feb. 2012a
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Westmoreland
County
Community
College
Early Childhood
Education Program
Beth Hoden
Office Phone: 724-925-4013
Email: [email protected]
Nancy Rustic
Office Phone: 724-925-4035
Email: [email protected]
Vicki Hricik
Office Phone: 724-925-4013
Email: [email protected]
Evening of Books
Planning Begins
1
FREE Lunch & Learn
Seminar 2
PA One Book—
Professional Development 3
“Play With Loose Parts”
ECE Workshop 4
Upcoming Events 5
Help End Hunger
Prof. Dev. Opportunities 6, 7
Research News Article Early Intervention Conference
8,11
Inside this issue:
“Evening of Books” Community Event
Planning Ready to Begin
WCCC Early Childhood Education
(PreK-4) Program Newsletter
Got ECE News?
Email Vicki at [email protected] Volume 4, Edition 8
February 13, 2012
The WCCC Early Childhood Education (PreK-4) Pro-
gram will sponsor the annual “Evening of Books” commu-
nity event on Friday, April 20, 2012. The feature book se-
lected by Pennsylvania’s One Book, Every Child is Stop
Snoring Bernard! written and illustrated by Zachariah
OHora. Published in 2011, this engaging book follows the
loveable sea otter, Bernard, as he tries to find a place in the
zoo where his loud snoring won’t disturb the other animals.
Stop Snoring Bernard! Encourages young readers to ap-
preciate what makes each of us different.
Early Childhood Education (PreK-4) students are
needed to be involved in planning and to take on leadership
roles. This is a great volunteer
opportunity to be included in
ECE (PreK-4) portfolios. A sign-
up sheet is posted on the bulletin
board outside Room 870.
See professional development
opportunity concerning this
event on page 3.
Volume 4, Edition 8 Page 2
Free Lunch & Learn Seminar Offered February 24
You are invited to a Free Lunch & Learn Seminar hosted by Teaching Strategies, Inc., pub-
lishers of the Creative Curriculum System for Preschool and GOLD Online, newly approved by
OCDEL.
Although this Lunch & Learn Seminar is free, seating is limited to 75 attendees. You are to
select one of two sessions that are offered.
Lunch & Learn Seminar
Friday, February 24, 2012
Session One:
10:30-11;15 am GOLD Online Presentation
11:15-11:30 am Coffee Break
11;30-12:15 pm Creative Curriculum System Presentation
12:15-1:00 pm Lunch and Door Prize Raffle
Session Two:
1:00-1:45 pm Gold Online Presentation
1:45-2:00 pm Break
2:00-2:45 pm Creative Curriculum System Presentation
Seminar will be held at the
Courtyard Pittsburgh Monroeville
3962 William Penn Highway
Monroeville, PA 15146
Please kindly RSVP by Tuesday, February 14 to Kelsey Taylor at
[email protected] with which session (one or two) you will be attending.
To learn more about either Creative Curriculum or GOLD Online, please visit: www.teachingstartegies.com or
for more information contact:
Chris Andrews Andrews Associates LLP www.tools2read.com Tel: 412-749-9946 Cell: 412-337-5473 [email protected]
Deadline to Register
is February 14
Page 3 WCCC Early Childhood Education
Professional Development Opportunity
for PA One Book, Every Young Child 2012 The Pennsylvania One Book, Every Young Child program promotes literacy. This workshop will
provide practitioners and ECE (PreK-4) students with lesson plans, book lists, songs, and finger plays for this
year’s book, Stop Snoring Bernard! You will also have the opportunity to win a copy of the book. (**This work-
shop will be different from last year’s PA One Book, Every Child workshop, because all of the activities will be
centered around a different book.)
Where: Carnegie Library of Pittsburgh—Main
4400 Forbes Ave., 15213 (Classroom A)
When: 10:00 a.m.—12:00 p.m.
Saturday, March 24, 2012
Registration Fee: No Cost to WCCC ECE (PreK-4) Students
Deadline to Register: Friday, March 16, 2012
2 DPW Training Hours will be awarded for attending!
Pre-registration is required. Only online registration is accepted.
To register, visit www.pakeys.org.
