Date of Conferral
2022
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Maryanne Longo
Abstract
Approximately 20% of children living in the United States are growing up in poverty. Children experiencing poverty, especially during early childhood, are more vulnerable to the negative effects of socioeconomic disadvantage, such as difficulties in cognitive development, social-emotional growth, and educational outcomes. The purpose of this basic qualitative study was to understand prekindergarten and kindergarten teacher perspectives on their ability and self-efficacy in supporting children living in high poverty areas who demonstrate poor executive function. The conceptual framework for this study was Bandura’s theory of self-efficacy. Data were collected through interviews with 11 prekindergarten and kindergarten teachers working in Title I schools in an eastern U.S. state and were analyzed through the use of thematic analysis. Results suggested that teachers are not prepared to work with children living in high poverty areas and need more resources to meet student needs. Teachers that necessary training and preparation were not provided in their schools and they had to seek out their own professional development opportunities. The results may provide early childhood educators with the support and training they perceive needing to increase their self-efficacy when working with children living in high poverty areas.
Recommended Citation
Miller, Randi Dezaray, "Early Childhood Educators’ Perspectives on Executive Function of Children in Poverty" (2022). Walden Dissertations and Doctoral Studies. 12787.
https://scholarworks.waldenu.edu/dissertations/12787
