Welcome to the conference workshop schedule! All workshops appear in date and time order. You can click on any of the dates and only the workshops for that date will appear.
To search by presenter or workshop track, click on the "Search/Filter" link below this message at the right. Dropdown options will appear. As an example, if you search by track, all workshops within that track appear in order by date and time.
Should you have any questions, contact the CAAEYC staff team at firstname.lastname@example.org or (916) 486-7750.
To return to the main conference website, click here.
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
A panel of representatives from three Shared Services Alliances in Los Angeles County will share their stories highlighting how this innovative system has improved professional development outcomes and strengthened agency operations for staff, children and families. Panel members will present their Shared Services Alliance journey--how they formed their alliance, how it currently operates, professional development activities, other agency support projects, plus the past successes and the challenges for next steps.
Share Cost, Strengthen Quality: ECE Shared Service Alliances Build High Quality Opportunities for ECE Directors and Family Child Care
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
Far too many ECE leaders are thrust into positions that they have had little preparation for with even less ongoing support specific to their role as a leader. This session is particularly focused on those that are interested in providing ongoing leadership development opportunities and those that want to explore how influencers can affect change through professional learning communities. Using the Impact Leadership Model, this session will explore how to integrate leadership development into the fabric of their program. Participants will engage in an interactive process to work through creating an implementation plan that will inspire, support and sustain a quality workforce that spans across positions, generations and levels of experience.
Be the Impact: Positioning ECE Leaders for Ongoing Growth
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.
Hungry for new ways to explore art with your students? Struggling to integrate art into the everyday curriculum? Stand at the intersection of art and play. Discover new ways to play with art--whether it’s creating art using toys or using play themes to inspire artful projects this workshop is chock full of creative art ideas that are also mindful of cost. This workshop is appropriate for all levels of experience. Time to paint and play the day away!
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
Leadership is run by the brain! Decisions are made by brains that “feel” before they “think.” Fortunately, brain plasticity, or the nature of the brain to be remodeled by experience, makes it possible for people to learn new leading ways for success. This workshop will provide hands-on demonstrations of brain-based leadership principles supported by cognitive research. Leaders need basic information about how the brain functions in order to lead effectively. Stress, threats, and trauma decrease one's ability to lead effectively and to learn. Because the early learning setting is always changing reflecting new knowledge and the reality of working with people of all ages, it is important that leaders understand how the organ of leading works and what strategies can be used to maximize learning, leading, and collaboration. This presentation will provide valuable information and examples of brain-mind strategies leaders can use to effectively communicate with staff, children and colleagues. This workshop is appropriate for an intermediate to an advanced audience with a role and/or experience in leadership in early learning settings
Brain Compatible Strategies for 21st Century Leaders
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 with Collaborative Coaching Models focused on innovative arts integrated and joyfully organic teaching, learning and reflecting with on-going action research.
Inclusive, equitable, and socially just preschool programs are required by the U.S. Department of Education (2015), the U.S. Department of Health and Human Services (2015), the U.S. Office of Special Education Programs (2017), and the California Superintendent of Education (2019). Preschool inclusion programs provide enormous benefits for everyone involved – e.g., children with disabilities, their families, children without disabilities, schools, and school districts (U.S. Departments of Education and Health and Human Services, 2015). School districts must create classrooms where young children with and without disabilities are learning together through the collaboration of general and special education teachers. However, challenges exist with designing these collaborative placements – e.g., attitudes and beliefs, personnel training, fiscal understanding, and program quality (Barton & Smith, 2015).
Partnerships can minimize the challenges of inclusive settings and benefits can be achieved for all young children, their families and the professionals. At this workshop, six preschool teachers and administrators who have been involved for the past 3 years with the Cal State Dominguez Hills/Los Angeles Unified School District SELECT-LA Grant will provide their personal stories on how they developed partnerships that created high quality inclusive preschool classrooms that now have fewer challenges and greater benefits for all involved.
Building Lifelong Inclusive Practices: Creating Positive, Equitable, and Socially Just Preschools for Children With and Without Disabilities, Families, and Professionals
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.
This workshop is entertaining,educational and for everyone! Participants will listen and engage in an interactive traditional folk tale, have an opportunity to share their observations and be asked to analyze the stories told from a child's perspective. They will discuss the map of a story; how it began, the conflict, climax and ending. Participants will learn how to keep kids engaged through the use of story enhancement techniques: Using Voice, Facial Expressions,Body language, Pitch, Silence and Imagination. Participants will be given a Storytelling exercise to work on together in small groups.
We will also discuss types of stories and how to chose them. Ideas will be explored and tools for Capturing Children's stories will be given. Participants will discover new stories and songs to take home. You will no doubtably leave inspired and ready to sing some songs and tell some tales!
