Master of Arts, The Ohio State University, 2024, Educational Studies

This study explored teachers' emotion socialization practices when children experienced negative emotions and their impact on children's emotion regulation outcomes in Early Head Start classrooms. The data involved classroom video recordings from four teachers and 18 consented children in three classrooms within two Early Head Start centers. I developed a new video coding scheme to identify children's negative emotions, teacher responses, and children's emotion regulation outcomes within consistent episodes. Data were coded using NVivo 14 software, and sequential analysis was employed to identify teacher responses following children's negative emotions, as well as children's emotion regulation outcomes following teacher responses. The results indicated that teachers predominantly used emotion coaching and problem-solving coaching, with fewer instances of emotion dismissing. Specifically, teachers tended to apply problem-solving coaching when children exhibited anger during peer conflicts, while emotion coaching was more commonly used when children were crying or fearful. The findings also suggested that both emotion coaching and problem-solving coaching were associated with more effective emotion regulation in children or a transition toward effective emotion regulation. In contrast, emotion dismissing by teachers led to ineffective emotion regulation outcomes in children. Overall, this study offers insights into the dynamic interactions between children and teachers when children express negative emotions, highlighting the importance of teacher supportive strategies in promoting children's emotional development.

Committee: Tzu-Jung Lin (Advisor); Xin Feng (Committee Member) Subjects: Early Childhood Education; Education; Educational Psychology

Master of Science, Miami University, 2023, Kinesiology, Nutrition, and Health

Body Mass Index (BMI) screenings of enrolled preschoolers are conducted as part of Head Start's (HS) health and nutrition screenings. Referrals are made for children whose BMI falls above the 85th percentile. However, caregiver follow-up on the referral process is not well understood. The purpose of this project was to explore the processes and perceptions (of caregivers, WIC dietitians, and HS Health and Nutrition Managers) of the weight-based referrals and caregiver follow-up in one HS program in the Midwest. Using a phenomenological qualitative approach, interviews (n=21) were conducted with caregivers of HS preschoolers to identify perceptions and actions taken after receiving BMI screening results. Focus groups were conducted with WIC dietitians (n=6) and HS Health and Nutrition Managers (n=6) to understand the referral process. Interviews and focus groups were audio-recorded, transcribed, then analyzed using thematic analysis. Emerging themes from caregivers included Understanding of Process, Results, and Support; Concern and Follow-up Actions; Nutrition Education and Health Behaviors; and Preferred Communication, Explanation, and Resources. Focus group themes included Additional Indicators of Health; Communicating BMI and Referrals; Consistency and Coordination Between Services; and Recommendations for Health and Nutrition Communication and Education.

Committee: Beth Miller (Advisor); Lydia Ballenger (Committee Member); Stephanie Nicely (Committee Member) Subjects: Health; Health Education; Nutrition

Psy. D., Antioch University, 2021, Antioch Seattle: Clinical Psychology

Research on the Adult Attachment Interview (AAI) provides an opportunity to study the ways in which early childhood relational experiences might influence an individual over a lifetime. It is not yet clear, however, whether results from different coding systems for the AAI are equally useful. The first purpose of this study was to compare attachment classification distributions obtained from coding AAIs with the Berkeley and Dynamic-Maturational Model (DMM) coding systems. The second purpose was to explore whether AAI classifications derived from the Berkeley or DMM system were more strongly associated with mother and mother-child dyad outcome variables. Participants were a subset of 45 women from the national Early Head Start Research and Evaluation Project (EHSREP), 1996-2010 sample, and archival data from that research project was used for this study. AAI transcripts were classified using both the Berkeley and DMM coding methods. Attachment classification distributions from the two systems were evaluated for associations with (a) each other and (b) outcome variables. (A) A significant association was found between the attachment security or insecurity distributions resulting from the Berkeley and DMM coding systems. No other significant associations were found for distribution comparisons made (e.g., presence of unresolved trauma and/or loss or the combination of both dismissing and preoccupied attachment). (B) Significant associations were found between the Berkeley three-category "forced" attachment classification distribution and Maternal Depression, the Berkeley four-category main attachment classification distribution and Maternal Parenting Distress, and the Berkeley presence or absence of a combination of dismissing and preoccupied attachment distribution and Regular Bedtime Routine. No other associations between Berkeley or DMM attachment distributions and outcome variables were significant. Limitations to this study were noted and further research recomme (open full item for complete abstract)

