Lisa Knoche, CYFS co-director, is leading a project to explore ways to enhance coaching of state early intervention personnel who work with infants and toddlers with disabilities and their families. Learn more in the CYFS Research Network.
In the United States, almost 400,000 infants and toddlers who are not developing typically receive services through the federal Early Intervention Program for Infants and Toddlers with Disabilities.
Because these children and their families rely on early intervention services for optimal developmental outcomes, evidence-based solutions are crucial.Full Article
The Self-regulation and Motivation In Learning Environments (SMILE) project, whose funding was supplemented by an ORED COVID-19 Rapid Response Grant, examines children as they transition from second to third grade — and how their self-regulation, motivation and interactions with teachers, parents and peers impact their classroom behavior. Learn more in the CYFS Research Network.
In early 2020, Jenna Finch, assistant professor of psychology, began a pilot project to identify which non-academic factors help predict a successful transition from second grade to third grade.
Third grade presents significant new challenges for students, including the onset of standardized testing, increased behavioral expectations for them to work independently and the transition from learning to read to reading to learn.Full Article
Keting Chen, human sciences doctoral student in the Department of Child, Youth and Family Studies, is exploring how home and childcare environments affect preschool-aged children’s numeracy skills — the ability to understand and work with numbers. Learn more in the CYFS Research Network.
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.Full Article
Early childhood teachers’ non-contact time — time away from students in the classroom — enables them to address other work demands, such as building instruction plans, assessing children’s development and communicating with families. Learn more in the CYFS Research Network.
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.Full Article
Data from a recent Nebraska study finds that early childhood experiences — particularly adverse events and activities, and neighborhood disadvantages — can generate long-term behavioral and social impacts. Learn more in the CYFS Research Network.
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.Full Article
Denise Ruschel Bandeira, professor, Universidade Federal do Rio Grande do Sul, right, shares findings from the Dimensional Inventory for Child Development Assessment (IDADI) pilot impact project. See gallery.
The prevalence of children with developmental delays worldwide is estimated to be up to 18 percent. However, fewer than one-third of these children are identified by their health care provider. This is significant because children whose delays are not addressed early on are at risk for adverse outcomes, including emotional, behavioral and health problems later in life.Full Article
Teacher Elizinete Natália Queiroz de Araújo Souza, left, shows a worm to Renata Gomes, CYFS graduate student, center, and young students at EMEI Ignacio in São Paulo. See gallery.
Tucked away from the busy city streets of São Paulo, Brazil, young learners are exploring a colorful garden with spades, magnifying glasses and other tools. They gather around their preschool teacher who is holding a freshly dug worm in her hands. They observe the wriggling creature together. After the excited shrieks subside, the teacher begins to ask them questions.Full Article
Germany Gracy Maia, pictured with her daughter Giovanna, shared her experience raising a child affected by congenital Zika syndrome. See gallery.
In a brightly lit classroom in northeast Brazil, kindergarteners and their teachers gather for their daily circle time on the carpet. However, today is different. The children are joined by a group of visitors from Nebraska, many of whom don’t speak Portuguese.Full Article