Theses and Dissertations

Advisor

Parker, Julie C.

Committee Member

Phillips, Tommy M.

Committee Member

Elmore-Staton, Lori

Committee Member

Peterson, Donna J.

Date of Degree

12-12-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Human Development and Family Services

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Agriculture and Life Sciences

Department

School of Human Sciences

Abstract

Curriculum is a vital component of high-quality early care and education programs. Barriers such as cost, limited education and training, and restricted access to materials often make it difficult for many programs to adopt or implement developmentally appropriate curricula. Effective curriculum implementation relies on individualization and cultural responsiveness to be fully inclusive of children of all abilities. This study addressed the formative and summative processes of the My Mississippi Adventures project, a curriculum developed for use by early childhood educators throughout the state. The curriculum was designed with direct input from early childhood educators to address the unique challenges faced by rural programs, families, and children with disabilities and diverse learning needs. Data included focus groups with community-based early care and education providers, along with curriculum writers’ reflective interviews, to create a narrative of the design journey from conceptualization through drafting, collaboration, pilot testing, and revision. Data were analyzed using Braun and Clarke’s (2006) six-phase thematic analysis. Separate coding of early childhood educator and developer perspectives was followed by cross-comparison to identify overarching themes. Findings revealed four key components of inclusive curricula that early childhood educators prioritized: (1) structured guidance for instruction, (2) flexibility and adaptability to diverse contexts, (3) interactive, developmentally appropriate activities, and (4) embedded tools for assessment and family engagement. Participants from the curriculum development team reinforced these priorities through an iterative process that emphasized cultural responsiveness, low-cost materials, and strategies for inclusion. Their reflections highlighted the value of participatory design, which positioned early childhood educators as co-creators and ensured usability in under resourced programs. Together, the findings underscore that inclusive curriculum development requires balancing fidelity and flexibility, integrating early childhood educator voice, and embedding inclusive adaptations from the outset to support equitable access for all children. This study contributes to the field of Human Development and Family Sciences by providing practical guidance for scaling inclusive curricula in under resourced contexts, informing policy and practice aimed at improving equitable access to high-quality early childhood education.

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