Committee: Michael Sakuma (Committee Chair); Christopher Heffner (Committee Member); Susan Spieker (Committee Member) Subjects: Clinical Psychology; Comparative; Developmental Psychology; Personal Relationships; Psychological Tests; Psychology

Master of Science, The Ohio State University, 2020, Nutrition Program, The Ohio State University

Background: Simple Suppers is a 10-week evidence-based intervention (EBI) designed to improve family mealtime routines and child weight status among racially diverse elementary-age children from low-income households. Results from a previous trial demonstrated effectiveness, thereby warranting a scale-out study to reach other child populations. Objective: The Southside Simple Suppers Scale-Up (S4) is a hybrid type 2 effectiveness-implementation trial, which has a dual focus on effectiveness and implementation outcomes. This type of trial will allow facilitation of the research translation process to develop effective solutions to promote the health of preschool-age children. Methods: S4 occurred during the 2019-20 school year (Fall, Winter) at 2 Head Start sites (school readiness program for low-income children). Effectiveness outcomes (child health measures, child food preparation skills, family meal routines) were collected at pre- and post-programming via direct measure and survey. Implementation outcomes (appropriateness, adoption, fidelity, fiscal efficiency) were collected throughout programming. Acceptability and appropriateness are assessed through qualitative methods, i.e. caregiver focus groups. Adoption is measured by weekly attendance. Fidelity is assessed with a program-specific checklist. Fiscal efficiency is evaluated by assessing cost of programming per family. Results: Thirty-one families enrolled, and 22 families completed pre- and post-test data collection in 2019-2020. 38% of families were low-income. Mean (SD) child age was 3.67 (0.70) yr, 46% were female, and mean (SD) BMI z-score was 0.92 (1.46). Child attendance was, on average, 56%. Child food preparation skills significantly increased from pre- to post-test (p< 0.05). Programming was delivered as intended >80% of the time at all 3 sessions. Mean weekly cost of food per family was $6.45, and mean cost of full weekly programming (including food, take-home bag, supplies) was $22.19 p (open full item for complete abstract)

Committee: Carolyn Gunther PhD (Advisor); Julie Kennel PhD, RD (Committee Member); Tonya Orchard PhD, RD (Committee Member); Danielle Musick MS, RD (Committee Member) Subjects: Health; Nutrition

Master of Science, The Ohio State University, 2020, Human Ecology: Human Nutrition

Background: Obesity among children and adults is a persisting national epidemic. Published data demonstrate benefit(s) of healthy family mealtime routines on children's weight status and health. However, there is little research examining the impact on caregivers. Objective: Assess the impact of Simple Suppers, an 8-week evidence-based intervention (EBI) designed to improve family mealtime routines, on caregiver health outcomes. Methods: The study design was a single arm baseline to post-test. The 8-week intervention occurred during the school year at Head Start. Participants were recruited from Head Start family events. Main outcomes included: BMI (kg/m2), waist circumference (cm), blood pressure (mm Hg), and mental health measures (depression (Patient Health Questionnaire-9 (PHQ-9)), stress (Perceived Stress Scale (PSS)), and anxiety (Generalized Anxiety Disorder-7 (GAD-7)). Psychosocial (self-efficacy for healthy family mealtime routines) and social (family functioning (McMaster Family Functioning Scale)) health outcomes were also measured. Paired t-tests were used to determine baseline to post-test change. Results: Twenty-two caregivers enrolled in the study. The sample consisted of 76.20% of households with an annual household income of $44,999 or less and 31.82% with low/very low food security. Caregivers' mean (SD) age was 36.95 (12.75) yr, 95.45% were female, 77.27% were Black, 4.55% were Alaskan/American Indian, and none were Latinx. 77.27% (n=17) of enrollees attended 3 or more sessions and 22.73% (n=5) attended no sessions and were classified as attendees and non-attendees, respectively. Depression and anxiety reflected clinical improvements among enrollees and attendees and blood pressure reflected clinical improvement among non-attendees. Among survey items, significant differences from baseline were observed with: 1) `I can make sure my child has healthy dietary habits' improved within attendees (p=0.0017); 2) `We avoid discussing our fears an (open full item for complete abstract)

