NAEYC 2022 Annual Conference Program

For additional information visit NAEYC.org/conference

We thank all the NAEYC attendees for their commitment to closing equity gaps for our earliest learners.

The American Family Insurance Institute for Corporate and Social Impact believes that education is a fundamental vehicle to generate wealth and break cycles of generational poverty for students and their families. We believe there is an important role for social innovation and collaborative public-private partnerships in accelerating and catalyzing change in the pursuit of equity in education.

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2022 Schedule at a Glance Tuesday, Nov. 15

Thursday, Nov. 17

Friday, Nov. 18

Saturday, Nov. 19

Full Day Pre-Conference Workshops

7 am–5 pm Conference Registration

7 am-5 pm Conference Registration

7–11 am Conference Registration

1–7 pm Conference Registration

8–9:30 am Sessions

8-9:30 am Sessions

8–9:15 am Sessions

10 am–6 pm Expo

10 am-6 pm Expo

9:30–10:45 am Sessions

10–11:30 am Sessions

10-11:30 am Sessions

11 am–12:15 pm Sessions

7 am–6 pm Conference Registration

11:30 am–1 pm Lunch Options ($) in the Expo

11:30 am-1 pm Lunch Options ($) in the Expo

12:30–1:45 pm Closing Celebration

8:30–11 am Sessions

1–2:30 pm Sessions

12 Noon–2:30 pm Sessions

3–4:30 pm Sessions

12 Noon-12:45 pm NAEYC Meet the Candidates

3–5 pm Opening General Session

4:30–6 pm Expo Networking and Research Poster Session

Wednesday, Nov. 16

5–7 pm Expo Grand Opening

1-2:30 pm NAEYC Annual Business Meeting and Town Hall 1-2:30 pm Sessions 3-4:30 pm Sessions

EXPO Discover new ideas and solutions from more than 180+ exhibitors while enjoying daily activities, demonstrations, and prize drawings. Visit to pick up your NAEYC registrant tote bag.

National Association for the Education of Young Children 1401 H Street NW, Suite 600, Washington, DC 20005 202-232-8777 | 800-424-2460 NAEYC.org #naeycAC

4:30–6 pm Expo Networking and Poster Session

NAEYC is a high-performing, inclusive organization, and we encourage the exchange of diverse opinions. It is important for attendees to recognize that the ideas presented at the Conference do not necessarily reflect NAEYC’s official position and NAEYC assumes no responsibility for any statement of fact or opinion presented at the Conference. NAEYC does not endorse the products or services of any Conference advertiser, exhibitor, or sponsor.

Table of Contents Wednesday, Nov. 16

6

Welcome Letter

32

Spotlight Sessions

9

Using this Program

37

Featured Sessions

61

Advocacy/Public Policy

10

Topic Key

40

62

Arts (Performing & Visual Arts)

14

Governing Board

Advancing the ECE Profession

44

Grandes Comienzos

Children with Disabilities/ Early Intervention

50

Interest Forums

Cognitive Development

57

Tuesday, Nov. 15 Pre-Conference Workshops

63

Community Partnerships

Curriculum–Theories & Approaches

18

Floorplans

24

Hotels Maps

25

Shuttle Bus Schedule & Routes

26

Announcements

64

Diversity & Equity

30

Sponsorship Program

66

Educator/Teacher Preparation

151

Index of Exhibitors

68

Grandes Comienzos (Spanish)

161

Get Involved

Guidance/Challenging Behaviors

163

Governance Participants & Advisory Groups

69

Health & Safety

165

Index of Advertisers

70

Language & Literacy

167

Certificate of Attendance

Conference Evaluation Please remember to complete the 2022 Annual Conference evaluation survey, which will be sent to you via email immediately following the Annual Conference. NAEYC sincerely values your feedback, which is used to evaluate the Conference and to plan future professional development activities.

71

Leadership

Learning Environment

72

Mathematics

73

Nature/Outdoor Education

74

Play

74

Professional Development Training & Technical Assistance

76

Professionalism & Ethics

76

Program Administration, Evaluation & Financial Management

77

Science

77

Social/Emotional Development

79

Teaching & Instructional Practices

81

Expo Grand Opening 5–7pm

Sessions Thursday, Nov. 17

Friday, Nov. 18

Saturday, Nov. 19

87

113

137

8–9:30 am Washington Convention Center

93

10–11:30 am

117

Washington Convention Center

97

10–11:30 am

11:45 am–12:45 pm

118

1–2:30 pm

122

1–2:30 pm

122

3–4:30 pm

123

3–5 pm

127

3–4:30 pm

128

Research Poster Session

108

4:30–6 pm Washington Convention Center

146

12:30-1:45 pm Washington Convention Center

1–2:30 pm

1–2:30 pm

3–4:30 pm Washington Convention Center

132

Marriott Marquis

Closing Celebration

Marriott Marquis

Washington Convention Center

106

Washington Convention Center

Washington Convention Center

102

12 noon–12:45 pm

11 am–12:15 pm Washington Convention Center

Washington Convention Center

Marriott Marquis

102

10–11:30 am Marriott Marquis

Washington Convention Center

101

143

10–11:30 am

9:30–10:45 am Washington Convention Center

Washington Convention Center

Washington Convention Center

98

140

8–9:30 am

8–9:15 am Washington Convention Center

Marriott Marquis

Marriott Marquis

97

8–9:30 am Washington Convention Center

3–4:30 pm Marriott Marquis

132

7–9 pm Marriott Marquis

Poster Session

134

4:30–6 pm Washington Convention Center

Complimentary Wi-Fi Complimentary Wi-Fi is available in the common areas of the Washington Convention Center. The network is Free Convention Center, no password is required.

Note that this is not a guaranteed service; it is for light web browsing only.

Welcome Early Childhood Professionals & Leaders!

Welcome to NAEYC’s 2022 Annual Conference!

On behalf of the National Association for the Education of Young Children (NAEYC)— our Governing Board, staff, and volunteers—welcome to Washington, DC! We are excited to have you here in the nation’s capital, home of our national headquarters, and in-person for the first time in over 2 years!

We know that the last two years have not been easy, and we hope that you will find connection and community in being here. We appreciate what you have done to make the time and space to be present and hope that you will find inspiration in making new connections for your work and practice.

Annual Conference is designed to bring us together to learn, reflect, renew, grow, and be vocal about the invaluable work you do every day. While you are in DC, we hope that you take advantage of: › Over 500 sessions on the topics that matter to you

› Opportunities to advocate for you, the profession, and the children you serve

› Networking opportunities to learn and share from your colleagues

› A chance to recharge your passion for early childhood education

Whether you’ve traveled across states or continents, you are proving that we are united in our efforts to make early childhood education one of the top priorities in our lives, our communities, and our governments. Thank you for your commitment and dedication to early childhood education.

Have a wonderful time and don’t forget to share your experiences with us, using #naeycAC and #NAEYCstrong on social media!

6

Natalie Vega O’Neil

Michelle Kang

Governing Board President

Chief Executive Officer

2022 NAEYC Annual Conference

¡Bienvenidos a la Conferencia Anual NAEYC 2022!

En nombre de la Asociación Nacional de Educación Infantil (NAEYC) —la Junta Directiva, el personal y los voluntarios— ¡les damos la bienvenida a Washington, DC! Nos emociona recibirlos en la capital de la nación, el hogar de nuestra sede nacional, y de manera presencial por primera vez en más de 2 años.

Sabemos que los últimos dos años no han sido fáciles, y es nuestro deseo que aquí tengan la posibilidad de conectarse e integrarse con la comunidad. Valoramos su esfuerzo para hacerse el tiempo y espacio para asistir y esperamos que encuentren inspiración en la generación de nuevos contactos para su trabajo y su ejercicio profesional.

La Conferencia Anual está pensada para que nos reunamos a aprender, reflexionar, renovar y crecer, y expresar el invalorable trabajo que ustedes hacen todos los días.

Durante su estadía en DC, esperamos que aprovechen: › Más de 500 sesiones sobre los temas que son importantes para ustedes › Oportunidades de entablar conexiones profesionales para aprender de sus colegas y compartir con ellos

› Oportunidades para promoverse ustedes, la profesión y abogar por los niños que educan › La posibilidad de renovar su pasión por la educación de la primera infancia

Si han viajado de otros estados o continentes, esto prueba que estamos unidos en nuestro esfuerzo de convertir la educación inicial en una de las prioridades fundamentales de nuestra vida, nuestras comunidades y nuestros gobiernos. ¡Muchas gracias por su compromiso y su dedicación a la educación de la primera infancia!

Esperamos que disfruten mucho y no olviden contarnos acerca de sus experiencias usando las etiquetas #naeycAC y #NAEYCstrong en las redes sociales.

Natalie Vega O’Neil

Michelle Kang

Presidenta de la Junta Directiva

Directora Ejecutiva

2022 NAEYC Annual Conference

7

Let’s Get Social!

Connect with NAEYC Online Want to receive the latest in early childhood education news and content, along with breaking announcements from NAEYC? Be sure to follow our social media accounts on the following channels and keep the conversations started at Annual Conference going!

facebook.com/naeyc instagram.com/naeyc twitter.com/naeyc linkedin.com/naeyc

Using this Program The events/sessions in the Annual Conference Final Program are arranged chronologically by date and time, then alphabetically by topic track.

Wednesday sessions are 2.5 hours, Thursday and Friday sessions are 1.5 hours, and Saturday sessions are 1.25 hours. To search for sessions by track or other topic area, see pages 10-11 and 13.

Use the Annual Conference Final Program, Annual Conference website, or NAEYC Conference App to plan your schedule in advance. Select an alternate session for each of your chosen sessions in the event that meeting rooms are filled to capacity or a session is cancelled.

GRANDES COMIENZOS GC

The shooting star icon indicates that a session is part of our Grandes Comienzos initiative.

This year’s 13 sessions in Spanish will focus on topics such as social and emotional awareness and self-regulation, dual language learning, coping with challenging behavior, and STEM learning!

FAMILY CHILD CARE This icon indicates that a session is of particular interest to family child care professionals.

There are over 70 of these sessions and they cover a wide variety of topics.

You belong here.

And here!

2022 NAEYC Annual Conference

Booth #2505

9

Topic Key

Navigating Conference Sessions Looking for sessions on a specific topic? Browse Annual Conference sessions by track and popular topics. Numbers listed correspond with session numbers.

Advocacy/Public Policy 2, 3, 4, 52, 88, 129, 168, 209, 210, 254, 301, 346, 385, 417, 445

Emerging Bilingual/ Multilingual

Learning Environment

64, 140, 221, 267, 356, 395

30, 121, 162, 185, 202, 249, 292, 341, 403

Family Engagement & Support

Mathematics

18, 19, 20, 65, 66, 98, 99, 100, 101, 141, 160, 178, 179, 222, 223, 224, 268, 269, 270, 313, 314, 315, 357, 358, 396, 426, 427, 453

31, 32, 73, 107, 186, 250, 342, 361, 457

Featured Session

322

6, 53, 90, 131, 132, 212, 256, 257, 303, 304, 348, 387, 418, 447, 448

50, 51, 86, 87, 128, 167, 208, 253, 300, 345, 384, 416, 444, 462

Music

Cognitive Development

Global Perspectives

7, 54, 133, 213, 258, 305, 419

316

NAEYC Early Learning Program Accreditation

Community Partnerships

Grandes Comienzos (Spanish)

148, 233, 278, 324, 362, 435

8, 55, 91, 159, 170, 214, 259, 306, 349, 388, 420

21, 67, 102, 142, 225, 271, 272, 317, 318, 359, 397, 428, 454

NAEYC Activities

Curriculum—Theories & Approaches

Guidance/Challenging Behaviors

9, 10, 56, 92, 134, 171, 260, 307, 389, 449

22, 23, 24, 68, 103, 143, 144, 226, 246, 338, 339, 376, 377, 398, 429, 430, 455

33, 34, 35, 75, 110, 149, 187, 251, 293, 325, 326, 363, 406, 436

Health & Safety

Physical Development

25, 69, 145, 227, 319, 399

111, 364, 407

Language & Literacy

Play

26, 27, 70, 71, 104, 105, 146, 180, 181, 182, 183, 200, 247, 248, 273, 274, 275, 340, 378, 400, 401, 431, 432, 456

36, 76, 112, 113, 150, 151, 188, 189, 234, 252, 279, 294, 327, 328, 365, 437, 438, 458

Arts (Performing & Visual Arts) 5, 89, 130, 169, 211, 255, 302, 347, 382, 386, 446

Children with Disabilities/ Early Intervention

Diversity & Equity 11, 12, 13, 14, 15, 16, 57, 58, 59, 60, 93, 94, 95, 135, 136, 172, 173, 174, 215, 216, 217, 218, 245, 261, 262, 263, 308, 309, 310, 350, 351, 352, 353, 390, 391, 392, 421, 422, 423, 450, 451

Educator/Teacher Preparation 17, 61, 62, 63, 96, 97, 137, 138, 139, 175, 176, 177, 219, 220, 264, 265, 266, 311, 312, 354, 355, 393, 394, 424, 425, 452

10

Leadership 28, 29, 72, 106, 161, 184, 201, 228, 229, 276, 291, 320, 321, 360, 379, 402, 433

Men in Early Childhood

74, 108, 230, 323, 404, 434

1, 109, 127, 147, 231, 232, 277, 298, 299, 380, 405

Nature/Outdoor Education

Professional Development— Training & Technical Assistance 37, 38, 39, 40, 77, 114, 122, 152, 163, 190, 203, 235, 236, 280, 281, 329, 366, 408, 439, 459 2022 NAEYC Annual Conference

Topic Key

Professionalism & Ethics

Social/Emotional Development

Teaching & Instructional Practices

Program Administration, Evaluation & Financial Management

44, 45, 46, 47, 48, 80, 124, 125, 154, 165, 193, 194, 195, 205, 239, 240, 284, 285, 286, 332, 333, 370, 371, 411, 412, 441, 460

49, 82, 83, 119, 126, 157, 158, 166, 198, 199, 243, 288, 289, 334, 335, 336, 374, 375, 414, 442, 443, 461

42, 116, 296, 381, 409

Spotlight Exhibitor Session

Research

81, 118, 155, 196, 241, 287

153, 282, 330, 367

Standards—Early Learning Standards, Program Standards

41, 115, 164, 295

Science

Technology & Digital Media 84, 85, 120, 206, 244, 290, 337, 343, 344, 415

372, 373

43, 78, 79, 117, 123, 191, 192, 237, 238, 283, 297, 331, 368, 410, 440

State Systems—Data, Financing, Professional Development, Standards, QRIS

Social Studies 204, 369

156, 197, 242, 413

Golden Ticket Hours

Thursday and Friday 3:30 - 5:30 PM

Washington Convention Center Hall A, NAEYC Homeroom (Booth #2233) ›

› ›

›

› ›

Visit between the hours of 3:30 PM and 5:30 PM on Thursday and Friday to receive a golden ticket.

Fill out the back of the ticket.

Take your golden ticket to the NAEYC Homeroom booth #2233 to enter the daily prize drawing.

