Term of Award

Fall 2019

Degree Name

Doctor of Education in Education Administration (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


Department of Leadership, Technology, and Human Development

Committee Chair

Paul Brinson

Committee Member 1

Teri Melton

Committee Member 2

Kymberly Harris


This study utilized a qualitative content analysis approach where the researcher collected policies and theories to analyze and interpret and to examine the relationship between developmental theories and Georgia preschool policies as they relate to inclusion using archived state policies found on the Georgia Department of Education and Department of Early Learning website. The theories of Vygotsky (1978), Piaget (1936), and Bronfenbrenner (1979) were examined, along with the public policies on Georgia preschool. These policies included Georgia Early Learning Development Standards, Bright from the Start operating guidelines, and Work Sampling System. The researcher found common themes and/or phrases in the theories and related them to policies. This study found that educational theories are aligned to preschool policies. These results indicated that educational theories are aligned to preschool policies and placement options.

INDEX WORDS: Preschool, Inclusion, Special education, Developmental theories

OCLC Number


Research Data and Supplementary Material