with a fascinating opportunity to discover meaningful topics, content structuring techniques, text flow, formatting styles, and other academically acclaimed writing practices. Applying them while crafting your own Early Childhood Research Proposal will surely allow you to complete the piece faster.

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Good Example Of Research Proposal On The Effects Of Multicultural Classrooms On Early Childhood Education

Chapter one, research questions research proposals example, what are the differences in language development between early and late normal development children.

What are the differences in language development in early childhood between children with typical development patterns and children with attention deficit disorder? What are the differences in language development in late childhood between children with typical development patterns and children with attention deficit disorder?

What are the developmental difference in language acquisition between early and late childhood stages for children with attention deficit disorder?

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New Early Childhood Education Research Project Topics and Materials

All the current Early Childhood Research Project topics and materials are available here. The Early Childhood Research Project (ECE Ed)Topics are all available for N5K, irrespective of the one you want (No level discrimination for postgraduate and undergraduate students).  The Early Childhood Education (ECCE) Materials are well research. It will serve as a useful  guide  in your research. The compete research project goes for N3000. Each ECE Project contain chapter 1-5.  All current lists of Early Childhood Education has been indicated on this page.

Kindly note that all the early childhood project topics and materials are in PDF and MS Word format. You can also request for your choice format and it will be granted with ease.

Feel free to CLICK ON THE EARLY CHILDHOOD EDUCATION PROJECT OF YOUR CHOICE BELOW AND CALL 07087083227 TO GET THE PROJECT IN LESS THAN 15 MINUTES

SEE THE CURRENT LISTS OF EARLY CHILDHOOD EDUCATION RESEARCH PROJECT TOPICS

Effect of child labour on school attendance and academic performance in yaba lagos state, effect of classroom management on children education in pre-nursery schools in lagos, impact of motivational factors on career choice among senior secondary school students, impact of psycho-social factors on school adjustments among secondary schools students, teachers perception of children with attention deficit disorder in pre-schools in yaba local government lagos, the effects of information and communication technology (ict) in early childhood classroom, impact of early marriage on girl child education in shomolu local government area lagos state, effect of learning corners on the pre-schoolers learning outcomes in early childhood education, influence of parental care on preschool pupils learning outcomes in district iii ikoyi lagos, effects of observational strategy on preschool pupils social skills and cooperation during play in educational district iv lagos state, complete project – effect of learning corners on the pre-schoolers academic performance in early childhood education, full project – impact of undergraduates students attitudes towards the study of early childhood education, full project – assessment of the quality of outdoor play in primary school, effectiveness of hands-on activities on selected public school pupils performance in shomolu local government area of lagos state, the use of play as learning strategy for skills development in early childhood education, teachers’ attitude on academic performance of pupils in early childhood education, effects of visual therapy on expressive art performance of autistic children in yaba local council development area in lagos state, the effectiveness of teaching styles in early childhood education in lagos state primary schools, associating animation with concrete models in reducing vulnerability of early childhood pupils to environmental hazards in agege lagos state, teacher’s creativity on early childhood development in mushin lg, attitude of students towards the study of early childhood education, influence of violent television programme on the aggressive behaviour of children in public primary school in mushin local government area of lagos state, full project – influence of government, community and private sector on early childhood education in ondo south local government area, ondo state, full project – influence of parenting styles on bullying behaviour of in-school adolescents in surulere metropolis, full project – impact of parental support on preschool pupils learning outcomes in district iii ikoyi lagos, full project – impact of early childhood play equipment on the physical development of pre-nursery school children in local education district, shomolu, lagos, full project – impact of play equipment on the physical development of pre-nursery pupils in local education district, surulere, lagos, full project – influence of play and play equipment on the physical development of pre-primary pupils in local education district, surulere, lagos, full project – effects of corona virus on the education of preschool child, full project – appraisal of child labour on student academic performance in shomolu lagos state, project -effects of information and communication technology (ict) gadget in teaching nursery schools (a study of five selected pre-schools in hong lga, adamawa state), full project – the attitude of parents towards the primary education of their children, full project – perception of parents on over-schooling of children at the pre-primary education, full project – factors responsible for poor nursery/primary education in nigeria, full project – the standard of primary education and its effect on educational development, full project – the community participation in financing primary education, full project – challenges and prospects of primary education in nigeria, full project – the effect of pre-primary school education on the speech development of the primary school child, full project – introduction of teaching sex education in primary school in egor local government area of edo state, full project – the factors responsible for primary school pupils poor academic performances in primary science and computer science (a case study of enugu education zone), full project – an assessment of pre-primary school education on primary school pupils’ performance in some selected primary schools in benin city, full project – problems and prospects of primary education in nigeria, full project – assessment of early childhood care education providers’ adherence to the provisions of national minimum standard on earlychildhood education, full project – effects of early childhood education in academic achievement of primary four science in uyo local government area of akwa ibom state, full project – effects of early childhood education on academic achievement in primary school in uyo local government area of akwa ibom state, full project – long-term effects of early childhood education on academic achievement in primary pupils in uyo local government area of akwa ibom state, full project – quality assurance unit involvement in early childhood education in nigeria, full project – effect of overtime on early child education in some selected private schools in jarlingo, full project – assessment of challenges of gifted children, full project – imo state government extent of implementation of the national objectives for the establishment of pre-primary education, full project – relationship between parenting practices and attachment styles among early childhood education pupils nigeria, full project – relationship between parental role, early childhood education and its development, full project – impact of parents educational background on the academic performance of their children, full project – the perception of early childhood education pre-service teachers on sustainable development goal, full project – early childhood education and the importance of play in the development of children between 1 to 6 years case study gashua in yobe state, full project – the impact of absentee parenthood on child development, full project – the impact of orphanage home on child personality development in nigeria, chapter 1-5: strategies for improving early childhood education programme in federal college of education (technical) umunze. anambra state., full project – impact of learning corners on the pre-schoolers’ academic performance in early childhood education, full project – effect of learning centres on the pre-schoolers’ academic performance in early childhood education, full project – teachers’ attitude towards inclusion of children with special needs, full project 1-5 -teacher’s creativity on early childhood development in abuja, nigeria, download the full project – impact of family life and sex education on the prevention of teenage pregnancy among secondary school student in lagos state, full project – influence of classroom management in early childhood care and education in pre-nursery schools in lagos plus questionnaire, full project – appraisal of child labour on the punctuality and study habits among selected primary schools in eti-osa, lagos state, full project – patterns and incidence of child abuse among primary school pupils in lagos metropolis, full project – factors motivating career choice among senior secondary school students, full project – leadership styles of principals and school organizational performance, full project-sexual activity and level of education as determinants of high increase of hbv among pregnant women in lagos metropolitan city, full project- school plant planning on students’ academic performance in senior secondary schools in education district ii lagos state, project-influence of parents scientific background on students’ achievement and career aspiration in basic science, project-sexual activity and level of education as determinants of high increase of hbv among pregnant women in lagos metropolitan city, the influence of information and communication technology on child’s education in nigeria.

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Chapter 1-5: ASSOCIATING ANIMATION WITH CONCRETE MODELS IN REDUCING VULNERABILITY OF EARLY CHILDHOOD PUPILS TO ENVIRONMENTAL HAZARDS IN AGEGE LAGOS STATE

Full Project – ASSESSMENT OF THE QUALITY OF OUTDOOR PLAY IN PRIMARY SCHOOL

The influence of teachers in the development of children’s creativity in early childhood education.

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Early Childhood Education Institute

Research Topics | Early Childhood Education Institute

Research Topics

Adoption/fostering.

Benton, A. L. (2020). An Autoethnographic Tale of One Louisiana Mother’s Personal Journey of Fostering and Adopting: The Impact of the Fostering Process Versus the Fostering Process in Classrooms. Journal of Foster Care, 1(1), 23-35.

DiCarlo, C. & Ota, C. (2017). Advocacy in early childhood teacher preparation (Chapter 5). In Advocacy in Academia and the Role of Teacher Preparation Programs (Thomas, U. Ed). IGI Global.

Reames, H. Sistrunk, C., Prejean, J., & DiCarlo, C.F. (2016). Advocating for recess: Preservice teachers perspectives on the advocacy process. Journal for Service-Learning, Leadership, and Social Change.

Attention/Engagement

DiCarlo, C., Baumgartner, J., Ota, C., & Brooksher, M. (in review). Recommended practice in whole-group instruction: Increasing child attention. International Journal of Early Years Education.

