Browsing by Subject "developmental milestones"

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    Enhancing Educational Programing at an Urban Child Development Center
    (2024) Koss, Ashley; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; White, Debra
    Promoting developmentally appropriate learning is critical to enhancing a child’s education. Child development centers serve as a social and emotional learning opportunity for those that attend. A local child development center strives to promote age-appropriate learning and developmental activity engagement while also meeting the individual needs of diverse learners. After completing a needs assessment, the capstone student and site concluded that providing educators at the center with additional supports and resources for promoting age-appropriate learning and development would be beneficial. This doctoral capstone project was created to provide program enhancement through a trauma-informed care lens while promoting age-appropriate developmental learning. At the conclusion of the capstone experience the student concluded that classroom educators found value in different materials implemented within their rooms and feel as though these materials will increase their confidence in promoting developmentally appropriate learning and play.
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    Supporting Infant Motor Development in a Community-Based Child Care Setting
    (2023-05) Byrn, Hannah E.; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; White, Debra
    As the first year of life is a critical period for motor development, infants require support from caregivers to maximize their development to promote occupational engagement. In community-based child care centers, a lack of knowledge and confidence can inhibit teachers from following best practices guidelines for supporting infant motor development in the classroom. This capstone project aimed to increase teacher knowledge of infant motor development and confidence in building motor skills in the classroom through education and modeling of activities. Results from quantitative and qualitative data analysis revealed that education and modeling increased teacher knowledge and confidence in supporting infant motor development. This project adds to the growing body of research that supports teacher education as an effective method for supporting infant motor development in child care settings.