76th Annual SECA Conference

Young preschool children with special needs have limited capacity to communicate and connect to the real world. The surrounding adults play a critical role in the development of these preschoolers. However, there have been so many challenges nowadays due to the varied family structures and limited resources available for these family members after pandemic. There were very limited resources nor publications about practical partnership among family members, preschool teachers, and a higher Ed institution for the preschool children with special needs. This two-year Trilateral Approach provides a real opportunity to make the ideal evidence-based practices which happen in the real life of young preschool children in Eastern Kentucky.
This presentation will focus on sharing the firsthand activities that Families of preschool children with special needs from Eastern KY region went through and the effects of collaborated works among families, preschool teachers and the higher education institution for the development of preschool children with special needs along with its chain consequences on the development of siblings through family play activity time.

This session will start with a welcome and ice breaker activity, using types of art works to create table groups (Brown Bear, Brown Bear-connection)
The group will reflect on their personal experiences with art and exposure to art works. Time for sharing in small groups and a few whole group comments will help to establish commonality and possible new insights.
The objectives will be reviewed to help participants gauge if the content is what they expected. there will be post-it notes on tables for participants to write down questions for discussion at the end of the presentation. I will review the agenda for the session.
Teaching Points- What the typical toddler art experiences looks like (input form participants)
Common definition of "art" for our purpose today- It is not crafts or "make -it like this one."
PowerPoint examples of types of art works, how and where they can be integrated into the environment and some routines.
Exploration- time for participants to review samples of art and think about how they might appeal to children, where and how they can be made accessible.
Application- some examples and then time for participants to revisit the exploration samples and identify potential learning goals.
Implementation- make a plan for how you can start! Include type of art, materials you will need, how you will introduce it, where it will "live" in your room, and a timeline. Share ideas and hopefully have time for those questions.

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.

Early Childhood Education has survived the COVID era (barely), but that survival has been precarious. The urgent call for strategies to save, strengthen and build this profession has been heard for years. Find out what South Carolina is doing to build the profession in our state and identify strategies you can adopt to strengthen the profession in your state, as well as strengthen the professional within you!

In the last five years, extreme weather events in Louisiana have become more common as the rate of occurrence rose from 2.2 events per year to nearly 6 events per year (5.8; NCEI, 2024). The result is that young children under the age of 5 years old are growing up in a region where extreme weather events are commonplace. Yet, it is rare for early childhood curricula to address climate change (CC). Young children play an important role in the future of our environment because they frequently experience and will inherit the ongoing consequences of the increased incidences of extreme weather events.

This presentation shares the story of a 25-year-old female art teacher working at a school with students who identify as 50.5% Black, 28.4% White, 12.7% Hispanic, 6.9% Asian, and 1.5% Native American. The teacher began a lesson on CC by introducing a graphic text featuring an otter and his family in an extreme weather event requiring them to move their home. To promote dialogue with the children and gain an understanding of their experiences, she circulated around the room and asked children to discuss their drawings (i.e., “Tell me about your drawing” and “What happened?”). Results show that young children related to the displacement of the otter and relayed their own stories. Further, adults make attempts to insulate children to protect them from the stress of CC events. However, despite these efforts, children and adults in New Orleans face the stress of an uncertain future.

Finding the most engaging strategies for meaningful professional development is an important part of a director’s role. Ensuring that information and activities are geared to all staff and can benefit everyone present is often a challenge. This session will cover five important components of excellent professional development with details and examples. A free workbook can be accessed after the session for later consideration and support.

