In a year unlike any other, CYFS and its diverse partners in research, practice and policy have continued work to impact lives through research that advances learning and development.
The CYFS annual report for the 2020 fiscal year, which ran from July 2019 to June 2020, is now available — highlighting efforts to address social, behavioral and educational challenges facing society, both amid and in response to the COVID-19 pandemic.
The second combined NAECR Knowledge/Networking event of the fall explored how early childhood researchers have adjusted ways they initiate, maintain and address research partnerships in the time of COVID-19.
The Nov. 4 virtual conversation focused on how research relationships and collaboration have evolved in recent months during the pandemic — and some of the innovative ways they have overcome obstacles to forge ahead with their work.
It’s Friday morning in the Maker Space Lab at Northeast Community College in Norfolk, Nebraska, and the room is abuzz — literally and figuratively.
One group of students is hard at work on the 3D printer. Other students collaborate on a computer aided design (CAD) project. Another group concentrates on woodworking with power tools.
Jim Bovaird, director of the Nebraska Academy of Methodology, Analytics and Psychometrics, led a Fall 2020 Methodology Applications Series presentation Oct. 23.
Video is now available of his virtual presentation, “Modeling Context: To Kansas and Beyond.”
About 200 practitioners, advocates, students and policymakers attended an Oct. 19 webinar, “The Story of SEEDs,” which outlined the history, success and challenges of the Support, Education, Empowerment and Directions (SEEDs) program.
The virtual event discussed the trauma-informed, gender-responsive, sober living home program for women with histories of substance abuse and domestic and/or sexual violence. Discussion topics included costs associated with running SEEDs, program implementation barriers, lessons learned and next steps for continued sustainability.
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.