If you have questions or concerns, please contact Vicki Hricik at 724-925-4013
**Please note that PAEYC's Professional Development Policies align with the policies put forth by the Southwest Regional Key.
REGISTRATION PAYMENTS- Please indicate the names of the people and the professional development opportunities you are paying for
when mailing your payment. Payments that have no indication will be returned to sender, and will not be credited as paid for the professional
development opportunity. Payment received in the PAEYC office after the registration deadline is considered late. Therefore there is no
guarantee that the participant will receive a certificate of attendance at the professional development opportunity. Participants may pay at
the professional development opportunity with a check, money order or cash.
WALK-INS- PAEYC strongly discourages walk-ins. Walk-ins are not guaranteed a place in the class. The instructor may allow walk-ins
based on class size and availability of handouts, or has the authority to turn a walk-in away. If a walk-in is accepted at the professional
development opportunity she/he will be assessed an additional fee of $10.00.
SIGNING IN- Participants MUST sign-in on time, or within a 15 minute time limit, and remain for the entire scheduled event. If the par-
ticipant takes extended breaks or leaves early she/he will not receive their certificate. Additionally, if a participant arrives 15 minutes
after the start of the class, she/he is welcome to attend, but will not receive a certificate for the class.
Volume 4, Edition 8 Page 4
let your imaginations run wild!
Saturday, March 17, 2012
is a day to come and PLAY!
Penn State Extension Better Kid Care
presents
“Play with Loose Parts”
Dr. Ernie Dettore and Linda Erlich
Have you ever heard of the theory of loose parts? The theory of loose parts has begun to influence
child-play experts and “playscape” designers in a big way. In a preschool, loose parts are materi-
als with multiple uses. They are materials with no specific set of directions that can be used alone
or combined with other materials. Loose parts encourage creativity, imagination, and open-ended
learning. As children play; stories surface.
Come join the fun, play with materials, and experience how language opportunities abound.
Location: Donohoe Center 214 Donohoe Rd, Greensburg PA
Time: 9:00 am – 12:00 pm
Cost: Ask for $5 Student Discount!
DPW Training hours will be awarded
For more information and to register, please contact:
Patty Graff
Better Kid Care Coordinator
724 837 1402
Page 5 WCCC Early Childhood Education
Second Annual PAEYC Student Membership Dinner
to be held at Seton Hill University
Seton Hill University will be host to the Second Annual PAEYC Student Membership
Dinner on Wednesday, April 25, 2012. The event was such a success last year, Dr. Kathy
Harris, ECE Program Director at Seton Hill University graciously extended an invitation to all
for 2012.
The First PAEYC Student Membership Dinner was held at Westmoreland County
Community College. Over 80 ECE (PreK-4) students and faculty members from WCCC, Seton
Hill University, Saint Vincent University, and Carlow University including PAEYC representa-
tives . This gathering helps to provide a student network for future collaboration and stress-
es professionalism and advocacy.
Please register as soon as possible so we can provide the number to attend to Dr.
Harris.
PAEYC Annual Dinner Celebration
The PAEYC Annual Dinner Celebration is just a few months away.
Save the date and join child care professionals in honoring the many
contributions made to early childhood education.
When: Thursday, April 19, 2012 from 5:30-8:00 PM
Where: Rodef Shalom Temple in Shadyside
More details to follow in upcoming weeks!
Check bulletin board near room 870 to sign-up for events.
In the Fall of 2010, The Way, a local Christian church, launched the
services of a soup kitchen in the Mozart House at 340 Main St. in
downtown Latrobe, PA. The scope of this initiative is to provide our
friends and neighbors with enough regular food assistance to send
every needy person in the city to bed with a full stomach. Working to-
ward this goal, The Way and its partners are currently working hard
to acquire and incorporate the volunteer manpower, food product, and
financial assistance needed to open this soup kitchen 7 days a week,
year-round to serve one hot meal per day. This group has the belief
and confidence that together with the people of Latrobe they can end
hunger in this city.
Join the team who gives of their time to serve the meals at End Hunger Cafe.
