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As participants understand temperament, many of the negative judgments and fears about their children's behavior can be set aside. Participants will learn nine temperamental traits and how to make a temperamental evaluations of children and of themselves. How to use the temperamental evaluation to create constructive experiences with the child; to minimize difficulties; and to empower the adult with logical and effective strategies for interactions.
What’s with This Kid?! Understanding Temperament for More Effective Management and Discipline
Tamara Williams-Dobson, owner of a Tier 5 Quality Rating and Improvement System (QRIS) site, explores what quality looks like through the eyes of the educator, the child, and the families in an early childhood education program. By utilizing the QRIS Tier 5 System and the R.I.S.E. Approach, this workshop is designed to assist the educator in improving classroom environments, building community and strong parental involvement, while measuring the social, emotional, and cognitive development of the children served while increasing your QRIS score. Beginners, intermediate, and advanced participants will benefit from this workshop.
A Guide to Tier 5Using the Quality Rating Improvement System (QRIS) Approach to Increase Quality in Early Childhood Programs
Jewish ECE programs present with their own challenges in meeting highest quality indicators in addition to Judaic content. This easy to use tool is ideal for both beginning teachers as well as experienced teachers who could benefit from a concrete method of classroom and program evaluation. From classroom materials to outdoor space set up, and more, participants from any type of Jewish ECE program will find this invaluable.
A new Jewish ECE Program Assessment Tool to align with QRIS and NAEYC Accreditation standards.
Looking at ourselves, as adults, how we manage the stressful situations in our lives sets the stage to model healthy practices for children. Understanding stress can support coping strategies and when we put our mind-set to finding opportunities in challenges, we focus on the positive. Learning compassion and collaboration skills promotes community building needed for support.
Selecting and using tools that work for us, make us better able to model emotional awareness for children. Then we have a foundation for helping children respond to stress and be more resilient. We will show you ways to set up a cultural and physical environment that makes a calm and safe space to build trust among children and adults, and contributes to feelings of competence and confidence. Participants will come away with a toolkit, resources and having practiced strategies and skills to develop resiliency in ourselves and children.
A toolkit for educators: Intentional Strategies to support resiliency
This presentation is suggested for users of the DRDP (2015) from beginning to intermediate experience. This interactive presentation focuses on key concepts of universal design as it applies to the development of quality early care and education programs. In addition to supporting all young children, universal design is a cornerstone in supporting inclusion of children with disabilities in general education programs. Participants will explore the use of adaptations, as they apply to rating the measures of the DRDP (2015), for children with IEPs who are enrolled in early care and education programs required to complete the DRDP (2015). Collaboration strategies will be explored which incorporates the perspectives of those who know the child well and utilizes the principles of universal design and a system of adaptations to include all children.
Accessibility of the DRDP (2015): Universal Design, Adaptations and Collaboration: How All Children Benefit
According to Child Trends (2017), nearly 35 million U.S. children have experienced one or
more types of childhood trauma, and child well-being in the U.S. has fallen to 26th out of 29
developed nations. In California, 61.7% of adults have experienced at least one Adverse
Childhood Experience (ACE) and one in six adults have experienced four or more ACEs (Let’s
Get Healthy California, 2018). These are compelling statistics that reflect the complexities
faced by educators and children and call for deeper professionally driven responses by the
early childhood community. This interactive and highly inspiring session actively weaves
together essential elements, evidence-based philosophies, and informed strategies and
practices for responding to adverse childhood experiences. Early childhood professionals will
be encouraged to think creatively, boldly, and powerfully about their roles, actions, stories,
and influence on the health of their programs. Participants will discover their transformative
power to move from coping with burdens and challenges of the profession to building and
activating resiliency in communities. Specifically, participants will explore three constructs for
effective responses - awareness, connection, and empathy - that lead to breakthrough
thinking as a result of reflective practices, courageous conversations, self-compassion, and
Activating Resiliency Through Awareness, Connection, and Empathy
This session will provide an overview of the four stage process to achieve NAEYC accreditation. Attendees will receive an outline of any recent changes, as well as tips and support information for completing an application. There will also be an open forum with a representative from the NAEYC office who will be available to answer any of your questions.
All You Need to Know about Accreditation with NAEYC
Children communicate thoughts and feelings through art long before they express themselves through language. Drawings and paintings reflect a child’s cognitive and social emotional development. Learn how to better understand the needs of children in your classroom and how to maximize the full potential of art materials and art as language.
Discuss five guidelines for interpreting children’s drawings and recognizing signs of stress and conflict. Review 12 slides of children’s art and learn to identify these 5 guidelines. Learn how to use art materials to help children manage uncomfortable feelings and potentially reduce disruptive classroom behaviors.
Drawing and painting are powerful activities that offer children a sense of discovery and control. Clay, collage, woodwork, and other art experiences provide a very wide range of learning possibilities. Discover more about “media variables” and the physics of sensory experience with different art materials, as well as how to select different art materials to achieve a variety of goals.
Art Therapy “101”Tools & Techniques for the Classroom
Starting out as a new teacher can be overwhelming and feel like there is just too much to learn. Adding special education and IEP's into the mix can be confusing and leave teachers feeling like it's impossible to do "all the things." Whether you are a general education or special education teacher, becoming a special education expert will make all the difference in the success of your classroom. This workshop will give participants the special education and IEP knowledge they need to meet the needs of ALL students in their classroom as well as a solid understanding of what an IEP is and what their role is in the IEP process. Participants will leave with a deeper understanding of the 3 most common types of special education students they will have in their classrooms as well as proven interventions to help them (and all students) be successful. Not only will you leave understanding IEP's and your role, but you will have a whole new "toolkit" of systems to help you organize and be the IEP expert you were meant to be! If you are ready to face the challenge of special education head-on, this is the workshop for you!
Become a Special Education and IEP "Expert" and Guarantee You Will Have the Classroom You’ve Always Dreamed Of
• When we hear the words “public policy” and “advocacy”, we are often intimidated because we think of having to speak in a public forum before elected officials. This session will address the many ways one can be an effective advocate and the importance of those in the ECE field making our voices heard. We will share a variety of tools to reduce the fear factor and to demonstrate how we can become confident, successful advocates. ECE advocates are of critical importance not only for ourselves, but also for families utilizing ECE services to support their children’s needs.
This session is recommended for all levels - it is important for beginners to hear and learn from more experienced advocates and it is relevant for the experienced advocate to remember their role as leaders in the ECE field supporting those with less advocacy experience.
This workshop will encourage active interaction and collaboration among participants. “Hot topics” of interest to our field will be presented along with developing effective messages. A current and comprehensive Policy Tool Kit will be shared.
When families talk, read, and sing with their children, they strengthen their early brain and language development, setting them up for success in school and in life. In this workshop, participants will learn about the critical role that leaders across early childhood education, from family childcare centers to local school districts, can play in promoting early brain development by transforming everyday spaces in their community to help families give children a strong start in life. By meeting parents where they are—at the playground, grocery store, health center, or laundromat—early childhood education leaders can help parents transform everyday moments and routines into brain-building opportunities. Too Small to Fail will provide examples of how early childhood education leaders have created early learning opportunities beyond their classroom walls and engaged parents with information and tools to foster children’s early literacy skills from birth. Participants will learn about initiatives on the ground in Southern California, such as the installation of playground panels with parent-child conversation prompts and the transformation of local laundromats into playful learning spaces. All of Too Small to Fail’s resources are available for free to early childhood education leaders nationwide and will be shared with CAAEYC conference attendees.
Beyond the Classroom: Meeting Families Where They Are To Promote Children’s Early Brain and Language Development
Knowing who we are encourages active agency in our students. We are able to address our beliefs, action and ideations and ultimately become active action-researchers who model democracy in action, inquiry, exploration while championing each student's everyday gifts and paradigms. With a robust sense of why and how multiple literacies engage and restore human dignity by way of supporting literacy as a human right. We can meet children where they are and value who they are while addressing and reflecting together in collaborative coaching groups to question, learn and discover ourselves and our values which in turn shape all of our thoughts, words and actions. Our thoughts color our words, our words shape our actions and our actions reflect who we are and what we believe. Come discover how to collaboratively select holistic pillars of belief , see the beliefs reflected in your school environment, explore and discover who you are as an individual teacher and as a team and how to best support one another in Collaborative Coaching groups focused on one another, your values, your children and your community.
Building Bridges Through the Arts: Active Reflection and On-Going Action Research
During this workshop participants will have the opportunity to discuss the importance of Male Engagement in ECE settings and strategies on how to incorporate fathers and male role models in parent activities and programs. The D.A.D Project provides opportunities for fathers and positive male role models to develop skills necessary to support their child's education. By participating in activities that support school readiness such Literacy Night, PBS STEAM Night, and Cooking With D.A.D. Our programs are designed to give fathers a safe space to develop strength based parenting skills with other fathers and male role models. If you work with fathers, parents, children or would like to learn more about father/ male engagement than this workshop is for you! Join us as we discuss the principles of father engagement and create a culture that includes fathers/ male role models in all education systems!
Building Next Generation Leaders by Supporting Father/ Male Engagement in Education and Community Settings!
