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Wednesday April 18, 2012 |
Keynote
8:30 – 9:45
The Impact of Toxic Stress on Young Children and What We Can Do About It
Dr. Shelia Evans-Tranumn (Fordham Award Recipient), Former Associate Commissioner of Education in NYS and National and International Consultant, Chairperson of Casey Family Program Foundation and Executive Director of UFT Charter Schools, NYC
Research has demonstrated the negative effects that toxic stress has on the brain development of young children. However, today we have a system to codify the impact that toxic stress has on young children and we have created the solutions for how we can change the brain's developmental trajectory to ensure that our young children are healthy and successful in life. This keynote address will discuss the negative effects that toxic stress has on young children, present solutions for altering these negative effects, and explain how each of us can help. |
Full Day Workshop
10:00 – 4:00
Creating Emotionally Literate Classrooms: A skill-based Sustainable Approach
Marc Brackett, Ph.D., Research Scientist, Department of psychology, Yale University, Deputy Director, Yale’s Health, Emotion, and Behavior Laboratory, Head of the Emotional Intelligence Unit in the Edward Zigler Center in Child Development and Social Policy, Yale University
How are you feeling? It’s not an idle question. Are you interested? Bored? Stressed? Excited? The feelings you and your students have matter. Emotional Literacy for Educators is a research-based, highly interactive training program providing instruction and hands-on activities to educators on how emotions impact attention, memory, learning, decision making, relationships, and both academic and work performance. The training program makes the case that in order to create caring, productive, and engaging learning environments, where students thrive, it is necessary for educators to both develop and teach the skills of Recognizing, Understanding, Labeling, Expressing, and Regulating emotion (known as the "RULER" skills). In the training, educators first hone their own RULER skills and then learn four RULER “Anchor Tools” to engage students in learning, build empathy and healthy relationships, and manage stress and conflict. A workbook and four posters is provided. Dr. Brackett has helped to transform schools that have applied the RULER approach. While helping students identify their emotions and their relationship building skills this approach also has led to a significant drop in negative behaviors. This is a skill building workshop to enable participants to walk away with the skills need to apply this approach to young children right away.
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Presentation
10:00 – 10:45
Talk, Listen, Connect: When Families Grieve
Rocío Galarza, Senior Director of Outreach and Content Design for Sesame Workshop, Sesame Workshop, NYC
Join Sesame Workshop for an interactive session with resources to help support families experiencing grief. You'll discover ways to use free bilingual (English and Spanish), multiple-media tools that feature the Sesame Street Muppets, to help families understand young children's confusion and fears, and to find ways to talk about death. Participants will be provided with a brief overview of Sesame Workshop’s outreach work, participate in a dialogue on the importance of talking about death and grief with young children, partake in a hands-on exploration of Sesame Workshop's new resources and materials, brainstorm possible ways to use kit materials in programs and within families, and view DVD resources. |
Presentation
10:00 – 10:45
The Effect of Imagery-Based Instruction on Reading and Comprehension Development
Jen Egan, MA, Regional Director of Learning Centers, Lindamood-Bell Learning Processes, NYC
Reading and comprehension are cognitive acts. As such, these functions need to be developed in young children and remediated in those for whom general instruction is not successful. Sadoski presented findings in the American Educational Research Journal (2006) that indicate that reading instruction aligned with the Dual Coding Theory (DCT) of cognition provided a significant increase in student reading proficiency. The instructional practice provided to the students in this particular study is designed to stimulate imagery and link the imagery to language. This sensory-cognitive functioning is the basis of reading and comprehension. This presentation will explain DCT and present findings from school settings and learning centers where systematic imagery-based instruction occurred.
This Session is Offered for .05 ASHA CEU’S.
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Presentation
10:00 – 10:45
Integrating Play and Literacy Activities for All Early Learners
Ann M. Selmi, PhD, Associate Professor, California State University, Dominguez Hills, CA
Within the past decade, adult-centered academic activities have replaced child-directed play activities in many early learning environments. Some parents and professionals have concluded that play and academics are incompatible, and that academic skills must take precedence over play in educating young children. They have reached this conclusion despite a significant body of research demonstrating the relationship between play and early learning. This presentation will allow participants to re-integrate play into young children’s learning in a new way. The presentation then describes practical strategies for encouraging such play activities and illustrates how these activities directly relate to both early literacy and academic development. To provide children with developmentally appropriate practices, parents, teachers, and community workers must possess both the skills needed to integrate play activities into all areas of literacy and academic learning and the knowledge of how play-based learning activities relate to national preschool and kindergarten standards. |
Workshop
10:00 – 11:45
Evaluating Difference vs. Disorder in English Learners: Issues in Cognitive and Academic Assessment in Early Childhood
Samuel O. Ortiz, PhD, Professor, Department of Psychology, St. John's University, NYC
Evaluation of culturally and linguistically diverse students in preschool presents unique challenges in part because certain assumptions key to the manner in which instruction interacts with the development of two different languages is not well understood and incorrect assumptions about it may result in mistaken attributions of low ability or the presence of disability where none in fact exists. The purpose of this workshop is to provide participants with current research on the relationship between language, cognitive, and academic development and how it may be used to guide instructional and evaluation practices and the activities of assessment teams. In addition, scientific evidence on these issues is integrated in a way that allows the application of a practical, systematic framework for conducting valid and defensible assessments of culturally and linguistically diverse children, including an introduction to the Culture-Language Test Classifications and Interpretive Matrix.
