tion a c u d E d o o h d il h C WCCC Early tter le s w e N m a r g o r P ) (PreK-4 Volume 4, Edition 8 February 13, 2012
“Evening of Books” Community Event Planning Ready to Begin
Westmoreland County Community College
Inside this issue: Evening of Books Planning Begins
1
FREE Lunch & Learn Seminar
2
PA One Book— 3 Professional Development
“Play With Loose Parts”
4
ECE Workshop
Upcoming Events
5
Help End Hunger Prof. Dev. Opportunities
6, 7
Research News Article
8,11
Early Intervention Conference
Got ECE News? Email Vicki at hricikv@my.wccc.edu
Early Childhood Education Program Beth Hoden
The WCCC Early Childhood Education (PreK-4) Program will sponsor the annual “Evening of Books” community event on Friday, April 20, 2012. The feature book selected by Pennsylvania’s One Book, Every Child is Stop Snoring Bernard! written and illustrated by Zachariah OHora. Published in 2011, this engaging book follows the loveable sea otter, Bernard, as he tries to find a place in the zoo where his loud snoring won’t disturb the other animals. Stop Snoring Bernard! Encourages young readers to appreciate what makes each of us different. Early Childhood Education (PreK-4) students are needed to be involved in planning and to take on leadership roles. This is a great volunteer opportunity to be included in ECE (PreK-4) portfolios. A signup sheet is posted on the bulletin board outside Room 870.
Office Phone: 724-925-4013 Email: hodenb@wccc.edu Nancy Rustic Office Phone: 724-925-4035 Email: rustic@wccc.edu Vicki Hricik Office Phone: 724-925-4013 Email: hricikv@my.wccc.edu
See professional development opportunity concerning this event on page 3.
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Free Lunch & Learn Seminar Offered February 24 You are invited to a Free Lunch & Learn Seminar hosted by Teaching Strategies, Inc., publishers of the Creative Curriculum System for Preschool and GOLD Online, newly approved by OCDEL. Although this Lunch & Learn Seminar is free, seating is limited to 75 attendees. You are to select one of two sessions that are offered.
Lunch & Learn Seminar Friday, February 24, 2012 Session One: 10:30-11;15 am
GOLD Online Presentation
11:15-11:30 am
Coffee Break
11;30-12:15 pm
Creative Curriculum System Presentation
12:15-1:00 pm Lunch and Door Prize Raffle Session Two: 1:00-1:45 pm
Gold Online Presentation
1:45-2:00 pm
Break
2:00-2:45 pm
Creative Curriculum System Presentation Seminar will be held at the Courtyard Pittsburgh Monroeville 3962 William Penn Highway Monroeville, PA 15146
Please kindly RSVP by Tuesday, February 14 to Kelsey Taylor at kelsey.t@teachingstrategies.com with which session (one or two) you will be attending. To learn more about either Creative Curriculum or GOLD Online, please visit: www.teachingstartegies.com or for more information contact: Chris Andrews Andrews Associates LLP www.tools2read.com Tel: 412-749-9946 Cell: 412-337-5473 christopher@tools2read.com
Deadline to Register is February 14
WCCC Early Childhood Education
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Professional Development Opportunity for PA One Book, Every Young Child 2012 The Pennsylvania One Book, Every Young Child program promotes literacy. This workshop will provide practitioners and ECE (PreK-4) students with lesson plans, book lists, songs, and finger plays for this year’s book, Stop Snoring Bernard! You will also have the opportunity to win a copy of the book. (**This workshop will be different from last year’s PA One Book, Every Child workshop, because all of the activities will be centered around a different book.) Where:
Carnegie Library of Pittsburgh—Main 4400 Forbes Ave., 15213 (Classroom A)
When:
10:00 a.m.—12:00 p.m. Saturday, March 24, 2012
Registration Fee:
No Cost to WCCC ECE (PreK-4) Students
Deadline to Register: Friday, March 16, 2012
2 DPW Training Hours will be awarded for attending! Pre-registration is required. Only online registration is accepted. To register, visit www.pakeys.org. If you have questions or concerns, please contact Vicki Hricik at 724-925-4013