This interactive workshop provides participants the opportunity to practice their communication skills and deepen their understanding of the long lasting impact of strong family partnerships. The benefits of parent teacher relationships have long been known and this workshop will give participants the skills they need to foster relationships with families regardless of their role (teacher, program director, family childcare provider, coach, etc.). Teachers and caregivers (and all humans) often struggle to have those “difficult” or “sensitive” conversations. In addition, it can be especially challenging to work with families that may seem aloof or defensive. Understanding the power of communication can change the way caregivers and educators approach sensitive conversations with families. Skills gained are transferable to a variety of settings including communicating with colleagues and supervisors. Special attention will be paid to directly practicing strategies and techniques for supporting relationships such as active listening. This workshop will inspire participants to see themselves as the influential professionals they are and give them the tools to promote long term growth and learning for the children and families they serve.
Building Strong Family Partnerships with Effective Communication and Active Listening
Collaboration begins when people work together toward a common goal and achieve something greater than they would have alone. Sometimes it takes multiple people or organizations working together to best serve children and families. Transforming organizations and communities to improve outcomes and address inequities for children and families requires effective leadership, community engagement, and systems development. We need inspired leaders to champion this work. This session will explore the leadership knowledge and skills needed to transform your organization and community and work collaboratively for positive change.
Participants will explore how to build on their knowledge and experiences to further their collaborative team-building and systems development work. In addition, participants will have opportunities to reflect on and work with others to design new ideas to try in their organizations and communities. We will brainstorm the qualities and skills of effective leaders and explore the concept that leadership is not about position or title, but about the perspective, dispositions, and roles individuals take on in their work. Key concepts that will be explored include building trust, developing a shared purpose and vision, empowering others, and championing inclusivity and transparency.
Building Together: Collaborative Leadership for Positive Change
Children use their natural curiosity about how the world works to develop an understanding of form and function. As they engineer to solve contextually meaningful problems they expand, their cognitive understanding of both form and function possibilities. Presenters will share key strategies for providing developmentally appropriate environments that invite children to use natural curiosity to expand their understanding of form and function. Participants will experience these interactions, reflect and analyze their experience and develop individual action plans to increase opportunities for integrated tinkering, making and engineering learning in their program.
Building Tomorrows Engineers by Mindfully Making and Tinkering with Preschoolers and Kindergartners Today
Children are absorbing all of the information in their environment. Anti-bias work requires us to think and reflect on all of the ways we learned about ourselves and people who are different than we are. It also includes the work we do each and every day with children. In this workshop we will explore all of the ways we work in the classroom in concrete ways to support children's conversations and discoveries from embracing the use of many beautiful browns and blacks in learning areas, to the books we choose to the activities to explore how we are the same and how we are different.
But what do we DO? Bringing Anti-bias curriculum to the classroom in concrete ways.
Superhero play in preschool settings is a recurring theme for teachers, parents and caregivers over concerns of aggressive physical play, negative influences in social development, and the fear that adults are condoning weapons and violent behavior. The influence of media on children’s superhero play is also difficult terrain for teachers to navigate. As a result, such play is usually banned in early childhood environments. However, superhero play has a positive role in children’s development as they investigate themes of power, autonomy, physical limitations, and the exploration of feelings. Our workshop addresses the importance of superhero play in early childhood environments and introduces strategies to facilitate and guide the play. We will also discuss the setting of clear and respectful limits, providing powerful props and play spaces for safe creative play, and suggestions for fostering heroism with young children. Family education supporting questions on superhero play will also be addressed. This workshop is designed for beginning to intermediate teachers working in all types of early childhood settings.
Can Superheroes Exist in Preschool? Transforming Superhero Play in Early Childhood Education.
Whether you have just started your career or you have been at it for a while, how hard is it to set aside the worry that if you slow down, you will either not get everything done, or that you will want to just fall asleep? The day in a classroom with babies can feel like an eternity, or it can fly by, but whichever it is, you can either feel filled and refreshed, or exhausted and depleted by pick-up time. This workshop is designed to help you find the energy in each moment, whether during diapering or quietly observing what the babies are doing, or even while comforting their cries. It’s not about what is happening so much as about how you are as it happens. Through experimental explorations, demonstrations, and video observation, the presenters will lead participants to a new viewpoint about what it means to be busy, a new level of self-awareness, and a richer understanding of how productive mindfulness helps them do their very best for babies.
Connecting with Babies: How to Slow Down without Guilt or Boredom
Creating a healthy diverse classroom environment for children is important in Early Education classrooms and family childcare homes. Knowing how to help children learn about the world around them while respecting the cultures, diversity and differences will go a long way in creating a new generation that is respectful and socially aware. All levels of Educators will benefit from learning how to organically create a loving inclusive classroom that encourages families and children to share and learn from one another.
Creating a Healthy Diversity Rich Family Child Care Home or Early Education Classroom
Children with intellectual and developmental disabilities with challenging behavior routinely miss opportunities for learning in their family homes, their communities and their classrooms. This workshop aims to introduce participants to several passive and active coping and tolerance strategies that can be taught to assist young children in coping and tolerating stressors that would typically lead to disruption in the initiation or continuation of learning opportunities. Teaching examples will be drawn from children’s natural environments. Coping and tolerance skills and strategies will also be presented for educators and caregivers.
Creating availability for learning: Teaching coping and tolerance skills to young children with intellectual and developmental disabilities
Gender identity develops in early childhood. How do we talk to young children about gender identity and expression? How can we better support and create belonging for gender-expansive and transgender students? This workshop will include research on gender identity, implicit bias, and stereotype threat. We will share how to use literature, persona dolls, and sharing of stories to create more all-gender inclusive classrooms and communities. The workshop will include a primer on pronouns and provide many examples of how to use inclusive language with children and adults. We will also introduce participants to the AMAZEworks Anti-Bias Education and Conditions for Belonging frameworks, which will help guide them towards becoming anti-bias educators who create safety and belonging for all, including gender-expansive and transgender people.
Creating Gender Inclusivity through Language, Curriculum, and Sharing Stories
This workshop will discuss the issues that come up in family daycare on a daily basis: Sick Children, Field Trip Readiness, Termination of a child, Parents who don't follow the rules, Parents who blame everything on daycare, Communicating to a parent that their child may be on the spectrum, Posting to Social Media, Healthy Meals, Provider Contracts Information. These are just a few of the topics. There will also be a question and answer period.
Daycare Chronicles 101 / True Stories about what happens in Daycare
The LGBT Center OC and the Orange County Inclusion Collaborative have developed the LGBTQ 101 presentation to increase the understanding and support of an underserved, and often discriminated against population. We will examine current data from associated with the LGBTQ youth in Southern California. This workshop will review key terminology to increase the knowledge as well as cover strategies for those who wish to become allies. We will explore children's literature that embraces themes of diversity in themselves and in others. We recognize that the base of professional knowledge is changing and we must change with it. Through literature, our hope is to make our community safe and affirming for not only LGBTQ children and families but all of those from Special Populations.
Developing a Community of Inclusivity within an ECE Classroom: LGBTQ 101
Emotional Intelligence can help predict not only job success, but also effectiveness of management . Join us as we discuss ways to enhance the emotional intelligence of your management team with the goal of developing successful leaders who are also effective managers. This interactive workshop will include strategies to help your management team embrace their roles as leaders and to promote leadership at multiple levels within your agency.
Developing Emotional Intelligence: Creating a Management Team That Leads
This presentation is suggested for advanced practitioners. It addresses a critical challenge facing early childhood college instructors; how to provide an inclusive and personally meaningful education for students in diverse, higher education classrooms. It provides an overview of a relational approach to instruction, in which learning is infused with students’ life experience. The workshop addresses the theory and benefits of a relational approach to learning and will include opportunities for participants to engage in activities designed to provide meaningful learning around course content. There will be a reflective discussion, examining how a relational approach to instruction enriches learning and promotes resilience in students. Three early childhood educators will contribute their unique insights into a relational approach to instruction. Dr. Susan Bernheimer brings an empirical and theoretical understanding, as a researcher and educator in faculty development; Dr. Helen M. Davis can share work in training instructors in this method, as the Director of the Dept. of Education, UCLA Extension; and Sonia Semana can share her implementation of a relational approach, as a college instructor and Director of an early childhood program. The presentation is built upon ideas presented in Living stories: Nontraditional college students in early childhood education (2019).
Dynamic and Inclusive Classrooms: A relational approach to teaching diverse college students
Early childhood professionals play an important role in the lives of young children and their families. Increasingly, readiness for kindergarten and family engagement are recognized as crucial for children’s academic success. A central feature related to success is how children transition from preschool to kindergarten; more specifically, the important role of parents and teachers in supporting young children throughout the transition process. How can teachers effectively partner and collaborate with parents during this sensitive period? This workshop is designed for early childhood professionals who directly or indirectly supports families and children during the transition from early childhood programs to kindergarten. Participants will learn strategies to assist diverse families and how they can implement transition practices in the classroom through intentional teaching and developmentally appropriate inclusive practices.
Educators and Families As Collaborative Partners to Support The Preschool to Kindergarten Transition
Today’s early childhood education (ECE) workforce is entrusted with the task of guiding groups of children with decidedly different educational needs through critical stages of language acquisition and cognitive development. In California, ECE classrooms include numerous dual-language learners, as half of children between the ages of zero to five have at least one non-native born American parent, and more than half speak a language other than English (California Department of Education, April, 2018). In 2018, Governor Gavin Newsom appointed Gianna Peréz as the Senior Policy Advisor for Early Childhood. She is particularly focused not only on improving early childhood centers but expanding dual language opportunities for all learners.