DiCarlo, C., Deris, A., & Deris, T. (in review). mLearning versus paper & pencil practice for telling time: Impact for attention & accuracy. Journal of Elementary Education.

DiCarlo C. F., Baumgartner, J. J., Ota, C.L., Deris, A.R. & Brooksher, M.H. (2020) Recommended practice in whole-group instruction: Increasing child attention. Child & Family Behavior Therapy, DOI: 10.1080/00168890.2020.184840

DiCarlo, C.F., Baumgartner, J., Ota, C., & Geary, K. (2016). Child sustained attention in preschool-aged children. Journal of Research in Childhood Education, 30(2), 143-152.

DiCarlo, C.F., Geary, K. E., & Ota, C.L.  (2016). The impact of choice on child sustained attention in the preschool classroom. Journal of Research Childhood Education.

DiCarlo, C.F., Baumgartner, J., Pierce, S.H., Harris, M.E., & Ota, C. (2012). Whole group instruction practices and young children’s attention: A preliminary report. Journal of Research in Childhood Education, 26(2), 154-168.

DiCarlo, C., Pierce, S., Baumgartner, J.J., Harris, M., & Ota, C. (2012). Whole-group instruction practices and children’s attention: A preliminary report. Journal of Research in Childhood Education, 26(2), 154-168.

DiCarlo, C., Baumgartner, J., Schellhaas, A., & Pierce,S., (2012). Using Structured Choice to Increase Child Engagement in Low Preference Centers. Early Child Development & Care, 183(1), 109-124.

Isbell, D. (2019). Intermediate and High School Band. In Conway, C., Stanley, A., Pelligrino, K., and West, C. (Eds.), Handbook of Preservice Music Teacher Education. Oxford Publishing

Isbell, D. and Stanley, A. M. (2011).  Keeping instruments out of the attic: The concert band experiences of the non-music major. Music Education Research International,5, 22-32

Isbell, D. (2006). The Steamboat Springs high school ski band 1935-2005.  Journal of Historical Research in Music Education, 28(1), 21-37.

Caregiver Health and Identity

Baumgartner, J., Carson, R., Ota, C., DiCarlo, C., Bauer, R. (in review). Using Ecological Momentary Assessment to Examine the Relationship Between Childcare Teachers’ Stress, Classroom Behaviors, and Afterhours Professionalism Activities. Early Child Development and Care.

Bergen, D., Lee, L., Dicarlo, C. & Burnett, G. (2020). Enhancing Young Children’s Brain Development in Infants and Young Children: Strategies for Caregivers and Educators. New York, NY: Teacher’s College Press.

DiCarlo, C., Meaux, A., & LaBiche - Hebert, E. (in press). The impact of mindfulness practices on classroom climate and perceived teacher stress. Early Childhood Education Journal.

Chiang, C.J.,Jonson-Reid, M., & Drake, B. (2020). Caregiver physical health and child maltreatment reports and re-reports. Children and Youth Services Review, 108, 104671.

Baumgartner, J., & DiCarlo, C.F. (2013). Reducing workplace stress. Childcare Exchange. May/June, 60-63.

Ota, C.L., Baumgartner, J.J., & Austin, A.M.B. (2013). Provider stress and children's active engagement. Journal of Research in Childhood Education, 27, 1-13. doi: 10.1080/02568543.2012.739588

Baumgartner, J., DiCarlo, C., & Apavaloie, L. (2011). Finding more joy in teaching children. Dimensions, 39(2), 34-38.

Isbell, D. (2008) Musicians and Teachers: The Socialization and Occupational Identity of Preservice Music Teachers. Journal of Research in Music Education, 56(2). 162-178.

Child Health

Shon, E., Choe, S, Lee, L., & Ki, Y. (In Press). Influenza Vaccination among U.S. College or University Students: A Systematic Review. American Journal of Health Promotion.

Fowler L.A., Grammer A.C., Staiano A.E., Fitzsimmons-Craft E.E., Chen L., Yaeger L.H., & Wilfley D.E. (2021). Harnessing technological innovations for childhood obesity prevention and treatment: A systematic review and meta-analysis of current applications. International Journal of Obesity.

Kepper M.M., Walsh-Bailey C., Staiano A.E., Fowler L., Gacad A., Blackwood A., Fowler S., & Kelley M. (2021). Health Information Technology use among healthcare providers treating children and adolescents with obesity: A systematic review. Current Epidemiology Reports.

Staiano, A.E., Shanley, J.R., Kihm, H., Hawkins, K.R., Self-Brown, S., Hӧchsmann, C., Osborne, M., LeBlanc, M.M., Apolzan, J.W., & Martin, C.K. (2021). Digital tools to support family-based weight management for children: Mixed methods pilot and feasibility study. Pediatrics and Parenting. 4(1) doi: 10.2196/24714 PMID: 33410760

Antczak, D., Lonsdale, C., Lee, J., Hilland, T., Duncan, M.J., del Pozo Cruz, B., Hulteen, R.M., Parker, P. and Sanders, T. (2020). Physical Activity and Sleep are Weakly Related in Children: A Systematic Review and Meta-Analysis. Sleep Medicine Reviews, 51, doi: 10.1016/j.smrv.2020.101278 

Olson KL, Neiberg R, Espeland M, Johnson K, Knowler W, Pi-Sunyer X, Staiano AE, Wagenknecht L, & Wing RR. (2020) Waist circumference change during intensive lifestyle intervention and cardiovascular morbidity and mortality in the Look AHEAD trial. Obesity.

Kracht CL, Katzmarzyk PT, & Staiano AE. (2020) Comparison of abdominal visceral adipose tissue measurements in adolescents between magnetic resonance imaging and dual energy x-ray absorptiometry. International Journal of Obesity.

Kracht CL, Webster E, & Staiano AE. (2020). A natural experiment of state-level physical activity and screen-time policy changes: Early childhood education (ECE) centers and child physical activity. BMC Public Health.

Fearnbach SN, Johannsen NM, Martin CK, Beyl RA, Hsia DS, Carmichael CT, & Staiano AE. (2020) A pilot study of cardiorespiratory fitness, adiposity, and cardiometabolic health in youth with overweight and obesity. Pediatric Exercise Science.

Webster E, & Staiano AE. (2020) Extended heavy television viewing may impact weight long-term in adolescents. Journal of Adolescent Health.

Kepper MM, Staiano AE, Katzmarzyk PT, Reis RS, Eyler AA, Griffith DM, KendallML, ElBanna B, Denstel KD, & Broyles ST. (2020). Using mixed methods to understand women’s parenting practices related to their child’s outdoor play and physical activity among families living in diverse neighborhood environments. Health and Place.

Kracht CL, Joseph ED, & Staiano AE. (2020). Video games, obesity, and children. Current Obesity Reports.

Kracht CL, Champagne CM, Hsia DS, Martin CK, Newton RL, Katzmarzyk PT, & Staiano AE. (2020). Association between meeting physical activity, sleep, and dietary guidelines and cardiometabolic risk factors and adiposity in adolescents. Journal of Adolescent Health.

Hulteen, R.M., Waldhauser, K.J. and Beauchamp, M.R. (2019). Promoting Health-Enhancing Physical Activity: A State-of-the-Art Review of Peer-Delivered Interventions. Current Obesity Reports, 8, 341-353. doi: 10.1007/s13679-019-00366-w (invited)

Kracht CL, Chaput JP, Martin CK, Champagne CM, Katzmarzyk PT, & Staiano AE. (2019). Associations of sleep with food cravings, diet, and obesity in adolescence. Nutrients.

Joseph E, Kracht CL, St. Romain J, Allen AT, Barbaree C, Martin CK, & Staiano AE. (2019). Young children’s screen-time and physical activity: Perspectives of parents and early care and education center providers. Global Pediatric Health.

Staiano AE, Adams MA, & Norman GJ. (2019). Motivation for Exergame Play Inventory:  Construct validity and test-retest reliability. Cyberpsychology: Journal of Psychosocial Research on Cyberspace.

Hawkins KR, Apolzan JW, Staiano AE, Shanley JR, & Martin CK. (2019). Efficacy of a home-based parent training-focused weight management intervention for preschool children: The DRIVE randomized controlled pilot trial. Journal of Nutrition Education and Behavior.

