Embedded Files
Concurrent Paper or Practice Presentations - There will be up to three presentations at each meeting. When selecting a Meeting please report through the Zoom link and plan to converse throughout the entire 60-minute session.
Concurrent Paper or Practice Presentations - There will be up to three presentations at each meeting. When selecting a Meeting please report through the Zoom link and plan to converse throughout the entire 60-minute session.
Meeting 1 -
Meeting 1 -
Host: Rebecca Jordan
Presentation 1
Presentation 1
Play-Making and World-Building through Oral Storytelling
Play-Making and World-Building through Oral Storytelling
In this interactive session, we will explore techniques of oral storytelling utilizing the body, voice, and imagination. We will 'play' inside and beyond favorite folk tales, immersing ourselves in the creative act of world-building. Participants will come away with new tales and play-based strategies appropriate for both the early childhood and college classroom.
Julia M. Morris, Ph.D., Kingsborough Community College
Julia.Morris@kbcc.cuny.edu
Presentation 2
Presentation 2
Professional Learning Strategies to Enhance Literacy Through Story Play
Professional Learning Strategies to Enhance Literacy Through Story Play
This workshop focuses on the strategies and processes to help support PreK, Kindergarten, and 1st grade teachers in learning how to conduct story play activities in their classrooms. Supporting teachers to develop the skills to integrate story play into their read aloud sessions can support children's language and literacy growth through joyful learning.
Muriel K. Rand, Ed.D., New Jersey City University
mrand@njcu.edu
Barbara Wilchensky, M.A., Bridgeton Public Schools New Jersey
BWilchensky@bridgeton.k12.nj.us
Meeting 2 -
Meeting 2 -
Cecilia Maron-Puntarelli, Ph.D. Candidate, Indiana University
cmaronpu@indiana.edu
Presentation 1
Presentation 1
Supporting Children’s Play and Wonder: The Teacher as Creative Companion
Supporting Children’s Play and Wonder: The Teacher as Creative Companion
Establishing the necessity for play, creativity, joy, and a sense of wonder in learning, We will identify supportive class elements and environments. An activity will tap into one’s own inborn sense of wonder to better understand children’s experiences. Research finding will support spontaneous exploration and discovery (Bonawitz et al, 2011) over direct instruction.
Jayme Irene Hines, Ed.D. Wilkes University
jayme.hines@wilkes.edu
Presentation 2
Presentation 2
Taking care of the Caregiver
Taking care of the Caregiver
Strategies for Taking Care of the Caregiver - Self-care is so much more than bubble baths & face masks.
Meeting 3 -
Meeting 3 -
Host: Hatice Zeynep Inan
Presentation 1
Presentation 1
Understanding Family Diversity through Creating a Clay/Drama-Based Project
Understanding Family Diversity through Creating a Clay/Drama-Based Project
Through a university and community relationship graduate students were able to learn about families through the use of art. This project focuses on children 0-8 where a mutual relationship allows for graduate students’ to provide community service while working in partnership with families and their children. Ultimately, being a learner in a real-world setting to better
Socorro Garcia-Alvarado, Ph.D Texas A&M University San Antonio
salvarado1@tamusa.edu
Hatice Zeynep Inan, Ph.D Texas A&M University San Antonio
Bursa Uludag University
hinan@tamusa.edu
Elizabeth Rendon, Texas A&M University San Antonio
egibbons1@outlook.com
Meeting 4 -
Meeting 4 -
Meeting four please, head to the main meeting room, you will be sent to a breakout room.
Meeting four please, head to the main meeting room, you will be sent to a breakout room.
https://us02web.zoom.us/j/81634076864
Host: Lea Ann Christenson
Presentation 1
Presentation 1
Learning to Listen Again: An Autoethnographic Journey
Learning to Listen Again: An Autoethnographic Journey
Using evocative autoethnography, we aim to develop novel perspectives on what our early childhood teacher candidates are learning by examining their identities and experiences related to teacher empathy and to interrogate our teaching and learning practices.
Christopher Au, Ph.D. University of Hawaii at Manoa
cau@hawaii.edu
Leah Muccio, Ph.D., University of Hawaii at Manoa lmuccio@hawaii.edu
Chelsea McClure, M.S, M.A.T., Towson University
cmcclure@towson.edu
Presentation 2
Presentation 2
Leveraging ELL Mentor Partnerships in Pre-service Teacher PD.
