Going VIRTUAL in 2020!€¦ · Steph Lebeda, President, South Dakota Head Start Association 4 We all depend on training hours to help us in many ways– from renewing certificates,

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Going

VIRTUAL in 2020!

2

Going

VIRTUAL in 2020!

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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 the

high road and keep Spreading the Love!

Patricia Buechler & Kathy Cruse

From your Conference Coordinators:

From your respective Organization Presidents::

WELCOME!

On behalf of the South Dakota Association for the Education of Young Children, the South Dakota

Head Start Association and all of our sponsors, we’d like to welcome you to the 2020 South

Dakota Early Childhood Education Conference! This annual conference provides an opportunity

for early childhood education professionals and their partners from across the state of South

Dakota and the surrounding region to collaborate, network, learn and share. It is our hope that

everyone who attends our conference leaves with new ideas and information to enhance their

important work with young children and their families.

We encourage you to take advantage of the all of the opportunities to attend the keynote presen-

tations and dozens of workshops and presentations to assist you in learning creative ways of

educating and working with children. This virtual conference during the COVID 19 crisis is a new

experience and we hope you participate and enjoy the sessions. While we know it isn’t the same

as an in person conference, the organizations have worked hard to bring this virtual conference to

attendees.

Our 2020 theme is "Developing Brains Matter" . This theme reflects the importance of sharing our

knowledge, skills, and experience not only with our students, but with each other as profession-

als, and our communities! As you browse through the pages of this program, you will notice that

the keynote speakers and session topics cover a wide range of information relevant for the many

roles that our members represent. Thank you to each of you for your work on behalf of children

and their families. We are pleased that you have joined us for our 2020 South Dakota Early Child-

hood Education Virtual Conference, and are excited to welcome you!

Janessa Bixel, President, South Dakota Association for the Education of Young Children.

Steph Lebeda, President, South Dakota Head Start Association

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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!

WHY GO VIRTUAL?

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

Table of Contents

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Be

hin

d t

he

Meet the Organizers!

Kathy Cruse

South Dakota Head

Start Assn

As the Executive Director

and sole staff member of

SDHSA, I handle all aspects of running the

office, marketing, advocacy lobbying, Board

meetings, PD/training and all events

I taught public school for 23 years, 17 as

4th/5th grade classroom teacher and 6 years

as K-6 Music Teacher/ District Webmaster

and Technology Integrationist. I was Chair-

man of the District School Improvement

Steering Committee for 9 years, District Literacy Advisory

Council, and served on many Curriculum Development/

Selection Committees.

I conducted School Accreditation Reviews as Chairman/

Team member for AdvancEd (NCA CASI) for 8 reviews in

SD and surrounding states.

IBM – EIS (Education Instruction Specialist). Represent-

ed IBM as an education practitioner in demonstrations

and training for educational products.

After leaving the classroom, I was the Executive Asst to

the President and Executive Director at SD Education As-

sociation before joining SD Head Start Assn 8 years ago.

All this while being a full time Ranch Wife—now retired.

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Meet the Organizers!

Patricia Buechler

South Dakota Association

for the Education of Young

Children.

I have been a member of SDAEYC for 29 years. In

this time, I have served as local affiliate President,

Vice-President, Chair person, as well as active mem-

ber. I have also served on the state board as Chap-

ter Representative. When SDAEYC had their own

conference, I served as conference chair and co chair

for two conferences. I am now in my 4th year as Con-

ference Coordinator for the SDECE Conference.

I have a full time job as Preschool Teacher/Director/

OST (Out of School Time) Director. I have been

working with children for over 30 years in the capacity

of either Child Care Director and/or Teacher.

I love learning and I love teaching! This is why I con-

tinue to help plan this conference so others can learn

to do their very best for the children and families in

our state, and beyond our borders!

Thank you for attending our Virtual Conference. We

appreciate your support!

