Saturday, April 30, 2022
Identifying and Supporting Children with Special Needs: Supporting Success
Jennifer Cottle, Ph.D.
Very often, young children with special learning needs are not yet identified when they come to childcare, preschool, or Kindergarten. Their success--and ours--depends on structuring the program environment so that we can identify children with special needs, and communicate with caregivers in a supportive and non-threatening way. In this session, participants will learn how to set up an informative and supportive system for child care professionals and the families that they serve. Participants will also learn about the referral process for ECI and Special Education and how to talk with caregivers about concerns.
Our centers are brimming with opportunities for parental support. Parent (Re)engagement introduces strategies to bring parents back into early childhood centers, post Covid lockdown, with the intention of gaining the most effective and efficient support needed. Administrators and facilitators should view parents as a resource that can help relieve some of the challenging pressures that daily tasks present, especially considering the varying work schedules, gifts, and talents these parents possess. This invitational approach to parent engagement creates a working collaboration between schools and families that best serves students.
Theme-based play is not just for preschoolers! You can help baby's development by creating a stimulating environment with different types of activities that offer baby the chance to explore through play. Environments intentionally set up with theme-based play activities allow infants to build on previous knowledge to construct how they will make sense of their world. Infants can benefit from the excitement that their caregiver shows in introducing and implementing fun and interesting themes as young as 3 months old. Come hear how you can take infant play to a whole new level!
Texas Rising Star: Information, Resources & Updates
Shenee' Bagsby
Early Childhood Program Supervisor
Workforce Solutions of North Central Texas
A young child’s ability to understand and express emotions can be associated with their early experiences with caregivers. Children may feel frustrated or overwhelmed when they are unable to verbally communicate or interpret their feelings, often resulting in outward physical or emotional outbursts or aggression. This workshop provides educators with strategies and activities to teach emotion vocabulary, literacy, and regulatory skills with young children. Participants will leave with tangible resources that can be implemented in their classrooms.
Suspected child abuse and or neglect is required by law to be reported. We will discuss signs of abuse and neglect as well as when and how to make a report to the Texas Department of Family and Protective Services. As a professional working with children, the law has specific guidelines for you as it pertains to reporting. We will discuss best practice responses that will protect you and keep children safe.
Realistic self-care includes balancing the ethical requirement of self-care with the everyday demands of life. This presentation reviews how to define and understand self-care from a personal and professional perspective. Next, establishing a generalized self-care plan, and identifying barriers will be discussed. Finally, participants are invited to construct an individualized self-care plan.
Educators, researchers, and practitioners recognize how critical the first three years of life are in determining healthy developmental outcomes for children. However, children born after March 2020 certainly entered the world under unique circumstances. Now, they enter preschool with experiences that no other generation has faced. Therefore, let's discuss how we can prepare to serve the COVID-19 cohort using developmentally appropriate practices as they age into preschool.
Facilitated by Gio Ibarra, Child Care Regulation Supervisor II
Texas Health & Human Services, Denton County