Capturing Stories with Professional Stoyteller Muriel Johnson
This presentation will address the services available through the Child Development Training Consortium (CDTC) that are available to Early Childhood Educators. The main emphasis will be on CDTC programs (a Quality Improvement Project) and services that support Quality Counts CA (QCC). The Child Development Training Consortium supports Early Childhood students statewide, through the ECE Student Career and Education Program. This program offers educational incentives through 105 participating community colleges. Child Development Permit application and fingerprint processing fees are paid by CDTC on a first come, first served basis, according to eligibility criteria. Technical assistance is provided statewide for applicants submitting permit applications. A registry of trained professional growth advisors is available to Child Development Permit holders, seeking an advisor for renewal of a current permit.
The Online ECE Courses link is located in the CDTC's website to assist in locating some community college online coursework. A demonstration of the Online ECE Course link will introduce the process of locating ECE online coursework statewide.
The California Community Colleges Curriculum Alignment Project (CAP) & CAP Expansion is a lower-division program of study supporting early care and education teacher preparation.
Information regarding all CDTC programs and services is available at www.childdevelopment.org.
CDTC Programs and Services Supporting Quality Counts CA (QCC)
Through this workshop we hope to encourage fellow educators to bravely embark on culinary adventures within their own classrooms, equipped with a sense of preparedness, an appreciation for the process, and a deeper understanding of the dynamic ways in which food exploration enhances early learning and development. We hope to demystify the step-by-step process of creating something from nothing, while making it an engaging, edifying and exciting experience for all. We will offer simple strategies for including everyone at the table when adding ingredients, mixing them together and preparing them for cooking or baking. Additionally, we will speak to five main areas of child development: physical, social, emotional, cognitive, and language and how collaborative cooking projects support growth in each of these. Lastly, we will share an approach to adventurous eating with young children that not only expands their palate but also encourages flexibility in other areas of their lives. Throughout, we will discuss the many benefits of cooking with children, outline some logistics and strategies for managing a cooking project in the classroom, examine the many layers of sensory exploration available through food adventures, and offer some of our own favorite recipes for classroom cooking.
Classroom Culinary Adventures: Cooking with Young Children
Coaching is unlocking a person's potential to maximize their own performance. It is helping them learn rather than teaching them. Coaching is a critical practice for leaders which enables them to provide their teams with the skills they need to be successful in their roles and will drive performance, engagement, and retention through the organization. This workshop will focus on ways leaders can: build trust with employees to enable transformative coaching relationship, create and use powerful questions, practice active listening in all coaching, and coach using the GROW model. This workshop is designed for all leaders who support teachers.
Coaching for Leaders- Unlocking Your Teacher's Potential
A train-the-trainer workshop, giving you some fresh new ways to integrate the ECE Competencies, the California Foundations and Frameworks, and Early Childhood Developmentally Appropriate Practices into the provider and community workshops that your program offers. Workshop topics discussed will include Process Art, Supporting Culture and Diversity in ECE programs, Emergent Curriculum, and Theme-Based Webbing. These workshop topics are aligned with the current trends in the larger ECE/CD community, and are the subjects that the Child Care Providers and Community Members you work with will be interested in!
Suggested Audience- Anyone that plans, organizes and/or leads provider/community workshops.
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
Attendees will use (and keep) manipulatives in planned, playful and purposeful number sense activities. This workshop discusses research and evidenced based practices specific to cardinality, subitizing, and the developmental sequence of counting. The importance of creating environments to support number sense, math talk, and math opportunities throughout the day will be included. Resources for supporting family involvement will be shown. Because preschool age children are concrete thinkers, the role and importance of manipulatives in number sense will be highlighted. To reinforce and exemplify the role of manipulatives, hands-on activities are part of this workshop. Rote counting, number and numerals will be defined and discussed as part of number sense. Developmentally appropriate approaches to numerals will be discussed. How to support developmentally appropriate counting, typical counting errors, and strategies to address typical counting errors is included. Math operations will be discussed along with the significance of using small numbers for preschool children. Suggested audience: intermediate teacher working with preschool, Transitional Kindergarten, or Kindergarten children
Counting cow spots: Explore playful strategies supporting preschool children’s number sense! A hands-on workshop about developmentally appropriate engaging math activities.
Did you know that there are 20 levels of counting? In this workshop, Dr. Nicki will delve into developing early number sense through hands-on, academically rigorous, engaging activities. This presentation is geared for anybody that teaches prek -1. We will explore the research based learning trajectories for counting, subitizing and composing and decomposing! Through a variety of activities, (including dice, domino, card and board games), songs and picture books we will explore the nuanced levels of developing number sense! We will also look at ways of assessing achievement through video examples and discussion. Come join the journey!
