The Early Education Programs and Services department at the San Diego County Office of Education offers a number of professional development opportunities on a variety of topics for preschool, infant/toddler teachers and administrators, and family child care providers.
These workshops are open to the public for a fee, and are offered at no cost to identified Quality Preschool Initiative participants.
To register, click on the workshop links below. Contact Janay Patton at 858-571-7203 or email@example.com for more information.
Birth to 5
Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2)
This training will provide an overview of the Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2). Participants will discuss screening of social-emotional development; explore the ASQ: SE-2; discuss the use of the ASQ: SE-2 along with another screening measure that provides information on communication, motor, problem-solving, and adaptive behavior skills; and discuss the use of the ASQ: SE-2 as part of an overall screening program.
Ages & Stages Questionnaires, Third Edition (ASQ-3)
This training will provide an overview of the Ages & Stages Questionnaires, Third Edition (ASQ-3). Participants will recognize the importance of early developmental screening; explore the five domain areas: communication, gross motor, fine motor, problem solving, and personal-social; and discuss the implementation of a screening program.
Cultivating a Culture of Gender Equity in the Early Childhood Classroom
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.
DRDP Planning with Data
This full-day training provides the opportunity to learn about using Desired Results Developmental Profile (DRDP) results to plan for individual children and groups of children, looking in-depth at how to plan for small and large groups of children as well as individualize for specific children, and utilizing the foundations and framework in the planning process.
Instructional Leadership Through a Reflective Process
Site supervisors and administrators will strengthen their instructional leadership skills by utilizing effective feedback and reflective supervision; learn strategies to increase the capacity of staff by planning, organizing, and leading teachers on a professional growth journey; and engage in a systems thinking approach to a continuous learning cycle.
Universal Design for Learning - Environments (Original Version)
Participants will reflect on the value of designing inspiring learning environments and activities for diverse children and families to feel valued and respected. While reflecting on the Multiple Means of Learning: Representation, Expression, and Engagement, participants will look deeper at the importance of intentional planning for optimal learning opportunities to promote children's individual strengths and abilities.
Ages 0 to 2
Brain Development in Infants and Toddlers
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 & 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.
Learning Environments for Infants and Toddlers (ITERS)
This workshop provides participants with an overview of the Infant/Toddler Environment Rating Scale (ITERS). Review key concepts of the scale, identify supplemental resources, and explore the importance of high-quality environments for infants and toddlers.
Participants will develop a deeper understanding of the role of structural quality (physical environment, schedule, materials for learning) in children's development and learning; learn to measure the quality of infant/toddler child care environments using video vignettes; and be provided with opportunities to ask questions so they may return to their programs more confident and informed.
Ages 3 to 5
Participants will understand the structure and features of the Preschool Learning Foundations, Volume 2, Health Domain; and discover how to use the Preschool Learning Foundations (PLF), and the Preschool Curriculum Framework (PCF), to enrich learning and development opportunities in health for all of California's preschool children.
CPIN: Language and Literacy Development (Phonological)
Participants will become familiar with the Language and Literacy module in the California Preschool Learning Foundations (PLF) and the Preschool Curriculum Framework (PCF); consider the relationship between the language and literacy domain, English-language development, and quality time with good books; and explore the techniques for dialogic reading to promote children's engagement with quality picture books.
CPIN: Math (Reasoning)
Participants will leave the training with a greater understanding of the importance of language, and opportunities for problem solving, in the development of mathematical reasoning. We use the Preschool Learning Foundations and Preschool Curriculum Frameworks as a basis for making math real and concrete for young children, as well as engaging and fun.
CPIN: VAPA (Visual Arts)
Research in the California Preschool Learning Foundations (PLF), Vol. 2, suggests that learning and development in the arts provides an underpinning for literacy and language development, in part, through cultivating representation skills. Participants will understand and utilize the structure and features of the PLF and Preschool Curriculum Frameworks (PCF), Vol. 2, visual art strand; become aware of integration opportunities between Vol. 1, 2, and 3 of the PLF; utilize strategies identified for dual language learners; and utilize identified strategies for children with special needs.
Developing an Intentional Environment Using the ECERS Tool
Participants will Review ECERS subscales and items to gain a deeper understanding of the tool; build competency toward integrating ECERS components into daily practice to develop a purposeful environment; and explore All About ECERS-R as a resource to support the intentional environment.
Intentional Planning and Teaching
During the course of this interactive workshop, participants will explore the concept of intentional teaching and how planning and instructional techniques impact outcomes for children; engage in hands-on learning activities to explore the DRDP, California Preschool Learning Foundations, and California Preschool Curriculum Framework in a meaningful way; and learn how to use the curriculum planning process to meet the learning objectives of children in their classrooms.
Learning Environments (ECERS)
This workshop is designed to engage new and experienced teachers in creating and sustaining a rich learning environment for all children. Presenters will start with the basic terms and conceptual framework of the ECERS-R, a research-based program evaluation and improvement tool; with reference from All About the ECERS-R, a detailed guide. Participants will learn about intent and how to implement kept items and indicators within their classroom setting; gain hands-on experience utilizing these high-quality practices and prepare for implementation into daily routine; and leave the workshop with the ability to identify various components of the ECERS-R tool, build competency towards integration of the ECERS-R subscales into daily practice, and utilize ECERS resources.
Provoking a Sense of Wonder
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. During this workshop participants will be introduced to multiple activities using open-ended materials. They 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.
Supporting Cognitive and Language Development
Struggling with the CLASS Instructional Support Domain? This workshop provides an opportunity to support staff members to deepen their understanding of instructional support interactions to expand children's knowledge and encourage their participation; learn strategies to support interactions that promote concept development, quality of feedback and language modeling; and intentionally plan activities that will utilize CLASS Instructional Support dimensions.
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; be able to measure the impact of planned transitions and the outcomes of children in the classroom.