Date
11-13-2024
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Billie Jean Holubz
Keywords
Curriculum change, Curriculum transition, ELM, Schlossberg's transition theory
Disciplines
Curriculum and Instruction | Education
Recommended Citation
Anderson, Joretta, "Military Early Childhood Educators' Experiences of Transitioning From the Creative Curriculum to Early Learning Matters (ELM) Curriculum: A Case Study" (2024). Doctoral Dissertations and Projects. 6136.
https://digitalcommons.liberty.edu/doctoral/6136
Abstract
The purpose of this qualitative case study was to examine the experiences of military early childhood educators at a military installation in eastern Virginia as they transitioned from Creative Curriculum to the Early Learning Matters (ELM) Curriculum. The theory guiding this study was Schlossberg’s (1981) transition theory, as the aim of the study was to research educators in the time of a curriculum transition. The study was a single instrument case study, and the participants included military early childhood educators who have experienced transitioning from Creative Curriculum to ELM Curriculum. Data was collected through individual interviews, focus group discussion, and journaling. Thematic analysis was used for data analysis. Five themes were determined from the data: Military Early Childhood Educators Described Their Transition Situation Through Differing Perspectives and Experiences, Military Early Childhood Educators Describe Their Personal Experiences as They Transitioned to ELM Curriculum as Familiar and Unfamiliar, Military Early Childhood Educators Described Their Personal Experiences During the Transition as a Time of Growth, Military Early Childhood Educators Described Utilizing Support Through Supportive Collaborations and Resources, and Military Early Childhood Educators Described Implementing Various Strategies to Address Barriers and Challenges of the Transition. This study discusses the experiences of military early childhood educators from the lens of Schlossberg’s (1981) 4 S’s: situation, self, support, and strategies. The educators have several views about the situation of the transition. They felt supported by their trainers, and they collaborated. The educators could cope with the challenges they experienced by utilizing several strategies that also factored into their self-efficacy.
