Education Commons^™

Critical Thinking, Perspective-Taking, And Cultural Humility In Global Refugee Health Studies: A Peer Review Of Teaching Benchmark Portfolio, Julie A. Tippens

UNL Faculty Course Portfolios

This portfolio examines the third iteration of a course I developed for the Department of Child, Youth and Family Studies: CYAF 493 – Global Case Studies in Refugee Health and Wellbeing. The primary goal of this course is for students to think critically about the social and structural determinants of refugee health and wellbeing. I have also integrated three core course values to guide instruction: critical thinking, perspective-taking, and cultural humility. Student learning and engagement was analyzed through four areas: (1) a baseline assessment of students’ perceptions of refugees, (2) weekly homework reflections, (3) a book review assignment, and (4) …

Effects Of Parent Child Interaction And Language Stimulation On Children's Language Development, Rachel E. Timm, Helen Raikes

UCARE Research Products

Research Questions:

• Does parent positive regard relate to a child’s receptive language development?

• Does language stimulation relate to a child’s receptive language development?

• Does parent bookreading behavior (reading fluency, reading intonation/animation, comfort level, and child involvement) relate to a child’s receptive language development?

Measures:

• Preschool Language Scale-5 (PLS-5)
• Peabody Picture Vocabulary Test-4 (PPVT-4)
• HOME Language and Literacy Scale
• Video Codes from the NICHD Study of Early Child Care

Results:

• Positive regard was not significantly related to the PLS-5 or the PPVT-4.
• The HOME Language and Literacy Scale was a significant predictor of the PPVT-4 and was related to the PLS-5 …

The Impact Of Camp Erin On Bereaved Youth, Alysondra Duke

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Approximately 5% of adolescents and children will experience the significant loss of a loved one before the age of 15 (Currier, Holland, & Neimeyer, 2007). Numerous intervention efforts have been utilized to normalize the grief process for youth and to assist in the expression and exploration of loss. Several organizations have created weekend-long camps to serve as an avenue for youth to connect with others who have experienced loss with the hope that this early intervention effort may prevent youth from the onset of depression, chronic anxiety, or other psychological conditions. As well, early intervention has been noted as important …

G06-1212 Child Care Furnishings Safety Checklist, Shirley Niemeyer

University of Nebraska-Lincoln Extension: Historical Materials

A child's environment should allow for exploration, experiences and learning; however, it must be safe too. Accidents are the leading cause of death in children ages 1 to 14, and the leading cause of disability in children older than 1 year of age, according to the Centers for Disease Control,

This publication presents information about the selection and evaluation of children's furniture for safety features. Use the following checklist when evaluating potential new or used children's furniture purchases, donated items or existing furnishings for children.

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, …

Nf05-625 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.

Nf05-628 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.

Nf05-645 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.

Nf05-638 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.

Using The Mystery Motivator To Improve Child Bedtime Compliance, Kristin E. Robison, Susan M. Sheridan

Department of Educational Psychology: Faculty Publications

Child bedtime problems are commonly reported by parents. A number of behavioral techniques, including extinction of tantrum behaviors, reinforcement of compliant bedtime, and implementation of consistent bedtime routines have been successful in improving bedtime compliance. The present study examined the effects of the "Mystery Motivator" (MM), a behavioral contract designed to remediate bedtime problems by delivering random reinforcement. Emphasis was placed on the optimal use of clinical intervention by enlisting parents as primary change agents in the home setting. Three adults and their four children, aged 3-5 years, participated. Three of the four children showed substantial changes in both time …

Using The Mystery Motivator To Improve Child Bedtime Compliance, Kristin E. Robison, Susan M. Sheridan

Department of Educational Psychology: Faculty Publications

Child bedtime problems are commonly reported by parents. A number of behavioral techniques, including extinction of tantrum behaviors, reinforcement of compliant bedtime, and implementation of consistent bedtime routines have been successful in improving bedtime compliance. The present study examined the effects of the ‘‘Mystery Motivator’’ (MM), a behavioral contract designed to remediate bedtime problems by delivering random reinforcement. Emphasis was placed on the optimal use of clinical intervention by enlisting parents as primary change agents in the home setting. Three adults and their four children, aged 3-5 years, participated. Three of the four children showed substantial changes in both time …

Nf99-398 Sun Safety Issues For Children In Day Care, Rose Marie Tondl

University of Nebraska-Lincoln Extension: Historical Materials

This NebFact emphasizes the importance of sun protection for children, especially for day care providers.

