Preparing Teachers and Practitioners to Meet the Needs of All Students in Early Care and Education Settings: How Do We Do It?
|Tuesday, May 31, 2016|
|4:00 PM–4:50 PM |
|Grand Ballroom AB, Hyatt Regency, Gold East|
|Area: TBA; Domain: Service Delivery|
|Instruction Level: Basic|
|CE Instructor: Amoy Kito Hugh-Pennie, Ph.D.|
|Chair: Amoy Kito Hugh-Pennie (The Harbour School-Hong Kong)|
|MARY SONNENBERG (University of Delaware)|
|Dr. Sonnenberg’s career spans thirty-five years, with a focus on birth-to-five years early intervention center-based and home-based programs run by non-profit organizations. She began her career as a special education teacher in Warren County, VA, serving children with severe/profound disabilities, worked in an inclusive early intervention program in Dallas, TX, followed by 20 years as director of an inclusive early intervention center in Southern Pines, NC. Her programming expertise focused on children with significant disabilities, including challenging behaviors, in inclusive classrooms. These classrooms provided sites for student observations and student teachers from teacher preparation programs. She coordinated services for children on the autism spectrum with the University of North Carolina (UNC)--TEACCH regional centers. She participated in replication and research projects through the Frank Porter Graham Center at UNC-Chapel Hill, UNC-Charlotte, and Western Carolina University. She has taught undergraduate courses at the University of Delaware since 2009 and supervised student teachers as faculty in the Department of Human Development and Family Studies. She is part of the Delaware Institute for Excellence in Early Childhood and provided professional development on supporting social emotional development and challenging behaviors. She is currently the Deputy Director for Delaware Stars for Early Success, Delaware’s QRIS.|
How do we prepare teachers for supporting the social emotional growth of young children while giving them the tools to address challenging behaviors in school and childcare settings? Those who have been in the field for a long time as well as pre-service teachers often struggle with how to balance instructional practice and requirements to address the social-emotional needs of their students. Without addressing the social-emotional needs of the students, instruction and learning cannot occur. This lecture will focus on developmentally appropriate practices that create social-emotional and physical environments that are most supportive of children's healthy development. In tandem with setting up the environment to foster appropriate behavior, a variety of strategies for addressing challenging behaviors will be discussed. Key components for laying this groundwork include: family-teacher partnerships, developmentally appropriate curriculum and assessment, guidance and behavior supports. Lessons learned from a variety of early childcare and educational settings, including programs in the Delaware Stars for Early Success (the state's Quality Rating and Improvement System [QRIS]), will be presented.
|Target Audience: |
|Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) describe developmentally appropriate practices in early care and education settings that create supportive social-emotional environments for young children; (2) describe key components of guidance and behavior supports in early care and education settings; (3) identify different strategies for addressing challenging behaviors in a variety of early care and education settings.|