Sandoval P, Staiano AE, & Kihm H. (2019). The influence of visual and auditory stimuli on intensity of physical activity in school-aged children. The Physical Educator.

Webster EK, Martin CK, & Staiano AE. (2019) Fundamental motor skills, physical activity, and screen-time in preschoolers. Journal of Sport and Health Science.

Staiano AE, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton R.L. (2018). A 12-week randomized controlled pilot study of dance exergaming in a group: Influence on psychosocial factors in adolescent girls. Cyberpsychology: Journal of Psychosocial Research on Cyberspace.

Katzmarzyk PT, Denstel KD, Beals K, Carlson J, Crouter SE, McKenzie TL, Pate RR, Sisson SB, Staiano AE,Stanish H, Ward DS, Whitt-Glover M, & Wright C. (2018). Results from the United States 2018 Report Card on Physical Activity for Children and Youth. Journal of Physical Activity & Health.

Staiano AE, Kihm H, & Sandoval P. (2018). The use of competition to elicit high intensity physical activity during children’s exergame play. Journal of Family & Consumer Sciences.

Flynn, R.M.,Staiano, A.E., Beyl, R., Richert, R.A., Wartella, E. & Calvert, S.L. (2018). The influence of active gaming on cardiorespiratoryfitness in Black and Hispanic youth. Journal of School Health.

Staiano, A.E., Webster, E.K., Allen, A.T., Jarrell, A.R., & Martin, C.K. (2018). Screen-time policies and practices in early care and education centers in relationship to child physical activity. Childhood Obesity.

Staiano, A.E., Martin, C.K., Champagne, C.M., Rood, J.C., & Katzmarzyk, P.T. (2018). Sedentary time, physical activity, and adiposity in a longitudinal cohort of non-obese young adults. American Journal of Clinical Nutrition.

Staiano, A.E., Beyl, R.A., Guan, W., Hendrick, C.A., Hsia, D.S., & Newton, R.L. (2018). Home-based exergaming among children with overweight and obesity: A randomized clinical trial. Pediatric Obesity.

Staiano, A.E., Allen, A.T., Fowler, W., Gustat, J., Kepper, M.M., Lewis, L., Martin, C.K., St. Romain, J., & Webster, E.K. (2018). State licensing regulations on screen-time in childcare centers: An impetus for participatory action research. Progress in Community Health Partnerships:  Research, Education, and Action.

Heerman, W.J., Bennett, W.L., Kraschnewski, J.L., Nauman, E., Staiano, A.E., & Wallston, K.A. (2018) Willingness to participate in weight-related research among patients in PCORnet Clinical Data Research Networks. BMC Obesity.

Cohen, K.E., Morgan, P.J., Plotnikoff, R.C., Hulteen, R.M. and Lubans, D.R. Psychological, social and physical environmental mediators of the SCORES intervention on physical activity among children living in low-income communities. (2017). Psychology of Sport & Exercise, 32, 1-11. doi: 10.1016/j.psychsport.2017. 05.001

Katzmarzyk, P.T., & Staiano, A.E. (2017). Relationship between meeting 24-hour movement guidelines and cardiometabolic risk factors in children. Journal of Physical Activity & Health.

Staiano, A.E., Beyl, R.A., Hsia, D.S., Katzmarzyk, P.T., Mantzor, S., Newton, R.L., Jarrell, A., & Tyson, P. (2017). Step tracking with goals increases children’s weight loss in a behavioral intervention. Childhood Obesity

Staiano, A.E., Marker, A.M., Liu, M., Hayden, E., Hsia, D.S., & Broyles, S.T. (2017). Childhood obesity screening and treatment practices of pediatric healthcare providers. Journal of the Louisiana State Medical Society

Baranowski, T., Blumberg, F., Gao, Z., Kato, P.M., Kok, G., Lu, A.S., Lyons, E.J., Morrill, B.A., Peng, W., Prins, P.J., Snyder, L., Staiano, A.E., & Thompson, D. (2017) Getting research on games for health funded. Games for Health Journal.

Wilfley, D.E., Staiano, A.E., Altman, M., Lindros, J., Lima, A., Hassink, S.G., Dietz, W.H., & Cook, S. (2017). Improving Access and Systems of Care for Evidence-Based Childhood Obesity Treatment Conference W. Improving access and systems of care for evidence-based childhood obesity treatment: Conference key findings and next steps. Obesity.

Kihm H, Staiano AE, & Sandoval P. (2017) Project IPAL: To enhance the well-being of elementary school children. Journal of Family & Consumer Sciences 109(1) 54-56.

Staiano AE, Marker AM, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton RL. (2017). A randomized controlled trial of dance exergaming for exercise training in overweight and obese adolescent girls. Pediatric Obesity. 12(2) 120-128.

Staiano AE, Marker AM, Frelier JM, Hsia DS, & Broyles ST. (2017). Family-based behavioral treatment for childhood obesity: Parent-reported barriers and facilitators. The Ochsner Journal. 17(1):83-92.

Staiano AE, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton RL. (2017). Twelve weeks of dance exergaming in overweight and obese adolescent girls: Transfer effects on physical activity, screen time, and self-efficacy. Journal of Sport and Health Science.

Katzmarzyk PT, Denstel KD, Beals K, Bolling C, Wright C, Crouter SE, McKenzie TL, Pate RR, Saelens BE, Staiano AE, Stanish HI, & Sisson SB. (2016). Results from the United States of America's 2016 report card on physical activity for children and youth. Journal of Physical Activity and Health.

Staiano AE, Morrell M, Hsia DS, Hu G, & Katzmarzyk PT. (2016) The burden of obesity, elevated blood pressure, and diabetes in uninsured and underinsured adolescents. Metabolic Syndrome and Related Disorders. 14(9), 437-441.

Staiano AE, Marker AM, Martin CK, & Katzmarzyk PT. (2016). Physical activity, mental health, and weight gain in a longitudinal observational cohort of nonobese young adults. Obesity, 24(9), 1969-1975.

Staiano AE, Marker AM, Frelier JM, Hsia DS, & Martin CK. (2016). Influence of screen-based peer modeling on preschool children's vegetable consumption and preferences. Journal of Nutrition Education and Behavior, 48(5), 331-335

Mackintosh KA, Standage M, Staiano AE, Lester L, & McNarry MA. (2016). Investigating the physiological and psychosocial responses of single-and dual-player exergaming in young adults. Games for Health Journal, 5(6), 375-381

Baranowski T, Blumberg F, Buday R, DeSmet A, Fiellin LE, Green CS, Kato PM, Lu AS, Maloney AE, Mellecker R, Morrill BA, Peng W, Shegog R, Simons M, Staiano AE, Thompson D, & Young K. (2016). Games for health for children-current status and needed research. Games for Health Journal, 5(1), 1-12.

Michel, G. F., Marcinowski, E. C., Babik, I., Nelson, E. L., & Campbell, J. M. (2015). An Interdisciplinary Biopsychosocial Perspective on Infant Development. In S. Calkins (Ed.) Handbook of Infant Development: A Biopsychosocial Perspective, 427-446. 

Staiano AE, Broyles ST, & Katzmarzyk PT. (2015). School term vs. school holiday: Associations with children's physical activity, screen-time, diet and sleep. International Journal of Environmental Research and Public Health, 12(8), 8861-8870.

Staiano AE, Harrington DM, Johannsen NM, Newton RL, Jr., Sarzynski MA, Swift DL, & Katzmarzyk PT. (2015). Uncovering physiological mechanisms for health disparities in type 2 diabetes. Ethnicity and Disease, 25(1), 31-37.

Marker AM, & Staiano AE. (2015) Better together: Outcomes ofcooperation versus competition in social exergaming. Games for Health Journal, 4(1), 25-30.

Carson V, Staiano AE, & Katzmarzyk PT. (2015). Physical activity, screen time, and sitting among U.S. adolescents. Pediatric Exercise Science, 27(1), 151-159.

Pere, C., Ginn, R., Hill, N., & DiCarlo, C.F. (2015). Childhood Obesity prevention: A service-learning advocacy project. Journal for Service-Learning, Leadership, and Social Change.

Harshaw, C., Marcinowski, E. C., & Campbell, J. M. (2014). Communicating Developmental Psychobiology to the Masses: Why Psychobiologists Should Contribute to Wikipedia. Developmental Psychobiology, 56 (7), 1439-1441. 