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SELSolutions, LLC

Our mission at SELSolutions, LLC is to support a positive leadership model that fosters wellness and intellectual / emotional growth so all stakeholders can flourish. Our team works with your organization to encourage and enable rapid, sustainable, and transformational positive change. We are pleased to offer:

Professional development Parenting programming

Team and culture building Transformational summits Dynamic engagements

Mindfulness Training Workshops for Teens & Children

Behin

d the S

cenes

Meet the Facilitators

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Meet the Facilitators

Deana Hsu, Co-Founder and Technology Facilitator

• BSBA - Management Information Systems

• Certified High Performance Coach

• Appreciative Inquiry Practitioner

• Positive Psychology Specialization

• YouEQ Emotional Intelligence Trainer

Jennifer Ozgur, Co-Founder and Facilitator

• Classroom Teacher

• Professional Development Instructor

• Appreciative Inquiry Consultant

• Certified Trauma-Responsive & Brain-based Coach

• Parenting Programming Creator

• National speaker

Heidi Marlinghaus, Co-Founder and Mindfulness/

SEL Facilitator

• Classroom Teacher

• Professional Development Instructor

• Social Emotional Learning Profession-al

• Mindfulness Educator

• Toolbox Facilitator

• Trained in Restorative Practices

• Trauma Informed Certified

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Sponsors

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COLLEGE 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 will be 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!

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=du-JUQbLyt4yqM&tbnid=cpd-8Q4xaZ5qyM:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.egansd.com%2FCommunity%2FEducation.aspx&ei=5OozUcuYBqfU2QWf5IDABg&bvm=bv.43148975,d.aWM&psig=AFQjC

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LIVE Virtual Schedule

Thursday, April 23, 2020

9:00-10:15 AM The 4 Pillars of Building Great

Brains Frank Kros

10:15-10:30 BRAIN BREAK

10:30-11:30 AM Mind, Brain, & Ed: Developing

Young Brains to Learn

Sally Crowser

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 PM How Moving Bodies Learn to

Write Kelly Gilbert


4:15-5:15 PM Pathway to National Board

Certification

Kathryn Meyer

Joann Stephens

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Friday, April 24, 2020

Saturday, April 25, 2020

9:00 -10:15 AM

PreK Children's Development of Self-Regulation through Executive Func-

tions George McCloskey


10:30-11:30 AM TIPS- Trauma Informed Practices for

Young Children

Dana Livermont

Darbi Hunt

11:30-1:00 BRAIN /LUNCHBREAK

1:00-2:15 PM An Inquiry into the Brain: Learning &

Teaching Bob Greenleaf


2:30-03:30 PM Sensory in the Learning Environment

Karen Rieck


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

8:45-10:00 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

Outcomes Lisa Sanderson

12:30-1:00 BRAIN /LUNCHBREAK

1:00-2:00 PM Reading for Resilience - Helping Youth

Understand Audrey Rider


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

Schlichenmayer


3:30-4:30 p.m. Connecting the Dots: Exploring Loose

Parts Jodi Butzer

Karen Rieck

LIVE Virtual Schedule

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Frank Kros is a career child advocate, who

has served as a childcare worker, child abuse

investigator, children’s home administrator,

consultant, college professor, attorney, writer

and speaker. Frank currently serves as presi-

dent of The Upside Down Organization, Di-

rector of the National-At-Risk Education

Network (NAREN) and executive vice presi-

dent of The Children’s Guild, a multi-service

children's organization headquartered in

Maryland.

Frank is a worldwide speaker and presents

seminars to parents, educators, child-serving

professionals and their leaders on various

topics including brain-based learning, atten-

tion-deficit hyperactivity disorder (ADHD),

neuroscience of the teenage brain and brain-

compatible organizational leadership. He also

speaks on the effects of stress, child abuse

and poverty in relation to brain function and

development.

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

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!

Frank

Kros

Thursday LIVE– 9:00-10:15 a.m.

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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.

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

Dr. Sally Crowser

Darbi Hunt

Thursday LIVE– 10:30-11:30 a.m.

Featu

red S

essio

n!

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Ignite Your S.H.I.N.E.®-

The Heart of Achievement!

Thousands of educators are exiting the field of education every year,

exhausted and burnt out. Frustrated by this crisis that hurts our students,

LaVonna set out on a worldwide mission to serve educators, authoring 8

books on brain research and engaging instruction, creating the Ignite

Your S.H.I.N.E.® framework, and providing professional development for

educators internationally. Her life’s passion is to empower educators like

YOU to find the greatness within your students and the greatness within

yourself so we can radically change the traditional approach on how to

educate in order to best serve our students. As an elementary and sec-

ondary educator, keynote speaker, author, consultant and mom, she is

here to serve you so you can effectively serve your students through the

lens of brain research, social-

emotional needs and the whole

child!

