Monday

Brazos/206

8:00–10:00 a.m.

Understanding the preschool environment as the “third teacher” from a Reggio perspective

First, we will share components of a Reggio Emilia-inspired preschool learning environment by encouraging participants to engage in discussion about a PowerPoint presentation rich with photographs and examples. Next, we will share the Classroom Physical Environment Protocol (CPEP), a teacher reflection tool we developed in urban classrooms serving diverse and vulnerable populations. Participants will actively engage with the CPEP with photograph and video examples, then sketch their own classrooms to reflect and imagine implications in local schools and centers.

Kathryn Whitmore, University of Louisville; Christie Angleton, University of Louisville.

Learning Environment

ACCESS Session

JW Grand Ballroom Salon 1

8:00–10:00 a.m.

ACCESS to Shared Knowledge: Teachers as learners—Making math meaningful

Have fun with math and learn how to help others enjoy it, too! Engage in hands-on, minds-on math learning activities. Consider how to use adult learning activities to build knowledge of math development and pedagogy, as well as content. Talk with peers about math and how to use the ideas and strategies in your own settings.

Sharon Carter, Davidson County Community College; Lisa Ginet, Erikson Institute; Debra Murphy, Cape Cod University; Nancy Gabriel, Onondaga Community College; D’Lee Babb, Western Kentucky University.

JW Grand Ballroom Salon 2

Moving beyond false choices for early childhood educators: Untangling the preparation and education, compensation and status, and diversity and inclusion knot

This session probes whether ECE has created false choices among preparation and education, compensation and status, and diversity and inclusion. Fieldwide tensions related to these entangled strands threaten to block ECE’s advancement as a field of practice. This interactive session builds on a new blog series and is geared toward forging new insights, evolving fresh thinking, and identifying innovative possibilities for moving forward.

Stacie Goffin, Goffin Strategy Group; Laura Bornfreund, New America; Albert Wat, Alliance for Early Success.

JW Grand Ballroom Salon 3

To beat them, sometimes you HAVE to join them: Why social welfare organizations and political action committees are key to legislative victories

We will (a) review the format, function, and benefits/challenges of 501(c)(4) social welfare organizations and political action committees for legislative advocacy, (b) discuss the myths versus reality regarding legal obstacles, ethical considerations, and funding challenges, and (c) empower advocates to make an informed decision about the role social welfare organizations and PACs can play in their legislative agenda.

Kim Kofron, Texas AEYC; Aaron Carrara, Metropolitan Montessori Schools; Chad Cantella, Texas Star Alliance; Eric Knustrom, Texas Star Alliance.

JW Grand Ballroom Salon 4

The ABCs of active learning: Multisensory literacy activities for children of all abilities

Children learn best when they are engaged in literacy-based activities that are enriched with the arts and movement. Participants will learn how a multisensory approach to learning the alphabet is fun and engaging for all. Through the introduction of letters, participants will explore, move, create, and engage with a story.

Laurie Gombash, Laurie’s Empty Nest, LLC.Physical Development

NAECTE Session

JW Grand Ballroom Salon 5

National Association of Early Childhood Teacher Educators (NAECTE) Conference and Meeting: Reflections on research and practice in early childhood teacher education

Designed for those who work in the field of early childhood teacher education. Serves as the spring conference for NAECTE. Explore the theme of Reflections on Research and Practice in Early Childhood Teacher Education through a keynote presentation, paper, and poster presentations, with time provided for dialogue among participants.

Pamela Evanshen, East Tennessee State University; Angela Baum, University of South Carolina; Will Parnell, Portland State University; Kelly Baker, University of Central Oklahoma; Tracey Crowe, University of Arkansas; Cynthia DiCarlo, Louisiana State University; Vickie Lake, University of Oklahoma.

JW Grand Ballroom Salon 7

Playful development: Evidence and resources for supporting each domain and each child

The internet is full of articles that continue the long-standing debate over what is best for young children: play or academics? This session will highlight a third option—why not both? The presenters will share evidence, ideas, and resources for ways in which playful options can support learning and development in any single domain, as well as across domains. The examples and free resources will support applications for classroom personnel and provide inspiration for instructors.

Robin Ploof, Champlain College; Camille Catlett, Frank Porter Graham Child Development Institute.

JW Grand Ballroom Salon 8

The voices of children: Listening to children’s diverse perspectives on rights and participation through film

An international team of educators and filmmakers journeyed to five countries, sparking conversations about “rights”—and then stepped back and invited the children to speak for themselves. Participants will view the new film “The Voices of Children” (24 mins) and gain insights into the vision and methodology for listening to children across many languages and cultural contexts. Using the film as a provocation, members of the film team will engage participants in discussing the meaning of children’s rights in diverse contexts and how they can be supported in practice and policy.

John Nimmo, Portland State University; Gustavo Amora, COMOVA.

Lone Star Ballroom Salon A

Professional development frameworks: What are they, how are states implementing them, and why should I care?

Join us to examine the components of a professional development (PD) framework and explore the varied strategies states are using to develop and improve these frameworks. The frameworks were required by the 2016 Child Care and Development Fund (CCDF) rules, and since then states have chosen varying implementation strategies. Participants will learn the six components of a PD framework, discuss the importance of each for moving workforce development forward, and examine the very real implications of different states’ approaches.

Michelle Adkins, Child Care Aware of America; Brandi King, Child Care Aware of America, NCECDTL.

Lone Star Ballroom Salons B/C

Challenging behavior means challenged children: Guiding children from survival to resiliency through teaching five democratic life skills

Recognize causes of unmanageable stress in young children, including environmental and physiological factors. Study the effects of unmanageable stress in young children, including the survival behavior of aggression. Explore responses to challenged children, including (a) building secure relationships with children and family members that reduce stress and increase trust, (b) intervening in ways that teach rather than punish, (c) constructing an encouraging classroom for all children, and (d) teaching children to make gains in relation to five democratic life skills.