Committee: Carolyn Gunther (Advisor); Julie Kennel (Committee Member); Tonya Orchard (Committee Member); Irene Hatsu (Committee Member); Jen D. Wong (Committee Member) Subjects: Families and Family Life; Health Care; Mental Health; Nutrition; Psychology; Public Health

Masters of Science in Kinesiology and Health, Miami University, 2020, Kinesiology, Nutrition, and Health

Head Start health and nutrition managers have identified obesity as the top health concern for their preschoolers. Little information exists related to perceived training needs and professional development training opportunities available for HS managers around obesity and related measurements. The purpose of this study is to examine perceptions of obesity-specific professional development training needs and opportunities reported by Ohio Head Start Health and Nutrition program managers. Phenomenology was utilized for this research study. Semi-structured in-depth telephone interviews (n=13) were conducted. Interviews were audio-recorded and transcribed. Open coding of transcripts was conducted by trained qualitative researchers. Significant statements were coded, defined, and organized into themes. Researchers identified five themes. Themes included attending professional health conferences; online food and nutrition-focused training through state and national resources; health-related training through Head Start; and networking as informal education from internal staff. Participants identified a lack of knowledge and training specific to the understanding of BMI, BMI-for-age growth charts, and skills around BMI measurement. There are a number of general health-related trainings from a variety of sources but there is a need for training to improve knowledge and skills specific to BMI and its measurement in preschoolers and the interpretation of BMI for-age growth charts.

Committee: Beth Miller PhD, RD, LD (Advisor); Paul Branscum PhD, RD, FAAHB (Committee Chair); Karly Geller PhD (Committee Chair) Subjects: Health; Nutrition; Preschool Education; Public Health

Doctor of Management, Case Western Reserve University, 2011, Weatherhead School of Management

We adopted a mixed methods research approach to examine government-non-profit agency relations in highly regulated federally funded programs. A high profile U.S. government sponsored program with broad national scope and a vast network of funded grantees constituted an ideal context in which to empirically test power-dependence relationship theory through the myriad voices of multiple actors. In the first phase, semi-structured interviews of nonprofit executives and former Federal administrators provided insight into how and to what end government resource dependency affects innovative practices. In the second phase, 265 Head Start directors were surveyed to reveal perceptions of compliance, innovation, resource interdependence and program evaluative outcomes. Lastly, a subsample of the original qualitative research respondents were re-interviewed to help provide meaning and insights into both qualitative and quantitative findings. We suggest alternative theoretical perspectives that may facilitate further investigations of government-agency relations.

Committee: Kalle Lyytinen, Ph.D. (Advisor); Paul Salipante, Ph.D. (Advisor); Sheri J. Perelli, Ph.D. (Advisor) Subjects: Early Childhood Education; Management

Master of Education, University of Toledo, 2018, Educational Research and Measurements

This evaluation examines parent/guardian satisfaction with services delivered through Lucas County's Early Head Start Program based on the assessment of parent/guardian satisfaction in the program's first operating year. A 44-item parent/guardian satisfaction survey (PGSS) was created and administered for the purpose of this evaluation. An exploratory psychometric analysis of the 26 responses (47% response rate) using WINSTEPS (Linacre, 2010), version 3.70.1.1, provided evidence of validity. Findings suggest the need for some minor modifications to improve the PGSS. Responses indicate that overall, families are very satisfied with the services and support that they have received from the Early Head Start program. The relatively low response rate limits the generalizability of the findings. Based on the results of this evaluation, it is recommended that the program continues current practices at this time. Also, the unique needs of this population should be further evaluated to ensure that the program is adequately locating and linking these families to the resources that they may need. Additional psychometric analyses of the PGSS should be conducted with higher response rates.