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
Early childhood studies have largely operated from the assumption that culture is experienced rather universally, by very young children. The question of cultural contexts, diverse perspectives, or critical consciousness did not arise as child development mostly focused on the universal child (Cohen & Korintus, 2016). However, it is becoming increasingly apparent that the effects of racism, politics, oppression, and situational contexts are manifested in very young children in their behavior and that these topics must be addressed. Specifically, Latino children of immigrants are caught at the center of this historical moment. Across documented, undocumented, and mixed-status families, the current administration’s decisions have created fear and uncertainty posing a significant threat to the health, well-being, economic security, and educational access of millions of children (Cervantes & Walker, 2017). What does critical consciousness look like amongst the very young? Is this possible given that the very young are not articulate enough to express such abstract notions such as culture, identity, bias etc.? How can these topics be broached as more than mere ‘do’s and don’ts’, or food and festivals? In this workshop, we demonstrate ways to help beginning and intermediate teachers of young children mediate critical consciousness through talk and art.
Creating Critical Consciousness in Early Education
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
Transitioning children from one activity to another or a classroom to outdoors, can be a trying time for both children and teachers. However, it doesn't have to be! We will be focusing on helping teachers understand the difficulties behind transitions for children and what we can do as caregiver to make transition a fun learning experience. You will walk away with new tools, activities, and strategies to create positive transitions throughout the day. This is a presentation anyone can learn something new to use in the classroom, whether you have worked in early childhood education for many years or are new to the profession!
Creating Successful Transitions While Keeping Children Actively Engaged
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
This session will explore the science of designing social, emotional early learning spaces. Participants will examine elements of design, research, and best practices that promote positive climates, student success, and a sense of wellbeing. Innovative ideas and concepts will be shared to inspire educators to become intentional designers. Sometimes the smallest changes can make the biggest difference!
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
Research in the area of school readiness and kindergarten preparedness tells us that a child's academic success is greatly impacted by the ability to concentrate, listen attentively, and demonstrate impulse control.
In this workshop, teachers will learn how to help children focus attention, manage emotions and control behaviors to cope effectively with environmental demands in the preschool setting. Practical teaching strategies and targeted activities will be shared that can be used in the classroom throughout the day to promote self-regulation skills.
Self-Regulation is essentially one's own ability to focus attention, manage emotions, and control behaviors to cope effectively with environmental demands. Self-Regulation has two developmental sides: The ability to control one's impulses and to stop doing something, if needed--for example, a child can resist his immediate inclination to blurt out the answer when the teacher poses a question to another child. "Other-Regulation (Teacher or Parent): Before children are able to self-regulate their behaviors, they gain control through "other- regulation" where their behavior is guided by others as they learn to initiate desired behaviors and refrain from negative behaviors.
Developing Self-Regulation to Prepare Children for Kindergarten
The storm is coming, the earthquake has struck, and wildfires are burning. It is no longer a question of if, it is matter of when. This interactive workshop is based on Zero to Three’s Shelter from the Storm approach to support caregivers, teachers, administrators and parents in preparing physically and emotionally to support themselves and young children through traumatic experiences.
Three areas of concern will emphasized in this workshop: what to do before, during and after tragedy strikes. We will review the necessary precautions and focus strongly on how to provide self-care first and support the physical and emotional needs of young children in every stage before during and after a traumatic event.
Participants will have the opportunity to share personal experiences, be provided some real strategies and resources. Whether hunkering down or evacuating, what is the plan and how do we prepare ourselves and children without causing unmanageable anxiety? These questions will be pondered, and resources provided.
Don’t be Scared, Be Prepared! Before, During and After Disaster: Do You Know What to Do? Let's Find out Together
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
Emergent curriculum utilizes the children’s interest to support skill development. In some ways, this method is backwards when you compare it to the more traditional model of teaching where lessons are developed to teach skill sets based on state standards. In each method, the children are acquiring skills, but in the emergent curriculum model the skills are more meaningful because they are utilized in a manner that is relevant to the child. This presentation breaks down the steps used by educators when developing emergent curriculum. This presentation takes the participants through an exploration of a group of young children to demonstrate the process. The presentation also examines the important role observing, reflecting planning, and documenting has in the process. The second part of the presentation highlights the various types of documentation that can be created by educators and how documentation can be used as assessment tools.
Emergent Curriculum-Observing, Reflecting, Planning, and Documenting Children’s Work.
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
What is an effective learning environment? This presentation challenges participants to think beyond QIRS, ECKERS and other similar guidelines when thinking about their classroom environments. Utilizing inspiring images participants are asked to rethink the following aspects of classroom environments.
1. Planning and creating the environment
a. What spaces should be included
2. What do our environments say to the children and parents about educators?
3. What role does the school’s values play in our environments?
4. How can an environment support the learning goals we have for children?
5. How can we go beyond the traditional classroom model?
6. Why should every classroom look different?
Participants will also have the opportunity to plan their own ideal classroom environment after reflecting on the information presented.
This presentation is intended for beginning to intermediate level teachers.