Prizes will be drawn between 5:30 PM and 5:45 PM on Thursday and Friday.

You must be present to win if your entry is drawn.

Tickets entered for the daily drawing will not be included in the following day’s drawing.

Prizes include: • • • • •

2022 Apple iPad Air Instant Pot Duo Crisp Keurig K-Mini coffee maker NAEYC Professional Learning Bundle 2023 NAEYC Annual Conference registration

2022 NAEYC Annual Conference

• • • • • •

portable mini bluetooth speaker mini fridge foot massager machine digital photo frame cell phone sanitizer gift cards galore

This sweepstakes is sponsored by the National Association for the Education of Young Children, 1401 H Street NW, Suite 600, DC 20005.

No Purchase Necessary. A purchase will not increase your changes of winning.

Sweepstakes rules are found at NAEYC.org/events/annual.

11

NAEYC Homeroom Events in the Expo Make your way to Booth #2233 to meet up with your peers, relax with a cup of coffee, and learn a little more about how NAEYC membership benefits you!

Booth #2233

Say Hello

Discover the Benefits

Stop by and learn about interest groups, connecting on Hello (our online forum for members) and how to be involved in NAEYC as a leader.

Meet with our team of accreditation specialists and get answers to all of your questions about early childhood accreditation.

Add Some Flare

Strike a Pose

First Timer’s Make Your Own Ribbon Thursday, November 17, 10–11 AM

Bring your friends and take a few selfies in front of our NAEYC step and repeat to post on your Insta! And don’t forget to tag us! #naeycAC

Not sure what all the fuss is about the badge ribbons? All first-time Annual Conference attendees are invited to Homeroom to meet other first-timers and make a personalized ribbon that reflects who you are as an early education professional. Make sure your name badge is marked “First-Time Attendee.”

Meet & Greet Mingle with the Board Candidates at a casual Meet & Greet Thursday, November 17, 5-6 PM Stop by NAEYC Homeroom to mingle with the 2023 Governing Board candidates. Take an hour to get to know potential NAEYC leaders and learn more about their early childhood journey.

Write a Letter Grab a buddy and help us deliver thousands of notes to Senators about the child care crisis and what they must do to solve it.

Share your Story Join the critical work to center your stories with press and policymakers.

Make a Wish Add your hope for the future of the ECE profession to the NAEYC Wishing Tree in the Expo Hall.

Age Groups

Age Groups The following sessions were identified by the presenters as applying to specific age groups.

All other sessions relevant to educators of all children.

Adults

First- to Third-Graders

Preschoolers

2, 7, 11, 14, 17, 19, 36, 37, 38, 39, 40, 41, 42, 46, 48, 52, 61, 62, 63, 65, 72, 77, 88, 91, 96, 97, 98, 104, 106, 114, 115, 116, 136, 137, 138, 139, 152, 163, 164, 168, 170, 173, 176, 178, 179, 184, 197, 203, 205, 210, 214, 218, 219, 220, 222, 223, 228, 229, 231, 232, 233, 234, 235, 236, 253, 254, 262, 266, 270, 276, 277, 278, 280, 282, 284, 286, 288, 291, 296, 308, 311, 312, 319, 320, 321, 323, 324, 329, 333, 337, 345, 346, 349, 352, 354, 355, 358, 359, 362, 366, 367, 373, 379, 380, 381, 385, 388, 393, 394, 397, 402, 405, 408, 409, 413, 415, 416, 420, 422, 425, 426, 433, 435, 445, 450, 452, 459, 461

47, 60, 79, 126, 135, 148, 183, 206, 216, 246, 267, 273, 306, 313, 340, 353, 369, 391, 410, 431, 457

6, 8, 10, 16, 26, 30, 34, 43, 44, 54, 55, 58, 64, 67, 69, 71, 73, 82, 83, 84, 90, 92, 93, 101, 102, 105, 111, 113, 117, 123, 134, 140, 144, 146, 153, 156, 165, 166, 169, 181, 186, 187, 188, 189, 190, 191, 192, 193, 208, 209, 221, 237, 240, 242, 245, 247, 248, 250, 251, 257, 259, 260, 261, 271, 285, 289, 292, 297, 300, 301, 304, 309, 314, 316, 317, 326, 327, 330, 332, 335, 338, 341, 343, 347, 351, 356, 360, 361, 363, 368, 371, 392, 395, 400, 401, 407, 414, 417, 418, 423, 424, 428, 434, 436, 438, 443, 444, 446, 448, 456

Infants and Toddlers 9, 24, 56, 76, 80, 100, 121, 122, 130, 131, 142, 143, 195, 217, 225, 239, 258, 274, 279, 283, 303, 315, 331, 364, 374, 387, 427, 447, 454, 460

Kindergartners 5, 89, 110, 112, 124, 161, 162, 204, 224, 255, 290, 307, 377, 378, 384, 403, 404, 437

A thousand letters?

Start with yours!

Your Senators are just a mile away on Capitol Hill and each one of them needs to hear from each one of YOU.

Visit NAEYC Homeroom to personalize a quick note about why you and the children and families in your community need Congress to help solve the child care crisis.

Which state can get the most letters? How many letters can we deliver? Let’s find out!

Do your part today to make sure Congress knows we’re watching, we’re powerful, and we’re advocating for a path forward together.

2022 NAEYC Annual Conference

13

NAEYC Governing Board

Natalie Vega O’Neil

Barbara Cooper

President,

Board Member At-Large,

Junior Achievement of Washington

Alabama Department of

Term Ends: 2025

Early Childhood Education Term ends: 2026

Ann McClain Terrell

Toni Sturdivant

Past President

Board Member At-Large,

Term Ends: 2023

Texas A&M University Term Ends: 2026

Kelly Ramsey

Uhriel Bedoya

Vice President,

Novo

Developing People, Inc.

Miami, FL

Term ends: 2026

Term ends: 2023

Brian Johnson

Anthony Broughton

Secretary,

Claflin University

Children and Youth Institute

Cross, SC

Michigan State University Extension

Term ends: 2023

Term ends: 2026

Michelle Wlazlo

Shayna Cook

Treasurer,

Bainum Family Foundation

J.C. Penney Company, Inc.

Washington, DC

Plano, TX

Term Ends: 2025

Term ends: 2026

14

2022 NAEYC Annual Conference

NAEYC Governing Board

Stacey French-Lee

Joseph Alviani

Georgia State University

Salesforce

Atlanta, GA

Term Ends: 2026

Term Ends: 2025

Nadia Jones

Reginald Williams

Atlanta First Day School

South Carolina State University

Atlanta, GA

Term Ends: 2024

Term Ends: 2024

Charu Manocha

Ian Schiefelbein

GreenLight Biosciences

Student,

Boston, MA

New Mexico State University

Term ends: 2025

Term Ends: 2023

Nicol Russell

Nicole Lazarte

Teaching Strategies, LLC

ACCA Child Development Center

Phoenix, AZ

Teaching Strategies

Term Ends: 2023

George Mason University Term Ends: 2024

Traki Taylor

Michelle Kang

Frostburg State University

Chief Executive Officer,

Frostburg, MD

NAEYC

Term ends: 2024

(Ex Officio)

2022 NAEYC Annual Conference

15

Are You Ready to Make a Difference?

Become a CDA Professional Development Specialist™!

The Council for Professional Recognition is recruiting ECE professionals to become CDA Professional Development (PD) Specialists™. The Council’s PD Specialists are critical to the success of each CDA® candidate and their journey towards a successful assessment.

If you enjoy supporting early educators in accomplishing their career goals to provide young children with meaningful learning experiences, consider becoming a PD Specialist.

Learn more and apply here: www.cdacouncil.org/pds

KEEP “Walden University equipped me with knowledge and advocacy skills.

I used those skills to make a change in my community by advocating for women and children.”

RUQIA ABDI ’19 B S in E arly Childhood Studies Gr adu ate

N A E YC M E M B E R S : For more than 50 years, Walden University has provided high-quality education to help empower growth seekers in their communities and careers. We’re thrilled to offer an opportunity that can help move your dreams forward.

A Degree Within Reach

15%

TUITION REDUCTION*

$3,000

BACHELOR' S GR ANT *

$3,000

MASTER' S GR ANT*

$5,000

DOCTOR AL GR ANT*

LEARN MORE ABOUT WALDEN UNIVERSITY:

Professional Development On Your Own Time Walden’s Engagement Hub offers year-round professional development webinars presented by industry experts, from leadership development, self-care, and hot topics in education.

WaldenU.edu/NAEYC

*A 15% tuition savings and a tuition grant of up to $3,000 for course-based bachelor’s and master’s programs or up to $5,000 for course-based doctoral programs are available to eligible new students who are members of NAEYC and who enroll and start class between July 1, 2022, and December 31, 2022. The grant is currently being evaluated for new students starting in January 2023.

No tuition savings or tuition grant will be made retroactively.

The tuition grant excludes the FNP specialization in the MSN program, the accelerated specializations and one-credit track in the MSEd program, and the Self-Designed specializations in the MSEd, PhD in Management, and PhD in Public Health programs. The tuition grant is awarded as a tuition savings of up to $500 for up to six consecutive terms for bachelor’s and master’s programs and up to 10 consecutive terms for doctoral programs, beginning with the first term of enrollment, until the entire tuition grant has been earned or the student is no longer eligible. Students must be enrolled continuously (without break) to receive the full tuition grant.

Tuition grants and tuition savings are applicable to tuition only and cannot be combined with any other tuition savings benefit. The tuition grant is a “non-cash” award, and in no event will the recipient receive a check or other disbursement of money pursuant to this tuition grant. The tuition grant may only be used for credit-bearing courses within the recipient’s program; non-credit courses are not permitted under the tuition grant.

Any changes that Walden makes to tuition savings, grants, or scholarship offerings will affect new students/recipients. All tuition savings, grants, or scholarships are subject to specific eligibility requirements. Contact a Walden University Enrollment Specialist for details.

Floor Plan | Washington Convention Center

Washington Convention Center

Mount Vernon Place

Grand Lobby

SALON F SALON E

PREFUNCTION

PREFUNCTION

SALON B

SALON C

NAEYC Registration

TO HALL A VIA CONCOURSE

SALON D

SALON H SALON I

SALON A

SALON G

9th Street

7th Street

Street Level

TO HALL D

ROOM 101

ROOM 102A

ROOM 102B

ROOM 103A

CONCOURSE

ROOM 103B

CONCOURSE

L STREET BRIDGE ABOVE

L Street

L Street

NAEYC shuttle bus pick-up and drop-off L STREET BRIDGE ABOVE

ROOM 140B

ROOM 140A ROOM 156

ROOM 142 ROOM 143A

ROOM 146A

CONCOURSE

ROOM 143B

ROOM 145B

ROOM 143C

7th Street

ROOM 157

ROOM 145A

ROOM 144A

ROOM 147A

ROOM 144B

ROOM 158A ROOM 158B

ROOM 146B

ROOM 159A ROOM 159B

ROOM 146C

ROOM 147B

ROOM 160

ROOM 144C

ROOM 149B

ROOM 149A

ROOM 148

ROOM 153

ROOM 154A

ROOM 154B

ROOM 152A

ROOM 152B

9th Street

ROOM 141

ROOM 155

CONCOURSE

ROOM 150A

ROOM 150B

ROOM 151A

ROOM 151B

M Street

18

2022 NAEYC Annual Conference

Floor Plan | Washington Convention Center Washington Convention Center

Lower Level

Hall A NAEYC Expo, Shop, Homeroom, Poster Sessions and Food Court

HALL A ENTRANCE

Hall B

Hall A

(Below)

(Below)

Escalators to Lower Level (NAEYC Expo) HALL B SHOW OFFICE

DOWN TO HALL A

CONCOURSE B 9TH STREET ATRIUM

CONCOURSE A

HALL A SHOW OFFICE

2022 NAEYC Annual Conference

DOWNTOWN FOOD DISTRICT FOOD OUTLETS

Concourse

CONNECTION TO MARRIOT MARQUIS

19

Floor Plan | Washington Convention Center Washington Convention Center

Level 2

CONCOURSE

ROOM 203A

ROOM 201

ROOM 202A

CONCOURSE

GRAND LOBBY BRIDGE

ROOM 202B

ROOM 207B

ROOM 207A

ROOM 203B

ROOM 206

ROOM 208A ROOM 208B

L STREET BRIDGE

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2022 NAEYC Annual Conference

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2022 NAEYC Annual Conference

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Conference Hotels Map

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1. Marriott Marquis Washington, DC (NAEYC Headquarters Hotel) 901 Massachusetts Ave NW 2. Renaissance Washington, DC 999 9TH St NW 3. JW Marriott Washington, DC 1331 Pennsylvania Avenue NW

4. Grand Hyatt Washington, DC 1000 H St NW 5. Washington Marriott at Metro Center 775 12TH St NW 6. Courtyard Washington, DC Downtown/ Convention Center 901 L St NW 7. Hampton Inn Washington, DC Convention Center 901 6th St NW

8. AC Hotel Washington, DC Convention Center 601 K St NW 9. Cambria Suites Washington, DC Convention Center 899 O St NW 10. Moxy Washington, DC Downtown 1011 K St NW 11. Residence Inn Washington, DC Downtown/ Convention Center 901 L St NW

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2022 NAEYC Annual Conference

Bus Information

NAEYC Shuttle Bus Information

Shuttle Bus Route

NAEYC will provide complimentary shuttle bus service among designated Conference hotels and the Washington Convention Center. No tickets are needed—your Conference badge is your bus pass.

HOTEL

As we go to press in October, the following arrangements have been confirmed. Please check the posters in your hotel lobby and at the Washington Convention Center for any changes.

To make arrangements for a wheelchair accessible shuttle, please call 626-873-0018.

NOTE: Most of the NAEYC Conference sessions will take place at the Washington Convention Center.

Some sessions, meetings, and networking events will take place at the Marriott Marquis Washington, DC.

Shuttle Bus Schedule Tuesday, Nov. 15 8 AM–7:30 PM Wednesday, Nov. 16 6:30–10:30 AM 1:30–7:30 PM Thursday, Nov. 17 6:30–10:30 AM 1:30–6:30 PM Friday, Nov. 18 6:30–10:30 AM 1:30–6:30 PM

PICKUP POINT

Grand Hyatt Washington, DC

Curbside on 10th Street, NW

JW Marriott Washington, DC

Curbside on Pennsylvania Avenue, NW

Washington Marriott at Metro Center

At the Grand Hyatt Washington, DC, on 10th Street, NW

Hotels in walking distance of the Washington Convention Center: › Marriott Marquis Washington, DC › Renaissance Washington, DC › Courtyard Washington Downtown/ Convention Center › Hampton Inn Washington, DC Convention Center › AC Hotel Washington, DC Convention Center › Cambria Suites Washington, DC Convention Center › Moxy Washington, DC Downtown › Residence Inn Washington, DC Downtown/Convention Center Please remember to wear your NAEYC name badge.

