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Series

Life Sciences

2005

Relationships

Articles 1 - 15 of 15

Full-Text Articles in Education

Nf05-592 Both Partners Are Responsible For The Relationship, Kathy Bosch Jan 2005

Nf05-592 Both Partners Are Responsible For The Relationship, Kathy Bosch

Historical Materials from University of Nebraska-Lincoln Extension

Strong marriages or partnerships do not just happen; they require effort. The individual must work together to create and maintain a healthy, satisfying relationship. It is a responsibility that both partners share equally.

This NebFact discusses the different ways that make a marriage last through the years.


Nf05-625 Communicating With Families: Communicating With Families Of Infants, Debra E. Schroeder, Mary K. Warner, Mary Nelson, Eileen Krumbach, Sarah Effken Purcell, Janet S. Hanna, Kathy Bosch, John Defrain Jan 2005

Nf05-625 Communicating With Families: Communicating With Families Of Infants, Debra E. Schroeder, Mary K. Warner, Mary Nelson, Eileen Krumbach, Sarah Effken Purcell, Janet S. Hanna, Kathy Bosch, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

Families have many adjustments to make as they transition to parenthood. Parenting is a lonely endeavor sometimes. Often families rely more on outside child care, and with that comes the need, particularly for families of infants, to keep the communication lines open between themselves and their child-care providers. A variety of techniques can be used to help families and child-care providers communicate effectively.


Nf05-630 Helping Children Resolve Conflict: Aggressive Behavior Of Children, Marjorie Kostelnik, Sarah Effken Purcell, Debra E. Schroeder, Mary Nelson, Eileen Krumbach, Janet S. Hanna, Kathy Bosch, John Defrain Jan 2005

Nf05-630 Helping Children Resolve Conflict: Aggressive Behavior Of Children, Marjorie Kostelnik, Sarah Effken Purcell, Debra E. Schroeder, Mary Nelson, Eileen Krumbach, Janet S. Hanna, Kathy Bosch, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

If you are a parent, guardian or child-care provider, witnessing children fighting is a common occurrence. Fighting or aggressive behavior can occur in various forms, whether it is slapping, grabbing, screaming, pinching, kicking, spitting, biting, threatening, teasing or a variety of other actions.

There are four different types of aggressive behavior: accidental, expressive, instrumental and hostile. It is important to understand the different types of aggressive behavior that children may display so your responses are effective.

This NebFact discusses these behaviors and the general skills needed in handling your children's aggressive behavior.


Nf05-628 Helping Children Resolve Conflict Conflict Mediation Model, Marjorie Kostelnik, Debra E. Schroeder, Sarah Effken Purcell, Mary Nelson, Eileen Krumbach, Janet S. Hanna, Kathy Bosch, John Defrain Jan 2005

Nf05-628 Helping Children Resolve Conflict Conflict Mediation Model, Marjorie Kostelnik, Debra E. Schroeder, Sarah Effken Purcell, Mary Nelson, Eileen Krumbach, Janet S. Hanna, Kathy Bosch, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

During conflict mediation children learn the skills necessary to reach peaceful resolutions. These skills involve communication, compromise, the ability to see how different aspects of a dispute are related and the ability to consider their own perspective as well as that of another person.

Adults play an important role in the socialization of children. They help children develop social skills. This NebFact discusses how to teach children to resolve conflicts.


Nf05-626 Communicating With Families: Building Relationships, Mary K. Warner, Debra E. Schroeder, Mary Nelson, Eileen Krumbach, Sarah Effken Purcell, Kathy Bosch, John Defrain Jan 2005

Nf05-626 Communicating With Families: Building Relationships, Mary K. Warner, Debra E. Schroeder, Mary Nelson, Eileen Krumbach, Sarah Effken Purcell, Kathy Bosch, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

Successful child-care providers, preschool teachers and elementary teachers begin to establish positive relationships with the children in their care or classrooms as soon as possible. Here are some guidelines for making closer contact with the children's families.


Nf05-637 The Power Of Family Literacy, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain Jan 2005

Nf05-637 The Power Of Family Literacy, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

Virtually all families want their children to learn to read and write, and to succeed in school, and are eager to provide any support necessary.

Family involvement in everyday language- and literacy-related activities has a significant impact on children's language dvevelopment acquisition of early literacy skills. Early language and literacy activities at home contribute to differences when children enter school.


