2022 CYFS Summit on Research in Early Childhood
2022 CYFS Summit on Research in Early Childhood

Research Presentations

Session I   |   Session II   |   Session III   |   Session IV   |   Download Presentation Takeaways

Session IV | 2:45 - 3:30 p.m.

First Five Nebraska: Nebraska Early Childhood Policy Priorities

To address policy priorities in research, early childhood researchers must understand the legislative process and priorities. In this session, First Five Nebraska will highlight how early childhood policies form and advance through the legislative process in Nebraska and will outline current legislative priorities that impact young children and early childhood systems.

Katie Bass

Data and Policy Research Advisor
First Five Nebraska

Elizabeth Everett

Deputy Director & Public Policy Manager
First Five Nebraska

Adam Feser

Policy Advisor
First Five Nebraska

Sara Howard

Policy Advisor
First Five Nebraska

Jason Prokop

Director
First Five Nebraska

Designing Practicum Experiences for Early Childhood Education College Students in Nebraska during the Global Pandemic

Teacher preparation programs incorporate context-embedded opportunities for preservice professionals to apply knowledge and practice skills. Fieldwork linked with child development courses offer students varied perspectives on real-life experiences in an authentic environment. However, it becomes more difficult to arrange fieldwork during the health crisis that has resulted from COVID-19 and variants. The marriage of coursework and fieldwork presents special considerations when courses are online.

Marisa Macy

Associate Professor
Department of Teacher Education
University of Nebraska at Kearney

Julia Torquati

Professor
Department of Child, Youth and Family Studies
University of Nebraska–Lincoln

Paula Thompson

Assistant Professor
Department of Teacher Education
University of Nebraska at Kearney

Using RE-AIM to Evaluate the EAT Family-Style Intervention

The Ecological Approach to Family-Style (EAT) is a hybrid distance learning program following a multilevel implementation model to build the capacity of Early Care and Education (ECE) professionals to implement responsive feeding evidence-based practices. After successful implementation of EAT, results indicated that early professionals are encouraged to design ECE interventions that include administrators and teachers, employ incentives that are valuable to participants and provide continuous feedback through observation and reflection.

Dipti Dev

Associate Professor, Extension Specialist
Department of Child, Youth and Family Studies
University of Nebraska–Lincoln

Irene Padasas

Graduate Research Assistant
Department of Child, Youth and Family Studies
University of Nebraska–Lincoln

Carly Hillburn

Graduate Research Assistant
Department of Nutrition and Health Sciences
University of Nebraska–Lincoln

David Dzewaltowski

Endowed Community Chair, Professor
Department of Health Promotion
University of Nebraska Medical Center

A Qualitative Case Study Exploring Perceptions of Infants’ Physical Activity and Communication by Infant Caregivers

The purpose of this study was to explore common perceptions of infant physical activity and communication by infant caregivers (parents, child care providers). Study results suggest a need for more information and awareness or development of resources. Additional research is warranted to understand the impact of these perceptions and how differing perceptions between caregivers may impact infant developmental outcomes.

Danae Dinkel

Associate Professor
Department of Health and Kinesiology
University of Nebraska at Omaha

Shari DeVeney

Associate Professor
Department of Special Education and
Communication Disorders
University of Nebraska at Omaha

Supporting Relationships with Children and Families: Outcomes from Getting Ready

Many early childhood programs prioritize relationships between teachers and children, as well as relationships between teachers and families in their performance standards and program philosophies, but are often uncertain as to methods for supporting these relationships. Getting Ready provides a strategy and structure for supporting family engagement. We will share results that highlight effects from Early Head Start including effects on observed responsive caregiving practices in infant/toddler classrooms, as well as growth in parent-teacher collaboration.

Lisa Knoche

Research Associate Professor, Co-Director
Nebraska Center for Research on Children, Youth,
Families and Schools
University of Nebraska–Lincoln

HyeonJin Yoon

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

Sandra Scruggs

Early Childhood Research Technician
Nebraska Center for Research on Children, Youth,
Families and Schools
University of Nebraska–Lincoln

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
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Developing Strong, Courageous Early Childhood Education Leaders

This session will present a qualitative research study on transformational leadership development of two cohorts of Early Childhood Education (ECE) leaders in Nebraska aimed at examining how practicing ECE leaders (re)conceptualize leadership in ECE throughout a leadership professional development program. Findings help illuminate critical areas needed to be addressed in ECE leadership development, particularly in the area of self-care and equity.

