Education Commons^™

Evaluation Of A School-Based Dissemination Of The Movement Guidelines For Young Children In Hong Kong: Study Protocol, Catherine M. Capio, Catalina S. M. Ng, Kevin K. H. Chung, Rachel A. Jones, Cindy H. P. Sit

Health Sciences Faculty Publications

Background

Healthy movement behaviors in early childhood are believed to track to adulthood, potentially imparting protective benefits against non-communicable diseases. Highlighting the collaborative and complementary roles of parents and educators in promoting health of young children, this study aims to enable parents and teachers to successfully promote healthy movement behaviors in young children. Guidelines for physical activity, sedentary screen time, and sleep of children aged 2 to 6 years will be systematically disseminated to parents and teachers of children enrolled in early childhood education centers (ECECs) in Hong Kong. An evaluation will be conducted to assess the implementation process and …

Strategies For Teachers To Promote Physical Activity In Early Childhood Education Settings—A Scoping Review, Toby C. T. Mak, Derwin K. C. Chan, Catherine M. Capio

Health Sciences Faculty Publications

Recent evidence has emphasized the importance of the early childhood years for developing lifelong physical activity patterns. As such, evidence-informed programs that create opportunities for young children to engage in physical activity are needed and education settings present an important context. This review aimed to identify strategies that are implemented by teachers to promote physical activity in early childhood education and care settings. This is a scoping review that followed the framework proposed by the Joanna Briggs Institute. Searches were conducted using the databases of PubMed, SCOPUS, PsycINFO, SPORT Discus, ERIC and Web of Science for publications up to September …

Elementary Classroom Teachers’ Self-Reported Use Of Movement Integration Products And Perceived Facilitators And Barriers Related To Product Use, Roddrick Dugger, Aaron Rafferty, Ethan Hunt, Michael W. Beets, Collin Andrew Webster, Brian Chen, Jeffrey Michael Rehling, Robert Glenn Weaver

Faculty Publications

Movement integration (MI) products are designed to provide children with physical activity during general education classroom time. The purpose of this study was to examine elementary classroom teachers’ self-reported use of MI products and subsequent perceptions of the facilitators of and barriers to MI product use. This study utilized a mixed-methods design. Elementary classroom teachers (n = 40) at four schools each tested four of six common MI products in their classroom for one week. Teachers completed a daily diary, documenting duration and frequency of product use. Following each product test, focus groups were conducted with teachers to assess facilitators …

Biology 4920g: Companion Planting In The Community, Jacquline A. Nathaniel

Community Engaged Learning Final Projects

LIFE*SPIN is a local organization in London, Ontario that provides resources to individuals and families dependent on low income to ultimately break the poverty cycle by encouraging sustainable living and self-sufficiency. For this Seminar in Biology course, Maria Bata and I partnered with LIFE*SPIN to plan and execute a "Seeding Planting Party" to teach children about basic botany, nutrition, and leadership. The following final paper for this seminar discusses the project deliverables and efforts, biological research concerning companion planting, and personal reflection on this experience.

Group-Based Physical Activity Trajectories In Children Transitioning From Elementary To High School, Russell R. Pate

Health and Kinesiology Faculty Publications

Background: Physical activity has been observed repeatedly to decline as children transition into adolescence; however, few studies have explored the possibility that sub-groups of children experience unique patterns of change during this transition. The purpose of this longitudinal study was to examine the physical activity trajectories in clusters of youth transitioning from 5th to 11th grade.

Methods: Participants (n = 652) were recruited as 5th graders (ages 10–12 years) from elementary schools (n = 21) in two school districts. Demographic, anthropometric, and physical activity data were collected once per year when children were in 5th, 6th, 7th, 9th, …

Developing, Implementing, And Evaluating A No-Child-Left-Inside Pilot Program, Claudia Radel, Jamie C. Brand, Roslynn Brain

Environment and Society Faculty Publications

We describe experience with a pilot week-long, No-Child-Left-Inside (NCLI), outdoor program implemented in Cache Valley, Utah, in 2012. Through response analysis of a “pre-then-post” children's survey and a parent-completed demographic survey, we assess program effectiveness in raising children's enthusiasm for nature-related behaviors and in reaching a target audience of all local families. The program reached many families with low participation in other conservation programs but failed to reach families from the growing Latino population. Participating children experienced increased excitement to spend more time outdoors exploring and learning, accomplishing NCLI goals of laying a groundwork for children's enhanced environmental literacy.

Psychosocial Aspects Of Physical Activity And Fitness In Special-Population, Minority Middle School Children, Jeffrey J. Martin, Nate Mccaughtry, Anne S. Murphy, Sara Flory, Kimberlydawn Wisdom

Kinesiology, Health and Sport Studies

Special-population research predicting physical activity (PA) and fitness with minority middle school children from at-risk environments is rare. Hence, the purpose of our investigation was to evaluate the ability of important social cognitive and environment-based measures to predict PA and fitness with children with developmental delay, cognitive, and emotional impairments. Children (N = 89, ages 11-15) completed questionnaires assessing social cognitive and environment-based constructs, self report PA, and completed fitness testing. Correlational results supported some hypotheses. The descriptive and correlational results also indicated commonalities with similar research on non special-population minority middle school children from at-risk environments.

