Document Type

Presentation

Publication Date

4-10-2026

Faculty Mentor

Kelly McGloon

Abstract

Doctoral Capstone Project: The Importance of Optimizing Engagement in Early Childhood Classrooms: The Development of an Evidence-Based Teacher Resource Kit

Background

Preschool classrooms play a critical role in preparing children for future academic and social success. Engagement in daily learning activities and appropriate classroom behaviors are essential for school readiness, yet many preschool-aged children struggle with sustained participation due to environmental, sensory, and developmental factors (Zubler et. Al.. 2022). Teachers are often the first to observe these challenges but may lack practical strategies and resources to support children effectively. Occupational therapy emphasizes participation in meaningful occupations, making it well-suited to guide interventions that enhance engagement and classroom performance, and it is OT’s role to educate and equip teachers and parents on effective strategies at home or in the classroom. (Clark & Kingsley, 2020).

 

Aim

The purpose of this doctoral capstone project was to improve engagement and appropriate classroom behaviors in preschool-aged children while providing faculty and teachers at a preschool with practical, evidence-based strategies to promote consistent, age-appropriate participation in daily activities. The project was guided by two goals: (1) to identify key barriers that impact sustained learner engagement and appropriate classroom behaviors in preschool-aged children, and (2) to design, develop, and evaluate an evidence-based resource kit that supports preschool children’s engagement in developmentally appropriate learning activities.

 

Methods

A needs assessment, classroom observations, and teacher feedback were used to identify environmental, sensory, and task-related factors affecting engagement. The evidence-based resource toolkit incorporated strategies for self-regulation, sensory processing, executive functioning, and participation in classroom routines. Outcome measures included teacher-reported confidence and perceived effectiveness via a survey and verbally, and observations made in the classroom that showed an increase in student engagement and appropriate classroom behaviors.

 

Results and Conclusion

Implementation of the toolkit led to measurable improvements in teacher confidence, increased use of evidence-based strategies, and enhanced student participation and engagement in classroom activities. This project focuses on the valuable role of occupational therapy in early childhood education and highlights the importance of equipping teachers with practical, evidence-based resources to promote meaningful participation and school readiness in preschool-aged children. Additionally, the toolkit supported the development of teacher confidence in effectively utilizing these resources to support children’s growth and development. All teachers reported increased confidence in using the educational tools provided; however, only 50% actively incorporated the activities into their classroom routines.

References

  1. Clark, G. F., & Kingsley, K. L. (2020). Occupational Therapy Practice Guidelines for Early Childhood: Birth-5 Years. Am J Occup Ther, 74(3), 7403397010p7403397011-7403397010p7403397042. https://doi.org/10.5014/ajot.2020.743001
  1. Zubler, J. M., Wiggins, L. D., Macias, M. M., Whitaker, T. M., Shaw, J. S., Squires, J. K., Pajek, J. A., Wolf, R. B., Slaughter, K. S., Broughton, A. S., Gerndt, K. L., Mlodoch, B. J., & Lipkin, P. H. (2022). Evidence-Informed Milestones for Developmental Surveillance Tools. Pediatrics, 149(3). https://doi.org/10.1542/peds.2021-052138

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