dk-media.s3.amazonaws.com€¦ · Web viewGoing. VIRTUAL in. 2020! Meeting Tips. Attendees Access...
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GoingVIRTUAL in
2020!
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From your Conference Coordinators:
Thank you! Thank you for supporting our Virtual Conference! Thank you for supporting each other! Thank you for hanging in there with us as we all navigate through our corona-virus year, with all the trials and tribulations, and highs and lows.
We are here to support you and we are all here to support each other. This has been and will continue to be a very trying year on us all. Please remember that we are all traveling this road together, with learning curves along the way. Remember to take thehigh road and keep Spreading the Love!Patricia Buechler & Kathy Cruse
From your respective Organization Presidents::
WELCOME!On behalf of the South Dakota Association for the Education of Young Children, the South DakotaHead Start Association and all of our sponsors, we’d like to welcome you to the 2020 SouthDakota Early Childhood Education Conference! This annual conference provides an opportunity for early childhood education professionals and their partners from across the state of South Dakota and the surrounding region to collaborate, network, learn and share. It is our hope that everyone who attends our conference leaves with new ideas and information to enhance their important work with young children and their families.
We encourage you to take advantage of the all of the opportunities to attend the keynote presen-tations and dozens of workshops and presentations to assist you in learning creative ways of educating and working with children. This virtual conference during the COVID 19 crisis is a new experience and we hope you participate and enjoy the sessions. While we know it isn’t the same as an in person conference, the organizations have worked hard to bring this virtual conference to attendees.
Our 2020 theme is "Developing Brains Matter" . This theme reflects the importance of sharing our knowledge, skills, and experience not only with our students, but with each other as profession-als, and our communities! As you browse through the pages of this program, you will notice that the keynote speakers and session topics cover a wide range of information relevant for the many roles that our members represent. Thank you to each of you for your work on behalf of children and their families. We are pleased that you have joined us for our 2020 South Dakota Early Child-hood Education Virtual Conference, and are excited to welcome you!
Janessa Bixel, President, South Dakota Association for the Education of Young Children.Steph Lebeda, President, South Dakota Head Start Association
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WHY GO VIRTUAL?
We all depend on training hours to help us in many ways– from renewing certificates, to learning, and implementing new skills to help us in our desire to work with Early Childhood.
We made the decision to continue with our conference during a time when so many are uncertain with what will happen tomorrow, in a week, or even the next year. Covid 19 has uprooted our lives in so many ways, one being the ability to host an on-site conference.
We want you to hear from our “brainiacs”! If there is one thing we CAN DO right now, is to learn and become better! This conference will allow you to do just that– and will be available to you for two full weeks! Live sessions will allow you to interact and ask questions with the presenter., Recorded sessions will allow you to learn and listen, then reflect!
So get comfortable and get ready to Learn!
Table of Contents
Meet the Conference Chairs/Facilitators 5-8
Sponsors/College Credit/ Tech tips 9-10
Live Schedule at a Glance 11-12
Thursday Live Schedule 13-16
Friday Live Schedule 17-20
Saturday Live Schedule 21-22
Thursday Live Workbook 23-34
Friday LIVE Workbook 35-44
Saturday LIVE Workbook 45-56
Pre Recorded Sessions 57-62
Pre Recorded Session Workbook 63-99
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Meet the Organizers!Kathy Cruse
the
South Dakota HeadStart AssnAs the Executive Director
B e hi and sole staff member ofSDHSA, I handle all aspects of running theoffice, marketing, advocacy lobbying, Boardmeetings, PD/training and all events
I taught public school for 23 years, 17 as4th/5th grade classroom teacher and 6 yearsas K-6 Music Teacher/ District Webmasterand Technology Integrationist. I was Chair-man of the District School Improvement
Steering Committee for 9 years, District Literacy Advisory Council, and served on many Curriculum Development/ Selection Committees.
I conducted School Accreditation Reviews as Chairman/ Team member for AdvancEd (NCA CASI) for 8 reviews in SD and surrounding states.
IBM – EIS (Education Instruction Specialist). Represent-ed IBM as an education practitioner in demonstrations and training for educational products.
After leaving the classroom, I was the Executive Asst to the President and Executive Director at SD Education As-sociation before joining SD Head Start Assn 8 years ago. All this while being a full time Ranch Wife—now retired.
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Meet the Organizers!Patricia Buechler
South Dakota Association for the Education of Young Children.
I have been a member of SDAEYC for 29 years. In this time, I have served as local affiliate President, Vice-President, Chair person, as well as active mem-ber. I have also served on the state board as Chap-ter Representative. When SDAEYC had their own conference, I served as conference chair and co chair for two conferences. I am now in my 4th year as Con-ference Coordinator for the SDECE Conference.
I have a full time job as Preschool Teacher/Director/ OST (Out of School Time) Director. I have been working with children for over 30 years in the capacity of either Child Care Director and/or Teacher.
I love learning and I love teaching! This is why I con-tinue to help plan this conference so others can learn to do their very best for the children and families in our state, and beyond our borders!
Thank you for attending our Virtual Conference. We appreciate your support!
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Meet the FacilitatorsS
cene
sSELSolutions, LLC
the Our mission at SELSolutions, LLC is to support apositive leadership model that fosters wellness and
Beh
ind
intellectual / emotional growth so all stakeholderscan flourish.
Our team works with your organization to encourage and enable rapid, sustainable, and transformational positive change.
We are pleased to offer:Professional developmentParenting programming
Team and culture buildingTransformational summitsDynamic engagements
Mindfulness TrainingWorkshops for Teens & Children
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Meet the FacilitatorsDeana Hsu, Co-Founder and Technology Facilitator
• BSBA - Management Information Systems• Certified High Performance Coach• Appreciative Inquiry Practitioner• Positive Psychology Specialization
• YouEQ Emotional Intelligence Trainer
Jennifer Ozgur, Co-Founder and Facilitator
• Classroom Teacher• Professional Development Instructor• Appreciative Inquiry Consultant• Certified Trauma-Responsive & Brain-based Coach• Parenting Programming Creator• National speaker
Heidi Marlinghaus, Co-Founder and Mindfulness/ SEL Facilitator
• Classroom Teacher• Professional Development Instructor• Social Emotional Learning Profession-al• Mindfulness Educator• Toolbox Facilitator• Trained in Restorative Practices
• Trauma Informed Certified
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Spo
nsor
sCOLLEGE CREDIT:
College Credit (Grad/Undergrad) Offered through Uni-versity of Sioux Falls Spring 2020
EDU_SDHS.5 SD Early Childhood Conference
Section EDU 549O.1 (graduate)- registration deadline 04/22/2020
Section EDU 198O.1 (undergraduate)- registration deadline 04/22/2020
Participants now have the opportunity to register for these work-shops on-line. This is the safest and most preferred method. They can go directly to http://reach.usiouxfalls.edu and search for “SDHS” and the approved South Dakota Head Start courses will be displayed.