Daniel Gartrell, Bemidji State University.Guidance/Discipline/Challenging Behaviors

Featured Session

Lone Star Ballroom Salon D

Strengthening early learning programs and systems: The principles of optimistic leadership and a coherent path to quality

Examine a more expansive understanding of leadership such that early learning practitioners at every level embrace responsibility for achieving a coherent path to high-quality programs. Explore how to use the five commitments of optimistic leadership to increase leadership capacity within and across programs to support continual quality improvement. Analyze how a high-quality program and a stronger early learning system require that children, families, and all staff members thrive.

Judy Jablon, Leading for Children; Diana Courson, Arkansas State University; April May, Mississippi Building Blocks.

Lone Star Ballroom Salon E

Children’s books that matter...but don’t forget the classics!

Many books today are too much message and not enough magic. We can have it all: magic, vocabulary, and dynamic books for your STEAM program. Attendees will hear about the best new books of the year: new books that matter. We will compare them to the classics that are too good to forget— books that bring us together and give us more in common. The presenter’s job is to read thousands of new children’s books published each year and narrow the field to the cream of the crop. Every participant will leave with a renewed enthusiasm for sharing good books with children.

Lone Star Ballroom Salon F

NAEYC site visit expectations and how to rate like an NAEYC assessor

Come hear from an assessor about what they look for during a site visit, and from a program director about how they prepared for the visit. Learn tips and strategies for how to prepare your staff for classroom observations and how to assemble, label, and organize your portfolios.

Amanda Batts, NAEYC; Anna Ring, NAEYC.Accreditation of Early Learning Programs

Lone Star Ballroom Salon G

Intentional leadership: How intentionality supports all facets of quality early education programs

Review and discuss the meaning of intentional practice when applied to leadership. Engage in discussions concerning the parallel process between what we want for children and what we want for adults in our early education environments. Consider new coaching, mentoring, and administrative strategies that support optimal adult learning and development.

Christine Boisvert Maier, HighScope Educational Research Foundation.

Science at the water table: Simple, easy-to-build constructions that create conditions for children to author their own experiments as they engage in highly complex scientific inquiry

Through videos, photos, and anecdotes, children tell the story of scientific inquiry at the water table. Children author their own experiments while exploring simple and easy-tobuild constructions made from found or recycled materials. Participants will examine their current practice around sensory play in order to evaluate new possibilities for children’s learning at the water table in all areas of development, especially scientific thinking.

Room 203/204

Dealing with difficult employees: Effectively dealing with absences, tardiness, and other issues of high-maintenance employees while increasing the tenure and longevity of the low-maintenance employees

As a director/manager/leader, your success is directly linked to the success of your employees. This session will showcase proven strategies and ideas for overcoming the challenges associated with difficult employees. Topics will include dealing with tardiness and absences, creative methods for “de-hiring,” and doing negative things in a positive manner, such as practicing the concept of “mutual resignation.”

Bradley Smith, National Institute of Child Care Management.

Room 205

Improvement Science: How early learning leaders can get better at getting better

Improvement Science is an approach to systematic decision making that can help address problems of practice and accelerate learning about real issues facing early learning leaders. Designing an atmosphere of inquiry for authentic dialogue to occur through Networked Improvement Communities, early learning leaders, traditional school leaders, community stakeholders, and parents will bridge gaps as various educational cultures take steps to understand how and why opportunities for change can be communicated and addressed through a goal-oriented process.

Diana Morello, State Support Teams of Ohio.Program Quality, Evaluation, & Accountability

Room 211/212

Coaching for quality: Supporting application of new knowledge to classroom practice

Learn how to use modified coaching strategies and tools—such as social media and intentional goal creation and reflection—to support early childhood professionals as they apply new knowledge learned in short-term training to their classroom practice.

Debra Huestis, Family Connections Montana.Technical Assistance (Coaching, Mentoring, Consultation)

Room 301/302

Affiliate Orientation 101: Ensuring your board and staff make an impact on Day One

Join NAEYC staff for an overview of the relationship between NAEYC and Affiliates, and the shared accountability we have to our members. Mission-driven work requires transparent, reciprocal communications and alignment across our Association. Learn how to access technical assistance and tap into NAEYC resources to enhance your board service or staff role in your Affiliate.

Room 303/304

“Play with your food”: Family-centered nutrition education

ECE professionals are uniquely positioned to provide both children and their families with nutrition education that can combat the rising incidence of childhood obesity. Uncover how current approaches to nutrition education often create home– school divisions. Learn a new approach that builds connections with families and supports their efforts to raise healthy children. Interested participants will have the opportunity to practice a sensory-based, hands-on food activity for children and their families: making a massaged kale salad.

Mary Lane, Malcolm X College, City Colleges of Chicago; Nena Bush, San Joaquin Delta College.

Brazos/206

10:45 a.m.–12:45 p.m.Unconference: Peer support for program leaders

Join NAEYC trainers for an “unconference” session on how to be an effective program leader. The premise for this workshop is that the sum of the expertise of the people in the audience is greater than the sum of the expertise of the people on stage. Engage with your colleagues and discover how peer-to-peer collaboration and creativity can work for you!

Anthony Durborow, NAEYC; Kara Myers, NAEYC.Program Administration & Financial Management

ACCESS Session

JW Grand Ballroom Salon 1

ACCESS to Shared Knowledge: Preparing students to be future educators

In this session, presenters will discuss teacher identity, preparing students as future educators, and the importance of nature play and education in teacher education.