**Please note that PAEYC's Professional Development Policies align with the policies put forth by the Southwest Regional Key. REGISTRATION PAYMENTS- Please indicate the names of the people and the professional development opportunities you are paying for when mailing your payment. Payments that have no indication will be returned to sender, and will not be credited as paid for the professional development opportunity. Payment received in the PAEYC office after the registration deadline is considered late. Therefore there is no guarantee that the participant will receive a certificate of attendance at the professional development opportunity. Participants may pay at the professional development opportunity with a check, money order or cash. WALK-INS- PAEYC strongly discourages walk-ins. Walk-ins are not guaranteed a place in the class. The instructor may allow walk-ins based on class size and availability of handouts, or has the authority to turn a walk-in away. If a walk-in is accepted at the professional development opportunity she/he will be assessed an additional fee of $10.00. SIGNING IN- Participants MUST sign-in on time, or within a 15 minute time limit, and remain for the entire scheduled event. If the participant takes extended breaks or leaves early she/he will not receive their certificate. Additionally, if a participant arrives 15 minutes after the start of the class, she/he is welcome to attend, but will not receive a certificate for the class.
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let your imaginations run wild! Saturday, March 17, 2012 is a day to come and PLAY! Penn State Extension Better Kid Care presents
“Play with Loose Parts” Dr. Ernie Dettore and Linda Erlich Have you ever heard of the theory of loose parts? The theory of loose parts has begun to influence child-play experts and “playscape” designers in a big way. In a preschool, loose parts are materials with multiple uses. They are materials with no specific set of directions that can be used alone or combined with other materials. Loose parts encourage creativity, imagination, and open-ended learning. As children play; stories surface. Come join the fun, play with materials, and experience how language opportunities abound.
Location:
Donohoe Center 214 Donohoe Rd, Greensburg PA
Time:
9:00 am – 12:00 pm
Cost:
Ask for $5 Student Discount!
DPW Training hours will be awarded For more information and to register, please contact: Patty Graff Better Kid Care Coordinator 724 837 1402 pag18@psu.edu
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PAEYC Annual Dinner Celebration The PAEYC Annual Dinner Celebration is just a few months away. Save the date and join child care professionals in honoring the many contributions made to early childhood education. When:
Thursday, April 19, 2012 from 5:30-8:00 PM
Where:
Rodef Shalom Temple in Shadyside
More details to follow in upcoming weeks!
Second Annual PAEYC Student Membership Dinner to be held at Seton Hill University Seton Hill University will be host to the Second Annual PAEYC Student Membership Dinner on Wednesday, April 25, 2012. The event was such a success last year, Dr. Kathy Harris, ECE Program Director at Seton Hill University graciously extended an invitation to all for 2012. The First PAEYC Student Membership Dinner was held at Westmoreland County Community College. Over 80 ECE (PreK-4) students and faculty members from WCCC, Seton Hill University, Saint Vincent University, and Carlow University including PAEYC representatives . This gathering helps to provide a student network for future collaboration and stresses professionalism and advocacy. Please register as soon as possible so we can provide the number to attend to Dr. Harris.
Check bulletin board near room 870 to sign-up for events.
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Help End Hunger in Latrobe In the Fall of 2010, The Way, a local Christian church, launched the services of a soup kitchen in the Mozart House at 340 Main St. in downtown Latrobe, PA. The scope of this initiative is to provide our friends and neighbors with enough regular food assistance to send every needy person in the city to bed with a full stomach. Working toward this goal, The Way and its partners are currently working hard to acquire and incorporate the volunteer manpower, food product, and financial assistance needed to open this soup kitchen 7 days a week, year-round to serve one hot meal per day. This group has the belief and confidence that together with the people of Latrobe they can end hunger in this city. Join the team who gives of their time to serve the meals at End Hunger Cafe. Contact the Volunteer Coordinator for information on how to serve at the soup kitchen: Danielle Biddle 412-298-5491 danielle@thewaychurchonline.com Contact the Pastor of Community Needs for all other questions regarding donations, etc.: Pastor Amber Biddle 724-989-4765 amber@thewaychurchonline.com For more information about The Way: www.thewaychurchonline.com Contribute directly to End Hunger Cafe’s needs in building food inventory and facility upkeep.
