For some young children, learning the basics of 1-2-3 can be easy as A-B-C.
But because early numeracy skills often receive less attention than early literacy skills, children who lag in number comprehension may fall behind academically in kindergarten and beyond.
Much attention is paid to the work early childhood teachers do in the classroom. But their tasks away from their students are just as essential to children’s learning and development.
Unlike their K-12 counterparts, early childhood teachers lack dedicated time to address work demands beyond the direct care of children. Without formalized supports, out-of-classroom time may be scarified or interrupted as unexpected issues arise throughout the day.
The definition of “home” means different things to different people.
A comfy sofa. A warm bed. A cat lounging in the sun on the windowsill. Kids playing in the other room. An animated discussion of the day’s events during family mealtime.
For many, home is a sanctuary from busy schedules and hectic lives. But for women participating in the Support, Education, Empowerment and Directions (SEEDs) program, home can be a life-saver.
In August 2014, the Islamic State of Iraq and Syria (ISIS) attacked Sinjar Province in northwestern Iraq. About 5,000 Yazidi civilians were killed, and the genocide led to the expulsion of thousands more from their ancestral lands. Additionally, thousands of women and girls were abducted.
Where you come from plays a key role in predicting where you are going.
For children, the neighborhood in which they grow up significantly affects their healthy development in later years, according to findings from a recent University of Nebraska–Lincoln research project.
Construction is underway on the foundation of a collaborative network of Nebraska researchers who are pooling their talent and resources to expand early childhood executive function research.
Carrie Clark, associate professor of educational psychology, and Jenna Finch, assistant professor of psychology, are leading the effort, thanks to funding from a University of Nebraska Collaboration Initiative Planning Grant. The initiative is designed to foster cross-campus research collaboration.
When the coronavirus broke out in December 2019, the world changed. Phrases such as “sheltering at home,” “social distancing” and “self-quarantining” entered the lexicon and became part of an everyday, far-reaching “new normal.”
For some, life changed in additional ways. In the spring of 2020, reports of racism, hate crimes and even violence directed at Chinese and Asian Americans surged throughout the United States.
In a typical preschool classroom with as many as two-dozen children, there are bound to be times of elevated stress for the teacher — and sometimes the students.
Along with meeting the needs of several children, teachers juggle many emotional and physical demands in their daily work, often with limited resources. Following an early childhood curriculum or philosophy, engaging families, maintaining a safe environment and dealing with interpersonal conflicts are just some of their daily classroom tasks.