Present in ECE classrooms are children with special education needs. The Individuals with Disabilities Education Improvement Act (IDEIA, 2004) specifies that educational opportunities to the greatest extent possible should be provided in inclusive environments. Despite children’s varied circumstances and skill levels in common ECE environments, educators often proceed with an imprecise understanding of children’s individual abilities and use undifferentiated strategies during instructional interactions.
This workshop will focus on issues related to dual language learners’ inclusionary participation in ECE settings. Specifically, instructional strategies for accommodations, modifications, screenings, assessments, and intervention will be presented.
Emerging dual language learners and inclusionary settings: Identification of language differences vs. disorders
Participants will learn how Public Media works with community members to support Early Learning Neighborhoods. Hear from Erendira Reyes (PBS SoCal Program Facilitator), leading STEM family workshops as well as Maria Alejandra Tigolo (NAC member) delivering STEM education in schools. In this session, participants will explore an engaging hands-on activity that introduces caregivers to the idea of number sense and use media and technology to support the overall learning experience.
Engaging Parents/Caregivers of Early Learners in STEM
This presentation is meant for beginning audience. Meant to inspire current new or future teachers with knowledge about working with children and their families.
This workshop will provide participants the opportunity, through case studies, to develop effective family engagement strategies with an equity lens. Participants will look at how micro-aggressions can be avoided by using techniques of listening to hear and by engaging in respectful communication with families and children. We will take time to look at cultural humility as a means of respectfully learning about families and their cultural context. This will be done through small group interactions, opportunities for discussion about cultural context, equity and building relationships. This process will end with an opportunity for questions,
comments, and final thoughts.
Equity in Early Childhood Education: Strategies to Support Educators
What if you had a trusted expert highlight the most current and most practical resources for supporting inclusion of children with disabilities or special needs? You do! Come and see! The presentation will highlight the many practical training tools, resources, strategies, videos and website links available through the California MAP* to Inclusion & Belonging (*Making Access Possible) Project. This project, funded by the California Department of Education, Early Learning and Care Division, is a rich resource for all California early childhood educators. Participants will learn to navigate the MAP Project website and gain access to free training resources developed by the MAP Project, state and federal resources and county specific organizations that support children with disabilities in local communities. Participants will be able to choose from a broad range of resources gathered by topic area including coping with trauma, dual language learners, early identification tools, strategies for inclusion, preventing challenging behavior and disability specific information for further exploration. The resource needs and interests of the participants will be addressed throughout the session. This presentation is appropriate for all audiences, but will be particularly useful for community college instructors, directors and administrators of child care programs, and Head Start disability managers.
Everything You Need to Know About Inclusion: Resources at Your Fingertips
This session will provide an overview of the Quality Counts California Family Engagement toolkit. The interactive session will introduce participants to the toolkit through exploring specific activities and experiences the toolkit offers, including a 5-Module e-course, avatar simulations, and guided learning extension opportunities. Participants will engage in a guided discussion on how the toolkit resources can be used by a variety of audiences including early learning and care educators, coaches, program administrators, home visitors, and community based organization staff.
Exploring the New Quality Counts California Family Engagement Toolkit
In this session, we will share findings from Child360’s STEAM-Enhanced Coaching pilot, including the potential of this technology-based approach to build teachers’ skills around STEAM. Attendees will learn about new research in the areas of technology and ECE and will learn practical ways to encourage STEAM in their classrooms. Specifically, participants will …
• learn how to incorporate video-based feedback in classrooms,
• become familiar with possible challenges and benefits of introducing video-recording technology in classrooms, and
• consider best practices for making use of video for STEAM-specific feedback.
During the session, attendees will have the opportunity to use iPads to record interactions themselves. They will learn how to use the footage to encourage STEAM interactions, enhance STEAM situational awareness, and be more mindful about STEAM learning opportunities in the classroom. Materials will include a copy of Child360’s Pilot Study of STEAM-Enhanced Coaching report, STEAM Framework, and STEAM Toolkit. Suggested audience is less than 30 participants, as this will be interactive.
Findings from Child360's STEAM-Enhanced Coaching Pilot
In the words of the late historian Howard Zinn: "You can't be neutral on a moving train." During this session, we will learn tools to shift from being passively non-racist to being actively anti-racist. Many of us wants to grow in our advocacy and practice of anti-racism. However, new research on racial "colorblindness," implicit bias, harmful cross-cultural communication, and microaggressions is shedding light on some of the ways that even well-intentioned people perpetuate systems of racial inequity—often unconsciously. In this session, we will reflect and analyze current practices, review the literature, examine scenarios, and then use that newly acquired knowledge to develop action plans for advancing racial equity in our work coaching, leading, and/or providing professional development. Let’s get to work building early childhood programs and systems that are as diverse, inclusive, and equitable as they are high quality!
From Non-racist to Anti-racist: proactively advancing racial equity in early childhood programs
What does it mean to be a boy or a girl--or both--or something else? Can gender change over time? How does our own experience of--and education about--gender impact our ability to support gender diversity in our communities, and our classrooms? And what’s the big fuss about pronouns?
In this first and foundational workshop in our four-part Gender Affirmation series, we will explore the impact of strict gender roles and stereotypes on young children and ourselves, build a shared vocabulary to discuss gender as it exists in the world and in our own bodies, and co-create an alternative gender diversity framework that is big enough for us all.
Participants will take home a lens, a way of looking at gender beyond the either/or binary. They will also be ready to explore how to co-create a classroom that welcomes gender diversity in part II of our Gender Affirmation series.
This workshop is presented by members of the Gender Liberation in Early Childhood Network, and is geared toward caregivers, teachers and administrators at all levels of the profession who wish to understand gender beyond a binary model. This workshop is a prerequisite for following workshops in this series.
Gender Affirmation in Early Childhood, Part I: Gender Diversity 101
When do children become aware of gender roles? When do they develop their own gender identity? How can we support them to grow and expand across all domains of development during this process? In this second workshop of our Gender Affirmation series, we will explore how to create inclusive school communities where all children are supported to grow and expand in their authentic gender selves. Participants will take home tips and strategies to reorganize their classroom environment to support gender diversity, attune to children in their gender journeys, and respond to moments of gender bias as they arise in our programs. This workshop is presented by members of the Gender Liberation in Early Childhood Network, and is geared toward caregivers, teachers and administrators at all levels of the profession who wish to support gender diversity in their programs. It builds on the foundational knowledge shared in Gender Diversity 101.
Gender Affirmation in Early Childhood, Part II: Gender Diversity and Young Children
How do I respond when a parent tells me, “I don’t want my son wearing a dress in your program”? What do I do when a child says, “I’m a boy,” but their family says, “she’s a girl”? How do I let families know that their child has been excluding or teasing on the basis of gender? And how do I welcome and engage gender-expansive family members?
In this third workshop of our Gender Affirmation Series, we will share key approaches to partnering with families to support their children’s gender health.
Participants will come away with a framework for communicating with families across different understandings of gender, and experience practicing these conversations in a supportive environment. Participants will also be given take-home tools and resources to inform their future work with children and families.
This workshop is presented by members of the Gender Liberation in Early Childhood Network, and is geared toward caregivers, teachers and administrators at all levels of the profession who wish to support gender diversity in their programs. It builds on the foundational knowledge shared in Gender Diversity 101 and Gender Diversity and Young Children.
Gender Affirmation in Early Childhood, Part III: Working with Families
Introducing cultural humility is a critical first step towards identifying protective factors, cultivating trust and fostering resilience to effectively support caregivers, Black infants and their families. Infant learning is holistic. They are active, self-motivated learners and thrive in nurturing, supportive, secure, predictable, focused, encouraging and expanding environments. Black families have an elevated need to access infant and toddler care that is culturally-responsive and culturally-respectful to parents and their interaction with the caregivers. The alarming rates of maternal trauma and poor hospital birth experiences required legislation in the State of California for implicit bias training with maternity medical providers. As partners in the continuum of holistic family support, early child care providers act as a bridge between baby and family. Los Angeles Department of Public Health launched a report to Close the Black-White Gap in Maternal and Infant Mortality (2018-2023) and from a community perspective, reimagines family support before, during and after pregnancy. Cultural humility trainings guide conversations to support providers with actualizing goals that honor the intersection of the FORCES of socialization (family, organizations, relationships, community, entertainment and schools) and the need for intentional actions that garner basic trust from Black families and caregivers of infants and toddlers.
Guiding Cultural Humility for Black Families and Infant and Toddler Caregivers
Healthy affection and touch is protective from child sexual abuse especially with parents, caregivers, and family members. This training teaches you some guidelines for healthy touch and safe, respectful ways to interact with children. This workshop is for all audiences.
Caring for young children is hard work. Crying babies, toddler tantrums, and picky preschoolers can lead to caregiver stress. Reducing stress and increasing self-regulation is important because it influences decision making, appropriate adult-child interactions, and effective classroom management. One way to manage self-regulation is to use an exercise tracker, with heart rate monitoring. Studies have shown that heart rate information can reduce stress and upset and increase effective decision making and self-reflectivity. This workshop will discuss the benefits of heart rate trackers to caregivers of young children by sharing personal stories of caregivers who used Fitbits, along with journaling, in their work with young children. This workshop is appropriate for a beginning audience.