Committee: Noela Haughton Ph.D. (Committee Chair); Laurie Dinnebeil Ph.D. (Committee Member); Gregory Stone Ph.D. (Committee Member) Subjects: Early Childhood Education; Educational Tests and Measurements

Master of Science, The Ohio State University, 2018, Human Ecology: Human Nutrition

Background: Fourteen percent of all U.S. preschool-aged children are obese and the prevalence is even greater among racial/ethnic minorities. Obese children are at an increased risk for short- and long-term health consequences. Healthy family mealtime routines offer a protective effect. Objective: Assess feasibility, child and caregiver health behavior outcomes of the Simple Suppers (SS) family meals intervention designed for underserved, racially diverse school-aged children and caregivers adapted to a Head Start (HS) population and setting. Methods: Programmatic modifications included: age-appropriateness of food preparation skills, frequency and timing of programming, and staffing structure. This was a single group pre- to post-test study design. The intervention was delivered over two years. In year one, SS was delivered over five monthly lessons to one site. In year two, SS was delivered over seven monthly lessons to two sites. Retention, attendance, fidelity and acceptability served as main feasibility outcomes. Main child outcomes were child food preparation skill ability and frequency, diet (fruit (cups/day) (c/d)), vegetables (c/d), frequency of consumption of sugar sweetened beverages (SSB) and BMI z-score. Main caregiver outcomes were parent self-efficacy for preparing family meals, frequency of shared family breakfast, dinner, frequency of meals in the dining area, frequency of television viewing during dinner, and BMI. Paired t-test was used to determine pre- to post-test changes in these outcomes. Results: In year one, 18 caregiver-child dyads enrolled in the study and 12 completed (66.7% retention). There were no significant changes in zBMI or dietary outcomes. Frequency of child food preparation in the home increased and trended towards significance (p=0.09). There were no significant differences in caregiver level outcomes. In year two, 39 caregiver-child dyads enrolled and 34 completed (87.2% retention). Significant positive changes were seen (open full item for complete abstract)

Committee: Carolyn Gunther PhD (Advisor); Irene Hatsu PhD, RD (Committee Member); Sanja Ilic PhD (Committee Member); Julie Kennel PhD, RD (Committee Member) Subjects: Nutrition; Public Health

Doctor of Philosophy, The Ohio State University, 2018, EDU Teaching and Learning

The prevalence and effects of lagging or delayed early literacy and motor skill development in children of low-SES backgrounds is a significant issue that can have adverse developmental consequences and affect children's ability to succeed in school (Evans, 2004; NELP, 2008; Stodden et al., 2008). This study examined the impact of the Reading and Motor Program for Preschoolers (RaMPP) on the letter knowledge, initial sound awareness, and fundamental motor skills of Head Start preschool children. RaMPP is an integrated curricula model designed to improve child outcomes in early literacy and fundamental motor skill development. The current study had two primary aims: (a) to determine the extent to which the RaMPP intervention was implemented as designed, and (b) to determine the extent to which the RaMPP intervention impacted the alphabet knowledge, initial sound awareness, and fundamental motor skill development of Head Start preschool children relative to Head Start business-as-usual instruction. The study used a two-group pre-posttest experimental design with three Head Start preschool centers and a total of 10 classrooms and 102 students. Classrooms (and children within classrooms) were randomly assigned to the RaMPP intervention condition (5 classrooms; n = 51) and or business-as-usual control condition (5 classrooms; n = 51). Overall fidelity of the RaMPP intervention was 85.41% and it was also determined that there were sufficient distinguishing features of the RaMPP intervention differentiating it from the business-as-usual instruction of the control condition. The results indicated that the RaMPP intervention was significant for lowercase letters (p = .008) and initial sounds (p = .012) outcomes when controlling for age at pretest with medium effect sizes. Results also revealed that there were significant differences between groups on posttest scores for locomotor (p = .001) and object control skills (p = <.001) with large effect sizes.

