The Bess Choice! – Teaching U.


August WORKSHOPS:

Turn the Page and Engage –
Understanding Language Development and Literacy in the Early Childhood Classroom Setting

Young children are born into a world of new experiences and novel things.  They are new to everything and all objects and items are a source of new information and stimulation. In many ways they are like psychic sponges and take in anything that is offered to them for future reference and use.  That is why it is important – VITAL- that all adults who come in contact with children should speak, read and sing to those in their care.


From Scribbles to Words –
Emergent Writing in the Preschool Classroom

Young children are often very receptive to new things and strive to do them as they are ready. Children like to try and explore new areas and skills. Teachers can introduce and facilitate emergent writing and general learning through literacy in the classroom, however it is best that they be offered in small bits of success rather than in large doses of pressure.

Incorporating Multiculturalism –
Without Becoming a Tourist!

If we all understood and accepted each other for who we are- the world would be a happier and better place.  We can advance this goal, daily, by introducing young children in a developmentally appropriate way to the life experiences of others in meaningful ways.  In this workshop, we will discuss the importance of: providing a context for discussing diversity, as well as posting plain view materials in the classroom; incorporating representative stories and music that broaden a child’s world view; and, bringing other cultures to life through planned activities and special guests.


Keeping a Positive Focus –
Appreciating the gifts brought to the classroom by all of the children

Every person is unique and special in their own right.  We all have gifts, talents and special abilities.  We all have weaknesses and areas where we need to improve.  We are all teachers and we are all learners. We all can learn from each other - about each other and about ourselves.Children with special needs can teach us so much about living with a challenge.  They show us their strengths and they show us their weaknesses.  They also teach us about ourselves– what we know, what we can improve and what still need to learn.  The trick to having a good life is to find the beauty, joy and good in everything we encounter.  The way to live a good life is to help others in whatever way we can… be they parents, children, fellow staff members or ourselves.  Appreciating life’s opportunities and supporting one another in the process is a good way to live and a wonderful way to learn. 

Autism –
Understanding What It Is and Knowing What to Do in the Early Childhood Classroom Setting

Over the course of a day, a child in your care delights in wiggling his fingers in front of his eyes, chooses to spin the wheels of a truck again and again rather than play with a friend, averts his eyes when you speak to him and hasn’t spoken a word to you or anyone- ever.  These could be signs of Autism.  They could indicate a problem that will need support and additional teaching strategies in order to help the child learn.  What is Autism?  What are the signs of it?  What do you do when a child in your care is diagnosed with it?  Come find out…

Creating an Advocacy Partnership –
Assisting and Socially Supporting Families of Children with Special Needs

When a child presents with a special need, a teacher often has to break through the parents’ disbelief or resistance before moving forward with services.  Once the process starts, many questions arise that must be researched and answered.   Teachers play a key role in securing services and assisting the families in advocating for the child.  Knowledge, sensitivity and support are important for creating a good outcome for all involved.

ECERS-R OVERVIEW INFORMATION Workshop Series
The truth be told- the true value of an ECERS is not in the score a classroom receives… but is instead found in the improvements result from the observation being conducted. Too frequently, too much attention is paid to the score and not to the information that a teacher or program gains from the process.  A lot can be learned from an observation. An independent observer sees, hears and notices things that are often overlooked by classroom staff in the course of atypical day.

We all can improve what we do, what we present and what we offer to the children in our care.  Yet that only happens when we put aside the numbers and look at the ways we can improve our practice.

OPTIMIZING THE ECE CLASSROOM EXPERIENCE -Reviewing the center based curriculum, optimizing room arrangement and creating an effective daily schedule

HEALTH and SAFETY – Providing an environment that maintains the health and well-being of all children.

ADULT – CHILD INTERACTIONS and LANGUAGE EXCHANGES - Effective communication and practice



September/October SEMINAR:

Expectations – Development in the Very Early Years
(Child Development - Birth to Three Years)

More learning and adaptation takes place during the first three years of life than at any other point in the human life span. During infancy, the first year of life, the foundation for subsequent development is set.  Motor development, formation of rudimentary social skills, the acquisition and organization of language and the foundations for emotional growth all begin to blossom and unfold. 

During the second year of life, the toddler continues to bloom.  He discovers himself, engages in his newly forming relationships and begins to explore the larger social world. Factors such as separation anxiety, parent/child attachment, language acquisition and play as a means of learning, directly affect a child’s growth and development.  Knowing what to expect can make all the difference when working with these wonderful little people.

September/October WORKSHOPS:

Building Strong Bridges for Care
Creating Respectful Partnerships between the Caregivers and Parents of Infants and Toddlers

Very young children are precious and innocent. They deserve the very best care that can be provided. The best way to assure that is by building a strong and respectful partnership between parents and caregivers.  When adults work to build up, and provide support to, each other, they not only model positive prosocial relationships for their growing child, they also extend their network for social support.  This can readily be accomplished by strengthening interpersonal communication, validating the strengths of each other and assuming a wider perspective that takes into account everyone’s position.

When parents and caregivers come to the realization that a cooperative effort leads to the greatest gains for ALL, the answer is clear and simple -- Work together, so everyone wins. 


                                                         Creating a Curriculum for Infants and Toddlers-
                                                                                     Let’s Have Fun!

Working with infants and toddlers can be a challenge, but it can also be a lot of fun.  The key to creating a successful program is to keep the child in mind. Babies and toddlers see the world through fresh and innocent eyes… they respond to anything and everything that is new with interest and excitement.  By introducing each new experience in a soft and gentle way, you entice them to learn about the world and try new things.  As a result they learn more than you might ever know… they learn about the world, others and most of all about themselves.



November SEMINAR:

Expectations – Understanding our Littlest Learners
(Child Development - The Preschool and Pre-K Years)

There are many aspects of development which educators should be aware of when working with or raising young children.  They include: Social skills and abilities; Emotional Understanding and Capabilities; Language development; Cognitive skill and ability; Physical Growth and Personal/Self Awareness. Each skill level is different depending on the child’s age and level of experience.  Individual differences have to be noted and respected for there is a wide range of abilities that come with maturation.

November WORKSHOPS:

I Am Not Being Difficult... I Am Being ME!!

Everyone comes to the world unique and individual.  We so often forget as early childhood educators that children have individual differences that are both innate and learned from their home environment.  As a result, we sometimes see them as being difficult or challenging, when in fact they are just being themselves.  By being aware of normal child development and by understanding interpersonal dynamics, teachers can better prepare for the child who excels at being ME!

The trick is to realize that the true goal is to teach him/her to learn to make good choices for him/herself and to be responsible for his/her actions.  The goal is ultimately self-control and self-discipline.  Here the child must learn to play the major role.  Shaping and molding the finished product is the adult’s job.