Heart Rate Trackers: More than just an Exercise Tool
The purpose of this workshop is to develop high level teaching skills designed to promote children's developmental success. Specifically, attendees will learn the basics of appropriate curriculum, activities, and facilitation. They will learn how to elevate their teaching to become high level, high quality teachers. Activities will be provided to illustrate concepts provided. Information will focus on research and theory indicative of best practice with young children. This workshop is appropriate for beginning level participants.
High Level Teaching: Tips for How to Take your Teaching from Drab to Fab
This workshop will begin by describing the essential components of a Learning Story. We will also reflect on learning stories as a technique that makes a child’s learning interests visible as it unfolds within a responsive teacher-child relationship. Learning Stories presents an opportunity to reveal a child’s current learning focus to their family in a manner that is easily grasped; creating a bridge between our early learning descriptors and easily understood behaviors. We will conclude by considering how learning stories offers an approach to partnering between programs, teachers, children and their families. Come and reconnect with the joy that learning stories can reveal.
Honoring Families: Using Learning Stories to Build Partnerships
During this engaging 2 Hour workshop Remo™ Endorsed Drumming Facilitator Norm Jones will discuss a variety of ways that music & rhythm can add to the value of your classroom experience. Norm will demonstrate techniques that have been discovered & developed over the last 15 years with preschool and elementary age children all over California. During his stimulating hands-on presentation all participants will have the opportunity to experiment with their own sense of rhythm while gaining confidence to share this type of engagement with their students.
In addition to practical exercises, Norm will also take a deeper look into the power of rhythm and how the drum can tap into a source of inspiration that will help anyone achieve desired results … including young children. His success formula of D.R.U. M. (Directing Results Until Measurable) can easily be applied to education and gives teachers of all levels a distinct advantage for creating a pathway to lifelong learning.
This is a unique opportunity to share time with an expert in engaging young children with rhythm while providing an open forum to ask specific questions about implementing the workshops content.
Remo™ Sound Shapes will be available for every participant to use.
Childcare Law: Negligent Supervision and Educator Liability – This workshop addresses the basis for many incidents and lawsuits that affect providers’ abilities to continue in business or maintain a professional reputation. We have developed a unique and copyrighted multimedia presentation honed over a decade of presentation experience. Surveys consistently show an increased understanding of laws related to care and supervision and compliance topics.
How to protect children, your business and your finances. Childcare Law: Negligent Supervision and Educator Liability
Sometimes it is hard to know what to say to those experiencing trauma and sadness. This workshop focuses on helping EC professionals know what to say when talking with children (and their families) about difficult topics, like death, divorce, or abuse. Strategies and examples for providing support will be explored.
Professional puppeteer Markus Law will teach the art of puppetry using hand and rod puppets. Target Audience: Teachers / Parents / Directors / ECE Programs
• An opportunity to discuss the benefits of using puppets
• An opportunity to learn the basics of puppeteering
• An opportunity to learn how to use puppets in the classroom environment
• An opportunity to learn how to use puppets across many different parts of the early childhood curriculum.
Learn why providing a job for every child in the class is an essential part of creating a classroom filled with intrinsic motivation, contribution, and helpfulness. This environment supports the limitless expression of each person’s unique gifts for the betterment of the whole. The session is jam-packed with ideas for meaningful classroom jobs, rituals for wishing well and absent students, welcome and good-bye greetings, creating helpful books, and displaying friends and family boards. Each participant will make and take a kindness tree to help support desired behaviors of kindness and helpfulness (all materials will be provided). In small groups, attendees will practice the language of encouragement through describing and celebrating child accomplishments using a handout with common scenarios and the appropriate corresponding phrases. Child accomplishment areas include: helpfulness, kindness, taking turns, caring, thoughtfulness, courtesy, cooperation, and concern. This session is appropriate for all audiences with everyone gaining new ideas for classroom structures that will help create an encouraging, connected School Family.
Important Jobs For Little Kids! Creating A Compassionate Classroom Climate Through Encouragement And Responsibility
The Orange County Inclusion Collaborative recognizes the importance of the Orange County Early Childhood Policy Framework and that ‘Special populations need special attention and that all families have help to access preventative, timely and coordinated services and supports according to their needs, including high-need children and families and special populations” (earlychildhoodoc.org)
In this presentation, designed for intermediate audiences, we will delve into who are included in these special populations and how we can support both the children and families in our Early Education programs. The children from these special populations often present their stresses and anxieties through their behaviors. We recognize that behavior is a form of communication - we will discuss strategies and resources available to ensure everyone is included.
Special Populations include: – Children with Developmental Disabilities; Migrant; Military; English Language Learners, Children who require Incidental Medical Services; Homeless; Children and Families from the LGBT Community; Children Exposed to Trauma; and those with Challenging Behaviors.
Inclusion - Shifting Our Mindset from 'Special Needs' to 'Special Populations'.
There has been a high rate of preschool suspension and expulsion in early childhood education settings. Thirteen percent of preschool children have a disability or social-emotional challenge, yet they make up 75% of all early suspensions and expulsions. Removing children from these early learning environments may lead to later adverse social and educational outcomes.
The recent NAEYC Position Statement (2019) titled Advancing Equity in Early Childhood Education states, "All children have the right to equitable learning opportunities that enable them to achieve their full potential as engaged learners and valued members of society." This includes children who have disabilities and/or social emotional challenges. By fostering social emotional development in all children, it may eliminate suspension and expulsion practices in early childhood education settings. Teachers who utilize more social emotional supports are less likely to expel children. Additionally, children who are socially and emotionally healthy are able to better regulate their emotions, have better interpersonal skills with others, and have fewer behavioral problems which predicts to later classroom adjustment and academic success. This presentation will focus on inclusive early childhood education settings that addresses social emotional supports for all children including children with disabilities and challenging behaviors.
Inclusion of Young Children with Social Emotional Difficulties in Early Childhood Education Settings
Our biases are ingrained in us by age 7. As educators, we must actively work to prevent the development of negative biases in young children. Because children are always watching, we must also be aware of inadvertently conveying to them biased messages about others who are different from us. Unless we continually acknowledge, reflect on, and reject our own bias, prejudice, and stereotypes, we will continue to create and maintain systemic and structural inequalities. How can we promote respect across and appreciation of differences, create communities of equity and belonging, and address the underlying issues of bias in our interpersonal relationships with each other, with our students, and between our students? In this workshop, participants will gain an understanding of how biases and stereotypes impact their own identities as well as the children they work with. Educators will learn about Anti-Bias Education (ABE) as a tool to create belonging and equity for children with marginalized identities. ABE enables children to bring their whole selves to the classroom, to develop healthy identities and respect across differences, to become empowered to name and reject bias, prejudices, and stereotypes, and to increase learning and engagement.
Internalizing bias, prejudice and stereotypes - what we are unconsciously teaching young children
This session will offer ten key guidelines to develop an effective Master Program document that will enable you to communicate your goals to Architects, Designers, and Facility Managers to bring your vision to life. Experienced input from childcare administrators and teachers is essential to a successful program, as well as the development of a new or renewed childcare facility.
When developing a new childcare facility, the integration of environmental and programmatic design can support a school’s philosophy and strengthen its practices. However, it is often difficult for administrators and teachers to articulate the elements of a successful facility design. The suggested audience for this presentation is anyone interested in increasing your ability to express clear goals and design elements.
This workshop will focus on the following topics:
• Scoping and Feasibility analysis to prioritize the financial, functional, and aesthetic goals and objectives for the project
• Programming - pedagogical and philosophy programming
• Opportunity and constraints analysis - how to analyze the site
• Creating a holistic vision of the childcare facility
• Balancing local childcare licensing and general building codes
• Guidelines to integrate green and healthy building strategies into the new facility
We will learn how to incorporate play-based activities across all academic domains in order to reach Common Core/District aligned objectives. We will gain knowledge and real-world ideas for creating play-based math, science and language activities that can be used in the classroom on Monday. All levels welcome.
Do you want to learn how to maximize your participation in Quality Rating and Improvement Systems (QRIS) and other professional networks such as Family Child Care Home Education Networks (FCCHEN) and Early Head Start- Child Care Partnerships (EHS-CCP)? Do you want to increase your enrollment and your revenue? In this presentation, Family Child Care Providers, and those that support them, will learn strategies that will help use quality as one of the focal selling points of their business to help create a stable business model. Data shows that quality early care and education helps children succeed in school and life. Learn strategies to effectively communicate the importance of quality to diverse families in order to take your business to the next level.
Making the most out of your participation in professional networks as a Family Child Care Provider
Renew your sense of purpose and leave your cares behind in this creative stress reduction workshop. Learn simple art therapy techniques for relaxation and self-care, based on colorful art materials and stimulating prompts and directives.
Educators need to learn new skills to cope with emotionally demanding work, especially with increased accountability pressures and the demands of children who arrive in class with high stress levels themselves.
