Military dependent children remain a largely
unexplored subject, particularly in early childhood educa￾tion. In an effort to fill the gap in the current literature, this
research study focuses on how early childhood teachers
perceive the educational needs of military dependent
children. Previous research in the areas of geographic
mobility, parental separation, and socioemotional needs are
reviewed and used as a platform for this study. The study
includes a survey developed by the researcher used in
conjunction with Teacher Observation of Classroom
Adaptation—Checklist to further examine the needs of
these children from the perceptions of their teachers. The
results of the study demonstrate that while early childhood
teachers do not perceive a significant difference between
military and nonmilitary dependent children in the
socioemotional domains of prosocial behavior, concentra￾tion, and disruptive behavior, they do believe there is a
difference related to stability. Additionally, early childhood
teachers noted a negative socioemotional and academic
impact related to parental separation and a negative aca￾demic impact related to geographic mobility. Teachers’
responses indicated mixed beliefs about the social impact
of frequent relocations.

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• How Early Childhood Teachers Perceive the Educational Needs of Military Dependent Children

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