Author ORCID Identifier:

https://orcid.org/0000-0001-8198-7211

Date of Graduation

5-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Curriculum and Instruction (PhD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Collet, Vicki

Committee Member

Endacott, Jason

Second Committee Member

Herold, Laura

Keywords

discourse; early childhood; mealtime; reflection

Abstract

This mixed-methods study examined how preschool teachers understand and use mealtime as an opportunity for children’s learning and connection. The project explored teachers’ beliefs, observed mealtime practices, and used collaborative video reflection to examine how teachers’ perspectives and behaviors evolved over time. Over five weeks, mealtimes were recorded, transcribed, and analyzed alongside reflection sessions with the teacher. Using the Arkansas Child Development Early Learning Standards (CDELS) as a developmental lens, each mealtime interaction was coded for learning opportunities across domains such as language, literacy, social-emotional growth, and self-help skills. Findings indicated that as the teacher engaged in video-supported reflection, mealtime interactions became more intentional and developmentally rich. Instances of language use, problem solving, and peer collaboration increased, suggesting that teacher reflection can meaningfully shift how routine activities like mealtimes support learning. This study highlights how everyday classroom routines can serve as powerful, yet often overlooked, spaces for early learning and teacher growth.

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