In this workshop you will experience non-traditional ways to express your values and feelings, and make genuine personal connections with colleagues. Immerse yourself in the world of color and tactile sensation, and enjoy the experienced guidance of an art therapist. Explore your personal values using right brain techniques, and share your vision with colleagues in small group activities. Learn new coping skills, and renew your passion for work and life.
Managing Educator Stress - Renew Your Passion with Creative Coping Skills through Art
Master the Art of Play presentation will provide attendees an essential play assessment and design tool which connects the brain and sensory development with 16 specific environmental triggers allowing educators to rate their learning environment based on the most current studies and research. Using participant engagement, the attendees will gain a fuller understanding of the role of natural play patterns and triggers and how to design an optimal play environment for children to maximize the essential play patterns and triggers. Educators will be able to ensure that all of their student's developmental needs are fully met.
Master the Art of Play: Learn to design environments that trigger natural and spontaneous play patterns for developmentally appropriate play.
Early childhood educators can hone in their observation skills with the lens of math learning. Attendees will experience math play with guided facilitation from the presenter who will model and demonstrate potential learning in play with typical materials found in the classroom such as blocks and loose parts.
Math Fundamentals: Implicit Learning made Explicit
This training focuses on empowering educators to use mindfulness techniques to manage the work overwhelm their job can come with. The goal is to create a top down approach to help both teachers and students improve their overall well being as well to create a positive environment for learning to thrive. Through an engaging presentation that includes mindfulness exercises and insightful conversation, educators will learn techniques to reduce stress, manage their emotions & improve their lives in and out of the school. This workshop is for all levels.
Open to all audiences
This workshop is designed to offer a comprehensive overview of set up and implementation an outdoor STEM program, beneficial for all children including autism spectrum disorder.
Participants view documentary photographs of large scale, inquiry based, outdoor, STEM. From 18 months - 10 years, children immerse themselves in creativity by (over a period of months) designing and building investigations. Working with string, fabric and ice, exploring ramps and every part of a tree, developing the ability to look deeply into a subject.
What is the role of STEM in preschool?
What is the function of an outdoor science lab?
How to transform part of the preschool yard into a STEM lab?
What are some tips and tricks to selecting interesting materials to work with?
How to introduce the materials to the children
How to integrate outdoor and indoor curriculum
How the children benefit from a STEM program
Attendees come away with comprehensive knowledge of material selection, material presentation, how to maintain engagement and problem-solve space and time restrictions.
Early Childhood Programs have an ethical responsibility to use current research to inform their practice. Making a decision to do things right verses doing the right thing with children is paradox for programs. This interactive session for advanced directors and teachers will explore this recent research as it not only relates to school readiness but positively impacts executive functioning and building a child’s cognitive capacity. During the presentation participants will be asked to examine their current practice as it relates to this research and decide if what they are doing is the “right” thing for children
Pedagogical Leadership – Doing the Right Things to Support Young Children’s Learning
It is widely accepted in the Early Childhood Education field that children learn best through play, yet many programs struggle with defending this practice. Understanding current research, having skills for communicating its importance as well as the conviction to implement is key.
Increasing pressure for academics to be introduced at younger and younger ages, has many educators feeling the tension to compromise best practices.
This interactive workshop will help participants at all levels of experience discover how to communicate the valuable processes and outcomes that happen when children are allowed the freedom to direct their own learning through play.
Participants will learn how displays and documentation will make learning visible to children, parents, visitors and other educators. Perhaps most importantly, participants will be challenged to move from defending their play-based program to promoting the value of play.
Play It Forward. Defending Your Play-Based ECE Program by Making Learning Visible.
With a goal of ensuring that all preschools offer high quality programs, the California Department of Education developed the Preschool Learning Foundations and Curriculum Frameworks. This session will focus on California’s Early Learning and Development system. Professional learning opportunities through the California Preschool Instructional Network (CPIN) and publications from the California Department of Education/Early Learning and Care Division (CDE/ELCD) will be highlighted.
Participants will become familiar with the California Early Learning and Development System and gain an understanding of the alignment of the California Preschool Learning Foundations and Frameworks with key early learning resources. This presentation will guide preschool teachers on how to utilize the resources to plan curriculum and design environments that are age and developmentally appropriate for preschool children.
Preschool Learning Foundations and Curriculum Framework: Overview of Volumes 1, 2, and 3
Family child care offers many benefits for children and families, including caring for children from birth through school-age. Caring for mixed-age groups provides enormous opportunities as well as significant challenges! This session will provide strategies for meeting the needs of ALL children in a mixed-age group setting; with a special emphasis on meeting the needs of infants and toddlers. Participants will take home multiple strategies for making mixed-age groups work.
Suggested audience: FCC Providers- all levels & Training and Technical Assistance Providers working with FCC programs
Providing High-Quality Care for Infants and Toddlers in Family Child Care Mixed-Age Groups
Mathematical reasoning provides young children with a foundation for learning and development in all areas of mathematical knowledge. Experiential learning and purposeful play support the growth of children in developing reasoning skills, providing motivation and increasing interest for young mathematicians. Dialogue around strategies to engage children in the learning process, and discover how to “math-up” the environment for greater access and exploration!
Audience-Beginning and Intermediate
Purposefully Designed, with Young Mathematicians in Mind!
This presentation reviews current research highlighting the importance of family partnerships to support children’s learning and development through a culturally competent lens. Participants use self reflection strategies to begin understanding their personal role in building cultural competent family partnerships. Participants utilize free video, print, and online resources to practice planning professional learning experiences that enable educators to practice similar self reflection.
Learn First, Teach Second: How to Support Educators Begin the Journey ofCultural Competence and Strengthening Family Partnerships
Children's Literature, while created for children, would not exist without adults. The nurturing relationship between the teacher, the child, and the book at hand, is at the heart of education.
There were over 3,000 Picture Books published last year in the United States. How is a teacher supposed to keep up on what is current and what is good?
We look at all the new books and pick the cream of the crop! We will present the best of the new books, the books that will bring joy to both the teacher and the students. Picture books are a unique art form and in order to be successful should be both magic and message.
Read Aloud Wow! Making Story Time the Best Part of the Day
Building a high-quality screening practice in family child care (FCC) requires developing research-based and recommended practices that lead to children and families that receive needed services with warm handoffs. In this workshop, FCC providers, as well as coaches and trainers supporting FCC providers, will have the opportunity to review recommended practices in 4 phases of screening program implementation which will result in a self-assessment of screening implementation practices and focus for next steps in improving screening in provider programs. Additionally, FCC providers and associated coaches and trainers will learn how the California Developmental Screening Network (CA-DSN), funded by the California Department of Education and implemented by the WestEd Center for Prevention & Early Intervention, can support providers, trainers and coaches to implement high-quality, recommended screening practices.
Recommended practices framework for developmental and behavioral screening in family child care
Recent research has pointed to “stress” as a significant issue in early childhood programs. Studies such as Adverse Childhood Experiences (ACEs) demonstrate the impact on children’s and adults physical and mental well-being. This interactive presentation will explore the research on ACEs as it relates to challenging behavior in the classroom and how strengthening the characteristics of resilience can diminish the impact of stress. Using the Pyramid Model, participants will be able to define a process that will help decide if stress is the function of the challenging behavior. This session will define resilience and the protective factors that can be assessed and used as strategies to promote the child and adult abilities to engage and participate in the classroom positively.
Resilience: A Strength Based Approach to Address Stress and Challenging Behavior
This is truly a hands-on workshop. All participants will get the experience of signing over 15 songs and learn how to incorporate signs in various games and stories that they can use with their children immediately.
American Sign Language is a visual language that has many signs that look like the word they are representing. It has been proven over and over that infants and toddlers who sign have reduced communication frustration because signing is something that is developmentally appropriate for all children. Participants will learn how to adapt the number of signs to meet their children’s abilities and to feel comfortable with their own abilities. In addition, we will provide suggestions for storytelling and games that can be played using ASL.
Attendees will receive a handout that includes a resource list and the benefits of American Sign Language use with infants and toddlers. In addition, the handout will include all the words to the songs that they will be singing and a chart that includes the top signs to use with both infants and toddlers.
Say, Sing and Sign! How ASL Combined with Music Benefits Infants and Toddlers
One of the most researched aspects of the teaching profession is stress and burnout. A recent study by the Journal of Drug Education found that “Two-thirds of teachers may want to quit the profession, while 36.4% are likely to quit. Teachers report higher rates than a national sample of lifetime alcohol, amphetamine, and tranquilizer users”. In order to effectively help others, it’s important to make sure that educators are in a good place physically, emotionally, mentally, and spiritually. Participants attending this interactive workshop will be introduced to mindfulness and self-management techniques that can be applied immediately following this workshop. Through self-reflection, partner sharing and mindful movement activities, participants will learn to prioritize self-care and build resilience in a selfless field.
Staying fresh, fun, and focused is no easy feat- especially when we've been in the field for a few years. What's the secret to battling through burnout? How do you build up others in the field and still maintain your own resilience? This workshop will explore tangible ways to manage your time, engage in self-care, and protect your passion for early education. Designed for new educators and long-term leaders alike.