Leveraging ELL Mentor Partnerships in Pre-service Teacher PD.
Inclusive strategies and practices in the content classroom are essential for pre-service teachers to develop and build confidence in. With that mission in mind, pre-service teachers were engaged in a professional development (PD) model that focused on mentoring from in-service ELL teachers to hone their ability to critically analyze the inclusiveness of a lesson plan. This session focuses on the impact of a mentoring experience in PD and the reflection from students on the PD model effectiveness.
Presentation 3
Presentation 3
Love your job again: Advocating for improved work environments
Love your job again: Advocating for improved work environments
Burnout among college faculty is directly tied to the quality of life. However, by using effective advocacy and negotiations, faculty can influence changes that support faculty. This session will focus on one early childhood faculty member's journey in negotiating a contract for faculty to improve the working conditions and thus improve the quality of life.
Amy Wolf, Ph.D., Park University
amy.wolf@park.edu
Meeting 5 -
Meeting 5 -
Please go to the main confernce link and you will be sent to your correct breakout room:
Please go to the main confernce link and you will be sent to your correct breakout room:
https://us02web.zoom.us/j/81634076864
Host: Amy Wolfe
Presentation 1
Presentation 1
Our New Reality: Play and Playfulness in Remote Teacher Education
Our New Reality: Play and Playfulness in Remote Teacher Education
While for some institutions the transition to remote learning brought about by covid-19 was temporary, our university has adopted this modality long-term. This presentation will describe challenges and successes in incorporating play and playfulness into remote early childhood teacher preparation shared by regional campus faculty at a midwestern state school.
Amy Wolfe, Ph.D. Ohio University Chillicothe
amy.wolfe@ohio.edu
Debra Dunning, Ph.D. Ohio University Lancaster
dunning@ohio.edu
Kim Ciroli, M.S. Ohio University Eastern
ciroli@ohio.edu
Presentation 2
Presentation 2
Play Affordances to Support Infant-Toddler Being and Well-being
Play Affordances to Support Infant-Toddler Being and Well-being
Play affordances in four infant-toddler settings are examined and discussed in terms of how they support ‘being’ (a ‘here and now’ focus) and well-being. This perspective is in opposition to future- and outcome-oriented readiness perspectives. Communicating the benefits and means for supporting play for well-being with pre- and in-service professionals is considered.
Mary Benson McMullen, Ph.D., Indiana University mmcmulle@indiana.edu
Presentation 3
Presentation 3
Pre-K Teachers Experiences with Conscious Discipline Training
Pre-K Teachers Experiences with Conscious Discipline Training
This study uses interview data from Pre-K teachers trained in Conscious Discipline, a social-emotional learning approach. We will share results related to components of training teachers found most helpful and changes they reported making in their classrooms. We will discuss implications for designing professional development related to social-emotional learning.
Alison Hooper, Ph.D.The University of Alabama
alhooper2@ua.edu
Cailin Kerch, Ph.D. The University of Alabama
cjkerch@ua.edu
Meeting 6 -
Meeting 6 -
Host: Mary Lyons
Presentation 1
Presentation 1
Prepared to facilitate play as an interdisciplinary practice?
Prepared to facilitate play as an interdisciplinary practice?
This session highlights findings from a qualitative case study in which the following research question was explored: What understandings of play do kindergarten teachers who facilitate play rely on in their play-curriculum work? The participants conceptualized play as a break from the curriculum, rather than acknowledging their play-based work as curricular enactment.
Mary E. Lyons, Ph.D., Knox College melyons@knox.edu
Presentation 2
Presentation 2
Preparing Early Childhood Teachers to Work in Inclusive Classrooms
Preparing Early Childhood Teachers to Work in Inclusive Classrooms
Inclusive early childhood environments benefit all, but ECE’s are not prepared to work with children with disabilities. NAEYC and DEC Professional development standards can help ECTE programs develop blended curriculum and field experiences to help all ECE's be prepared to work with children with and without disabilities. This presentation will provide practical strategies
Dawn Mollenkopf, Ph.D University of Nebraska at Kearney mollenkopfdl@unk.edu
Paula Thompson, Ed.D., University of Nebraska at Kearney thompsonpj@unk.edu
Presentation 3
Presentation 3
Rekindling Children's Social Competence in a Post-Covid World
Rekindling Children's Social Competence in a Post-Covid World
Participants will review research data related to the effect of school closures on children’s social competence and identify ways in which teacher education students can support children in learning or relearning important social skills.