Committee: Jacqueline Goodway PhD (Advisor); Adrian Rodgers PhD (Advisor); Laura Justice PhD (Committee Member) Subjects: Curriculum Development; Early Childhood Education; Education; Literacy; Pedagogy; Physical Education; Preschool Education; Reading Instruction

PhD, University of Cincinnati, 2018, Education, Criminal Justice, and Human Services: Educational Studies

This study used latent class analysis to examine profiles of Head Start classroom quality as measured by the Arnett Caregiver Interaction Scale (CIS) and the Early Childhood Environmental Rating Scale-Revised (ECERS-R) with a large sample of classrooms (n=379). Data used in the study were taken from the Early Childhood Longitudinal Study- Birth Cohort (ECLS-B). The resulting classes of quality were then related to the child outcomes of social-emotional and reading scores. Results indicate that a three-class solution had the best model fit and distinct classroom profiles emerged from the latent class analysis: Class 1: good quality (32 %); Class 2: fair quality (49%); and Class 3: poor quality (19%). Strong correlations were found between all subscales of the Arnett CIS and the ECERS-R as well as all subscales and the total scores. A series of ANCOVAs did not result in significant relationships between the Head Start classroom profiles and the child outcomes. These results contribute to the literature regarding the use of the Arnett CIS and the ECERS-R measures as they relate to Head Start classroom quality in terms of profiles that demonstrate similar patterns of strengths and weaknesses across the subscales. They may also serve as a means for guiding future research, professional development for early childhood educators, teacher education programs, and policy making.

Committee: Ying Guo Ph.D. (Committee Chair); Allison Breit Smith Ph.D. (Committee Member); Christopher Swoboda Ph.D. (Committee Member) Subjects: Education

Specialist in Education (Ed.S.), University of Dayton, 2017, School Psychology

Preschool-aged students are at an increased risk for injury, specifically traumatic brain injury (TBI). Various home factors contribute to risk of initial injury as well as severity of effects following injury. The present study examined the effectiveness of a training to increase low-income parents of preschoolers' awareness of TBI, confidence to respond to TBI, and knowledge of what to do after a possible TBI scenario. Forty parents participated in a one-hour scenario-based training. Data were collected via pre- and post-tests, including demographic questions. Results indicated that the training significantly increased parental awareness of TBI, confidence to respond to TBI, and knowledge of what to do in a possible TBI situation. No significant correlations were found between the demographic factors and knowledge prior to the training. Implications of the study support the use of educational training programs to increase awareness and confidence in parents of preschoolers surrounding the topic of TBI.

Committee: Susan Davies (Committee Chair) Subjects: Early Childhood Education; Education; Educational Psychology; Families and Family Life; Preschool Education

BA, Oberlin College, 2017, Sociology

Head Start, a federally-funded preschool program for low-income children which also provides social services to parents, has persisted since its founding in the 1960s. The program has also received consistent public support since its implementation. Head Start's popularity makes it unique in comparison to other welfare programs in the country. The United States' welfare state is weak and underfunded when compared to other countries; the US lacks a comprehensive national welfare system, and the existing system exacerbates inequalities based on gender and race.Despite the lack of support for welfare services, Head Start continues to serve children and families across the country. Head Start programs are available in every state, and 1,000 local agencies provide services to over 1 million children and their families yearly. The program has been shown to increase academic and social outcomes for low-income children well past the preschool years, and continues to endure in communities like Lorain County.I present the findings from 15 interviews with parents, preschool program and Head Start administrators, and coordinators of community agencies that collaborate with Head Start. I find that Head Start has persisted in Lorain County due to its adaptability to county-specific challenges surrounding the lack of public transportation, its degree of embeddedness in the community due to organizational ties, and its adherence to the growing prioritization of academic preparation for kindergarten during preschool. I conclude by suggesting future research to better understand the link between welfare services and public transportation, and by making policy recommendations.

Committee: Greggor Mattson (Advisor) Subjects: Early Childhood Education; Education; Sociology; Welfare

Master of Science, The Ohio State University, 2017, Human Ecology: Human Development and Family Science

One way parents can contribute to young children's learning and development is by being involved in their preschool experiences. Children's characteristics can drive parents to participate in children's learning. The current study examined the extent to which children's academic and social skills contribute to parents' Head Start involvement, and whether barriers and social support serve to moderate those associations. The Family and Child Experiences Survey (FACES) 2009 provides rich data on a nationally-representative sample of Head Start children and families. Findings show that children's characteristics do not directly elicit parental involvement in Head Start. However, interaction analyses reveal that the association between children's math skills and parents' involvement is moderated by barriers experienced, and the association between children's social skills and parents' involvement is moderated by parents' social support systems. Findings indicate that although children do not directly elicit parental involvement in Head Start, there are various systems that support or hinder parents' abilities to respond to their children's academic and social needs.