Sharon Carter, Davidson County Community College; Debra Murphy, Cape Cod University; Carrie Nepstad, Harold Washington College; Gayle Dilling, Olympic College; Tammy Landgraf, Illinois Valley Community College; Ronda Hawkins, Sand Hills Community College.

JW Grand Ballroom Salon 2

So you want to be a presenter? Techniques and guidance for becoming a provider of early childhood professional development

Providing professional development can be intimidating. Learn about the unique characteristics of adult learners and how you can design and plan a workshop that will engage participants from all levels of practice. Participants will have an opportunity to practice new strategies for presenting.

Michelle Barnea, Innovations in Early Learning.Training & Professional Development Programs

JW Grand Ballroom Salon 3

10:45 a.m.–12:45 p.m.Musical tennis, anyone? I serve, you return!

Scientists now know a major ingredient in the process of building brain architecture in young children is the serve-and-return relationship between children and their significant adults. And just as the brain develops from these back-and-forth interactions, so too do the crucial bonds between children and their caregivers. This session will show how music-and-movement activities provide the ideal, joyful, whole-child serve-and-return experience—and how these simple but deliberate interactions form the basis for solid scaffolding as children move up the learning spectrum.

Jessica Solares, Kindermusik International; Kelly Green, Kindermusik International; Deanne Kells, Kindermusik International.

Available at the NAEYC shop!

Coaching with Powerful Interactions

A Guide for Partnering with Early Childhood Teachers

Filled with information, guidance, reflections, and insight about using Powerful Interactions to coach teachers

JW Grand Ballroom Salon 4

How Systems Learn II: How to map complex early childhood systems, understand what the maps mean, and use that knowledge strategically

Children grow and learn within family, community, and school systems. Effective early childhood leaders know how to use systems thinking tools to understand how complex systems work and how to help them work better. In this session, you will learn how to use two systems mapping tools, dynamic timelines, and feedback loops. These tools help system leaders identify the most effective ways to invest limited resources, design strategies that work with (rather than against) system complexity, and communicate complex information effectively with system stakeholders.

Ida Rose Florez, Early Childhood System Solutions, LLC.Professionalism, Leadership & Ethics

JW Grand Ballroom Salon 7

Families with LGBTQ members: Working to develop safe early childhood environments for adults and their children

This workshop will start with terminology, after which we will cover data and research related to parents who are LGBTQ and their experiences in schools. Then, through open discussion and scenarios, we will lead participants through exercises to better understand the lived experiences of parents who are LGBTQ. The exercises are meant to be taken back to participants’ agencies/schools/centers/university courses and be used as staff development or preservice teacher opportunities.

Robin Fox, University of Wisconsin-Whitewater; Kim Simes, Family Equality Council.

Available at the NAEYC shop!

Powerful Interactions

How To Connect With Children To Extend Their Learning

How to turn everyday interactions into intentional and purposeful Powerful Interactions

JW Grand Ballroom Salon 8

Connecting developmentally appropriate practice with technology integration in early childhood settings: Exploring guidance from the field and best practices from educators

This session explores the intersection of developmentally appropriate practice with technology integration—what it looks like in early childhood classrooms and how educators are connecting their understanding of child development and early learning with appropriate and intentional use of technology. The session builds on principles and guidelines of the joint position statement, synthesizes reports and research from national organizations, shares curated stories from classrooms and educators, and provides examples of developmentally informed technology integration.

Chip Donohue, Erikson Institute; Tamara Kaldor, Erikson Institute.

Lone Star Ballroom Salon A

Professionalization can’t mean whitening: A critical race analysis of early care and education workforce policy

We are seeing an increasing emphasis on the formal educational attainment of the field’s caregivers and educators. Exploring the consequences of this professionalization movement, this workshop will present the findings of a mixed-methods study exploring the impact of state-level bachelor’s degree requirements on the racial/ethnic diversity and stratification of the early childhood teaching workforce. This study advances the argument that the whitening of our workforce is a logical outcome of a “color-blind” approach to early childhood policy making.

Megan Madison, Brandeis University.Research

Lone Star Ballroom Salons B/C

Authentic assessment goes both ways: What looking at annual staff evaluation through the lens of classroom best practices can teach us about administrative responsibilities

Gathering documentation over time is the only way to develop a meaningful story of a child’s development and learning. Do we practice the same depth of information gathering for teacher evaluations? This example represents a conflict of values between what we believe and what we practice. Join in the discussion about practicing what we preach. This session uses the staff evaluation process as the launching board to administrative practices that pay off in the classroom. We close the loop between administrative practice, teacher engagement, and authentic classroom learning.

Amy Weaver, Amy E. Weaver—Educational Consulting.Professionalism, Leadership & Ethics

Featured Session

Lone Star Ballroom Salon D

Taking quality systems to the next level: What ECE leaders and policymakers should know about the newly streamlined NAEYC accreditation

Creating a sustainable system to assess, support, and incentivize quality requires strategic decisions about how resources are distributed particularly given the ever-evolving state and local landscape. NAEYC has intentionally revamped its early learning program accreditation model so that it can bolster quality systems like QRIS and Pre-K. In doing so, quality systems can increase the focus on what matters most— the supports and meaningful incentives that drive quality. Come and learn more about this streamlined accreditation system and the benefits of integrating accreditation in quality systems.

Marica Cox Mitchell, NAEYC; Kim Bleakley-Sias, Fort Hood Child & Youth Services; Debi Mathias, BUILD Initiative; Marinel Russo, BrightStars QRIS.

Lone Star Ballroom Salon E

Why does sitting equal learning? Exploring the “why” and the “how” of active learning

Recent years have seen an increase in academic demands for young children, resulting in more and more sitting. But the research doesn’t support the contention that sitting equals learning. In fact, sitting has been shown to be detrimental to learning—especially in early childhood! In this session, attendees will explore the benefits of active learning and discover best practices for making active learning the primary vehicle through which children acquire knowledge.

