Research Presentations

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

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

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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

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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

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

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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

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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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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