Curriculum and Instruction

For infant/toddler and preschool teachers, and family child care providers: Learn strategies that improve instruction across content areas, promote healthy cognitive and social-emotional development, while creating a developmentally appropriate and culturally responsive learning space.

Art Alive from Birth to Five (April 11)

This exciting and thought-provoking workshop will guide participants through a deeper understanding of developmentally appropriate art activities. Explore and identify ways to intentionally plan art activities that build confidence, self-esteem, fine motor skills, and more.

Becoming a Culturally Responsive Practitioner (March 29)

Culturally competent practices in early childhood environments are essential for forming authentic partnerships with families. Early childhood practitioners will be introduced to classroom strategies on how to be culturally responsive to multiple diversities within communities. These strategies will address daily classroom activities, classroom environments, and family engagement. While referencing and reflecting on the resources listed below, practitioners will develop a deeper awareness and appreciation of the cultural perspectives and strengths of the children, families, and communities they serve.

Brain Development in Infant Toddlers (Feb. 7)*

This Program for Infant Toddler Caregivers (PITC) workshop outlines key aspects of early brain development and presents major findings from recent research. Emphasis is placed on findings that are most relevant to the care of infants and toddlers in groups. Research is incorporated from a variety of sources, including the California Infant/Toddler Learning and Development Foundations, and the Center on the Developing Child at Harvard. The workshop will address the effect of stress on early brain development; the importance of appropriate stimulation; and the benefits of nurturing and responsive care in development.

CPIN: English Language Development, Writing (March 29)

The early years of life present a vital opportunity for early childhood educators to positively influence children's first- and second-language development. Programs that offer a variety of books, music, songs, and writing help promote the first- and second-language skills of young children. This workshop looks at the California Preschool Learning Foundations and Curriculum Framework on English Language Development. Learn about the stages of language development and classroom strategies to support English language development.

CPIN: English Language Development, Reading (Jan. 30)

This workshop provides participants an opportunity to observe, read, and discuss the developmental continuum for the reading strand from the California Preschool Learning Foundations, Volume 1, on English-Language Development. Participants will discuss current research influencing the strategies in the reading strand; and practice using the Foundations in English-Language Development and the Preschool Curriculum Framework to intentionally plan and develop culturally and linguistically responsive routines, environments, and interactions and strategies to support reading.

CPIN: Health (Jan. 25)

Participants will understand the structure and features of the California Preschool Learning Foundations, Volume 2, Health Domain; and learn how to enrich learning and development opportunities in health for preschool children by using the California Preschool Learning Foundations and the Preschool Curriculum Framework.

CPIN: Visual and Performing Arts, Music (April 4)

Participants will gain an understanding of key concepts from Volume 2 of the California Preschool Learning Foundations, Visual and Performing Arts domain, with a focus on music; review the developmental continuum that guides instruction and learning of music concepts; practice using the California Preschool Learning Foundations and Preschool Curriculum Framework to intentionally plan inclusive, and developmentally and culturally appropriate strategies that promote the development of skills, knowledge, and appreciation of the musical arts; and explore creativity and innovation.

Creating Invitations to Play (Feb. 28)

This workshop is an extension of Provoking a Sense of Wonder, where we will take the concepts of using open-ended materials that encourage children's natural tendency to investigate by creating invitations to play. In this inspiring and interactive workshop, participants will learn the importance of creating invitations to provoke children's interest and engagement. Inspired by the textbook Learning Together with Young Children by Deb Curtis and Margie Carter, participants will reflect upon guiding principles for how to organize and set up materials as invitations for focus and intention. Participants also will gain an understanding of the rationale for the selection and arrangement of materials in their classroom settings. Participants will deepen their understanding of presenting experiences that develop higher-level thinking.

Cultivating a Culture of Gender Equity in the Early Childhood Classroom (March 7)

Participants will discuss gender stereotypes and how to begin to counteract these stereotypes by reflecting on the classroom environment and interactions that may have inadvertently biased messages. Participants will share powerful conversations and activities focusing on creating fair and equitable classrooms for young children, with a purpose toward building a strong foundation for children to succeed in school and life, to encourage children to be true to themselves, and to teach children to stand up for what is right.

High-Quality Teacher-Infant Interactions (April 11)*

This workshop will examine teacher and infant interactions in which teachers intentionally connect with the child through relationships and extend the child's learning. Participants will expand their knowledge of engagement strategies that nurture relationships with children and advance children's development and learning. They will also explore and discuss the quality of interactions between teachers and infants from birth to 18 months, as related to the CLASS™ Infant tool; learn about infant development and implications; and demonstrate effective teacher-infant interaction strategies to support infant experiences and school readiness foundation.