Slaying the Dragon of Burnout- Building Resilience in Early Educators
The job of a Director is ongoing and can be a difficult task for someone new to the position. This workshop will take new or tenured childcare directors with a Survival Guide to help with the demands of the job. Topics include staffing, ratios, working with parents, children, meeting the needs of all the center families, curriculum, and materials just to name a few! This workshop will guide directors through current proven strategies that help with their job duties. The workshop will provide experiences from experienced directors that have many suggestions to help new directors and provide tenured directors and administrators with ideas to do it all!
Shared power through social problem solving creates a kind classroom. This workshop will guide teachers in implementing social problem solving practice with preschool and older children. Practicing these skills will increase negotiation skills and decrease adult directives in decision making. This time together will offer ideas for experiences in group settings to increase social and emotional skills. Suggested audience is teachers and administrators that want to use less directives with children and have more meaningful conversations. Beginning teachers to advanced are welcome.
Social Skill Building and Social Problem Solving: Increase conversation skills in children and decrease adult directives in the classroom.
Social skills help us share space effectively, keep us connected to each other, and allow us to work and play together collaboratively. Teaching social skills will assist in reducing challenging behaviors in the classroom and encourage positive interactions with peers. We will discuss the influences and lagging skills that may increase the challenging behaviors of our students. We will share what social skills are, the importance of those skills in our ECE classrooms and how teachers can break down the steps and guide children to successful peer interactions.
Social Skills: The 'Who', 'Why' and 'What' but Most Important the 'How'!
Successful relationships are wonderful – they are deep, lasting, joyful, precious. Successful relationships are difficult – they can be frustrating and require hard work, determination, connection. Successful relationships are absolutely necessary – beginning with early attachment, they form the foundation for positive adaptive behavior throughout our lives, which in turn, supports the development of resilience.
One of the most important jobs we have as teachers of young children is to provide the kinds of activities, guidance and support necessary to help our children begin to form successful relationships with adults and peers. Songs are an important tool to help.
This workshop will focus on using songs as a tool to develop a sense of community among the group and to foster the building of relationships. Participants will learn songs that help young children express their ideas, notice each other, and listen to the ideas of others. We’ll experiment with “zipper” songs that help children tell their stories, and “contained” songs that tell the stories of other people. Mostly we’ll have lots of fun as we explore the myriad ways in which songs help children make sense of their world and why songs and singing are such critically important tools.
This workshop will focus on inclusive early childhood settings and provide practical, effective strategies to support the social and communication development of young children with or at risk for Autism. Topics will include: Defining Social Communication, Autism Spectrum Disorders, Visual Supports and Schedules, Providing Choices, Building Vocabulary, Augmentative and Alternative Communication and Facilitating Peer Interactions.
Strategies for Supporting Learners with Social Communication Challenges in Early Childhood
The majority of California’s children from ages zero to five are exposed to more than one language at home. These young Dual Language Learners (DLLs) need support from knowledgeable teachers and early care providers, to help them maintain their home languages while building proficiency in the languages of their schools and communities. This workshop will discuss language learning in early childhood and its connections to cognitive and social-emotional development. Presenters will summarize the typical needs of Dual Language Learners, examine best practices for DLL education, and share local resources and programs aimed at supporting DLL students. Participants will also be encouraged to share their own knowledge, strategies, and resources related to DLLs in early educational settings. For all audiences (beginner, intermediate, and advanced).
Supporting Dual Language Learners in ECE Settings: Resources and Classroom Practices
Active outdoor play is an essential component of healthy development. The US CDC recommendations are for young children to have 180 minutes of physical activity per day, and school aged children to have 60 minutes per day. These recommendations are for people of all abilities. Universal Design (UD) principles are a set of design ideas that help us to make environments and equipment suitable for all people, rather than creating segregated environments that separate people by ability or age. In this session we will learn UD principles for outdoor play equipment and play spaces that can enhance the health, safety, and welfare of all children in a community. We will discuss specific features of play equipment and play spaces that support play for people of differing abilities, and how early years professionals can use these principles in practice.
Supporting Inclusion in Outdoor Play: Working with Universal Design Principles
Although language development and mathematics learning are often considered separately, understanding the role of language in the development of mathematical understanding is critical for teaching children, especially dual-language learners. This workshop explores the interaction of language, gesture, and representation as teachers simultaneously support language development and mathematics learning in preschool classrooms -- across more formal (intentional yet playful planned activities) and informal spaces (meal times, transitions, outdoor, etc.). Participants will engage with classroom video, developmentally-appropriate
activities, and literature to explore children's thinking and pedagogy in counting, spatial relations, and measurement (with opportunities to connect to other math content). This workshop is designed for classroom teachers seeking to deepen their practice as well as teacher educators (faculty, coaches, mentors, etc.) who may wish to use our free, online, research-based early math resources to support teacher learning.
Supporting the development of language and mathematics: Formal and informal spaces across the preschool classroom
Description: We are increasingly serving children from non-Western ancestral roots. Predictably this can create challenges for teachers to implement learning strategies that optimize these student population’s development. While it is a mistake to view all non-White (non-European ancestry) students as the same (the People of Color Paradox), undeniably educational literature reveals evidence that Western-informed theories and concepts can be problematic when universally applied to all children and especially African Americans. This workshop introduces educators to African Ubuntu Pedagogy or AUP (pronounced A Up) (Nunley, 2018) as an authentic inclusive approach to teaching and student learning. African Ubuntu Pedagogy or AUP is a South African inspired pedagogy that utilizes African Thought on human development and functioning. The AUP approach is currently being used and can be adopted by all teachers regardless of their ethnicity, it can be implemented with all children as well as all adult learners.
Teaching and Learning African Style: Combining Ubuntu and other African concepts as an effective approach for all learners
This interactive session will focus on how teachers can teach social emotional skills and 21st-century learning through developmentally appropriate and engaging activities. Attendees will come away with interactive lesson plans and innovative teaching materials to support teaching developmentally appropriate SEL and 21st Century Learning Skills in Pre-K. You do not want to miss this session!
Teaching Fun, Innovative Social Emotional Skills and 21st-Century Learning
What happens when you put 2-3 adults from different backgrounds with different values and different perspectives together in one room for 6-8 hours? No need to answer! Just come and learn about a process that helps teams work through common disagreements and concerns such who should prepare lessons and activities, or the role of team members during whole/small groups.
This session begins with a review of a tool (template with examples of situational categories and expectations); followed by a discussion of a implementation process (preparation of group and team activities, implementation tips and holding staff accountable) ending with time for participants to create 1-2 sample agreements to take back and use within their own organization.
Team Agreements: Helping teaching teams from different backgrounds, values and perspectives come together to work through common disagreements and concerns.
NAEYC Policy Statement on Technology (2012) asks a lot of early childhood educators in relation to parents: to work to limit screen time across home and school time, provide leadership in ensuring equitable access to technology tools and interactive media, model effective use of technology to communicate and share information and help parents become better informed and empowered to make responsible choices about technology use and screen time at home, engaging them as teachers who can extend classroom learning activities and understand the importance of being alongside their child when using media into the home. All this, in a climate where there is a stated confusion about negative impacts of media and technology use in early childhood: obesity, attention, language acquisition, sleep, behavior, commercial exploitation, and social-emotional development.
This interactive workshop will explore: What does that actually look like in reality? Given the demands on administration and staff, how can a center or school foster openness to the kinds of conversations needed to bridge the home-educator turf gaps and achieve these goals and an understanding of options to media use that are developmentally appropriate and support deep relationships?
Technology and Interactive Media in Early Childhood: How to Work with Parents in Relation to NAEYC Guidelines
"Positive Discipline is based on the Adlerian model of eliminating all punishment and rewards in favor of encouragement that addresses the basic needs of children to belong and feel significant. Our task is to help children find belonging and significance in socially useful ways".
Adler and Dreikurs taught us that a misbehaving child is a discouraged child.
One of the biggest challenges that educators face is dealing with difficult behaviors, aside from all the academic goals that we need to meet. We need to begin understanding that there is a belief behind the behavior and most of the times we try to modify the behavior without considering what is happening behind it and without considering how our responses (teacher style) can affect those behaviors.
Understanding and dealing with both will let us be more effective with no need to use punishments and rewards.
The Inclusion classroom: Helping children with Special Needs find success in your classroom workshop will guide teachers, directors, and administrators with ideas and strategies to help children have success. This workshop will discuss steps to implement and create processes as a teacher in your classroom, as a teaching team and as a school. The Inclusion classroom will give proven strategies through an experienced team that has implemented these methods as preschool teachers and as administrators. The Inclusion classroom will show best practices that have helped the presenting team and can help attendees with creating strategies to help children with special needs with social, emotional, and daily transitions just to name a few. The workshop will elaborate on the elements of the inclusion classroom to provide support to children on the spectrum of Autism and other children with behavioral difficulties. This workshop will guide teachers, directors, and administrators that are seeking strategies to implement in the classroom to support all children!
The Inclusion classroom: Helping children on the Spectrum of Autism find success in your classroom
Gardens are the single best activity to be developed at your early care and education program. They are the heart of a high quality outdoor classroom where children and adults may find peace and joy in their sometimes very busy lives. Well-developed garden environments can provide rich learning experiences that benefit children of all ages and the adults who care for them. By using a whole-child approach, this workshop will provide many examples of how early care and education centers and family child care programs from the Outdoor Classroom Project's Network incorporate rich learning opportunities in their gardens. In this workshop you will learn the basics of establishing an inviting garden as well as new ideas that will connect and engage young children with the joy of learning. This workshop is appropriate for infant, toddler and preschool teachers at the beginning to medium level. Many ideas and visuals will be shown. Bring your questions and enthusiasm! Come and learn why not knowing a whole lot about gardening can be a successful strategy in being with children in the garden!