Committee: Kelly Purtell PhD (Committee Chair); Sarah Schoppe-Sullivan PhD (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 2017, Agricultural and Extension Education

Abstract Inadequate fruit and vegetable (F &V) intake is associated with obesity and untoward health outcomes in children, particularly those from low resourced communities. The aim of this study was to investigate the impact of novel implementation and assessment methods for increasing access and intake of fruits and vegetables (F&V) in children and to determine if supplemental nutrition education (SNAP- Ed) can augment the effects of increased access. A cluster randomized control method was used to randomize 209 Head Start preschool children by classrooms into 1 of 3 groups: Treatment A (control), Treatment B (produce/access), and Treatment C (produce/access and child nutrition education). Produce was provided weekly at each Head Start site to treatment B and C classrooms. Nutrition education, which was done for 30 minutes, was provided in treatment C classrooms weekly by SNAP-Ed personnel. Outcomes measured, done at baseline and at the study end included carotenoid levels as performed using a BioPhotonic™ Scanner/ Ramen Spectroscopy and validated self-report questionnaires. The questionnaire included questions on the fruit and vegetable intake of the subjects, availability, and use of the fruits and vegetables provided. Final scan numbers consisted of 209 children. Treatment C (access/education) had 82 subjects, Treatment B (access) contained 61 subjects, and Cluster A (Control) had 66 subjects. Average cluster carotenoid change scores (Ramen Units – RU) were positive for all groups: Cluster C = 7837 RU; Cluster B = 5050 RU; Control = 2622 RU. Differences in change scores were significant (p < .000) between Cluster C (produce/access with education) and Control. Using novel intervention and assessment techniques, fruit and vegetable access plus nutrition education significantly improved carotenoid levels among children compared to those who received access only or neither access or education. This study demonstrated a relationship between self-repor (open full item for complete abstract)

Committee: Jamie Cano (Advisor); Gail Kaye (Committee Member) Subjects: Health Education; Nutrition; Public Health Education

Doctor of Philosophy, The Ohio State University, 1979, Graduate School

Committee: Not Provided (Other) Subjects: Psychology

Doctor of Philosophy, University of Toledo, 2016, Educational Theory and Social Foundations

This mixed method case study provides evidence that parent and teacher engagement contributes to preschool children's educational outcomes. Dewey's theory of Democracy and Bronfenbrenner's Ecological Systems theory guided the work and provided a frame to consider parent and teacher engagement. Parent empowerment, communication, family specific knowledge, and collaboration are significant contributors to parent and teacher engagement. In addition to understanding factors that influence parent and teacher engagement, this study sought to discover the relationship parent and teacher engagement has with preschool children's outcomes.

Committee: Mary Ellen Edwards (Committee Chair); Laurie Dinnebeil (Committee Member); Lynne Hamer (Committee Member); Ruslan Slutsky (Committee Member) Subjects: Early Childhood Education; Educational Theory

Doctor of Philosophy, The Ohio State University, 2016, Social Work

Children's earliest experiences are critical for health and well-being across the lifespan. These experiences shape the development of social-emotional skills which lay the foundation by which children learn to navigate the intricacies of social interactions and complex emotions. Not all children, however, develop the social-emotional skills needed for success, with between 9 and 14% of children in early childhood exhibiting some type social-emotional deficit (Brauner & Stephens, 2006). Difficulties with early social-emotional skills may lead to behavioral, academic, and social problems during early childhood, as well as later in life (Denham & Brown, 2010). Low-income children of color often face barriers that put them at risk for poor social-emotional skill development. In an effort to support these vulnerable young children, the social settings in which they spend time should be targeted. One key setting in which many young children spend time is center-based child care. Examining this setting is a growing priority, so that the contributions of child care toward child social-emotional outcomes are maximized. Using secondary data from the Head Start Family and Child Experiences Survey (FACES) 2009, this study examined child care as a social setting that may positively influence social-emotional skill development among young low-income, children of color. Specifically, this study used multilevel modeling to explore child care center support, and also teacher emotional support and behavior management practices, and their influence on problem behaviors and social skill development among young children. Findings revealed that neither teacher emotional support practices nor teacher behavior management practices were significantly associated with child social skills or problem behaviors. However, teacher perceived center support was significantly related to child problem behaviors among low-income children of color, with higher teacher perceived center support as (open full item for complete abstract)

