Early Childhood Educators Institute 2023 Schedule, Session, and Course Information

Institute Information

REGISTRATION IS NOW CLOSED. We hope you will join us in 2024.

The Seventh Annual Early Childhood Educators Institute (ECEI) will be live online July 25, 27 and August 1 & 3 from 9:00 am - 3:00 pm. If you are an early childhood or primary teacher (birth to grade 3), a special educator, home visitor, or related service/CIS personnel, then this Institute is for you!

The ECEI consists of 8-11 strands. Participants choose to take one strand for the duration of the Institute. Those who wish to attend the institute only (four days of live online learning) will receive a certificate of completion recognizing 20 hours of professional development. Those who wish to extend their learning can take the 3-credit course aligned with the strand they choose and will complete the course by October 1, 2023. Courses may be taken for graduate or undergraduate credit. Course takers will receive a grade on their transcript in lieu of a certificate of completion. The courses are designed to deepen practice, meet child care professional development requirements, and contribute to early childhood or elementary educator licensing competencies and/or renewal of educator licenses and endorsements. All courses are aligned with the Vermont Early Learning Standards (VELS) and the Vermont Guiding Principles for Full Participation of Each and Every Child, which are central to a shared vision for young children in Vermont in the years from birth through Grade 3. Participants taking the course must also attend all four online days of the Institute session they choose and complete coursework through September.

The four-day institute will take place online and is fully interactive using Zoom videoconferencing on July 25, 27, and August 1 & 3 from 9:00 am - 3:00 pm each day. Some coursework may require reading before the institute, and all courses continue after the institute until October 1, 2023. There are links to full course syllabi in the strand descriptions below. Any required books are not included in the course/institute costs.

Keynote Biographies

Camille Catlett is a consultant based in Carrboro, NC. Her work with talented partners on the Crosswalks project yielded a flexible and evidence-based model for increasing the emphasis on culture, race, and language in higher education courses, field experiences, and programs. That model was revised in 2009 to incorporate an emphasis on children with disabilities and inclusion and has been successfully replicated in community colleges in five states and shared in this Blueprint document. Through technical assistance, research, presentations, writing, and product development, Camille is currently working with faculty and leaders in multiple states to incorporate an explicit and intentional emphasis on culture, equity, language, diversity, and inclusion in early childhood and early childhood special education coursework, field experiences, and program practices.

Theressa Lenear began her journey in early childhood education as a Head Start parent in 1969 in Fairbanks, Alaska. In that time, she has worked with many young children in multiple settings in both Alaska and Washington state. Her current focus centers on teaching, mentoring and coaching those wishing to strengthen their skills in providing services and resources relevant to the diverse children and families in their communities. She earned both her Bachelor and Master of Arts degree in Human Development with a specialization in Bicultural Development from Pacific Oaks College Northwest. She is a faculty member at Goddard College in the Education BA/MA degree program and was a part time instructor at several of the local Community Colleges. Working in her community is a cultural expectation and a collective responsibility. Theressa co-leads the Teaching Umoja Participatory Action Research 15 Year Commitment with Dr. Sharon Cronin, examining ethnic identity, bicultural, cross-cultural and triliteracy development of children of color. This work has been a collaborative effort with diverse co-researchers from across the United States and the communities of Port Royal and Moore Town, Jamaica. As a member of the African American Childcare Task Force and the Culturally Relevant Anti-Bias Education Leadership Project, Theressa is actively engaged working with others on issues of equity and social justice. Her 6 grown children, 14 grandchildren and 6 great grandchildren are her inspiration and keep her grounded in the work.

Ann Moore started her non-traditional higher education journey at Franconia College in NH in the mid-1970s. It was at Franconia that she began to take part in self-directed learning, social justice efforts, and to expand her interest in the arts and photography. Her long career and other endeavors have involved fighting the good fight for social and economic justice in her community and advancing Early Childhood Education. Ann is an adjunct faculty member with the Community College of Vermont.  She also coordinates the VTAEYC Exchange, which aims to inspire learning and action where early childhood intersects with society’s most pressing issues. The work is led by Fellows who explore, engage, and offer opportunities and resources to their communities.