Environments: A Canvas for Learning Going beyond creating environments that meet standard rating scales and guidelines and supports emergent curriculum.
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
The research on executive function, resilience, and agency has increased in recent years and has led to some pretty interesting findings. We are more certain than ever that the development of these skills, abilities, and characteristics in the early years are what leads to success and satisfaction in all aspects of life.But, despite these compelling insights, opportunities to intentionally teach, model, and nurture these concepts are not often recognized and instructional strategies that foster their development are not commonplace.Join this session to discuss the current science and common practice, and the gap between them.
Together, we will bust myths, move past outdated practices, and play with a few classroom ready ideas.
Executive function, resilience, and agency: How to turn what we know into what we do
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
Every director and teacher has to handle difficult situations and conversations with parents. Managing them can be tricky as you navigate different personalities and expectations and balance the needs of parents with the needs of the school. During this session, we will outline some of the ways to appropriately address parent complaints, challenging situations and difficult conversations so that the issue doesn’t become a bigger problem. By building mutually-respectful relationships and trust, managing your emotions, being clear in your objectives and following some basic guidelines, you can have the confidence to confront any issue or situation that comes your way and problem-solve with parents appropriately and effectively to the benefit of all.
Handling Challenging Situations and Conversations with Parents
This presentation is for professionals at all levels of experience who work in the FCC Early Childhood Education field.
It aims to explore the benefits of partnering with your local Head Start Programs targeting any ECE professional but specifically FCC Providers, State and Head Start Administration. It also provides information on leveraging the comprehensive services that are required for children and families in a Head Start program. We will explore these requirements and how they can benefit your FCC programs providing quality learning experiences that will prepare children and families for the next level of learning.
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
In a competitive labor market, mining, screening and hiring preschool staff can be challenging with time, budget and resources stretched thin.
We will go over various recruitment channels, how to quickly qualify and disqualify candidates, and best practices for interviews, including role playing and effective interview questions. Additionally, we will touch upon retention, turn over, teacher incentives and staying in ratio.
Lastly, we will cover all the necessary paperwork and credentials required to work in Preschools in California.
This workshop is designed for anyone that will do hiring of teachers that will be placed in a preschool classroom.
Help Wanted! Best Hiring Practices for Preschools and Early Childhood Education Programs
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
This presentation will emphasize on strategies to enrich the dramatic play area in your classroom with effective, hands-on, relevant and real life experiences for young Children. Since dramatic play provides an open platform for children, supports their interpretation of the real world, and showcases their learning interest, inquisitive nature, and abilities, it is imperative to have this opportunity in every early childhood classroom. Therefore, through this presentation, presenters will be sharing renovated ideas and strategies that will benefit you to redesign your classroom dramatic play area. This workshop also will highlight the connection between children’s dramatic play experience with preschool learning foundation and DRDP.
The California Early Childhood Mentor Program focuses on establishing partnerships to support, strengthen and grow the quality of Early Care and Education by mentoring the workforce, both current and future. Those partnerships live in the one-to-one relationships built between Mentor Teachers/Director Mentors and those whom they mentor and support—their Mentees and Protégés. The proposed workshop will lead participants to explore some of the skills involved in supporting other adults to realize their potential. The model for mentoring and coaching in Northern California demonstrates the importance and positive outcomes of supporting teachers and directors of Early Childhood Education programs. In the North State, we have created opportunities for Mentor Coaches to collaborate with others by meeting for reflective practice. This session will highlight a variety of ways we have collaborated in our rural region and ways you might incorporate this in your community. Monthly seminars for Mentor Teachers and Round-table Seminars for Directors provide opportunities for both reflection and training. We will share ideas you can take back to your region as well as brainstorm strategies for envisioning new ways to integrate ECE professionals at multiple levels with all partners looking to improve quality.
How the Far North is Creating Partnerships for Developing and Expanding a Workforce Support System.
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
Join our interactive workshop to learn how the ancient Chinese 24 solar terms affect lives on the earth and how we can "translate" nature's changes into a play-based STEM curriculum for curious children throughout the year. We created this workshop not only to share 24 nature-based STEM activities but also to invite everyone to look into culture-based STEM ideas. We will have the following agenda on this topic:
1. Introduction of the ancient Chinese 24 solar terms - a 2100-year-old guideline for human agriculture production and health preservation.
2. How we integrated the 24 solar term phenomena with STEM framework to create a nature-based and fun STEM curriculum.
3. Share additional cultural elements that can be easily transformed into STEM activities around the world.
Integrate the 24 ancient Chinese 24 Solar Terms into play-based STEM activities
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
Suggested Audience: managers, directors, supervisors, lead teachers and human resource personnel/hiring staff
Over the past 40 years, there has been no significant increase in the number of men working with young children. Early education professionals have long understood the value of diversity and inclusion as measures of program quality. Therefore, we must face the reality that the virtual absence of men in the early care and education profession has a significant impact on the quality of these programs.