Saturday, Nov. 19 7 AM–2:15 PM

2022 NAEYC Annual Conference

25

Announcements

Conference Registration— Name Badge & Conference Program Pick-Up Attendees, presenters, and exhibitors should bring their registration receipt to the Conference Registration area at the Washington Convention Center to pick up their name badge and Annual Conference program. Onsite registration will be available to those who do not pre-register.

REGISTRATION HOURS Tuesday, Nov. 15

1-7 PM

Wednesday, Nov. 16

7 AM-6 PM

Thursday, Nov. 17

7 AM-5 PM

Friday, Nov. 18

7 AM-5 PM

Saturday, Nov. 19

7-11 AM

Pick up your complimentary registrant bag at the Expo Grand Opening following the Opening General Session on Wednesday.

NEW TH IS YEAR!

Professional Learning Units (for Washington, DC and Maryland only) District of Columbia and Maryland licensed providers can earn up to 21.75 clock hours of professional learning units (PLU’s) or clock hours by attending the Annual Conference. The certificate of attendance along with the completed form documenting the titles of the sessions attended with the signatures of the presenters must be submitted to your state (DC and MD only) agency for continued training approval. The certificate of attendance and form can be found on pages 165-166.

Visit the Registration area between 8 AM and 12 Noon on Wednesday through Friday to have your questions answered.

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Conference CEUs and Graduate Credits Seattle Pacific University will offer Continuing Education Units (CEUs) and Graduate Credits for conference attendees. Sign up online at ce.spu.edu/naeyc.

Registration will be available online only and will close on November 18, 2022 at 11:59 PM PST. Details on the requirements for CEUs and graduate credits are available on the website.

Continuing Education Units— Conference participants may earn up to two Continuing Education Units (CEUs) ($20 for one CEU and $40 for two CEUs). Please note that prior to attending sessions, participants will need to either download the form online at ce.spu.edu/naeyc or pick up a form at the registration counters at the Washington Convention Center.

Please visit ce.spu.edu/naeyc for more information on how to register for CEUs. Graduate Credits—Conference participants may earn one or two graduate-level quarter credits ($60 for one credit and $120 for two credits). Participants must track attendance and complete a final assignment. Please visit ce.spu.edu/ naeyc for more information on how to register for graduate credits.

General Consent and Release for Use of Image Registration and attendance at, or participation in, NAEYC meetings and other activities constitutes an agreement for NAEYC, or anyone authorized by NAEYC, to record and use, as NAEYC may desire in its sole and absolute discretion, all recording and reproductions or depictions of such exhibitor’s, or attendee’s name, likeness, voice, persona, words, actions, and/ or biography, which NAEYC may make, including without limitation,

the right for NAEYC, or anyone authorized by NAEYC, to use such recordings, reproductions, or depictions in or in connection with any legitimate purposes, including for advertising, publicity, trade, and editorial purposes, at any time in the future in all media now known or hereafter developed, throughout the world.

NAEYC Expo Plan your daily visit to the Expo, where there is always something new to discover. See pages 149 to 157 for a full list of exhibitors.

Remember to visit the NAEYC Shop, Booth #1619 during Expo hours.

Expo Hours Wednesday, Nov. 16

5-7 PM

Thursday, Nov. 17

10 AM-6 PM

Friday, Nov. 18

10 AM-6 PM

NAEYC Homeroom Visit the Badge Ribbon Wall in the NAEYC Homeroom, Expo Booth #2233. Relax in our lounge and chat with staff about early learning program accreditation, advocacy, membership, and the NAEYC Interest Forums.

Discover the Benefits of Seeking Accreditation!

NAEYC Early Learning Program staff will be available in the NAEYC Homeroom (Booth #2233) during the Expo Hall hours to introduce you to the accreditation process, answer questions, and direct you to resources. Staff members are also available for one-on-one assistance during a 20-minute consultation. Walk-in appointments are scheduled on a first-come, first-served basis.

2022 NAEYC Annual Conference

Announcements

Expo Food Court Visit Washington Convention Center, Exhibit Hall A for convenient for-purchase snack and meal options.

Wednesday, Nov. 16

5-7 PM

Thursday, Nov. 17

10 AM-6 PM

Friday, Nov. 18

10 AM-6 PM

Visitor Tips in Washington, DC For visitor tips, visit the information booth in the main lobby of the Washington Convention Center. A convention center ambassador will be on hand during the Conference to answer questions and assist with city information. Also, pamphlets and flyers will be at the desk for attendees to pick up.

Lost & Found Please visit NAEYC Headquarters, Room 102B in the Washington Convention Center if you have lost an item while attending Conference sessions. Contact your hotel’s front desk if you lost something at that property.

NAEYC Meet the Candidates

F riday , N ovember 18 12 N oon –12:45 PM WASHINGTON CONVENTION CENTER ROOM 152AB

The slate for the 2023 Governing Board election will be introduced. Candidates will make brief statements and discuss issues facing the Association. This year’s election includes candidates for President-Elect, Graduate-Elect Student Governing Board member, and one At-Large Governing Board member.

You can also meet the candidates in the NAEYC Homeroom on Thursday at 5 PM. And be sure to VOTE!

NAEYC Annual Business Meeting and Town Hall

F riday , N ovember 18 1–2:30 PM WASHINGTON CONVENTION CENTER ROOM 152AB

There is so much to discuss: our strategic priorities, the work of our affiliates and interest forums, the continued value position of NAEYC membership, and the overall health of our professional association.

Join NAEYC President Natalie Vega O’Neil, Treasurer Michelle Wlazlo, Chief Executive Officer Michelle Kang, and members of NAEYC’s Governing Board for what is always a lively conversation.

NAEYC’s mission: NAEYC promotes high-quality early learning for all children birth through age 8 by connecting practice, policy, and research. We advance a dynamic early childhood profession and support all who care for, educate, and work on behalf of young children.

NAEYC’s 4 Strategic Priorities › High-Quality Early Childhood Education › The Profession › Professional Membership, Leadership, and Innovation › Organizational Excellence

NAEYC’s vision: All young children thrive and learn in a society dedicated to ensuring they reach their full potential.

2022 NAEYC Annual Conference

27

Announcements

Endorsement NAEYC encourages the exchange of diverse opinions at the Annual Conference. It is important for conferees to recognize that the ideas presented do not necessarily reflect NAEYC’s official position.

Moreover, NAEYC assumes no responsibility for any statement of fact or opinion presented at the Annual Conference, nor does acceptance of advertising, exhibits, or sponsorships imply endorsements of any products or services by the Association.

NAEYC urges conferees to contact individual exhibitors and/or presenters about concerns they may have about products, services, or practices. The Association also recommends that conferees extend their compliments to presenters and/or exhibitors whom they feel have provided a product or presentation of exceptional quality.

Conference Etiquette A successful Annual Conference requires that we extend professionalism and courtesy to one another. The following tips will ensure a pleasant experience for all participants: › Arrive early, but do not block other participants exiting a meeting room.

› Silence cell phones. › If it is necessary to leave a session early or arrive late, please make the interruption as nondisruptive as possible.

Personal Safety at the Conference At any conference, losses, theft, and petty crimes may occur. Please exercise adequate caution by following these tips: › As in any big city, be alert when walking around, especially at night. Travel with a companion or two, when possible, and use NAEYC’s shuttle buses.

Please refer to page 25 for the shuttle bus schedule. Carry cash and valuables with you in a safe place, or use your hotel’s safe. Note that hotels are not responsible for items lost in or stolen from guest rooms. Make note of the location of the emergency exits in the Washington Convention Center and hotels. › If you receive an unexpected knock on your hotel guest room door from someone who says he or she is a hotel staff member, call the front desk to confirm. › Exercise caution when providing your credit card information, particularly over the phone.

Event Safety Policy In keeping with the Association’s duty of care and our responsibility as an event host, NAEYC is guided by recommendations from the Centers for Disease Control and Prevention (CDC) and will abide by the legal mandates of the District of Columbia at the time of the 2022 Annual Conference (“Event”).

Thank you for following NAEYC’s Event Safety Policy which can be found on the NAEYC website at https://www.naeyc.org/events/ annual/covid-policy.

Washington Convention Center Business Center The Business Center at the Washington Convention Center is located on the street level (Level 1) and will be open during conference hours.

FedEx Office Print & Ship Center at the Marriott Marquis Washington, DC FedEx at the Marriott Marquis is located on the Mezzanine Level.

Business hours are: Monday-Friday 7 AM-7 PM Saturday-Sunday 8 AM-5 PM

› Presenters are encouraged to have a sufficient number of handouts. Presenters are also encouraged to post handouts on NAEYC’s website. › Participants are encouraged to share materials and refrain from taking more than one copy of handouts. › Bring business cards for networking and requesting materials from presenters.

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The Annual Conference is about children, not for children. For safety reasons, we cannot allow children or strollers in the exhibit hall or in session areas. If you have children accompanying you to Washington, DC, we ask that you make alternative arrangements for child care. You may visit the NAEYC website (NAEYC.org) for a list of accredited child care centers near the Washington Convention Center, which might offer drop-in services. We appreciate your understanding as we work hard to keep everyone safe.

2022 NAEYC Annual Conference

Growing Big Hearts, Strong Minds, and Healthy Bodies Standards-aligned learning platform Developed by education experts Learning games, books & videos starring kids’ favorite characters Resources for the classroom, home & off-screen learning Subscribe to Noggin’s Educator YouTube channel loaded with more resources for the classroom at youtube.com/nogginlearning.

SUBMIT YOUR 2023 CONFERENCE PROPOSAL!

November 15–18, 2023 | Nashville, TN Submit a proposal to share your knowledge and expertise with the early childhood education community at next year’s conference!

If you are selected to present, you also receive a discount on conference registration! For proposal criteria, the submission deadline, and more information visit NAEYC.org/conference.

NAEYC Sponsorship Program

About NAEYC Sponsorships NAEYC sponsorship is designed to build strong and lasting relationships with organizations that share and support our mission. Funds raised through sponsorships support NAEYC’s general programs or, when designated, specific events and projects. Sponsorship is not intended to be an endorsement by NAEYC of the organization or product.

Year-Round Platinum Sponsor

Lead Platinum Sponsor

The HighScope Educational Research Foundation is a 501c-3 nonprofit, independent organization committed to supporting the critical work of early childhood educators and caregivers in providing high-quality outcomes.

The American Family Institute invests in and partners with community leaders, business roundtables, nonprofit partners, and collaboratives. We believe education is a fundamental vehicle to generate wealth and break cycles of generational poverty.

We aim to build capacity and catalyze change by partnering with innovators who are closing equity gaps in early childhood education and literacy.

Founded in 1970, HighScope is perhaps best known for its landmark Perry Preschool Study Project conducted in the 1960’s. The study proved that highquality early educational engagement with young children makes a significant difference in their early development and well into their adult years.

Advocacy Sponsors We want to recognize the sponsors from the 2022 Public Policy Forum.

Year-Round Silver Sponsor The CAEP-accredited Richard W. Riley College of Education and Leadership at Walden University is dedicated to enhancing educator effectiveness. A leader in teacher and administrator education, the college has been the choice of more than 65,000 education students and alumni, including more than 180 State Teachers of the Year.* Programs range from teacher preparation to education administration and are taught online by nationally recognized education experts, policymakers, and scholar-practitioners.

Visit NAEYC.org to learn about upcoming sponsorship opportunities or how to advertise in our awardwinning publications and popular digital properties.

Conference Evaluation Please remember to complete the 2022 Annual Conference evaluation survey, which will be sent to you via email immediately following the Annual Conference. NAEYC sincerely values your feedback, which is used to evaluate the Conference and to plan future professional development activities.

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2022 NAEYC Annual Conference

NAEYC SponsorshipHProgram EADING

NAEYC Thanks Our Sponsors for Their Generous Support Lead Platinum Sponsor

Year-Round Platinum Sponsor

Platinum Sponsor

Platinum Sponsor

Gold Sponsor

Gold Star Sponsor

Year-Round Silver Sponsor

Gold Sponsor

Gold Sponsor

Gold Sponsor

Silver Sponsor

Silver Sponsor

Silver Sponsor

Bronze Sponsor

Silver Sponsor

Bronze Sponsor

2022 NAEYC Annual Conference

2018 NAEYC Annual Conference

Silver Sponsor

Bronze Sponsor

Bronze Sponsor

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1

Spotlight Sessions Spotlight Sessions are dynamic presentations where industry leaders share their knowledge, research findings, innovations, applications, products and services, with the conference attendee. A session is the work product and views of the presenter and the affiliated organization, and does not imply an endorsement by NAEYC. All Spotlight Sessions will take place in the Washington Convention Center, Room 207A.

T H U R S D AY, N O V. 1 7 | W A S H I N G T O N C O N V E N T I O N C E N T E R

8-9:30 AM

10-11:30 AM

The Role of Behavior Management in Promoting a Whole-Child Approach

Developing Early Childhood Math Teacher Leaders via Public/Private Partnerships

Behavior management is a significant issue in many classrooms and is frequently at or near the top of every educator’s list of concerns. Often when considering ways to manage classroom behaviors, teachers rely on the methods they have been taught to use, even when they run contrary to what teachers know to be best for children. Teachers end up adding to children’s frustration and lack of success when they rely on behavior charts that call attention to each child’s daily transgressions but do nothing to help children solve social problems, maintain positive relationships, or build resiliency.

Come see how Milwaukee Public Schools, in partnership with UW-Milwaukee and the American Family Institute for Corporate and Social Impact is actively developing cohorts of early childhood math teacher leaders in using early math learning trajectories to guide their instructional decisions and teach with greater intentionality. We will share how we help teachers understand and work with early math trajectories (Clements & Sarama, 2009), specifically the counting trajectory. We will delve into counting collections, a powerful routine in the early childhood classroom that is developmentally appropriate, culturally responsive, and provides opportunities for high engagement, deep learning, and joy.

However, when teachers view behavior as communication and then consider the widely held expectations for children’s development, they are better equipped to help children develop essential social-emotional skills. Join us for a lively, research-based, evidence-proven discussion on effectively guiding children’s behavior, including letting go of what doesn’t make sense and embracing what does.

P R E S EN TE D BY

Breeyn Mack, Teaching Strategies Nicol Russell, Teaching Strategies

32

Danielle Robinson, Milwaukee Public Schools Melissa Hedges, PreK-Grade 5 Math Curriculum Specialist, Milwaukee Public Schools Shayna Hetzel, Director, American Family Institute for Corporate and Social Impact Jilly Gokalgandhi, Equity in Ed Strategist, American Family Institute for Corporate and Social Impact Sharon Neylon, Equity in Ed Strategist American Family Institute for Corporate and Social Impact

2022 NAEYC Annual Conference

Spotlight Sessions T H U R S D AY, N O V. 1 7 | W A S H I N G T O N C O N V E N T I O N C E N T E R

1-2:30 PM

3-4:30 PM

Perry Preschool Study at 60 Years: Report Out on Recent Research

Creating Places for Childhood—Combining Principles from Design and Early Education Experts to Create Spaces for Wonder and Learning

In 2016, HighScope was awarded a five-year Investing in Innovation grant from the U.S. Department of Education to support self-regulation development for preschool and kindergarten children in underserved communities.