Certificates**Our platform site is
www.thinkific.com
Once you register there, your name willbe in the system.
Once you complete a session-100%- just click on “get my certificate” and one will be generated with your name, the session name, pathways area, and
how long it was (most are for 1 hour).
For the Live, a link will be given to ac-cess a certificate!
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LIVE Virtual ScheduleThursday, April 23, 2020LIVE
9:00-10:15 AMThe 4 Pillars of Building Great
Frank KrosBrains
10:15-10:30 BRAIN BREAK
10:30-11:30 AMMind, Brain, & Ed: Developing Sally CrowserYoung Brains to Learn Darbi Hunt
11:30-12:30 LUNCH BREAK
12:30-1:30 PM Ignite Your S.H.I.N.E. LaVonna Roth
1:30-1:45 BRAIN BREAK
1:45-2:45 PM Dramatic Play - Removing Stress Kelly Gilbert
2:45-3:00 BRAIN BREAK
3:00-4:00 PMHow Moving Bodies Learn to
Kelly GilbertWrite
4:00-4:15 BRAIN BREAK
4:15-5:15 PM Pathway to National Board Kathryn MeyerCertification Joann Stephens
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LIVE Virtual ScheduleFriday, April 24, 2020PreK Children's Development of Self-
9:00 -10:15 AM Regulation through Executive Func- George McCloskeytions
10:15-10:30 BRAIN BREAK
10:30-11:30 AM TIPS- Trauma Informed Practices for Dana LivermontYoung Children Darbi Hunt
11:30-1:00 BRAIN /LUNCHBREAK
1:00-2:15 PM An Inquiry into the Brain: Learning & Bob GreenleafTeaching
2:15-2:30 BRAIN BREAK
2:30-03:30 PMSensory in the Learning Environment
Karen Rieck
3:30-4:00 BRAIN BREAK
4:00-5:00 PM STEM in the Classroom Jodi Butzer
Saturday, April 25, 20208:45-10:00 AM Creating & Changing Mindsets Bob Greenleaf
10:00-10:15 BRAIN BREAK
10:15-11:15 AM Toxic Stress on Brain Development Jessica Schulte
11:00-11:30 BRAIN BREAK
11:30-12:30 PM Learn the Signs: Act Early, Improve Lisa SandersonOutcomes
12:30-1:00 BRAIN /LUNCHBREAK
1:00-2:00 PM Reading for Resilience - Helping Youth Audrey RiderUnderstand
2:00-2:15 BRAIN BREAK
2:15-3:15 PM Building Better Brains NancySchlichenmayer
3:15-3:30 BRAIN BREAK
3:30-4:30 p.m. Connecting the Dots: Exploring Loose Jodi ButzerParts Karen Rieck 12
Thursday LIVE– 9:00-10:15 a.m. Thursday LIVE– 10:30-11:30 a.m.KEYNOTE
Frank Kros is a career child advocate, whohas served as a childcare worker, child abuseinvestigator, children’s home administrator,consultant, college professor, attorney, writerand speaker. Frank currently serves as presi-dent of The Upside Down Organization, Di-rector of the National -At-Risk EducationNetwork (NAREN) and executive vice presi-dent of The Children’s Guild, a multi-servicechildren's organization headquartered inMaryland.Frank is a worldwide speaker and presentsseminars to parents, educators, child-servingprofessionals and their leaders on varioustopics including brain-based learning, atten-
Franktion-deficit hyperactivity disorder (ADHD),neuroscience of the teenage brain and brain-compatible organizational leadership. He also
Kros speaks on the effects of stress, child abuseand poverty in relation to brain function anddevelopment.
The Four Pillars of Building Great Brains
Adults are often overwhelmed with advice about caring for and edu-cating young children. Internet sites and social media provide hun-dreds of opinions on what parents, caretakers and educators “should do” to cultivate healthy and happy young brains. But the
Dr. Sally Crowser has worked in public educa-tion for 25+ years as a 7-12 English teacher and social science teacher, online teacher, university composition instructor, elementary reading teacher, PreK-12 administrator, guid-ance counselor, and presently as a learning specialist at Technology and Innovation in Education (TIE) working to improve learn-ing. Sally is certified data specialist, reading specialist, and Dibels/Aims web mentor. She is also researching and presenting Mind, Brain, and Education research.
Darbi Hunt is the Birth to Five Learning Spe-cialist for the SD Statewide Family Engage-ment Center. She has worked for Black Hills Special Services Cooperative for over 20 years. Her first positions were in the Developmental Disabilities Division, where her work included foster care coordination, residential supervi-sion and development, monitoring and coordi-nation of Individualized Education and Support Plans. For ten years, she served as the Direc-tor of the Black Hills Foster Grandparent Pro-gram, connecting seniors to volunteer posi-tions in schools and other youth organizations.
She is also a certified Common Sense Parenting Instructor.
Dr. Sally Crowser
Darbi Hunt
foundational needs of a great young brain are well-established in research. This session will share with participants the four pillars for building that solid foundation: 1) How to provide children the best kind of emotional support; 2) When and how to deliver effective brain stimulation; 3) How to create and strengthen positive habits and; 4) What to worry about and when to relax. You will be
empow-ered with knowledge and skills to help you focus on the right things at the right time to build great brains!
Featured Sessi
Mind, Brain, & Education: Developing Young Brains to Learn
We have learned more about the brain in the last 20 years than we have in the last 200 years. Since we have the research, how much are we using it to provide the best learning for our students? Since learning starts at birth and our strate-gies with infants and toddlers can help
develop the brain for learning, it is essen-tial that providers use learn and implement strategies to help infants and toddlers develop their brains for learning. This session will dive into the brain research and how our youngsters develop learning brains. Pathways: Child Develop-ment
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KE
YN
OTE
Thursday LIVE– 12:30-1:30 p.m.
