Date of Award
5-3-2025
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Early Childhood Education
Capstone Instructor
Dr. Kelly Sadlovsky
Second Reader
Dr. Tamara Nuttall
Keywords
Early childhood education, developmentally appropriate practices, . executive functions, self-regulation
Abstract
The early childhood years established a critical developmental period during which foundational cognitive, social, and emotional skills were cultivated (Center on the Developing Child at Harvard University, 2011). Research highlighted the significant role of experiences during this stage of life in shaping children's readiness for school and long-term academic, social, and emotional outcomes (Center on the Developing Child at Harvard University, 2011). Among these foundational skills, executive function (EF) and self-regulation (SR) were recognized as essential for enabling goal-oriented behavior, emotional management, and problem-solving (Morgan et al., 2016). The increasing emphasis on academic rigor in early childhood education led to the adoption of instructional practices that did not align with developmental appropriateness (Goldstien, 2006). Such practices neglected the promotion of EF and SR, which were critical for lifelong success (Lawrence & Weikart, 1997). This capstone aimed to examine how early childhood educators implemented appropriate practices, including play-based learning and strategies used in the Tools of the Mind and HighScope early childhood curricula, to effectively support EF and SR skills. By focusing on these approaches, this work sought to contribute to the broader discussion on enhancing early childhood education to support whole child development and lifelong success.