During this session, HighScope research team members will discuss their experience conducting the research during the pandemic, including how the team adapted to continue supporting teachers and children, what was learned from teachers’ experiences during the pandemic, and policy recommendations that support both research and practice.

MO D E R ATE D BY

Alejandra Barraza, HighScope Educational Research Foundation PA N E L ISTS:

Madeline Chimka, HighScope Educational Research Foundation Ashley Hoy, HighScope Educational Research Foundation Karen Murillo, HighScope Educational Research Foundation

Ever curious about how a designer, an architect, or a curator think about early childhood spaces? Want to know more about how shapes, color, and texture impact children’s learning? Wonder how space influences children and adult’s emotions?

Join us for this session as we dive into the world of a designer, an architect, and a curator. We will apply what we can learn from those professions, adding in the perspective of an educator and a child, as we fully explore the intersection of early child pedagogy and emotions in classroom spaces. Attendees will participate in an interactive experience applying these principles to model spaces as they create a place that is inclusive, joyful, playful, and invites curiosity and exploration.

P RE S E NT E D BY

Rachel Robertson, Bright Horizons Sandra Duncan, Author Mike Lindstrom, studioMLA Architects

F R I D AY, N O V. 1 8 | W A S H I N G T O N C O N V E N T I O N C E N T E R

8-9:30 AM

10-11:30 AM

Building Language Skills to Build Community

Designing Environments for Infants, Toddlers, and Twos: Aligning Children’s Behavior Movements with Classroom Design

Explore evidence-based practices that help accelerate young children’s language, literacy, and social-emotional development. Participants will learn how to utilize purposeful serve-and-return conversation to help children acquire the social-emotional, oral language, and vocabulary skills to thrive. › Implement best practices that enhance language skills › Understand developmentally-appropriate question types that promote vocabulary at school and home › Recognize how these best practices support self-expression and self-regulation to promote academic and emotional growth for all P R E SE N TE R BY

Tricia Zucker, University of Texas Health Science Center at Houston

Anyone who has ever been with small children for only a moment in time knows they are in constant motion . . . Always on the go . . . Continuously moving. They rarely stop for more than a few seconds. The younger the child, the greater the movement about their environments.

Understanding wee one’s movements and their behaviors— which are sporadic, covering large amounts of territory, huge bursts of energy, and short attention spans in lots and lots of spaces—are key factors that we must consider when designing effective environments.

Based on what is known about wee one’s behaviors and child development, this presentation introduces four key movement characteristics (sensory seekers, enthusiastic improvisers, movement connoisseurs, and expert pathfinders) and offers a variety of innovative strategies that simply and easily align children’s behavior movements to classroom design.

P RE S E NT E D BY

Sandra Duncan, Author

2022 NAEYC Annual Conference

33

Help Your Program Thrive with NAEYC Early Learning Program Accreditation!

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´ Family retention and occupancy rates ´ Staff retention ´ And increased overall profitability Discover how staff, children, and your program benefit from earning accreditation. Get the results you need to ensure that ALL young children reach their full potential.

Get Started Today!

NAEYC.org/accreditation

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WIN $1,000 School Specialty Merchandise Certificate

Give every child’s curiosity a place to grow.

Visit NAEYC Booth 1534. You’ll find the makings of a complete Early Childhood learning environment, from furnishings to classroom supplies, learning materials and more, all from one source: School Specialty.

SchoolSpecialty.com | 888.388.3224

All rights reserved. ©2022 School Specialty, LLC 22434946 | 10/22

Is a coconut a nut?

Visit booth

#2121 to find out!

Give a child an answer, and they learn for a minute. Give them the tools to be confident experimenters and researchers, and they’ll learn for a lifetime. That’s the magic of Discovery Driven Learning™ at Bright Horizons, where teachers are co-researchers — inspiring children to ask questions and discover their creative problem-solvers within.

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Earn your ECE college degree — completely free. Tuition, books, and fees are all paid for. Why? Because we believe the lives you change should include your own.

LEARN MORE | bit.ly/NAEYC22BH © 2022 Bright Horizons Family Solutions LLC. EOE/M/F/Disability/Vet

Featured Sessions W E D N E S D AY, N O V E M B E R 1 6 | W A S H I N G T O N C O N V E N T I O N C E N T E R

Opening Keynote Speaker | Discover the power of story 3-5 PM HALL D

Minh Lê is the author of the picture books Lift (Eisner Award nominee) and Drawn Together (winner of the 2019 Asian/Pacific American Award for Literature) illustrated by Caldecott Medalist Dan Santat, Let Me Finish! (named an NPR Best Book of 2016) illustrated by Isabel Roxas, and The Perfect Seat illustrated by Gus Gordon (all published by Little, Brown Books for Young Readers). He also wrote Green Lantern: Legacy, a middle grade graphic novel (illustrated by Andie Tong) for DC Comics.

In addition to writing books, he serves on the Board of We Need Diverse Books, is on the faculty of the Hamline MFA in Writing for Children and Young Adults, and has written for a variety of publications, including the New York Times, The Horn Book, NPR, and HuffPost.

K E YN OTE SP ONSORED BY

T H U R S D AY, N O V E M B E R 1 7 | W A S H I N G T O N C O N V E N T I O N C E N T E R

How to multiply the goodness of early education

Making the ideal real: Step into the future of child care

8-9:30 AM

The stolen year: Responding to learning loss and emotional stress among young children and educators

BALLROOM A

10-11:30 AM

ROOM 146A

Mark Shriver, Save the Children Action Network

BALLROOM A

Marica Cox Mitchell, Bainum Family Foundation Berna Artis, School for Friends JP Coakley, Two Birds Violeta Chirino, Semillitas Early Learning Center Cynthia Davis, D.C. Family Child Care Association Maurice Sykes, Early Childhood Leadership Institute

SP O N SO R E D BY

Darryl “DMC” McDaniels, hip-hop legend Anya Kamenetz, NPR reporter and author of The Stolen Year Susan Neuman, literacy scholar, NYU Michael H. Levine, Senior Vice President of Learning and Impact, Noggin at Nickelodeon Makeda Mays Green, Senior Vice President, Digital and Cultural Insights, Paramount (moderator)

10-11:30 AM

S P ONS ORE D BY

SPONS ORE D BY

2022 NAEYC Annual Conference

37

Featured Sessions T H U R S D AY, N O V E M B E R 1 7 W A S H I N G T O N C O N V E N T I O N C E N T E R

President’s Seminar: Charting the future for the early childhood profession: BIPOC leaders reflect on the state of the field and what lies ahead for the early learning sector

Tomorrow’s Hope: A film screening with Q&A

1-2:30 PM

Rebecca Berlin, Start Early Amanda Stein, Start Early

BALLROOM A

Michelle Kang, NAEYC Dr. Calvin Moore, Jr., Council for Professional Recognition Erica Phillips, National Association for Family Child Care (NAFCC) Dr. Leah Austin, National Black Child Development Institute (NBCDI) Natalie Vega O’Neil, Junior Achievement of Washington and NAEYC Governing Board President (moderator)

3-5 PM BALLROOM C

S P ONS ORE D BY

S P O N SO R E D BY

F R I D AY, N O V E M B E R 1 8 | W A S H I N G T O N C O N V E N T I O N C E N T E R

Defining preschool curriculum quality: Can we all agree?

8-9:30 AM BALLROOM A

Jeanne Reid, Teachers College, Columbia University Sharon Lynn Kagan, Teachers College, Columbia University S P O N SO R E D BY

D-A-P in the H-O-O-D: How developmentally appropriate practice can transform instruction in urban pre-K classrooms

1-2:30 PM BALLROOM A

Stephanie Parker, Birmingham City Schools LaTerika Smith, Birmingham City Schools Kymberli Larkins, Birmingham City Schools S P ONS ORE D BY

Building bigger and bolder coalition advocacy for real change: How DC early educator compensation won!

Composing a profession: Reflections on four decades of early childhood education history to inform its future

10-11:30 AM

3-4:30 PM

BALLROOM A

BALLROOM A

Kathy Hollowell-Makle, District of Columbia Association for the Education of Young Children Ruqiyyah Anbar-Shaheen, DC Action Sia Barbara Kamara, DC Early Learning Collaborative Myrna Peralta, CentroNia Christina Henderson, Council of the District of Columbia

Marica Cox Mitchell, Bainum Family Foundation Sue Bredekamp, Consultant Jerlean Daniel, Consultant Carol Brunson Day, Brunson, Phillips & Day Inc. Ed Greene, Ed Greene Strategies Rahshita Lowe-Watson, DC Public Schools

S P O N SO R E D BY

S P ONS ORE D BY

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2022 NAEYC Annual Conference

Featured Sessions S A T U R D AY, N O V E M B E R 1 9 | W A S H I N G T O N C O N V E N T I O N C E N T E R

Play-based instruction in kindergarten classrooms

8-9:15 AM ROOM 152AB

Erean Mei, KIPP Charter Schools Alli Bizon, Chicago Public Schools Will Murzyn, District 99 Cicero Sinthu Ramalingam, Teach Plus SP O N SO R E D BY

Systematically supporting quality programs through the creation of outdoor classrooms

11 AM-12:15 PM ROOM 152AB

Heather Fox, Dimensions Foundation Larry Kotch, Workforce Solutions of Central Texas Ranae Amezquita, Los Angeles Unified School District Elizabeth Mua, Workforce Solutions of Central Texas Dean Tagawa, Los Angeles Unified School District S P ONS ORE D BY

Addressing pressing contemporary issues of equity and diversity in early childhood

9:30-10:45 AM BALLROOM A

Ellie Friedland, Boston University Wheelock College of Education and Human Development Karen Murphy, Boston University Wheelock College of Education and Human Development Nermeen Dashoush, Boston University Wheelock College of Education and Human Development Stephanie Curenton, Boston University Wheelock College of Education and Human Development Dina Castro, Boston University Wheelock College of Education and Human Development SP O N SO R E D BY

Closing Celebration

12:30-1:45 PM BALLROOM C

Happy Birthday DAP! The 4th edition of DAP is turning 1! Help us close out a successful Annual Conference with a birthday celebration for DAP’s 4th edition.

Enjoy live music, sweet treats, and many more surprises at the Closing Celebration.

S P ONS ORE D BY

Make a Wish Add your hope for the future of the ECE profession to the NAEYC Wishing Tree located in the Expo Hall

2022 NAEYC Annual Conference

39

NAEYC Membership is for Everyone.

Wherever you’re from, wherever you are, wherever you want to be—we have a level right for you.

Entry Level Membership Your digitally based introduction

Visit

NAEYC.org/ membership to join today.

Standard Membership Unparalleled content and benefits Premium Membership The best value, the ultimate NAEYC experience

Interested in purchasing memberships for your team of 50 or more? Contact us at MarketSolutions@NAEYC.org, to learn more about the benefits of a group membership purchase.

Where children and families grow together Learn more at chslearn.org

Catherine Hershey Schools for Early Learning is helping to shape the future of early childhood education. Our leading-edge, whole-child approach: Educates and nurtures children from birth to age 5 with all costs covered, giving them the foundation for lifelong success Embraces and empowers each child’s family with dedicated staff and family resource centers designed to provide access, support, and improve outcomes Strengthens the ECE community by providing a comprehensive, nearly yearlong training and development program for our teachers and staff, and opportunities for continued growth CHS will be opening six Early Childhood Education Centers in Pennsylvania, with our first location opening in 2023.

Meet Coy Bowles!

Member of the Grammy Award–winning Zac Brown Band and author of Behind the Little Red Door.

Wednesday, Nov. 16 • 5 pm-7 pm

Thurs., Nov. 21, 2019 Visit11:00 Us at am Booth & 2:00 pm1605

Enter to Win a $100 Gift Card!

Giveaways • Workshops • New Products for 2023

@2022 Lakeshore 4057174

Follow Your Policy Pathway!

Start with just a few of these NAEYC policy and advocacy sessions: Wednesday

Thursday

8:30 AM

3:00 PM

Friday 8 AM

Friday CANCELLED

ROOM 103A

ROOM 209C

ROOM 209C

WEST SALON G

Learn what state and national efforts are underway to implement elements of the Unifying Framework

Get personalized training on how to share your story and make it more powerful with data from NAEYC’s newest survey

Get an inside scoop on what’s happening with federal and state ECE policy

Learn more about the Professional Standards and Competencies and how they impact your work and the profession

Then check out the many great sessions from Affiliates, advocates, and partners!

Don’t forget!

Visit NAEYC Homeroom for these quick and impactful advocacy opportunities: › Write a letter: Grab a buddy and help us deliver thousands of notes to Senators about the child care crisis and what they must do to solve it. › Set up a meeting: Pick up resources and information that can support you if you want to set up a meeting on Capitol Hill. › Share your story: Join the critical work to center your stories with press and policymakers. › Make a wish: Add your hope for the future of the ECE profession to the NAEYC Wishing Tree (near the conference floor entrance).

Don’t miss out on these exciting opportunities to hone your advocacy skills and share your expertise!

Visit us at Booth # 2010 and join us for the following sessions:

Read Aloud Wow! The Best New Children’s Books of the Year Thursday, 3:00-4:30 pm Washington Convention Center - Room 140A

Amy Vandament

Isabel Baker

Book Signing

•

Friday

•

11:30-1:00 pm

•

Booth 2010

Meet the Authors and Illustrators Children’s Literature at NAEYC Friday • 10:00 - 11:30 am • Ballroom B • Washington Convention Center

Naaz Khan

bookvine.com

Steve Light

800.772.4220

Marla Frazee (via Zoom)

support@bookvine.com

Grandes Comienzos Grandes Comienzos GC

Grandes Comienzos, NAEYC’s Spanish-language track, is celebrating seven years at the Annual Conference. Spanish is the second-most spoken language across the United States and the language with the second-highest number of native speakers in the world.

This year, the Grandes Comienzos track includes over a dozen sessions on a variety of topics.

Also, the Opening General Session will be presented in English with simultaneous interpretation in Spanish to provide an inclusive conference experience. Headsets will be available inside the Opening General Session in the rear of Hall D.

All Grandes Comienzos sessions will take place at the Washington Convention Center.

WE D N E S DAY | 1 2 NOON- 2 : 30 PM

THUR S DAY | 8-9:30 AM

THURSDAY | 10-11:30 AM

Con tu ayuda yo puedo crecer y aprender a mi manera! Las prácticas eficaces adecuadas para el desarrollo de la primera infancia

El Cuento Musicado: una actividad para promover el desarrollo integral del nino pequeno a traves de la convergencia del lenguaje, la plastica, la musica y la expresion corporal.

Nutrir para el futuro: ¿Cómo enseñar nutrición a los niños?

Ceila Garcia-Szyszka, Texas Early Childhood Professional Development System

ROOM 101

Myriam Aguila, Texas State Technical College Sofia Silva, UCLA Early Care and Education Program Fernald Center

Lenika Flores, YMCA Peggy Velasco, Early Care and Education Consulting Michelle Galindo, Southwestern College

ROOM 143AB PRESCHOOLERS

ROOM 143AB PRESCHOOLERS

T H U R SDAY | 1 - 2 : 30 P M

FRIDAY | 8-9:30 AM

Cultura, apego y el idioma del hogar: Cómo apoyar el desarrollo socioemocional de los bebés y los niños pequeños que crecen aprendiendo dos idiomas.