Ignite Your S.H.I.N.
ETTh
ation every year, exhausted and burnt out. Frustrate
d by this crisis that hurts our students, LaVonna se
t em
LR
1:45 –2:45 p.m.
Dramatic Play - Removing Stress- Ke
lly Gilbert Pathways: Age Appropriate P
lanning
Participants will leave with bas
ic knowledge and understanding of how dramatic play can reduce stress for children. They will under-stand how children need to play, and how play can help children work through
trauma.
3:00-4:00 p.m.
How Moving Bodies Learn to Write - Kelly Gilbert, Educator Pathways: Age Appropriate Planni
ng
Participants will learn about literac
y skills that help develop chil-dren's knowledge and prepare children to read. Participants will leave class with new ideas
and skills to help encourage literacy development in their own classrooms.
4:15– 5:15 p.m.
The Pathway to National Board Certification
No student fits into a standard, one-size-fits-all box of core content. This en-gaging and unforgettable experience will leave you motivated to uncover, foster, and amplify the unique gifts and talents that your students possess. We will focus on Self, Heart (passion), how to Inspire and Navigate to create the Exceptional people our young students are meant to be. Discover the keys to future student success! When we clearly understand and honor the undeniable impact of unique gifts, we prepare our students today for theirjourneys of tomorrow. Pathways:
Kathy Meyer-South Dakota Facilitators of National Board Candidate Support; Joann Stephens, NBCT Pathways: Professionalism
National Board Certification is the most respected professional certification available in PreK-12 education. This session will ex-plain the benefits of NBCT recognition; the process for certifica-tion, and the support available to candidates from the South Da-kota Department of Education and South Dakota Education Asso-ciation.
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FRIDAY LIVE! 9:00-10:15 a.m. 10:30-11:30 a.m.
KE
YN
OTE
George McCloskey, Ph.D., is a professor and Director of School Psychology Research in the
School of Applied and Professional Psychology of the Philadelphia College of Osteopathic Medicine and holds Diplomate status with the American Academy of Pe-diatric Neuropsychology. Dr. McCloskey is the lead author of the books
A
(
R
vices).
GeorgeMcCloskey
TIPs - Trauma Informed Practices for Young Children- Dana Liver-mont, Darbi Hunt
Pathways: Child Growth & Development
Gain a better understanding of Adverse Childhood Experiences (ACEs) and how trauma effects young children. Learn strategies to
bu
Reading to children at night, responding to their smiles with a smile, returning their vocalizations with one of your own, touching them,
holding them - all
of these further a child's brain develo
pment and future p
otential, even in the earliest
months.T. Berry Brazelton
Preschool Children’s Development of Self-Regulation Executive Functions and Skills
This presentation will describe executive functions and executive skills and discuss how delays in development of these executive capacities can impact children’s learning and behavior in day-care, school, and home settings. Also discussed will be ways to recognize executive function and skill difficulties and a general framework outlining ways to help children improve their self-regulation capacities to control behavior and increase earlylearning. Pathways: Child Growth & Development
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KE
YN
OTE
FRIDAY LIVE! 1:00-2:15 p.m.
Robert Greenleaf has been a profes-sional development specialist at the Education Alliance at Brown University and a coordinator of faculty professional development for the University System New Hampshire. Having taught in all grades K-12, he has 20 years experi-ence in public education ranging from
su
pe
ent of schools, elementary school principal, tea
ching principal, teacher, and special education
asPr
2:30-3:30 p.m.
Sensory in the Learning Environment– Karen Reick, Early Child-hood Educator and Trainer Pathways: Learning Environ-ments
Incorporating sensory activities that are developmentally appropriate is
essential to the learning environment. Discover ways to be purposeful in your planning and implementation of sensory in the classroom and how to adapt for children who have sensory challenges. Come ready to
d
and implementation of sensory in the classroom and how to adapt for children who have sensory challenges. Come ready to dive into hands-on learning as well explore materials and share ideas
4:00-5:00 p.m.
STEM in the Classrom- Jodi Butzer, Early Childhood Educa-tor & Trainer
Pathways: Learning Environments
Learn how science, technology, engineering,
a
math link to-gether to create exciting STEM learning. Transform simple blocks and ev
eryday items into an exciting educational experi-ence. STEM is a fun way to get child
r
gether to create exciting STEM learning. Transform simple blocks and everyday items
into an exciting educational experi-ence. STEM is a fun way to get children to talk, pr
o
te exciting STEM learning. Transform simple blocks and everyday items into an exciting
educational experi-ence. STEM is a fun way to get children to talk, problem solve, an
d
EM learning. Transform simple blocks and everyday items into an exciting educational
experi-ence. STEM is a fun way to get children to talk, problem solve, and experim
e
. Transform simple blocks and everyday items into an exciting educational experi-ence.
STEM is a fun way to get children to talk, problem solve, and experiment.
An Inquiry into the Brain: Learning and Teaching– Bob Greenleaf
This workshop specifically targets the question: "How do I frame existing lessons/tasks/activities so that all learners become en-gaged in learning?" The goals are to engage all learners simul-taneously; to cause learners to do the work (processing) of learning; and to create multiple connections for memory and recall with respect to the important ideas being taught.
Decades of research has shown that play is crucial to physi-cal, intellectual, and social-emotional development at all ag-es. This is especially true of the purest form of play: the un-structured, self-motivated, imaginative, independent kind, where children initiate their own games and even invent their own rules. Dr. David Elkind, PhD
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LIVE Schedule-Saturday8:45-10:00 a.m. Bob Greenleaf– KEYNOTE
Creating & Changing Mindsets: Developing Responsible Long-term Behaviors & RelationshipsFocusing upon the behavior of a student seldom prevents repeat
occurrences. We may subdue behavior, but our experience is that the behavior always returns/repeats. Focusing on themind’s internal movies does impact behaviors and attitudes.People learn, act out, disrupt, etc. as a result of the internalmovies playing continuously in the mind. These movies gen-erate behaviors. Teachers encounter them daily. Changingbehaviors (attitudes/choices), long term, through theLIVE "Movies of the Mind" can be done. Creating "Can-Do" atti-tudes is a process we can influence!
10:15-11:15 a.m.
Toxic Stress on Brain Development– Jessica Schulte Pathways: Child Growth & Development
Come explore the concept of toxic stress on young children's brain development. Learn about the behavioral and cognitive effects and explore the concept of resiliency in child outcomes.