Staiano AE, & Flynn R. (2014). Therapeutic uses of active videogames: A systematic review. Games for Health Journal, 3(6), 351-365.

Staiano AE. (2014). Learning by playing: Video gaming in education-a cheat sheet for games for health designers. Games for Health Journal, 3(5), 319-321.

Flynn RM, Richert RA, Staiano AE, Wartella E, & Calvert SL. (2014). Effects of exergame playon EF in children and adolescents at a summer camp for low income youth. Journal of Educational and Developmental Psychology, 4(1), 209-225.

Katzmarzyk PT, Barlow S, Bouchard C, Catalano PM, Hsia DS, Inge TH, Lovelady C, Raynor H, Redman LM, Staiano AE, Spruijt-Metz D, Symonds ME, Vickers M, Wilfley D, & Yanovski JA. (2014). An evolving scientific basis for the prevention and treatment of pediatric obesity. International Journal of Obesity, 38(7), 887-905.

Staiano AE, Gupta AK, & Katzmarzyk PT. (2014). Cardiometabolic risk factors and fat distribution in children and adolescents. Journal of Pediatrics, 164(3), 560-565.

Baranowski T, Adamo KB, Hingle M, Maddison R, Maloney A, Simons M, & Staiano AE. (2013). Gaming, adiposity, and obesogenic behaviors among children. Games for Health Journal, 2(3), 119-126.

Michel, G. F., Babik, I., Nelson, E. L., Campbell, J. M., & Marcinowski, E. C. (2013). How the development of handedness could contribute to the development of language. Developmental Psychobiology, 55(6), 608-20. 

Staiano AE, Broyles ST, Gupta AK, Malina RM, & Katzmarzyk PT. (2013). Maturity-associated variation in total and depot-specific body fat in children and adolescents. American Journal of Human Biology, 25(4), 473-479.

Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013) Ethnic and sex differences in visceral, subcutaneous, and total body fat in children and adolescents. Obesity, 21(6), 1251-1255.

Harrington DM, Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). BMI percentiles for the identification ofabdominal obesity and metabolic risk in children and adolescents: Evidence in support of the CDC 95th percentile. European Journal of Clinical Nutrition, 67(2), 218-222.

Staiano AE, Harrington DM, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). Television, adiposity, and cardiometabolic risk in children and adolescents. American Journal of Preventive Medicine, 44(1), 40-47.

Calvert SL, Staiano AE, & Bond BJ. (2013). Electronic gaming and the obesity crisis. New Directions for Child and Adolescent Development, 139,51-57.

Harrington DM, Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). Waist circumference measurement site does not affect relationships with visceral adiposity and cardiometabolic risk factors in children. Pediatric Obesity, 8(3), 199-206.

Barreira TV, Staiano AE, & Katzmarzyk PT. (2013). Validity assessment of a portable bioimpedance scale to estimate body fat percentage in white and African-American children and adolescents. Pediatric Obesity, 8(2), 29-32.

Staiano AE, Abraham AA, & Calvert SL. (2012). The Wii Club: Gaming for weight loss in overweight and obese youth. Games for Health Journal, 1(5), 377-380.

Broyles ST, Staiano AE, Drazba KT, Gupta AK, Southern M, & Katzmarzyk PT. (2012). Elevated C-reactive protein in children from risky neighborhoods: Evidence for a stress pathway linking neighborhoods and inflammation in children. PloS One, 7(9)

Staiano AE, Katzmarzyk PT. (2012). Ethnic and sex differences in body fat and visceral and subcutaneous adiposity in children and adolescents. International Journal of Obesity, 36(10), 1261-1269.

Staiano AE, & Calvert SL. (2012).  Digital gaming and pediatric obesity: At the intersection of science and social policy. Social Issues and Policy Review, 6(1), 54-81.

Staiano AE, & Calvert SL. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child Development Perspectives, 5(2),93-98.

Child Trauma

Kim, H., Jonson-Reid, M., Kohl, P., Chiang, C. J., Drake, B., Brown, D., McBride, T., & Guo, S. (2020).Latent class analysis risk profiles: An effective method to predict a first re-report of maltreatment. Evaluation and Program Planning, 101792.

Jonson-Reid, M., Chiang, C.J., Kohl, P., Drake, B., Brown, D., Guo, S., & McBride, T. (2019). Repeat reports among cases reported for child neglect: A scoping review. Child Abuse & Neglect, 92, 43-65.

Chiang, C. J.,& Ma, T. J. (2013). Working experiences with children witnessed domestic homicide, Taiwanese Social Work, 11, 115-144

Lee, L., Miller, C., & Caballero, J, (In Progress). Community-based, social justice-oriented experiences in ethnically, socio-economically diverse preschools: Early childhood pre-service teachers’ perspectives.

Drake, B., Jonson-Reid, M., Kim, H., Chiang, C. J., & Davalishvili, D. (2021) Disproportionate Need as a Factor Explaining Racial Disproportionality in the CW System. In Racial Disproportionality and Disparities in the Child Welfare System (pp. 159-176). Springer, Cham.

Kracht CL, Webster EK, & Staiano AE. (2019). Sociodemographic differences in young children meeting 24-hour movement guidelines. Journal of Physical Activity & Health.

Lee, L. (2018). Korean mode of color-blind perspectives on ethnic diversity: A case study of Korean Elementary teachers. International Journal of Diversity of Education, 18(1), 27-38.

Lee, L. (2016, Summer). A learning journey with Latino immigrant children: An American low-income preschool project. Childhood Explorer, 3.

Lee, L., & Misco, T. (2014). All for one or one for all: An analysis of the concepts of patriotism and others in multicultural Korea through elementary moral education textbooks. The Asia-Pacific Education Researcher. 23(1), 2-10.

Misco, T., & Lee, L. (2013). “There is no such thing as being Guamanian”: Controversial Issues in the context of Guam. Theory and Research in Social Education, 42(3), 414-439.

Misco, T.,& Lee, L. (2012).1Multiple and overlapping identities: The case study of Guam. Multicultural Education, 20(1), 23-32.

Lee, L. (2011). Language and identity in the moral domains: Minority children in education. Focus on Elementary, 23(3). 3-6.

Lee. L. (2011). Cultural awareness in beliefs and practice: An elementary teacher’s perspective on Korean children and their culture. Focus on Teacher Education, 11(2), 4-10.

ECE Professional Attrition

Chiang, C.J., Jonson-Reid, M., Kim. H., Drake. B., Pons. L., Kohl. P., Constantino. J., & Auslander. W., (2018) Service engagement and retention: Lessons from the Early Childhood Connections Program. Children and Youth Services Review, 88, 114-127. DOI: 10.1016/j.childyouth.2018.02.028

Carson, R. L., Baumgartner, J. J., Ota, C.L., Pulling Kuhn, A. C., & Durr, A. (2016). An ecological momentary assessment of burnout, rejuvenation strategies, job satisfaction, and quitting intentions in childcare teachers. Early Childhood Education Journal, 1-8.

Educational Leadership

Nelson-Smith, K. (2009). Building Opportunities through Leadership Development (BOLD). A curriculum.

Jonson-Reid, M., & Chiang, C. J.(2019). Problems in Understanding Program Efficacy in Child Welfare. In Re-Visioning Public Health Approaches for Protecting Children (pp. 349-377). Springer, Cham.

Environment (Classroom)

Deris, A., DiCarlo, C., Wagner, D. & Krick-Oborn, K. (in press). Using environmental modification and teacher mediation to increase literacy behaviors in inclusive preschool settings. Infants & Young Children

Reames, H. & DiCarlo, C.F. (2016). Creating a learner-centered classroom. Focus on PK/K, Early Years Bulletin, 3(3), 1-3, 7.

Guan, X. & DiCarlo, C.F. (2009). Minimizing stressors in the early childhood classroom. Collaborations, 2, 22-23.

Wayne, A., DiCarlo, C., Burts, D., & Benedict, J. (2007). Increasing the literacy behaviors of preschool children through environmental modifications. The Journal of Research in Childhood Education, 22(1), 5-16.

DiCarlo, C.F., Stricklin, S., & Reid, D.H. (2006). Increasing toy play among toddlers with and without disabilities by modifying structural quality of the classroom environment. National Head Start Association Dialog, 9(1)49-62.