You can underwrite an entire evening’s meal for one hundred dollars. That feeds approximately 125 people, our average attendance.
You can donate grocery items and cooking supplies (i.e. condiments, spices, etc.).
You can donate cleaning supplies (i.e. mopping solution, disinfectants, sponges, etc.).
You can donate paper goods (i.e. toilet paper, paper towels, etc.).
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Become A Member of PAEYC The Pittsburgh Association for the Education of Young Children (PAEYC) is the professional membership organization for those involved with the early care an education of young children. Doctors, lawyers, and other professionals have membership associations which provide a unified voice on behalf of their members. In the same way, PAEYC serves as a community resource, and advocate for quality, and a voice for those in the profession of early care and education. PAEYC currently serves over 1000 members and is governed by an elected board. Members and those interested are encouraged to serve on a committee and take an active role in PAEYC programs including Membership Services, Advocacy & Public Policy, and Professional Development.
Benefits of Membership Become a Member!
Membership in national, state, and local affiliates
6 issues of Young Children, NAEYC's journal
Exclusive access to PAEYC Newsletters
Reduced rates to PAEYC and NAEYC conferences
Career advising services
Meets STARS 3 Requirements
Borrowing privileges with PAEYC's early childhood resource library
Voting rights and eligibility to hold office in PAEYC, Penn AEYC, and NAEYC
Opportunity to participate in insurance plans offered through NAEYC
Upcoming ECE Professional Development Opportunities—$10 each WCCC Youngwood Campus ECE Workshops: DATE
COURSE CODE
WORKSHOP TITLE
CORE BODY OF KNOWLEDGE
February 16
SRVT 4849-01
Developing Language Arts Programs &The Literacy Environment
CBK:K2C2-11
February 20
SRVT 0013-01
What Happens When Children Don’t Belong-Addressing Diversity
CBK:K3C2-31
February 23
SRVT 4850-01
Achieving Language & Literacy Goals Using Standards
CBK:K2C2-13
March 1
SRVT 4851-01
Promoting Language & Literacy
CBK:K1C2-03
March 5
SRVT 0960-01
Children in Child Care —A National Crisis
CBK:K3C2-34
March 8
SRVT 7481-01
Selecting & Sharing Worthwhile Literacy for Young Children
CBK:K2C2-13
March 15
SRVT 4890-01
Developing & Listening Skills with Young Children
CBK:K1C2-03
March 19
SRVT 7507-01
The Impact of Stress in Children’s Lives
CBK:K3C2-35
WCCC Fayette Education Center ECE Workshops: February 22
SRVT 8450-F1
Understanding ADHD: Characteristics, Intervention, Challenges, & Family Support
February 29
SRVT 7562-F1
Social Development of Children Ages 3-8 Years
CBK:K1C2-02
March 7
SRVT 6610-F1
Physically Challenged Children: Cerebral palsy & Spina Bifida
CBK:K4C2-43
March 14
SRVT 1516-F1
Emotional Development of Preschoolers
CBK:K1C2-02
Email Vicki at hricikv@my.wccc.edu for more information.
CBK:K4C2-43
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Research News You Can Use: More Threats to Preschoolers' Play By Kyle Snow, Ph.D. A study released January 4, 2012, in the medical journal Pediatrics suggests that preschool programs’ concerns about safety and preparing children academically for school are limiting children’s opportunities for big body play. The American Academy of Pediatrics also highlights the special threats to play experienced by children living in poverty. These children are especially likely to have limited access to high-quality and safe outdoor play spaces and may also be in programs under additional pressure to close the readiness gap for children entering kindergarten. Identifying these threats to big body play is only the first step in findings ways to address them.
