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Teacher Research Proposal

Christine Reece

Department of Education, Brandman University

ECED 401: The Early Childhood Educator as Decision Maker

Dr. Julianne Zvalo-Martyn

November 29, 2020

Introduction

I completed my practicum hours for ECED 399 at Laura’s Barn Preschool and Day Care

Center in Salinas, California. It is open from 7:30 am to 5:30 pm, Monday through Friday. Each

family pays a monthly tuition for their child’s private care. There are 55 children total, age

ranging birth to 5-years old, with 12 staff. Most of the staff members are Spanish American,

some of them bilingual, and four are Caucasian. My student teaching was spent in the preschool

class where there are 20 children and two full-time teachers. They both have their BA’s, and one

is the lead teacher. The class splits in two after breakfast for lesson time. The older group stays in

the main class and the younger age heads to another room. Everyone is back together for outdoor

play and the remainder of the day.

The socioeconomic status of the families represented is 90% upper-middle class, with

Caucasian the largest ethnicity group, a few children are Caucasian and Spanish, one boy is

Caucasian and Russian, another is Caucasian and Indian, and there is a little girl who is

Caucasian and Vietnamese. The main language spoken is English, and four of the preschoolers

are dual language learners. They are English-Spanish, English-Russian, English-Hindi, and

English-Vietnamese.

For the child study I selected a 2.5-year old little preschooler named Bonnie Riley

(pseudonym). She is Caucasian and Vietnamese with long brown shiny hair, and brown sparkly

eyes. Her mother is Vietnamese and works as a trauma surgeon. Bonnie’s father, a graphics

designer, drops Bonnie off every morning. He is Caucasian. They are expecting a second child

and Bonnie is first born. I learned she just moved out of the toddler classroom and is potty

training. She recently has been out sick. When the teacher calls the children to line up, Bonnie is

normally last, way in the back of the line, and quietly taking her time looking at her
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surroundings. She is a good healthy eater. At lunch she is seen focused on her food. She loves

munching on broccoli and drinking milk from a cup. During play, she is often heard humming a

favorite children’s tune, cooking with the toy kitchen, caring for a baby doll, dressing up in

princess clothing, sliding down an outdoor slide, or selling ice cream from the playhouse

window.

I chose Bonnie initially for my case study out of a recommendation from her teacher. She

explained that Bonnie lacks verbal and social-emotional skills. Bonnie is in the younger class.

Upon this recommendation, I began observing and spending time with her. The more I did, I

noticed she didn’t talk very much either. To get a teacher’s attention she would go up and stand

by them or grab at their hand.

Problem Statement

In thinking about Bonnie’s lack of verbal skills, I wonder how to build up her vocabulary

so she is able to start using more words to form simple sentences. At the beginning of my

observations one day, she grabbed my arm with two hands and pulled down hard, saying, “Hey,

hey!” urging me onward to play. This was done repeatedly in a very short period of time. I ended

up helping her put on a princess dress, clipped in a make-believe braid, and slid her feet into

slippers. The next thing I knew, I was wearing a clip-on braid too. All this play was done with

little to no verbal communication from her, only through physical gestures when she came up to

bring me things. During our time together, I worked to ask her questions. For instance, “What do

you want to do with this?” as she pushed and pressed a dress at me, jumping up and down. Over

and over, this went on. Right away, I could see she needed encouragement to form words to

name things and explain what she wants.

Not only does this happen in play with Bonnie, but I observed her lack of verbal skills

when she was in circle time. It doesn’t seem to matter what the teacher is doing. She could be in

front of the children singing, going over letters, playing a game, or reading a book. Bonnie would

start off looking in the right direction, maybe follow some hand motions, try to verbalize, but

then end up turned around backwards, and lying on her stomach. Next thing, the teacher would

be calling her name to get her attention and redirect, telling her to sit on her bottom. One time the

teacher asks, pointing to a picture of a butterfly, “What is this?” Bonnie looks up slowly, and

responds with partial words, “My fly!”

Between myself and her teachers, this is our concern. We do our best to work with her off

and on throughout the day, however, if she speaks it is usually one-word responses and only

heard stringing two or three words together once or twice a day. As a whole, we feel she is not

engaged or talking much.

First Question

How can I build up Bonnie’s vocabulary so she is able to start using more words to form

simple sentences?

Literature Review

In a study of Norwegian preschool teachers from various classroom environments, all

classrooms vary the time spent on language building and what types of activities are used. “Six

language activities were reported in teacher interviews: shared book reading, stimulating

language in everyday situations, small play groups, regular use of language games, use of a

vocabulary training program, and school preparation groups” (Hagen, 2018, p. 657). The

children from these classrooms were tested on comprehension at the beginning and end of the

school year. Shared book reading became evident that it improves children’s language
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acquisition. If daily reading is incorporated into the class schedule, even for a short amount of

time will undoubtedly make great improvements.