11:30-12:30 p.m.
Learn the Signs: Lisa Sanderson, SD Parent ConnectionPathways: Child Growth & Development
The CDC’s Learn the Signs. Act Early resources are free, high quality, easy to understand, and support the important work of professionals and parents to monitor child development from birth through age 5, celebrat-ing milestones and supporting early identification and intervention when delays are noted. Learn how these resources may be utilized and adapted to support your work in engaging families in their child's devel-opment.
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LIVE Schedule– Saturday1:00-2:00 p.m.
Reading for Resilience—helping youth understand!- Audrey Rider,SDSU Extension Pathways: Communication & Relationships
This workshop will give families and educators activities to support chil-dren in understanding their feelings after experiencing disaster, stress, loss, and/or grief. Using books and activities will help children better understand their experiences and improve their coping skills. Partici-pants will leave with books and lessons to take back.
2:15-3:15 p.m.
Building Better Brains: Nancy Schlichenmayer– Early ChildhoodSpecialist Pathways: Child Growth & Development
Participants will learn about early brain development and gain skills for supporting positive growth, utilizing the Brain Architecture Game
3:30-4:30 p.m.
Connecting the Dots: Exploring Loose Parts-Jodi Butzer, KarenRieck– Early Childhood Educators and Trainers Pathways:Learning Environments
Exploring loose parts invites imagination and curiosity in play for a very natural state of learning. Learning environments that incorporate loose parts will allow for open-ended play and sets up a healthy sense of ex-ploration, problem solving, and critical thinking in an early learner. Gain knowledge of loose parts, where to find them, and how to introduce them into your environment in a way that is developmentally appropriate from toddler to preschool ages.
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The 4 Pillars.. Frank KrosKey Take Aways…….
1. The Three-Legged Stool of Emo-tional Development: Attachment,
–WORKBOO
Bonding and Attunement
2. How screen time saws-off thestool legs
3. Stimulating a brilliant brain re-
LIVE quires a conversation, a book andyour face.
4. Habit formation happens in thebrain through myelination.
5. How to become a “MyelinationExpert” and build powerful habits inyoung children.
6. Where and when to worry andwhen to relax.
Reflect & Connect….
1. What is attunement and why is it so crucial for healthy brain development?
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2. What are the specific negative impacts of screen time on the brains of young children?
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3. What is the best toy ever designed for cultivating a healthy brain?
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4. How do habits form in young children?__________________________________________
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5. What should be your primary focus when evaluating a child’s development?
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Mind, Brain, & EducationKey Take Aways…….
1.Neuroplasticity--the brain is always changing and adults can help children re-wire their brains according to every day experiences.
WORKBOOK
2. Children need to exercise both sides of theirbrains so the left domain and right domain“talk” to each other.
3. Although they may have a preferred learningmodality, children need practice with all learn-
– ing modalities.ate to task, and acted uponLIVE
4. Feedback needs to be immediate, appropri-
5. Children have limited working memory.Adults need to know the effective strategies forteaching to limited space.
6. Appropriate play is essential for effectivelearning.7. Early Literacy Skills are important for contin-ued learning.
https://sdecc.padlet.org/sdecec2020/1f0rpuawxeggy1pb
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Reflect & Connect….
1. What should you remember about neuroplasticity as you develop learning for chil-dren?
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2. What are some ways you can help to re-wire the brain as you spend time with chil-dren?
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3. How can everyday activities contribute to the learning in various modalities and creating unity with both sides of the brain?
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4. What is your go-to feedback?__________________________________________
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5. What does early literacy look like for the children you work with?
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Ignite Your S.H.I.N.E.Key Take Aways…….
______________________________________
S.elf
–WORKBOOK
-Focus on the importance ofstrengths, gifts, skills, and talentsI.nsp ir e
H.eart-Passion is key to motivation
and learning
LIVE -Finding inspiration for self andothersN.avigate
-Putting the S, H, and I into ac-tionE.xceptional
-Becoming the exceptional per-son you (and students) were meantto be.https://sdecc.padlet.org/sdecec2020/3grl23zx79cnixlf
Reflect & Connect….
What are some of your strengths, gifts, skills & talents?__________________________________________
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__________________________________________How does passion play a role in what you do particularly when things shift and change?
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__________________________________________Inspiration comes in many forms. What keeps you inspired?
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As you navigate through the daily to-do’s that pileup, what are your non-negotiables?__________________________________________
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__________________________________________Understanding the difference between arrogance and confidence, what is your “Lion of Greatness” when it comes to teaching?
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Dramatic Play– reducing StressKey Take Aways…….
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–WORKBOOK
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https://sdecc.padlet.org/sdecec2020/f9jdmernjs23ae0r
Reflect & Connect….
In what ways did this workshop greatly affect the way I am going to teach in the future?_______________________________________
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What are you most excited to try with your students?_______________________________________
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How Moving Bodies Learn to WriteKey Take Aways…….
1. Wiggly children are curious children
2. Learning happens one task at a
–WORKBOOK
time
3, Movement teaches the language ofwriting
LIVE 4. Source: A Moving Child is a Learn-ing ChildBy: Gill Connell_____________________________________
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Reflect & Connect….
How will you be more patient with children who need to move while you are teaching?_____________________________________________________________________
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How will you add more intentional language while moving in the classroom?__________________________________________
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What have you left with today knowing you can start when you get back to the class-room?_________________________________________
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Pathway to National Board Certification
Key Take Aways…….
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–WORKBOOK
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_______________________________________LIVE _______________________________________
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___https://sdecc.padlet.org/sdecec2020/asaeo29iktrfd06g
Reflect & Connect….
1. Describe the group you teach based on information you have collected from multi-ple sources and explain how it was collected. What sources could you use?_______________________________________
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2. What path(s) do you see your professional development taking?_______________________________________
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PreK Children’s Development of SelfRegulation through executive FunctionsKey Take Aways…….
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WORKBOOK
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_____________________________________–LIVE _____________________________________
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Reflect & Connect….
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__________________________________________
__________________________________________
__________________________________________
36
TIPS-Trauma Informed PracticesKey Take Aways…….
1. Experiences in life affect the architecture of thebrain and behavior
2. Children who experience trauma need extra–WORKBOOK
support to respond to situations
3. Building relationships with young children iskey to helping them overcome trauma and learneffective coping skills_____________________________________
_____________________________________LIVE _____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
https://sdecc.padlet.org/sdecec2020/h5993lw9pws0gvbs
Reflect & Connect….