This Session is Offered for .15 ASHA CEU’S.
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Presentation
11:00 – 11:45
The Second Step Early Learning Program: Social-Emotional Skills for the Classroom and for Life
Michael Moretsky, MSEd, Client Outreach Representative, Committee For Children, WA
The Second Step program for early learning is a universal, classroom-based program designed to increase children’s school readiness and social success by building social-emotional competence and self-regulation skills. Children who learn social-emotional skills early in life are more self-confident, trusting, empathic, intellectually inquisitive, competent in using language to communicate, and capable of relating well to others. The Second Step early learning program is taught through 28 weekly themes, consisting of activities to be done throughout the week which will be highlighted in this presentation. These activities develop children’s self-regulation skills and social-emotional competence. This dynamic presentation will cover the format and make up of Committee for Children’s Second Step Early Learning Program as well as the critical skills taught including Self Regulation, Empathy, Emotion Management, Friendship, and Problem Solving Skills. |
Presentation
11:00 – 11:45
A Proven. Multisensory Approach to Teaching Math
Michael Soria, Executive Director of Education, TouchMath, CO
In this hands-on presentation, attendees will learn a unique, versatile, effective way to teach math. This multisensory approach to teaching math has been at the core of the TouchMath method since 1975, and has been proven to build self-confidence for all learners - regardless of their level and learning style. Research shows children learn most effectively when all senses are involved. This presentation will explore the importance of visual, auditory, and tactile/kinesthetic approaches to teaching and learning. In-depth discussions on teaching strategies, best practices, and adaptations ensure educators are equipped with the tools to help their students reach their potential. This presentation has been developed and presented to educators across the country. |
Presentation
11:00 – 11:45
"Changing the World, One Neuron at a Time: Parenting and Educating Children Better by Understanding How the Brain Works"
Tamar Andrews, MA, Early Childhood Education Director, Temple Isaiah, Adjunct Faculty, National University, UCLA, Santa Monica College, Avital Etehad, Assistant Early Childhood Education Director, Temple Isaiah, CA
Take a dynamic look into how our brains function best. We have been taught to sit still and listen when our brains really want us to move and be active. Our brains have moods and differ from those of children. Our brains play an important role in building and sustaining relationships for positive change and growth. Become informed on the triggers that can manipulate behavior, emotion, and actions to avoid having the emotional brain hijack the rational one. This presentation will allow participants to understand how the brain works so that they can make it work for them! |
11:45 – 1:00 LUNCH AND VISIT EXHIBITORS
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Keynote
1:00 – 1:45
Recent Advances in Understanding and Treating Autism
Cecelia McCarton, Executive Director of The McCarton Foundation/McCarton School, NYC
With the incidence of children being diagnosed with Autism Spectrum Disorder (ASD) increasing and the public becoming more aware of the symptoms associated with Autism and the challenges faced by families, there is an increased pressure to find an effective treatment. Although we have come a far distance in the last few decades with improved treatment and understanding, in many ways the field is larger but still cloudy. More kinds of treatment, with a variety of claims, better access to information, and the search for the genetic or molecular cure have left parents with choices that have become less clear. Therapeutic advances both in diagnosis and in treatment of ASD will be explored and current alternatives medically and therapeutically will be critically discussed. |
Presentation
2:00 – 2:45
ADHD in Young Children
Iliyan Ivanov MD, Assistant Professor of Psychiatry, Mount Sinai School of Medicine, NYC
Attention deficit-hyperactivity disorder (ADHD) is the most prevalent childhood disruptive behavior disorder in the United States and the world. ADHD has a significant negative impact with respect to the affected individuals' health and social functioning. Advances have been made in the fields of ADHD neurobiology, diagnosing, treatment modalities and clinical outcomes. This presentation will review current diagnostic criteria for ADHD, methods for its identification and most widely used treatment modalities. The current nomenclature proposes a total of 18 items for ADHD, 9 for each hyperactive and inattentive subtypes, which should be present before the age of six years. The gold standard for the diagnosis of ADHD is a thorough psychiatric interview with multiple informants. Currently available treatments include both behavioral and medication regimens and available data suggest that although efficacious on the short term these treatments also present with number of limitations and side effects.
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Presentation
2:00 – 2:45
Reading + Repetition = Language Development for Preschoolers
Rae Schaper, Med, Early Childhood Author, Trainer, Consultant, Read It Once Again, NYC
Familiarity and repetition support language development and cognitive learning in the manner that is most productive to preschool children with and without language disorders. Literature and storybooks are used as a support for theme units in most preschool classrooms. When stories are changed often, young children with receptive and expressive language delays are not always given the opportunity necessary to become familiar with key words and cognitive concepts found within the stories. This presentation is designed to help preschool professionals understand the importance of repeating stories. In addition they will be shown how to effectively use literature combined with student objectives to provide a learning environment that will stimulate growth in language skills, cognitive goals, social interaction, adaptive behaviors and motor development.
This Session is Offered for .05 ASHA CEU’S.