Planes de Estudio Apropiados para Desarrollar dos Idiomas Simultaneamente para niños de tres años

Clara Cappiello, Bilingual Empowerment Consulting

ROOM 140B INFANTS AND TODDLERS

Lilibeth Gonzalez, University of Texas Rio Grande Valley (UTRGV) Perla Olivares, University of Texas Rio Grande Valley (UTRGV) Hilda Medrano, University of Texas Rio Grande Valley (UTRGV)

ROOM 143AB INFANTS AND TODDLERS

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2022 NAEYC Annual Conference

Grandes Comienzos

F R I DAY | 1 0 -1 1 : 30 AM

FR I DAY | 1-2:30 P M

FRIDAY | 3-4:30 P M

¡Si me emociono, me expreso y aprendo! El efecto de las emociones en el aprendizaje

Mejorar el desarrollo del idioma de los jóvenes estudiantes del idioma inglés a través del uso de títeres

Fomentar una Cultura de Paz e Interdependencia con Niños© Despierta con Yoga: Clínicas de Yoga Creativas y Divertidas Nurturing a Culture of Peaceful Interdependence with Children© Wake up with Yoga: Playful & Creative Yoga Clinics

Suhaill Santos, Dreyfous

ROOM 143AB PRESCHOOLERS

Desarrollo Lingüístico en un Contexto Bilingüe: retos y posibilidades Donna Satterlee, University of Maryland Eastern Shore Maria Luz Valdez, Wicomico County Public School CANCELLED

Donna McCrary, Texas A & M University, Commerce Esther Ginocchio, PreK Bilingual Consultant

ROOM 143AB PRESCHOOLERS

E Bala Soto, ClearOneSource

ROOM 143AB ADULTS

Todo lo que usted siempre quiso saber sobre la credencial de Asociado en Desarrollo Infantil® (CDA®) Vilma Williams, Council for Professional Recognition Raquel Andrade, Council for Professional Recognition

ROOM 140B

SAT U R DAY | 8 - 9:15 AM

SATU RDAY | 9:30-10:45 AM

SATURDAY | 11 AM-12:15 P M

Se parte del cambio: promueve la diversidad en tu programa para garantizar equidad

¡Habla Conmigo! Fomentando Dos Idiomas Simultáneamente para Desarrollar Lenguaje y Comprension

Construyendo espacios de aprendizaje en casa

Lenika Flores, YMCA Michelle Galindo, Southwestern College Peggy Velasco, Early Care and Education Consulting

ROOM 143AB ADULTS

Michelle Galindo, Southwestern College Peggy Velasco, Los Angeles Trade Tech College Lenika Flores, YMCA CRS

ROOM 143AB

Nashelly Cruz Velasco, Bebéna’ Life Cycle Roxana Pastor, Universidad Nacional Autónoma de México

ROOM 140B INFANTS

PRESCHOOLERS

2022 NAEYC Annual Conference

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NAEYC Resources on Social & Emotional Development More than ever, early childhood educators need practical guidance for addressing children's social and emotional development.

Get these foundational resources for your collection today.

Available in Print & E-Book

NAEYC.org/shop

Coming Soon!

AWARD -W INNING Nation a Educa l Associatio n for th tion o f Youn g Chil e dren

Celebrate One Year of DAP’s 4 Edition by Grabbing Your Copy in the NAEYC Shop!

TH

Booth #1619

Devel o Appro pmentally p Practi riate ce in Ear ly C hildho od Pro grams

Servin g Chil dren fr om FOUR

TH E D IT

IO N

Birth T hroug h Age

8

DAP Coming Soon!

#naeycDAP

NAEYC.org/shop

Now Available!

NAEYC Gift Cards The perfect gift for the early childhood educator in your life.

Buy Now NAEYC.org/gift-cards

Let’s Get Social!

Connect with NAEYC Online Want to receive the latest in early childhood education news and content, along with breaking announcements from NAEYC? Be sure to follow our social media accounts on the following channels and keep the conversations started at Annual Conference going!

facebook.com/naeyc instagram.com/naeyc twitter.com/naeyc linkedin.com/naeyc

Connect + Converse HELLO is our member-only online community supporting NAEYC’s Interest Forums.

Post a question and get advice from the international community—think of it as the profession’s water cooler.

Follow threads and contribute to the discussion on interesting topics–technology in the classroom, staff retention rates, and classroom supply fees have all been hot topics recently.

Grow your network beyond your local community—join NAEYC Interest Forums on Hello to meet educators from all over who share your passions and goals.

hello.NAEYC.org

Interest Forums Interested in joining a community of professionals, exploring important topics, and advocating for issues you’re passionate about? Are you eager to play a role in advancing equity in early childhood by increasing membership, expanding the circle of access to forum activities, and helping others understand how to advance equity across a variety of topics and audiences in the early childhood field? NAEYC Interest Forums are self-organized member groups that host face-to-face meetings at conferences; they also stay connected throughout the year in our online community, Hello, where we share best practices and champion forum members’ passions in the field. Interest Forums are one of our most popular member benefits, offering discussion and dialogue around specific topics in early education. Want more information about Interest Forums? Check out our table located in the NAEYC Homeroom in the Expo Hall, Booth #2233.

It’s free for members to join an Interest Forum. Join as many groups as you like and stay connected throughout the year! See instructions at NAEYC.org/get-involved/communities/how-join-interest-forum.

Culture › Asian Interest Forum › Black Caucus › Latino Interest Forum › Lesbian, Gay, Bisexual and Transgender (LGBT) Interest Forum › Men in Education Network (M.E.N) › Tribal and Indigenous Early Childhood Network (TIECN)

Play and Policy › Play and Policy Interest Forum › Young Children and Nature

Program Focus › At-Risk and Special Needs › Family Child Care Interest Forum › Infant Toddler Professionals › Kindergarten Interest Forum › Laboratory Schools

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Science, Math, & Technology

Student & Professional

› Early Childhood Science Interest Forum

› Young and Emerging Professionals

› Technology and Young Children › Early Math Interest Forum

› Diversity and Equity Education for Adults Interest Forum

Social Issues

› Early Childhood Consultants and Authors Interest Forum

› Children’s Global Issues Community

› Community Collaboration Interest Forum

› Children of Incarcerated Parents › PEACE Educators Interest Forum › Rural Children, Families, and Early Educators Interest Forum

Spirituality › Faith-Based Interest Forum › Young Children’s Spirituality Interest Forum

Recruiting Interest Forum Facilitators Are there topics that you’re passionate about? Do you like starting conversations online about these topics with friends and colleagues? Take your Interest Forum involvement to the next level and learn about becoming an Interest Forum facilitator!

Facilitators spark conversations on Hello to advance knowledge and create excitement around the topics they care about.

Please contact Mary Samour, Online Community Manager, at hello@naeyc.org.

2022 NAEYC Annual Conference

NAEYC Interest Forums Connecting People

Interest Forums

Join an Interest Forum today!

Come to HELLO to find out how.

hello.NAEYC.org

While attending the NAEYC Annual Conference, the following Interest Forums are scheduled below and welcome your participation. Meet some of the people, within these forums, to see what network intrigues you!

T H U R S D AY, N O V E M B E R 1 7

Lab School Interest Forum Meet and Greet Connecting laboratory schools and encouraging dialogue about goals and challenges. College and university laboratory schools have the unique distinction of simultaneously modeling developmentally appropriate practice in an early childhood program while providing professional development for current and future early childhood educators. Our goal is to become a leading voice within the early childhood community, advocating for the value and survival of laboratory schools nationwide. Lab School Interest Forum members will mingle and visit with other members. A brief meeting also will be held during which forum members will complete a survey to determine the needs of the group and what they would like to see the forum be involved with in the future.

FAC ILITATE D BY

Amber Tankersley

Community Support Can Change Rural Programs: Lessons and Updates from the Field The session will focus on the role the community can play in supporting the work of child care and early care and education programs, as well as parents and families in rural areas. Community and program leaders will share specific examples of high-quality programs created as a result of community collaboration, while policy leaders address Congressional legislation that can support educators, programs, and families in rural communities.

FAC I L I TAT E D BY

Beverly Boals Gilbert Cathy Grace Sharon Little

6-7:30 PM MARRIOTT MARQUIS, SALON 1

6-7 PM MARRIOTT MARQUIS, SALON 9

2022 NAEYC Annual Conference

51

Interest Forums T H U R S D AY, N O V E M B E R 1 7

Technology and Young Children Interest Forum Meeting

Young Children’s Spirituality Interest Forum Business Meeting

Join the Technology and Young Children Interest Forum to discuss issues related to the developmentally appropriate use of technology with young children. All who are interested are welcome to join us.

The mission of the Young Children’s Spirituality Interest Forum is to provide a safe place for sharing different perspectives on young children’s spirituality. We believe in a universal understanding which opens conversations that can include children from all backgrounds. This session offers a discussion on sustaining children’s spiritual development during COVID times.

A panel discussion examining the throughline from the earliest racist and sexist devaluation of the early childhood workforce to the stranglehold still evident today in attitudes, policies, and compensation. Who’s bearing the brunt of it all and how do we change the narrative?

Access the historical piece here: https://earlyedcollaborative. org/assets/2022/05/ExecutiveSummary_Mary-Pauper-Papers. pdf.

FACI LI TATE D BY

FAC I L I TAT E D BY

Jennifer Mata-McMahon John Surr Kathleen Harris Michael Haslip

Jerlean Daniels Maurice Sykes

FAC I LITATE D BY

Diane Bales Kelsey Dalsemer Lynn Hartle Kelsey MacLeod Katie Gardner

6-7:30 PM MARRIOTT MARQUIS, SALON 8 S P O N SO R E D BY

6:30-7:30 PM

Know the Roots Change the Narrative

7-8:30 PM MARRIOTT MARQUIS, SALON 2

MARRIOTT MARQUIS, SALON 7

F R I D AY, N O V E M B E R 1 8

Faith Based Interest Forum Annual Meeting During the meeting, we will discuss the forum as it now exists, set goals and objectives for the upcoming year, and determine as a group where we would like to see this forum go.

Join us for a members meet and greet and for fellowship.

FAC I LITATE D BY

Heidi Friedel

6-7:30 PM MARRIOTT MARQUIS, SALON 8

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Peace Education Interest Forum Annual Meeting and Discussion The Peace Educators Interest Forum (Peace Educators Allied for Children Everywhere) consists of NAEYC members who want to help young children and their caregivers develop in peace and wellbeing. Through NAEYC Conferences and Forum communications, we promote peace education by working to develop and use the attitudes, understandings, and methods of nonviolence needed to build peace, caring, justice, and mutual respect within ourselves, others, and in our environments. We also work

to remedy the damages that violence has caused in the lives of children. Visit the national PEACE website at http://www. peaceeducators.org/. During this session, facilitators will discuss talking to children about war and what to do when someone is being bullied. We invite you all to join us.

FAC I L I TAT E D BY

John Surr Marilyn Shelton Lucy Stroock Joyce Daniels Hannah Thompson

6-7:30 PM MARRIOTT MARQUIS, CHINATOWN

2022 NAEYC Annual Conference

Interest Forums F R I D AY, N O V E M B E R 1 8

Advancing Early Literacy, Language Development, and Advocacy Through Storytelling and Publication—An Asian American Perspective The panel of experts (Jenny Yen PhD, Sandy Baba PhD, Debbie LeeKeenan, Jason Low, and Iris Chin Ponte PhD) in early childhood literacy, language development, storytelling and publication will share their tools, lessons learned and aspiration for the future generation of educators to continue supporting the young children and families in our country through storytelling and publication as an example of self-advocacy. Come join us and share your experiences with us!

Authors and Consultants Interest Forum Meeting Calling all consultants and authors or those who aspire to be. Join us as we meet and connect with members of the Interest Forum, propose new ideas and talk about the future of the forum. New and experienced authors and consultants are welcome!

FACI LITAT E D BY

Robert Gundling Carlena Vaden

6:30-7:30 PM MARRIOTT MARQUIS, SALON 10

FAC ILITATE D BY

Sandy Baba Shu-Chen “Jenny” Yen

Early Math Interest Forum Business and Informational Meeting Do you want to learn more about how to support young children’s math learning? The Early Math Interest Forum invites you all to join us as we cover our interest forum activities during past years, share exciting opportunities ahead, and our vision going forward.

FAC I L I TAT E D BY

Alissa A. Lange Helen Orimaye Lisa Ginet Kristen Reed Jessica Young Ashley Lewis Presser Lauren Solarski

6:30-7:30 PM MARRIOTT MARQUIS, SHAW/LEDROIT

6-8 PM MARRIOTT MARQUIS, SALON 9

Make a Wish Add your hope for the future of the ECE profession to the NAEYC Wishing Tree located in the Expo Hall

2022 NAEYC Annual Conference

53

Fresh

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Add some zest to your learning spaces with Jonti-Craft’s new furnishings and fresh Key Lime color. Imagine the possibilities with the award-winning Dream Cube, exceptional customer care, & VR classroom layout services!

Booth

1511 Visit our booth and you might be the winner of a fresh new prize!

Come see what’s new! Booth 1917 www.jonti-craft.com

g ldin Bui ance li Bril netic g Ma 00 1 ces Pie

0

5

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Wi My n a Rid Trik e r e

sales@communityplaythings.com

5 0 0

New Books from TC Press 15% Conference Discount plus FREE Shipping at Booth #1813 Visit tcpress.com/NAEYC2022 for our book signing schedule

Third Edition

Child Care Justice

Transforming the System of Care for Young Children Edited by Maurice Sykes and Kyra Ostendorf Oct 2022/208 pages PB, $34.95, 978-0-8077-6758-0

Program Administration Scale (PAS)

Measuring Whole Leadership in Early Childhood Centers, Third Edition Teri N. Talan, Jill M. Bella, and Paula Jorde Bloom Nov 2022/104 pages PB, $25.95, 978-0-8077-6760-3

Investigating Light and Shadow With Young Children (Ages 3–8) Edited by Beth Dykstra Van Meeteren Jun 2022/160 pages PB, $34.95, 978-0-8077-6692-7

ERS

Investigating STEM With Infants and Toddlers (Birth–3) Edited by Beth Dykstra Van Meeteren and Sherri Peterson

Jun 2022/160 pages PB, $34.95, 978-0-8077-6694-1

Environment Rating Scale® Family of Products

Cultivate Children’s Development and Learning with the ERS®

Physical Environment • Teacher-Child Interactions • Health and Safety • Program Structure • Curriculum

ECERS-3, ITERS-3, FCCERS-3 in English & Spanish

Precursor Math Concepts

The Wonder of Mathematical Worlds With Infants and Toddlers Mary Hynes-Berry, Jie-Qi Chen, and Barbara Abel Nov 2021/112 pages PB, $32.95, 978-0-8077-6611-8

Culturally Sustaining Language and Literacy Practices for Pre-K-3 Classrooms

The Children Come Full Kindel Turner Nash, Alicia Arce-Boardman, Roderick D. Peele, and Kerry Elson Sep 2022/176 pages PB, $36.95, 978-0-8077-6746-7

A Guide to Analyzing and Interpreting ECERS-3 Data Richard M. Clifford, Noreen Yazejian, Wonkyung Jang, and Dari Jigjidsuren Get the most out of your ECERS-3 findings with this new guide for administrators, coaches, professional development personnel, and policymakers.