LaVonna

Roth

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 their

journeys of tomorrow. Pathways:

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Thursday LIVE– 12:30-1:30 p.m.

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1:45 –2:45 p.m.

Dramatic Play - Removing Stress- Kelly Gilbert

Pathways: Age Appropriate Planning

Participants will leave with basic 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


Participants will learn about literacy 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

Kathy Meyer-South Dakota Facilitators of National Board

Candidate Support; Joann Stephens, NBCT

Pathways: Professionalism

National Board Certification is the most respected professional

certification available in PreK-12 education. This session will ex-

plain the benefits of NBCT recognition; the process for certifica-

tion, and the support available to candidates from the South Da-

kota Department of Education and South Dakota Education Asso-

ciation.

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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 Assessment and

Intervention for Executive

Functions Scales

(MEFS) Parent and Teacher

Rating Forms (Schoolhouse

Educational Services).

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George

McCloskey

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 early

learning. Pathways: Child Growth & Development

FRIDAY LIVE! 9:00-10:15 a.m.

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Reading to children at night, responding

to their smiles with a smile, returning their

vocalizations with one of your own,

touching them, holding them - all of these

further a child's brain development and

future potential, even in the earliest

months. T. Berry Brazelton

10:30-11:30 a.m.

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 build posi-

tive relationships with children and respond to behaviors associated

with trauma. This session will provide you some first steps to make

your setting trauma informed and help children with the healing pro-

cess.

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







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

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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

superintendent of schools to assistant superintendent of schools, elementary school principal, teaching principal, teacher, and special education assistant. President of Greenleaf Learning, a human resource develop-ment company he founded in 1987, Bob specializes in educa-tional strategies for understanding behaviors, building esteem and achievement, and brain-based learning, Bob is the author of many articles and 8 instructional books. He is the 1991 recipient of the "Outstanding Educator Award" from the Waterville Public Schools in the state of Maine. Bob holds a doctorate in educa-tion from Vanderbilt University, a masters in educational admin-istration from Southern Maine and a bachelor's degree from

Nasson College in psychology.

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FRIDAY LIVE! 1:00-2:15 p.m.

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.

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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

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

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, and math link to-

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, problem solve,

and experiment.

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8:45-10:00 a.m. Bob Greenleaf– KEYNOTE

Creating & Changing Mindsets: Developing Responsible Long-

term Behaviors & Relationships

Focusing 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 the

mind’s internal movies does impact behaviors and attitudes.

People learn, act out, disrupt, etc. as a result of the internal

movies playing continuously in the mind. These movies gen-

erate behaviors. Teachers encounter them daily. Changing

behaviors (attitudes/choices), long term, through the

"Movies of the Mind" can be done. Creating "Can-Do" atti-

tudes is a process we can influence!

LIVE Schedule-Saturday

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.

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11:30-12:30 p.m.

Learn the Signs: Lisa Sanderson, SD Parent Connection


The CDC’s Learn the Signs. Act Early resources are free, high quality,

easy to understand, and support the important work of professionals and

parents to monitor child development from birth through age 5, celebrat-

ing milestones and supporting early identification and intervention when

delays are noted. Learn how these resources may be utilized and

adapted to support your work in engaging families in their child's devel-

opment.

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LIVE Schedule– Saturday

1:00-2:00 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 Childhood

Specialist 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, Karen

Rieck– Early Childhood Educators and Trainers Pathways:

Learning Environments

Exploring loose parts invites imagination and curiosity in play for a very

natural state of learning. Learning environments that incorporate loose

parts will allow for open-ended play and sets up a healthy sense of ex-

ploration, problem solving, and critical thinking in an early learner. Gain

knowledge of loose parts, where to find them, and how to introduce

them into your environment in a way that is developmentally appropriate

from toddler to preschool ages.

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The 4 Pillars.. Frank Kros

1. The Three-Legged Stool of Emo-tional Development: Attachment, Bonding and Attunement

2. How screen time saws-off the stool legs

3. Stimulating a brilliant brain re-quires a conversation, a book and your face.

4. Habit formation happens in the brain through myelination.

5. How to become a “Myelination Expert” and build powerful habits in young children.

6. Where and when to worry and when to relax.

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Key Take Aways…….

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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?

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

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Mind, Brain, & Education

1.Neuroplasticity--the brain is always changing and adults can help children re-wire their brains according to every day experiences.