Behavior Guidance

Reames, H. & DiCarlo, C. (2018). Using positive reinforcement to increase attentive behavior and correct task performance for preschoolers during extra curricular activities. Journal of Teacher Action Research, 4(2), 1-9.

DiCarlo, C.F., Baumgartner, J., & Ourso, J. & Powers, C. (2016). Using least-to-most assistive prompt hierarchy to increase child compliance with teacher directives in preschool classroom. Early Childhood Education Journal, 44(6) 1-10.doi:10.1007/s10643- 016-0825-7.

DiCarlo, C. & Baumgartner, J. (2011). Promoting Positive Behavior in the Preschool Classroom. Focus on Pre-K and K, 24(1), 4-7.

Torres, A., & DiCarlo, C.F. (2008). Positive Guidance. Collaborations. 3, 14-15.

Literacy and Language

Terrusi, M. (2020).  Illustrated books without words for inclusion: Method reflections on  reading, between form and metaphor. In E.A. Emili & V. Macchia (Eds.), Reading the inclusion: Picture books and books for one and all (pp. 77-88). ETS Editions. 

Terrusi, M. (2018). Silent Books. Wonder, Silence and Other Metamorphosis in Wordless Picture Books. Proceedings, 1(9), 1 – 12. http://dx.doi.org/10.3390/proceedings1090879

Terrusi, M. (2017). Child portraits. Representations of the child body in children's illustration and literature: Some interpretative categories. Magazine of history of education, 4(1),  183 – 210. http://dx.doi.org/10.4454/rse.v4i1.28

Terrusi, M. (2017). Constellation of early childhood, Gugu's firmament. A portrait of Augusta Rasponi del Sale (Ravenna 1864-1942), author of picture book. Research of education  and education, 12(2), 71 – 88. http://dx.doi.org/10.6092/issn.1970-2221/7082

Terrusi, M. (2017). Eternals, children, winged: Neoteny, lightness and literature for children. Training Studies, 20(2), 387 – 408. http://dx.doi.org/10.13128/Studi_Formaz-22195

Terrusi, M. (2017). Mute wonders: Silent book and children's literature. Carocci.  

Beach, D., & DiCarlo, C.F. (2016). Can I play, again? Using a literacy ipad app to increase letter recognition & phonemic awareness. Journal of Teacher Action Research,2(2), 70-76.

Terrusi, M. (2016). Children read great. In C.I. Salviati (Ed.), In vitro: An experimental project    to promote reading (pp. 18-21). Center for Literature and Reading. MIBAC Ministry of Artistic and Cultural Heritage.

Terrusi, M. (2016). The possible, the visible, the questionable: Unexpected (or wordless) books   at school. In E. A. Emili (Ed.), Languages ​​for an inclusive school (pp. 51-66). Free Books.

Grilli, G. & Terrusi, M. (2014). A (Visual) Journey to Italy. In E. Arizpe, T. Colomer, & C. Martinez-Roldan (Eds.), Visual Journeys Through Wordless Narratives (pp. 217-238). Bloomsbury Academic.

Grilli, G. & Terrusi, M. (2014).  Migrant readers and wordless books: Visual narratives' inclusive experience. Encyclopaideia, 18(38), 67 – 90. http://dx.doi.org/10.6092/issn.1825-8670/4508

Ota, C. L. & Austin, A.M. (2013). Training and mentoring: Family child care providers’ use of linguistic inputs in conversations with children. Early Childhood Research Quarterly 28(4), 972-983

Terrusi, M. (2013). The room of children's literature: Educators, teachers and storytellers. In C.  Panciroli & F. D. Pizzigoni (Eds.), The museum as a workshop of experiences with heritage: The example of the Mode (pp. 1-199). Quiedit.

Terrusi, M. (2013). The life of children in the figures: Gugú, a forgotten author. Childhood, 6(1), 335-339. 

Terrusi, M. (2012). Illustrated books: Read, look, name the world in children's books. Carocci

Brintazzoli, G. & Terrusi, M. (2011). At the edge of the page. Li.Ber books for children and boys, 92(1), 50 – 52.

Terrusi, M. (2011). Read the visible. The world pictured in the pages. Form and poetics of early childhood books. In E. Beseghi & G. Grilli (Eds.), The invisible literature: Childhood and children's books (pp. 143-164). Carocci.

Chung, M. & Lee, L. (2009). Critical literacy theories for media literacy education. Academic Exchange Quarterly, 13(4), 121-127.

Lee, L. (2009). Media literacy. Academic Exchange Quarterly, 13(4), 10.

Terrusi, M. (2009). Classic fairy tales with contemporary design, interview with Steven Guarnaccia. Li.Ber books for children and boys, 82(1), 60 – 61. 

Terrusi, M. (2009). The art of the three little pigs. Li.Ber books for children and boys, 82(1), 59 – 63.

Terrusi, M. (2007). Philosophers animals: whether they are feathered canids or felines, we can consider them Masters. Li.Ber books for children and boys, 74(1), 30 – 31.

Terrusi, M. (2007). Families and new conformisms: The challenge of the bourgeois mentality seen through the complex father-son dialectic: Holidays with the father by Marcello Argilli. Li.Ber books for children and boys, 73(1), 44-45. 

Terrusi, M. (2007).  Books on the road. Li.Ber books for children and boys, 76(1), 54 – 55. 

Terrusi, M. (2006). Andersen Press turns 30: from the voice of its founder, Klaus Flugge, the story of the famous English publishing house. Andersen, 224(1), 31 – 35.

Mathematics

Hendershot, S., Austin, A. M. B., Blevins-Knabe, B., & Ota, C.L. (2015). Young children’s mathematics references during free play in family child care settings. Early Child Development and Care.  186(7), 1126-1141.

Misco, T., Lee, L., & Malone, K. Goley, S., & Seabolt, P. (2012).*Using the idea of insurance to develop mathematical skills and democratic dispositions. Interdisciplinary Journal of Teaching and Learning, 2(2), 78-89.

Austin, A.M., Blevins-Knabe, B., Ota, C., Rowe, T., & Knudsen Lindauer, S. (2011). Mediators of preschoolers’ early mathematics concepts. Early Child Development and Care, 181(9), 1181-1198.

Motor Skills

Molinini, R. M., Koziol, Marcinowski, E. C., Tripathi, T., Hsu, L.-Y., Harbourne, R. T., Lobo, M. A., McCoy, S. W., Bovaird, J., & Dusing, S. C. (2021). Early motor skills predict the developmental trajectory of problem solving skills in young children with motor impairments. Developmental Psychobiology. [Early View] 

Barnett, L.M., Stodden, D.F., Hulteen, R.M. and Sacko, R. (2020). Motor Proficiency Assessment. In T. Brusseau, S. Fairclough & D. Lubans (Eds.), The Routledge Handbook of Youth Physical Activity.

Gonzalez, S. L., Campbell, J. M., Marcinowski, E. C., Michel, G. F., Coxe, S., & Nelson, E. L. (2020). Preschool language ability is predicted by toddler hand preference trajectories. Developmental Psychology, 56(4), 699-709. 

Hulteen, R.M., Barnett, L.M. True, L., Lander, N., Cruz, B.P. and Lonsdale, C. (2020). Validity and Reliability Evidence for Motor Competence Assessments in Children and Adolescents: A Systematic Review. Journal of Sports Sciences, 38(15), 1717-1798, doi: 10.1080/02640414.2020.1756674  

Hulteen, R.M., True, L., and Pfeiffer, K. (2020). Differences in Associations of Product- and Process-Oriented Motor Competence Assessments with Physical Activity in Children. Journal of Sports Sciences, 38(4), 375-382. doi:10.1080/02640414.2019.17 02279

Webster, E.K., Kracht, C.L., Newton, R.L., Beyl, R.A., & Staiano, A.E. (2020). Intervention to improve preschoolers’ fundamental motor skills: Protocol of a parent-focused, mobile app-based comparative effectiveness trial. Research Protocols, 9(10):e19943.

Fearnbach, S.N., Martin, C.K., Heymsfield, S.B., Staiano, A.E., Newton, R.L., Garn, A.C., Johannsen, N.M., Hsia, D.S., Carmichael, O.T., Murray, K.B., Ramakrisnapillai, S., Murray, K.B., Blundell, J.E., & Finlayson, G.S. (2020) Validation of the Activity Preference Assessment: A tool for quantifying children’s implicit preferences for sedentary and physical activities. International Journal of Behavioral Nutrition and Physical Activity

Kracht, C.L., Webster, E.K., & Staiano, A.E. (2020) Relationship between the 24-hour movement guidelines and fundamental motor skills in preschoolers. Journal of Science and Medicine in Sport.