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Presentation
2:00 – 2:45
Preparing for School Readiness from a Developmental Perspective
Katee R. Duffy, MA, NCC, National Clinical Measurement Consultant, Houghton Mifflin Harcourt Publishing Company/Riverside Publishing, MA
Given that learning begins at birth, by the time children enter school they have already been engaged in building the skills and abilities that will support their success in school. Drawing from the work of the National Scientific Council on the Developing Child and the resources from the Center on the Social Emotional Foundations for Early Learning, this session will explore the possibility of considering school readiness from a developmental perspective. As the area of social emotional development has been identified as the foundation for future learning, knowledge regarding brain development, the impact of the environment, and key relationships a child has in those settings, can inform program values and curriculum development and provide a new framework to view school readiness. |
Presentation
2:00 – 2:45
Science Education for All Young Children
Heidi Gold-Dworkin, MS, MPhil, PhD, Science Curriculum, CT
The goal of this presentation is to teach educators how to engage young children in effective science education. Attendees will understand the significance of science education to our nation's future. Young children are naturally inquisitive, and it is critical that we build on this innate curiosity to foster a passion for learning science. If the United States is to regain its role as one of the world’s foremost science educators and innovators, then we need to effectively educate scientists. This must start with the youngest students, the preschoolers and elementary school students. We can and should build a solid foundation in scientific literacy skills starting with children as soon as they enter school. In this workshop, teachers will be engaged in hands-on/minds-on/inquiry based science experiments. This will enable teachers to see the simplicity with which they can engage students in active inquiry investigations and scientific experimentation. Dr. Gold-Dworkin will also share assessment data on the successes of engaging science programs developed for young learners. |
Presentation
3:00 – 3:45
Parenting and Educating the Child with Sensory Processing Issues: Effective Strategies for Educators and Parents
Tara Gessner, MA, OTR, Occupational Therapist, New York Occupational Therapy for Children, NYC
Children with sensory processing issues typically have strong responses to both the outside environment and their inner world. Teachers and parents often feel ineffective and frustrated in managing these strong reactions leaving the children stuck with limited coping skills and entrenched reactions. When the teacher or parent has effective tools to assist the child, a process known as ‘interactive sensory regulation’ occurs. This regulation helps the child cope more successfully in the world and gain greater mastery and independence. This presentation will address essential tools needed to help young children with sensory integrative dysfunction. Participants will identify Sensory Processing Teacher and Parent Styles and their impact on the adult/child relationship. Participants will be trained in how to use the Effective Tools of Interactive Sensory Regulation with children. |
Workshop
3:00 – 3:45
Let’s Get Physical with Zoo-phonics!
Charmaine Atkins, Educational Consultant, Zoo-phonics Inc, CA
This session will provide an introduction to the Zoo-phonics Program and give attendees an opportunity to learn the basics of the program through a hands-on workshop. Participants will be given an opportunity to participate in the physical aspect of this unique methodology. The presenter will show how to teach children to lock the sounds and shapes of the alphabet into memory through a body movement that directly relates to the Zoo-phonics Animal/Letter, allowing them to utilize the alphabet immediately. Attendees will participate in physical activities that tie into language arts including traditional games, Zoo-Robics and the Jump Rope Rap.
This Session is Offered for .05 ASHA CEU’S.
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Presentation
3:00 – 3:45
Do Something! Engaging the Hands - A Pathway to the Mind for All Children Including Special Needs
Kenneth Scheel, Director of Education Outreach, KEVA Planks, VA
This hands-on presentation will teach simple, fun engaging hands on activities that stimulate the imagination, inspire problem solving, start conversations, teach history, art, and STEM (Science, Technology, Engineering, and Mathematics . This session will cover the highlights of top rated workshops conducted for Science Museum Educators, Art teachers, STEM Educators, Gifted teachers and Art Therapists. These materials and the activities can be used in preschools and kindergarten classrooms as well. We will be using high precision identical KEVA planks as the manipulative. Learn easy two-minute games, instant challenges and activities you can implement tomorrow. Come play with a purpose. Experience 3D design and sculpture to spark creativity and imagination. Learn activities that make children WANT to work together as a team. Channel ADHD energy for good. You'll be playing and learning at the same time, just like your students.
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Presentation
3:00 – 3:45
The Silent Child: Pedagogical Approaches That Promote Inclusion of Children with Selective Mutism in the Classroom
Debra Harwood, PhD, Assistant Professor, Brock University, Ontario
Children with Selective Mutism (SM) have intense fears of being seen or heard speaking. The age of onset coincides with kindergarten or entry into an early childhood education setting, potentially creating a frustrating and exasperating early school experience for all. Many questions remain unanswered, such as do front line educators have the professional knowledge, support and coping strategies needed to support children with SM? This interactive presentation will highlight the common indicators of SM and means of differentiating between children who exhibit shyness versus the child who is silent as a result of SM. Additionally, participants will be exposed to a play-based pedagogy as a means of understanding the important role of the educator, the environment, and the utility of play in nurturing the voice of children with SM. |
Thursday April 19, 2012 |
Keynote
8:30 – 9:45
Does Every Child Have Attention Deficit Disorder? Understanding The Diagnosis And Treatments For ADHD In Young Children
Harold Koplewicz, MD, President, The Child Mind Institute, NYC
What's the difference between ADD and ADHD? Is there a test? What are stimulant medications? Do kids outgrow it? Harold S. Koplewicz, MD, child and adolescent psychiatrist and president of the Child Mind Institute, will address the questions that often come up when caregivers notice seriously hyperactive, impulsive, or inattentive behaviors in kids. Dr. Koplewicz will discuss the wariness and even fear that some parents have of the diagnosis, how to fight the stigma surrounding ADHD, and tools kids and families can use to maintain self-esteem while living with the disorder. And, as identifying and treating ADHD early are essential to success in school, at home, and with friends, he will present the best empirically supported treatments available, including specialized behavioral therapy.