As of August 2024, the Texas Administrative Code introduced the eligibility category of Developmental Delay to include ages 3-9. School districts are not required to use the new Developmental Delay disability designation but may, beginning with the 2024-2025 school year. Noncategorical Early Childhood (NCEC) must no longer be used beginning with the 2025-2026 school year. Previously, Developmental Delay was not recognized for children over the age of 3 in Texas which could lead to gaps in services when transitioning from Early Childhood Intervention (ECI) to Early Childhood Special Education (ECSE). This change aims to provide more consistent support for young children who exhibit developmental delays, ensuring they receive necessary interventions during this critical period of development. This category will include students who have general delays in the 5 areas of development including cognition, communication, motor skills, adaptive behavior, and social skills. It is important for early childhood professionals to recognize and identify developmental milestones and delays so that students can be referred, evaluated for, and provided special education and related services when needed to ensure future success. This session will provide guidance for recognizing developmental delays in all areas of development as well as action steps to take to support families in the referral process when necessary.

The science of reading has created motivation to examine early literacy practices at every level. This session will explore the important pillar of phonemic awareness in the science of reading and how it applies in the early years. Participants of this session will explore developmentally appropriate ways to ensure this skill is integrated into the early learning classroom through the vehicle of play.

This session is designed to help early childhood educators foster a sense of belonging and value in their classrooms. Participants will engage in activities and discussions that emphasize the importance of recognizing and celebrating diverse identities. By exploring their own multicultural selves, educators will gain a deeper understanding of diversity and empathy, essential for creating inclusive environments. The session will highlight how recognizing individual identities and providing individualized support can enable full participation and potential achievement for all children. Emphasis will be placed on the significant role teachers play through their words, actions, and attitudes, and the importance of intentional efforts to create positive feelings and inclusive practices. Strategies for promoting a sense of identity and belonging will be shared, along with reflections on the lasting impact educators have on children's lives. Participants will leave with actionable commitments to implement changes in their classrooms, ensuring that every child's social, emotional, and cognitive development is supported.

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.

Classroom teachers make awesome music teachers! Supercharge your music time with techniques to enhance student engagement and receive a free library of music and movement activities to take home with you. We will have fun with some great music, while also getting into educational content by comparing music education to language immersion and focusing on getting family members on board as partners in your teaching. Also like a language program, we will consider music vocabulary and how exposure to a large variety of musical styles and elements at this critical time in development is essential for children to understand and enjoy music of a variety of styles and from different cultures.

Light is everywhere around us. We can find it in our homes, classes, toys, appliances and even outside from the sky! Children's natural curiosity about and interest in light can lead to many intentional play opportunities. Play with lights can give a wealth of opportunities to build on children's fascination with light while supporting their development and learning in all areas.

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.

This engaging, two-hour workshop is designed to equip early childhood educators and administrators with practical tools to navigate conflict and build stronger relationships with young learners, colleagues, and families. Participants will explore how restorative communication can transform their classrooms and communities into nurturing, supportive environments.
The session begins with an introduction to Restorative/Nonviolent Communication (NVC) with real-world examples tailored to early childhood settings. Educators will complete a fun conflict style survey and discuss in groups how their individual styles influence interactions with children and peers. They will then practice the four-part NVC framework (Observation, Feeling, Need, Request), using developmentally appropriate strategies that help young children express their emotions and needs.
Throughout the workshop, participants will learn how to use children’s literature and play-based activities to foster communication skills in even the youngest learners. They will also engage in hands-on active listening exercises with partners, practicing essential techniques for meaningful conversations with children and colleagues. In small groups, participants will identify habits that unintentionally block effective communication and explore ways to shift them. They’ll also play GROK—a playful game designed to teach both adults and children how to navigate emotions and conflicts with empathy.
Participants can engage with activities at their comfort level, with opportunities to reflect and develop an action plan for applying their new skills immediately. To support continued growth, attendees will gain access to a free online course on restorative communication, ensuring they feel confident implementing these tools long after the workshop ends.

This presentation will provide an overview of the brain research which supports understanding of basic play principles, diversity in play styles, and advanced play concepts and interventions. Participants will learn how to improve the play environment, increase likelihood that the needs of all children are met, expand poor play skills, increase focus and attention during play, transfer play to higher symbolic levels, and use play to support behavior.