Contact the Volunteer Coordinator for information on how to serve at the soup kitchen:
Danielle Biddle
412-298-5491
Contact the Pastor of Community Needs for all other questions regarding donations, etc.:
Pastor Amber Biddle
724-989-4765
For more information about The Way: www.thewaychurchonline.com
Contribute directly to End Hunger Cafe’s needs in building food inventory and facility upkeep.
You can underwrite an entire evening’s meal for one hundred dollars. That feeds approxi-
mately 125 people, our average attendance.
You can donate grocery items and cooking supplies (i.e. condiments, spices, etc.).
You can donate cleaning supplies (i.e. mopping solution, disinfectants, sponges, etc.).
You can donate paper goods (i.e. toilet paper, paper towels, etc.).
Help End Hunger in Latrobe
Page 6 WCCC Early Childhood Education
The Pittsburgh Association for the Education of Young Children (PAEYC) is the professional membership organization for those involved with
the early care an education of young children. Doctors, lawyers, and other professionals have membership associations which provide a uni-
fied voice on behalf of their members. In the same way, PAEYC serves as a community resource, and advocate for quality, and a voice for
those in the profession of early care and education. PAEYC currently serves over 1000 members and is governed by an elected board. Mem-
bers and those interested are encouraged to serve on a committee and take an active role in PAEYC programs including Membership Ser-
vices, Advocacy & Public Policy, and Professional Development.
Benefits of Membership Become a Member! Membership in national, state, and local affiliates
6 issues of Young Children, NAEYC's journal
Exclusive access to PAEYC Newsletters
Reduced rates to PAEYC and NAEYC conferences
Career advising services
Meets STARS 3 Requirements
Borrowing privileges with PAEYC's early childhood resource library
Voting rights and eligibility to hold office in PAEYC, Penn AEYC, and NAEYC
Opportunity to participate in insurance plans offered through NAEYC
WCCC Youngwood Campus ECE Workshops:
DATE COURSE CODE WORKSHOP TITLE CORE BODY OF KNOWLEDGE
February 16 SRVT 4849-01 Developing Language Arts Programs &The Literacy Environment CBK:K2C2-11
February 20 SRVT 0013-01 What Happens When Children Don’t Belong-Addressing Diversity CBK:K3C2-31
February 23 SRVT 4850-01 Achieving Language & Literacy Goals Using Standards CBK:K2C2-13
March 1 SRVT 4851-01 Promoting Language & Literacy CBK:K1C2-03
March 5 SRVT 0960-01 Children in Child Care —A National Crisis CBK:K3C2-34
March 8 SRVT 7481-01 Selecting & Sharing Worthwhile Literacy for Young Children CBK:K2C2-13
March 15 SRVT 4890-01 Developing & Listening Skills with Young Children CBK:K1C2-03
March 19 SRVT 7507-01 The Impact of Stress in Children’s Lives CBK:K3C2-35
WCCC Fayette Education Center ECE Workshops:
February 22 SRVT 8450-F1 Understanding ADHD: Characteristics, Intervention, Challenges, & Family Support CBK:K4C2-43
February 29 SRVT 7562-F1 Social Development of Children Ages 3-8 Years CBK:K1C2-02
March 7 SRVT 6610-F1 Physically Challenged Children: Cerebral palsy & Spina Bifida CBK:K4C2-43
March 14 SRVT 1516-F1 Emotional Development of Preschoolers CBK:K1C2-02
Email Vicki at [email protected] for more information.
Become A Member of PAEYC
Upcoming ECE Professional Development Opportunities—$10 each
Volume 4, Edition 8 Page 7
Page 8 WCCC Early Childhood Education
Research News You Can Use:
More Threats to Preschoolers' Play
By Kyle Snow, Ph.D.
A study released January 4, 2012, in the medical journal Pediatrics suggests that preschool programs’ concerns about
safety and preparing children academically for school are limiting children’s opportunities for big body play. The Ameri-
can Academy of Pediatrics also highlights the special threats to play experienced by children living in poverty. These
children are especially likely to have limited access to high-quality and safe outdoor play spaces and may also be in
programs under additional pressure to close the readiness gap for children entering kindergarten. Identifying these
threats to big body play is only the first step in findings ways to address them.