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Full Day Workshop
10:00 – 4:00
An Overview of The Creative Curriculum System for Preschool
Inette Hunter, Staff Trainer, Teaching Strategies Inc, Washington, DC
This highly interactive 1-day session helps teachers at all levels implement The Creative Curriculum System for Preschool in their classrooms. Teachers will first become familiar with the 38 objectives for development and learning that inform every aspect of their teaching. They will then explore and practice using all of the pieces that make up the System: the knowledge-building volumes, Teaching Guides, Mighty Minutes, Intentional Teaching Cards, and Book Discussion Cards.
Learning Objectives:
• Become familiar with The Creative Curriculum System for Preschool.
• Define effective, engaging curriculum for young children.
• Identify the parts of the progressions for development and learning.
• Explore each of the components of the System.
• Practice using the System components. |
Presentation
10:00 – 10:45
Managing Small Problems Before They Become Big Ones: Keys To Successful Behavior Management In The Classroom
Gina Feliciano, PhD, SAS, BCBA-D, Director of Clinical Services and Development, and Anya Silver, MA, BCBA, Lead ABA Clinical Supervisor, Bilinguals Inc/Achieve Beyond, NYC
In this presentation audience members will learn to identify when a behavior is problematic, the possible causes and functions of those problem behaviors, and strategies for prevention. Data collection procedures will be reviewed as part of the development of a behavior intervention plan and functional behavior assessment. |
Presentation
10:00 – 10:45
Brain Imbalance as a Cause Of ADHD, Learning Disabilities, and Autism Spectrum Disorders
Mark Goldenberg, DC, DABCN, FACFN, International Academy of Functional Neurology and Rehabilitation, Executive Director of the Brain Balance Achievement Center of Fairfield County, CT
Dr. Goldenberg will discuss current research and brain based approaches to helping children with attention deficits and learning disabilities. The discussion will focus on brain (hemispheric) imbalance as a cause of ADHD, learning disabilities, dyslexia, and autism spectrum disorders. Learning objectives will be a greater understanding of the current concepts of hemispheric imbalance and lack of communication between both sides of the brain as a primary cause of neuro-developmental disorders in childhood. The concepts of neuronal plasticity and epigenetics as primary factors in these disorders will be presented. |
Workshop
10:00 – 11:45
“Breakthrough Strategies For Autism Spectrum Disorder”
Raun K. Kaufman, Former CEO and Current Director of Global Education at The Autism Treatment Center of America, MA
Mr. Kaufman will provide concrete, bold strategies parents can implement now for a child on the autism spectrum’s immediate gain. He focuses on innovative, outside-the-box techniques from The Son-Rise Program that can be used today to help children move beyond stimming (without you stopping or discouraging your child’s behavior), learn new skills (without you having to push or pressure), and, most especially, to form meaningful, caring relationships with others. He also will discuss an exciting new model called Recovery Mode, which explains how The Son-Rise Program maximizes the effectiveness of biomedical treatments. |
Workshop
10:00 – 11:45
Helping Children be READY to Learn to Read: Developing Early Literacy Skills by Reading Aloud Effectively to Three-to-Five Year Olds
Barbara Kasok BS, Susan Marx MA, Authors, Readtogether, MA
This hands-on, interactive, and practical workshop focuses on how adults can help three-to-five year olds acquire early literacy concepts and skills during the read aloud experience. Participants will understand how reading aloud can foster confidence and competence in young children’s lives. The workshop offers information based upon current research on early literacy concepts and skills, models and strategies to use during reading aloud. It will highlight criteria for choosing good books to read aloud, provides a variety of books to share, suggest ideas to create nurturing environments for reading aloud, models and strategies that foster positive discipline, communication, and self-esteem. It will offer ideas for follow-up activities such as dramatic play, rhymes and songs, and drawing and writing experiences. Instructional handouts that illustrate effective techniques that engage children in the read-aloud experience will be provided from our book. |
Presentation
10:00 – 11:45
Why are They Acting This Way and What Can I Do? An Honest Discussion on Understanding Behavior, Stimming, and Sensory Challenges
Alison Berkley, MS & Amanda Friedman MS & SBL, Co-Directors of Emerge & See Education Center, Autism Speaks and NAA, NYC
Trying to understand, identify with, justify to others, and modify the behavior of children is never easy. Add to that sensory processing challenges, aggression, communication difficulties and cognitive delays and the intensity magnifies beyond words. This presentation aims to discuss openly and honestly the REAL challenges of families and educators dealing with autism, obsessive-compulsive disorder, attention deficit disorder and other social/cognitive differences. Special education teachers, Amanda & Alison will offer insight into the communicative intent of difficult behavior, stimming, and sensory integration. They will share tips on building a team, coping strategies, and building loving, progressive and compassionate relationships to help children and young adults reach personal, academic, and social life goals. |
Presentation
11:00 – 11:45
Building Social Skills and Resilience in Children through Development of Strong Relationships with
Children
Aileen Pidgeon, PhD, Assistant Professor, Bond University, Australia
This presentation will provide an understanding of the concept of Positive Parenting and Caregiving as a way of raising children to help them become socially and emotionally competent. The presentation will cover the common causes of child behavioral problems and strategies that parents, teachers and caregivers can use to prevent children’s behavior problems and encourage desirable behavior while parents, teachers and caregivers remain in control, set the rules and enforce them using positive parenting strategies. Strategies for taking care of self as a parent, teacher and caregiver will also be covered. In addition, the role that our explanations for child behavior play in intensifying our strong disturbing emotions towards children will be covered. Video segments will be used to demonstrate skills to build better and strong relationship with children. |
11:45 – 1:00 LUNCH AND VISIT EXHIBITORS
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Keynote
1:00 – 1:45
Joy of Language!
