Observation & Research

Observation vs. Research

• Observations

  ECDC welcomes CofC faculty and students who want to coordinate course assignments with real world observations and activities involving young children. Because of the volume of requests, we carefully schedule and monitor this process so that we can accommodate as many requests as possible without disruption to the classroom routines. We also encourage CofC faculty, staff, and students to reach out to us for collaborative campus-wide community projects.

  Faculty should complete the Observation Request Form. Assignments that require collection of photographs or artifacts generated by children require a Permission for use of Classroom Artifacts to be signed by parent/guardian. 

  We generally wait two to three weeks before beginning the observation schedule each semester. Observations and practicum activities may be available during Maymester on a limited basis.

  Observation Participation Request
• Interactive Classroom Assignment Request

  CofC Students who want to conduct an interactive assignment or informal research assignment must submit this form for pre-approval prior to scheduling their activity.

  Classroom Assignment Request
• Research

  Faculty or graduate students wishing to use the ECDC population for research purposes should contact Katie Houser, Program Director, at 843.953.5606 to discuss the proposal before submitting a request. The research request form should then be completed and submitted with all necessary attachments.

  All research projects that fall under the jurisdiction of the College of Charleston Institutional Review Board must be IRB approved before research can commence.

  Parents sign a general release that allows their children to participate in observation and practicum activities, but they must be provided individual consent forms for research projects and are not required to participate.

  ECDC Research Proposal
• Research Publications

  Below is a list of publications authored or co-authored by the ECDC director, teachers, and student that are relevant to the mission of our program or that feature elements of our program. Note: embedded links comply with copyright guidelines (a) documents available full text online, (b) author draft copies of manuscripts when copyright protected by subscriber-only access, or (c) access information only.

   

  Swart, K., White, K., & Houser, K. (2023). Exiting the playroom: Strengths, struggles and supports in the transition to formal schooling. International Association of Laboratory Schools, 13(1), 9-16.

  Swart, K. & Houser, K. (2023). Early childhood play and academics: What are parents’ perceptions? Submitted to Dimensions of Early Childhood. 
  
  O’Byrne, W.I., Houser, K., Stone, R., & White, M. (2018). Digital storytelling in early childhood: student illustrations shaping social interactions. Frontiers in Psychology, 9. DOI: 10.3389/fpsyg.2018.01800 

  College of Charleston Faculty Projects
  
  Houser, K. & Swart, K. (2019). Early childhood play and academics: what are parents' perceptions?
  
  White, K. (2016). Who counts as a writer: Investigating perceptions of what it means to be a writer in preschool.
  
  Joint research with College of Charleston Faculty & Students
  
  Folds-Bennett, P. & Dugan, J. (2012). How young children understand reality.
  
  Dr. Lisa Thompson-Ross and Honors Psychology Students (Spring, 2010): Young Children's Clothing, Color, Activity, and Toy Preferences
  
  College of Charleston Student Research
  
  Kaufman, K. (December, 2015). Creating lesson plans using evidence-based practices in early childhood education. (Honors Program Senior Thesis)
  
  Mappus, B. (Fall 2013) How do teachers address separation anxiety in the child care setting? (Academic Magnet High School Senior Thesis)
  
  Other Research and Collaborative Projects Merrow, C. (2016). Social Media, Technology, and Preschool Programs: Evaluating the Changing Landscape of Parent and Program Communication. (MPA Program Capstone project).

  Conference Presentations
  
  Posted here are a selected sampling of conference or workshop presentations on topics relevant to or consistent with our program mission and philosophy.

  · Swart, K., Houser, K., & White, K. (2024, May). Can We Play? A Conversation About the Balance Between a Play-Based Model and Academics. The X Conference on Childhood Studies, Helsinki, Finland.

  · Swart, K., Houser, K., & White, K. (2023, March). “It’s So Hard to Say Goodbye” Supporting the Transition to Formal Schooling. National Coalition for Campus Children’s Centers (N4C) Conference and Professional Institute, New Orleans, LA.
  
  · Swart, K. & Houser, K. (2020, February). Parents' perception of play. South Carolina Early Childhood Association Conference, Charleston, SC.
  
  · Swart, K. & Houser, K. (2020, January). Play, inquire, create. Department of Teacher Education Faculty Brownbag. Charleston, SC.
  
  · Swart, K. & Houser, K. (2019, November). Early childhood play and academics: What are parents’ perceptions? Poster session presented at the National Association of Early Childhood Teacher Educators Conference, Nashville, TN.

  · Co-Constructing Community: Finding Peace. Association for Constructivist Teaching Annual Conference, Ann Arbor, MI. October 2019.

  · Empowering Young Children Through Storytelling. Association for Constructivist Teaching Annual Conference, Columbia, SC. October 2018.

  · Loose Parts: Re-imagining Outdoor Play from a Constructivist Perspective. Research Poster for U.S. Play Coalition, Clemson, SC.