Nov 2021/128 pages/PB, $31.95, 978-0-8077-6607-1

tcpress.com 800.575.6566

WeVision EarlyEd

Council for Professional Recognition

Display Open During Conference Hours

Open Wednesday, November 16, 1-5 PM

Visit WeVision Early Ed across from Exhibit Hall A Entrance next to the Marriott Marquis connector. Come share your ideal solutions, get a glimpse of the future, and sign up to join the conversation.

Visit the Council for Professional Recognition’s pop-up display located outside Hall D Level 2 in the hours before the Opening General Session. Discover how you can meet the educational needs of our youngest learners by providing them with high-quality ECE professionals. The Childhood Development Associate® (CDA) Credential™ is the nationally recognized, premier ECE credential. The CDA is based on nationally recognized Competency Standards that are proven and trusted to meet the current needs for equitable, pedagogical practices that are backed by the Council's legacy of evidence-based approaches.

Don’t Miss these Special Displays at Annual Conference!

Pre-Conference Workshops T U E S D AY, N O V E M B E R 1 5 | W A S H I N G T O N C O N V E N T I O N C E N T E R

Preregistration—including a separate registration fee—was required in advance for NAEYC’s Pre-Conference Workshops. On-site registration is not available.

Early Learning Program Accreditation Preparation Bootcamp!

Higher Education Faculty Workshop: Completing the NAEYC Higher Education Accreditation Process

Teaching Beyond the Screen Time Debates: Rethinking Digital and Media Literacy for Early Childhood

8:30 AM–3:30 PM

9 AM–4 PM

9 AM–4 PM

ROOM 147AB

ROOM 145A

ROOM 145B

SP O N SO R E D BY

Advance the Profession and Your Program Through NAEYC Accreditation of Early Childhood Higher Education Programs It’s an exciting time for professional preparation at NAEYC! NAEYC’s higher education accreditation system provides a quality improvement and accountability pathway for early childhood degree programs at the associate, bachelor’s, and master’s degree levels.

Start your program’s accreditation journey now at NAEYC.org/HigherEdAccred or send an email to highered@naeyc.org for more information.

NAEYC congratulates almost 200 institutions across the nation that currently have accredited degree programs.

Your dedication to high-quality professional preparation for educators of young children is crucial to advancing the early 2022 NAEYC Annual Conference learning profession.

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Designed 4U Synergy Imagination 4ME® is a thoughtfully designed, research-based playground collection created especially for children ages 6-23 months.

Visit Burke Booth 2421 to experience a whole new way for the little ones to play.

bciburke.com

Trademark(s) are the property of BCI Burke Company. © BCI Burke Company 2022. All Rights Reserved. 800-356-2070

Wednesday Sessions 3 | Child care justice: From 1 | Affiliate Leadership Day

8 AM-3 PM MARRIOTT MARQUIS, LIBERTY SALON L

Affiliate board members and staff are invited to register for Affiliate Leadership Day. Planned jointly by the NAEYC Affiliate Advisory Council and staff, this day is designed to inspire and build leadership throughout our Affiliate network.

Advance registration is required through the Affiliate Relations Department. Seating is limited. For more information, please contact the Affiliate Relations team at affiliate@naeyc.org.

SP O N SO R E D BY

advocacy to activism

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 207B

The session is designed for participants to explore and examine the differences between advocacy and activism in order to develop the strategies, habits of mind, and tools that are needed too bring about systems change. Drawing upon a set of case studies and interactive scenarios based on successful, effective, change efforts, participants will exit the session energized and actualized toward disrupting the status quo in order to improve outcomes for young children and the adults who care for them

Maurice Sykes, Early Childhood Leadership Institute Kyra Ostendorf, Free Spirit Publishing Denisha Jones, Sarah Lawrence College LaDon Love, Spaces in Action Hakim Rashid, Howard University

Advocacy/Public Policy 2 | The momentum is real: Implementation progress on the Unifying Framework for the Early Childhood Education Profession

8:30-11 AM WASHINGTON CONVENTION CENTER, ROOM 103A

The Unifying Framework for the Early Childhood Education Profession, released in March 2020, represents a vision for an early childhood education profession with distinct educator designations and roles, aligned preparation pathways, professional compensation, and supportive infrastructure.

Such bold transformation requires thoughtful implementation and intentional investments over time, and several states and partners have already taken steps to begin advancing the recommendations. This working session will provide timely updates on state- and national-level efforts to implement elements of the Unifying Framework, including the work of the Commission on Professional Excellence in Early Childhood Education, adoption of the “Professional Standards and Competencies for Early Childhood Educators” among states, and state steps to establish professional educator licensure and increase compensation. We will hear from state partners about implementation efforts in their states and the successes and challenges they’ve faced. Participants will also be asked to consider the opportunities and challenges in their own states as they relate to implementing the recommendations in the Unifying Framework.

4 | Improving early childhood educator compensation: Harnessing the opportunity of shared services, technology, and Power to the Profession

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 103A

Building on the framework of Power to the Profession, this session explores options and opportunities to significantly address salaries, benefits, and working conditions of the early childhood workforce. Participants will learn about promising practices in a variety of settings across the U.S. and strategize about how to implement this work in their own setting.

Opportunities Exchange, national leader of the Shared Service movement, is working to strengthen the sector by harnessing the power of data, automation and scale in service of educator compensation.

Sharon Easterling, Opportunities Exchange Amy Friedlander, Opportunities Exchange

Lauren Hogan, NAEYC Mary Harrill, NAEYC A DULTS

2022 NAEYC Annual Conference

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Wednesday Sessions Arts (Performing & Visual Arts) 5 | Movers and shakers: Discovering

STEM through dance and drama

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 147A

Looking for new ideas and creative experiences to enhance your science, technology, engineering, and mathematics (STEM) curriculum? This workshop introduces a variety of age-appropriate ways to use arts strategies to teach selected STEM curriculum such as physical science (the sun, moon, and earth’s rotations), Earth science (clouds and atmosphere), recycling, and engineering while making strong connections to literacy and the scientific method of discovery. The early arts learning fundamentals in movement and drama will provide the basis for new arts-integrated experiences created by you! This hands-on, interactive movement workshop will get your creative juices flowing as you become the next STEM movers and shakers! Workshop participants will learn and practice basic elements of movement; learn and apply creative dramatics to STEM curriculum; and develop lessons that emphasize creative approaches to STEM learning as well as language, literacy, and social and emotional skills. Participants will practice creative arts strategies in dance and drama that can be applied to STEM curriculum, working together in small groups as they move through these experiences, and discover new ways to teach science and engineering concepts that can be immediately applied in a classroom setting.

Terlene Terry-Todd, Wolf Trap Foundation for the Performing Arts K I NDE R G A RTN E R S

Children with Disabilities/ Early Intervention 6 | Ants in their pants: Active learners in the classroom

8:30-11 AM WASHINGTON CONVENTION CENTER, ROOM 144AB

In this workshop, participants will learn techniques to calm inattentive and overly active children in the classroom setting.

This workshop has three distinct sections, each designed to build on the others using National Technical Assistance Center on Positive Behavioral and Interventions Supports tiers designed to meet inattentive and active children where they are to address their needs. Tier one focuses on authentic relationships and environment, offering universal support techniques that promote social-emotional development through nurturing and responsive relationships and highquality learning environments. Tier two focuses on social and emotional practices and involves directing activities to introduce behaviors, modeling behaviors and role-playing appropriate behaviors, and encouraging desired behaviors.

Tier three focuses on embedded teaching and includes preventing challenging behaviors, modifying triggers

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and prompting desired behavior, teaching new skills to increase student success and making challenging behavior unnecessary, and reinforcing the use of replacement and desired skills. Participants have a wealth of knowledge and experience working with many different learners and will build on their knowledge and experience by specifically focusing on how to engage inattentive and active children in learning tasks and social and emotional development. Participants are welcome to share their experiences as concepts are discussed.

Participants will leave this workshop with techniques for supporting inattentive and active children in the classroom, such as using relaxation techniques or a physical movement strategy during classroom time to help focus concerns, excessive movement, regulation of social and emotional skills, and transitions.

August Kummerfeldt, Early Learning Coalition of Orange County P RE S C H OOL E RS

Cognitive Development 7 | Pushing back against accountability shove-

down in early elementary (pre-K–3): In search of evidence that a play-based approach yields greater results for marginalized students to justify instructional shifts 8:30-11 AM

WASHINGTON CONVENTION CENTER, ROOM 101

While many of us would agree that play-based, constructivist, developmentally appropriate approaches are beneficial for young children’s development, the current climate in early childhood education is increasingly focused on meeting academic standards as measured by many assessments. Those of us working in these environments realize teachers face increasing pressures to close achievement gaps and reduce learning loss. As we emerge from the COVID-19, educators report an even greater emphasis on didactic worksheets and computer-based instruction to catch children up, even while leaders proclaim we should focus on students’ social and emotional health. These often appear to be mutually exclusive goals in the everyday realities of early childhood teachers, especially teachers of marginalized students.

As a result, our most vulnerable children often receive the most didactic, skill-driven instruction at the expense of creative, engaging, playful authentic learning. In this session, participants will learn about the effects of two pedagogical approaches on Title I kindergarten students’ executive function and academic achievement, which were designed to test the hypothesis that children, especially those from low socioeconomic backgrounds, would benefit when purposeful play is incorporated into learning. Students in the play-based group generally had stronger executive function health and greater reading and math gains even after controlling for higher mean scores at pretest. Participants will learn about the effects of chronic toxic stress on young children’s developing brain architecture; learn the basics of prefrontal cortex skills like executive function and self-regulation and the impact of these skills on children’s perceived school readiness, academic achievement, prosocial behaviors, and socialemotional learning; hear research findings from one study that provides justification for shifting instructional approaches to

2022 NAEYC Annual Conference

Wednesday sessions include more of a balance of contemporary and play-based pedagogies; and explore ways purposeful play can be used to mitigate the risks some children experience and close learning, behavioral, and social-emotional gaps.

Karyn Allee, Mercer University A DULTS

Community Partnerships

Curriculum–Theories & Approaches 9 | Opening our hearts and minds to the infants’ curriculum: Stories about implementing the PITC’s relationship-based curriculum

8:30-11 AM WASHINGTON CONVENTION CENTER, ROOM 152AB

8 | Anchor institutions in communities:

Museums and libraries as active partners with families and community 8:30-11 AM WASHINGTON CONVENTION CENTER, ROOM 144C

In June 2013, the Institute of Museum and Library Services (IMLS) published a report called “Growing Young Minds: How Museums and Libraries Create Lifelong Learners.” This report served as a call to action to both practitioners and policy makers to engage with museums and libraries as anchor institutions in communities that have the capacity to support early learning efforts. This session builds on that premise, providing an opportunity for professionals working in a range of settings, with young children and families’ practical tools being part of this call to action. This session will be practice based, focusing on developing and sustaining networks to address persistent gaps and opportunities in early education and to support young children’s growth and development by providing opportunities to gain the skills, knowledge, and abilities that support school readiness through informal learning experiences. This session will focus on strategies for advancing local partnerships to forge connections and strengthen existing networks of museums, libraries, community organizations, and early care and education provider networks, with a focus on creating next steps for participants interested in engaging marginalized communities.

The session draws on networking-building projects, with a connection to the current work of the IMLS-funded project Building a National Network of Museums and Libraries for School Readiness currently involving six states. Participants will learn strategies for tailoring programs, services, and initiatives to meet the needs of children and families in their community. Participants will learn strategies for connecting with marginalized families to increase their access to high-quality informal learning experiences; gain access to resources and activities included in the “BUILDing Supportive Communities with Libraries, Museums, and Early Childhood Systems: Toolkit for Collaborative Efforts to Improve Outcomes for Young Children and Their Families”; and receive a reading list of relevant research and articles.

This pre-conference session will focus on the Program for Infant/Toddler Care’s (PITC) relationship-based approach to planning learning experiences for infants from birth to age 3. It will begin with a discussion of key concepts about how infants learn. Of primary importance is that learning is optimal when an infant has a close, nurturing relationship with a care teacher.

Within emotionally secure relationships, infants can fully and freely explore their own curriculum. The presentation will then turn to the care teacher’s role in supporting the infant’s learning agenda. The care teacher approaches infants with an open heart and mind, wondering and seeking to understand what amazes or puzzles them, what they are trying to make sense of, what problem they are trying to solve, what discovery they are making, what skill they are working on, or what meaning they are seeking to share. A reflective planning process that includes cycles of observation, documentation, planning, and implementation will be described. Planning revolves around the infant’s age, five developmental domains, and the learning contexts of the environment, interactions, and care routines. It includes communicating with each infant’s family, making cultural connections, supporting dual language learners, and creating inclusive learning opportunities. The curriculum will come to life through implementation stories from four diverse FCC and center-based programs. After one care teacher, provider, or administrator from each program tells their story, they will engage in dialogue with developers of the PITC curriculum and the audience. The session will close with the audience exploring and discussing simulations of the PITC reflective curriculum planning process.

Peter Mangione, WestEd Amber Morabito, WestEd Arlene Paxton, WestEd Diane Harkins, WestEd Nindonis Robinson, Maajiign Child Care Center Tammy Applegate, Community Action Resource and Development, Inc. Shaila Shah, Santa Clara County Office of Education Claudia Diaz, Swiss Child Care I NFANTS AND TODDL E RS

Kathryn Jones, Boston Children’s Museum Sherri Killins Stewart, Consultant/BUILD Initiative Cindy De Frances, Lynn Meadows Discovery Center Maria Tucker, Santa Fe Public Library P R E SC HO O LE R S

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Wednesday Sessions 10 | Pedagogical content knowledge: The

what, who, and how of teaching across early childhood curriculum areas

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 103B

This presentation combines research on early childhood teaching and learning with concrete ways to help teachers and professionals develop their own understanding of pedagogical content knowledge (PCK), coined in 1986 by Lee Shulman, then the president of Carnegie Foundation for the Advancement of Teaching. PCK refers to distinctive bodies of knowledge for teaching and is operationally defined as the coalescence of three categories of knowledge: what is taught—content knowledge; how to teach it—instructional methods; and who is taught—knowledge of child development and individual children. For early childhood teacher educators, PCK can serve as a meaningful conceptual framework for both preservice and in-service teacher professional development.