Marcinowski, E. C., Tripathi, T., Hsu, L.-Y., McCoy, S. W., & Dusing, S. C. (2019). Sitting skill and the emergence of arms‐free sitting affects the frequency of object looking and exploration. Developmental Psychobiology, 61 (7), 1035-47. 

Marcinowski, E. C., Nelson, E. L., Campbell, J. M., & Michel, G. F. (2019). The development of object construction from infancy through toddlerhood. Infancy, 24(3), 368-391. 

Campbell, J. M., Marcinowski, E. C., & Michel, G. F. (2018). The Development of Neuromotor Skills and Hand Preference During Infancy. Developmental Psychobiology, 60(2), 165-175. 

lteen, R.M., Morgan, P.J., Barnett, L.M., Robinson, L.E. Barton, C., Wrotniak, B., and Lubans, D.R. (2018). Initial Predictive Validity of the Lifelong Physical Activity Skills Battery. Journal of Motor Learning and Development, 6(2), 301-314. doi: 10.1123/jmld.2017-0036

Michel, G. F., Babik, I., Nelson, E. L., Campbell, J. M., & Marcinowski, E. C. (2018). Evolution and Development of Handedness: An Evo-Devo Approach. In G. Forrester, W. D. Hopkins, K. Hudry, & A. K. Lindell (Eds.), Cerebral Lateralization and Cognition: Evolutionary and Developmental Investigations of Motor Biases. Elsevier Inc.: Academic Press. 347-374. 

Hulteen, R.M., Morgan, P.J., Barnett, L.M., Stodden, D.F. and Lubans, D.R. Development of Foundational Motor Skills: A Conceptual Model for Physical Activity Across the Lifespan. (2018). Sports Medicine, 48(7), 1533-1540. doi: 10.1007/s4029-018-0892-6

Marcinowski, E. C., & Campbell, J. M. (2017). Building on what you have learned: Constructing skill during infancy influences the development of spatial relation words. International Journal of Behavioral Development, 41(3), 341-349. doi:10.1177/0165025416635283 

Nelson, E. L., Gonzalez, S., Coxe, S., Campbell, J. M., Marcinowski, E. C., & Michel, G. F. (2017). Toddler hand preference trajectories predict 3-year language outcome. Developmental Psychobiology, 59(7), 876-887. 

Nathan, N., Cohen, K., Beauchamp, M. W.L., Hulteen, R.M., Babic, M. and Lubans, D.R. Feasibility and Efficacy of the Greater Leaders Active StudentS (GLASS) Program on Improving Children’s Fundamental Movement Skills: A Pilot Study. (2017). Journal of Science and Medicine in Sport, 20(12), 1081-1086. doi: 10.1016/j.jsams.2017.04.016

Johnson, T.M., Ridgers, N.D. Hulteen, R.M., Mellecker, R.R. and Barnett, L.M. (2016). Does Playing a Sports Active Video Game Improve Young Children’s Ball Skill Competence? Journal of Science and Medicine in Sport, 19(5), 432-436. doi: 10.1016/j.jsams.2015.05.002

Marcinowski, E. C., Campbell, J. M., Faldowski, R. A., & Michel, G. F. (2016). Do hand preferences predict stacking skill during infancy? Developmental Psychobiology, 58(8), 958-967. 

Michel, G. F., Campbell, J. M., Marcinowski, E. C., Nelson, E. L., & Babik, I. (2016). Infant Hand Preference and the Development of Cognitive Abilities. Frontiers in Psychology, 7, 410. http://dx.doi.org/10.3389/fpsyg.2016.00410 

Campbell, J. M., Marcinowski, E. C., Babik, I., & Michel, G. F. (2015). The influence of a hand preference for acquiring objects on the development of a hand preference for unimanual manipulation from 6 to 14 months. Infant Behavior and Development, 39, 107-117. 

Campbell, J. M., Marcinowski, E. C., Latta, J. A., & Michel, G. F. (2015). Different assessment tasks produce different estimates of handedness stability during the 8 to 14 month age period. Infant Behavior and Development, 39, 67-80. 

Hulteen, R.M., Johnson, T.M., Ridgers, N.D., Mellecker, R.R. and Barnett, L.M. (2015). Children’s Movement Skills When Playing Active Video Games. Perceptual and Motor Skills, 121(3), 1-24. doi: 10.2466/25.10.PMS.121c24x5

Michel, G. F., Nelson, E. L., Babik, I., Campbell, J. M., & Marcinowski, E. C. (2013). Multiple trajectories in the developmental psychobiology of human handedness. In R. M. Lerner, & J. B. Benson (Eds.), Embodiment and epigenesis: Theoretical and methodological issues in understanding the role of biology within the relational developmental system Part B: Ontogenetic Dimensions. Elsevier Inc.: Academic Press, 227-260. 

Music Education

Isbell, D. (2018). Music educators consider musical futures. Contributions in Music Education. 43(1). 39-58.

Isbell, D. S., & Stanley, A. M. (2018). Code-switching musicians: an exploratory study. Music Education Research,20(2), 145-162.

Isbell, D. (2015). My Music and School Music: Formal and Informal Music Experiences. In Burton, S. and Snell, A. (Eds.), Engaging Musical Practices: A Sourcebook for Instrumental Music. Rowman and Littlefield Education Publishers, Inc.

Isbell, D. and Stanley, A. (2015) Are you a musical code-switcher?Polyphonic.org: The Orchestra Music Forum. http://www.polyphonic.org/2015/06/22/are-you-a-musical-code-switcher/.

Isbell, D. (2015)Apprehensive and excited: Music education students ’ encounter vernacular musicianship. Journal of Music Teacher Education. doi:10.1177/1057083714568020.

Isbell, D. (2014). The socialization and identity of undergraduate music teachers: A review of literature. Update: Applications for Research in Music Education.doi: 10.1177/8755123314547912.

Isbell, D. (2012). Learning theories: Insights for music educators. General Music Today 25(2). 9-23.

Isbell, D. (2009). Understanding Socialization and Occupational Identity among Preservice Music Teachers. In M. Schmidt (Ed.), Collaborative action for change:Selected proceedings from the 2007 symposium on music teacher education. Lanham, MD: Rowman and Littlefield Publishers, Inc.

Isbell, D. (2007). Popular music and the public school music classroom. Update: Applications for Research in Music Education.26(1).

Bowers, J., Cassellberry, J., Isbell, D., Kyakuwa, J., Li, Y., Mercado, E., and Wallace, E.(2019) A Descriptive Study of the Use of Music During Naptime in Louisiana Child Care Centers. Journal of Research in Childhood Education, 33(2). doi: 10.1080/02568543.2019.1577770.

National Disasters

DiCarlo, C.F., Burts, D., Buchanan, T., Aghayan, C., & Benedict, J. (2007). Making Lemonade from Lemons: Early Childhood Teacher Educators’ Programmatic Responses to Hurricanes Katrina and Rita. Journal of Early Childhood Teacher Education, 28 (1), 61-68.

Outdoor Education

Terrusi, M. (2020). Children's books and outdoor education imagery: Stories and figures to tell each other. In S. Meo & M. Ognissanti (Eds.), From risk to opportunity: Outdoor education experiences in childcare and primary school services (pp. 115-118). Junior-   Children Editions.

Farné, R., Bortolotti, A., Terrusi, M. (2018) Introduction: Natural educational needs. In R. Farné, A. Bortolotti, & M. Terrusi (Eds.), Outdoor education: Theoretical perspectives and  good practices (pp. 13-24). Carocci.

Terrusi, M. (2018). Children's literature and natural imaginary. In R. Farné, A. Bortolotti, & M. Terrusi (Eds.), Outdoor education: Theoretical perspectives and good practices (pp. 183- 200). Carocci.

Terrusi, M. (2015). The green ship: natural education and reading for children. Li.Ber books for children and boys, 106(2), 40 – 42.

Terrusi, M. (2015). The teacher's shelf. Childhood, 1(4), 334 – 336.

Terrusi, M. (2014). Children's literature and natural narratives. In R. Farné & F. Agostini (Eds.) Outdoor education: Education takes care of outdoors (pp. 69-74). Junior-Spaggiari.

