Westmoreland

County

Community

College

Early Childhood

Education Program

Beth Hoden

Office Phone: 724-925-4013

Email: hodenb@wccc.edu

Nancy Rustic

Office Phone: 724-925-4035

Email: rustic@wccc.edu

Vicki Hricik

Office Phone: 724-925-4013

Email: hricikv@my.wccc.edu

Evening of Books

Planning Begins

1

FREE Lunch & Learn

Seminar 2

PA One Book—

Professional Development 3

“Play With Loose Parts”

ECE Workshop 4

Upcoming Events 5

Help End Hunger

Prof. Dev. Opportunities 6, 7

Research News Article Early Intervention Conference

8,11

Inside this issue:

“Evening of Books” Community Event

Planning Ready to Begin

WCCC Early Childhood Education

(PreK-4) Program Newsletter

Got ECE News?

Email Vicki at hricikv@my.wccc.edu Volume 4, Edition 8

February 13, 2012

The WCCC Early Childhood Education (PreK-4) Pro-

gram will sponsor the annual “Evening of Books” commu-

nity event on Friday, April 20, 2012. The feature book se-

lected by Pennsylvania’s One Book, Every Child is Stop

Snoring Bernard! written and illustrated by Zachariah

OHora. Published in 2011, this engaging book follows the

loveable sea otter, Bernard, as he tries to find a place in the

zoo where his loud snoring won’t disturb the other animals.

Stop Snoring Bernard! Encourages young readers to ap-

preciate what makes each of us different.

Early Childhood Education (PreK-4) students are

needed to be involved in planning and to take on leadership

roles. This is a great volunteer

opportunity to be included in

ECE (PreK-4) portfolios. A sign-

up sheet is posted on the bulletin

board outside Room 870.

See professional development

opportunity concerning this

event on page 3.

Volume 4, Edition 8 Page 2

Free Lunch & Learn Seminar Offered February 24

You are invited to a Free Lunch & Learn Seminar hosted by Teaching Strategies, Inc., pub-

lishers of the Creative Curriculum System for Preschool and GOLD Online, newly approved by

OCDEL.

Although this Lunch & Learn Seminar is free, seating is limited to 75 attendees. You are to

select one of two sessions that are offered.

Lunch & Learn Seminar

Friday, February 24, 2012

Session One:

10:30-11;15 am GOLD Online Presentation

11:15-11:30 am Coffee Break

11;30-12:15 pm Creative Curriculum System Presentation

12:15-1:00 pm Lunch and Door Prize Raffle

Session Two:

1:00-1:45 pm Gold Online Presentation

1:45-2:00 pm Break

2:00-2:45 pm Creative Curriculum System Presentation

Seminar will be held at the

Courtyard Pittsburgh Monroeville

3962 William Penn Highway

Monroeville, PA 15146

Please kindly RSVP by Tuesday, February 14 to Kelsey Taylor at

kelsey.t@teachingstrategies.com with which session (one or two) you will be attending.

To learn more about either Creative Curriculum or GOLD Online, please visit: www.teachingstartegies.com or

for more information contact:

Chris Andrews Andrews Associates LLP www.tools2read.com Tel: 412-749-9946 Cell: 412-337-5473 christopher@tools2read.com

Deadline to Register

is February 14

Page 3 WCCC Early Childhood Education

Professional Development Opportunity

for PA One Book, Every Young Child 2012 The Pennsylvania One Book, Every Young Child program promotes literacy. This workshop will

provide practitioners and ECE (PreK-4) students with lesson plans, book lists, songs, and finger plays for this

year’s book, Stop Snoring Bernard! You will also have the opportunity to win a copy of the book. (**This work-

shop will be different from last year’s PA One Book, Every Child workshop, because all of the activities will be

centered around a different book.)

Where: Carnegie Library of Pittsburgh—Main

4400 Forbes Ave., 15213 (Classroom A)

When: 10:00 a.m.—12:00 p.m.

Saturday, March 24, 2012

Registration Fee: No Cost to WCCC ECE (PreK-4) Students

Deadline to Register: Friday, March 16, 2012

2 DPW Training Hours will be awarded for attending!

Pre-registration is required. Only online registration is accepted.

