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.
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.
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.
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.
While there are distinct differences between the U.S. and Brazil, there are even more things the two countries have in common. In particular, a desire to ensure all children have the opportunity to reach their full potential guides the work of early childhood educators, researchers and other professionals in both parts of the world.
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.
