The researcher in this investigation describes the similarities and differences of movement in preschool and kindergarten classrooms for young children with developmental delay. Through the use of a mixed method research design, the researcher examined how movement is integrated throughout a school day and integrated into teacher-directed mathematics activities. This study used a multiple case study method that included observations of preschool (n = 3) and kindergarten (n = 3) classrooms to determine similarities and differences in movement. In addition, a quantitative measure was embedded within the multiple case study design to compare movement of children with developmental delay. A thematic analysis resulted in themes connected to movement and teachers' perceptions in preschool and kindergarten. Preschool case themes included the use of videos with music for movement, literacy movement, physical transitions, fine motor activities, free play and fine motor manipulatives. Kindergarten case themes included: physical transitions, special areas, fine motor activities, and fine motor workbook activities. The researcher determined that while young children with disabilities in kindergarten classrooms exhibited higher levels of physical activity, as measured by steps taken, than young children with disabilities in preschool classrooms, preschool teachers consistently integrated a variety of movement activities at a higher rate. The results of this study exposed the need for a shared community interest of developing a scaffolding structure between preschool and kindergarten to ensure an effective transition between settings for children with DD.
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Doctor of Philosophy (Ph.D.)
College of Education and Human Performance
Education; Exceptional Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Ezekiel-Wilder, Faith, "An Examination of Movement between Preschool and Kindergarten Classrooms for Young Children with Developmental Disabilities" (2018). Electronic Theses and Dissertations. 5976.