dk-media.s3.amazonaws.com€¦ · Web viewGoing. VIRTUAL in. 2020! Meeting Tips. Attendees Access Features: Mute / Unmute: Mute and unmute your microphone. Audio Controls (click

GoingVIRTUAL in

2020!

Meeting Tips Attendees Access Features:

Mute / Unmute: Mute and unmute your microphone.

Audio Controls (click the ^ arrow next to Mute / Unmute):Allows you to change the micro-phone and speaker that Zoom is currently using on your computer, leave computer audio, and access the full audio settings .

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they will be asked to join your breakoutGoingroom.1. Click Ask for Help in the meeting controls.

VIRTUAL in2. Confirm that you would like2020!assistancebyclicking Invite Host.

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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

3

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

4

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.

5

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!

6

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

7

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

8

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!

9 10

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


1:45-2:45 PM Dramatic Play - Removing Stress Kelly Gilbert


3:00-4:00 PMHow Moving Bodies Learn to

Kelly GilbertWrite


4:15-5:15 PM Pathway to National Board Kathryn MeyerCertification Joann Stephens

11

LIVE Virtual ScheduleFriday, April 24, 2020PreK Children's Development of Self-

9:00 -10:15 AM Regulation through Executive Func- George McCloskeytions


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


2:30-03:30 PMSensory in the Learning Environment

Karen Rieck


4:00-5:00 PM STEM in the Classroom Jodi Butzer

Saturday, April 25, 20208:45-10:00 AM Creating & Changing Mindsets Bob Greenleaf


10:15-11:15 AM Toxic Stress on Brain Development Jessica Schulte


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


2:15-3:15 PM Building Better Brains NancySchlichenmayer


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

13 14

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.

15 16

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,

https://www.azquotes.com/quote/597586











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

17 18

https://www.azquotes.com/author/1849-T_Berry_Brazelton




















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

19 20

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.

21

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.

22

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?

__________________________________________

__________________________________________

__________________________________________

2. What are the specific negative impacts of screen time on the brains of young children?

__________________________________________

__________________________________________

3. What is the best toy ever designed for cultivating a healthy brain?

__________________________________________

__________________________________________

4. How do habits form in young children?__________________________________________

__________________________________________

__________________________________________

5. What should be your primary focus when evaluating a child’s development?

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

23 24

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

25


1. What should you remember about neuroplasticity as you develop learning for chil-dren?

_________________________________________

__________________________________________

2. What are some ways you can help to re-wire the brain as you spend time with chil-dren?

_________________________________________

__________________________________________

3. How can everyday activities contribute to the learning in various modalities and creating unity with both sides of the brain?

__________________________________________

__________________________________________

4. What is your go-to feedback?__________________________________________

__________________________________________

__________________________________________

__________________________________________

5. What does early literacy look like for the children you work with?

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

26

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


What are some of your strengths, gifts, skills & talents?__________________________________________

__________________________________________

__________________________________________How does passion play a role in what you do particularly when things shift and change?

_________________________________________

__________________________________________Inspiration comes in many forms. What keeps you inspired?

__________________________________________

__________________________________________

_________________________________________

__________________________________________

As you navigate through the daily to-do’s that pileup, what are your non-negotiables?__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________Understanding the difference between arrogance and confidence, what is your “Lion of Greatness” when it comes to teaching?

__________________________________________

__________________________________________

__________________________________________

27 28

Dramatic Play– reducing StressKey Take Aways…….

_______________________________________

_______________________________________

–WORKBOOK

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________LIVE _______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

https://sdecc.padlet.org/sdecec2020/f9jdmernjs23ae0r


In what ways did this workshop greatly affect the way I am going to teach in the future?_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

What are you most excited to try with your students?_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

29 30

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_____________________________________

_____________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

______________________________________


How will you be more patient with children who need to move while you are teaching?_____________________________________________________________________

__________________________________________

__________________________________________

__________________________________________

How will you add more intentional language while moving in the classroom?__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

What have you left with today knowing you can start when you get back to the class-room?_________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

31 32

Pathway to National Board Certification

Key Take Aways…….

_______________________________________

_______________________________________

–WORKBOOK

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________LIVE _______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

___https://sdecc.padlet.org/sdecec2020/asaeo29iktrfd06g


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?_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

2. What path(s) do you see your professional development taking?_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

________________________________________

________________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

________________________________________

33 34

PreK Children’s Development of SelfRegulation through executive FunctionsKey Take Aways…….

_____________________________________

_____________________________________

WORKBOOK

_____________________________________

_____________________________________

_____________________________________

_____________________________________

_____________________________________–LIVE _____________________________________

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__________________________________________

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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


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?

______________________________________

______________________________________

______________________________________

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What are things you can do to build relationships with the young children you work with?______________________________________

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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


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?_____________________________________

______________________________________

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40

Sensory in the Learning Environment


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


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?