Sharron Harrington is the Executive Director of the Vermont Association for the Education of Young Children (VTAEYC) and has been a strong supporter of the Early Childhood Educators Institute since its inception 7 years ago. Sharron was previously the interim executive director at VTAEYC and previously served as VTAEYC’s board president. She is deeply knowledgeable about VTAEYC and has developed her expertise from both teaching and working within Vermont’s early childhood education system. Prior to working at VTAEYC, Sharron was Let’s Grow Kids’ senior programs manager for southern Vermont.

Pricing

Pricing for the Institute is as follows:

Textbooks are not included in the amounts above.

Possible Funding Sources: Last year, there was funding available that allowed the majority of registrants to attend for free. Unfortunately, that funding is NOT available this year. However, here is a link to other possible funding sources. You will need to know how you will be paying for the institute/course when you complete the registration form.

Schedule for Online Institute

Questions?

For more information, please contact ECInstitute@castleton.edu. 

Strand Information

REGISTRATION IS NOW CLOSED. We hope you will join us in 2024!

Select a strand title below to read the description. You will be asked to make a first and second strand choice when registering for the Institute. If your first choice is full or has been cancelled, you will automatically be registered for your second choice. You will be notified of the change.

Please note that some strands/courses require reading before the Institute. For more information about pre-reading, please refer to the syllabi linked after each strand/course description, or reach out to the instructor.

Building Strengths and Resilience in the Face of Adversity

Session Description: 

This course will explore the science of stress (particularly the toxic stress that can accompany trauma), the childhood adversities that can underlie the manifestations of stress, and the strategies that parents and other caregivers can enlist to promote young children’s resilience. Examples of evidence-based interventions designed to help children move beyond trauma and re-establish positive developmental trajectories will be presented.

Audience: Birth through age 8.

Intended Outcomes:

• Gain familiarity with concepts of trauma and other adversities of early childhood;
  
  
• Identify important strengths of young children that can moderate the negative effects of adversity;
  
  
• Understand the key principles behind effective interventions to ameliorate trauma and build resilience.

Syllabus

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Deeper Learning:  Engaging our youngest citizens and ourselves

Session Description:

Using the world we live in as a laboratory for learning, this course will put everyday tools and experiences into the hands and minds of each child to create equitable and accessible learning opportunities. Explore everyday phenomena to create opportunities for all learners to reflect and share their understanding of the world and how it works. Engage in productive talk to develop and explore the individual and collaborative understanding of the world. Learn how to document (and assess) student learning using project management tools that will send a message to the learners and their families that “work” is valuable and meaningful. Re-imagine your role as an educator and the importance of preparing your students on the road to becoming thoughtful and engaged citizens. This course best supports educators of learners from age 3 to grade 3. 

Audience: 3 years through age 8.

Intended Outcomes:

• Adopt a hands-on, minds-on learning approach
• Construct meaning through productive talk
• Develop a sense of inquiry within the classroom community
• Revise or design a story of learning display
• Design and implement an action research project

Syllabus

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Forest and Nature-Based Approaches for Early Childhood

Session Description:

Forest and nature-based early childhood programs are holistic, interdisciplinary, and sensory-based approaches to learning. These philosophies aim to foster students’ independence and initial understandings of their interconnectedness with the natural world. Forest and nature-based approaches create a space for children to cultivate their natural sense of awe and wonder. Children come away with a deep level of comfort with and love for the land they play and learn on.

Audience: Birth through age 8.

Intended Outcomes:

• Learners will deepen their own awareness and appreciation of the natural world and increase their comfort within it. 
• Learners will demonstrate increased understanding of practices and strategies for the implementation of forest- and nature-based approaches. 
• Learners will develop their understanding of the variety of approaches and how to incorporate this knowledge into standards-based learning in their individual early childhood settings.

Syllabus

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Introduction to the Reggio approach: Do nothing without joy!

Session Description:

How do we view children? How do we interpret our roles as early childhood educators? How do our families participate in their children’s educational lives? What role do our programs/schools have in our communities? And how do we nurture joyful relationships among all of the protagonists identified above?