During the past four decades, advocates for men in early care and education (ECE) have addressed this need - focusing in turn on the absence of men as teachers, the lack of support for fathers with young children in early care and education programs, and the obstacles young boys face in environments where both ECE classroom and teacher preparation practice, policy, and learning materials and environments are determined largely by a single gender.
Our goal is focus on bringing ECE leaders together to discuss action that will hopefully lead to an affirmative and asset-based approach to increasing gender equity in the early care and education delivery system.
Content will include a consideration of both obstacles and opportunities. Prepare to be made uncomfortable.
Leaders Needed: Understanding the movement for gender equity in early care and education
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.
Are preschool teachers underpaid? Do you think there should be lower teacher-child ratios? You’re an expert on the issues happening in the classroom and your legislators need to hear your voice as they make critical decisions and policies that will impact your day to day work.
This is a beginner’s workshop on advocacy for early childhood education professionals. The content of this workshop includes an overview of the legislative process and how to be an engaged citizen. We will refer to current public policies being considered by the California state and federal legislation.
The outcome of this workshop is for early childhood education professionals to talk with confidence about how important it is to invest in high-quality childcare, early learning, and the ECE workforce. Remember together we can build a stronger early childhood education profession.
Make your Voice Heard: Know the legislative process and how you can make a difference!
Through the use of established protocols and tools, the presenters will demonstrate techniques employed in making learning visible at two different school sites and as teacher-researchers. Presenters will demonstrate for all educators opportunities for contextual learning in four phases that takes into consideration democratic values of language, culture, identity and voice. The four phases are Planning, Implementation, Documentation, and Reflection. Planning is based on making learning purposeful and empowering for both the children and the adult learners. Implementation is making learning multi-modal and social while simultaneously aligning practices with foundational standards and early childhood competencies to illustrate equitable learning. Documentation allows for the teacher(s) to synthesize and interpret the socially situated learning that takes place among and between children and adults in a way that is explainable to the stakeholders in the school community including the children, teachers, administrators, families, and others. Finally, through ongoing reflection, the maintenance of mindful and intentional classroom practices that cyclically interpret children’s learning experiences can be accomplished/achieved as we collaboratively learn and plan as social constructivists. This workshop aims to make that process transparent with tried and tested routines in the classroom.
Making Learning Visible through Documentation and Learning Groups
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.
The NAEYC Accreditation process will be presented by a panel of experts who will share their own accreditation journeys and wisdom. What were their successes? What were their struggles? How does being accredited with NAEYC benefit their programs? To further aide those interested in the Accreditation process, information will be shared about support offered by the NAEYC Accreditation team and from Director Mentors from the CA Early Childhood Mentor Program. The panel will answer prepared questions as well as questions from attendees during an open forum. Join us to learn more about this exciting opportunity.
NAEYC Accreditation: Wisdom from those who have been through the process
This is for all levels as each educator's journey and reflections will be unique to them.
Perhaps the most significant area of observation is the preparation of the adult. It is through this preparation that we can learn to develop objectivity and the ability to shift our perspectives as necessary. We will engage in activities that show us how to “stretch” our perspectives and how to recognize what preconceived ideas or expectations we are bringing to the observation that will take away from its accuracy.
The basics of observation techniques will also be explored. The physical environment – overall utilization of space and accessibility, stimulation – colors, textures, temperature, furnishings, storage areas, work areas for students, quiet areas and outdoor areas, scale, dimension, & lighting.
We will also discuss some of the tools used in observation. There are samples of various types of observation in the form of handouts that we will engage in during the seminar, creating opportunities for observation, recording and in groups, sharing the outcomes. We will discuss the role observation plays in lesson planning, parent conferences, and referrals.
Be prepared to consider some possibilities...perhaps like never before!
Observation: The Key to the Discovery of the Child - Indepth Look at Tools, Techniques and Preparation of the Adult
In this workshop, participants will gain knowledge about (1) the history of the outdoor environment at Bing Nursery School (2) the importance of preparing the outdoor environment as an extension and/or compliment to the indoor environment. (3) Relevant information will share how to select the appropriate materials to enhance the learning that takes place outside 4) And allowing flexibility in the curriculum so that children have time and materials necessary to dig deeper into their interest.
This is tailored to an audience that has a natural environment as part of their existing learning environment or would like to develop or enhance their existing outdoor environment.
Outdoor Environments: A Place for Inquiry, Exploration, Discovery & Collaboration
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.
Pasitos Playgroups, developed for Spanish-speaking families with children 2-4 years old, is designed to engage parents actively in their child's optimal development. Parents and children play and learn together, with an overarching goal of supporting families to enhance their overall well-being. A complete and comprehensive curriculum with research and other guidance included, guides the program which has 10 years of local evaluation data that tells the story of its success.