To register, visit www.pakeys.org.

If you have questions or concerns, please contact Vicki Hricik at 724-925-4013

**Please note that PAEYC's Professional Development Policies align with the policies put forth by the Southwest Regional Key.

REGISTRATION PAYMENTS- Please indicate the names of the people and the professional development opportunities you are paying for

when mailing your payment. Payments that have no indication will be returned to sender, and will not be credited as paid for the professional

development opportunity. Payment received in the PAEYC office after the registration deadline is considered late. Therefore there is no

guarantee that the participant will receive a certificate of attendance at the professional development opportunity. Participants may pay at

the professional development opportunity with a check, money order or cash.

WALK-INS- PAEYC strongly discourages walk-ins. Walk-ins are not guaranteed a place in the class. The instructor may allow walk-ins

based on class size and availability of handouts, or has the authority to turn a walk-in away. If a walk-in is accepted at the professional

development opportunity she/he will be assessed an additional fee of $10.00.

SIGNING IN- Participants MUST sign-in on time, or within a 15 minute time limit, and remain for the entire scheduled event. If the par-

ticipant takes extended breaks or leaves early she/he will not receive their certificate. Additionally, if a participant arrives 15 minutes

after the start of the class, she/he is welcome to attend, but will not receive a certificate for the class.

Volume 4, Edition 8 Page 4

let your imaginations run wild!

Saturday, March 17, 2012

is a day to come and PLAY!

Penn State Extension Better Kid Care

presents

“Play with Loose Parts”

Dr. Ernie Dettore and Linda Erlich

Have you ever heard of the theory of loose parts? The theory of loose parts has begun to influence

child-play experts and “playscape” designers in a big way. In a preschool, loose parts are materi-

als with multiple uses. They are materials with no specific set of directions that can be used alone

or combined with other materials. Loose parts encourage creativity, imagination, and open-ended

learning. As children play; stories surface.

Come join the fun, play with materials, and experience how language opportunities abound.

Location: Donohoe Center 214 Donohoe Rd, Greensburg PA

Time: 9:00 am – 12:00 pm

Cost: Ask for $5 Student Discount!

DPW Training hours will be awarded

For more information and to register, please contact:

Patty Graff

Better Kid Care Coordinator

724 837 1402

pag18@psu.edu

Page 5 WCCC Early Childhood Education

Second Annual PAEYC Student Membership Dinner

to be held at Seton Hill University

Seton Hill University will be host to the Second Annual PAEYC Student Membership

Dinner on Wednesday, April 25, 2012. The event was such a success last year, Dr. Kathy

Harris, ECE Program Director at Seton Hill University graciously extended an invitation to all

for 2012.

The First PAEYC Student Membership Dinner was held at Westmoreland County

Community College. Over 80 ECE (PreK-4) students and faculty members from WCCC, Seton

Hill University, Saint Vincent University, and Carlow University including PAEYC representa-

tives . This gathering helps to provide a student network for future collaboration and stress-

es professionalism and advocacy.

Please register as soon as possible so we can provide the number to attend to Dr.

Harris.

PAEYC Annual Dinner Celebration

The PAEYC Annual Dinner Celebration is just a few months away.

Save the date and join child care professionals in honoring the many

contributions made to early childhood education.

When: Thursday, April 19, 2012 from 5:30-8:00 PM

Where: Rodef Shalom Temple in Shadyside

More details to follow in upcoming weeks!

Check bulletin board near room 870 to sign-up for events.

In the Fall of 2010, The Way, a local Christian church, launched the

services of a soup kitchen in the Mozart House at 340 Main St. in

downtown Latrobe, PA. The scope of this initiative is to provide our

friends and neighbors with enough regular food assistance to send

every needy person in the city to bed with a full stomach. Working to-

ward this goal, The Way and its partners are currently working hard

to acquire and incorporate the volunteer manpower, food product, and

financial assistance needed to open this soup kitchen 7 days a week,

year-round to serve one hot meal per day. This group has the belief

and confidence that together with the people of Latrobe they can end

hunger in this city.

Join the team who gives of their time to serve the meals at End Hunger Cafe.