In the study, the research team conducted a series of focus groups with 49 early child care and education providers
from a range of programs (including inner city and suburban, Head Start, and private programs). Questions during the
groups focused on perceived benefits and barriers to children’s physical activity, primarily big body play, both in indoor
and outdoor play spaces. Responses were coded for themes by the research team.
What the Study Found
The authors described several themes from their focus groups:
Early care and education programs may provide the only opportunity for some children to have physical activity or
outdoor play.
Programs are concerned about the possibility of injury and so limit children’s opportunities to play.
Costs for safe play space and equipment can be too high for programs to meet.
Programs feel pressured to focus on classroom-based instruction to prepare children academically, taking time
away from physical activity.
The authors report that while their focus groups generally agreed that physical play was important, especially because
it may be available primarily through their program, they still felt constrained in how they could provide the opportunities
for such activity.
Concerns about Child Safety The focus on child safety is not new and to some extent is warranted. Between 1996 and 2005, one national study not-
ed that there were 2.1 million injuries reported to children younger than age 18 on playgrounds, with more than one-
quarter (27%) of these among children younger than 5. However, this study did not report the circumstances (e.g., the
time of day, level of supervision, type of early care or education setting or public space, etc.), so the actual risk to chil-
dren, when playing in a space that is designed for safety and under the supervision of adults, is likely to be much lower.
Indeed, providing both safe play spaces and adequate supervision are both among criteria used by NAEYC to accredit
programs serving young children. However, not all play spaces for young children can be described as safe and super-
vised. A government report released in late 2011 found numerous safety violations among Head Start programs that
Volume 4, Edition 8 Page 9
were identified as being high-risk for noncompliance. The study authors and the Head Start community pointed out that
in 21 of 24 of these programs, safety issues were “immediately corrected.” While state licensing and other oversight
agencies provide guidelines for ensuring the safety of playgrounds connected to early care and education programs, a
2010 study noted that these fully addressed only about one-third of the guidelines provided by the National Health and
Safety Performance Standards: Guidelines for Out-of-Home Child Care. The participants in this study are simply ob-
serving, across the range of programs and diversity of children they serve, the challenge of providing safe places for
children to play, and the costs related to doing so.
Focus on Academic Preparation
The authors of the study also note that many programs are feeling the pressure to focus more on academics. This often
results in competition between time for academics and instruction and time for play. While this column has previously
described this as a false dichotomy, it is still a significant challenge to programs. An intensive study of four first-grade
teachers underscored the challenges teachers feel in mapping their belief that play (in this study, play was primarily
considered as child-initiated, within the classroom play activity) is beneficial, while at the same time relying upon in-
struction as the primary shaper of children’s academic development. Another part of this issue, though, is the danger
of narrowing our definition of what early childhood programs need to focus on to support children’s school readi-
ness. Not only is the tension between instruction and play, but it also suggests prioritization of academic skills over so-
cial, emotional, and physical development, all of which are also critical domains for young children’s development. Cer-
tainly, the opportunity for vigorous physical play supports the development of motor skills, and is also seen as one ave-
nue for addressing childhood obesity.
Ensuring Children Have Opportunities for Big Body Play in Safe Spaces
There is compelling evidence that access to space for active, physical play, is important for young children. Still, meet-
ing the cost demands to build such places, or to ensure that existing play spaces are safe, can be daunting. To ensure
existing play spaces are safe, state guidelines, as well as those provided by NAEYC program standards and the Head
Start Program can be used to identify and remove hazards. In challenging economic times, finding funds to build new
or dramatically renovate existing playgrounds can be overwhelming. The not-for-profit KaBOOM! works with communi-
ties to secure locations and funding to build safe, accessible playgrounds. This work does not tend to include school or
program facilities, but Learning Structures, a similar partnership-based effort does work with schools and pro-
grams. There are numerous competitive grant programs (here, for example) and resources (here, for example) to help
programs develop plans for and possibly acquire or build playgrounds. Most companies that make playground equip-
ment may also be able to negotiate with programs to manage costs. Many of these groups and companies present or
exhibit at NAEYC events.