The Not-So-Secret Garden: Preparing and Implementing Garden Activities for Whole Child Learning
The Outdoor Classroom Project® is a quality improvement initiative dedicated to strengthening whole child education for all children. Its goal is “to increase the quantity, quality, and benefit of outdoor experiences for all children in early care and education programs.” This workshop will demonstrate how early care and education programs that implement the Outdoor Classroom Project’s philosophy and practices improves teacher engagement, expands children’s learning experiences, and transforms early childhood environments into optimal natural learning environments for children and the adults who care for them. Examples of transformation will be shared from a diverse field of programs in the Outdoor Classroom Project’s Network as well as from the model site, the Child Education Center, in La Canada, CA, which has continuously developed high quality practices for 40 years. These programs serve children ages infant, toddler, preschool and elementary after school programs. They have integrated the heart of learning outdoors and nature based environments with assessment tools much like those involved in Quality Counts California and others. Come and learn how to “not do one more thing” but create a bridge for quality with the Outdoor Classroom Project’s philosophy and practice!
The Outdoor Classroom Project, A Bridge to Quality Improvement
Play is central to learning for all children. The publication Best Practices for Planning Curriculum for Young Children: The power of Play in Education is a critical resource for teachers and administrators who want to: infuse play based learning in their program, communicate the power play has for all students to families and educators, and learn about the years of research supporting play as an essential tool and right of all children. Presenters will share key strategies for using play based learning to scaffold learning the environment, routines and interactions of early childhood
programs. Participants will experience these
interactions, reflect and analyze their experience
and develop individual action plans to increase
opportunities for play based learning in their program.
When we think about the most effective strategies to promote the overall well-being and happiness of children, we don’t always focus on our own well-being, the health of our colleagues and organizations, and even the strengths of our communities. There is, however, plenty of research that directs us to do just that--- to focus on the child within the context of the child’s family, school, and community.
This breakout session introduces the concept of the resilience cascade --- how teams that collaborate can influence the health of organizations and staff, and how healthy adults can support the resilience of children. By gaining a stronger understanding of these important connections, participants gain an appreciation for looking outside the box for strategies to support children. Participants will feel validated that taking care of themselves is not “selfish” or “self-serving”, but directly connected to the well-being of the children in their care. Participants will also feel empowered to think beyond the classroom walls for solutions to support children and families. Armed with a more holistic, “big picture” view of resilience, participants will leave with a new perspective on how to best support the children and families in their care.
The Resilience Cascade: Resilient Leaders support Resilient Staff who nurture the Resilience of Children.
Through this advanced workshop panel presentation and small group dialogue, participants will:
• Learn about the PEACH (Partnership for Education, Articulation, and Coordination through Higher Education) experience of creating a statewide cross-sector early childhood higher education collaborative (public and private two-year, four-year, and graduate studies programs) to deepen understanding and capacity, and to motivate faculty to tackle common challenges in ECE systems
• Explore why a cross-sector early childhood higher education collaborative is needed to help tackle California’s “big issues” related to ece policy, advocacy, compensation, quality, equity, and the professionalization of early childhood educators
• Hear from a panel of early childhood/child development higher education faculty members from the California Community Colleges, California State Universities, and private universities who will share their experiences of creating a statewide cross-sector early childhood higher education collaborative
• Apply their knowledge about their own regional contexts and provide input on the vision, mission and goals of this statewide early childhood cross-sector collaborative.
• Engage in small group discussions to create an action plan which includes at least three action items to be implemented in their region or on their campuses
Think, Collaborate and Aim Higher: Engaging Higher Education Faculty in Creating a Vision for the Early Childhood Field
Exploration and risk taking begin in infancy. The urge to roll, the want to reach for a mobile, these are all a movement beyond an infants comfort zone. Children are wired to learn. Most nature-based early childhood programs begin at age 3 but toddlers are primed to learn in nature from before they can walk. This workshop will focus on the benefits and logistics of offering nature-based free play programs for children two and up, as well
how children and families ages 3 months and up can safely engage in nature-based parent and me programs.
We will explore the benefits of multi-age play in the nature classroom and will discuss risk/benefit assessments for a variety of activities. Attendees will learn how nature offers a wealth of open-ended challenges that build resilience and stewardship in infants, toddlers, and beyond.
Toddler Forest School programs: Trial, error, risk, and resilience.
Imagine a world where all children have access to outdoor play spaces that are captivating, challenging, minimally-structured, and open-ended. This presentation provides a framework for designing and maintaining successful outdoor play spaces on a limited budget that sustain true play for young children. Be amazed by intriguing spaces, stories, and visual images of before and after outdoor environment transformations.
The experiences students have in association to physical activity in any environment (PE, recess, recreational) can stay with them for the rest of their lives. Research has shown that if it is a negative experience, it is more likely that the student will live an inactive lifestyle as an adult – and if it is positive, they will develop active and healthy, lifelong habits. I believe that we, as teachers, can make the positive difference for students – even those who have already developed a fixed mindset about their own physical abilities. This presentation is packed with research and strategies to help you create a positive Growth Mindset approach to incorporating physical activity inside and outside the classroom.
Understand the Importance of a Growth Mindset in all Learning Environments...Inside and Out
Based on concepts of Selma Fraiberg’s Ghosts in the Nursery and Alicia Lieberman’s Angels in the Nursery, this session will focus on how an adult’s interactions with young children are influenced by their past experiences. These experiences, both positive and negative, remembered and not remembered, will influence the manner in which they respond to children’s “difficult moments”. Through the processes of reflective practice, mindfulness, and role play, participants and workshop leaders will examine personal reactions and deepen their understanding of common early childhood “difficult moments” in the classroom and home environments. Practical, research-based strategies for respectful and compassionate responses to these difficult moments will be presented.
This is part one of two workshops, however workshops may be taken independently.
Understanding and supporting Children’s Behavior and Needs (Part I)
How do we support attunement, attachment, synchrony and coregulation in the early childhood environment? Why should we bother?
Children’s challenging behaviors, or “difficult moments,” are the leading cause of teacher burn-out and stress. This workshop will examine each of these time-honored interactions and examine how they fit into the modern early childhood care setting. Participants and workshop leaders will explore the social and emotional environments that support developing regulation in young children, and how these simple strategies contribute to warm, joyful and productive interactions between children and the adults in their lives.
Children’s “difficult moments” will be examined, and research-based concepts such as Interoception and the Polyvagal Theory will be presented for immediate implementation.
This is an interactive, discussion based workshop. It is part two of two workshops, but may be taken independently.
Understanding and supporting Children’s Behavior and Needs (Part II)
Children who exhibit challenging behavior are often children who have experienced acute or chronic trauma early in life. Early learning and care programs can be important systems of support for children and families exposed to trauma. This workshop offers an overview of trauma-informed care and its role in early learning and care programs. Participants will become familiar with typical stress responses, how trauma influences brain functioning, and foundational strategies that build resilience in young children exposed to trauma.
Understanding Challenging Behavior within a Trauma-Informed Lens
Children love stories so why not choose specific stories that help children build resiliency when faced with trauma. In this workshop, you will learn ways to connect with kids through the power of children’s stories, review ways to make reading engaging, and spend hands on time with 3 specific activities you can use with the story “The Invisible String”, a book that addresses separation anxiety and loss. We will also spend time reviewing other popular children’s titles and ways that you can use them as a trauma informed tool in the classroom, in therapy or at home. This workshop is appropriate for all audiences.
The workshop will highlight the value of Learning Stories in supporting student teachers in practical classroom experiences with young children. Learning Stories are a narrative assessment that records the child's competencies and dispositions towards learning. It can bring joy back to teachers observations! This strength based approach to documenting children's learning goes beyond the typical assessment format. The workshop will focus on incorporating LS at the college level with students. Participants will be informed on how to incorporate Learning Stories in classroom assignments with practicum and mentor placements. Gavilan College students will share experiences with the approach and how the process influenced their teaching practices and overall view of children. All audience levels are welcome.
Using Learning Stories to Transform the Student Teaching Experience
Learn what it means to be a PACE Setter via the California Early Childhood Educator (ECE) Competencies. In this workshop,hear and experience a few of the strategies Pacific Asian Consortium in Employment (PACE) uses to build leadership and relationships in all roles and positions within any agency or organization. PACE is utilizes the ECE Competencies to develop a community of leaders within the field of ECE through small group PACE Setter Cohorts. These interactive discussions raise the awareness, motivation, confidence and competencies in attendees and those that they interact with to increase the leadership qualities of all staff. The PACE Setters Cohort uses the ECE Competencies to intentionally re-set organizational culture to support and guide colleagues in building positive relationships, mediating conflict to resolution and cultivation of leadership qualities in themselves and others.