2. Children need to exercise both sides of their brains so the left domain and right domain “talk” to each other.

3. Although they may have a preferred learning modality, children need practice with all learn-ing modalities.

4. Feedback needs to be immediate, appropri-ate to task, and acted upon

5. Children have limited working memory. Adults need to know the effective strategies for teaching to limited space.

6. Appropriate play is essential for effective learning. 7. Early Literacy Skills are important for contin-ued learning.

https://sdecc.padlet.org/sdecec2020/1f0rpuawxeggy1pb

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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?

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

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Ignite Your S.H.I.N.E.

______________________________________

S.elf -Focus on the importance of strengths, gifts, skills, and talents H.eart -Passion is key to motivation and learning I.nspire -Finding inspiration for self and others N.avigate -Putting the S, H, and I into ac-tion E.xceptional -Becoming the exceptional per-son you (and students) were meant to be. https://sdecc.padlet.org/sdecec2020/3grl23zx79cnixlf

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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?

__________________________________________

__________________________________________

__________________________________________

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Dramatic Play– reducing Stress

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https://sdecc.padlet.org/

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

future?

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What are you most excited to try with your students?

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How Moving Bodies Learn to Write

1. Wiggly children are curious children 2. Learning happens one task at a time 3, Movement teaches the language of writing 4. Source: A Moving Child is a Learn-ing Child By: Gill Connell _____________________________________

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

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

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

room?

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Pathway to National Board Certification

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

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1. Describe the group you teach based on information you have collected from multi-ple sources and explain how it was collected. What sources could you use?

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

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35

PreK Children’s Development of Self

Regulation through executive Functions

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37

TIPS-Trauma Informed Practices

1. Experiences in life affect the architecture of the brain and behavior 2. Children who experience trauma need extra support to respond to situations 3. Building relationships with young children is key to helping them overcome trauma and learn effective coping skills _____________________________________

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Think of the children you work with. Can you guess what sorts of adversities they have maybe encountered so far in life?

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How are behaviors you see in young children a fight, flight, or freeze response?

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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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39

An Inquiry Into the Brain

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The Making of Meaning

The intersections of Education & Neuroscience Re-search

Good students vs. good learners

Task completion vs. active processing

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

40


How is memory formed in the brain?

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What is the instructional difference between efforts to cause active processing vs. task completion?

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How might one take note of the extent to which chosen strategies actually impact

processing in the child’s brain?

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41

Sensory in the Learning Environment

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1. What is Sensory Play?

2. Understand the importance of Sensory Play

3. What is Guided Discovery?

4. How to incorporate Sensory Play in your environment

5. How to respond to sensory pro-cessing challenges within a child

https://sdecc.padlet.org/SDECEC2020/

p5iamhc04zim717h


42


How do you introduce materials that are foreign to a toddler, preschooler or even a

school aged child?

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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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43

STEM in the Classroom

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STEM

• Science

• Technology

• Engineering

• Math Making STEM Engaging Build Language and Literacy Skills ____________________________________

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What's your feeling of STEM?

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What STEM activities can you do with a container of LEGO blocks?

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What do you already have in your environment that you could encourage discoveries

with STEM?

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45

1. Focus on processes impacting mindsets (behaviors) of learners

2. Explore several strategies for accomplishing long range changes in student behaviors via choices

3. Be involved with how the strate-gies affect them personally

4. Learn ways to foster individual, classroom and even school wide change https://sdecc.padlet.org/SDECEC2020/8s6glc619bwpiz1t

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Creating & Changing Mindsets

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What is the difference between the good intentions of adults and the movies that may reside in a child’s mind

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What ways might work best for me to consider in working

with challenges in my setting

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How can I impact movies so as to generate long-term

shifts in choices of attitude, disposition and behavior?

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Who can you enlist to work with you to establish this ritu-

al?

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What is realistic to expect to see in the first 21 days of un-

dertaking a ritual?

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47

Remember that even a single con-sistent, caring adult in a child’s life can make all the difference.

• Normal Stress vs. Toxic Stress, prolonged exposure and ability to overcome the stressor 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

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Toxic Stress on Brain Development

48


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?

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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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49

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.

Support referral of infants, toddlers and preschool-ers to early intervention services for improved devel-opmental outcomes.

