OTD Capstone Projects

Abstract

The goal of this capstone project was to develop evidence-based activities and resources to support student regulation, social-emotional learning, and pre-handwriting skills within a Reggio-inspired preschool setting. A needs assessment conducted through classroom observations, informal data collection, and collaboration with educators identified a need for developmentally appropriate strategies to support regulation and social-emotional learning, with an emphasis on proactive approaches to promote foundational skills and prevent the emergence of challenging behaviors. Additional observations revealed a need for increased opportunities to support fine motor and pre-handwriting development. Capstone deliverables  included social-emotional learning lessons, regulation strategies for students, and supports for early fine motor development. Educational materials and training were provided to promote ongoing use by educators. All resources were designed to be flexible and adaptable, aligning with the child-centered, evolving nature of the classroom environment. These efforts aimed to support academic readiness, social participation, and overall student success.

Publication Date

Spring 4-10-2026

Faculty Mentor

Caroline Hillyard PPOTD, OTR/L, MSOT, CPAM

Department

Occupational Therapy, School of

College

Health Sciences & Nursing, Gordon E. Inman College of

Document Type

Scholarly Project

Degree

Doctorate of Occupational Therapy (OTD)

Degree Level

Doctoral

Degree Grantor

Belmont University

Keywords

Regulation; Social-emotional learning; Pre-handwriting; Fine Motor Development; Early Childhood Education; Preschool; School Readiness

Download

Share

COinS