John Archambault, author of Chicka Chicka Boom Boom and 20 Other Books, CA
John will entertain, inspire and delight as he models and shares "The Joy of Language." You'll be reminded of the power of patterned language to stir the heart and set the brain dancing with the magic of the 3 R's - Rhyme, Rhythm and Repetition. Best of all, you'll be inspired to build a community of joyful learners in your classroom! |
Workshop
2:00 – 3:45
Rhythm, Rhyme and Harmony in Beginning Reading
John Archambault, author of Chicka Chicka Boom Boom and 20 Other Books, CA
Participants will learn how music support language, using poetry and patterns to "light up the brain" for optimum language absorption, vocabulary development and early fluency. Tuning the ear helps to focus the eye as "melody and song carry words along." This presentation, workshop, will demonstrate the power of music (based on the latest brain research) to create a "river of language" young children can float along on, promoting learning, phonemic awareness, vocabulary and delight!
This Session is Offered for .15 ASHA CEU’S.
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Presentation
2:00 – 2:45
New Directions in Autism Research
Alycia Halladay, PhD, Director of Research for Environmental Sciences, Autism Speaks, NYC
These are very exciting times for autism science. We now have a much better understanding of the risk factors and biological mechanisms that contribute to autism, as well as how best to provide evidence-based care and treatment for those on the spectrum, even in low resource settings. This presentation will highlight some exciting recent discoveries in genetics and environmental risk factors, neuroscience, diagnosis, treatment, and public health research. The ways these discoveries are informing progress in basic sciences will be discussed, as well as their implications for translational research, or the leveraging of these new insights and knowledge into novel treatments, and more targeted and effective ways to help individuals and families touched by autism. |
Presentation
2:00 – 2:45
Early Signs of Learning Disabilities in Young Children: Resources for Parents, Care Providers and Early Childhood Educators
Sheldon H. Horowitz, EdD, Director, LD Resources & Essential Information, National Center for Learning Disabilities, NYC
Discover a wealth of online information and resources, including screening tools and skill building activities for young children, available free of charge, from the National Center for Learning Disabilities. Learn about the early warning signs of learning disabilities (LD) and behaviors that identify children who could be at-risk for struggling to learn in the early grades. The LD Checklist (English and Spanish), Get Ready to Read! screening tool and web resources (English and Spanish), and the Early Learning Observation & Rating Scale (ELORS)- a new easy-to-use tool that focuses on capturing key information about four-year-old children in the year before they enter kindergarten- will be reviewed in detail. This easy-to-use instrument captures information across 7 key domains, determines levels of concern about children’s overall learning progress and their growth, and recognizes children who might benefit from additional support for learning. |
Presentation
2:00 – 2:45
Developing the Whole-Child: Cultivating Mind-Body Connection Through Yoga, Nutrition, and Positive Emotionality in Typically Developing Children and Those with Special Needs
Zsuzsa Kiraly, PhD, Director of The Hagin School Consultation & Early Childhood Centers, Fordham University, Graduate School of Education, NYC
The “Developing the Whole-Child” presentation will discuss ways to cultivate mind-body connection through yoga, nutrition, and positive emotionality. Mind-body integration entails a holistic approach that supports physical, cognitive, and emotional growth and helps to overcome developmental challenges. Current research and practices pertaining to the effects of movement and nutrition on both the developing body and brain will be discussed. This presentation is designed both for professionals and parents. A review of resources including books, web sites, and local agencies will be provided. |
Presentation
3:00 – 3:45
The Role of the Child Care Provider in Family Law Disputes-Protecting the Child in Custody, Divorce and Domestic Violence Cases
Sherri Donovan, Lawyer, Sherri Donovan & Associates, NYC
This presentation will be led by Sherri Donovan, Esq. of Sherri Donovan & Associates, PC, a leading family law attorney and author along with an experienced psychologist. The attorney and psychologist will describe the legal process and psychological effects on a child involved in custody, divorce and domestic violence cases. They will also point out when childcare providers may be subpoenaed or requested to be interviewed and how childcare providers can respond. A critical focus will be interests of preschoolers and special needs children in high conflict families. A practical portion of the presentation will include having attendees participate in parenting plan negotiations, and moot court proceedings. Sample documents from actual cases as well as written materials describing the law will be provided. |
Presentation
3:00 –3:45
Introduction to Relationship Development Intervention: A Developmental Approach to Treating Autism and Other Neuro-Developmental Disabilities.