Introduction to Quality Teacher Toddler Interactions (March 1)*

This workshop will guide participants through a deeper understanding of quality teacher-toddler interactions. Explore and identify strategies that help toddlers make connections in their learning and relationships while promoting autonomy and communication skills; review a variety of dimensions of interaction while connecting behavioral markers with desired outcomes for children; and learn new strategies to support and enhance high quality teacher-toddler interactions. Participants will use the shared lens of the CLASS™ Toddler tool to define and design intentional interactions that lead to children's successful learning at school; expand their knowledge of quality teacher-toddler interactions by exploring materials and sharing ideas for planning; and learn how to strengthen and promote quality interactions that support toddler growth and development in key learning domains.

Keeping the Lesson Planning Process Alive (March 8)

Children learn by doing, but adults learn by reflecting on what they have done. Participants in this workshop will get hands-on experience on creating lesson plans that meet the individual interests and needs of children. In addition, participants will come away with a deeper understanding of how to keep lesson plans alive by going deeper when utilizing the Curriculum Planning Cycle and how to use data trends from research-based tools (CLASS, ECERS, DRDP, ASQ) to support the process of continuous improvement.

Making Sense of Numbers and Reasoning (Feb. 7, April 4)

This workshop will explore ways to create an environment that encourages children's natural enthusiasm and interest in mathematics. Participants will have the opportunity to participate in activities that will foster the development of children's mathematical reasoning and number sense. Participants will identify developmentally appropriate practices to facilitate children's construction of mathematical concepts.

Making Stories Come Alive: Exploring Literacy Strategies (Feb. 14, March 14)

This workshop provides teachers with practical application skills in supporting language acquisition through reading and storytelling by presenting research, modeling, and hands-on opportunities. This will be demonstrated through the use of flannel-board re-enactments, puppet or doll-figure re-enactments, story boxes with major props from the story, and finger plays to supplement reading experiences.

Preschool English Learners (PEL) Resource Guide (Jan. 26, April 14)

The early years of life present a vital opportunity for early childhood educators to positively influence children's first and second language development. Programs that are offer a variety of books, music, songs, and writing help promote the first and second language skills of young children. This workshop will explore: the stages of language development, classroom strategies to support English Language Development, and the research that informed those strategies. Participants will have in-depth discussions about code switching, and how to support dual language learners with IEPS.

Provoking a Sense of Wonder (March 20)

Inspired by the textbook Designs for Living and Learning by Deb Curtis and Margie Carter, this workshop encourages the early childhood educator to step away from the cookie-cutter, commercialized settings and transform their spaces into enriching learning environments. Utilizing this textbook's readings, participants will acquire skills to organize and set up materials as invitations to encourage children's natural tendency to investigate and to provoke a sense of wonder. Participants will be introduced to multiple activities using open-ended materials, will play and explore with these self-selected materials, and discover unique methods and techniques to spark children's curiosity. While exploring these invitations, participants will align their learning along with the DRDP 2015 and California Preschool Learning Foundations and Preschool Curriculum Frameworks.

Scientific Inquiry in the Early Childhood Classroom (March 21)

This workshop will explore ways to create an environment that supports a culture of inquiry through everyday explorations and planned experiences where children can survey scientific skills and language. Participants will learn to incorporate science into their environment using developmentally appropriate practices through the use of the CAELDS system (California Preschool Learning Foundations, California Preschool Curriculum Framework, DRDP 2015 and All About ECERS/ECERS Scale), as well as deepen children's analytical thinking skills using the CLASS.

Thinking Beyond Me… Why Children Need Social and Emotional Skills (Jan. 24, April 10)

This workshop takes the teacher through the journey of reflecting and understanding the what, how, and why of social and emotional development for school readiness and life. Participants will go deeper in the social and emotional development domain of the Infant/Toddler Learning and Development Foundations, the California Preschool Learning Foundations, and California Preschool Curriculum Framework.

Transitions (April 18)

This interactive workshop will explore the importance of using planned and meaningful transitions throughout the day to help prevent challenging behavior and engage children in meaningful learning. A variety of activities will be offered, including having participants create their own classroom transition activity. Participants will make connections between transitions and behavior management (CLASS), environments (All About ECERS/ECERS Scale), and developmentally appropriate practices (California Preschool Learning Foundations and Preschool Curriculum Framework). Participants will develop a deeper understanding of the importance of planning meaningful transitions that meet the needs of all children in the classroom; learn transition strategies that promote social and emotional competence, including self-regulation skills; and be able to measure the impact of planned transitions and the outcomes of children in the classroom.

Universal Design for Learning, Curriculum (Revised Version) (March 13)

In this interactive workshop, participants will develop an understanding of Universal Design for Learning (UDL) principles developed by the Center for Applied Special Technology (CAST), and apply them to the components of a Universal Design for learning curriculum; discuss options for providing children with opportunities to learn through multiple means of representation, expression and engagement using the resources included in the California Early Learning and Development System; learn about and share examples for implementing UDL instructional guidelines in early education programs; and explore the role technology can play within UDL lessons. Attendees are encouraged to bring a device that can be used to access the internet.

*For infant/toddler educators