Think of the children you work with. Can you guess what sorts of adversities they have maybe encountered so far in life?______________________________________
______________________________________
How are behaviors you see in young children a fight, flight, or freeze response?______________________________________
______________________________________
______________________________________
Think about what makes you know that people care about you?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
What are things you can do to build relationships with the young children you work with?______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
37 38
An Inquiry Into the BrainKey Take Aways…….
The Making of Meaning
The intersections of Education & Neuroscience Re-search
WORKBOOK Good students vs.
good learners Task completion vs.
active processing
–
LIVE Hands on vs Minds on
S/he who Works and Thinks... Learns
Student Generated Learning
The Power of Internal Imagery and Memory/Recall
https://sdecc.padlet.org/sdecec2020/7lg8asfw1o853brl
39
Reflect & Connect….
How is memory formed in the brain?______________________________________
______________________________________
______________________________________
______________________________________
What is the instructional difference between efforts to cause active processing vs. task completion?______________________________________
______________________________________
______________________________________
______________________________________
How might one take note of the extent to which chosen strategies actually impact processing in the child’s brain?_____________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
40
Sensory in the Learning Environment
Key Take Aways…….
1. What is Sensory Play?
–WORKBOOK
2. Understand the importance ofSensory Play
3. What is Guided Discovery?
LIVE 4. How to incorporate SensoryPlay in your environment
5. How to respond to sensory pro-cessing challenges within a child
https://sdecc.padlet.org/SDECEC2020/p5iamhc04zim717h
Reflect & Connect….
How do you introduce materials that are foreign to a toddler, preschooler or even a school aged child?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
What are some different examples of the two types of behaviors a child displays?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
How are you being purposeful, relatable, and meaningful with sensory play?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
41 42
STEM in the ClassroomKey Take Aways…….
STEM• Science
LIVE–WORKBOOK
• Technology
• Engineering
• Math
Making STEM Engaging
Build Language and Literacy Skills____________________________________
____________________________________
____________________________________
____________________________________
https://sdecc.padlet.org/ SDECEC2020/4lubuxaw51h1qofc
43
Reflect & Connect….
What's your feeling of STEM?_________________________________________
__________________________________________
__________________________________________
What STEM activities can you do with a container of LEGO blocks?_________________________________________
__________________________________________
__________________________________________
What do you already have in your environment that you could encourage discoveries with STEM?__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
44
Creating & Changing MindsetsKey Take Aways…….
1. Focus on processes impactingmindsets (behaviors) of learnersWorkbook
2. Explore several strategies foraccomplishing long range changesin student behaviors via choices
LIVE 3. Be involved with how the strate-gies affect them personally
4. Learn ways to foster individual,classroom and even school wide changehttps://sdecc.padlet.org/SDECEC2020/8s6glc619bwpiz1t
Reflect & Connect….
What is the difference between the good intentions of adults and the movies that may reside in a child’s mind_________________________________________
__________________________________________
__________________________________________
What ways might work best for me to consider in working with challenges in my setting__________________________________________
__________________________________________
How can I impact movies so as to generate long-term shifts in choices of attitude, disposition and behavior?__________________________________________
__________________________________________
__________________________________________
Who can you enlist to work with you to establish this ritu-al?_________________________________________
__________________________________________
__________________________________________
What is realistic to expect to see in the first 21 days of un-dertaking a ritual?_________________________________________
__________________________________________
__________________________________________
__________________________________________
45 46
Toxic Stress on Brain Development
Key Take Aways…….
Remember that even a single con-sistent, caring adult in a child’s life can make all the difference.
Workbook • Normal Stress vs. ToxicStress, prolonged exposure andability to overcome the stressorLIVE
is the key difference•
• Child are resilient and able to overcome even the most horrific of stressors
•
• Trauma Informed classrooms are essential for children living with toxic stress.https://sdecc.padlet.org/SDECEC2020/owx5z6dvtda45tsy
Reflect & Connect….
Reflect on the ‘serve and return’ interactions you have with students in your class-room. Could you have more of these with students? How could this look in your class-room?_________________________________________
__________________________________________
Think about the dynamics of children you serve, where do the majority of their stress levels lie, normal, tolerable, or toxic? How does this affect their ability to concentrate in the classroom?__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Does your classroom model a Trauma Informed space? What are one or two ‘tweaks’ you could make to your space to assist students living with trauma?__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
47 48
Learn the Signs..Key Take Aways…….Develop disabilities are common, yet commonly over-looked. CDC’s Learn the Signs. Act Early. initiative pro-vides free, high quality resources to:
Engage families and early childhood staff in monitor-ing milestones to improve developmental monitoring and screening with children from 2 mos to 5 years old.
Workbook Support referral of infants, toddlers and preschool-
ers to early intervention services for improved devel-opmental outcomes.
Act Early resources include:LIVE • Watch Me training
• Milestone Tracker App
• Milestone Moments booklets
• Milestone Checklists
• Milestone Books
• Parent Tip Sheets
• Primers (briefs) and Tip Sheets for Professionals • Milestones in Action Video Library
• Videos, social media messages and web buttons
South Dakota’s Act Early Ambassador is available to support you to make the most of Act Early resources. lsander- [email protected]
1-800-640-4553https://sdecc.padlet.org/SDECEC2020/idep3mjcj6hwzeo6
Reflect & Connect….
What Act Early resources may your program be using currently, and how are they beingused?_______________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Are you personally using any of the Act Early resources? If so, which ones?__________________________________________
__________________________________________
__________________________________________
__________________________________________
How likely are you to use the Act Early resources following today’s session?Not at all likely Somewhat likely Very likely_________________________________________
__________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
49 50
Reading for ResilienceKey Take Aways…….
Reflect & Connect….
What do you think resilience means?__________________________________________
__________________________________________
Workbook LIVE
• Helping children understand their emotions and managing them
• Resilience is helping children adapt and recover-explore ways to teach and support children
• Becoming a good listener
• Activities to support resilience and emotional wellness
__________________________________________
What signs of resilience or stress-related behaviors are you seeing in your center or own home with your children?__________________________________________
__________________________________________
__________________________________________
__________________________________________
What strategies or activities do you plan to take home and utilize in the next 2 weeks?__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
https://sdecc.padlet.org/ SDECEC2020/rp4dbqv7eq2ahb7i
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
51 52
Building Better BrainsKey Take Aways…….
