Brain-Based Strategies for Early Language Development, Kent, Spring 2026

Course Number:	EDU 5515 S45
Instructor:	Lori Cassidy, M.Ed.
Location:	Online
Dates and Times:	March 13 - May 13, 2026. Synchronous virtual workshops: 8:30 am - 2:30pm on March 13 & April 2, 2026. Synchronous virtual seminars: 5:30 - 7:30 pm on March16, and March 31, and April 16, 2026
Credits:	1 credit
Tuition:	Set by and payable to VT-HEC

Course Description

Course Description:

This course is designed for educators, professionals, and others who work with children from birth through kindergarten. With a focus on the critical connection between early brain development and language growth, participants will explore how language emerges through meaningful interactions and relationships. Emphasizing a co-constructed approach—where language develops within social and communicative contexts—this course provides practical strategies to support young children’s language development across diverse settings.

This course offers participants coaching to participants on implementing the knowledge and strategies they will learn in the workshops. Through reflective practice, discussion, and application of research-based strategies, participants will deepen their understanding of how to intentionally nurture early communication and language skills.

Audience:

This course is intended for early childhood educators, early interventionists, and early childhood special educators and related specialists working with young children from infancy through kindergarten. A bachelor’s degree is required.

Course Goals & Objectives

Course Goals:

Participants will gain foundational knowledge of language development across a variety of communicators.
They will understand neurodiversity affirming practices in the context of collaboration with colleagues, students, and families.
They will learn brain-based strategies for supporting language development.

Course Objectives:

Describe how early childhood brain development underpins language growth from birth through age 5, including expected receptive and expressive milestones during infancy, toddlerhood, and preschool.
Identify and demonstrate responsive caregiver strategies—including defining terms like serve and return, co-regulation and expansion, and well-known therapeutic interventions, such as Toy Talk.
Apply learned strategies to real‑world caregiver–child interactions, troubleshoot common barriers (e.g. limited time, distractions, inconsistent routines), and practice scaffolding and responsive techniques in realistic scenarios.

Required Readings/Resources

Costs for required readings, if any, are not included in the course tuition.

Siegel, D.J., & Bryson, T.P. (2012). Whole brain child: 12 Revolutionary Strategies to nurture your child’s developing mind. New York City, N.Y.: Bantam Books.

https://www.amazon.com/Whole-Brain-Child-Revolutionary-Strategies-Developing/dp/0553386697

Plus choose one of the following books:

Sussman, F. (2012). More than words: Parents guide to building interaction and communication skills for children with Autism Spectrum Disorder (2nd ed.). Toronto, Canada: Hanen Centre.

https://www.amazon.com/More-Than-Words-Fern-Sussman/dp/0921145411

Weitzman, E. (2017). It takes two to talk: A practical guide for parents of children with language delays (5th ed). Toronto, Canada: Hanen Centre.

https://www.amazon.com/Takes-Two-Talk-Practical-Children/dp/0921145527#:~:text=Review,and%20on%20caregiver%2Dchild%20interactions.

Other required readings (*will be provided to you on VT-HEC Canvas)

For additional course information

Danielle Kent

802-236-2203

For additional registration information

VT-HEC Team

This course requires registration with the Vermont Higher Education Collaborative (VT-HEC) first. Please click on the Register Now button below.