9 minute read
EARLY CHILDHOOD
NEW TEWS858N
All About Me: Including Racial Identity and Ethnicity (Preschool–Grade 2)
If best practice speaks to teaching to the whole child, how can we do this effectively without recognizing and affirming a child and family’s racial identity? In this workshop, you will revisit your current All About Me unit (if applicable) and build on it, or create a new unit altogether centered around race. We will work from your existing lesson plans and we will design new lessons that connect literacy, language, art, music, science, math, and home/school connections to help children develop language around their racial identities. You will explore various children’s books and other media that can provide entry points into lessons. We will also connect lessons to state standards and the social justice standards from Teaching Tolerance. Instructor: Tara Kirton
August 11 | On Campus*
Thursday, 9:30 AM–3:00 PM ET 5 CTLE or .5 CEU / $195 Registration Deadline: 8/4 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025 SETE513N
Bibliotherapy in the Early Childhood Setting (Preschool–Grade 3)
Bibliotherapy is the art of using children’s literature to help children understand difficult experiences and resolve developmental issues that interfere with their growth. You will learn how to choose books that address developmental and experiential difficulties. You will also explore how the use of story can help children better understand their own personal experiences and you will learn how to make books that address children’s individual and group needs. Instructor: Margaret Blachly
July 18 and 19 | Online
Monday and Tuesday, 10:00 AM–4:00 PM ET* 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/11 *2.5 hours of asynchronous work required
EDUC606N
Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum
Unit blocks and the dramatic play that accompanies block building offer children multiple and diverse opportunities to develop and express their understanding of the social and physical world in which they live. In this course, you will learn how to integrate block-building experiences into the curriculum and organize block-building areas in the classroom. You will examine how block building supports the development of numeracy, literacy, problem-solving, and creative thinking skills, along with social and emotional growth. Field trips— and the opportunities for first-hand research that they provide—are an essential component of a block program and will also be included. This course will also support participants in settings with limited or no blocks in applying a broader understanding of the importance of play with open-ended materials and advocating for such experiences in their settings. Instructor: Elise Bauer Section 1
July 18, 19, and 20 | On Site at City and Country School*
Monday–Wednesday, 10:00 AM–2:00 PM ET* 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/11 *Held at City and Country School, 146 W 13th St, New York, NY 10011
Section 2
August 2, 3, and 4 | On Site at City and Country School*
Tuesday-Thursday, 10:00 AM–2:00 PM ET* 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/26 *Held at City and Country School, 146 W 13th St, New York, NY 10011
TEWS855N
Designing Environments and Activities that Support Resilience
The pandemic forced many to think about the ways trauma affects children’s lives. This 3 part series will focus on Trauma and Resilience taking a deep look at how the body reacts to trauma and the impact on development. Participants will learn strategies that focus on the development of supportive environments, practices, and asset based tools that reflect a child’s strength and ability to strengthen resilience leading to healing. Instructor: Genevieve Lowry
July 13 | Online
Wednesday, 6:00 PM–7:30 PM ET 2 CTLE or .2 CEU $35 Registration Deadline: 7/6
TEWS666N
Designing Interdisciplinary, Play-Based Activities for the Pre-K–First Grade Classroom
This workshop will focus broadly on how to design and implement curricula in pre-kindergarten/kindergarten classrooms that are, or strive to be, interdisciplinary and play-based. We will explore ways to integrate social studies, language arts, math, science, and art activities. We will also explore ways to scaffold and differentiate these activities to make them more inclusive and to address a diverse range of student needs. The unique and specific contexts of your settings will be taken into account and discussed. Instructor: Timothy Lightman
July 12 and 14 | Online
Tuesday and Thursday, 10:30 AM–3:30 PM ET *2.5 hours of asynchronous work required 12 CTLE or 1.2 CEU / $425 Registration Deadline: 7/5
TEWS715N
Motor Play to Enhance Growth in the Classroom (Ages 1–6 Years)
This course will demystify developmental concepts, such as sensory processing, regulation, and sensory integration. You will learn how motor play can impact energy level, attention, and a child’s ability to improve organizational skills. You will complete the course with a toolbox of activities to enhance fine and gross motor development, along with strategies to keep children alert, energized, and in control in the classroom setting. Discussions will include how to collaborate with families and caretakers in using motor play to extend skillbuilding to the home environment, along with neuroscience research underscoring the importance of sensory motor play for brain organization and building the foundation for lifelong learning. Instructor: Jill Mays
July 26 and 28 | Online
Tuesday and Thursday, 10:30 AM–3:30 PM ET 6 CTLE or .6 CEU / $295 Registration Deadline: 7/19
NEW TEWS859N
Poetic Possibilities: Weaving Poetry into All Subject Areas (Grades K–8)