Using the California ECE Competencies to Cultivate Leadership in Ourselves and Others
This workshop will give you the tools to manage challenging behavior while creating cooperation and understanding. You will learn about creating a visual schedule for the day as well as visuals for steps within activities and tasks (what do you do at circle time, how do you move from center to center, how do you play with different materials). You will also learn how to use visuals to support social interactions and play scenarios. In particular, children with autism respond very well to visuals, but many children respond to the power of a picture over a verbal command in often noisy (sound rich) classroom environments. Templates for visuals will be provided via electronic folder to enable participants to create their own personalized visuals.
Babies are exquisitely prepared to learn. Yet when parents work, who cares for babies and with what preparation and compensation? This session focuses on equity for babies, their families, and those who care for them, asking:
· Does our current system assure every infant in group care the right to a well-prepared teacher?
· What should such preparation look like and do potential teachers have access to it?
· Are teachers working with children under 3 paid fairly and on par with teachers serving children 3 years and up?
· Are home visitors & family support specialists adequately prepared with the knowledge they need to support economically and culturally diverse families faced with a dizzying array of decisions about infant care?
Participants will view and reflect on documentary evidence of children birth to 3 caught in the act of learning, envision a continuum of learning that begins prior to birth, grapple with a disturbing trend, that teachers of children birth to 3 have less preparation, lower certification, and lower pay than teachers working with children 3 and up, and explore ways California can transform workforce preparation to assure equity for infants, their families, and those who serve them
What Babies Ask of Us: A Call for Equity for Infants, their Families, and Those Who Serve Them
Please join us as we share how Humboldt County teachers developed a TK/K entry level screening tool that is used in all TK/K classrooms. We will share how our local County Office of Education has partnered with 31 school districts and First Five Humboldt to use this data to analyze the impact of attendance at playgroups and preschool on school readiness. This data has reshaped our county’s readiness priorities and provided valuable information to apply for grants to support early childhood efforts. Over the past nine years this collaboration has grown to include assessment tools that are used TK-2nd grade and have been implemented in districts across the state.
What do the numbers say? Do early childhood programs make a difference? Humboldt County developed a tool to find out!
What does it mean to be Reggio Inspired and how can individuals blend the theories, ideas, beliefs, and best practices that are found in the schools of Reggio Emilie into their own practice with young children. We will take a look at how the theories, ideas, beliefs, and best practices inform the teacher to child interactions, along with the planning and environmental set up that are part of a Reggio inspired preschool environment. We will then move onto what it looks like in practice when we embrace the ideas of constructivist theory and how to implement or include a Reggio inspired approach into your daily work with young children.
What Does it Mean to be Reggio Inspired; Getting to the Heart of Constructivist Theory
Nonviolent Communication (NVC) is a system of expressing ourselves and listening to others in a way that builds connections and breaks down walls. Explore the use of the components of NVC as a way to share your observations, feelings, needs and requests in a way that others can hear them without blame or shame. AND hearing what others observe, feel, need and request without judgement. Using video and activities participants will have the opportunity to experience successful communication as well as practice the techniques in a fun and supportive way. These strategies will support your positive interactions with families and co-workers even in stressful situations while developing strong, supportive, trusting relationships and a sense of community. They will also give you language to use with children that will support the growth of their self-esteem and communication skills. .Resources will be shared with handouts and online suggestions.
What you thought I said was not what I meant! Making positive connections with children and adults using Nonviolent Communication.
Children are born into families and communities, and from the beginning they explore their environments and make sense of their surroundings. Using inquiry-based processes help foster curiosity, problem-solving skills, and appreciation of diversity early on. As Epstein (2014) indicated in her article Social studies in preschool? Yes! “Diversity can take many forms, including gender, ethnicity, age, religion, family structure, ability levels, body shape, hair/eye color, culture, language, ideas, aesthetic preferences, and so on. Valuing diversity means accepting and appreciating the differences of ourselves and of others as normal and positive. It means treating people as individuals and not as stereotypes and recognizing that preferences are not always value judgments” (p. 80).
When children expand their understanding about the world they are open to differences and respectful of others; they are prepared to be citizens of the world. “The primary purpose of social studies is to help young people develop t
Where are my family roots? How to introduce young children to their family history and cultural roots
This workshop will support participants in their role in facilitating STEM (science, technology, engineering, and math) concepts for children under three. Infants are born scientists intentionally approaching the world with the curiosity as they explore, play, and try new things. Educators will connect how they are supporting STEM theory for infants and toddlers by using the CA Infant/Toddler Learning & Development Foundations as their guide. When teachers intentionally design play-spaces based on children's interests with a thoughtful selection of materials they are supporting STEM concepts through a responsive curriculum process.
This workshop will benefit participants at beginning and intermediate level or professionals working in an Infant Toddler Center Based Program and/or Family Child Care Setting.
Infants are doing STEM every day! Linking the CA IT Foundations to STEM Concepts.
The CAAEYC HUB is typically located in the enter of the expo hall -- like the hub of a wheel. This year we are gathering virtually. Step into the virtual HUB to learn about CAAEYC and the benefits of membership. Learn who the Board Officer candidates are. And there is a chane to win prizes. Yes, we are doing prize drawings live!
The CAAEYC HUB is typically located in the enter of the expo hall -- like the hub of a wheel. This year we are gathering virtually. Step into the virtual HUB to learn about CAAEYC and the benefits of membership. Learn who the Board Officer candidates are. And there is a chane to win prizes. Yes, we are doing prize drawings live!
If a picture is worth a thousand word, then a video is worth so many more. This session will showcase video resources available through Learn the Sign. Act Early, an initiative through the Centers for Disease Control supporting the early identification of developmental delays and the monitoring and supporting developmental milestones in young children birth through 5. We will explore materials for early educators and parents including: Watch Me, Baby Steps and Milestones in Action. Participants will learn about the importance of early identification and their important role in supporting the development of young children.
It enhances brain structure, function and promotes executive function. The materials that we provide for children should be carefully selected to optimize brain development. We will explore the idea of open-ended play materials for young children that allows them to use their creativity and develop critical thinking skills through the lens of Cas Holman. Cas Holman is an American toy designer. She is known for designing toys that emphasize creativity through unstructured play. Facilitated discussion will follow the Cas Holman: Design for Play episode of Abstract the Art of Design.
"The world breaks everyone and afterwards many are strong at the broken places." Ernest Hemingway, A Farewell to Arms
"Broken Places explores why some children are severally damaged by early adversity while clothes are able to thrive. By revisiting some of the abused and neglected children we profiled decades ago, we were able to dramatically illustrate how early trauma shaped their lives as adults."
During this Licensing Updates workshop, attendees will learn about the most current licensing updates, how to locate necessary information on the website. Meet the two child care advocates covering Southern California, learn their roles and duties. After attending this workshop, one wll have a better understanidng of licensing updates.
Gain an understanding of the new lead testing regulations from Child Care Licensing representative. Learn how to begin the process of lead testing at your center and what you will need to complete all testing.
We are living through what is perhaps the most stressful time of our lives. Not just “ordinary” personal and family stress, but extraordinary cultural and economic stress in our families and communities, as well as on a national and international scale. A pandemic that threatens our health and wellbeing, requiring masks, social distancing, and months of staying away from school and work, friends and colleagues. Major protests that call attention to and demand changes in systemic racism in our cities, states and country.
How can we possibly provide for and take care of our children and families?!? How do we protect our children? How do we provide the social and emotional support they need in “normal” times, and especially in these times of extreme stress? How have teachers’ lives and work changed? How have parents’ and children’s lives changed in these stressful times?
This panel discussion will explore these upheavals, and how we can rise to the occasion of caring for ourselves and our families, and our children and their families. We’ll create a toolbelt to help. What do teachers already have in their toolbelts that can help them in their work? What do parents have in their toolbelts? How do we, as teachers, help the parents access their toolbelt in order to help their children? What new tools do we need? We’ll develop a set of tools that increase intimacy and collaboration, and build resilience.
The original title of this panel discussion was “Roots of Resilience in Early Childhood Programs.” We have changed the title and modified the content of the discussion in light of current events. Now is an incredibly stressful time for all of us. And yet this stress also creates opportunities – for relationships, for partnerships, for collaboration and connection. Join us! And bring your toolbelt – together we’ll replenish and rebuild it!
Stress to Stillness: Building Resilience through Relationships
Using the book Alexandar and the Terrible, Horrible No Good Very Bad Day, we will explore techniques to bounce back and build resilience on multi levels for ourselves, for families and for helping children in our care. We will explore positive mindset, finding support and showing how the connection with nature can build resilience.
Resilience after a Terrible, Horrible, No Good Very Bad Day
Children and their communities have diverse cultures and backgrounds. The creator of a COVID-19 social story will share how it was created and its impact for children. Family Day Care Providers will share how learning from experiences makes one richer in terms of being optimistic and facing life with a sincere smile. Family Day Care Providers have risen to the nood during this pandemic. They have shown their strength and belief in themselves to nurture the little ones and support families in totality. Learn how to use persona dolls as a tool in storytelling and exploring diversity and resilience with children.
Storytelling Is Powerful: My Journey of Creating a Social Story about the Coronavirus Pandemic for Young Children
Learn about men’s role as nurturers and its importance for child resilience as presented by the Men and Early Care and Education Committee. After this presentation participants will be able to define the term Child Resilience, describe men’s role as nurturers, explain impact of men’s role as nurturers, and identify two Father engagement programs.
Men’s Role as Nurturers and Its Importance for Child Resilience