Nf05-645 Infants And Toddlers — Developing More Than One Language, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain Jan 2005

Nf05-645 Infants And Toddlers — Developing More Than One Language, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

When infants and toddlers are developing more than one language, the goal is that they will learn English and develop fluency in their home language. Children can become truly bilingual and be able to use two or more languages with fequal fluency. Children, families, schools, and communities all benefit when children keep their connection to their language and heritage.


Nf05-644 Relationships: The Heart Of Language And Literacy, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain Jan 2005

Nf05-644 Relationships: The Heart Of Language And Literacy, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

Infants and toddlers learn early language and literacy skills in the context of their relationships with the adults around them as if they are putting together a puzzle. Most of the puzzle pieces involve taking turns with the baby — your turn, my turn, your turn, my turn. The turns might be with actions or with talking. The turns might be very quick or rather slow.

This NebFact discusses turn-taking; what it involves and the strategies used.


Nf05-643 Infants Develop Language Naturally, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain Jan 2005

Nf05-643 Infants Develop Language Naturally, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

Did you know?

• Infants are mastering language simply by listening to us talk.

• Babies begin learning about language in the first months of life. They can hear the difference between all the consonants and vowels used in any language.

• By the age of 6 months, infants have trained their ears to the sounds of their native language and they have learned to distinguish these sounds before actually learning words.

Baby talk, or "Parentese," makes it easier for the baby to learn a language because the sounds are greatly exaggerated.

This NebFact discusses how to communicate with children, language and communication ...


Nf05-642 Symbols Of Literacy Development, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain Jan 2005

Nf05-642 Symbols Of Literacy Development, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

Early environments matter and nurturing relationships are essential for literacy development of young children. Infants and toddlers who have secure relationships with their caregivers are more involved in literacy activities.

This NebFacts covers the interaction with symbols, physical and social features of symbols, and the use of words, symbols and print.


Nf95-641 Car — A Strategy For Learning, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain Jan 2005

Nf95-641 Car — A Strategy For Learning, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

Language and literacy development starts at the very beginning of a child's life and is one of the main developmental events of early childhood. This process if facilitated by early adult-child interactions in which the adult guides and supports the child's learning by building on what the child already knows. Following the child's lead, a key strategy presented in Language Is the Key is one of the defining aspects of developmentally appropriate practice. It has been shown to successfuly facilitate early language development for children with and without disabilities.


Nf05-640 Early Literacy Checklist — Classroom, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain Jan 2005

Nf05-640 Early Literacy Checklist — Classroom, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

This checklist represents the kinds of language and literacy development practices often seen in high-quality early childhood environments. The checklist encompasses all children birth to age 5 and is inclusive of the needs of children with disabilities and English language learners.


Nf05-639 Early Literacy Checklist — In The Home, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain Jan 2005

Nf05-639 Early Literacy Checklist — In The Home, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

This checklist represents the kinds of language and literacy development practices often seen in high-quality early childhood environments. The checklist encompasses all children birth to age 5 and is inclusive of the needs of children with disabilities and English language learners.


Nf05-638 Sharing Stories, Songs And Books, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain Jan 2005

Nf05-638 Sharing Stories, Songs And Books, Janet S. Hanna, Kayla M. Hinrichs, Carla J. Mahar, John Defrain

Historical Materials from University of Nebraska-Lincoln Extension

Language and literacy begin with sharing stories, songs and books. When telling a story, you can talk about yourself, the child and his/her experiences, the child's family, things you've read, seen on TV and at the movies, things that happen to your at work, and stories your elders have told.

This NebFacts covers the different techniques of using storytelling strategies, songs, and books when interacting with your children.


Nf05-651 Learning From Children About Severe Weather, Leanne Manning, John Defrain, Dianne Swanson Jan 2005

Nf05-651 Learning From Children About Severe Weather, Leanne Manning, John Defrain, Dianne Swanson

Historical Materials from University of Nebraska-Lincoln Extension

On May 22, 2004, at 8:08 p.m. the National Weather Service in Omaha issued a tornado warning for Gage County in southeast Nebraska until 9:15 p.m. At 8:03 p.m. a tornado was on the ground six miles south of Wilber moving northeast at 25 mph. At 8:16 p.m. law enforcement officials reported a tornado on the ground near Wilber moving northeast at 15 mph. These warnings were heard by those listening to television or radio and struck fear in the hearts of many on that night.

In the days and weeks that ...