Anita Ede, Ph.D., Northeastern State University
edear@nsuok.edu
Meeting 7 -
Meeting 7 -
Host: Karen La Paro
Presentation 1
Presentation 1
Self-Care in Teacher Preparation Programs: Student Needs and Experiences
Self-Care in Teacher Preparation Programs: Student Needs and Experiences
This session focuses on results from an ongoing study of student experiences in practica. Survey responses focused on students’ report of support needed related to the COVID-19 pandemic and students’ engagement in self-care practices will be discussed. Implications for teacher preparation and future research will be addressed.
Tyla Ricks, Ph.D The University of North Carolina at Greensboro
t_ricks@uncg.edu
Mauri Mckoy, MEd The University of North Carolina at Greensboro
mcpatte3@uncg.edu
Karen LaParo, Ph.D., The University of North Carolina at Greensboro
kmlaparo@uncg.edu
Presentation 2
Presentation 2
Sense of Belonging among Students with Early Childhood-Related Career
Sense of Belonging among Students with Early Childhood-Related Career
We examined student group involvement and sense of belonging among students with early-childhood career goals. Student group participation of any type predicted higher peer support, but only participation in early childhood-focused student groups predicted mattering. Peer networking opportunities may strengthen early childhood students’ holistic well-being.
Maria Fusaro, Ed.D San Jose State University
maria.fusaro@sjsu.edu
Tuka Almamori, M.A., San Jose State University
tukaa24@yahoo.com
Presentation 3
Presentation 3
The Use of Self: Inspiring Play, Wonder, and Self-care for Teachers Hearts
The Use of Self: Inspiring Play, Wonder, and Self-care for Teachers Hearts
Use of self is a concept frequently accepted with professionals. The use of self is best practice in several professions, including teaching, and can be critical to the growth and lifespan of a profession. This paper explores research on student teachers use of self and examines how the use of self can be supported by the gifts of play, wonder, and self-care.
Kathleen Harris, Ph.D., Seton Hill University
kharris@setonhill.edu
Presentation 1
Presentation 1
Bringing the NAEYC Self Care Standard to Life: Teaching Self Care as a Class
Bringing the NAEYC Self Care Standard to Life: Teaching Self Care as a Class
The researchers will describe their approach to a 2-credit pilot class to support students' professional preparation about self-care and lessons learned that can inform early childhood teacher educators’ practices and instructional approaches.
Ingrid Anderson, Ed.D. Portland State University
ianderson@pdx.edu
Jennifer Baumgartner Louisiana State University
jbaum@lsu.edu
Presentation 2
Presentation 2
Access, Equity, Inclusion, Diversity: Future Teacher Candidate Program
Access, Equity, Inclusion, Diversity: Future Teacher Candidate Program
The format of this presentation follows the journey of higher education professors initiating the process of updating the competencies for the early childhood courses that are required for the state degrees for certifying teachers from birth through age eight. The last revision was ten years ago, and the goal is to update to exist the next ten years.
Carolyn Newman Santa Fe Community College carolyn.newman@sfcc.edu
Tsitsi Nyabando, Ph.D. Eastern New Mexico University
Tsitsi.Nyabando@enmu.edu
Pamela Remstein, Ph.D. University of New Mexico-Taos
remstein@unm.edu
Presentation 3
Presentation 3
Practicing what we preach: Integrating play into the adult learning environment
Practicing what we preach: Integrating play into the adult learning environment
This session explores how early childhood teacher educators integrate play into the adult learning environment across various settings in the United States and Turkey. Play-based approaches in the adult learning environment for early childhood teacher candidates and child development specialists positively influence students’ perceptions of the importance of play in early childhood learning environments.
Ross Nunamaker, MSE University of Cincinnati, University of Dayton, Wright State University
chad.nunamaker@gmail.com
William Mosier, EdD, IMFT Istanbul Gelişim University
Page updated
Google Sites
Report abuse