Learn about brain development in infants and young children■Explore the importance of
Workbook nursery rhymes in building bet-
ter brains
■Gain skills for supporting pos-LIVE itive growth in infants and
young children
■Explore the role that quality early childhood environments have to support early brain de-velopmenthttps://sdecc.padlet.org/SDECEC2020/nh6qeixaqxdlw0hb
Reflect & Connect….
Why are Nursery Rhymes Important for Building Better Brains?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
What are Some Everyday Activities that Fuel Brain Development?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
What Are Factors Impacting Brain Development?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
53 54
Connecting the Dots..Key Take Aways…….
• What are Loose Parts?
• How Loose Parts supports curriculum: -MathW
orkbook
-Science-LiteracyLIVE -Art-Music
• Examples of Loose Parts
https://sdecc.padlet.org/SDECEC2020/iy66sm8o1m786tgz
55
Reflect & Connect….
What objects do you think will support Math within these concepts
_________________________________________
Where is this happening in your current environment?
__________________________________________
Can you give us an example of how you have seen the connection between play and real life situations?
__________________________________________
__________________________________________
What material do you already have in your environment that children could use for art?
_________________________________________
__________________________________________How will you adapt what you're currently doing to further support the executive functioning process?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
___________________________________________
__________________________________________
__________________________________________
__________________________________________
56
Pre Recorded Keynote PresentationsThe Resilience Code: Your Checklist for Promoting Ex-traordinary Mental and Behavioral Health -Frank Kros Pathways: Child Growth & Development
This session will share the practical steps adults can take to assure healthy development of mental and behavioral health in young children. Resilience is the antidote to adversity in child-hood. Helping children build resilience is made easy with this 5-step template known as the Resilience Code. You can use the Resilience Code to evaluate a child’s resiliency needs and to make a practical plan for building resilience each day. Resili-ence may be the best gift an adult can give a child—learn how to “do resilience” with the Resilience Code.
Thinking Starts Early: Learn to Serve and Return!-Frank KrosPathways: Interpersonal Communication & Relationships
Good thinking skills come from the way adults interact with and talk to young children. How adults engage with children and what adults say and how they say it in these interactions power-fully
shapes how children think and feel. In this session, partici-pants will learn the “Serve and Return” method for engaging
with children including what to say and how to say it to develop the
Engage Me, Please! Using Brain-Powered Learning for Foundational Support– LaVonna RothPathways: Child Growth & Development
Our little ones are full of energy and rearing to go! Their brains are firing like crazy and you are the one to help make the magic of learning hap-pen. In this session we will dig into the connections and wiring of the brain and keys to memory retention. This will be done through strategies to help support you and your work with our younger students. Bring your energy because this is no sit-and-get!
Pre- Recorded Keynotes
Pre Recorded Keynote Presentations
Mindsets Become Beliefs- Is Yours Trash or Treasure? LaVonnaRoth Pathways: Professionalism
Mindsets are meaningless, right? Wrong. The beauty of this is we have so much power to change it! Get ready to learn through interaction and exploration as we discover ways you can help ensure you , your col-leagues and students have the right words, thoughts and actions. The right mindset to skyrocket in achievement!
Helping Preschool Children Develop Self-Regulation Executive Ca-pacities to Improve Behavior– George McCloskey, PhD Pathways: Guidance & Behavior Management
This session will discuss strategies that can be used by teachers and aides to help chil-dren improve their self-regulation of behavior. At the end of this presentation, caregivers will be able to: Define executive functions and executive skills and explain their roles in the self-regulation of behavior of children aged 2 to 6.; Recognize specific behaviors of chil-dren aged 2 to 6 that are indicative of executive skill and executive
function difficulties that impact the self-regulation of behavior;:Apply appropriate instructional strategies to help children aged 2 to 6 improve their self-regulation of behavior;: Access sources of infor-mation about how to foster the growth of the executive functions and executive skills of children aged 2 to 6 to improve their self-regulation of behavior.
Helping Preschool Children Develop Self-Regulation Executive Capacities to Improve Pre-Academic Skills- George McCloskey, Ph.D.
Pathways: Age Appropriate Planning
This session will discuss strategies that can be used by teachers and aides to help children im-prove their self-regulation of pre-academic skill learning and production. At the end of this presen-tation, participants will be able to: Define executive functions and executive skills and explain their roles in the pre-academic skill learning and production of children aged 2 to 6: Recognize specific behaviors that are indicative of specific executive skill and executive function difficulties that negatively impact pre-academic skill learning and production of children aged 2 to 6: Apply appro-priate instructional strategies to help children aged 2 to 6 improve their self-regulation of pre-academic skill learning and production: Access sources of information about how to foster the growth of the executive functions and executive skills of children aged 2 to 6 to improve pre-academic skill learning and production.
57 58
Pre Recorded Presentations
That Crazy English Language- Susanne Brokmeier,SDSU Lecturer Pathways: Age AppropriatePlanning
Why does the word "give" end with the letter "e"? Why is"come" spelled with an "o" instead of a "u"? Come explore
Re co rd spelling rules you were never taught for a deeper insight andricher appreciation of the English language. See how buildingyour understanding of spelling and how words work will bene-fit young readers!
Creating Trauma-Informed Caregiving Environments: Neu-
Pre- robiology, ACEs, and Strategies for Early Childhood Care-
givers– Stacy Born, Asst Professor, SDSUPathways: Child Abuse & Neglect
Toxic stress can have significant impacts on early brain devel-opment. Learn some of the basics of how toxic stress impactsbrain development, the foundational ACEs study that began toinform this knowledge, and trauma-informed strategies to carefor our youngest community members impacted by early ad-versity.
Wee All Engineers– Amanda GloverPathways: Child Growth & Development
Anyone, even the youngest learners, can think like an engi-neer. Hands-on engineering challenges and empowers young children to see themselves as problem solvers. They learn that there’s more than one way to solve a problem, and that it’s OK to fail and try again. While engaging in a well-designed engineering challenge, children practice social, motor, physi-cal, cognitive, and language skills. Join us for this hands-on and engaging engineering session!
