Research Presentations

Early childhood practitioners have a unique perspective on early childhood research. In this session, a panel of community partners will share their viewpoints on early childhood research, working with researchers and translating research into practice.

Quentin Brown Executive Director Educare Lincoln Lynn DeVries Early Childhood Extension Educator Nebraska Extension University of Nebraska — Lincoln Kris Friesen Principal York Public Schools

Stephanie Knust Head Start State Collaboration Office Director Nebraska Department of Education Stephanni Renn Vice President of Early Childhood Nebraska Children and Families Foundation

Play is essential for healthy development. Our study of 358 children from prekindergarten to third grade found significant associations between poverty status and children’s social skills, problem behaviors, academic competencies and language skills. There were significant associations between play and children’s social skills, problem behaviors and language competencies at certain grades. Gaps in social skills and problem behaviors for children in poverty varied as a function of play. Practice and policy implications will be explored.

Susan Sheridan Associate Dean for Research and Creative Activity, Professor and Director College of Education and Human Sciences, Nebraska Center for Research on Children, Youth, Families and Schools University of Nebraska–Lincoln Lisa Knoche Research Associate Professor, Co-Director Nebraska Center for Research on Children, Youth, Families and Schools University of Nebraska–Lincoln

Natalie Koziol Research Assistant Professor Nebraska Center for Research on Children, Youth, Families and Schools University of Nebraska–Lincoln Amanda Witte Research Assistant Professor Nebraska Center for Research on Children, Youth, Families and Schools University of Nebraska–Lincoln

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The purpose of this session is to: 1) Provide an overview of environmental and behavioral factors that can be objectively measured within child care settings that may impact child care quality, and 2) Describe the results of child care professionals’ perceptions of environmental and behavioral sensors that could be used to measure child care quality. These findings lay the groundwork for future research examining the impact of measurement of environmental and behavioral factors on children’s developmental outcomes.

Danae Dinkel Associate Professor Department of Health and Kinesiology University of Nebraska at Omaha Abbie Raikes Associate Professor Department of Health Promotion University of Nebraska Medical Center

Erica Ryherd Associate Professor Durham School of Architectural Engineering and Construction University of Nebraska–Lincoln Dawn Davis Educare Project Manager Department of Child, Youth and Family Studies University of Nebraska–Lincoln

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This session is based on a paper evaluating the long-run effects of Head Start. Using the county rollout of Head Start between 1965 and 1980, we find that Head Start generated a 0.65-year increase in schooling, a 2.7% increase in high school completion, an 8.5% increase in college enrollment and a 39% increase in college completion for the average attendee. These estimates imply sizable, long-term returns to investments in means-tested, public preschool programs.

Brenden Timpe

Assistant Professor

Department of Economics
University of Nebraska–Lincoln

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When inclusive programs are developing a system to facilitate smooth transitions for children with and without disabilities, they need reliable and valid tools. Our Ready for School project aims to examine the usefulness of an assessment-based approach to supporting the transition of children from rural Head Start programs to public school kindergarten(s), as well as the psychometric properties (i.e., validity and reliability) of a new measure used for educational transition purposes.

Marisa Macy Associate Professor Department of Teacher Education University of Nebraska at Kearney Mark Reid Dean College of Education University of Nebraska at Kearney

Lisa Gibboney Director Community Action Partnership of Mid Nebraska Head Start Lana Horn Administrator Community Action Partnership of Mid Nebraska Head Start

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Urban, Rural and Tribal EC Evaluation Data: Similarities and Differences

This presentation will highlight early childhood evaluation data collected across three diverse contexts in Nebraska and identify areas of similarities and differences that can be attributed to factors present in urban, rural and tribal contexts. Discussion of the need to consider context when designing, implementing and communicating early childhood evaluation data will be included.

Amanda Prokasky Assistant Professor Department of Education and Child Development University of Nebraska Medical Center Jolene Johnson Assistant Professor, Director Department of Education and Child Development University of Nebraska Medical Center

Amy Encinger Assistant Professor Department of Education and Child Development University of Nebraska Medical Center

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Using a Systems Lens to Evaluate Early Childhood Efforts

In the context of the Nebraska Evaluation Network Team, funded by the Preschool Development Grant Birth-Five (PDG B-5), we are researching the processes and structures that help us understand how systems change can be evaluated. Key informants were interviewed in year one of the grant, and transcripts were analyzed for themes of evaluative thinking. Follow-up interviews will document development over the course of the initiative and implications for ongoing efforts related to policy and leadership development will be considered.

Kathleen Gallagher Director of Research and Evaluation Buffett Early Childhood Institute University of Nebraska Jolene Johnson Assistant Professor, Director Department of Education and Child Development University of Nebraska Medical Center

Katherine Sutton Research Specialist Buffett Early Childhood Institute University of Nebraska

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This session will present recent findings using daily diary data from couples with young children. We will show that both mothers and fathers experience daily marital-to-parenting spillover. However, only fathers’ experiences are mutable. Marriage and family therapy for couples with young children may need to address spillover differently for mothers than fathers. Future research in this area should be attentive to factors that may mitigate mothers’ experience of spillover.

Patty Kuo Assistant Professor Department of Child, Youth and Family Studies University of Nebraska–Lincoln Kejin Lee Instructor Research Services, Pediatrics University of Illinois College of Medicine Peoria

Victoria Johnson Graduate Research Assistant Department of Child, Youth and Family Studies University of Nebraska–Lincoln Emily Starr Graduate Research Assistant Department of Child, Youth and Family Studies University of Nebraska–Lincoln

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