Nf98-393 Nebraska's Child And Adult Care Food Program, Darlene Martin

University of Nebraska-Lincoln Extension: Historical Materials

This NebFact outlines the Nebraska Child and Adult Food Care Program.

Nf98-391 Nebraska's Child And Adult Care Food Program Meal Pattern For Infants, Darlene Martin

University of Nebraska-Lincoln Extension: Historical Materials

This NebFact provides meal information regarding dietary recommendations for infants by the Nebraska Child and Adult Food Care Program.

Nf97-326 Family And Children Web Sites, Herbert G. Lingren

University of Nebraska-Lincoln Extension: Historical Materials

This NebFact presents Web sites that will provide you with useful information about family, children and parenting issues.

Nf97-314 School Lunch Requirements Using Food Based Menus, Darlene Martin

University of Nebraska-Lincoln Extension: Historical Materials

This NebFact has information on Food Based Menus, one of the menu planning options in the USDA School Meals Initiative for Healthy Children.

G94-1211 Safety In Children's Arts And Crafts Projects, Shirley Niemeyer

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide discusses the steps to take to ensure safety with arts and crafts materials and environments.

Arts and crafts activities let young children express themselves creatively. If you offer arts and crafts, it's important to have safe products and tools for the children in your care to use.

Some arts and crafts products contain solvents or materials that may expose children to toxic ingredients, fumes, or dusts.

G94-1213 Child Care Environment Safety Checklist, Shirley Niemeyer, Michael P. Vogel

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide reviews statistics about child care services and offers suggestions on maintaining a safe environment for children in your care.

Being a child care provider means more than loving children. It means providing a safe environment for and protecting the children in your care so they can explore their world and develop trust.

G94-1212 Child Care Furnishings Safety Checklist, Shirley Niemeyer

University of Nebraska-Lincoln Extension: Historical Materials

This publication presents information about the appropriate selection and evaluation of children's furniture.

A child's environment should allow for exploration, experiences, and learning; but it must be safe, too.

Parents and child care providers need to know about potential hazards in a child's environment. Often, these hazards involve misused or poorly designed products.

Rp94-374 A Parent's Guide To Children's Weight

University of Nebraska-Lincoln Extension: Historical Materials

Weight is one of the many personal characteristics that distinguish children from each other. It has implications for both the physical and mental health of the child. Unfortunately, it also has the potential for causing many parent-child disagreements about what is or is not eaten and in what amounts.

This research publication answers the following questions:

What is the "right" weight for my child?

What can parents do to help a child who is medically defined as overweight or obese?

How can parents help an underweight child?

What can parents do to help children reach and maintain their best weight? …

G94-1232 Food Safety Self-Inspection For Child Care Facilities, Julie A. Albrecht

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide provides a checklist for a self-inspection to aid child care facilities in providing safe food for their clients.

Conduct a self-inspection of your food preparation skills by answering the following questions. Concentrate on one section at a time. Choose a time when food preparation is in progress. Check either "yes" or "no." Questions receiving a "no" answer indicate an area that you need to change.

G95-1233 Food Safety For Child Care Facilities, Julie A. Albrecht

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide outlines proper techniques for providing safe food in child care facilities.

Children are at high risk for food-borne illnesses. Young children are particularly vulnerable to microbial food-borne diseases because of their under-developed immune systems.

In recent years, reports of food-borne illnesses have made headlines. Most of these outbreaks involved food prepared away from home. Many cases of food-borne illness go unreported because the symptoms are similar to the flu.

Foods contaminated with microorganisms are the cause of food-borne illnesses. Contaminated food does not, however, always taste bad, smell bad, or look bad. Therefore, it is almost impossible to …