This course will demystify developmental concepts, such as sensory processing, regulation, and sensory integration. You will learn how motor play can impact energy level, attention, and a child’s ability to improve organizational skills. You will complete the course with a toolbox of activities to enhance fine and gross motor development, along with strategies to keep children alert, energized, and in control in the classroom setting. Discussions will include how to collaborate with families and caretakers in using motor play to extend skillbuilding to the home environment, along with neuroscience research underscoring the importance of sensory motor play for brain organization and building the foundation for lifelong learning. Instructor: Lily Howard Scott
July 26 and 28 | Online
Tuesday and Thursday, 10:00 AM–12:00 PM ET 4.0 CTLE or 0.4 CEU $195 Registration Deadline: 7/19 TEED654N
The Reggio-Emilia Approach: From Theory to Practice (Ages Infant–5 Years)
The early childhood program founded in Reggio-Emilia, Italy incorporates an emphasis on the learning environment, process vs. product, developmentally appropriate practice, and the importance of the community of learners. Much of this philosophy reflects the culture of the Italians and is difficult to recreate in the United States. This course is meant to provide an introduction to the approach and will attempt to bridge the Reggio-Emilia theory with American culture. We will view the Reggio-Emilia approach as a means to combat the push-down curriculum, competition, product over process, and the jumping/skipping of learning stages we are now experiencing in this country. Instructors: Patricia Watkins and Rafa Pérez-Segura
July 20 and 21 | On Campus*
Wednesday and Thursday, 9:30 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/13 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025
SPED587N
The Spectrum of Play and Play on the Spectrum: Through a DIR/Floortime© Lens (Ages Birth–6)
The course examines the play of neurotypical and neurodiverse children and the impact of individual differences in sensory and motor processing on development and play. A core feature of the course is how to employ the Developmental-Individual DifferenceRelationship Model (DIR/Floortime) to progress play with children on the Autistic Spectrum. DIR expands and promotes symbolic play, the capacity to express the full range of emotions, and to regulate anxiety and behavior using a teacher-caretaker mediated approach. This course presents the developmental spectrum of play and the manner in which play supports the formation of self-regulation, is self-realizing, addresses all areas of development simultaneously and is spontaneous and intrinsically motivated without the need for teacher directed tasks. We will examine these themes as concept and practice. Throughout the course, you will have the opportunity to discuss challenges you may encounter related to children with whom you are working. The relationship between the material being presented and the use of play for both expressing and working through trauma, will be addressed. Instructors: Gilbert Foley and Serena Wieder
August 8 and 9 | Online
Monday and Tuesday 10:30 AM–3:30 PM ET* 12 CTLE or 1.2 CEU $425 / 1 credit** $1,710 Registration Deadline: 8/2 *2.5 hours of asynchronous work required **Pending approval of the College’s Curriculum Committee
TEWS693N
Sounds in Motion: The Development of Auditory Perception and Early Literacy Through the Use of Body Movements (Grades Pre-K–1)
This workshop is designed to teach educators a unique, engaging, and effective program that helps early learners in both regular and special education classes acquire phonemic awareness, listening, early literacy, vocabulary, and articulation skills through the use of body movements. The program has been shown to be beneficial to children who are English Language Learners and students who qualify for Title 1 schools. You will learn body movements for 40 phonemes, along with techniques for teaching developmental listening and language skills. Instructor: Holly Thomas
August 8 | On Campus*
Monday, 9:30 AM–4:30 PM ET 6 CTLE or .6 CEU $225 Materials Fee: $65 Registration Deadline: 8/1 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025
TEED630N
Supporting Emergent Literacy in the Classroom (Ages 3–5 Years)
This course will help you meet the literacy standards for pre-K programs in a developmentally appropriate fashion. We will explore: • The role of classroom routines and environment • Children’s expressive and receptive language skills and the components of literacy development • Center-based, large and small group instruction • Ways to read aloud effectively • Supporting English language learners • Methods of supporting children’s emerging phonemic, phonological, and print awareness • How to create meaningful writing experiences Instructor: Tali Berkovitch
July 14 and 15 | On Campus*
Thursday and Friday, 9:30 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/7 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025 SEWS554N
Supporting Language Development in the Preschool Classroom (Ages 2–5 Years)
This workshop is based on the premise that with increased opportunities to practice language in the classroom, young children will become more efficient communicators. You will learn a variety of classroom techniques that will engage children with a wide range of language abilities and will help them to listen, learn, and communicate most effectively. You will learn to analyze teacher communication styles and how to best match them to the language learning styles of your students. Using a timeline for development as a foundation, we will review the course of typical language acquisition and contrast it with language delay, differences, and disorders. We will use multisensory materials to practice how to incorporate language stimulation techniques into daily lessons in order to seize all interactions as language learning opportunities. Instructor: Suzanne L. Abrams
August 2 and 4 | On Campus*
Tuesday and Thursday, 5:00 PM–8:00 PM ET 6 CTLE or .6 CEU $295 Registration Deadline: 7/28 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025