Bonnie’s teachers read daily to the whole group; however, oftentimes there are

interruptions from behavior management needs amongst the children. Thus, the story is paused

and children, like Bonnie, stop paying attention. To help improve her interest in print, I would

provide an individual shared reading opportunity making sure to use a book geared to her age

and stage. I could read it at Bonnie’s pace, linger on pictures, ask open-ended questions, and wait

for her response. Time spent together would also facilitate her social-emotional growth.

Two important factors regarding guided play can support children’s language

development. Child-initiation and light adult-direction, together, will help achieve learning

outcomes for the child according to Hassinger-Das et al. (2017). They explain setting up play

experiences, “encourages children’s organic use of the theme’s vocabulary words while playing”

(p. 1). Additionally, the teacher’s role “can then draw attention to these words and help children

make meaningful connections to them” (p. 1). Bonnie is on the brink of speaking more. In my

observations, she is fast-paced and focuses on tasks. I’ve seen Bonnie busily playing with a

variety of items throughout the center, such as a toy kitchen, collecting things outdoors, building

with blocks or connectors, and caring for a baby doll. This encourages me to purposefully play

alongside in her natural environment, keeping up her pace so I can scaffold vocabulary

development by asking her open-ended questions while she engages in her simple favorite forms

of play.

A great way to build vocabulary while interacting with young learners is using a watch

and see approach. In any given day there are many teachable moments in the life of a busy child

care center. Dean and Gillespie (2015) suggest educators take time to “slow down, wait, and
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watch what children are doing. Think about how, when, and why you want to interact with the

child to make the most of opportunities to extend learning” (p. 95). Bonnie has a quiet demeanor,

and speaks very little in most play and group situations. However, I’ve also heard her humming

or singing a few lyrics to a favorite children’s song. Occasionally, she will say a few words. In

thinking about how to incorporate the watch and see approach, I believe this could be

accomplished easily. When we are reading books together, I could ask her open-ended questions

and wait for a response. Another idea that sprung to mind is to sing her favorite children’s song,

“Apples and Bananas.” I would sing, “I like to eat, eat, eat, apples and___” and wait and see if

Bonnie responds.

In findings from a teacher training project—Head Start preschool teachers participated in

a year-long project called, “the Exceptional Coaching for Early Language and Literacy

(ExCELL) program” (Wasik, 2010, p. 621). The teachers were provided with coaches that

offered them guidance and feedback over a year’s time in “strategies to support conversations”

(p. 628). The strategies were, “(a) asking open-ended questions, (b) expanding on children’s

language, (c) providing models of rich language, and (d) explicitly using vocabulary words in

conversations” (p. 628). For example, in the ExCELL program, teachers learned storybook

techniques that included previewing the book for three or four specific vocabulary words along

with coming up with simple descriptions that children will understand. They then read the book,

pausing at the words to give a deeper meaning. The teachers were also given certain theme

guides and materials to use in their classrooms, as well as taught active listening skills.

I learned storybook reading is a powerful tool for language acquisition, especially if done

in a particular way. It could improve Bonnie’s language development and spark interest in

literacy. Some other valuable aspects are engaging her in conversations through talking,
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listening, and responding. Bonnie oftentimes demonstrates having a short attention span during

group story time. She has actually stood and walked away. To increase improvement, I would

start by selecting books more age appropriate and interesting to her. When we are reading, I will

stop on particular words I pre-selected to expand on, provide language modeling, inquire with

open-ended questions, and listen and wait for her responses.

Teacher Research Question and Strategy

What happens when I read one-on-one with Bonnie using age-appropriate books of

interest and provide some meaningful enriching hands-on related play materials?

The journal articles were very helpful and applicable for my research on Bonnie. From

reading them I picked up some strategies I would like to implement.

The first strategy is slowing down, waiting, and watching what the child will do as

recommended by Dean and Gillespie (2015). However, in this case, I will stop to listen as well.

My plan is to simply pull Bonnie aside for a few moments to read an age-related book, then ask

some open-ended questions, making sure I slow down to listen, and wait patiently for Bonnie to

respond. Another way to use this is to sing a favorite song of Bonnie’s and leave out a word or

two to see if she can finish it.

A second strategy is reading stories in a supportive way. My plan is to pull Bonnie aside

to sit and read one-on-one for 10 minutes, up to 3 times a week. This way we will have focused

attention and while doing so it will encourage relationship building. I’ve learned that out of

meaningful relationships children are more receptive to learn from a trusted care provider. To

support the reading, I will pause to expand on a couple of selected vocabulary words and give

simple definitions. I will start by selecting age and developmentally appropriate books that can
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be finished in a short period of time to help build Bonnie’s attention and interest in reading. I

noticed she has very small hands and board books are easier for her to hold and grasp.

An aspect of enhancing the reading strategy is providing some hands-on related play

materials. I feel having these materials will offer great extension opportunities to work with

Bonnie on gaining vocabulary skills from the storybook reading. An idea is to use flannel graphs.

