R.I.P.P.L.E.: Read Aloud, Interaction, Play, Practice, and Learning for Everyone! A Program That Teaches and Promotes Independence with School Tools and Self Care While Fostering Positive Mental Health through Community Building in Kindergarten

Autor/in	Hopkins, Victoria Mele
Titel	R.I.P.P.L.E.: Read Aloud, Interaction, Play, Practice, and Learning for Everyone! A Program That Teaches and Promotes Independence with School Tools and Self Care While Fostering Positive Mental Health through Community Building in Kindergarten
Quelle	(2023), (145 Seiten) PDF als Volltext Verfügbarkeit O.T.D. Dissertation, Boston University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9860-3
Schlagwörter	Hochschulschrift; Dissertation; Kindergarten; Young Children; Mental Health; Community; Evidence Based Practice; Teaching Methods; Skill Development; Child Development; COVID-19; Pandemics; Parent Attitudes; Parent Child Relationship; Computer Use; Access to Education; Early Childhood Education; Common Core State Standards; Interaction; Play; Reading Aloud to Others + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Frühe Kindheit; Psychohygiene; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Kindesentwicklung; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Education; Access; Bildung; Zugang; Bildungszugang; Early childhood; Frühkindliche Bildung; Frühpädagogik; Common core curriculum; Curriculum; Kerncurriculum; Interaktion; Spiel
Abstract	"Many kindergarteners struggle to master the foundational behaviors that enable them to successfully engage in classroom learning" (Cameron, et al., 2012, p 1229). As a school-based occupational therapist, there has been a noticeable rise in concerns from kindergarten teachers regarding the fine motor, visual motor, self-help, and social-emotional developmental deficits of students. Teachers have also shared concerns that this is an area they lack confidence in addressing. According to Cameron, et al., (2012) "Fine motor skills are the strongest predictor of special education referrals" (Cameron, et al., 2012, p. 1230). This concern has increased referrals for occupational therapy as well as teachers seeking class-wide interventions and support for their student's lagging skills. An extensive literature review was completed to investigate the possible causes which then informed program development. The following causes were investigated: A shift in parenting culture in part due to the rise of the digital era, the role of the COVID-19 pandemic, decreased access to early learning programs, and the unintended consequences of the adoption and implementation of the Common Core standards. To meet this critical need and support teachers and students, the R.I.P.P.L.E program was developed. This interactive, fun, research-based program is easy to implement and will have a positive impact on their classroom community and their students' skills. This program includes four components: a read-aloud interactive children's book, followed by participation in foundational skill building through play and practice, and project-based skill development, culminating in a class-wide celebration. The activities, modifications, and directions are available on the program's website. A pilot study will be conducted to determine if the R.I.P.P.L.E. program is the key ingredient in increasing students' foundational skills, school tool use, and self-care independence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01