Laura Hynes, LMSW, Relationship Development Intervention Program Certified Consultant, Founder and Director of Extraordinary Minds, NYC
This presentation will outline the basic theory and application of Relationship Development Intervention (RDI). Participants will learn about RDI as a cognitive-developmental program that is based on the most recent research in both autism and typical child development. Designed to address the unique deficits present in individuals with autism, parents and professionals will learn how RDI addresses deficits in the area of dynamic thinking; using and reading non-verbal communication, sharing experiences, collaborating, problem solving and borrowing other's perspectives. Participants will learn through video examples how RDI is different from other therapies as it does not compensate for the deficits in dynamic thinking and works around them. RDI seeks to remediate these deficits by offering individuals with autism a better quality of life.
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Workshop
3:00 – 3:45
Make A Multi Sensory Color Book!
Renee Khatami, Author/Designer, Random House Children's Books, NYC
Enjoy color thinking out of the box, and create your own multi-sensory color board book! Collage is ideal for kids of all abilities and ages. Break away from primary colors. Play with one color, notice its range, and how we see it in our lives. Engage the senses using a variety of textured paper (scented paper as well!). Make a tangible book— a good balance for our increasingly technological world. A presentation for educators and families with a lesson plan, reading, and a visit from a puppet. |
Friday April 20, 2012 |
Keynote
8:30 – 9:45
Curriculum Connections: Active Music Making: To Help Children Learn and Grow
Bob McGrath, Original Cast Member & Music Teacher of Sesame Street, Author, Recording Artist, and Concert Performer, NYC
Bob McGrath shares his warmth and wisdom gained from over 40 years of experience as an original host of Sesame Street. Bob provides his insight from working with children on Sesame Street, performing in hundreds of concerts for young audiences and presenting interactive workshops and keynotes for early childhood educators throughout the country. Discover how active music-making for young children – infants to school age – is vital not only for stimulating imaginations, but also for developing important early literacy skills. Through active participation, video demonstrations and current brain research, you will come to appreciate Bob’s passion for integrating music in early childhood classes. Brain research has demonstrated that people learn and retain concepts when combined with multiple senses. By integrating music, movement and literacy concepts, children learn and retain information. Join Bob to learn how you can use music to reinforce literacy, language and math skills to help:
- Promote listening, understanding and following directions
- Develop phonemic awareness skills
- Promote alphabet knowledge
- Understand sequencing in the telling of a story
- Develop an understanding of numbers
Appropriate practices in early childhood encourage an integrated curriculum using content from various disciplines (Bredekamp & Copple). By integrating music with literacy and language skills, early childhood educators address the “whole child.”
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Full Day Workshop
10:00-4:00
What is Applied Behavior Analysis Really? Understanding and Applying the Key Principles of ABA to Help Young Children Function Well in School, Home and Community Settings.
Kevin J. Brothers, Ph.D., Executive Director, Somerset Hills Learning Institute, NJ
This full day workshop will begin with a short overview of the key principles of learning that apply to all people. Skillful application of learning principles is crucial to effectively raising and educating children, and is the hallmark of work based on the science of applied behavior analysis. Parents and teachers of children with autism spectrum disorders are called upon to magnify the obviousness of these principles daily. Participants will learn the key dimensions of Applied Behavior Analysis and how each gives rise to tactics, that when actively used, help children reach their full potential. After a review of the key learning principles the presenter will apply these principles to achieve positive results by building skills and eliminating the behavioral challenges of young children. The areas include: (a) teaching reading, (b) teaching speaking, (c) using scripts to facilitate conversational language, (d) using activity schedules to promote engagement with instructional materials, teachers, and parents, (e) participating in health care and dental procedures, (f) achieving and maintaining a healthy weight, and (g) dealing with unexpected events. These tactics can be used effectively by teachers, ABA professionals, as well as parents. Professionals can apply these tactics themselves and they can also teach these tactics to parents to help them deal with these common home and community challenges including going shopping or going to a restaurant. The workshop will include discussion of how to identify when a child is going to be disruptive and how to address disruptions and tantrums successfully. The principles and tactics presented in the workshop have been shown to be effective with children with autism spectrum disorders as well as typically developing children.
This Session is Offered for .5 ASHA CEU’S.
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Presentation
10:00 – 10:45
Selective Mutism: From Suffering in Silence to “Please Use an Inside Voice!”
Steve Kurtz, PhD, ABPP, Senior Director, Child Mind Institute, NYC
Selective Mutism (SM) affects 1 in 140 young children, rendering them virtually unable to speak in school and other public settings, while they talk like chatterboxes at home. Early childhood professionals are typically the first to bring this to the attention of parents, who are often shocked and feel helpless. Educators, psychologists, social workers, and SLPs seek more evidence-based information about effectively assessing and treating this intriguing disorder. This presentation , presented by an internationally renowned SM expert, will equip you with the most important Do’s and Don’ts in working with children with SM. Help rid the silence!