Pre Recorded Presentations
No-one Said it was Easy" -Jennifer Sammons, Reading Special-ist, SFSD Pathways: Child Growth & Development
Talked To, Read To, Listened To The impact of a child being talked to, read to and listened to before they step in the kindergarten doors can greatly impact a child’s progression in literacy and reading devel-opment. All readers must begin at the pre-alphabetic stage. When a child is talked to they learn how to engage in appropriate conversation. Children’s oral language skills serve as the foundation for both aspects of reading ability-word reading and language comprehension. When a child is being read to, they begin to make a connection between visual cues with spoken language. When a child is listened to, it helps a child build a bond, develop trust, as well as build a child’s confidence. Why does it matter? A child’s learning trajectory can be affected if these components are not present in their early years. Each of these childhood experiences have an impact in different parts of the brain. During our session, participants will be empowered to recognize when these important skills can happen, ideas on what to do if it has not.
Play is Powerful! Kami Bartels, Family Resource Network Pathways: Child Growth & Development
Did you know you have a powerful tool in your toolbox that helps chil-dren learn in every developmental domain! Children of all abilities uti-lize play in order to learn new skills. We’ll discuss how to promote play, the importance of play, and how to encourage and incorporate learning in everyday play activities. You will receive key take-aways to imple-ment right away!
59 60
Pre Recorded Presentations
Breathworks and Mindfulness for Children and Families—Heidi MarlinghausSELSolutions -Co-FounderPathways: Interpersonal Communication & relations
In this session you will learn about the benefits of bothbreathwork and Mindfulness practices, as well as, the
Stacy Born, SDSU As st. Prof essor, Hol ly Kel ly, As hley
differences between the two practices. You will comeaway with many practices you can use with young chil-dren
Play, Sing, Touch! Regulating & Joining Through Rituals–
Pre- Bechen
Pathways: Guidance & Behavior Management
Children thrive on predictability and meaningful connection withtheir caregivers. Join us for an overview of the innovative waysyou can utilize song, play, and caring touch to enhance yourcaregiving relationship with children. Additionally, these strate-gies will be applied to assisting children with transitions in theirdaily routines. An overview of attachment and regulation will bediscussed to provide the brain-based foundation for the meaning-
fulness of these activities. Come ready to play!
SDPB Early Learning Initiative– Kevin Nelsen, SDPB Early Learn-ing Initiative ConsultantPathways: Learning Environments
SDPB Early Learning Initiative is built around aligning the vast resources of PBS chil-dren's programming with the South Dakota Early Learning Guidelines for use in multi-ple early childhood settings such as preschools, daycares and at home. This presenta-tion will focus on the structure of the ELI and how it can be implemented in various settings with young children.
Pre Recorded Presentations
What Does it Mean to be Reggio-Inspired? Kay Cutler, Professor, Early Childhood Education, Director of the Fishback Center forECE Pathways: Learning Envrionments
The Reggio Emilia approach has been a part of Early Childhood Education field now 25 years. Yet, what do we really know about it? The audience will explore foundational Reggio-Inspired elements, the history of them, and how Reggio-Inspired elements can be used in our contexts. Participants will take away a plan for studying their own practic-es and context.
Early Learner SD Movement– Kayla Klein, Black Hills Reads Director– United Way of the Black Hills, Early learner stakeholder and advo-cate; Jess Gromer Pathways: Professionalism
Early Learner South Dakota is a community-driven, grass roots effort,lead by SDAEYC, bringing awareness and support to the importance of how access to a variety of early learning environments impacts our community’s future.
New to the Profession? Five Ways to Make the Most of your Early Career in Early Childhood– Sherrie Bosse , USD Senior Lecturer & Kay Cutler,Ph.D. Professor Pathways: Professionalism
This session is designed to provide practical tips and resources for those who are about to enter the early childhood field or those who are in their first five years of employment. Topics include: Building a Professional Network, Avoiding Burn-Out, Seeking Leadership Opportunities, Advocating for the Profession and Advocating for childrne and Families. Participants will leave the session with an action plan to make the most out to their early childhood career.
COVID-19 Impact on NAEYC Accreditation and Child Care Programs- April Kimble, Rashi Sharma, Lucy Recio, Aaron Merchen; NAEYC Relationship ImplementationSpecialist s Pathways: Program Health & Safety
In this recorded webinar, NAEYC Early Learning Program Accreditation staff will discuss how this global pandemic has affected child care programs. They will also provide updates on the impact of COVID-19 on programs in their accreditation journey
61 62
The Resilience Code
Key Take Aways…….
1. Resilience is the brain’s ability to adapt to stress/adversity.
R e
2. Stress is harmful if you cannot relieveit.
3. Children are more vulnerable than
Pr eadults to the impact of stress and suffermore from negative effects because they
Work
book
–often cannot relieve their stress.cal model for building resilience and re-4. Children need adults in order to effec-tively manage stress and build resilience.
5. The Resilience Code provides a practi-
lieving stress.
6. You can create a “Resilience Plan”with an easy-to-use rubric.
Reflect & Connect….Is all stress bad for kids? For adults?____________________________________
____________________________________
____________________________________
Why are young children so much more vulnerable to the negative impacts of stress?
____________________________________
____________________________________
What is resilience?____________________________________
____________________________________
How do the 5 requirements of the Resilience Code help children manage stress?____________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
63 64
Thinking Starts Early: Learn to Serve and Return!
Key Take Aways…….
Adults can take very specific actions to build thinking skills--starting at birth.
Rec
ord ed
Active engagement with adults is aprimary tool for nourishing a greatbrain.
Pre Passive experiences slow and may
even delay cognitive growth. They can
Workb
ook–
also stunt emotional growth.
Mirror neurons play a big role in thedevelopment of a child’s thinking, feel-ing and behavior.
The “Serve and Return” model devel-oped at Harvard University provides a
fun, easy-to-use process through which any adult can actively engage with young children to stimulate healthy, robust think-ing skills
65
Reflect & Connect….
How do thinking skills in infants and toddlers develop?____________________________________
____________________________________
____________________________________
What is the role of adults in building good thinking skills in very young children?____________________________________
What do songbirds and conversation have to do with nourishing a great brain?____________________________________
What is the developmental impact of active versus pas-sive engagement by adults with young children?________________________________________
________________________________________
________________________________________
Are infants and toddlers really sponges?________________________________________
________________________________________
Why do screens suck?________________________________________
________________________________________
________________________________________
What is a research-backed, simple-to-use model for ac-tively engaging with young children that any adult can use?________________________________________
66
Engage Me Please!
Key Take Aways…….