In the study, the research team conducted a series of focus groups with 49 early child care and education providers from a range of programs (including inner city and suburban, Head Start, and private programs). Questions during the groups focused on perceived benefits and barriers to children’s physical activity, primarily big body play, both in indoor and outdoor play spaces. Responses were coded for themes by the research team.
What the Study Found The authors described several themes from their focus groups:
Early care and education programs may provide the only opportunity for some children to have physical activity or outdoor play.
Programs are concerned about the possibility of injury and so limit children’s opportunities to play.
Costs for safe play space and equipment can be too high for programs to meet.
Programs feel pressured to focus on classroom-based instruction to prepare children academically, taking time away from physical activity.
The authors report that while their focus groups generally agreed that physical play was important, especially because it may be available primarily through their program, they still felt constrained in how they could provide the opportunities for such activity.
Concerns about Child Safety The focus on child safety is not new and to some extent is warranted. Between 1996 and 2005, one national study noted that there were 2.1 million injuries reported to children younger than age 18 on playgrounds, with more than onequarter (27%) of these among children younger than 5. However, this study did not report the circumstances (e.g., the time of day, level of supervision, type of early care or education setting or public space, etc.), so the actual risk to children, when playing in a space that is designed for safety and under the supervision of adults, is likely to be much lower. Indeed, providing both safe play spaces and adequate supervision are both among criteria used by NAEYC to accredit programs serving young children. However, not all play spaces for young children can be described as safe and supervised. A government report released in late 2011 found numerous safety violations among Head Start programs that
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were identified as being high-risk for noncompliance. The study authors and the Head Start community pointed out that in 21 of 24 of these programs, safety issues were “immediately corrected.” While state licensing and other oversight agencies provide guidelines for ensuring the safety of playgrounds connected to early care and education programs, a 2010 study noted that these fully addressed only about one-third of the guidelines provided by the National Health and Safety Performance Standards: Guidelines for Out-of-Home Child Care. The participants in this study are simply observing, across the range of programs and diversity of children they serve, the challenge of providing safe places for children to play, and the costs related to doing so.
Focus on Academic Preparation The authors of the study also note that many programs are feeling the pressure to focus more on academics. This often results in competition between time for academics and instruction and time for play. While this column has previously described this as a false dichotomy, it is still a significant challenge to programs. An intensive study of four first-grade teachers underscored the challenges teachers feel in mapping their belief that play (in this study, play was primarily considered as child-initiated, within the classroom play activity) is beneficial, while at the same time relying upon instruction as the primary shaper of children’s academic development. Another part of this issue, though, is the danger of narrowing our definition of what early childhood programs need to focus on to support children’s school readiness. Not only is the tension between instruction and play, but it also suggests prioritization of academic skills over social, emotional, and physical development, all of which are also critical domains for young children’s development. Certainly, the opportunity for vigorous physical play supports the development of motor skills, and is also seen as one avenue for addressing childhood obesity.
Ensuring Children Have Opportunities for Big Body Play in Safe Spaces There is compelling evidence that access to space for active, physical play, is important for young children. Still, meeting the cost demands to build such places, or to ensure that existing play spaces are safe, can be daunting. To ensure existing play spaces are safe, state guidelines, as well as those provided by NAEYC program standards and the Head Start Program can be used to identify and remove hazards. In challenging economic times, finding funds to build new or dramatically renovate existing playgrounds can be overwhelming. The not-for-profit KaBOOM! works with communities to secure locations and funding to build safe, accessible playgrounds. This work does not tend to include school or program facilities, but Learning Structures, a similar partnership-based effort does work with schools and programs. There are numerous competitive grant programs (here, for example) and resources (here, for example) to help programs develop plans for and possibly acquire or build playgrounds. Most companies that make playground equipment may also be able to negotiate with programs to manage costs. Many of these groups and companies present or exhibit at NAEYC events.