For instance, family flannel graphs; including a mother, father, grandparents, and child. There is

already a board book in the center about a family that Bonnie likes. I also want to find a pretend

apple or banana or make them out of flannel. I think they would complement nicely with two

apple and banana board books I plan to read and when I sing her favorite song “Apples and

Bananas.” From observing her at play, she loves discovery and becomes quickly interested. I am

excited to play and have fun with her. Play will give us more opportunity to spend time together

and a chance to scaffold vocabulary.

Data Collection

Gathering and collecting data during implementation will be very useful to assess

whether I have been able to reach the desired outcomes from my research. I found a handy

checklist of 100 common words that toddlers often speak between the ages of 28 and 30 months

(Mrunal, 2018). I plan to type up such a list and print off along with a place to put a date. The

intention is to carry it around in a binder or on clip board for a few weeks, so it is convenient

enough to check during the day. My plan is to remain near Bonnie and listen for the words she

says. Before I begin, I have documentation of observations and a formal assessment recording

words she already does say from the previous child study done on her. For efficiency, I will

check them off the checklist before beginning, and when I hear her speak other words, I will add

them to the list. In this way, I will have proof of words Bonnie knows. In the same way, I will
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create a grid with blank spaces to write down any simple 2 – 3 (or more) word sentences I hear

her say and, likewise, write ones I already have documented from the previous child study

assignment. In this way I will have a baseline to begin documenting Bonnie’s vocabulary

development.

Another form of documentation will be writing anecdotal notes. They will be taken from

observations of Bonnie throughout the day in various learning environments and activities. In

this way, I could determine when she is more or less verbal during these times. This may help to

assess where her comfort level is, or what other circumstances may impede or encourage her to

speak.

I also plan to collect video documentation while I am working with Bonnie one-on-one

with the reading and activities. I will use my iPhone and set it up right next to us. This will allow

me to focus on my strategies with her. Later, my intention is to look back at the footage to find

any language progression for assessment purposes.

Summary

What I learned through the preparation of this assignment is that it starts with knowing

and understanding child development. It is to focus on what is best for the child in ways of

growth and potential. First, we must learn about the child through accurate observations and

documentation to find where they are in progression, and then deeply reflect on how to support

their needs. Lastly, develop teaching strategies and lesson plans that will support best outcomes.

I thought long and hard about the best way to address the concerns I had for Bonnie. With the

problem identified through a large amount of assessment documentation, and seeking the

standards and foundations, I developed a research question. Next, I sought scholarly articles for

authority on the subject. I looked for specific ideas and teaching strategies that could support the
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child’s learning. At this point, I devised an implementation plan and came up with new ideas to

collect meaningful data for later assessment of the child’s progress.

Early childhood educators take painstaking care to learn how to identify concerns in a

young child through an accurate assessment process. It takes intentionality and a well-rounded

understanding of all the influences in their life. We understand the importance of getting to know

the child’s family background, taking into account their age and stages of development, interests,

and learning style. Then, we think about the preschool program’s structure and what it has to

offer. How many children are in the program? What accommodations does it offer families? Are

there diversities amongst the staff? In addition, it’s important to consider the classroom learning

environments. We deliberate over the set-up in how each play area is organized, and if it’s

comfortable for children to access easily. Also, we think about what kinds of materials are

available, the daily schedule, and regular routines. We know it’s valuable to observe the child

over a period of time in a variety of experiences. Next, we mindfully collect documentation,

informal and formal assessments, and gather work samples of the child’s learning in all domains.

Then, use the standards and foundations to see where the child is progressing. Later, reflect on

the best approaches to support the child’s learning. All of this knowledge helps with the

implementation and recommendation process. It becomes valuable information to share with the

family and staff to establish a united partnership toward goal setting because, together, we want

what’s best for the child.

References

Dean, A. & Gillespie, L. G. (2015). Rocking and rolling: Why teaching infants and toddlers is

important. National Association for the Education of Young Children, 70(5), 94-96.

https://www.naeyc.org/resources/pubs/yc/nov2015/rocking-rolling

Hagen, A. M. (2018). Improving the odds: Identifying language activiti es that support the

language development of preschoolers with poorer vocabulary skills. Scandinavian

Journal of Educational Research, 62(5), 649-663.

https://doi.org/10.1080/00313831.2016.1258727

Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). The case of brain science and

guided play: A developing story. National Association for the Education of Young

Children, 72(2). https://www.naeyc.org/resources/pubs/yc/may2017/case-brain-science-

guided-play

Mrunal. (2018, September 27). 8 ways to improve your toddler’s vocabulary.

Parenting.firstcry.com. https://parenting.firstcry.com/articles/8-ways-to-improve-your-

toddlers-vocabulary/

Wasik, B. A. (2010). What teachers can do to promote preschoolers’ vocabulary development:

Strategies from an effective language and literacy professional development coaching

model. The Reading Teacher, 63(8), 621-633.

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