Contact the Volunteer Coordinator for information on how to serve at the soup kitchen:

Danielle Biddle

412-298-5491

danielle@thewaychurchonline.com

Contact the Pastor of Community Needs for all other questions regarding donations, etc.:

Pastor Amber Biddle

724-989-4765

amber@thewaychurchonline.com

For more information about The Way: www.thewaychurchonline.com

Contribute directly to End Hunger Cafe’s needs in building food inventory and facility upkeep.

You can underwrite an entire evening’s meal for one hundred dollars. That feeds approxi-

mately 125 people, our average attendance.

You can donate grocery items and cooking supplies (i.e. condiments, spices, etc.).

You can donate cleaning supplies (i.e. mopping solution, disinfectants, sponges, etc.).

You can donate paper goods (i.e. toilet paper, paper towels, etc.).

Help End Hunger in Latrobe

Page 6 WCCC Early Childhood Education

The Pittsburgh Association for the Education of Young Children (PAEYC) is the professional membership organization for those involved with

the early care an education of young children. Doctors, lawyers, and other professionals have membership associations which provide a uni-

fied voice on behalf of their members. In the same way, PAEYC serves as a community resource, and advocate for quality, and a voice for

those in the profession of early care and education. PAEYC currently serves over 1000 members and is governed by an elected board. Mem-

bers and those interested are encouraged to serve on a committee and take an active role in PAEYC programs including Membership Ser-

vices, Advocacy & Public Policy, and Professional Development.

Benefits of Membership Become a Member! Membership in national, state, and local affiliates

6 issues of Young Children, NAEYC's journal

Exclusive access to PAEYC Newsletters

Reduced rates to PAEYC and NAEYC conferences

Career advising services

Meets STARS 3 Requirements

Borrowing privileges with PAEYC's early childhood resource library

Voting rights and eligibility to hold office in PAEYC, Penn AEYC, and NAEYC

Opportunity to participate in insurance plans offered through NAEYC

WCCC Youngwood Campus ECE Workshops:

DATE COURSE CODE WORKSHOP TITLE CORE BODY OF KNOWLEDGE

February 16 SRVT 4849-01 Developing Language Arts Programs &The Literacy Environment CBK:K2C2-11

February 20 SRVT 0013-01 What Happens When Children Don’t Belong-Addressing Diversity CBK:K3C2-31

February 23 SRVT 4850-01 Achieving Language & Literacy Goals Using Standards CBK:K2C2-13

March 1 SRVT 4851-01 Promoting Language & Literacy CBK:K1C2-03

March 5 SRVT 0960-01 Children in Child Care —A National Crisis CBK:K3C2-34

March 8 SRVT 7481-01 Selecting & Sharing Worthwhile Literacy for Young Children CBK:K2C2-13

March 15 SRVT 4890-01 Developing & Listening Skills with Young Children CBK:K1C2-03

March 19 SRVT 7507-01 The Impact of Stress in Children’s Lives CBK:K3C2-35

WCCC Fayette Education Center ECE Workshops:

February 22 SRVT 8450-F1 Understanding ADHD: Characteristics, Intervention, Challenges, & Family Support CBK:K4C2-43

February 29 SRVT 7562-F1 Social Development of Children Ages 3-8 Years CBK:K1C2-02

March 7 SRVT 6610-F1 Physically Challenged Children: Cerebral palsy & Spina Bifida CBK:K4C2-43

March 14 SRVT 1516-F1 Emotional Development of Preschoolers CBK:K1C2-02

Email Vicki at hricikv@my.wccc.edu for more information.

Become A Member of PAEYC

Upcoming ECE Professional Development Opportunities—$10 each

Volume 4, Edition 8 Page 7

Page 8 WCCC Early Childhood Education

Research News You Can Use:

More Threats to Preschoolers' Play

By Kyle Snow, Ph.D.

A study released January 4, 2012, in the medical journal Pediatrics suggests that preschool programs’ concerns about

safety and preparing children academically for school are limiting children’s opportunities for big body play. The Ameri-

can Academy of Pediatrics also highlights the special threats to play experienced by children living in poverty. These

children are especially likely to have limited access to high-quality and safe outdoor play spaces and may also be in

programs under additional pressure to close the readiness gap for children entering kindergarten. Identifying these

threats to big body play is only the first step in findings ways to address them.