Rae Pica, Rae Pica Keynotes & Consulting.Curriculum-Theories & Approaches

Lone Star Ballroom Salon F

Understanding the data from the new NAEYC Accreditation Decision Reports to drive continuous quality improvement

NAEYC’s new decision reports are fully transparent and very specific. Hear from center directors of accredited and deferred programs about how they used their Accreditation Decision Report to drive their program’s quality improvement.

Meghann Hickey, NAEYC; Amanda Batts, NAEYC.Accreditation of Early Learning Programs

Lone Star Ballroom Salon G

Six strategies for dealing with staff conflict: Helping staff members connect and resolve issues through solutions THEY devise

In this interactive workshop, participants will learn about techniques and activities that can be carried out with staff members to reduce the amount of conflicts that occur in the center before they even begin! Attendees will receive additional ideas on how to handle conflict and how to be a facilitator to helping teachers help themselves when it comes to resolving issues. Just as we guide children, administrators will receive tips and tricks to guide their teachers on bringing about resolution and solutions to struggles they may be experiencing with one another.

Jennifer Romanoff, Lightbridge Academy.Professionalism, Leadership & Ethics

Lone Star Ballroom Salon H

Harnessing the power of nature play to enrich the preschool classroom

This session will explore why nature is an effective learning tool for young children, and will help teachers and program directors plan for natural learning materials in the classroom. Participants will also reflect on their own outdoor environments and identify practical strategies for using natural elements immediately available in the natural environment to enhance students’ play and learning.

Lavonne Taylor, Forest Hill Nature Preschool.Play

Room 201/202

Head Start and public school partnerships: More than a sum of their parts

True collaboration can be challenging, especially when two systems with different sets of rules and regulations—and often very different professional cultures—try to work together. In this workshop, hear from the people from two public school systems and two Head Start agencies (in two very different regions of Maine) who have formed a partnership to provide high-quality public preschool. Learn how they traveled the hard road to make their collaborations work. They are thriving and now provide a program that could not exist without each entity’s contribution.

Sue Reed, Maine Department of Education; Kim Bessette, Community Concepts, Inc.; Kristie Clark, Governor James B. Longley Elementary School; Kelly Frahn, Community Concepts, Inc./SAD 17; Heather Manchester, MSAD 17; Monica Redlevske, Promise Early Education Center.

Room 203/204

Simple strategies now: Integrating scaffolding procedures to create an all-inclusive and authentic play environment in early childhood settings to support children with special needs

Gain insight into some simple but effective strategies to maximize the engagement and successful learning for students with disabilities who need modified instruction in inclusive early childhood settings. Join colleagues to reflect on educational strategies that allow for the seamless incorporation of scaffolds into daily routines to enrich children’s learning experiences and improve learning outcomes in family and program settings across all developmental domains.

Gauri Shirali-Deo, The Source for Learning, Inc.; Kamna Seth, The Source for Learning, Inc.

Children with Disabilities/Early Intervention

Room 205

Preparing a powerful profession: Redefining expectations for K–3 educators

What does it mean for K–3 educators to be members of the ECE profession? How do K–3 educators meet the expectations of the ECE profession? What do these expectations mean for possible changes in elementary schools? These are some of the critical questions that will be addressed as Power to the Profession advances with a shared framework that unifies and defines all early childhood educators who work with children, birth through age 8, across a variety of early learning settings. Participants are invited to learn about and inform the development of this shared framework.

Katherine Kempe, NAEYC; Cody Summerville, Texas AEYC; Megan Sigovich, Maine AEYC; Lesley Ryan, Eanes Elementary School.

Professionalism, Leadership & Ethics

Room 211/212

Coaching for conscious change: Using the Framework for Change Model™ to promote continual quality improvement

Participants will learn the Framework for Change Model, a mental model for “agents of change” to facilitate conscious change in individuals and programs. This intentional systematic model promotes continual quality improvement (CQI) and can be used by coaches, consultants, or administrators. The model is an empowerment, design thinking, and inquiry-based approach. Participants will learn practical strategies to help professionals overcome adaptive barriers related to awareness, attitudes, motivation, and stress, not just ECE skills and practices.

Constant Hine, Horizons In Learning.Technical Assistance (Coaching, Mentoring, Consultation)

Room 301/302

10:45 a.m.–12:45 p.m.

Professional development opportunities: New STEM modules

Learn about a free 11-session STEM series created for professional development agencies and institutions of higher education. Review video presentations, handouts, and research from the toolkits developed for the facilitator/instructor. Together, we will strategize ways to use the series to support practitioners’ language and literacy practices.

Kathy Thornburg, AEM Corporation; Susan Mitchell, AEM Corporation.

Stories, activities, and strategies to integrate math into every day

Item 167 List $40 Institute Price $32

Room 303/304

Culturally responsive translation for equitable access: Addressing language barriers in early learning systems

As early learning systems advance and mature, it becomes increasingly important to ensure that all professionals, children, and families have access to the services and supports provided by our systems. This session focuses on strategies to promote equitable access to services, systems, and supports to ECE professionals through culturally responsive translation processes and the creation of materials in languages other than English. Join us in discussing the benefits and barriers to equitable language access and how to implement practices in your own state, agency, or program.

Robyn Lopez Melton, The Research Institute at Western Oregon University; Patrick Aldrich, The Research Institute at Western Oregon University.

Brazos/206

Strengths-based coaching: A framework to achieve sustainable change

A supported, empowered, and competent early childhood workforce requires an ongoing process of building relationships and connections with professionals, children, and families. This interactive session will present a strengths-based framework and engage participants to share, learn, and enhance their toolkit to support quality programming through ongoing coaching strategies.

