76th Annual SECA Conference

Talk and telling stories has an essential place at the core of writing. Through talk, children unfold their thinking and develop the confidence to take risks in their writing. This session explores several ways teachers can capitalize on children’s oral language development while supporting their emergent writing skills. Attendees will participate in simulations of versatile techniques and routines that guide children’s use of writing utensils and storytelling. Additionally, attendees will make and take home their own sets of storytelling materials. This interactive session will equip attendees with practical, creative, and developmentally appropriate techniques and materials to nurture writing in their students.

Research indicates that writing in early childhood offers numerous developmental and educational advantages. Early educators are crucial in fostering emerging literacy among young children by providing regular chances for them to engage in writing activities. Through consistent opportunities to write, children improve fine motor skills, develop alphabet knowledge, enhance phonemic awareness, and acquire a variety of other skills. During this interactive session, we will trace the journey of Isabella, a pre-kindergarten student, over the course of a school year, examining samples of her writings and exploring how current HCS leadership team teachers, guide and support students' exploration of writing. Join us to learn supporting brain research and many developmentally appropriate activities to foster growth in your classroom.

Allowing children to make choices and to play during the daily routine are essential to the development of their executive function, self regulation, social skills and problem-solving. However, not all daily routines allow this to happen. This session will remind us of the essential skills and understandings that preschool children gain through play and how to provide it for them.

Learning about early childhood development theories...boring! Who even cares about them? Aren’t they supposed to just take up space in textbooks? Well, what if we saw exactly how childhood development theories can help us become better teachers while playing BINGO, listening to Beyoncé, looking at silly pictures of cats, and winning prizes? This session will cover the “greatest hits” of Erik Erikson, Magda Gerber, Maria Montessori, Jean Piaget, and others, showing you how their theories help us understand the growth and development of children each and every day.

Have you ever tried to support a child who displays challenging or mistaken behaviors? Do you often struggle with helping dysregulated children return to a regulated state? As Early Childhood professionals we aspire to promote safety, security, and a sense of belonging in the classroom. By using evidence-informed pedagogical practices as a foundation, our presentation will explore best teaching practices for preschool-aged children. As professionals we know the importance of providing a calm and regulated space for young children through the implementation of social emotional learning and trauma-informed practice. The purpose of our session is to assist early childhood professionals in supporting children who may become dysregulated, defensive, and reactive in the classroom. When children experience heightened states of arousal, they exhibit one of four primary reactions—fight, flight, freeze, and fawn. We will explore each of these responses in depth and provide resources for professionals as they navigate associated challenging or mistaken behaviors.

This session will evaluate the advantages of using emotional intelligence in the early childhood classroom. Emotions are experienced before rational thought processes can occur; therefore it is necessary for early childhood educators to understand, practice, and model emotional intelligence as children develop their social emotional skills. Emotionally Intelligent early childhood educators are the key to establishing fully engaged learning environments. Participants will identify the four basic emotions and diverse vocabulary to describe emotions using emotion dolls and other hands-on group activities. The session will also guide participants in analyzing realistic early childhood classroom scenarios and how to model and use emotional intelligence in those situations. Participants will also be provided with techniques to cultivate poise, proficiency, and positive personalities that can strengthen early learning settings and promote collaboration in the early childhood education workforce.

In our conference session, Hands-on Activities to Encourage Emotional Development in Early Education, our Glenville State University Early Education Student Group, as well as early education faculty, will share a variety of hands-on learning activities to enhance and encourage young children’s emotional development. The presenters will share hands-on activities to encourage and strengthen emotional development, as well as activities to connect children’s literature to emotional growth. Family engagement activities will also be shared. Activities will be interactive and developmentally appropriate for preschool and kindergarten aged children. Handouts will be available. The content will be developed under the close guidance and support of the university’s early education faculty.

This professional development program offers a comprehensive exploration of Adverse Childhood Experiences (ACEs), trauma-sensitive pedagogy and socio-emotional learning. Participants will gain valuable insights and practical strategies to create a supportive and empowering learning environment that fosters resilience and social-emotional development in students. Through engaging sessions and collaborative activities, educators will acquire the knowledge and tools necessary to implement trauma-informed practices and cultivate a holistic approach to education that addresses the diverse needs of students in today's educational landscape.

Presenters:
Zlata Stankovic-Ramirez, Ph.D., Texas Woman's University, Denton, TX, US
Mary Harper, Ph.D. Texas A&M University-Corpus Christi, TX, US
Danielle McLellan-Bujnak North Orange County Community College District, Anaheim, CA, US
Josh Thompson, Ph.D., East Texas A&M University, Commerce, TX, US

We will review developmentally appropriate practice (DAP) (three core considerations and nine principles) and how DAP has evolved over four iterations. We will introduce a new lens for viewing child development by discussing developmental cascades and exploring the ideas surrounding the image of the child from various practitioners working with or on behalf of young children. Multiple tools for observing children and their development will be shared with participants to illuminate the variety that exists among settings. Participants will also gain knowledge in strengths-based versus deficit-based approaches to children’s development and an understanding of what it truly means to “follow the child” in their development.

This professional development session explores the research-based benefits of mindfulness in the classroom and for self-care. Participants will acquire practical strategies and insights on mindfulness to cultivate a supportive learning environment that promotes resilience, inclusion, and social-emotional development in students. Engaging sessions and collaborative activities will equip educators with the tools to integrate mindfulness into their classrooms and to support their own well-being.

Social-emotional development is a vital aspect of a child's growth, shaping their ability to understand and manage emotions, establish positive relationships, and develop a healthy self-concept. One of the most effective ways to nurture this development is through affirmations and the promotion of self-love. Join me as we explore the reasons for this and how to implement it in the classroom and beyond.