Early reading success has been shown through numerous studies to be a strong predictor of academic success throughout a child’s school career. Teachers in the early years strive to make literacy experiences developmentally appropriate, meaningful, joyful and playful. Language arts experts are quick to remind teachers that isolating reading skills from other components of literacy development (writing, listening, and speaking) can create unnecessary stumbling blocks on the path to reading success for children. The primary objective in early childhood is to create learning environments and lessons that are play-based, authentic, and integrated across the curriculum.

Teachers have endless possibilities to promote literacy through playful experiences interwoven across all curricular areas in their programs. In the early years, when children play in purposely designed, literacy-rich environments teachers can help promote self-confident and self-assured literacy learners.

This workshop will benefit preschool through early primary grade teachers, early childhood special education teachers, early years reading specialists, and administrators of elementary schools and care/education centers.

Objectives
By the end of the workshop, participants will be able to:

• Extend their understanding of the value of developing literacy through play
• Deepen their knowledge of fundamental components of literacy development
• Gain knowledge in current practices in choosing quality resources and materials for skill acquisition in reading, writing, listening and speaking
• Share their learning with other workshop participants
• Develop a plan to take positive steps in integrating literacy skills through play-based learning centers and activities

Outline
Day 1:

• Introductions
• Current state of literacy education at individual schools
  • Assessing our own programs
  • Setting individual goals for including and/or further developing literacy education
• The importance of play in the early childhood curriculum
  • Review of current research
  • Identify supporting and opposing views in participant’s school/center
  • Identify potential stumbling blocks
• BRAIN BREAK
• Explore foundational components of each area of language arts
  • Reading
  • Writing
  • Listening
  • Speaking
• Identify program standards in place currently for language arts
  • School/local/governmental teaching standards and learning targets
  • Appropriate and developmental goals and expectations for all learners
  • Appropriate literacy equipment and materials
• Assessment strategies
  • Moving from memorization to competence through projects
• Reflect on today’s learning and set the stage for tomorrow

Day 2

• Overview of the day
• Questions/discussion based on teacher reflections from Day 1
• Jumping in and digging deeper
  • Creating playful learning centers
• BRAIN BREAK
• Developing the year-long curriculum map
• Accommodations for children with special needs
• Strategies for communicating with parents
• Explore teacher resources
• Reflect on today’s learning and workshop evaluation

Trainer’s Profile

Dr. C. Hammett is a retired elementary school principal and adjunct faculty member at Central Oregon Community College, where she designed and taught courses in early childhood education. Dr. Hammett holds a Bachelor of Education degree in physical education from the University of Arizona, a Master of Physical Education degree from Portland State University, a Master of Early Childhood Education degree from Western Oregon University, and a doctoral degree in Educational Leadership from Lewis & Clark College.

Dr. Hammett authored a popular teacher resource book, Movement Activities in Early Childhood (Human Kinetics Publishers) and co-authored a book for early childhood classroom teachers, Read! Move! Learn! (Gryphon House Publishers). She has also created six children’s musical CDs published by KIMBO Educational. Dr Hammett continues to follow her passion to help educators through her consulting and mentor work in the area of early education

Methodology

This engaging workshop is presented through the “teacher as learner” model. Collegial interaction, exploration, collaboration, hands-on experiences, and reflective learning will be central to our work. Slides, handouts, and small group presentations will support this workshop model.

Target Audience

This workshop is of value to preschool, kindergarten and lower elementary/primary teachers , including early childhood special educators, and college instructors/professors. Additionally, administrators will gain additional knowledge in early literacy development and the value play adds to the process.  Ages 3-8.

Investment
USD750.00/pax
USD650.00/pax if register by 15 Jul 2018

Other Details
Duration: 2 days, 12 hours
Closing Date: 30 Aug 2018