Jill Aviles, McFarren, Aviles & Associates.Technical Assistance (Coaching, Mentoring, Consultation)

ACCESS Session

JW Grand Ballroom Salon 1

ACCESS to Shared Knowledge: Current issues and best practices in associate degree early childhood teacher education

This session will feature roundtable discussions of current issues in the field of early childhood education. Topics will include teacher research, dual language learners, the revised NAEYC Professional Development Standards, online field experiences, alternatives to using textbooks, Early Childhood Career Advancement Ladder (ECCAL), and other topics pertinent to the future of teacher education.

Sharon Carter, Davidson County Community College; Nancy Beaver, Eastfield College; Anu Sachdev, Lehigh Carbon Community College; Jill Harrison, Delta College; Danielle Savory Seggerson, Lansing Community College; Pat Martin, Onondaga Community College.

JW Grand Ballroom Salon 2

Designing effective ongoing professional development to improve early childhood anti-bias teacher practices: An organizational case study

Review an organization-wide professional development system developed by the YMCA of Metropolitan Chicago that combines a strengths-based framework with adult learning practices, backward planning (UbD), coaching, and reflective practice to effect significant change in teacher practice. Discuss this case study with staff members who participated in the professional development system. Learn how to modify this professional development system to meet the needs of your organization.

Megan Schumaker-Murphy, YMCA of Metropolitan Chicago; Amy Hirsch, YMCA of Metropolitan Chicago; Michele Black, YMCA of Metropolitan Chicago.

JW Grand Ballroom Salon 3

Bank Street’s Early Childhood Review: Partnering with school districts to strengthen education systems for young children

Learn about the ECR, a two- to three-day process created to surface—as a joint inquiry between school system leaders and Bank Street staff—the quality of early childhood practices and supports across the school district and generate next steps for professional learning and policy. Engage with the classroom visit tool through video to turn low-inference observations of children and educators into data patterns across classrooms and sites. Explore examples of trends surfaced through stakeholder interviews and the site visits, and consider recommendations for district leadership.

Davia Brown-Franklyn, Bank Street College of Education; Kate Sussman, Bank Street College of Education.

JW Grand Ballroom Salon 4

Playing with mathematical ideas in the classroom and at home: A preschool family engagement program with complementary classroom and family mathematics materials

Family engagement during the early years increases school readiness and builds a strong foundation for children’s later school success, but how can early childhood educators effectively involve families, particularly in the area of math learning? Learn how to promote meaningful parent–child math talk with easy and affordable math games, stories, and activities that can be used both at school and at home. Participants will learn new strategies to engage families and receive access to high-quality early math materials to take back to their families and staff.

Kristen Reed, Education Development Center; Jessica Young, Education Development Center.

JW Grand Ballroom Salon 7

Real-world snapshots: Perspectives on birth-tograde-3 assessment system implementation across all levels

Hear about multiple roles critical to the successful implementation of birth-to-grade-3 assessment systems. Panelists will represent roles across various levels of leadership, from teacher to administrator to district- and state-level leadership. The panelists will guide participants through a robust birth-through-grade-3 assessment system, describing its benefits; sharing their experiences related to processes, opportunities, challenges, and successes; and identifying best practices for handling assessment and overcoming obstacles.

Assessment of Young Children (developmental screening, diagnostic evaluation, classroom-based assessment)

JW Grand Ballroom Salon 8

A variety of play: Definitions, functions, and benefits

In this session, the presenters will (a) contextualize the discussion by highlighting the importance of having clear definitions of play, (b) engage participants in several types of play, such as math games, guided inquiry, imaginative words, and technological gadgets, (c) compare different types of play with regard to their functions and benefits, and (d) delineate strategies for using play to promote cognitive and social-emotional learning.

Jie-Qi Chen, Erikson Institute; Barbara Bowman, Erikson Institute; Jennifer McCray, Erikson Institute; Mary Hynes-Berry, Erikson Institute; Samina Hadi-Tabassum, Erikson Institute; Tamara Kaldor, Erikson Institute.

Lone Star Ballroom Salon A

National Workforce Registry Alliance 2017 Dataset: Looking back to build a better future

The National Workforce Registry Alliance released the 2017 dataset in the fall of 2017. It represents the state and regional registry data from across the nation that paint a picture of the landscape of the early childhood workforce. Also, the National Workforce Registry Alliance has developed benchmarks for state and regional registries to increase the breadth of reach. The participants will have the opportunity to discuss how the benchmarks will increase the impact of registry data nationally.

Jill Soto, New World Now; Maria Taylor, Childcare Education Institute; Phyllis Kalifeh, The Children’s Forum, Inc.

Lone Star Ballroom Salons B/C

Strategies for retaining a professional early childhood workforce: Two unique approaches from Colorado and Illinois

This session will explore how Illinois and Colorado used statewide surveys to better understand their workforce needs and vulnerabilities. From the survey data, both states identified challenges related to hiring and retaining staff. The presentation will highlight the data and recommend strategies to mitigate turnover. Strategies shared will focus on developing directors/administrators and wage supplement programs for early childhood professionals. Participants will discuss how the Illinois and Colorado strategies may be applied to their states and localities.

Diana Schaack, University of Colorado Denver; Catherine Main, University of Illinois at Chicago; Christi Chadwick, Early Milestones Colorado; Teri Talan, National Louis University; Lucinda Burns, Early Childhood Options.

Advocacy/Public Policy

Featured Session

Lone Star Ballroom Salon D

Embracing authentic assessment through Learning Stories

How can institutions of higher education help early childhood educators develop strong reflective teaching and documentation practices, while ensuring their success in state-funded programs? This presentation describes how practitioners at San Francisco State University and California State University Channel Islands are supported to explore, apply, and refine the use of Learning Stories in EC classrooms. The workshop will explore the paradigm shift that has occurred among California teachers and early education programs through the use of Learning Stories.