As a part of a Whole Family Approach of the Community Action Partnership of Sonoma County, the Pasitos Program focuses on helping the family work towards removing barriers to increased education for the children and parents, increased access to job training and health services, and increased social capital. With support in these areas, families can move towards breaking the cycle of inter generational poverty.
Pasitos Playgroups: Steps to "Whole Family Well-Being"
The EDvance program at SF State has created a network of partnerships that has resulted in unprecedented 4-year graduation rates for ECE professionals pursuing BA degrees. EDvance’s program model is built on a framework that promotes diversity and equity to establish a cadre of early childhood educators that represent the diversity of the children and families served in publicly funded preschools in San Francisco.
The recruitment, retention, and demonstrated success of ECE professionals in the EDvance academic pathway serve as a counter-narrative to the uneven standards and outcomes of ECE teacher education. EDvance has designed and implemented a program model that engages preservice teachers in opportunities to participate in formal education and mentorship prior to full time employment. Further, EDvance’s academic pathways support fully employed ECE professionals in a scaffolded and sequenced 2-year BA pathway offered on evenings and weekends. In this presentation, program participants and alumni will share their personal journeys, perspectives, and the impact that EDvance has had on them as students and their practice as early educators. The EDvance team will complement participants’ stories by weaving in an overview of its program model that seeks to enhance teacher development strategies to advance the ECE profession.
Pathways to Equity in ECE: Supporting Diversity and Community Responsive Education for Early Childhood Workforce through Higher Education
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.
Too often play is set in opposition to work, when in reality play is how children work. This session will focus on the intersection of play with literacy, social emotional competency, and social justice. This session will be geared towards teachers in a TK-2 grade setting who know the value of unstructured play, but struggle with advocating, implementing, and boosting this practice in their classroom or school. After a brief recap of the research about the critical importance of play, participants will learn three classroom structures to integrate more play into their day (soft starts, work choice, investigations). Digging deeper, this workshop will then look at how teachers can support literacy and social emotional development at those times. Woven throughout the workshop will be strategies to ensure inclusive practice and play for all children, as well as strategic actions we can take to support all children in their increasing independence, agency, compassion, and developing literacy skills. From practicing inclusive practice in our play based classrooms, we will move to how play can create spaces to explore social justice issues.
Powerful Play: Reclaiming Childhood in the Age of Rigor
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.
Re??ect and Learn First, Teach Second: How to Support Educators Begin the Journey of
Cultural 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
This workshop will uncover the myth of the fear of relating to school-age children. Topics discussed will be: building connections from birth through adolescence; the importance of understanding developmental, cross-cultural norms; the value of clear communication and collaboration; meeting children's needs and your own; shifting the way you view children; and acknowledging your own part in creating relationships built on trust and respect that will help make relating to school-age children easier.
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
Rest Time Versus Nap Time: A Developmentally Appropriate Educational Practice Approach Promoting Children's Emotional Self-Regulation and Independence toward Mindfully Resting is an interactive workshop discussion about the fundamental difference of encouraging young children to rest their bodies versus demanding them to nap or sleep.
Rest Time Versus Nap Time: A Developmentally Appropriate Educational Practice Approach Promoting Children's Emotional Self-Regulation and Independence toward Mindfully Resting
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.
Many teachers struggle with how to use STEM in an outdoor environment especially with infants and toddlers. This workshop will help participants see that Science, Technology, Engineering, and Math can be easily implemented in a natural outdoor classroom.
This interactive session will show participants examples of simple ways to promote STEM in an outdoor space. We will also invite participants to engage with each other and share ideas. The presenters will also bring resources to jump start the participants' use of STEM in the outdoors with young children.
STEM In The Outdoor Classroom for Infants, Toddlers, and Preschoolers
During this session no less than 10 of the systemic reasons why inclusion often fails for students with disabilities in the early school years will be highlighted. Each issue will include ways that each of us, regardless of job title, can be part of working towards solutions. Presentation will focus on access and opportunity for ALL learners within the context of general education programs.
Steps to Ensure Successful and Sustainable Inclusion Opportunities within Your School Communities
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
Strive-for-Five is the back and forth communication used to extend children's thoughts and ideas. It helps to increase children's Oral Language Development, thinking skills and CLASS scores in Instructional Support. There will be opportunities to practice and observe others using the Strive-for-five concept. It is helpful for experienced-new classroom teachers as well as students who plan to work in classrooms with young children. Administrators and coaches can take this easy concept back to their teaching teams to practice extending children's conversations and thinking.
Strive-for-Five, back and forth communication to improve children's Oral Language Development and CLASS scores in Instructional Support.
