Nebraska, like other states, faces a shortage of qualified early childhood professionals to meet its demand for quality care and education. This shortage not only poses significant problems for families with young children, but also threatens the state’s future economic prosperity.
Getting children to eat their vegetables is a common, longstanding challenge for parents and child care providers alike.
While some kids simply dislike the taste of veggies, a recent study sheds light on some other obstacles that prevent children from reaching their recommended daily nutritional needs.
In recent years, there has been an increase in global initiatives aimed at providing mental health support in low- and middle-income countries for those affected by disaster, conflict and forced migration.
However, older refugees and refugees with disabilities have received less attention in humanitarian research and often face barriers to accessing wellness-promoting interventions.
As a former special education teacher, Ciara Ousley has worked with young students diagnosed with autism spectrum disorder.
She often used technology to assist students who struggled to communicate in her classroom. Speech-generating devices — one form of augmentative and alternative communication (AAC) — showed promise to support more inclusive learning and development.
Scott Frohn, senior manager of assessment and psychometrics at Workera.ai, led the first presentation of the Fall 2023 Methodology Applications Series Sept. 22.
Video is now available of Frohn’s presentation, “Putting ChatGPT to the Test: Practical Applications of Large Language Models for Assessment Development.”
The Nebraska Academy for Early Childhood Research has selected three faculty members to serve as Policy Fellows for the 2023-24 academic year.
The NAECR Policy Fellows Program is designed to educate early childhood researchers on policy processes, impacts and relationships to research; to provide policymakers with insight into the latest early childhood research at the University of Nebraska; and to generate collaboration among researchers and policymakers to develop effective research agendas that enrich early childhood experiences.
Visiting early childhood researchers outlined some of their work and discussed best practices for educators at the Helen Kelley Symposium on Early Childhood Sept. 28 at Carolyn Pope Edwards Hall.
Hope Gerde, director of the Institute for Early Childhood at Texas A&M University, and Linda Reddy, professor and associate dean of research at Rutgers University, shared research on professional learning supports for early childhood educators, including the birth to pre-K and early elementary settings.
Research suggests nonbinary individuals — those who do not identify exclusively as men or women — experience bias and discrimination more frequently than cisgender and binary transgender people, contributing to negative mental health outcomes.
One study revealed that 71% of transgender and nonbinary youth reported having experienced discrimination, and 46% of transgender and nonbinary adults reported being verbally harassed because of their gender identity.