Isauro Escamilla Calan, San Francisco Unified School District; Lygia Stebbing, San Francisco State University; Annie White, California State University, Channel Islands; Albert Chu, Growing Place Family Preschool; Kristen Stahmer, Petite Explorer Preschool.

Research Symposium Session

Lone Star Ballroom Salon E

Advancing equity and valuing diversity in early childhood education, in theory and in practice

With the forthcoming release of NAEYC’s new position statement addressing issues of equity and diversity, now is the time to delve into early childhood educators’ responsibilities to do this critical work in the context of a diverse society that has not yet resolved its structural and institutional inequities. What does this work look like in theory? How does it work in practice? Join us to learn, talk, and share.

Keffrelyn Brown, University of Texas-Austin; Elisa Huss-Hage, NAEYC Governing Board Early Learning Systems Committee; Lisa Gordon, Bank Street College of Education; Iliana Alanis, University of Texas at San Antonio.

Thank you to our sponsor of the Research Symposium, Pearson.

Available at the NAEYC Shop!The Intentional Teacher

Choosing the Best Strategies for Young Children’s Learning (Rev. ed.)

This revised and greatly expanded edition provides specific ideas and strategies for interacting with children in key subject areas using both child-guided and adult-guided learning experiences. This edition includes new chapters on science, social studies, and approaches to learning; updated, expanded information on social and emotional development, physical development and health, language and literacy, math, and the creative arts; and practical teaching strategies that are illustrated with classroom-based anecdotes.

Lone Star Ballroom Salon F

Coming to the table with no strings attached: Collaborative leadership using emotional intelligence and emotional transformative approaches

Learn six strategies: (1) know your emotional attitude and others’, (2) create an equitable environment, (3) invite input, (4) welcome conflict, (5) focus on goals, and (6) negotiate based on emotional intelligence and emotional transformation frames that foster productivity for collaborative team action when a group comes to the table. Participants will identify their emotional intelligence level. We will discuss “where you are,” practice aligning the six strategies with two case studies, and analyze growing concerns in your workplace that would benefit from these strategies.

Beverlyn Cain, Fayetteville State University; Alicia Smith, South Mountain Community College; Holly Elissa Bruno, BAM Radio Network and Holly Elissa Bruno Keynotes & Team Building.

Lone Star Ballroom Salon G

Ramps & Pathways: A developmentally appropriate integrative STEM experience for young learners

View STEM from the perspective of young children as they design and build ramp-and-pathway systems to move objects in interesting ways. Engage in building ramp-and-pathway systems with marbles and discuss how teachers can offer these materials to young children to support their development of science and engineering practices, spatial thinking, the tools of literacy, and executive functions. Learn how Iowa is providing Ramps & Pathways professional learning and materials to early childhood teachers across the state.

Beth VanMeeteren, University of Northern Iowa; Sherri Peterson, University of Northern Iowa.

Lone Star Ballroom Salon H

Proven strategies for teaching vocabulary with book reading, games, and music

Vocabulary is an aspect of language that has particular importance for early reading. Many children raised in lowincome homes lack sufficiently broad and deep vocabularies for long-term reading success. This session briefly discusses the need to foster language learning and introduces methods for teaching vocabulary that we have developed over the past six years. Methods include book reading, large and small group games, and music. These result in moderate to large growth in knowledge of taught words. There also is some evidence of an impact on generalized vocabulary.

David Dickinson, Vanderbilt University’s Peabody College.Language & Literacy

Room 201/202

Televisions, tablets, and teachers: Research-based strategies for using technology to support preschool learning

Review examples of high-quality public digital media for use in early childhood settings to support math and science learning. Learn strategies that will prepare teachers to scaffold and extend digital learning and make connections with non-digital learning experiences. Explore how technology and media can be used to meet learning goals, and generate concrete plans for integrating digital resources into preschool classrooms.

Claire Christensen, SRI Education; Alexandra Adair, Education Development Center; Sarah Nixon Gerard, SRI Education; Marion Goldstein, Education Development Center; Regan Vidiksis, Education Development Center.

The Exhibit Hall is open until 5:00 p.m. on Monday.

Room 203/204

Nurturing community partnerships through playful discovery in the natural world: BEEs in the Garden at the GrowHaus

BEEs (Budding Early Experiences) in the Garden, a food education project held each summer at the GrowHaus in Denver, is designed with young children’s health and wellness in mind. BEEs focus on engaging children in playful exploration, and discovery supports healthy connections to community, the garden, food, and the natural world. Presenters will share documentation of the voice of children and the role played by educators and families. Experiential learning will support participants’ exploration of ways they can partner with children and families in their own context.

Lori Ryan, University of Colorado Denver; Jenna Augustine, Assuring Better Child Health & Development.

Room 211/212

Implementing change in early childhood programs: Lessons learned during a program’s journey

Hear the journey of how LSU Early Childhood Education Laboratory Preschool implemented changes to its program’s leadership, philosophy, and curriculum. Participants will learn strategies for implementing change and supporting staff throughout the process.

Angela Barnes, Louisiana State University Early Childhood Education Laboratory Preschool; Charlene Jenkins, Louisiana State University.

Room 301/302

Seeing equity more clearly: Using the lens of the Equity in Early Learning Initiative (EELI) framework to develop best practices and examine systems-level impact

Learn how educators, program leaders, and other early learning professionals can help early childhood systems and programs develop equity-focused best practices in leadership, teaching and learning, and family engagement. This session will review the Equity in Early Learning Initiative (EELI) framework and provide specific examples of how it is being implemented in the D.C. Metro Region. Participants will also explore how the framework can inform their own systems and practices.