This Session is Offered for .05 ASHA CEU’S.
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Presentation
10:00 – 10:45
Theatrical Teaching Innovations in the Pre-K Classroom
Bricken Sparacino, Program Coordinator, Education Department, Central Park Zoo Educator, Central Park Zoo Education Department, Wildlife Conservation Society, Central Park Zoo Education Department, NYC
The Central Park Zoo has developed an innovative theater-based lesson format that has been used to redevelop and invigorate their current program offerings. The Central Park Zoo instructors Bricken Sparacino and Jennie Inchausti want to share this new lesson format with teachers. They will demonstrate their new lesson format while sharing fun games, act-outs, and songs that can enliven science content in the early childhood classroom. Teachers will also come away with the tools to implement this engaging lesson format into their current curriculum. The Central Park Zoo’s theater lesson format is fun, simple to use, and will energize the classroom! |
Workshop
10:00 – 11:45
Stop The Fighting & Biting
Lisa Poelle, MA, Early Childhood Guidance Consultant & Staff Developer, Governing Board member of NYCAEYC – New York City Association for the Education of Young Children, NYC
Have you struggled to find successful ways to deal with young children who frequently hurt others in serious ways, such as biting? Learn to approach the issue like a guidance consultant by identifying eight reasons for chronic hurtful behavior, and then designing customized solutions. After a PowerPoint presentation and a detailed case study, the participants will break into pairs to talk about real life examples, use the eight questions, and identify customized ways to help the child.
The presentation will cover:
- Why some behavior problems are especially difficult to solve
- A proven, methodical way to identify reasons for children’s hurtful behavior
- Eight questions that always lead to concrete, customized solutions
- Instructive intervention techniques that really work
- Case studies that demonstrate this approach
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Presentation Panel
10:00 – 11:45
An Interdisciplinary Approach to Pediatric Feeding Problems
Hildy S. Lipner, MA, CCC/SLP , Anne R. Farrar-Anton, PhD, MSCP, Lynda Rosini MA/RD/CNSD/CSO/CDE, Hackensack University Medical Center, NJ
Interdisciplinary collaboration when addressing the development of eating skills for infants, toddlers and young children will significantly enhance the effectiveness of any therapeutic program working with children and families experiencing mealtime challenges. An experienced Speech-Language Pathologist, Nutritionist, and Psychologist will discuss their roles and treatment strategies to support advancing sensori-motor oral skill development while maintaining nutritional balance and adequate growth and navigating behavioral challenges. The importance of developing a collaborative therapeutic relationship with family caregivers and sensitivity to the impact of cultural orientation upon attitudes regarding eating will be highlighted. Following panel presentations there will be time allotted for questions from the audience participants.
This Session is Offered for .15 ASHA CEU’S.
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Presentation
11:00 – 11:45
“Did I Hear What I Think I Heard?!?”: How to Respond to Young Children’s Questions About Cultural and Racial Differences
Sheri A. Castro-Atwater, PhD, PPS, Associate Professor, California State University, Los Angeles, CA
The purpose of this presentation is to enable participants to respond effectively to young children as they inquire about the vast cultural, social, and racial differences in our world. As parents and educators that champion the cause of diversity, how should we appropriately teach and respond to young children in order to “plant the multicultural seed” in a non-biased way? Using a developmental response framework created by the author, this workshop will center on the specific skills we need to teach children to value—and not fear—diversity in all its forms. Participants will have the opportunity to “role-play” real-life scenarios and put their learned framework into practice, coming away with a model for how to address children’s questions and comments in a developmentally-appropriate way. |
Presentation
11:00 – 11:45
Partnering with Teach for America to Strengthen the Early Childhood's Talent Pipeline
Laura Dallas McSorley, Managing Director, Early Childhood Education Initiative, Teach for America, VA
This presentation will provide participants with an overview of Teach for America, a national non-profit that recruits high-achieving recent college graduates to teach for two years in Head Start and Pre-K-12 classrooms and become lifelong leaders for ending educational inequality. This presentation will offer a roadmap for partnering with the organization to strengthen your talent pipeline. The goal of the presentation is to help participants understand Teach for America's mission and program model, including the diverse and talented pool of teachers it provides, so that center directors will view Teach for America as a resource as they are looking to build capacity. The presentation will include the perspective of Head Start centers currently partnering with Teach for America, to provide a concrete picture of what a partnership entails. Teach for America early childhood corps members have bachelors’ degrees and are trained in developmentally-appropriate practices with an outcomes orientation. They are recruited from hundreds of top colleges across the country, have demonstrated leadership ability, and are passionate about closing the achievement gap. Partnering with Teach for America provides programs with a guaranteed pipeline of talented, passionate teachers with the training, skills, support, and conviction to be successful in the pre-k context. |
11:45 – 1:00 LUNCH AND VISIT EXHIBITORS
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Keynote
1:00 – 1:45
Empowering our Children: Lessons from a Latina Mom
Maria Hinojosa, President, Futuro Media Group, NPR's Latino USA, WGBH's Maria Hinojosa: One-on-One, NYC