Act Early resources include:

• 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. [email protected]

1-800-640-4553 https://sdecc.padlet.org/SDECEC2020/idep3mjcj6hwzeo6

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Learn the Signs..

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What Act Early resources may your program be using currently, and how are they being

used?_______________________________________ ___________________________________________

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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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mailto:[email protected]

mailto:[email protected]

51

• 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

https://sdecc.padlet.org/SDECEC2020/rp4dbqv7eq2ahb7i

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Reading for Resilience

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What do you think resilience means?

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What signs of resilience or stress-related behaviors are you seeing in your center or

own home with your children?

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What strategies or activities do you plan to take home and utilize in the next 2 weeks?

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53

Learn about brain development in infants and young children

■Explore the importance of nursery rhymes in building bet-ter brains

■Gain skills for supporting pos-itive growth in infants and young children

■Explore the role that quality early childhood environments have to support early brain de-velopment

https://sdecc.padlet.org/SDECEC2020/nh6qeixaqxdlw0hb

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Building Better Brains

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Why are Nursery Rhymes Important for Building Better Brains?

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What are Some Everyday Activities that Fuel Brain Development?

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What Are Factors Impacting Brain Development?

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• What are Loose Parts?

• How Loose Parts supports curriculum: -Math

-Science -Literacy -Art -Music

• Examples of Loose Parts https://sdecc.padlet.org/SDECEC2020/iy66sm8o1m786tgz

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Connecting the Dots..

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What objects do you think will support Math within these concepts

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Where is this happening in your current environment?

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Can you give us an example of how you have seen the connection between play and real

life situations?

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What material do you already have in your environment that children could use for art?

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__________________________________________ How will you adapt what you're currently doing to further support the executive functioning

process?

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57

The Resilience Code: Your Checklist for Promoting Ex-

traordinary Mental and Behavioral Health -Frank Kros


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 Kros

Pathways: 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

Pre Recorded Keynote Presentations P

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ord

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eyn

ote

s

Engage Me, Please! Using Brain-Powered Learning for Foundational

Support– LaVonna Roth


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!

58

Pre Recorded Keynote Presentations

Mindsets Become Beliefs- Is Yours Trash or Treasure? LaVonna

Roth 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.


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.

59

Wee All Engineers– Amanda Glover


Anyone, even the youngest learners, can think like an engi-neer. Hands-on engineering challenges and empowers young children to see themselves as problem solvers. They learn that there’s more than one way to solve a problem, and that it’s OK to fail and try again. While engaging in a well-designed engineering challenge, children practice social, motor, physi-cal, cognitive, and language skills. Join us for this hands-on

and engaging engineering session!

Pre Recorded Presentations

Creating Trauma-Informed Caregiving Environments: Neu-

robiology, ACEs, and Strategies for Early Childhood Care-

givers– Stacy Born, Asst Professor, SDSU

Pathways: Child Abuse & Neglect

Toxic stress can have significant impacts on early brain devel-

opment. Learn some of the basics of how toxic stress impacts

brain development, the foundational ACEs study that began to

inform this knowledge, and trauma-informed strategies to care

for our youngest community members impacted by early ad-

versity.

That Crazy English Language- Susanne Brokmeier,

SDSU Lecturer Pathways: Age Appropriate

Planning

Why does the word "give" end with the letter "e"? Why is

"come" spelled with an "o" instead of a "u"? Come explore

spelling rules you were never taught for a deeper insight and

richer appreciation of the English language. See how building

your understanding of spelling and how words work will bene-

fit young readers!

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60


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


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!

61


Play, Sing, Touch! Regulating & Joining Through Rituals–

Stacy Born, SDSU Asst. Professor, Holly Kelly, Ashley

Bechen

Pathways: Guidance & Behavior Management

Children thrive on predictability and meaningful connection with

their caregivers. Join us for an overview of the innovative ways

you can utilize song, play, and caring touch to enhance your

caregiving relationship with children. Additionally, these strate-

gies will be applied to assisting children with transitions in their

daily routines. An overview of attachment and regulation will be

discussed to provide the brain-based foundation for the meaning-

fulness of these activities. Come ready to play!

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Breathworks and Mindfulness for Children and Families—Heidi Marlinghaus SELSolutions -Co-Founder Pathways: Interpersonal Communication & relations

In this session you will learn about the benefits of both breathwork and Mindfulness practices, as well as, the differences between the two practices. You will come away with many practices you can use with young chil-dren

SDPB Early Learning Initiative– Kevin Nelsen, SDPB Early Learn-

ing Initiative Consultant

Pathways: 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.