Grantham-Caston, M., & Perry, M. & DiCarlo, C.F. (2019). Playful Reggio Emilia. International Play Association, Spring-Fall, 20-25.

Dicarlo, C.F., Baumgartner, J.J., Ota, C.L. & Jensen, C. (2015). Preschool teachers’ perceptions of rough and tumble play vs. aggression in preschool-aged boys. Early Child Development and Care, 185(5), 779-790.

Carson, R., Lima, M. & DiCarlo, C.F. (2015). Play On! Playground learning activities for youth fitness (2nd edition). Reston, VA: American Association for Physical Activity and Recreation.

Casey, E. M. & DiCarlo, C.F. (2015). Play traditions in the Garifuna culture of Belize. International Play Association eJournal, www.Ipausa.org.

DiCarlo, C.F. & Vagianos, L.A. (2009). Preferences and play. Young Exceptional Children, 12(4), 31-39.

Popular Culture

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Reflections on Project Work in Early Childhood Teacher Education

• Published: 03 February 2022
• Volume 51 , pages 407–418, ( 2023 )

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• Mary Donegan-Ritter   ORCID: orcid.org/0000-0002-3351-1590 1 ,
• Betty Zan 1 &
• Allison Pattee 1  

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Project approach allows early childhood teachers to use both child-initiated and teacher-facilitated instructional methods. This article describes what we learned from a study focused on project approach professional development for early childhood teachers who later served as mentor teachers during a field experience for an introductory methods course. The mentor teachers saw their role as guides and supports for early childhood preservice teachers who were placed in teams in their classrooms to implement project approach. Interviews with mentor teachers and document reviews of preservice teacher reflection papers reveal that preservice teachers gained understanding about how child engagement can be fostered through project work and the importance of working as a team. Mentor teachers wanted university faculty to take a more active role in supporting team communication, make visits to the classroom and situate project work in a field experience with enough hours to get to know the children and fully develop each phase of the project. Implications for early childhood teacher educators seeking to incorporate project work in preservice field experiences are shared.

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Donegan-Ritter, M., Zan, B. & Pattee, A. Reflections on Project Work in Early Childhood Teacher Education. Early Childhood Educ J 51 , 407–418 (2023). https://doi.org/10.1007/s10643-022-01307-4

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Be patient toward all that is unsolved in your heart and try to love the questions themselves. —Rainer Maria Rilke, Letters to a Young Poet

Whenever I talk to teachers about doing teacher research, I start by exhorting them to question everything and, following Rainer Maria Rilke’s advice, to love the questions. It is appropriate advice because teaching, by its very nature, is an inquiry process—a serious encounter with life’s most meaningful and often baffling questions. Questions like “Why does one activity engage the children so thoroughly one day, yet totally bomb the next day?” and “How can I make a connection with those children who seem distant and unwilling to interact with others?” are typical of the kinds of questions teachers ask every day as they confront the complex world of the classroom.

If we take seriously the complexity of teaching, then we understand the need for teachers to have an active role in the process of finding the answers to their meaningful questions. When teachers ask questions about the what, how, and why of what they do and think about alternatives to their practices, they incorporate the element of inquiry into their teaching. When teachers systematically and intentionally pursue their questions, using methods that are meaningful to them to collect, analyze, and interpret data, they demonstrate the value of teacher research as a vehicle for promoting self-reflection and decision making. Most important, as they begin to investigate questions that are to their own situations, they move from conveyers of knowledge about teaching and learning to creators of their own knowledge. 

The focus of this article is how to pose a teacher research question. More precisely, the aim is to examine the components of a researchable question and offer suggestions for how to go about the question in a way that makes it researchable. Researchable questions emerge from areas teachers consider problematic (i.e., puzzling, intriguing, astonishing) or from issues they simply want to know more about.

Not all teaching questions are researchable

Teachers are questioners, but not all questions are inquiry oriented. In many cases, especially in traditional classrooms, teachers ask children questions to elicit a specific response (“What is your favorite color?,” “What color do we make when we mix red and blue paint?”) or to get children to think about what they are learning (“What is happening in this story?,” “Why do you think that?”). These questions serve primarily as a means to help children recall information, to check on children’s thinking, and to assess children’s understanding of certain material. Teaching questions

• May be open or closed, but are usually closed
• Are typically phrased as yes or no questions
• Seek answers to specific problems
• Tend to have clear boundaries
• Often carry the outlines of their solutions       
• Involve thought, but may lack emotion or passion

While these questions have their place in teaching, they do not serve as an invitation to investigate further. As Clifford and Marinucci (2008) emphasize, an important characteristic of inquiry is that it evokes stimulating questions that lead to further questions.

What are the questions worth asking?

Teachers ask other kinds of questions, and like the children they teach, teachers are curious. They have the desire to know and the need to understand. In genuine inquiry, however, teachers ask and pursue questions in order to make critical decisions about their practice, to assess the viability of their methods and techniques, and to rethink assumptions that may no longer fit their classroom experiences. I like to think about teacher inquiry as the continuous engagement with questions worth asking—the wonderings worth pursuing that lead to a greater understanding of how to teach and how children learn.

Inquiry typically begins with reflection on what teachers think, what they believe and value, and ultimately who they are. That is, inquiry may stem from teachers’ assumptions, identities, and images of teaching and learning. The impetus to pursue a question often arises out of personal curiosity, a nagging issue, a keen interest, or a perspective that begs examination in order to understand something more fully or to see it in different ways. When teachers pose questions worth asking, they do so from an attitude—a stance—of inquiry, and they see their classrooms as laboratories for wonder and discovery.

Questions worth asking are questions that teachers care about—questions that come from real-world obstacles and dilemmas. They are problems of meaning that develop gradually after careful observation and deliberation about why certain things are happening in the classroom. These questions are not aimed at quick fix solutions; rather, they involve the desire to understand teaching and learning in profound ways. Questions worth asking have the power to change us and to cause us to see ourselves and the children we teach in new ways. They engage the mind and the passion of the teacher; encourage wonder about the space between what is known and what is knowable; and allow for possibilities that are neither imagined nor anticipated (Hubbard & Power 2003).

However, while all teachers may have wonderings worth pursuing, not all questions are researchable. What makes a question researchable?

What is a researchable question?

One of the central characteristics of inquiry is that it evokes an invitation to investigate further. How does one begin to frame a question in a way that will yield the best research? I believe that it is important to start by talking with a trusted colleague or fellow teacher who understands the uncertainties and dilemmas of teaching. I will revisit this idea shortly. First, let us look at the kinds of questions one can ask to start on the path to developing a researchable question:

• What interests me?
• What puzzles or intrigues me?
• What do I wonder about my teaching?
• What do I want to know or better understand about children as learners or about myself as a teacher, a learner, or a person?
• What would I like to change or improve?
• Why is this important?
• What are my assumptions or hypotheses?
• What have my initial observations revealed to me?

In general, researchable questions must be open ended, suggesting multiple directions and possibilities (Freeman 1998; Hubbard & Power 2003). This means avoiding yes-or-no questions and questions that have clear boundaries or solutions. In contrast, questions that begin with how or what allow a researcher to describe the process and changes as they emerge. They are questions that are most likely to be addressed through observation and documentation that will yield rich descriptions and more detailed and meaningful information. As much as possible, researchable questions are phrased in ways that direct the questioner toward inquiry and away from specific courses of action (Freeman 1998). Researchable questions

• Are always open ended
• Are investigative
• Seek possibilities and multiple responses
• Enable surprises and epiphanies
• Assume that knowledge and understanding are constructed
• Draw out experiences, perspectives, and beliefs             
• Involve emotion as well as thought

The more personally meaningful and urgent the questions are, the more likely the teacher has the desire and motivation to address them. As stated previously, the teacher must care about the questions—inquiry demands an orientation toward what matters. Furthermore, questions that can evolve with time and with continued observation and reflection produce the most useful information and results. The teacher can act upon the information and results to make changes and improvements.

Here are some examples of researchable questions:

• How can I become more self-aware regarding my feelings and how they affect my interactions and relationships with children?
• What can I do to prepare myself emotionally when I am not feeling my best?
• How do children react when I use praise? What do children learn from this?
• How does the lack of recess time affect learning in the classroom?
• What kinds of learning activities promote positive interactions among peers?

