Research Presentations
Session I | Session II | Session III | Session IV | Download Presentation TakeawaysSession I
Living in Pasteur’s Quadrant: Follow-Up Conversation
Join Kathy Hirsh-Pasek for an interactive conversation to further explore her work in language, literacy and playful learning. We will discuss our insights on how science can be shared in a way that preserves its integrity and increases its utility for the wider community.
KATHY HIRSH-PASEK
Debra and Stanley Lefkowitz Distinguished Faculty Fellow/Senior Fellow, Brookings Institution
Department of Psychology
Temple University
Not Just for the Children: Teachers' Development in Using Play as a Learning Medium
This qualitative study explores the process of professional development of four early childhood teachers as they attempt to expand play-based learning in their classrooms. The study includes interviews, focus groups and play-based methodology. Findings highlight a transformational process of becoming a "play" teacher, giving insight into how to help design professional development programs and school policies that support play in early childhood education.
DEBORA WISNESKI
John T. Langan Professor in Early Childhood Education/Associate Professor
Department of Teacher Education
University of Nebraska Omaha
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Learning Through Play: An Anti-Racist Perspective
While much scholarly attention has been paid to the benefits of play-based learning, far less research has examined how such an approach may, in fact, reproduce racial inequities among young racialized children. This session explores how key tenets of anti-racist theory can inform and enhance pedagogical practices that accent play-based learning in early childhood education.
KERRY-ANN ESCAYG
Assistant Professor
Department of Teacher Education
University of Nebraska Omaha
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I Dare You To: Taking Risks in Play
Some of the play that is the most uncomfortable and dangerous for adults is deemed risky or rough play, yet difficult play encounters can be the context in which children learn and develop physically, emotionally, socially and cognitively. Examples of taking risks in play will be provided from an observational study of a nationally recognized zoo outdoor adventure play space that included live animals, a three-story playground structure, and a 250-foot river.
ANNE KARABON
Assistant Professor
Department of Teacher Education
University of Nebraska Omaha
AMANDA STEINER
Instructor
Department of Teacher Education
University of Nebraska Omaha
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Nebraska's Progress Toward an Early Childhood Integrated Data System
Accessible early care and education data can inform a wide variety of stakeholders in making decisions about how to prepare children for success. As evidence grows for the importance of the early years, states across the nation are working to develop Early Childhood Integrated Data Systems (ECIDS) to inform research, policy and practice. This session will discuss Nebraska's progress in developing a comprehensive early childhood data system.
GREG WELCH
Associate Director of Research & Evaluation
Buffett Early Childhood Institute
University of Nebraska
BENJAMIN BAUMFALK
Policy Research Analyst
First Five Nebraska
Download PresentationUnderstanding the Characteristics of Early Childhood Administrators in Nebraska
This study investigated the characteristics of administrators in child care centers, pre-kindergarten programs and elementary schools in Nebraska. The study explored demographic characteristics, education and mental health status of administrators, as well as the benefits offered to teachers and teacher turnover within centers and schools. Understanding the characteristics of early childhood settings can guide future policy and practice. Implications will be discussed.
AMY ROBERTSResearch Assistant ProfessorBuffett Early Childhood Institute
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SUSAN SARVERDirector of Workforce Planning and DevelopmentBuffett Early Childhood Institute
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Exploring Growth Trajectories of Informal and Formal Mathematics Skills
Young children’s mathematical skills are an important area of investigation. Growth in two subscales, informal and formal mathematics skills, of the Test of Early Mathematics Abilitity-3 was explored in a sample of 281 children. Children were identified as typically developing or as having mathematics difficulties based on their total TEMA-3 score at the end of pre-kindergarten. Their average level of informal and formal mathematics skills, growth rate over time and rate of acceleration of growth will be explored.
JESSICA NAMKUNGAssistant ProfessorDepartment of Special Education and Communication Disorders
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PENG PENGAssistant ProfessorDepartment of Special Education and Communication Disorders
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Video Games and Childhood Obesity
Children nowadays grow up with video games. This presentation reviews, in the context of childhood obesity, traditional video games (sedentary vs. active-play games), anti-obesogenic serious games, immersive games and the theoretical mechanism for designing efficacious anti-obesogenic video games. The presentation also provides insights for harnessing the potential of newer digital interactive games to promote physical activity and cultivate healthy eating habits among children.