62


What Does it Mean to be Reggio-Inspired? Kay Cutler, Professor,

Early Childhood Education, Director of the Fishback Center for

ECE 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 Implementation

Specialist 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

63

The Resilience Code

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1. Resilience is the brain’s ability to adapt to stress/adversity. 2. Stress is harmful if you cannot relieve it. 3. Children are more vulnerable than adults to the impact of stress and suffer more from negative effects because they often cannot relieve their stress. 4. Children need adults in order to effec-tively manage stress and build resilience. 5. The Resilience Code provides a practi-cal model for building resilience and re-lieving stress. 6. You can create a “Resilience Plan” with an easy-to-use rubric.


64


Is all stress bad for kids? For adults?

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Why are young children so much more vulnerable to the negative impacts of stress?

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What is resilience?

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How do the 5 requirements of the Resilience Code help children manage stress?

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65

Thinking Starts Early: Learn to Serve and Return!

Adults can take very specific actions to build thinking skills--starting at birth. Active engagement with adults is a primary tool for nourishing a great brain. Passive experiences slow and may even delay cognitive growth. They can also stunt emotional growth. Mirror neurons play a big role in the development 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

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How do thinking skills in infants and toddlers develop?

____________________________________

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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?

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Are infants and toddlers really sponges?

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Why do screens suck?

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What is a research-backed, simple-to-use model for ac-

tively engaging with young children that any adult can

use?

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Engage Me Please!

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Mindsets Become Beliefs- Is Yours Trash or Treasure

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Helping Preschool Children Develop Self-Regulation

Executive Capacities to Improve Behavior– W

ork

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Helping Preschool Children Develop Self-Regulation

Executive Capacities to Improve Pre-Academic Skills W

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75

That Crazy English Language

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The English language is complex, but

looking at conventions and historical

context brings logic to light. ____________________________________

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76


What is the purpose of spelling?

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What is your mindset with regards to spelling?

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77

Creating Trauma Informed Caregiving Environment

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78


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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79

Wee All Engineers

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Engineering is a form of problem-solving that is appropriate and engaging for young learners to foster the Habits of Mind.

Engineering challenges for young learners should be goal-oriented, open-ended and relevant.

The role of the educator in STEM learning is a facilitator, guiding conversations and discoveries through exploration.

80


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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81

No One said Learning Was Easy!

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What is the impact -

• when a child is talked to?

• when a child read to?

• when a child listened to?

• when a child explores?

82


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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83

Play is Powerful!

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What is play? Why is play important to chil-dren’s growth and develop-ment?

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84


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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85

Play, Sing, Touch!

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86


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87

SDPB Early Learner Initiative

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Viewers will have an overview of the SDPB Early Learner Initiative and pro-vide directions on how to access the links between the resources of PBS Kids and PBS Learning Media and the South Dakota Early Learning Guide-lines

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88


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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89

What does it mean to be Reggio-

Inspired? W

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Participants will have an over-view of the Reggio Emilia Ap-proach and the principles and practices involved in it. Activi-ties throughout the presenta-tion will help the principles come alive to the participants.

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90


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Breathworks & Mindfulness for Children

& Families W

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Benefits of Breathwork and Mindfulness Practices 1 2 3 4 5 6 7 8 9 Fun Ways to Practice Breathworks with KIds 1 2 3 4 5 Definition of Mindfulness: Types of Mindfulness Practices 1 2 3 4 5 6 Resources Notes

92


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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93

Early Learner SD Movement

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Participants will leave with the un-derstanding of the early learner movement and how it relates to the state and local level. They will leave with knowledge of what is available and offered to them as communities and be invited to join the movement

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94


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95

New to the Profession?

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This presentation outlines five steps for individuals who are new to the profession and want to create an ac-tion plan to consider how to best be-come involved in the profession.

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96


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97

COVID-19 Impact

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By the end of this webinar, participants will be informed of the options for small businesses as it relates to COVID-19. Participants will also understand the most recent updates relating to NAEYC Early Learning Program Accreditation.

98


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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Documents

Going VIRTUAL in 2020!€¦ · Steph Lebeda, President, South Dakota Head Start Association 4 We all depend on training hours to help us in many ways– from renewing certificates,