__________________________________________

__________________________________________

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How are you being purposeful, relatable, and meaningful with sensory play?

__________________________________________

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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


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?__________________________________________

__________________________________________

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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


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


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 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?__________________________________________

__________________________________________

__________________________________________

__________________________________________

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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?__________________________________________

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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


What Act Early resources may your program be using currently, and how are they beingused?_______________________________________

___________________________________________

___________________________________________

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___________________________________________

Are you personally using any of the Act Early resources? If so, which ones?__________________________________________

__________________________________________

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How likely are you to use the Act Early resources following today’s session?Not at all likely Somewhat likely Very likely_________________________________________

__________________________________________

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49 50

mailto:[email protected]

mailto:[email protected]

Reading for ResilienceKey Take Aways…….


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

__________________________________________

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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


Why are Nursery Rhymes Important for Building Better Brains?

_______________________________________

_______________________________________

_______________________________________

_______________________________________

What are Some Everyday Activities that Fuel Brain Development?

_______________________________________

_______________________________________

_______________________________________

_______________________________________

What Are Factors Impacting Brain Development?

_______________________________________

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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


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?

__________________________________________

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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!


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


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.


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


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?____________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

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________________________________________

63 64

Thinking Starts Early: Learn to Serve and Return!


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


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!


______________________________________

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de

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Pre ______________________________________

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Workb

ook

– ______________________________________

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67 68

Mindsets Become Beliefs- Is Yours Trash or Treasure

Key Take Aways…….______________________________________

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Pre ______________________________________

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Wor

kboo

k– ______________________________________

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69 70

Helping Preschool Children Develop Self-RegulationExecutive Capacities to Improve Behavior–

Key Take Aways…….______________________________________

Reco

rded

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Pre ______________________________________

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Workb

ook

– ______________________________________

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71


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72

Helping Preschool Children Develop Self-Regulation Executive Capacities to Improve Pre-Academic Skills

Key Take Aways…….______________________________________

Reco

rde

d ______________________________________

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Pre ______________________________________

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Workb

ook

– ______________________________________

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73


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74

That Crazy English Language


The English language is complex, but

looking at conventions and historical

Reco

rdedcontext brings logic to light.

____________________________________

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_____________________________________

Pre _____________________________________

_____________________________________

Workb

ook– _____________________________________

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What is the purpose of spelling?____________________________________

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What is your mindset with regards to spelling?______________________________________

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75 76

Creating Trauma Informed Caregiving Environment



_____________________________________

Reco

rded

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Pre _____________________________________

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Workb

ook

– _____________________________________

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What is trauma?_________________________________________

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How does trauma impact development?__________________________________________

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What can I do in my caregiving environment to support children and families impacted by trauma?__________________________________________

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77 78

Wee All Engineers


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.


Which Habits of Mind do I exemplify and which Habits of Mind can I work to foster?__________________________________________

__________________________________________

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Which components of the Design Parameters reviewed can I utilize to improve my STEM instruction?________________________________________________________________________________

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How can I, as an educator, provide scaffolds while allowing students to discover learning concepts through explora-tion?__________________________________________

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79 80

No One said Learning Was Easy!


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


What is the importance of a two-sided conversation?_____________________________________

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When reflecting on the benefits from listening, Who should be listening?The child, Parent, Teacher? Why?

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82

Play is Powerful!


What is play?

Why is play important to chil-Reco

rde

d

dren’s growth and develop-ment?

Pre ______________________________________

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Wor

kboo

k–

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What is your view of play in an early childhood classroom?__________________________________________

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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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83 84

Play, Sing, Touch!


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Recor

ded

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Workb

ook

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85


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86

SDPB Early Learner Initiative


Viewers will have an overview of theSDPB Early Learner Initiative and pro-

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d vide directions on how to access thelinks between the resources of PBSKids and PBS Learning Media and theSouth Dakota Early Learning Guide-lines

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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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87 88

What does it mean to be Reggio-Inspired?


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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89 90

Breathworks & Mindfulness for Children& Families

Key Take Aways…….Benefits of Breathwork and Mindfulness Practices1R e

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Pr eFun Ways to Practice Breathworks with KIds12

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– 345

Definition of Mindfulness:

Types of Mindfulness Practices123456

Resources

Notes


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


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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93 94

New to the Profession?


This presentation outlines five steps

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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.

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95 96

COVID-19 Impact


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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97


How has your program been feeling during these trying times? What words come to mind?

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__________________________________________Has any programs used the loans or resources forementioned?

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__________________________________________Are directors or teachers, who are able to, working on accreditation related things?

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98

Documents

dk-media.s3.amazonaws.com€¦ · Web viewGoing. VIRTUAL in. 2020! Meeting Tips. Attendees Access Features: Mute / Unmute: Mute and unmute your microphone. Audio Controls (click