Theses and Dissertations

ORCID

https://orcid.org/0009-0001-9844-6187

Advisor

Moore, Jenifer

Committee Member

Burson, Debbie

Committee Member

Smith, Kaleb

Committee Member

Milam, Alisha

Committee Member

Jayroe, Teresa

Date of Degree

5-15-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Education (Educational Policy & Organizational Design)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Division of Education

Abstract

This capstone project examined professional development opportunities for early childhood students enrolled in Early Childhood Education Technology (ECET) programs in Mississippi. Grounded in Situated Learning Theory and aligned with the National Association for the Education of Young Children (NAEYC) Professional Standards and Competencies, this study used a desk-based systematic literature review to examine how ECET students engage in professional development during preparation, how standards-aligned experiences support preparedness and professional identity development, and what barriers limit access to meaningful opportunities. Findings indicate that professional development during preparation is often informal and inconsistent; however, participation in professional communities such as conferences, coaching, and mentorship can strengthen preparation experiences. The project resulted in the development of an evidence-based professional development guide to support programs in embedding structured and sustainable learning opportunities for ECET students in Mississippi community colleges.

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