OTD Capstone Projects

Abstract

This capstone project evaluated the admissions criteria and processes at Middle Tennessee Christian School (MTCS) to better support early childhood development and school readiness. Methods included reviewing current protocols, conducting stakeholder interviews, analyzing kindergarten-readiness trends, and comparing practices to evidence-based standards. Findings revealed variability in academic skills and highlighted social-emotional development, self-regulation, and functional independence as key areas of need. Results also emphasized the importance of a holistic admissions approach and strong family engagement in student success. In response, evidence-based recommendations were developed to enhance the admissions process. Additionally, the Early Learning Center (ELC) Classroom Support Strategies resource was created to help preschool educators identify typical versus atypical development and implement targeted classroom interventions. This user-friendly guide includes practical strategies and visuals to support developmental skills. Overall, this project strengthens admissions practices while equipping educators with tools to promote school readiness and positive developmental outcomes.

Publication Date

Spring 4-21-2026

Faculty Mentor

Dr. Camille Turner, EdD, MSOT, OTR/L

Department

Occupational Therapy, School of

College

Health Sciences & Nursing, Gordon E. Inman College of

Document Type

Poster

Degree

Doctorate of Occupational Therapy (OTD)

Degree Level

Doctoral

Degree Grantor

Belmont University

Keywords

early childhood, school readiness, admissions processes, social-emotional development, functional independence, family engagement

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