Committee: Dawn Anderson-Butcher PhD (Advisor); Audrey Begun PhD (Committee Member); Buettner Cynthia PhD (Committee Member); Logan Jessica PhD (Committee Member) Subjects: Social Work

Master of Science, Miami University, 2016, Exercise and Health Studies

In the state of Ohio, the obesity rates for low-income preschoolers are between 10.5% and 12.9%, depending on poverty level, which is higher than the national rates (U.S. Centers for Disease Control and Prevention, 2015e). This qualitative Photovoice study explored the barriers to raising healthy preschoolers from the insights of mothers and grandmothers (n=5) at one Midwestern Head Start location. Participants attended five 2-hour Photovoice sessions, which included a description of the research study, the Photovoice process, instruction on camera use, and multiple discussions of the images the participants generated. Constant comparative analysis was used in conjunction with grounded theory to analyze the data. Five major themes were formed from the data: stressors, a need for parenting strategies, unsafe environments, grocery shopping strategies and barriers, and family meals and cooking. The results from the Photovoice study provided insight into the unique challenges that Head Start families face, which may provide health educators and Head Start staff members with the information necessary to provide relevant educational interventions and resources to the families to assist them in raising healthy preschoolers.

Committee: Valerie A. Ubbes PhD, MCHES (Advisor); M. Elizabeth Miller PhD, RD, LD (Committee Member); Stephanie Nicely EdD, MSN, RN (Committee Member) Subjects: Health; Kinesiology

Doctor of Philosophy, The Ohio State University, 2014, EDU Physical Activity and Educational Services

The purpose of this study was to determine the influence of providing on-going coaching and support to early childhood teachers delivering a motor skill intervention called Teacher-Led Successful Kinesthetic Instruction for Preschoolers (T-SKIP) on the object control (OC) skills of their Head Start preschool students who were disadvantaged. Early childhood teachers (n=10) were recruited from Head Start centers located in a large Midwestern city (n=25). Random assignment of T-SKIP (n=5) and Comparison classes (n=5) occurred at the site level (n=5). The experimental teachers were provided with a six-hour initial workshop on T-SKIP. The teachers were assessed throughout the initial workshop to determine the effectiveness of the workshop on teachers' knowledge. After the initial workshop, teachers implemented T-SKIP to their students. Students (n=122) were nested into either T-SKIP (n=5) or Comparison classes (n=5). All students were pretested and posttested on the Test of Gross Motor Development-2 (TGMD-2; Ulrich, 2000) OC subscale to determine object control skill gains. The T-SKIP students received 15, 30 minute T-SKIP sessions over eight weeks while Comparison students received Head Start's everyday curriculum of well-equipped free play. Eighty-one percent of all students scored below the 30th percentile on the OC subscale of the TGMD-2 at the pretest. The T-SKIP students' (n=63) pretest mean was the 21st percentile while the Comparison students' pretest mean was at the 16th percentile. There were no significant between-group differences for OC percentile rank scores at the pretest (p=.236). The teachers (n=5) implemented T-SKIP for eight weeks with an overall fidelity mean of 47%, Level-1 fidelity mean of 59%, and Level-2 fidelity mean of 34%. Comparison teachers (n=5) continued to provide their students with Head Start's everyday curriculum of well-equipped free play. At the posttest, T-SKIP students increased their OC percentile rank to 54% while C (open full item for complete abstract)

Committee: Jacqueline Goodway Ph.D. (Advisor); Susan Sutherland Ph.D. (Advisor); Phillip Ward Ph.D. (Committee Member); Jessica Logan Ph.D. (Committee Member) Subjects: Physical Education