Fostering Healthy Transitions for Military Families with Young Children
January 31, 2020 @ 1:55 am CST
About this Episode
Hope Gerde and Gayle Luze, two child development experts, share their expertise on the topic of home-to-school and school-to-school transitions for children. Hope and Gayle provide several unique strategies to help children through various transitions to promote positive socioemotional and cognitive development. Our conversation focuses particularly on how these transitions influence military children’s development and behavior. Ideas and strategies shared may be used by professionals, teachers, parents, and guardians.
Dr. Hope Gerde earned master’s and doctoral degrees from Purdue University and is a former preschool teacher. Her federally-funded research focuses on the development and evaluation of approaches to promoting growth in children’s early language and literacy skills, particularly early writing, via high-quality professional development for teachers. She examines the interrelations between early reading and writing development and how at-risk children’s language and literacy development is affected by the quality of the adult-child interactions they experience across contexts. Dr. Gerde’s work has been published in top research journals and highlighted in media outlets such as PBS NewsHour and Michigan Radio. Dr. Gerde teaches undergraduate courses in early childhood curriculum development (a lecture/practicum combination course) and graduate courses in advanced language and literacy development and prevention and intervention research for early childhood education. She is the program coordinator for Michigan State University’s premiere online bachelor’s degree in early childhood care and education sponsored by the Great Plains IDEA. Twitter: https://twitter.com/DrGerde
Gayle Luze, PhD, is an Associate Professor and Director of Undergraduate Education in the Department of Human Development & Family Studies at Iowa State University. Prior to her work in academia, Dr. Luze served children birth to 21 as a school psychologist and partnered with families as an In-Home Family Therapist for the Iowa Children’s and Family Services organization. Dr. Luze had led multiple federally-funded research studies focused on developing quality assessments of early development, early childhood educator professional development, coaching, and positive behavioral support. She successfully partnered with Head Start/Early Head Start programs and families on many of these studies. Dr. Luze’s expertise includes developing strong family-professionals partnerships to support child development, supporting mental health and behavioral development in young children, design and implementation of effective interventions for children who are at-risk or have special needs and supporting early literacy for young children. For her innovative and impactful research, Dr. Luze received the Dean’s Research Recognition Award in 2006 and in 2013 Mid-Career Achievement in Research Award from Iowa State University. Dr. Luze serves as a member of several important professional organizations including the Council for Exceptional Children, and the Division for Early Childhood.
1. Gerde, H. K. (in press). Current practices for teaching letter and letter sound knowledge in preschool including strategies for improving instruction in these areas. National Head Start Association Dialog.
2. Gerde, H. K., Skibbe, L. E., Goetsch, M. E., & Douglas, S. N. (in press). Head Start teachers’ beliefs and practices for letter knowledge. National Head Start Association Dialog.
3. Hughes-Belding, K., Luze, G., & Choi, J. (2019 online first). Convergent validity of infant/toddler developmental progress monitoring tools. Child & Youth Care Forum.
4. Jeon, H. J., Wall, S., Peterson, C., Luze, G., & Swanson, M. (2018). Using early indicators of academic risk to predict academic skills and socioemotional functioning at age 10. Journal of Educational Psychology, 110, 483-501.
5. Schachter, R. E., Gerde, H. K., Hatton-Bowers, H. (in press). Guidelines for Selecting Professional Development for Early Childhood Teachers. Early Childhood Education Journal, 47, 395-408. 10.1007/s10643-019-00942-8
6. Vazou, S., Mantis, C., Luze, G., & Krogh, J. S. (2017). Self-perceptions and social-emotional classroom engagement following structured physical activity among preschoolers: A feasibility study. Journal of Sport and Health Science, 6, 241-247. doi: 10.1016/j.jshs.2016.01.006
This material is based on work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Military Family Readiness Policy, U.S. Department of Defense Award Number 2015-48770-24368.
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This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Military Family Readiness Policy, U.S. Department of Defense under Award Number 2019-48770-30366.