Lindsey Allard Agnamba, School Readiness Consulting.Diversity & Equity

Room 303/304

Helping children to develop the dispositions of a peaceful, caring community

This presentation will enhance understanding of the necessary dispositions to create a safe place in a caring, peaceful classroom community. Attendees will learn about helping children develop resilience, self-regulation, values, respect and problem-solving skills.

Donna Satterlee, University of Maryland Eastern Shore; Barbara Garrett, Anne Arundel Community College; Flora Gee, Greenbelt Children’s Center; Christina Lopez, Prince George’s County Public Schools.

Room 402/403

The journey of a statewide partnership: What could go wrong? What could go right?

We will share what happened when the Maine Association for the Education of Young Children and the Family Child Care Association of Maine created a memorandum of understanding and began working together on policy and advocacy. Join us in a robust discussion around the opportunities and challenges of partnership and unifying the early childhood workforce.

Tara Williams, Maine AEYC; Tammy Dwyer, Maine Roads to Quality.

Brazos/206

A roadmap to early SEL success: Applying best practices to design, implement, and evaluate a multitiered early childhood SEL program

Social-emotional learning (SEL) represents the development of the necessary cognitive, affective, and behavioral competencies young learners can use as a foundation for better adjustment and positive behavior, which can result in better school readiness. This presentation follows recommendations from early childhood and SEL professionals to identify methods necessary for the successful development and application of SEL programs designed to provide instruction for young learners that facilitates their development of fundamental social skills.

Chris Huzinec, Pearson Clinical NA; Andre Banks, Pearson CAP.

JW Grand Ballroom Salon 1

Parents have the power: Addressing the talk gap through a parent group model

Parents have the power to support their child’s language and brain development and to close the early talk gap! This session will explore the active ingredients of a successful group model that agencies across the United States have implemented to target increasing interactive talk at home and, by extension, support children’s school readiness. We’ll also discuss ideas for solving common challenges programs face around parent recruitment and engagement.

JW Grand Ballroom Salon 2

Future leaders in early childhood: College and university students—Connections and cooperative relations! Got AEYCs? U-RAH!

In this presentation, we will share early childhood club leadership initiatives as seen on college and university campuses (including two- and four-year schools) as well as perspectives from online college and university early childhood clubs. This session will provide a dialogue with exemplary early childhood clubs and AEYC Affiliate leaders to share community outreach initiatives and ways early childhood clubs and AEYCs can build lasting partnerships that lead to new leadership models and ongoing collaborations.

JW Grand Ballroom Salon 3

The role of the navigator: How Rhode Island’s QRIS connects program assessment to quality improvement

Marinel, Alyson, and Dilcia are employed by RIAEYC/BrightStars as BrightStars Navigators. Their role in the agency is to assist programs through the QRIS process through one-on-one visits with programs or through a professional development training written to provoke thought and reflection, provide feedback on assessments, and connect programs to quality resources such as grant funds, technical assistance, and professional development. The department would like to share the strengths of this model with other states who are interested in making the QRIS process more accessible.

Marinel Russo, Rhode Island AEYC; Alyson Panzarella, Rhode Island AEYC; Dilcia Perdomo, Rhode Island AEYC.

JW Grand Ballroom Salon 4

What early childhood teacher educators need to know about preparing teachers of color

In this session, we will present two studies on the preparation of early childhood educators of color from the point of view of faculty and preservice teachers of color. Study 1 examines the recruitment and retention practices of institutes of higher education that serve a majority of Latino educators. Study 2 examines the experiences of Asian American, African American, and Middle Eastern American educators during their teacher education programs in predominantly white institutions.

Cristina Gillanders, University of Colorado Denver; Ranita Cheruvu, William Paterson University; Mari Riojas-Cortez, University of Texas at San Antonio.

JW Grand Ballroom Salon 7

Documenting and engaging a multisystem group to transform the early childhood workforce

Participants in this presentation will take away lessons and innovative documentation techniques from a yearlong process of collaboration and engagement with a multi-system group.

Susan Sarver, Buffett Early Childhood Institute at the University of Nebraska; Catherine Huddleston-Casas, Buffett Early Childhood Institute at the University of Nebraska; Amanda Garrett, Buffett Early Childhood Institute at the University of Nebraska; Sarah Zuckerman, University of Nebraska–Lincoln.

JW Grand Ballroom Salon 8

A new DAP? What changes are needed to NAEYC’s position statement on developmentally appropriate practice?

NAEYC periodically updates position statements to reflect current research, policy, and practice. Make your voice heard as to what works well in the current DAP position statement and what changes are needed to make it a more effective tool to advance high-quality early learning settings for all young children.

Barbara Willer, NAEYC; Elisa Huss-Hage, NAEYC Governing Board Early Learning Systems Committee; Tamara Johnson, NAEYC Governing Board Early Learning Systems Committee.

Lone Star Ballroom Salon A

Creating learning environments for infants and toddlers using the ITERS, Third Edition

The ITERS, which has been used for over 30 years, has been updated with an emphasis on interactions and the teacher’s role. There are new items to help teachers understand the needs of infants and toddlers through language, literacy, and math experiences. Participate in an analysis of video footage to see how the new requirements in the third edition of the ITERS-R can enhance the learning environment.

Cathy Riley, Environment Rating Scales Institute, Inc.; Tracy Link, Environment Rating Scales Institute, Inc.

Lone Star Ballroom Salons B/C

Moving beyond teaching to the tool: Coaching to impact quality using ECERS

The ECERS tool is a widely used research-based assessment that evaluates the quality of pre-K classrooms and is used across the country in many states’ QRIS, as well as by public and private preschool programs, to assess classroom quality. For those providing technical assistance, coaching, or mentoring to teachers striving to achieve higher quality, as well as for program directors, this workshop provides guidance in how they can use the ECERS to coach and support teachers beyond simply getting a good score during the three-hour observation.