In sum, researchable questions have the power to change us, and they lend themselves to documentation of those changes. They lead to surprises and epiphanies and help teachers develop greater self-awareness and understanding and more meaningful ways to teach. Thus, the benefits of teacher research begin with finding and enjoying the possibilities in the questions themselves.

Getting started

Getting started can be surprisingly challenging. As a teacher educator, I have found that teachers experience the most difficulty developing researchable questions. Stringer (2004) points out that one of the reasons teachers have such difficulty is that classrooms are highly complicated places involving complex interactions and an interplay of actions and perceptions that are not easily examined without ample time to carefully observe and reflect on classroom situations and problems. Therefore, to clarify the nature and purpose of their research, teachers need time to focus on what happens in the classroom and to reflect on what they do and why they do it. One of the major strengths of teacher research is that it allows teachers to reflect on issues and problems and to formulate tentative questions that may be refined and reframed throughout the research process.

I encourage teachers to keep a journal, record their observations, reflect on their wonderings, and take the time needed to frame meaningful research questions. In addition, I advise teachers to revisit, refocus, and reframe their questions as new evidence and insights emerge. Although many teachers balk at the idea of keeping a reflective journal, it is still one of the best ways to keep track of meaningful questions.

I recommend writing down the questions that arise from teachers’ interactions and encounters (e.g., “What am I observing, assuming, wondering about, or puzzling over?”) rather than writing down everything that happens during the day. Recording these questions makes the next step of reflective practice a lot easier; that is, listing all the questions wondered about over the course of a week, then reflecting on why they were important.

At this point, it does not matter how researchable the questions may be; what is important is to get them down on paper in one’s own words. Teachers who use their journals to record their meaningful questions find it easier to keep journals as part of their everyday reflective practice and to settle on a question they feel comfortable pursuing (MacLean & Mohr 1999).

The next step is to recast the questions to make them more researchable. I have found that using a “free write” activity developed by Marian Mohr (see MacLean & Mohr 1999) helps teacher researchers to write their questions in several different ways and then revisit them. In addition, I believe it is critical to share questions with others. Having a critical friend or an inquiry group that includes colleagues, collaborators, and students is essential to the inquiry process because they help the teacher researchers to rethink and reexamine questions through collective dialogue and reflection, thus enabling them to recast the questions and their subsequent research plans.

In teacher research, the focus is largely on events and experiences and how teachers interpret them rather than on factual information or the development of causal connections explaining why something occurs (Stringer 2004). A teacher researcher starts not necessarily with a hypothesis to test, but with a question that is rooted in subjective experience and motivated by a desire to better understand events and behaviors and to act on this understanding to yield practical results that are immediately applicable to a specific problem (Noffke 1997). Therefore, it is helpful to focus initially on perceptions when reframing original questions to make them researchable.  

I typically encourage teachers to explore how they and the children think and feel about what they are doing in the classroom. This perspective orients teachers’ questions toward the ways they experience and perceive particular problems or situations and their interpretations of them. For example, when a public school made scheduling changes that limited children’s recess time in order to have more time to focus on instruction, a second-grade teacher was interested in pursuing this question: “What happens to learning when children are deprived of outdoor recess?”

To make this question more researchable, I suggested that the teacher think about this from her point of view: “How does the lack of recess time contribute to learning in the classroom?” I also recommended that she focus on the children’s perspective and reframe the question: “How do children feel about recess?”—specifically, “What benefits do they perceive recess offers them?” Because her questions did not allow her to observe and compare students who have recess with those who do not, she could not make any conclusive statements; she could, however, get at perceptions and understandings that could lead to some important decisions (and in fact did, as the school returned to its original recess schedule).  

Throughout any teacher research project, the initial research question is modified continually to create a closer fit with the classroom environment. Consider this interaction I had with a teacher who was struggling with reframing her question to be more researchable:

After weeks of observing her classroom and reflecting in her journal, Meredith has been wondering why her third-grade students seem so uninspired and uninterested in reading. Her initial question was, “In what ways can I best help students become inspired about learning? In particular, they seem to lack any desire to read in class.”

My response to Meredith was the following: “Meredith, you make some assumptions here about student desire and motivation. Are these accurate? How might your question be reframed to find out? It seems as though you may have a few questions here: ‘How can I help motivate students to learn?,’ ‘Why do students feel uninspired?,’ and ‘Why do students have a lack of motivation to succeed or do well?’

“Alternatively, you might ask, ‘What kinds of activities motivate students to learn?’ In researching this question, you would be able to explore student perceptions and observe what does seem to motivate them. For example, if hands-on, exploratory activities are fun and challenging but math worksheets aren’t, why is that? How are the activities different and how are they perceived?” 

Meredith began her inquiry with casual observation and moved toward more systematic, intentional observation, using her reflective teaching journal to record her reactions to questions like “What am I noticing that makes me think these children are unmotivated?” and “Why does this trouble me?” Meredith noted that the more she observed and reflected, the more she became adept at documenting what she heard and saw. Eventually she settled on the question “How do students’ feelings about particular activities affect their motivation to learn?”  This question did not yield specific, generalizable strategies that would work for every teacher in every classroom; however, it enabled Meredith to develop greater self-awareness and self-understanding and more meaningful ways to teach the children in her classroom.

It takes practice, self-monitoring, and awareness to become proficient in asking researchable questions. The support and encouragement of an inquiry group and the willingness to give thoughtful consideration to one’s questions are essential. As data collection proceeds, it may be necessary to ask yourself, “Is there something else more interesting emerging from my data?” Therefore, I recommend that teacher researchers, along with their inquiry groups, conduct a regular review of their research questions by asking questions like the following:

• What do the data tell me about my question?
• Am I asking the right question?
• What other questions may be emerging from my data?
• Is my question still meaningful, intriguing, worthy of investigation?
• Is my question more complicated than I had previously thought?
• Can my question evolve with time and with continued observation and reflection?

Framing questions to be researchable makes doing research possible in the midst of teaching and helps teachers stay attuned to the flow of the classroom and the needs of the children. Opportunities and time to revisit or look again are essential to refocusing and reframing questions, rethinking assumptions, and becoming attentive to what is happening in the classroom as new evidence and insights emerge.

Summary        

All teachers are questioners. They ask questions of children for various reasons, yet not all questions lead to genuine inquiry by children or by teachers. Questions that lead to inquiry evoke a sense of wonder or puzzlement. Teachers oriented toward understanding and enhancing their practice through inquiry ask meaningful questions—worthy questions that enable them to pursue what interests them about their teaching and to address the problems and concerns that they confront daily in the classroom. Thinking from this perspective, teacher research is not an “add on” but a way to build theory through reflection, inquiry, and action, based on the specific circumstances of the classrooms. It is a way to make informed decisions based on data collected from meaningful inquiry.

Here, I have addressed ways to help teachers move from teaching questions to researchable questions. Posing a researchable question is often viewed as the most challenging aspect of doing teacher research; however, when teaching is viewed as an ongoing process of inquiry involving observation and reflection, then questioning becomes increasingly a tool for exploring assumptions, informing decisions, and changing (improving) what teachers do. In other words, teaching becomes a matter of living and loving the questions.

Clifford, P., & S.J. Marinucci. 2008. “Voices Inside Schools: Testing the Waters: Three Elements of Classroom Inquiry.” Harvard Educational Review 78 (4): 675­–88.

Freeman, D. 1998. Doing Teacher Research: From Inquiry to Understanding. Teachersource series. New York: Heinle & Heinle.

Hubbard, R.S., & B.M. Power. 2003. The Art of Classroom Inquiry: A Handbook for Teacher-Researchers. Portsmouth, NH: Heinemann.

MacLean, M.S., & M.M. Mohr. 1999. Teacher Researchers at Work. Berkeley, CA: National Writing Project.

Noffke, S.E. 1997. “Professional, Personal, and Political Dimensions of Action Research.” Chap. 6 in Review of Educational Research, vol. 22, 305–43. Washington, DC: American Educational Research Association.

Stringer, E. 2007. Action Research in Education . 2nd ed. Upper Saddle River, NJ: Pearson Prentice Hall. 

Andrew Stremmel is professor in Teaching, Learning and Leadership at South Dakota State University. His scholarship focuses on teacher action research and Reggio Emilia-inspired, inquiry-based approaches. He is an executive editor of Voices of Practitioners. [email protected]

Vol. 13, No. 1

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