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
Come see how we incorporate loose parts in our program both indoor and outdoor. The aesthetics of the environment are a key component to the structure of loose parts. We will be providing concrete examples of implementation, ideas for inspiration and strategies to support resiliency in both staff and children in your care. We will venture through the whole experience of loose parts for children by providing some theory, inspiration, setup and clean up, touring our classrooms and outdoor environment for children ages two through five. You will see concrete examples of loose parts in action through photos and videos. We will also be sharing the operations of loose parts as our own interpretations of evidence of learning. Loose parts is possible if we, as adults, learn the key components to self care and allowing children the time and space for exploration. We will be providing you with some take home activities and hands on explorations with loose parts.
Supporting Resiliency within your Program Through Loose Parts
This workshop will discuss the data collected with LA County Head Start Administrators and Home Visitors from a 3-day Toddler STEM training. This workshop will discuss the participants attitudes and beliefs toward science-before and after the 3 day training-and how the training impacts their support of families and teachers with STEM and Toddler activities/curriculum. This workshop will also present some of the hands-on STEM toddler activities used in the trainings and discuss how to help program staff incorporate STEM in the Toddler classroom. This workshop is appropriate for all levels.
Supporting Teachers and Families with STEM activities for Toddlers
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
Children need to be healthy and supported in order to thrive in the classroom. However, many children face challenges such as poverty, family instability, and poor environmental conditions that put them far behind their peers before they even get to school and prevent them from fully engaging in the classroom. These adverse childhood experiences alter the body’s ability to stay healthy and the brain’s ability to promote optimal development.
In this workshop, I will work with participants to share, discuss, and practice the ways that social emotional learning and a trauma-informed approach can help students build the connection and skills to engage in learning. I will also share how we have been able to integrate this same approach in our work with parents. Many of the strategies and tools will come from Conscious Discipline, the social emotional learning and classroom management program we use. Participants will leave with actionable strategies that are rooted in brain science and culturally responsive practices.
This workshop is for early learning educators and community-based educators interested in learning about whole child trauma-informed strategies. Open to all years of experience and education levels.
Teaching the Whole Child: A Trauma-Informed Approach
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
There is both an art and a science to growing teachers. Unfortunately, most early childhood educators have received little training in either. It is critical that supervisors understand the purpose, process, and mechanics of providing accurate and timely feedback to individual teachers. We will examine methods for supporting teachers in their professional growth; everything from casual feedback through a formal evaluation process. Supervision and evaluation can be challenging enough when all is going smoothly with an employee. It is often perceived as painful and stressful when employee performance is lacking. This process does not need to be dreaded, but can be embraced and seen as a pathway for mutual success. We will discuss the steps in creating a corrective action plan which is both supportive to the teacher and the organization as a whole. Participants will leave with the knowledge and inspiration to be better supervisors and trainers.
The Art of Supporting Individual Professional Growth: Performance Feedback, Formal Evaluation and Corrective Action
"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.
In this workshop, participants of various experience levels with get the opportunity to examine their own teaching practices relating to how they help children solve problems, manage behaviors and work on emotion regulation. The presenter will show examples from his classroom on some strategies he has used with his students and will be facilitating group conversations about incorporating different approaches toward teaching young children about repairing harm, as well as some strategies for educators to manage their own emotions.
The Chairs are Theirs: Giving Young Children Power in Conflict Resolution, Behavior Management and Emotion Regulation
This is a unique workshop that invites bilingual (English and Mandarin) family child care providers and ECE experts to share their visions and thoughts about the future of their businesses. The discussion will cover the challenges and opportunities of running a bilingual family childcare center in the US and provide insights to teachers, parents, and prospective family childcare center owners.
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
In this workshop, participants will share their moments of both joy and frustration when it comes to implementing the outdoor classroom approach in an elementary setting. Working with traditional campuses and restricted outdoor space, teachers are often faced with the dilemma of how to share the joy, fun, and learning opportunities of the outdoor classroom approach in those environments. Opportunities for problem solving and brainstorming will be part of this interactive workshop. Experience with the natural outdoor classroom approach is necessary.
The joy of the outdoor classroom in the school-age program- how to take appropriate risks and address challenges
The NAEYC Position Statement Advancing Equity in Early Childhood Education begins with the recommendation that everyone in the field of ECE focus on self-reflection. Each of us has preferences and biases, explicit and implicit, which can affect our ability to build positive relationships, recognize strengths, and provide high-quality early learning experiences for all children.
This presentation will first focus on reflection and discussion of our attitudes toward children with challenging behaviors within an anti-bias education framework. Challenging behaviors may be associated with other characteristics such as race and gender that add to the probability of bias, but the behavior itself can occur in any child. Bias may not be the primary, or the only reason for teachers’ feelings of inadequacy. They may feel poorly prepared to address, prevent, or decrease challenging behaviors in children. Their feelings of frustration and inadequacy may result in de facto suspension (“come and pick up your child right away”) or expulsion of the child, although those terms may not be used.