These questions will frame our discussions of the Reggio approach, including its historical-cultural context and social-constructivist underpinnings (Piaget, Vygotsky, Montessori, Dewey, etc.). We will consider how its principles, values and image of the child, teacher and family shape the daily joyful life of the early childhood programs of Reggio Emilia (for example, decisions related to the layout of the physical environment, the selection and presentation of materials, the daily schedule, family involvement, engagement in the greater community, etc.) and its interpretation of the role of the teacher.

Throughout this course, students will have opportunities to reflect on and share their own contexts and consider how they might look to Reggio Emilia’s elegant interpretation of social constructivism to embolden and bring joy to their own particular programmatic daily-life decisions. This course is designed for students who are unfamiliar with but interested in learning about the Reggio approach, as well as for those who are looking for an opportunity to further their understanding of its philosophical and pedagogical perspectives and implications.

Audience: Birth through age 8 educators, curriculum coordinators, and program administrators

Intended Outcomes:

1. Learn about the historical-cultural context and social constructivist perspective that define the values and principles of the Reggio approach;
2. Develop a strong “image of the child” based on an appreciation and understanding of children’s development and learning from birth through age 8 and the many transactional elements that influence development and learning such as “culture; heritage, language, beliefs and circumstances” (Vermont Guiding Principles AOE-BBF-HMGV 2.pdf) etc.;
3. Engage in an in-depth examination of at least one aspect of the daily life of their own contexts (aspects of daily life might include the schedule of the day; classroom environment; role of the teacher; engagement of families and community; etc.) and the extent to which it reflects a social-constructivist perspective, their understanding of child development, and their “image of the child”;
4. Design a plan to explore or fortify the relationship between the daily life of their context and a social-constructivist perspective, their understanding of child development, and their “image of the child” (see above #3);
5. Implement their plan (see above #4) in their settings;
6. Observe, document, share and reflect on their outcomes with each other.

Syllabus

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Leadership, Mentoring & Supervision for Early Childhood Practictioners

Session Description:

This course focuses on the development of leadership and mentoring by practitioners in early education and afterschool settings. It provides a basic understanding of leadership and group dynamics theory including goal setting, decision making, delegation, motivation, hiring and evaluating staff, and performance evaluation. Students will develop a personal philosophy of leadership and become familiar with strategies for mentoring early childhood and afterschool professionals.

Audience: Birth through age 8.

Intended Outcomes:

1. Describe a variety of leadership strategies that can be used in early childhood education and afterschool settings and situations, and develop a personal philosophy of leadership.
2. Analyze leadership styles for strengths and challenges connected to ongoing professional development as a practitioner.
3. Demonstrate supervisory strategies for effective management of group dynamics within early education and afterschool environments (e.g. problem solving, decision making, prioritizing, delegating, reporting and motivating).
4. Create a professional development plan designed to advocate for and influence regional, state, and national early childhood or afterschool education initiatives.
5. Discuss moral and ethical issues for leaders in early childhood education and afterschool programs, and their impact on the multicultural workplace.
6. Practice the interpersonal skills necessary for effective mentoring and coaching.
7. Describe the process of creating and revising mission and vision statements within organizations engaging program staff in its development and implementation.

Syllabus

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Mentor Pedagogy: The Principles, Practice, and Profession of Providing Expert Guidance - Mentoring Skills in the Early Childhood Profession

Session Description: 

This course for mentors includes the following topics. If participant is not taking the course for credit, they will not receive exposure to topics 9-13.

Exploring the 8 Stages of the Consultation Process

Discovering and Using Professional Boundaries

The Six Levels of Mitigated Speech

The Differences Between Deficit & Strength Based Mentoring - Appreciative Inquiry

How to Approach Difficult Conversations

Examining Tact and Diplomacy

Learning to Offer Constructive Feedback

Studying Active Listening

Generational Differences

Quiet quitting explained: Everything You Need to Know

Time Management Skills

Temperament

Communication Styles & Conversational Intelligence

Audience: Mentors, or those who would like to mentor adults working with children birth through age 8.