In the study, the research team conducted a series of focus groups with 49 early child care and education providers

from a range of programs (including inner city and suburban, Head Start, and private programs). Questions during the

groups focused on perceived benefits and barriers to children’s physical activity, primarily big body play, both in indoor

and outdoor play spaces. Responses were coded for themes by the research team.

What the Study Found

The authors described several themes from their focus groups:

Early care and education programs may provide the only opportunity for some children to have physical activity or

outdoor play.

Programs are concerned about the possibility of injury and so limit children’s opportunities to play.

Costs for safe play space and equipment can be too high for programs to meet.

Programs feel pressured to focus on classroom-based instruction to prepare children academically, taking time

away from physical activity.

The authors report that while their focus groups generally agreed that physical play was important, especially because

it may be available primarily through their program, they still felt constrained in how they could provide the opportunities

for such activity.

Concerns about Child Safety The focus on child safety is not new and to some extent is warranted. Between 1996 and 2005, one national study not-

ed that there were 2.1 million injuries reported to children younger than age 18 on playgrounds, with more than one-

quarter (27%) of these among children younger than 5. However, this study did not report the circumstances (e.g., the

time of day, level of supervision, type of early care or education setting or public space, etc.), so the actual risk to chil-

dren, when playing in a space that is designed for safety and under the supervision of adults, is likely to be much lower.

Indeed, providing both safe play spaces and adequate supervision are both among criteria used by NAEYC to accredit

programs serving young children. However, not all play spaces for young children can be described as safe and super-

vised. A government report released in late 2011 found numerous safety violations among Head Start programs that

Volume 4, Edition 8 Page 9

were identified as being high-risk for noncompliance. The study authors and the Head Start community pointed out that

in 21 of 24 of these programs, safety issues were “immediately corrected.” While state licensing and other oversight

agencies provide guidelines for ensuring the safety of playgrounds connected to early care and education programs, a

2010 study noted that these fully addressed only about one-third of the guidelines provided by the National Health and

Safety Performance Standards: Guidelines for Out-of-Home Child Care. The participants in this study are simply ob-

serving, across the range of programs and diversity of children they serve, the challenge of providing safe places for

children to play, and the costs related to doing so.

Focus on Academic Preparation

The authors of the study also note that many programs are feeling the pressure to focus more on academics. This often

results in competition between time for academics and instruction and time for play. While this column has previously

described this as a false dichotomy, it is still a significant challenge to programs. An intensive study of four first-grade

teachers underscored the challenges teachers feel in mapping their belief that play (in this study, play was primarily

considered as child-initiated, within the classroom play activity) is beneficial, while at the same time relying upon in-

struction as the primary shaper of children’s academic development. Another part of this issue, though, is the danger

of narrowing our definition of what early childhood programs need to focus on to support children’s school readi-

ness. Not only is the tension between instruction and play, but it also suggests prioritization of academic skills over so-

cial, emotional, and physical development, all of which are also critical domains for young children’s development. Cer-

tainly, the opportunity for vigorous physical play supports the development of motor skills, and is also seen as one ave-

nue for addressing childhood obesity.

Ensuring Children Have Opportunities for Big Body Play in Safe Spaces

There is compelling evidence that access to space for active, physical play, is important for young children. Still, meet-

ing the cost demands to build such places, or to ensure that existing play spaces are safe, can be daunting. To ensure

existing play spaces are safe, state guidelines, as well as those provided by NAEYC program standards and the Head

Start Program can be used to identify and remove hazards. In challenging economic times, finding funds to build new

or dramatically renovate existing playgrounds can be overwhelming. The not-for-profit KaBOOM! works with communi-

ties to secure locations and funding to build safe, accessible playgrounds. This work does not tend to include school or

program facilities, but Learning Structures, a similar partnership-based effort does work with schools and pro-

grams. There are numerous competitive grant programs (here, for example) and resources (here, for example) to help

programs develop plans for and possibly acquire or build playgrounds. Most companies that make playground equip-

ment may also be able to negotiate with programs to manage costs. Many of these groups and companies present or

exhibit at NAEYC events.