The presentation will follow the initial discussion with examples and strategies from early childhood special education research which may help teachers begin the process of understanding and teaching children with challenging behaviors.
The NAEYC Advancing Equity Position Statement and Children with Challenging Behavior: Reflections and Strategies from Early Childhood Special Education
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.
Learn how to solve challenges by knowing what the Seven Emotional Needs of a Child are and you will experience fewer behavioral challenges in the home and school. There are certain emotional needs that children need and will thrive when they are met in a healthy way. Linda & Ty Hatfield have created a unique list of 7 emotional needs in an easy to understand acronym that attendees will gain valuable insight into what a child needs to be able to grow healthy in their environment. This work is highlighted in their highly acclaimed book: ParentShift: Ten Universal Truths That Will Change The Way You Raise Your Kids
Participants will gain knowledge in understanding issues at the core of the problem and receive insight into preventing children from entering the Danger Zone.
Suggested Audience: beginning, intermediate or advanced.
The Vitality Cafe is dedicated to the Health and Well being of you, your family and your community. The Vitality is a great opportunity to have honest and open conversations that promote honest self reflection, self discovery, accountability and personal and paced growth. The Journey to Vitality covers the 6 different domains: Physical Vitality, Mental and Emotional Vitality, Spiritual Vitality, Financial Vitality, Environmental Vitality, and Social Vitality. Each domain covers each facet of our lives. When we come together with open, minds, hearts, eyes, and ears we are able to connect deeper with ourselves and one another. The Vitality Cafe is a journey of self. Come, pull up a chair and enjoy great conversation geared towards inner strength and growth.
Participants will learn about freely-available resources developed by the Development and Research in Early Math Education (DREME) Network to support the practice of professionals working with families, educators, and caregivers of young children, including preschool teachers, parent educators, librarians, social workers, and health care providers. Resources range from complete workshops to “à la carte” materials such as storybook guides, cooking recipes, math talk tips, games and activities that promote both math and executive function, and information on math development, including complete learning trajectories for all topics. In the workshop, the following questions will be addressed: 1. What does math look like in the classroom and home? 2. Why is math important? 3. What are productive ways for families to engage children in math learning? 4. How can professionals and educators support parents, pre- and in-service teachers, and caregivers in math? Participants will also learn about DREME guiding principles for family math: 1. Across all cultures and languages, families have valuable strengths, resources, and practices. 2. Family math can be woven into daily life in ways that make it meaningful and fun for children in ways that are aligned with family goals and strengths and not overly burdensome. 3. Family math is about uncovering the math around us, and innovating ways to engage and have conversations with children about math.
The What, Why, and How of Family Math: DREME Resources for Practitioners and Families
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
Participants will develop clarity and conviction around the power of person-centered coaching in improving teacher satisfaction and reducing turnover in schools. We will learn three "core conditions" that must be true to create safe, productive spaces for teachers to process the emotional labor of our work, ultimately building their resilience and strengthening their impact over time. We will close with a powerful exercise that illustrates how our identities and lived experiences shape how we teach and lead, an activity that can be replicated at schools to promote trust and inclusivity. This is session is intended for any school-based or HR staff, but especially directors, site leaders, and coaches.
Thriving teachers, thriving schools: A person-centered coaching framework to improve satisfaction and reduce turnover among staff
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.
This workshop will be a panel discussion with four community college early childhood education faculty presenting three innovative approaches to advancing the profession.
Growing Teachers and Beyond – Debbie will tell the story of how Shasta College re-designed teacher preparation programs in response to employer needs. This led to a one-semester pathway, a unique apprenticeship program and a win-win for the early childhood profession.
Reimagining our local presence – How a local chapter is adapting – and thriving – in the new association structure. Kate will discuss four ways her local AEYC chapter is creating a unique presence in the community: 1) Leadership track for students; 2) The Progressive Brunch; 3) Round Table: Putting the fun in fundraising; 4) Advocacy 101, a partnership with the CAAEYC Public Policy Committee and First 5 Shasta.
Zoom, Swivl and the future of instruction in ECE - Regional Strong Workforce Technology project, bringing technology up to speed in the north state. Terri will present data on teacher shortages in the north state. Darius will describe how College of the Redwoods is using Swivl in the adult classroom, and Kate will explain why Shasta is gearing up for video coaching.
True North – How three colleges are leveraging resources, forming partnerships and moving the profession forward
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 Presentation will focus on creating a resilient team, build confidence and promote a sense of self for teachers using staff meetings and professional development. Participants will learn new staff meeting strategies, how to engage staff in ways that build trust. Attendees will participate in activities that build self confidence that leads to a vital and able team. This presentation will benefit leaders, new directors in the field as well as educators.
Where the Vitals Things Are: The Journey to Building and Sustaining an Able Team.
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.