Capstone/Dissertation Title

Utilizing visual supports to improve autonomy in children during unstructured classroom time

Term

2010

Capstone

Thesis

Degree Name

MAEd

Abstract

The research question addressed in this project was, how do visual supports improve autonomy in children ages 3 1/2 to 5 years old during unstructured classroom time? The motivating factor for this teacher's capstone was her desire to implement a strategy that would benefit the students in her early childhood classroom to initiate self-care skills. By observing that children who have limitations within their auditory and verbal processing are able to learn more quickly when visual cues are combined with verbal prompts, this teacher created appropriate visual supports to guide their learning. The methodology to answer the question included a collection of qualitative data. Literature supporting the question is presented along with the numerical data collected during the research study. Using evidence from the collected data, visual supports were found to be overall effective at promoting learning and improving autonomous behaviors in an early childhood classroom.

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