Recognizing the Importance of Physical Activity and Play for Young Children’s Development
Many organizations, including NAEYC, have written about the importance of physical play, and play generally, in early
childhood development. Not only does research suggest that play supports academic-related skills, but also physical
skills and development. As the Pediatrics article shows, pressures on early childhood programs that come from funding
concerns and a lack of understanding the role of play and how to best use it to support early childhood development
will continue to result in decisions that devalue play. NAEYC has numerous resources to help early education profes-
sionals integrate big body play into their programs to meet a range of developmental goals.
Related Resource:
The NAEYC Center for Applied Research is dedicated to strengthening the connections between early childhood research, practice, and policy.
One of the primary goals of the center is to encourage and support communication about research in early childhood development and education.
To support teachers, policy makers, early education students, and others in the field in becoming critical consumers of information, the center helps
them access and interpret research to inform their day-to-day work.
This article taken from the NAEYC website on February 3, 2012
We focus on the hazards and pressures of keeping children safe. We
feel anxious and unsure. But if we watch the faces of the children before
us, we see joy. Children love this rough and rowdy play, and they need it.
This book discusses why.
Author: Frances Carlson
Page 10 WCCC Early Childhood Education
*IMPORTANT NOTICE* ECE Club in Jeopardy of Being Dissolved, Students Representatives Needed!
Requirements to become an ECE Club representative are:
-4) major
Next meeting is Tuesday, February 21, 2012
Page 11 Volume 4, Edition 8
Friday Morning Keynote
The Impact of Early Intervention with Kelly Frye
Kelly Frye, WTAE Channel 4 Action News anchor, shares her story of how
Early Intervention has impacted her family and her son’s life.
Friday Breakout Sessions will Include:
Friday Afternoon Keynote
Early Intervention: Where It All Begins
Babies as Learners, Adults as Teachers with Rebecca Klaw
Rebecca Klaw currently works independently as a consultant, trainer and advocate for children with
Autism Spectrum disorders (ASD) and their families.
It is important for everyone to know how the characteristics of autism can impact some of the foundation skills that are ac-
quired during the first years of life. Ms. Klaw’s keynote presentation will describe crucial milestones of very early development
and characteristics of au-ism, especially the common focus on the world of things as opposed to the world of people, can affect
the typical pattern of learning.
Saturday Workshop
Collaborative Problem Solving
Why traditional Interventions don’t work for the most challenging children with Alicia Stevenson
Ms. Stevenson has Advanced Training in the Col-laborative Problem Solving (CPS) model and has received her Mentor Certifi-
cation in the CPS model from Think:Kids at Massachusetts General Hospital. She has been an active member of NAMI for the
past 15 years, volunteering over 50 hours a week to educate parents, school person-nel, law enforcement, civic organizations,
and mental professionals on childhood-onset mental illness and family perspectives. She currently serves as a National Trainer
and NJ Program Co-ordinator for NAMI’s Basics program that edu-cates parents/caregivers about their children/adolescents
with mental health challenges.
A very engaging and knowledgeable speaker, Alicia Stevenson will share her life changing ex-perience and will demonstrate a
step by step approach that is compassionate, effective and respectful in helping children
with behavioral challenges.
Brochure will be available mid February.
Contact Debi McKeever for more information
at 724-837-8159 ext. 132.
Building Blocks XII Early Intervention Conference
Friday and Saturday, March 30 and 31, 2012
Westmoreland County Community College
Mission of the ECE Newsletter The mission of this newsletter is to provide Early Childhood
Education students information on ECE Club activities, volunteer
opportunities in the community, ECE professional development
workshops, and anything related to the ECE field.
To earn Pennsylvania DPW hours as required, check out the PA Keys
website, www.pakeys.org, for professional development opportunities.
Westmoreland County Community College sponsors affordable ECE
workshops made possible through Southwest Regional Key funding.
Scheduled workshops at WCCC - Fayette County Education Center in
Uniontown and WCCC Youngwood Campus are already posted. Please email
Vicki Hricik for more information - [email protected].
Westmoreland County
Community College
WCCC Early Childhood
Education Program
Save the date! Early Childhood Education
Action Day May 1, 2012 Harrisburg, PA Details coming soon!
Page 12 WCCC Early Childhood Education