Recognizing the Importance of Physical Activity and Play for Young Children’s Development Many organizations, including NAEYC, have written about the importance of physical play, and play generally, in early childhood development. Not only does research suggest that play supports academic-related skills, but also physical skills and development. As the Pediatrics article shows, pressures on early childhood programs that come from funding
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concerns and a lack of understanding the role of play and how to best use it to support early childhood development will continue to result in decisions that devalue play. NAEYC has numerous resources to help early education professionals integrate big body play into their programs to meet a range of developmental goals.
Related Resource:
We focus on the hazards and pressures of keeping children safe. We feel anxious and unsure. But if we watch the faces of the children before us, we see joy. Children love this rough and rowdy play, and they need it. This book discusses why. Author: Frances Carlson
The NAEYC Center for Applied Research is dedicated to strengthening the connections between early childhood research, practice, and policy. One of the primary goals of the center is to encourage and support communication about research in early childhood development and education. To support teachers, policy makers, early education students, and others in the field in becoming critical consumers of information, the center helps them access and interpret research to inform their day-to-day work.
This article taken from the NAEYC website on February 3, 2012
*IMPORTANT NOTICE* ECE Club in Jeopardy of Being Dissolved, Students Representatives Needed!
Requirements to become an ECE Club representative are: -4) major
Next meeting is Tuesday, February 21, 2012
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Building Blocks XII Early Intervention Conference Friday and Saturday, March 30 and 31, 2012 Westmoreland County Community College
Friday Morning Keynote The Impact of Early Intervention with Kelly Frye Kelly Frye, WTAE Channel 4 Action News anchor, shares her story of how Early Intervention has impacted her family and her son’s life.
Friday Breakout Sessions will Include:
Friday Afternoon Keynote Early Intervention: Where It All Begins Babies as Learners, Adults as Teachers with Rebecca Klaw Rebecca Klaw currently works independently as a consultant, trainer and advocate for children with Autism Spectrum disorders (ASD) and their families.
It is important for everyone to know how the characteristics of autism can impact some of the foundation skills that are acquired during the first years of life. Ms. Klaw’s keynote presentation will describe crucial milestones of very early development and characteristics of au-ism, especially the common focus on the world of things as opposed to the world of people, can affect the typical pattern of learning.
Saturday Workshop Collaborative Problem Solving Why traditional Interventions don’t work for the most challenging children with Alicia Stevenson
Ms. Stevenson has Advanced Training in the Col-laborative Problem Solving (CPS) model and has received her Mentor Certification in the CPS model from Think:Kids at Massachusetts General Hospital. She has been an active member of NAMI for the past 15 years, volunteering over 50 hours a week to educate parents, school person-nel, law enforcement, civic organizations, and mental professionals on childhood-onset mental illness and family perspectives. She currently serves as a National Trainer and NJ Program Co-ordinator for NAMI’s Basics program that edu-cates parents/caregivers about their children/adolescents with mental health challenges. A very engaging and knowledgeable speaker, Alicia Stevenson will share her life changing ex-perience and will demonstrate a step by step approach that is compassionate, effective and respectful in helping children with behavioral challenges.
Brochure will be available mid February. Contact Debi McKeever for more information at 724-837-8159 ext. 132.
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To earn Pennsylvania DPW hours as required, check out the PA Keys website, www.pakeys.org, for professional development opportunities. Westmoreland County Community College sponsors affordable ECE workshops made possible through Southwest Regional Key funding. Scheduled workshops at WCCC - Fayette County Education Center in Uniontown and WCCC Youngwood Campus are already posted. Please email Vicki Hricik for more information - hricikv@my.wccc.edu.
Mission of the ECE Newsletter The mission of this newsletter is to provide Early Childhood Education students information on ECE Club activities, volunteer opportunities in the community, ECE professional development workshops, and anything related to the ECE field. WCCC Early Childhood Education Program