Date
3-22-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Rachel Hernandez
Keywords
special education, medically complex, bleeding disorder, early childhood, social-emotional learning
Disciplines
Education
Recommended Citation
Miller, Christy L., "Caregiver and Professional Experiences with Social-emotional Leaning in the Classroom for Young Children with Inherited Bleeding Disorders: A Phenomenological Study" (2024). Doctoral Dissertations and Projects. 5314.
https://digitalcommons.liberty.edu/doctoral/5314
Abstract
The purpose of this transcendental phenomenology is to explore caregivers’ and professionals’ experiences of supporting young children’s social-emotional learning in the classroom and its impact on early education in Western Pennsylvania. The theory guiding this study is Bowlby’s theory on attachment as it focuses on how positive interactions with caregivers boost the psychological health and feelings of security that lead to expansion of positive social-emotional relationships with others. This qualitative research design was completed by interviewing eight caregivers and three professionals of young children with inherited bleeding disorders who are members of the local chapter of the Hemophilia Federation of America as well as document analysis and focus groups. Purposive sampling was utilized for this study design due to the nature of the research being conducted, specifically homogenous sampling due to seeking the experiences of specific groups of people. Constant comparison was utilized throughout the process to aid data collection. Thematic synthesis and member checking then occured to create common themes and assist in developing a hypothesis around social-emotional learning for young children with inherited bleeding disorders.