______________________________________
______________________________________Re cor
de
______________________________________
______________________________________
______________________________________
______________________________________
Pre ______________________________________
______________________________________
Workb
ook
– ______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
_____________________________________
Reflect & Connect….
__________________________________________
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67 68
Mindsets Become Beliefs- Is Yours Trash or Treasure
Key Take Aways…….______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Pre ______________________________________
______________________________________
Wor
kboo
k– ______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
_____________________________________
Reflect & Connect….
__________________________________________
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69 70
Helping Preschool Children Develop Self-RegulationExecutive Capacities to Improve Behavior–
Key Take Aways…….______________________________________
Reco
rded
______________________________________
______________________________________
______________________________________
______________________________________
Pre ______________________________________
______________________________________
Workb
ook
– ______________________________________
______________________________________
______________________________________
______________________________________
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71
Reflect & Connect….
__________________________________________
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72
Helping Preschool Children Develop Self-Regulation Executive Capacities to Improve Pre-Academic Skills
Key Take Aways…….______________________________________
Reco
rde
d ______________________________________
______________________________________
______________________________________
______________________________________
Pre ______________________________________
______________________________________
Workb
ook
– ______________________________________
______________________________________
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73
Reflect & Connect….
__________________________________________
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__________________________________________
___________________________________________
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74
That Crazy English Language
Key Take Aways…….
The English language is complex, but
looking at conventions and historical
Reco
rdedcontext brings logic to light.
____________________________________
_____________________________________
_____________________________________
Pre _____________________________________
_____________________________________
Workb
ook– _____________________________________
____________________________________
____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Reflect & Connect….
What is the purpose of spelling?____________________________________
______________________________________
______________________________________
______________________________________
What is your mindset with regards to spelling?______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
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75 76
Creating Trauma Informed Caregiving Environment
Key Take Aways…….
Reflect & Connect….
_____________________________________
Reco
rded
_____________________________________
_____________________________________
_____________________________________
____________________________________
Pre _____________________________________
_____________________________________
Workb
ook
– _____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Reflect & Connect….
What is trauma?_________________________________________
__________________________________________
How does trauma impact development?__________________________________________
__________________________________________
__________________________________________
__________________________________________
What can I do in my caregiving environment to support children and families impacted by trauma?__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
77 78
Wee All Engineers
Key Take Aways…….
Engineering is a form of problem-solving that is appropriate and
Reco
rded
engaging for young learners tofoster the Habits of Mind.
Engineering challenges for young
Pre learners should be goal-oriented,
open-ended and relevant.
Workb
ook–
The role of the educator in STEMlearning is a facilitator, guidingconversations and discoveriesthrough exploration.
Reflect & Connect….
Which Habits of Mind do I exemplify and which Habits of Mind can I work to foster?__________________________________________
__________________________________________
__________________________________________
__________________________________________
Which components of the Design Parameters reviewed can I utilize to improve my STEM instruction?________________________________________________________________________________
__________________________________________
__________________________________________
How can I, as an educator, provide scaffolds while allowing students to discover learning concepts through explora-tion?__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
79 80
No One said Learning Was Easy!
Key Take Aways…….
What is the impact -• when a child is talked
Reco
rded
to?
• when a child read to?
Pre
• when a child listened
Workb
ook
–
to?
• when a child explores?
81
Reflect & Connect….
What is the importance of a two-sided conversation?_____________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
______________________________________
_______________________________________
_______________________________________
_______________________________________
When reflecting on the benefits from listening, Who should be listening?The child, Parent, Teacher? Why?
______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
______________________________________
_______________________________________
82
Play is Powerful!
Key Take Aways…….
What is play?
Why is play important to chil-Reco
rde
d
dren’s growth and develop-ment?
Pre ______________________________________
______________________________________
Wor
kboo
k–
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
_____________________________________
____________________________________
____________________________________
_____________________________________
Reflect & Connect….
What is your view of play in an early childhood classroom?__________________________________________
__________________________________________
__________________________________________
__________________________________________
Do you value play?
________________________________________________________________________________
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On a scale from one to ten, how would you rate the value of play in your classroom? 1 being you don’t give play much thought ;10 play is a very important part of the day__________________________________________
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Play, Sing, Touch!
Key Take Aways…….
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Recor
ded
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ook
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Reflect & Connect….
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SDPB Early Learner Initiative
Key Take Aways…….
Viewers will have an overview of theSDPB Early Learner Initiative and pro-
PreRe
corde
d vide directions on how to access thelinks between the resources of PBSKids and PBS Learning Media and theSouth Dakota Early Learning Guide-lines
Workb
ook
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Reflect & Connect….
How can I use the SDPB resources and the Early Learning Guidelines as the basis for early learning curriculum or as a supplemental resource?_________________________________________
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What does it mean to be Reggio-Inspired?
Key Take Aways…….
Participants will have an over-
Reco
rded view of the Reggio Emilia Ap-
proach and the principles andpractices involved in it. Activi-ties throughout the presenta-tion will help the principles
Pre come alive to the participants.
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kbo
ok–
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Breathworks & Mindfulness for Children& Families
Key Take Aways…….Benefits of Breathwork and Mindfulness Practices1R e
23456789
Pr eFun Ways to Practice Breathworks with KIds12
Work
book
– 345
Definition of Mindfulness:
Types of Mindfulness Practices123456
Resources
Notes
Reflect & Connect….
What stood out the most for you or any "aha" moments?__________________________________________
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What will you commit to trying for your own practices?__________________________________________
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What will you commit to trying with children?__________________________________________
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91 92
Early Learner SD Movement
Key Take Aways…….
Participants will leave with the un-
Rec
ord ed derstanding of the early learnermovement and how it relates tothe state and local level. They willleave with knowledge of what isavailable and offered to them ascommunities and be invited to join
Pre the movement
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kbo
ok–
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93 94
New to the Profession?
Key Take Aways…….
This presentation outlines five steps
PreRe
corde
d for individuals who are new to theprofession and want to create an ac-tion plan to consider how to best be-come involved in the profession.
Workb
ook
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COVID-19 Impact
Key Take Aways…….
By the end of this webinar, participantswill be informed of the options for small
Pre Rec
orde
d businesses as it relates to COVID-19.Participants will also understand the mostrecent updates relating to NAEYC EarlyLearning Program Accreditation.
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kboo
k–
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Reflect & Connect….
How has your program been feeling during these trying times? What words come to mind?
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98