Validating The Food Behavior Questions From The Elementary School Span Questionnaire, Yeon Bai, Krisha Thiagarajah, Alyce D. Fly, Deanna M. Hoelscher, Kaman Lo, Angela Leone, Julie A. Shertzer

Department of Nutrition and Food Studies Scholarship and Creative Works

Background

The School Physical Activity and Nutrition (SPAN) questionnaire were developed as a surveillance instrument to measure physical activity, nutrition attitudes, and dietary and physical activity behaviors in children and adolescents. The SPAN questionnaire has 2 versions.

Objective

This study was conducted to evaluate the validity of food consumption items from the elementary school version of the SPAN questionnaire.

Design

Validity was assessed by comparing food items selected on the questionnaire with food items reported from a single 24-hour recall covering the same reference period.

Setting

5 elementary schools in Indiana.

Participants

Fourth-grade student volunteers (N = 121) from 5 …

A State Fact Sheet For Grandparents And Other Relatives Raising Children, Unknown Unknown

All Current Publications

No abstract provided.

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

University of Nebraska-Lincoln Extension: Historical Materials

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, …

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

University of Nebraska-Lincoln Extension: Historical Materials

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

University of Nebraska-Lincoln Extension: Historical Materials

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

University of Nebraska-Lincoln Extension: Historical Materials

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.

Nf05-629 Helping Children Resolve Conflict Pitfalls To Avoid During Conflict Mediation, Marjorie Kostelnik, Mary Nelson, Sarah Effken Purcell, Eileen Krumbach, Janet S. Hanna, Debra E. Schroeder, Kathy Bosch, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

When using conflict mediation, children learn skills necessary to reach peaceful solutions. These skills include: 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. As children learn problem-solving procedures and words, they become increasingly capable of solving problems by themselves. There is evidence that these childhood learnings are maintained through the adult years.

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

University of Nebraska-Lincoln Extension: Historical Materials

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.

Nf05-627 Communicating With Families: Communication Techniques, Debra E. Schroeder, Mary K. Warner, Mary Nelson, Eileen Krumbach, Sarah Effken Purcell, Janet S. Hanna, Kathy Bosch, John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

In the best child-care settings, providers and families work as a team. Each brings a unique point of view, and each shows concern for the child's growth and development. As a child-care professional, one of your roles in this partnership is to promote effective communication with families. It is important for child-care providers to develop and practice effective communication skills and implement them when communicating with families about their children.

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

University of Nebraska-Lincoln Extension: Historical Materials

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.

Nf05-636 Depression, Myrna Dubois

University of Nebraska-Lincoln Extension: Historical Materials

Feeling a little down? Discouraged? Those feelings are normal when life's challenges confront us from time to time. The feeling of discouragement usually goes away with a reasonable length of time. Depression, however, can hang around for weeks, months, even years.

This NebFacts discusses the two types of depression, their effects, resolution and treatment.

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

University of Nebraska-Lincoln Extension: Historical Materials

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.

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

University of Nebraska-Lincoln Extension: Historical Materials

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

University of Nebraska-Lincoln Extension: Historical Materials

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

University of Nebraska-Lincoln Extension: Historical Materials

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

University of Nebraska-Lincoln Extension: Historical Materials

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

University of Nebraska-Lincoln Extension: Historical Materials

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

University of Nebraska-Lincoln Extension: Historical Materials

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 followed, children who had gone through the stormy …

G05-1589 Fun Family Time Together, Kathy Bosch

University of Nebraska-Lincoln Extension: Historical Materials

Listed here are some 100 activities that families can do together to help strengthen their relationships and create unity and loyalty among all family members.

"One criterion for family fun is to make time to be together."

Nf04-606 Deep Fat Frying Turkeys, Carol J. Plate

University of Nebraska-Lincoln Extension: Historical Materials

Deep fat frying began in the southern part of the United States and has gradually spread nationwide. Turkeys are the most common food prepared by this method. However, chicken, turkey parts (breasts, wings and thighs), and Cornish game hens may be deep fat fried. Deep fat frying results in a juicy product because the hot fat seals the outside and the skin becomes crisp.

This NebFact talks about the equipment, ingredients, preparation, frying, and safety of deep fat frying turkeys and other poultry.

G04-1536 Drinking Water: Storing An Emergency Supply, Sharon Skipton, Bruce I. Dvorak, Julie A. Albrecht

University of Nebraska-Lincoln Extension: Historical Materials

Taking a little time now to store an emergency water supply can prepare for all types of disasters. If your water supply is disrupted, you will be able to provide for your entire family and possibly others. Effective methods of preparing water for storage include disinfection with chlorine and storing at room temperature, disinfection with chlorine and freezing, or canning.

Ec04-467 There's No Excuse For Abuse: Raise Awareness About Domestic Violence (Part 4 In A Four Part Series), Kathy Bosch

University of Nebraska-Lincoln Extension: Historical Materials

You can help teach the next generation that abuse or violence is not acceptable and is not to be tolerated in relationships. You can help teach by speaking up every time you see inappropriate or abusive behavior displayed against anyone. You can help teach by being a role model. This can be done by the way you show respect, communicate and interact with others.

Ec04-464 There's No Excuse For Abuse (Part 1 Of A Four Part Series), Kathy Bosch

University of Nebraska-Lincoln Extension: Historical Materials

In this series of four articles, information will be provided from the Family Violence Prevention Fund, the Nebraska and Kansas Coalitions Against Sexual and Domestic Violence, K-State Research and Extension, Nebraska Cooperative Extension, and many other research-based sources. You will learn more about how you can help a woman who is being abused, how you can offer support to children in abusive situations, how you may approach potential abusers, how to access resources, steps that can be taken in the workplace to help end domestic violence, what to teach children about partner abuse, how to raise community awareness, and how …