Document Type



The purpose of this study was to investigate the effects of arts integration within a PreK classroom in Northeastern Massachusetts. A single observation took place over the course of three hours within a PreK classroom of a childcare program that advocates for the integration of the arts. Nine students and one lead teacher were observed. One lesson was observed and assessed according to an arts integration checklist that looked for observable displays of arts integration within the lesson. In addition, an interview was conducted with the program director. The study found that the teacher met objectives across two content areas, but additional research suggests that professional development opportunities would be beneficial for educators to effectively integrate arts into the curriculum.


Early Childhood Education

Thesis Comittee

Gregory Nelson (Thesis Director)

Susan Eliason

Patricia Emmons

Copyright and Permissions

Original document was submitted as an Honors Program requirement. Copyright is held by the author.