And for preschool teachers, PCK can help ensure their practice is more intentional and effective. The content of the presentation is based on a 10-year explorative, collaborative project among a group of Chinese early childhood educators at East China Normal University in Shanghai. The team developed a one-of-a-kind book series that articulates big ideas, developmental trajectories, and teaching strategies across six curricular areas, including language and literacy, math, social and emotional learning, science, health and physical education, and arts. Although the work in our proposal was created by scholars and teachers in China, we believe its theoretical significance and practical applications are beyond cultural boundaries. The goal of the presentation is to transcend the cultural constraints and identify ideas and practices that American colleagues find compelling and consistent with the developmentally appropriate principles and contexts of American early childhood education.

Participants will explore ways to implement the three interactive components of PCK in early childhood classrooms by examining the “what” aspect of PCK or the big ideas in six early childhood curricular explore the “who” aspect of PCK or development trajectories and individual differences in children’s understanding of the big ideas across six content areas; and play with the “how” aspect of PCK or the effective teaching strategies that support the co-construction of the big ideas between teachers and children.

Jie-Qi Chen, Erikson Institute Jing Zhou, East China Normal University Jin Huang, East China Normal University Qian Liu, East China Normal University MingHong Zhang, East China Normal University Min He, East China Normal University Yun Xu, East China Normal University P R E S C HO O LE R S

Diversity & Equity 11 | Challenging white feminism and

patriarchy in early childhood 8:30-11 AM

WASHINGTON CONVENTION CENTER, ROOM 202B

The history of the feminist movement in the United States has been centered on the needs and values of White women and their children. Meanwhile, early childhood education has often been devalued by its connection to White patriarchal ideas of women as natural nurturers rather than valuing and compensating the expertise and leadership of Black and Indigenous women. In this session, we will practice uncovering patriarchal and White feminist values in early childhood education and challenging sexism and racism in programs and in the classroom. As parents strive to raise young children to resist sexism and racism, adults often struggle to speak up in their own lives and workplaces. Early childhood education is a prime space for investigating our identities as adults and for modeling anti-racist and anti-sexist ways of being in our relationships with young children. This session will center the work and experiences of Black and Indigenous women of color. Participants will learn that racism and sexism are systemic and connected by deepening their understanding of the ways that whiteness and patriarchy have shaped their own lives; learn to identify how racism and sexism impact early childhood educators and programs; and practice responding to sexism without reinforcing racism and responding to racism without reinforcing sexism. White educators have a professional responsibility to understand the ways that racism shapes their lives and work, and men have a responsibility to understand the ways patriarchy shapes their lives and work. As a result, through reflection and action, educators must play a role in dismantling systemic racism and sexism.

During most of the session, participants will work in small groups, enabling deeper reflection and relationship building.

It is our hope that these small groups will reflect the diversity of our field, bringing together colleagues who recognize the need for both individual self-reflection and compassionate community built through such reflection. At the end of the workshop, participants will make a commitment to implement one concrete strategy to disrupt racism and sexism in early childhood education. These strategies will support the recommendations of NAEYC’s position statement “Advancing Equity in Early Childhood Education.”

Ijumaa Jordan, Ijumaa Jordan Consulting Kate Engle, Freelance Consultant ADU LTS

12 | Critical consciousness: The key to operationalizing, actualizing, and embodying the NAEYC Advancing Equity in Early Childhood Education Position Statement

8:30-11 AM WASHINGTON CONVENTION CENTER, ROOM 208AB

NAEYC’s recently released “Advancing Equity in Early Childhood Education” position statement is an important document that can be considered a roadmap for key stakeholders to work toward equity in the field. This foundational document provides recommendations,

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2022 NAEYC Annual Conference

Wednesday sessions supporting frameworks, and evidence that are critical to ensuring that children from birth through age 8 are cared for and educated in equitable, culturally responsive, diverse, and inclusive environments. To operationalize, actualize, and embody the “Advancing Equity” position statement, early childhood educators, administrators, policy makers, and teacher educators must develop critical consciousness.

Further, early childhood teachers must have the knowledge, skills, and dispositions to support young children in the development of critical consciousness. Children and educators need opportunities to develop critical consciousness to grapple with questions of fairness, representation, racism, equity, and justice as they continue to develop as critically conscious educators and members of communities. Teachers working toward equity must be anti-racist. Therefore, one of the dispositions that they should have and cultivate is their critical consciousness and their skill at helping their children develop critical consciousness. In this workshop, we will collaboratively engage in critical reflection, cocreating a tool to help participants foster the disposition, knowledge, skills, and agency to engage in these critically conscious collaborations alongside children, families, and communities. Specifically, participants will work to define critical consciousness and problem-posing and their role in their practices as early childhood educators and advocates.

Participants will analyze developmentally appropriate approaches to teach the language of inequality, create space to interrogate racism and injustice in all forms, and teach students how to take action. Participants will leave this session with action steps to take toward operationalizing, actualizing, and embodying NAEYC’s “Advancing Equity” position statement. Specifically, they will leave with an outline of a plan of action they will use in their own spaces to foster critical consciousness and to advance equity.

Teresa Fisher-Ari, Rollins Center for Language & Literacy-Atlanta Speech School Stacey French-Lee, Georgia State University

13 | A safe place for LGBTQ+ early childhood educators: A time for ourselves

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 144C

The early childhood education field can be welcoming and affirming for many people, but there are still numerous lesbian, gay, bisexual, transgender, or questioning (LGBTQ+) early childhood educators who do not feel safe being out in their workplaces, families, or communities. For many early childhood educators who are not out in their workplace, this is one of the few places where they can identify as both an early childhood educator and a member of the LGBTQ+ community.

There is an opportunity to share and reflect on the ways LGBTQ+ educators are supported. The goal of this workshop is to provide a safe space for LGBTQ+ early childhood educators, share strategies that support them, and provide opportunities for LGBTQ+ educators to support each other.

This session has been offered for many years and is a critical piece for LGBTQ+ educators to find a safe and inclusive place at a very large conference. The majority of the session will focus on active learning, discussion, and sharing. Facilitators will lead the discussion, but participants will also offer suggestions about how to spend most of the time during the session. The session will benefit conferees and young children by supporting the growing number of LGBTQ+ educators who attend the NAEYC conference.

14 | Creative ways of engaging adult learners in anti-bias education practices

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 150A

Children are embedded within families, communities, societies, and cultures, all of which begin to educate them about who they are or who they should be from the earliest days of life. Oftentimes, these pervasive messages, particularly from societal influence, present children with biased messages that offer negative stereotypes about themselves and their families.

Because of this, early childhood professionals are uniquely positioned to work closely with families to counter bias and support the positive identity development of young children so that they may embrace diversity and become people who advocate for themselves and others when inequities arise. As professionals embark on the ongoing journey of becoming anti-bias educators, our hope is that being introduced to new information and engaging in critical and reflective discourse will positively support their own anti-bias practices and perceptions of themselves as capable anti-bias educators.

Using content from Anti-Bias Education for Young Children and Ourselves by Louise Derman-Sparks, Julie Olsen Edwards, and Catherine M. Goins, family engagement quality coaches developed creative strategies to deep dive into anti-bias practices with adult learners in the early childhood field. These strategies included using the Telegram messenger app, online content, and peer learning groups to support early childhood professionals as they reflect on their current practices and learn more about implementing anti-bias strategies. During this session, participants will reflect on the ways personal experiences create bias that plays a role in professional practices, gain an understanding of the importance of antibias education, and develop strategies to better engage adult learners in anti-bias education practices. At the end of the session, participants will have a better understanding of how personal experiences affect the ways we perceive and interact with children, families, and educators and the importance of introducing others to the anti-bias perspective and framework, and they will leave with ways to creatively introduce content to adult learners.

Bethany Parker, Tennessee Child Care Resource & Referral Network Brittany Taylor, Tennessee Child Care Resource & Referral Network Amy Wilson, Tennessee Child Care Resource & Referral Network ADU LTS

Available at the NAEYC Shop!

Anti-Bias Education for Young Children & Ourselves (Second Edition) More then ever, young children need educators who can help them navigate and thrive in a world of great diversity.

This classic resource, now expanded and updated, is your guide to building a strong anti-bias program.

Item 1143 List $45 | Conference Price $36

Robin Fox, University of Wisconsin-Whitewater Brian Silveira, Pacific Primary 2022 NAEYC Annual Conference

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Wednesday Sessions 15 | “They look and sound like me”: The opportunity for culturally preserving and relationally centered curriculum and learning in early childhood education

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 208AB

The focus of this interactive and informative presentation is to forward the actualization of NAEYC’s “Advancing Equity” position statement through culturally and linguistically preserving language and literacy practices. This session will be filled with critique, reflection, collaboration, and opportunities to set forth a specific plan of action to take up in one’s own sphere of influence and alongside others in community.

Through this presentation participants and facilitators will collaboratively critique representation in many beloved and canonic texts for young children; explore alternative texts anchored in worthwhile inquiries that center the lives and languages of the global and US majority; and create a list of texts and curate resources to support developmentally appropriate, culturally preserving engagements to elevate language, literacy, and identity for all children across an academic year. Critical frameworks and practices will be centered that can support both children and their teachers as they grapple with worthy, unifying, and justice-based questions in the context of their local and our global communities. The focus of this session is to situate education, as bell hooks stated, “the practice of freedom” and an opportunity for all of us to become kinder, more just, and more committed to using our languages, stories, insights, and lives to make the world more equitable and joyful for everyone.

Teresa Fisher-Ari, Rollins Center for Language & Literacy-Atlanta Speech School Chermaine Tolbert, Quality Care for Children Kris Arnold, Head Start Shayna Ross, Quality Care for Children Doug Bell, Kennesaw State University

16 | Using data to address equity

in early childhood

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 147B

This session is designed to give educators strategies they can use to address key inequities in early childhood education.

Participants will gain a better understanding of the root causes of the current inequities in early childhood education; learn how to use an intersectional framework (i.e., each of us has multiple identities, such as race, gender, ethnicity, and ability) to develop a more nuanced understanding of the disparities for specific groups of children and families; and learn how to use an appreciative inquiry framework to address disparate outcomes for young children of color. An appreciative inquiry approach provides participants with concrete strategies they can use to bring about transformational change and promote better outcomes for children of color. This approach is particularly applicable for early childhood education because it helps organizations identify their strengths and build upon them to promote equity and justice in early childhood. At the end of this session, participants will be able to describe the root causes of the current inequities in early childhood education; define an intersectional framework that can be used to develop a more nuanced understanding of the disparities in early childhood; and outline the key steps included within an appreciative inquiry framework that can be used to provide more equitable services for young children of color.

Jen Neitzel, Educational Equity Institute Ebonyse Mead, Educational Equity Institute P RE S C H OOL E RS

Educator/Teacher Preparation 17 | National Association of Early Childhood

Teacher Educators conference and meeting 8 AM-2:30 PM

WASHINGTON CONVENTION CENTER, ROOM 146AB

Available at the NAEYC Shop!

Advancing Equity & Embracing Diversity in Early Childhood Education Together, the voices of early childhood educators, scholars, and professionals can sound the call to advance the profession toward more equitable educational experiences, systems, and practices for all children.

Item 1155 List $30 | Conference Price $24

This session is designed for those who work in the field of early childhood teacher education and will serve as the fall conference for the National Association of Early Childhood Teacher Educators. The goal of this session is to promote the professional growth of our membership, provide a communication network for early childhood teacher educators, and facilitate the interchange of information and ideas about research and practice. The keynote speaker will invite participants to reflect upon research and practice in the field of early childhood teacher education. Poster and roundtable presentations will engage participants in discussions around research and practice in the field of early childhood education.

Kelli Odden, Mayville State University Pam Evanshen, East Tennessee State University Zeynep Isik-Ercan, Rowan University Ruth Facun-Granadozo, East Tennessee State University Erin Casey, The University of Oklahoma Christine Lippard, Iowa State University Will Parnell, Portland State University ADU LTS

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Wednesday sessions Family Engagement & Support 18 | We’ve never done it this way before: Engaging families to mitigate the impact of COVID-19 on early education

8:30-11 AM WASHINGTON CONVENTION CENTER, ROOM 140A

This three-hour workshop looks at the changes to our daily practices and the effects of trauma and toxic stress from COVID-19. It then offers a model for using family engagement to mitigate some of the impacts of COVID-19 and to improve outcomes for children. Participants will gain an understanding of the ways toxic stress and trauma manifest in the classroom, recognize family engagement as a critical strategy for minimizing the effects of COVID-19 on children, and learn strategies for meaningful family engagement that directly impacts children’s learning and behavioral outcomes.

Participants will leave this session with a framework for using family engagement to support their children, including concrete steps to take to work with families to meet children’s needs, as well as a list of resources they can use to further their own knowledge and practice. While the primary focus of this workshop is on family engagement, it is also linked to research around toxic stress, trauma-informed care, and implicit bias.

Kristen Allen, YWCA Rhode Island

Available at the NAEYC Shop!

Families & Educators Together Use the practical information, strategies, and resources in this book to develop and embed a culture of family engagement in all aspects of your early childhood program.

Item 1139 List $28 | Conference Price $22.40

Available at the NAEYC Shop!

19 | Unlocking the power of strengthening

families by creating a culture of coaching in early childhood 8:30-11 AM

WASHINGTON CONVENTION CENTER, ROOM 147B

The Strengthening Families: A Protective Factors Framework, a research-informed, family strengths-based initiative for preventing child abuse and neglect in families of children birth to age 5, was introduced in 2003 by the Center for the Study of Social Policy. The Strengthening Families approach is based on engaging families, programs, and communities in building five key protective factors and grounded in the belief that healthy development and well-being cannot be explained simply as preventing, mitigating, coping with, or eliminating risk factors. Through an innovative group coaching model, designed specifically for ECEP professional development trainings, participants will learn about the five protective factors: parental resilience, knowledge of parenting and development, concrete support in times of need, children’s social and emotional competence, and social connections. In this interactive session, participants will learn ways to create positive outcomes for children and families by engaging in conversations and peer-to-peer learning and establishing accountability through shared resources; learn how to implement the Protective Factors Framework; and evaluate the reduced likelihood of child abuse and neglect for children from birth to age 5. Participants will be given examples to understand what it means to work with families with a strengths-based approach. Those in attendance will engage in shared learning around the implementation of the framework, strategies for partnering with parents, ideas for structures and engagement, and many other opportunities and challenges.

After completing this session, participants will be able to define and recognize signs of parental resilience, identify actions to ensure programs’ value and support families, define what it means for families to have knowledge of parenting and child development, identify the challenges and opportunities culture and tradition present, identify what is realistic to expect in terms of social and emotional skills for children at different developmental stages, recognize how social and emotional knowledge can help make child maltreatment less likely to occur, and understand the value of helping families connect to others in a variety of ways that reduce their isolation and increase their social supports.

Jennifer Bowman, U of A Early Care and Education Projects Shaneil “PJ” Yarbrough, U of A Early Care and Education Projects Jenny Dura, U of A Early Care and Education Projects ADU LTS

Infants & Toddlers at Play Discover ideas for both familiar and new play materials and how those materials support the learning and development of children from birth to age 3.