Lone Star Ballroom Salon E

Joyful fluency: Brain-compatible second language acquisition in young children

There has been an explosion of research in neuroscience on how the brain naturally learns best. Based on these brain-compatible principles, learning a second language is finding a powerful identity. This presentation will assist early childhood professionals involved with dual language learners on how to implement the principles of brain-compatible language acquisition into their programs. Participants will discover how brain-compatible principles maximize achievement and naturally accelerate the process in language learning while supporting dual language learners.

Lone Star Ballroom Salon F

Engaging others on Hello: Sparking and sustaining online conversations to connect and grow your networks

This session will feature a short presentation using tips and tricks gathered from “superstar” Hello users for successfully engaging fellow community members. After the short presentation and discussion, attendees will try their hand at writing productive questions and brainstorming how to maintain them as successful discussions in Hello, NAEYC’s platform for interest forums and online communities. Why should I care to start a successful discussion thread? What kinds of questions will spark a lively conversation? How do I flame that spark and keep it lit?

Lone Star Ballroom Salon G

Leadership speed-date: Learn how you can be an NAEYC leader

Speed-date with NAEYC leaders to learn how you can get involved in different leadership opportunities throughout NAEYC. Come learn more about ways that you can help to shape the early childhood profession as an NAEYC leader.

Current and former members of the NAEYC Governing Board, Council for NAEYC Accreditation, Affiliate Advisory Council, Interest Forum Facilitators, and Peer Reviewers.

Lone Star Ballroom Salon H

Bridging the gap birth through third grade: Percolating up early learning concepts

As early learning professionals, we often feel as if everyone is pushing down their beliefs, strategies, and modes of education onto us. As brain research shows what we are doing in the early years IS making a difference, we need to work with school districts to ensure that those tenets of quality continue into elementary school. Strategies that are second nature to us—such as social-emotional learning, teacher–child interactions, and focused transition planning—should be moved into the elementary years to ensure that we do not see a fade-out effect for early learning programs.

Rebecca Berlin, Teachstone.

Room 201/202

STEM in pre-K through grade 1 for inquiry and engagement: Research and case studies

STEM is important in the pre-K classroom! Learn practical strategies to support both social-emotional and scientific learning in children. Discover how STEM provides an integrated approach for authentic learning and problem solving for at-risk children in two case studies.

Lara Lehman, STEMScopes.

Room 205

Mississippi’s family-based unified and integrated early childhood system: Key strategies to improve community coordination and quality improvement

Mississippi has recently implemented major reforms to their early childhood system in order to improve parental access to child care vouchers, coordinate referrals across education and social services, and improve child care quality. Presenters will highlight key strategies used in the development and implementation of the plan, lessons learned, and problem-solving practices and will make suggestions on how participants might use these strategies in their state or agency improvements.

Laurie Smith, Office of Governor Phil Bryant, Mississippi; Andrea Mayfield, Mississippi Community College Board; Mimmo Parisi, Mississippi State University.

Institute evaluation

Please remember to complete the 2018 Institute evaluation survey, which will be sent to you electronically immediately following the Institute. NAEYC sincerely values your feedback, which is used to evaluate the Institute and to plan future NAEYC professional development activities.

Room 208

Transforming the early education workforce: A multimedia tour with a focus on institutions of higher education

The seminal “Transforming the Workforce” report does not call for minor tweaks to policy and practice, but instead significant shifts to revamp how teachers and leaders of young children are prepared, credentialed, and supported. Institutions of higher education have a key role to play in making the report’s recommendations a reality. Join us for an interactive discussion as we explore higher education’s role in transforming the workforce by taking a “tour” through specialized sections of New America’s interactive multimedia guidebook.

Room 211/212

The CDA Gold Standard training certification: The who, what, when, where, and why

This session will introduce and explain the CDA Gold Standard training certification and the value and benefits for organizations obtaining it. Participants will learn the eligibility requirements to apply and the assessment criteria to be met for the Gold Standard for CDA training certification.

April Hill-Addison, Council for Professional Recognition; Abena Ocran-Jackson, Council for Professional Recognition.

Room 301/302

Building a math-literate early childhood workforce: Professional development in early math that works

This session will feature research on an online professional development program in early math that shows promising results for knowledge growth and practice change in early childhood providers. Participants will review and discuss the professional development program’s design and development and learn promising strategies in professional development that work to enhance early math literacy in early childhood professionals.

Kathleen Sheridan, University of Illinois at Chicago; Anne Pradzinski, University of Illinois at Chicago; David Banzer, University of Illinois at Chicago and Erie House.

Room 303/304

Ways of working together: Policies and practices that support within- and across-sector collaboration among early childhood educators

This session will explore patterns of early childhood educator collaboration within and across sectors. Participants will discuss findings of a recent study of collaboration with respect to their varied experiences in early childhood settings. Participants will codevelop strategies to maintain collaborative relationships with specific considerations for high-leverage work environment structures that can support collaborative relationships.

Sascha Mowrey, Missouri State University; Elizabeth King, Missouri State University.

Room 402/403

Being mindful of the ACES in the room: Providing responsible and respectful training on trauma and adverse childhood experiences

Understand research on the impact of adverse childhood experiences (ACES) and learn the importance of including this information in courses and professional development. Explore the prevalence of adverse childhood experiences in the lives of helping professionals, such as teachers and caregivers. Learn strategies and recommended practices for addressing these topics in a classroom or coaching setting.

Elizabeth Criswell, University of Minnesota–Twin Cities.Educator/Teacher Preparation