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|a LB1139.35.A37 M67 2006_MorhaimJenna |2 BU-Local |
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|a LB1139.35.A37 M67 2006 |
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|a Interventions designed to promote early childhood development |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2006. |
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|a Barry University Theses -- College of Arts and Sciences – Psychology. |
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|a Thesis (S.S.P.)--Barry University, 2006. |
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|a Includes bibliographical references (leaves 60-66). |
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|a Copyright Jenna Morhaim. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a The purpose of this archival study was to evaluate the effects of three interventions designed to enhance various areas of early childhood development of 58 children between the ages of two to five who were enrolled in a local YWCA. The interventions consisted of creative movement/dance lessons for two-year-olds, music exploration for three-year-olds, and yoga classes for four-year-olds. Pre- and posttest measures were obtained for participants at the beginning and ending of the school year utilizing the Mullen Scales of Early Learning (MSEL) in order to obtain a standardized measure of the dependent variables including overall cognitive functioning, visual reception skills, fine motor skills, receptive language abilities, and expressive language abilities. A paired samples t-test was conducted for participants in all age groups as a means for analyzing the results from pre- and post-assessments and determining whether any significant outcomes were demonstrated as a result of intervention implementation. Furthermore, effect sizes were calculated to provide an additional method for examining the impact of the interventions. Results revealed statistically significant gains on the measure of receptive language skills for the three-year-old children who received music lessons. Although no other statistically significant gains were demonstrated for the participants who were provided with any other forms of intervention, small to medium effect sizes were apparent. Specifically, a medium effect size was evident on the measure of fine motor skills for participants in the two-year-old age group who received creative movement/dance lessons. Furthermore, small effect sizes were noted on the measures of overall IQ and expressive language skills for the two-year-old children who received creative movement/dance lessons as well as for the three-year-old children who participated in music exploration. Small effect sizes were also demonstrated on the measures of visual reception and fine motor skills for the three-year-old children who were enrolled in music lessons as well as on the measure of receptive language for the four-year-old children who received yoga lessons. Implications for practice and future research are discussed. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Early childhood education |x Activity programs. |
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|a Education, Preschool |x Activity programs. |
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|a Arts |x Study and teaching (Early childhood). |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001347/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/47/00001/LB1139_35_A37 M67 2006_MorhaimJennathm.jpg |
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|a Theses and Dissertations |