Debora Wisneski

Associate Professor, John T. Langan Community Chair of Early Childhood Education
Department of Teacher Education
University of Nebraska at Omaha

Early Childhood Coaching: Research Strengths and Needs

We will describe a systematic review of 374 unique studies of coaching in early childhood settings (birth-grade three). Findings highlight the strengths of the research regarding study designs as well as the content, process and structure of coaching. Based on the review, we will identify the strengths of the literature base. We will also highlight areas for future research, including more studies focused on: coaches, infant/toddler programs and content domains beyond social-emotional and language/literacy.

Rachel Schachter

Associate Professor
Department of Child, Youth and Family Studies
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

Molly Goldberg

Graduate Research Assistant
Department of Child, Youth and Family Studies
University of Nebraska–Lincoln

Junrong Lu

Graduate Research Assistant
Department of Educational Psychology
University of Nebraska–Lincoln
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Kindergarten Teachers’ Use of Assessments and Data

Despite a high demand for teachers to have access to data, little is known about how teachers use assessments and data. We surveyed teachers to determine the assessments they use and how they use them. We found that teachers use a variety of assessment types (e.g., standardized, teacher-created) and for a variety of reasons (e.g., planning, sharing information). Understanding teachers’ use of assessments can inform district officials and policymakers when determining required assessments.

Amy Napoli

Assistant Professor, Early Childhood Extension Specialist
Department of Child, Youth and Family Studies
University of Nebraska–Lincoln

Rachel Schachter

Associate Professor
Department of Child, Youth and Family Studies
University of Nebraska–Lincoln

Pearl Avari

Graduate Research Assistant
Department of Child, Youth and Family Studies
University of Nebraska–Lincoln

Chronicity of Household Stress and Children's Behavioral Problems during the COVID-19 Pandemic

The COVID-19 pandemic has been linked to increased stress for families with young children over the past two years. Parents also report increases in child behavior problems across school and home settings. This study demonstrates how chronicity in family stress are uniquely linked to children’s attentional, internalizing and externalizing behavior problems. This work has important implications for behavioral interventions for children and the provision of social services and financial assistance to families as the pandemic continues.

Jenna Finch

Assistant Professor
Department of Psychology
University of Nebraska–Lincoln

Kimia Akhavein

Graduate Research Assistant
Department of Psychology
University of Nebraska–Lincoln

Erika Boohar

Graduate Research Assistant
Department of Psychology
University of Nebraska–Lincoln

Emily Starr

Graduate Research Assistant
Department of Child, Youth and Family Studies
University of Nebraska–Lincoln

Jenna Barnes

Lab Manager
Department of Psychology
University of Nebraska–Lincoln
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Child Care Provider Well-Being in the Shadow of an Ongoing Pandemic

To examine the impact of the COVID-19 pandemic on child care professionals in Nebraska, and to inform and mobilize potential policy and practice interventions, researchers collaborated with partners to distribute three surveys during the pandemic. Agency and policy partner responses included state policy shifts, increased resources and legislative efforts to support the workforce. Results of the third survey allowed researchers to examine the shared and varied experiences of child care providers.

Kathleen Gallagher

Director of Research and Evaluation
Buffett Early Childhood Institute
University of Nebraska

Alexandra Daro

Research Specialist
Buffett Early Childhood Institute
University of Nebraska
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Parent and Teacher Experiences During Initial Pandemic-Related School Closures

This study’s purpose was to document parent and teacher experiences during spring 2020. Results revealed parents’ primary source of stress was their child’s education. Teacher stress significantly increased following the transition to remote instruction. This study may inform policy and practices for maintaining positive student trajectories and for supporting parents and teachers during crises. Study results have implications for early childhood workforce development, pandemic-related teacher support, home-school partnership development and parent services.

Amanda Witte

Research Assistant Professor
Nebraska Center for Research on Children, Youth, Families and Schools
University of Nebraska–Lincoln
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Something Had to Give During Shutdown, and It Was Schoolwork

During the spring 2020 COVID-19 school closures, rural Nebraskan parents were faced with the challenge of juggling the demands of parenting, working from home and supporting children’s remote learning. This study explored rural Nebraskan parents’ experiences of navigating the challenges of the pandemic and school shutdown. Parents responded to stressors by reducing time spent on schoolwork, focusing on social-emotional learning and family well-being. Implications for families, child development and education are discussed.

Gwen Nugent

Research Professor
Nebraska Center for Research on Children, Youth, Families and Schools
University of Nebraska–Lincoln

Emily Wilson

Graduate Research Assistant
Department of Educational Psychology
University of Nebraska–Lincoln
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