Maria Hinojosa has raised two children in Harlem with her husband, an artist from the Dominican Republic. When her son was born 16 years ago, Hinojosa wrote a motherhood memoir Raising Raul: Adventures Raising Myself and My Son looking at the issue of how a Latina mom can raise a culturally sensitive and aware son while remaining true to her Latina roots. Hinojosa also has a 13-year-old daughter and has written several of her syndicated columns about the very special relationship she has with her daughter where honesty is the primary goal. While Hinojosa is a major force in public media, both in TV and radio, her relationship with her children is one she believes has real value in terms of teaching others from her experience. Hinojosa will speak honestly about what this looks like in a changing America where centered children of may different cultural backgrounds will be key to the future of the US. |
Presentation
2:00 – 2:45
Healthy Food for Healthy Brains: Making Intelligent Food Choices for Children
Maya Shetreat-Klein, MD
Have you ever wondered how to sort through the vast and confusing evidence and advice regarding how to best feed children? Is it difficult to determine what is fad and what is based in scientific evidence? In this session, board-certified child neurologist Dr. Maya Shetreat-Klein will discuss the importance of food in brain development through infancy and childhood. She will outline scientific evidence showing how food choices over this period can have a lifelong impact on a baby's health and how food can change the brain, touching on the emerging field of epigenetics. The session will culminate with concrete ways to advise families on making good food choices to support healthy brain development. |
Presentation
2:00 – 2:45
Teaching Young Children to Flourish: The Promise of Positive Psychology
Patty O’Grady, PhD, Professor, University of Tampa, FL
The dialogue will focus on what the new neuroscience tells us about the social and emotional development of young children. Within that interactive exchange, the importance of explicitly structuring social and emotional learning and infusing throughout the early childhood curriculum is considered. A discussion of the emerging field of positive psychology as a framework for curricular innovations that ensure that young children flourish mentally, physically, emotionally, and socially will ensue. Participants will share their own approaches to positive psychology in early childhood education and also be invited to generate new ideas that promote positive psychology among infants, toddlers, pre-school aged children, and primary elementary-aged children. |
2 Hour Workshop
2:00 – 3:45
Don’t Stop the Music! Use Songs and Activities to Develop Social/Emotional Skills and Self-Regulation
Bob McGrath, Original Cast Member & Music Teacher of Sesame Street, Author, Recording Artist, and Concert Performer, NYC
Join Bob McGrath, “Bob on Sesame Street,” as he enthusiastically provides an interactive, hands-on session that focuses on using favorite songs to help develop literacy, language and math concepts. Attendees will participate and explore a variety of songs that help develop phonemic awareness skills, the ability to listen to and follow directions, sequencing skills, alphabet knowledge and an understanding of number concepts. Participants will also discover how songs engage children and help them build self-confidence, learn to share, take turns and respect others. They will see how simple activities encourage and develop self-regulation, which is critical to children's success. |
Workshop
2:00 – 3:45
Baby Fingers: A Musical Journey Through Language and Learning—the Parent/Infant Bond
Lora F. Heller, MS, LCAT, MT-BC, CEIM, Educator/Therapist, Baby Fingers LLC; Molloy College; Infant Massage USA, NYC
Newborns are equipped with the ability to comprehend language. Young babies are able to manipulate their hands. It’s not until they become toddlers that our children even begin to develop speech. As parents, we are left to wonder what is going on inside their heads as we wait in anticipation for their first words. By exposing a child to signs as well as spoken words, the child is more quickly able to understand and communicate with the world around and your wait time is significantly decreased. By offering nurturing touch and chest to chest humming, trust in the relationship strengthens further. In this workshop, participants will learn about and experience the benefits of music, sign language, and massage in early infancy. We will include how each plays a role in on-going language development, bonding with parent, and overall health. |
Presentation
3:00 – 3:45
The Social Emotional Development of the Child in a Data Driven Society
Kathleen Cashin, PhD, Regent of the State of NY for Presenting the Second Judicial District (Brooklyn), Clinical Professor at Fordham University
This presentation will focus on the critical dimensions of Ellen Glalinksy’s book “Mind in the Making.” It will explore each skill presented in detail and how it is related to both the home and school environment. It will examine the impact of excessive use of data on the schools ability to promote social emotional well being of the child. Self control, perspective taking, communicating, making connections, critical thinking, taking on challenges, and self directed engaged learning will be looked at from the perspective of a data driven classroom. The presentation will reinforce and expand those skills and offer concrete suggestions on how to work cooperatively and to achieve goals when the environment has an over emphasis on the outcome, not the process. |
Presentation
3:00 – 3:45
Toilet Training a Young Child with Autism
Jaime Nicklas MS, BCBA, Educational Director, Brooklyn Autism Center, NYC
The presentation will discuss how to toilet train a child with Autism for urination and bowel movements. It will give a detailed description of how and why parents play a key role in the process of toilet training. It will begin with discussing the signs that a child may be ready to begin the process. It will compare the differences in training a typically developing child verses a child on the spectrum. Furthermore, it will discuss how to begin training and how to make the child successful, and a detailed progression of training and when you know to push to the next level.
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