Intended Outcomes:

1. Increase knowledge of the 8 Stages of the Consultation Process
2. Increase understanding and use of Discovering and Using Professional Boundaries
3. Increase knowledge and use of The Six Levels of Mitigated Speech
4. Increase knowledge about The Differences Between Deficit & Strength Based Mentoring - Appreciative Inquiry and demonstrate ability to use this with
5. Increase knowledge of and develop skills relating to How to Approach Difficult Conversations
6. Increase knowledge of and understanding in Examining Tact and Diplomacy
7. Increase knowledge and skills in Learning to Offer Constructive Feedback
8. Increase knowledge of and skills in Active Listening
9. Increase knowledge and understanding of Generational Differences
10. Increase knowledge and understanding of Quiet Quitting
11. Increase knowledge of Time Management Skills
12. Increase knowledge and skills in Temperament
13. Increase knowledge of and skills in Communication Styles & Conversational Intelligence

Syllabus

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Supporting the 'Social' in Social Emotional Learning: The Foundations for Effective Communication in Young Children

Session Description:

Effective communication involves a back-and-forth interaction between social partners. Additionally, the quality of social connection and exchange of information relies upon how one manages emotional experiences. The development of effective social communication and social emotional regulation begins in infancy and continues to expand across our lifetime. Within the context of secure relationships, exploration, play, emotional signaling, and other social emotional competencies, young children strengthen the foundation for effective social exchange.

This course will explore how educators can create the optimal environment, using neurodiversity-affirming practices and leaning into preferences and tendencies, to foster engagement, social emotional regulation, and social communication for all children. We will explore sensory processing systems that support social emotional well-being, and individualized tools for coregulation. Participants will engage in readings, discussions, simulations, and guided application as they develop and design strategies and practices that draw from universal design. These practices celebrate children as their authentic selves, balance guided and unguided opportunities for exchange, and hone children’s capacity for social emotional regulation and effective communication.   

Audience: Birth through age 8.

Intended Outcomes:

1. Define SEL competencies as outlined by the Collaborative for Social and Emotional Learning (CASEL).
2. Explore the connection between sharing perspectives, pragmatic language, and social emotional well-being                                     
3. Apply models of self-regulation that help identify states of arousal, emotional states, and cognitive states that underlie communication.
4. Simulate strategies for increasing recognition of and regulation of emotions.
5. Individualize programming and tools that support co-regulation and effective social exchange.
6. Develop strategies for increasing emotional literacy, emotional agility, and coregulation, which supports the effective exchange of social communication for learners of all neurotypes

Syllabus

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Therapeutic Work with Young Children in Classroom Settings

Session Description: 

This course will focus on providing therapeutic learning and/or healing experiences in a classroom setting for young children who, for either internal or environmental reasons, struggle in their relationships with the people in their world. An overview of normal social/emotional developmental milestones Birth - 5 will be shared and discussed. We will examine the personality traits and knowledge base that are critical for teachers to possess in order to succeed in this challenging and highly rewarding work. We will also explore how curriculum, physical environment, and program supports can either hinder or advance this work. We will look at issues such as attachment, parent support and education, strategies for working with children who are acting out, and effective reflection time and supervision, to name a few. The course will entail a mix of didactic presentation, small group and one-on-one modalities. Participants are asked to bring in case examples of children and family situations that have presented challenges in their work or their programs

Audience: Birth through age 8.

Intended Outcomes:

• Understand normal social emotional developmental milestones of young children birth to age five
• Understand what is meant by therapeutic early care and education
• Familiarity with Addison County Parent/Child Center therapeutic childcare assessment
• Understand Teacher/Caregiver Attributes and Training essential in therapeutic work with young children
• Understand Social/Emotional Curriculum implications of working in a therapeutic classroom
• Understand Physical Environments that support therapeutic work.
• Understand Program Supports needed to establish and maintain a therapeutic classroom.
• Familiarity with reflective supervision practices in therapeutic work with children and families
• Effectively giving and receiving peer feedback
• Understand common goals in working with children with challenging behaviors, strategies for achieving these goals, and anticipated outcomes
• Develop and articulate a personal understanding of how change happens for young children struggling with SEB challenges
• Understand strategies for working with families of children with SEB challenges
• Familiarity with the frequent role of sensory integration issues in children’s social/emotional struggles

Syllabus

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