2023 7th Annual Early Childhood Education Virtual Conference

There's a conversation among new parents on social media about "Attachment Parenting." How does this parenting trend line up with attachment theory? How can we support parents in their understanding of their infants' and toddlers' social-emotional development? How can infant/toddler teachers foster attachment in the classroom? In this session, we'll look at how infants come into the world innately equipped to contribute to a relationship with their primary caregiver in ways that they are compelled to respond to. We are biologically engineered to connect; however, there's a growing belief, fueled by the media, that parents have to do the right things to make attachment happen. And that if they don't, they could be harming their child's future. This little bit of truth, coupled with many unfounded assumptions, creates undue pressure and guilt for already tired and stressed new parents. Participants will define attachment using terminology familiar to parents. Current attachment parenting ideas include babywearing, breastfeeding, and constant emotional responsiveness. We'll compare and contrast the differences between what might be the mechanical application of these behaviors without sensitivity to the baby's cues, attunement, and emotional responsiveness that is possibly over-emphasized to the point of being exhausting for parents and counterproductive. We'll look at how early childhood professionals can foster secure attachments by providing a supportive environment at school through connection, compassion, and calmness. We'll also look at ways to help parents understand how to support secure attachments at home and, most importantly, ways they can support the child's emotional development by creating a strong home-school connection.

Emma leads participants through her SHINE process to help answer the question, "What are the adults supposed to do while the children are playing?" Emma highlights child-led, developmentally appropriate practice and the need for the adult to get in touch with their own playful side to create learning spaces that run like clockwork for children.

In the first five years of life, our motor and sensory systems undergo tremendous growth and maturation. As these pathways and systems mature, we can move our bodies in a coordinated manner, develop fine motor skills, develop receptive and expressive language skills, and begin learning the foundational cognitive skills for later learning in K-12 education. Our sensory systems, including the tactile, proprioceptive, vestibular, auditory, and visual systems, are foundational to emotional and physical regulation and higher cognitive skills such as speech, memory, and executive functioning. In this presentation, you will learn about each of these systems, how they develop, and how atypical development impacts young learners.

How do teachers address the needs of a culturally diverse student population in the classroom? Students of color are more likely to face harsher disciplinary actions than their white peers (Children’s Equity Project). According to National Assessment of Educational Progress data from 2019, students of color scored below their white peers in terms of reading and math proficiency. Effective, quality teacher-student interactions have a positive effect on students’ social emotional, and academic development. It is critical that instructional coaches, administrators, and teachers understand culturally relevant teaching to interrogate pedagogical beliefs, curricula, and teaching practices, to increase engagement, motivation, and achievement in ALL students in the classroom. In this workshop, the presenters will provide a coaching model/framework to develop and prepare novice teachers to address the challenges of fostering an equitable classroom environment and infusing culturally relevant instructional practices into an existing curriculum. This highly interactive session includes small group discussions in break-out rooms, reflective quick writes, think-pair-share activities, role-playing, and question-and-answer opportunities.

Today’s children are growing up in a world of invention and creativity. It is essential that early educators understand how to support the development of their creative thinking skills while they add to their abilities in all domains of learning. Learn about the differences between art, craft, and project. Discover which of those activities supports deeper thinking skills and helps children to know that their own thoughts have value and that they are capable learners. Gain strategies for helping children think more deeply about the world around them and use the critical thinking skills that provide a strong foundation for future learning.

The recently revised 4th edition of NAEYC's Developmentally Appropriate Practice (DAP) position statement and book reflect new research that underscores the importance of social, cultural, and historical contexts of development, and elevates the need for active engagement through play, exploration, and inquiry in ways that support the whole child. The position statement affirms that "each and every child has the right to equitable learning opportunities that fully support their optimal development and learning across all domains and content areas." In this session, participants will dive into an overview of the new position statement and learn critical points from the updated research and recommendations on how to support engaging, inclusive, equitable early learning environments for children birth to age 8.

As a new teacher, you have dreams of how wonderful and exciting your first days of teaching kindergarten will be. Many times, those first days look NOTHING like what you anticipate. Hear a few things the textbooks might not tell you; Stories of how my first days went and how you can learn from my mistakes.

An invitation for learning that provokes the child's interests is at the heart of every intentional early childhood educator. How do early childhood professionals find the time and space to reach this goal? Through this session, you will gain visual examples and ideas for how to set up classroom environments as well as daily provocations (small group or table-top activities) that will engage and provoke student interests. We will address barriers and provide solutions such as effective time management for educators to plan and implement, as well as look to the constructivist-based theories and Reggio Emilia tenets for how to do so. Her hope is that you leave inspired to go back to your classrooms with some new, exciting, and refreshing ideas!

The Special Education system, including early childhood special education, has a structure that we all must follow. Understanding this structure is important because all states and districts must comply with those above them. Each subsequent entity can do more than what is required but is held to the minimum that is set forth by the preceding entity, so for example, the state can implement more than the feds require, but not less. In terms of the budget, each level has important laws, regulations, documents, and expectations that you must be familiar with in order to be compliant. Using the “here’s what, so what, now what” framework, we will walk through each level, so you have a frame of reference when making decisions about your budget. You will also be reminded that decisions made at an Individualized Family Service Plan or Individualized Education Plan team meeting cannot be driven by funding/budget – the meeting members are charged with making the decision that’s best for the child.

Starting school is a big transition for our little ones. They need to navigate a new schoolyard, learn new names of friends and teachers, open and close their new bag and lunchbox, and develop their writing and reading skills. There are areas of emotional, social, and physical development that children need to work through in their early years so that they have the coordination, social/play skills, and self-regulation skills to feel confident at school. In this workshop, you will discover the five motor skills that children need to start school with confidence, and how you can start developing these skills through simple play and movement activities in a classroom or home setting.

Expression of emotion and feelings are a natural part of young children’s growth and development. As caregivers, it’s important to understand how positive social-emotional skill development impacts success in future life. This training will enable participants to learn through interactive engagement the concept of the research-based idea of emotion-coaching, and how it can be effectively implemented to help children develop self-esteem, self-confidence, and self-regulation in young children.

Dr. Shipley and Dr. Heald started Early Childhood Chatter three years ago. Drs. Shipley and Heald will present important information pertaining to the use of podcasts as a professional out in the field and in your classroom community. Join this session for tips and tricks on how to start a podcast and how to start your own.