Recognizing the Importance of Physical Activity and Play for Young Children’s Development

Many organizations, including NAEYC, have written about the importance of physical play, and play generally, in early

childhood development. Not only does research suggest that play supports academic-related skills, but also physical

skills and development. As the Pediatrics article shows, pressures on early childhood programs that come from funding

concerns and a lack of understanding the role of play and how to best use it to support early childhood development

will continue to result in decisions that devalue play. NAEYC has numerous resources to help early education profes-

sionals integrate big body play into their programs to meet a range of developmental goals.

Related Resource:

The NAEYC Center for Applied Research is dedicated to strengthening the connections between early childhood research, practice, and policy.

One of the primary goals of the center is to encourage and support communication about research in early childhood development and education.

To support teachers, policy makers, early education students, and others in the field in becoming critical consumers of information, the center helps

them access and interpret research to inform their day-to-day work.

This article taken from the NAEYC website on February 3, 2012

We focus on the hazards and pressures of keeping children safe. We

feel anxious and unsure. But if we watch the faces of the children before

us, we see joy. Children love this rough and rowdy play, and they need it.

This book discusses why.

Author: Frances Carlson

Page 10 WCCC Early Childhood Education

*IMPORTANT NOTICE* ECE Club in Jeopardy of Being Dissolved, Students Representatives Needed!

Requirements to become an ECE Club representative are:

-4) major

Next meeting is Tuesday, February 21, 2012

Page 11 Volume 4, Edition 8

Friday Morning Keynote

The Impact of Early Intervention with Kelly Frye

Kelly Frye, WTAE Channel 4 Action News anchor, shares her story of how

Early Intervention has impacted her family and her son’s life.

Friday Breakout Sessions will Include:

Friday Afternoon Keynote

Early Intervention: Where It All Begins

Babies as Learners, Adults as Teachers with Rebecca Klaw

Rebecca Klaw currently works independently as a consultant, trainer and advocate for children with

Autism Spectrum disorders (ASD) and their families.

It is important for everyone to know how the characteristics of autism can impact some of the foundation skills that are ac-

quired during the first years of life. Ms. Klaw’s keynote presentation will describe crucial milestones of very early development

and characteristics of au-ism, especially the common focus on the world of things as opposed to the world of people, can affect

the typical pattern of learning.

Saturday Workshop

Collaborative Problem Solving

Why traditional Interventions don’t work for the most challenging children with Alicia Stevenson

Ms. Stevenson has Advanced Training in the Col-laborative Problem Solving (CPS) model and has received her Mentor Certifi-

cation in the CPS model from Think:Kids at Massachusetts General Hospital. She has been an active member of NAMI for the

past 15 years, volunteering over 50 hours a week to educate parents, school person-nel, law enforcement, civic organizations,

and mental professionals on childhood-onset mental illness and family perspectives. She currently serves as a National Trainer

and NJ Program Co-ordinator for NAMI’s Basics program that edu-cates parents/caregivers about their children/adolescents

with mental health challenges.

A very engaging and knowledgeable speaker, Alicia Stevenson will share her life changing ex-perience and will demonstrate a

step by step approach that is compassionate, effective and respectful in helping children

with behavioral challenges.

Brochure will be available mid February.

Contact Debi McKeever for more information

at 724-837-8159 ext. 132.

Building Blocks XII Early Intervention Conference

Friday and Saturday, March 30 and 31, 2012

Westmoreland County Community College

Mission of the ECE Newsletter The mission of this newsletter is to provide Early Childhood

Education students information on ECE Club activities, volunteer

opportunities in the community, ECE professional development

workshops, and anything related to the ECE field.

To earn Pennsylvania DPW hours as required, check out the PA Keys

website, www.pakeys.org, for professional development opportunities.

Westmoreland County Community College sponsors affordable ECE

workshops made possible through Southwest Regional Key funding.

Scheduled workshops at WCCC - Fayette County Education Center in

Uniontown and WCCC Youngwood Campus are already posted. Please email

Vicki Hricik for more information - hricikv@my.wccc.edu.

Westmoreland County

Community College

WCCC Early Childhood

Education Program

Save the date! Early Childhood Education

Action Day May 1, 2012 Harrisburg, PA Details coming soon!

Page 12 WCCC Early Childhood Education