The Connections for Kids approach is designed to streamline evidence-based training and coaching for educators, helping to decrease duplication, reduce their workload and strengthen their practices. In Fall 2025, the TransformED team partnered with program leaders and educators to launch a two-year study to test and refine the approach in 100 center- and school-based classrooms statewide.
As the study enters its second year, we asked educators to share their experiences integrating Connections for Kids into their work. Below, they reflect on how the approach is shaping their practice and the ways they interact with the children and families they serve.
EDUCATOR PERSPECTIVES
CONNNECTIONS FOR KIDS
Larissa Moguel, ITMHC
Founder and Director, NurtureEarly, Lincoln
Rebecca Miller
Pre-K Teacher, Chadron Public Schools (Head Start)
Morgan Shemek
Preschool Teacher, Joyful Beginnings, Lincoln
LARISSA MOGUEL
Q: How has the integrated Connections for Kids content been important for educators?
A: The integrated Connections for Kids content has been important for educators because it provides a comprehensive and connected approach to supporting children’s development. Rather than learning strategies in isolation, educators can see how CHIME, the Pyramid Model and Getting Ready complement one another and can be applied together in daily interactions with children. At the same time, this integration has helped educators better understand themselves, the children, and their families; recognize the connection between social-emotional development and the environment; and respond to children’s individual needs more intentionally. It has also given educators practical strategies for building relationships, supporting emotional regulation, and preventing and addressing challenging behaviors. The integrated training also creates a common language to have consistent practices that carry over to other educators, helping teams work together more effectively and apply what they learn across classrooms and throughout the centers.
Q: What benefits have you seen so far?
A: The biggest benefit I have seen is a teacher understanding her own social-emotional needs, and with CHIME, she learned strategies she now uses to regulate her emotions in the classroom. After the first year in the program, she feels less stress at the end of the day, and she has seen changes in some kids’ behavior when she stays in control of her emotions throughout the day.
Q: Why is programming like this important?
A: This type of programming gives educators practical tools they can use in their classrooms every day, while also helping them recognize their own social-emotional needs so they can respond to children’s individual needs. It promotes positive relationships, emotional regulation inclusion, and proactive approaches to challenging behaviors rather than relying primarily on reactive strategies.
REBECCA MILLER
Q: What have you liked about this experience thus far?
A: I really like how the classes I’ve taken through the Connections for Kids program have given me practical strategies that I can incorporate into my classroom. I’ve been able to use mindful activities with my students to help them focus and regulate their emotions. I have also really enjoyed the coaching aspect of the program. Having the opportunity to brainstorm ideas, share experiences and learn from other teachers in the area has been very valuable. It’s helpful to hear different perspectives and learn strategies that other teachers are using successfully in their classroom.
Q: How has Connections for Kids helped you in your classroom and in your work with children and families?
A: The Connections for Kids program has helped me feel more connected to both my students and their families. I have been able to use many of the strategies I’ve learned through the program in my classroom and in my communication with families. I appreciate how the program began with CHIME and focused on helping me learn how to be calm, present and grateful. I have shared these strategies with my students and their families. I have also found the strategies from the Getting Ready program to be helpful in communicating more effectively with families. They have helped me build stronger relationships with parents and create an environment where families feel heard, valued and like they have a voice in their child’s education.
Q: Why is programming like this important?
A: Programs like this are important for educators because it helps us with new strategies and ideas that we can use in our classrooms to better support our students and families. Having a coach guide us, help us brainstorm ideas and work with us to develop goals is also very valuable. I also appreciate the opportunity to connect and collaborate with other early childhood educators. Sharing experiences and ideas with one another helps us learn, grow and feel supported in our work.
MORGAN SHEMEK
Q: What have you liked about this experience thus far?
A: I have really enjoyed getting to learn new things and being able to take what I learn and use it in my classroom. I also like getting to hear different ideas and experiences from other teachers. It has given me some new ways to look at things and has helped me grow as a teacher.
Q: How has Connections for Kids helped you in your classroom and in your work with children and families?
A: Connections for Kids has given me new ideas and strategies that I can actually use with the children in my classroom. It has also helped me be more intentional about how I work with children and communicate with families. I think having different resources and people to learn from has helped me feel more confident in the way I support the children and their families.
Q: What are you looking forward to as the experience continues?
A: I am looking forward to continuing to learn and getting more ideas that I can bring back to my classroom. I’m excited to see how much more I can grow as a teacher and to continue learning from the other people involved in the program.
LEARN MORE
To learn more about Connection for Kids and the study results as they become available, please send us message through the Contact page.
The University of Nebraska–Lincoln’s TransformED is a collaborative research initiative that promotes children’s social and emotional development by enhancing early childhood education services, strengthening connections across systems and supporting the workforce. TransformED is funded by a Grand Challenges Catalyst grant from the UNL Office of Research and Innovation.