Education majors are required to complete a significant amount of coursework related to student behaviors and best practices regarding these behaviors. However, this coursework lies heavily on the side of disruptive and aggressive behaviors. Much less is taught about students who experience quiet conflict, despite childhood anxiety being one of the most prevalent disorders that children face. The purpose of this project is to provide teachers and future teachers with information about how to best assist these anxious students within the classroom.
Because of the nature of this project, it is also necessary to understand how teaching adults differs from teaching children. In order for the proposed professional development to be effective, the instructor must understand by what ways teachers will most efficiently learn, retain, and apply the information given to them. This requires a study into how educating adults is both compared and contrasted to educating children.
The professional development presentation referenced within this project was administered to a junior level class of Inclusive Early Childhood Education majors at Bowling Green State University.
Early Childhood Education – Inclusive
Alicia A. Mrachko
First Advisor Department
School of Intervention Services
Second Advisor Department
Garlough, Madeline, "Childhood Anxiety Within the Classroom: A Professional Development Experience for Educators" (2017). Honors Projects. 733.
Educational Psychology Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Special Education and Teaching Commons