A5012874588- Early Childhood Education and Development
- Parental Involvement in Education
- Family and Disability Support Research
- Child and Adolescent Psychosocial and Emotional Development
- Educational and Psychological Assessments
- Reading and Literacy Development
- Education Systems and Policy
- Cultural Differences and Values
- Mentoring and Academic Development
- Child Development and Digital Technology
- Diverse Education Studies and Reforms
- Infant Development and Preterm Care
- Language Development and Disorders
- Attachment and Relationship Dynamics
- Child and Animal Learning Development
- Teacher Education and Leadership Studies
- Pasture and Agricultural Systems
- Gender Roles and Identity Studies
- Calcium Carbonate Crystallization and Inhibition
- Maternal Mental Health During Pregnancy and Postpartum
- Biological Research and Disease Studies
- Infant Health and Development
- School Choice and Performance
- Child Therapy and Development
- Coaching Methods and Impact
University of Nebraska–Lincoln
2016-2025
Administration for Children and Families
2021
University of Nebraska at Kearney
2021
Families USA
2003-2020
University of Nebraska at Omaha
2020
Institute of Education Sciences
2020
Education and Early Childhood Development
2013
In light of the current policy context, early childhood educators are being asked to have a complex understanding child development and education issues provide rich, meaningful educational experiences for all children families in their care. Accountability outcomes is high, resources professional support limited. As such, field needs well-conducted empirical studies on which base practices. this paper, we offer research directions associated with processes underlying development, including...
Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families professionals are an important contributor school readiness. Furthermore, social–emotional competence is key component young children's This study reports the results randomized trial parent intervention (Getting Ready) designed facilitate readiness among disadvantaged particular focus on outcomes. Two hundred twenty were...
Abstract The purpose of this study is to investigate the effects a relational intervention (the Getting Ready intervention) on parenting behaviors supporting parent–infant relationship for families enrolled in Early Head Start home‐based programming. Two‐hundred thirty‐four parents and their children participated randomized study, with 42% reporting education less than high‐school diploma. Brief, semistructured parent–child interaction tasks were videotaped every 4 months over a16‐month...
Conjoint behavioral consultation (CBC) is an ecological model of service delivery that brings together parents and educators to collaboratively address shared concerns for a child. This study provides exploratory data investigating the effects CBC on home school 48 children aged 6 younger. Single-subject methods were used evaluate individual children. Effect sizes across cases yielded large median effect (0.97 at 1.06 school). Results paired sample t tests suggested significant improvements...
Studies to date have linked early childhood (EC) coaching child, family, and teacher outcomes but not investigated "what" is happening in a conversation. This exploratory study specifically unpacks nuances associated with the conversation process associations between EC coaches' behaviors coachees' participation during conversations. The results highlight used by both coaches coachees how these may be each other building partnerships promoting collaborative practices. conversational of 24...
The Getting Ready intervention aims to strengthen parent–teacher partnerships promote positive child outcomes. This study focused on the team process and social validity of when young children displayed challenging behaviors. Qualitative analysis yielded seven themes that provided a rich description preschool experiences four children, their parents, teachers Early Intervention (EI) coaches serving them. Parent–professional partnerships, parent–child interactions, members’ engagement in...
The current study examines the role of classroom quality in predicting learning behaviours among preschoolers experiencing socioeconomic disadvantage and developmental concerns (Nchildren = 267, Neducators 97). All children were identified with one or more areas (language, cognition, and/or social-emotional). Study involvement spanned two years enrolled pre-school. Teachers reported on children's fall their first year spring second year. Classroom interactions observed Structural equation...
ABSTRACT This study examined the unique and interactive effects of teacher‐child relationships classroom quality on PreK to Grade 1 children's reading math achievement, social skills, problem behaviors, as well whether these differed by race ethnicity. Based data from 192 children (18.23% Black, 8.33% Latine English‐speaking, 21.88% Spanish‐speaking, 51.56% White) their teachers, analyses were conducted examine (1) experienced ethnicity, (2) race/ethnicity moderated association achievement...
Abstract Research Findings: This qualitative case study describes early childhood practitioners' (ECPs) perspectives on their professional development as part of a large federally funded school readiness intervention project they experienced the processes growth and change in learning skills related to promoting parental engagement children's development. A total 28 ECPs participated this over 2 assessment periods across academic years; 12 were interviewed twice, for 40 interviews conducted...
Research Findings: This study reports the results of a randomized trial parent engagement intervention (the Getting Ready intervention) on directly observed learning-related social behaviors children from low-income families in context parent–child interactions. The explored moderating effect parental depression outcomes. Participants were 204 and their parents as well 29 Head Start teachers. Semistructured interaction tasks videotaped 2 times annually over course academic years....
Coaching is used in early childhood settings to support positive outcomes for young children and families. Although some research shows the effectiveness of coaching on practice outcomes, little information available experiences perspectives "coachees" as recipients support. The purpose this in-depth, qualitative study was understand, from coachees' point view, benefits challenges participating an relationship. Twenty-one parents, preschool teachers, child care providers who had engaged...
Research Findings: The current study examines the relations between Chinese preschoolers' social-emotional competence and their preacademic skills, as well role of child gender parental education in such relations. A total 154 children from northeastern region China were involved study. Both parents head teachers target completed measures children's skills. Multiple aspects investigated. results showed that withdrawn behaviors attention problems negatively related to parent- teacher-reported...