Item 1149 List $28 | Conference Price $22.40

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Wednesday Sessions 20 | Developing a responsive family

engagement and participation plan: Strategies to successfully communicate sensitive information to families

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 202B

This presentation is designed to encourage a mutual respectful and responsive approach to family engagement that will equip educators with resources to better communicate sensitive information to families. The presentation uses the social work model of Kirst-Ashman and Hull with seven steps: engagement, assessment, planning, implementation, evaluation, termination, and follow-up. Participants will see how this planned change process will help with a child’s overall social, emotional, and cognitive processes and its connection to student achievement. Participants will review the steps to share sensitive information regarding a child’s development that enables families to better navigate resources needed for early intervention. Actual techniques for planning and delivering this information will be presented in a manner that encourages authentic conversations with families and educators. At the end of the session, participants will be able to outline a comprehensive year-long program for authentic research-based family engagement to build inclusive participation within the school community; identify and understand active listening as a role of the educator in conversations with families; share sensitive information in a manner that is respectful, authentic, and empathetic with consideration of the family’s culture and native language to initiate intervention resources for the child. Participants will discover that with a strong family engagement plan in place, sharing sensitive information will be received better by families because of the trust and relationship already in place.

Jane Montgomery, Peachtree Presbyterian Preschool

Grandes Comienzos (Spanish) 21 | Con tu ayuda yo puedo crecer y aprender a mi manera! Las prácticas eficaces adecuadas para el desarrollo de la primera infancia

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 101

El juego es el modo principal de como los niños pequeños aprenden, pero también es importante saber cómo proveer apoyo y guía apropiada. Las Directrices para las Prácticas Apropiadas al Desarrollo en Acción de NAEYC en conjunto con las Directivas para el aprendizaje y desarrollo de cada estado en el país, son recursos excepcionales para proveer las mejores prácticas de enseñanza temprana. Con estos recursos y otros más los educadores pueden diseñar entornos apropiados y actividades eficaces donde cada niño, a su manera y desde su nivel de desarrollo, puede dar grandes pasos adelante.

Ceila Garcia-Szyszka, Texas Early Childhood Professional Development System

GC

Guidance/Challenging Behaviors 22 | Teaching the five democratic life skills to build a civil society: The goals of guidance

8:30-11 AM WASHINGTON CONVENTION CENTER, ROOM 207B

Available at the NAEYC Shop!

Addressing Challenging Behavior in Young Children Explore how to define your role as a leader, create a positive social climate, recognize the messages children are communicating with their behavior, and more.

Item 1153 List $30 | Conference Price $24

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In this session, we will introduce five democratic life skills (finding acceptance as a member of the group and as a worthy individual, expressing strong emotions in non-hurting ways, solving problems creatively alone and with others, accepting unique qualities in others, and thinking intelligently and ethically); present pro-action and intervention guidance elements that promote the five democratic life skills, including communication practices, large group meetings, calming techniques, guidance talks, conflict mediation, and comprehensive guidance; and explain essential links, including the importance of close teaching teams and teacherparent partnerships for early childhood educators to deliver progressive education. Children gain in ways that last them into adulthood by being in programs that espouse these congruent concepts. Education for the five democratic life skills is crucial if we are to sustain our efforts at building a civil, democratic society. At the end of this session, attendees will have a solid understanding of the five democratic life skills, including what they are; where they came from; how they tie into two sources of universal, intrinsic motivation; why skills 1 and 2 are safety-needs based and skills 3, 4, and 5 are growing-needs based skills; the consecutive order of the safety-needs skills; and the overlapping order of the growingneeds skills. They will also be able to analyze specifics of the guidance approach and teaching for healthy emotional and social domains as a part of developmentally appropriate practice. Attendees will leave with an understanding of the

2022 NAEYC Annual Conference

Wednesday sessions vital link between the five democratic life skills, the guidance approach, developmentally appropriate practice for all, equity and diversity education, and education to build a civil, democratic society.

Daniel Gartrell, Bemidji State University

23 | Behavior mastery: Take your power back!

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, BALLROOM A

Laugh out loud and learn the five steps to immediately improve behavior in your classroom through a proven effective behavior modification system using auditory, visual, and kinesthetic cues. Behavior mastery is about getting the king and queen (alpha boy and girl) of the classroom to work with the teacher to demonstrate and promote positive behavior. This behavior modification system addresses all children, including the king and queen of the classroom. The participants will experience the same positive physical and emotional sensations the children will experience. These sensations and experiences will give participants a stronger understanding of and connection with the children and show them how to create a positive classroom environment.

Participants will demonstrate an emotionless response to a child that deters unacceptable behaviors and learn how to transform the child with difficult, challenging behaviors into the ultimate classroom leader and shining example! The happier and more joyful children are in the classroom, the better their learning experience. Early childhood teachers can choose how much power they want to have in their classroom and, in turn, how successful their children are based on the level of responsibility teachers accept for their classroom, and they can leave negative thinking outside of the school and enter ready to excite and educate. If you’re ready to take back your power and create a happy, joyful classroom environment that will set your students up for success, this workshop is for you.

Ron Shuali, RonSpeak

24 | Guiding infant and toddler behavior to

support social and emotional development: A framework of relationship-based classroom management strategies to support early behavior regulation

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 202A

Infants and toddlers need support to understand their own and others’ emotions and to regulate their behavior. Effective guidance builds on strong teacher-child relationships and supports children’s well-being, relationships, and social and emotional skills. Within an evidence-based and coherent framework, this workshop teaches the foundational knowledge that underlies developmentally supportive guidance, including developmentally appropriate expectations for toddlers, and the seven major influences on child behavior.

It addresses key dispositions that help teachers approach guidance with calm and confidence. We teach five steps to guidance for supporting development: structuring the physical environment, routines, and behavior expectations; modeling, narrating, and encouraging positive behavior;

2022 NAEYC Annual Conference

anticipating and responding to emotions and challenges; using supportive behavior for redirection; and teaching and scaffolding emotional-regulation skills. The workshop will use an interactive format with videos, anecdotes, and discussions, and participants will have opportunities to reflect on their own practices. This workshop presents a framework for building a classroom environment in which infants’ and toddlers’ positive behaviors are encouraged, where children’s emotions and experiences are honored, and children are set up to successfully regulate their behavior with adult support. At the end of the workshop, participants will be able to describe the core knowledge underlying six main influences on infant and toddler behavior and explain how guidance supports infants’ and toddlers’ social and emotional development; list and describe the five steps to effective infant/ toddler guidance; and generate mind-minded reflections, effective encouragement, and supportive redirection statements in response to common classroom challenges.

Claire Vallotton, Michigan State University Holly Brophy-Herb, Michigan State University Loria Kim, Michigan State University I NFANTS AND TODDL E RS

Health & Safety 25 | Impact of COVID-19 on children’s development and infectious disease policies: An afternoon with the American Academy of Pediatrics and the National Center on Early Childhood Quality Assurance

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 206

In October 2021, the American Academy of Pediatrics, the American Academy of Child and Adolescent Psychiatry, and the Children’s Hospital Association declared the mental health and well-being of children and adolescents a public health crisis tied to the stress brought on by COVID-19 and the ongoing struggle for racial justice. This conference session features pediatricians and national technical assistance experts who will provide information on supporting child development through surveillance and screening and updating program policies and procedures. As many as one in four children through age 5 are at risk for a developmental delay or disability. Because of the pandemic, children have increased social and emotional needs, and the pandemic led to a decrease in the number of children receiving screening services. Early childhood professionals working with health professionals ensures that all children have the best possible start in life and connects them to the resources they need to succeed. Participants will have time for tabletop discussions and will document the three things they will implement when they get home. Participants understand the importance of increasing access to developmental screenings, resources, and services for all; explore examples of health professionals connecting with early childhood professionals to support children’s development and screening efforts; learn to describe early learning professionals’ role in preventing the spread of infectious diseases, including COVID-19; update existing policies and recommendations to prevent the spread of infectious diseases in early care settings. They will also learn how to connect with pediatricians, health departments, and

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Wednesday Sessions early childhood health consultants; update their infectious disease program policies to meet best practices; discuss how to approach families with a strengths-based lens to discuss policies and assessments; explore how child development principles inform developmental surveillance and screening; approach developmental surveillance and screening with cultural humility and understanding.

Jeanne VanOrsdal, National Center on Early Childhood Quality Assurance Xochitl Salvador, American Academy of Pediatrics Bergen Nelson, Children’s Hospital of Richmond at Virginia Commonwealth University

Language & Literacy 26 | Just reading: Using storybooks to foster

thinking, values, and social connection 8:30-11 AM

WASHINGTON CONVENTION CENTER, ROOM 204AB

We know storybook reading is important for learning, but do we realize its potential for cultivating empathy, ameliorating isolation, underpinning equity, or fostering understanding?

Are we engaging in “just reading” or are we just reading?

Common practices of reading storybooks with young children suggest that we might be overlooking opportunities to engage in just reading, i.e., ways of sharing stories that engage children’s thinking capacities and develop universal values and appreciation of others. Books cannot be used in a vacuum, and educators cannot cultivate children’s capacities to use language and to think deeply about issues when reading is only skills focused. We teach as much by our example as we do by explicit instruction. For this reason, we must weave a tapestry of language, thinking, and social connection to imbue children with linguistic, cognitive, and social and emotional capital to lay the foundation for equity and social bonds. This session will enable participants and presenters to explore diverse children’s literature, discuss themes and ideas presented in books, and develop strategies for discussing books that unify and distill universal values.

Drawing upon storybook reading research, including the author’s, the learning objectives for this session are to explore strategies for fostering inferential thinking about stories during story discussion and through multiple readings of diverse literature; support teachers’ skill in identifying important themes in stories that cultivate kindness, altruism, and social connection—values we tend to overlook in an era of political and social division; and support teachers’ abilities to curate a collection of children’s literature that fosters social justice through opportunities to see oneself, to understand others, and to bridge social divides. Participants will begin to learn how to support language and higher-level thinking, choose good books with universal values, and hold riveting discussions about stories with children that inspire, motivate, and instruct. This seminar will help us examine books for fostering thinking and social connection—just reading—and help us disrupt practices that ignore the potential for readalouds to bring people together.

27 | Presenting award-winning authors,

illustrators, and early childhood experts whose books and strategies nurture and stimulate the young child’s positive sense of self, confidence, and sense of belonging

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 201

A panel of seven award-winning authors and illustrators and a literacy consultant and early childhood expert will share their unique styles and perspectives to engage and captivate young learners as they create and incorporate stories that help nurture young The speakers will also discuss the powerful synergy that is created when carefully written text and vivid, powerful illustrations come together to communicate important ideas and messages and fun-to-read stories. The importance of rhyme, rhythm, repetition, and sequencing and the inclusion of patterns will also be presented as part of the process for creating books for young children. Speakers will also discuss the importance of stimulating a young child’s curiosity, a necessary ingredient for continued engagement and learning, and share engaging strategies for increasing the benefits of reading aloud with young learners, as well as special ways to encourage young children to interact during the read-aloud process. Each author, illustrator, and early childhood expert will be given 15–20 minutes to speak, and time will also be provided for attendees to ask questions and interact with the panelists. And as attendees learn about the many benefits of reading aloud to young children, they will learn how to connect trade books with learning across the curriculum in early childhood settings. Attendees will benefit from learning about ways to use fictional stories and nonfiction informational books not only as important resources and tools to engage and inspire early literacy skills and a love of language and books, but also to provide an important bridge or connection between stories and information about the world around us.

Donna Knoell, Educational Consultant Lucy Ann Cummins, Simon and Schuster, Inc. Susan Stockdale, Peachtree Publishers Kabir Sehgal, Simon and Schuster, Inc. Surishtha Sehgal, Simon and Schuster, Inc. Alex Boersma, Macmillan Children’s Publishing Group Nick Pyanson, Macmillan Children’s Publishing Group Robie Harris, Candlewick Press

Molly Collins, Vanderbilt University P R E S C HO O LE R S

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Wednesday sessions Leadership 28 | Collaborative response: Every

child deserves a team 8:30-11 AM

WASHINGTON CONVENTION CENTER, ROOM 201

Feeling overwhelmed with the expectations being placed on teachers, leaders, and educational organizations to respond to the diverse needs of our early learners? Ensuring success for all students is a moral imperative for all early learning organizations, but it takes a highly coordinated framework of structures and processes to maximize the collective capacity of the team. Come learn about Collaborative Response, an organizational mindset that involves fundamental shifts for learning organizations, such as layering collaborative team structures, transforming how we talk about student needs, focusing on students who are close to meeting expectations through thoughtful organization of data and evidence, and ensuring tiering of supports rather than students. These are simple shifts that emerge through a focus on Collaborative Response, and the good news is that some of these structures or processes may already exist in your building! Numerous school and district examples, as well as access to many resources will be provided for leaders who wish to join thousands of educational organizations using Collaborative Response to ensure high levels of success for early learners and staff! Participants will examine the key cultural shifts inherent in learning organizations when establishing a framework that supports collaborative responses for learners, as informed by research connected to professional learning communities and response to intervention; identify the three foundational components of a schoolwide responsive framework: collaborative structures and processes, data and evidence, and a continuum of supports; and determine organizational structures and processes that support highly impactful and ongoing staff collaboration and shared learning and ultimately result in increased learner success while ensuring equity for all children.

Kurtis Hewson, Jigsaw Learning Lorna Hewson, Jigsaw Learning

Available at the NAEYC Shop!

Trauma & Young Children Learn the basics of what trauma is, targeted suggestions for creating trauma-informed classrooms and practices that support children and families, and more.

Item 1147 List $32 | Conference Price $25.60

2022 NAEYC Annual Conference

29 | Whole leadership, role strain, and strategic

coping among early childhood administrators

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 204AB

Many early childhood professionals fall into leadership roles without a clear understanding of expectations, best practices, and essential skills related to leadership. We’ll explore three domains of Whole Leadership and key competencies within each domain and discuss role strain and strategies for self-care—including shared leadership and peer coaching/mentoring— and discuss their benefits and challenges. Program administrators will assess their needs as leaders and learn strategies for prioritizing self-care and managing their immense workloads in new ways, such as making plans for getting support, including from fellow session attendees. They’ll also be invited to participate in monthly online support meetings hosted by the presenters.

Our goal is to help program administrators feel less lonely and overwhelmed and more connected and empowered.

Hopefully, these benefits will trickle into their leadership, positively impacting their programs.

Amy Bryan, University of Texas at Austin Mary Jamsek, Austin Public Health

Learning Environment 30 | When trauma meets trauma in the classroom: Preparation for and prevention of classroom meltdowns

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 150B

Oh, no! A child is having a meltdown! Do you know what to do when children dysregulate in your classroom? Do the rest of the children know what to do when another classmate dysregulates? Is dysregulation a personal slight or a learning opportunity? The likelihood of dysregulation in a classroom is high, perhaps higher than you think. With some preparation and planned prevention, your children will know what to expect and what to do when a classmate is experiencing big feelings and emotions. Using this uncomfortable situation as a learning opportunity, teachers can make a big difference in the lives of children who have had a rough start in life. This workshop will help early childhood teachers prepare for and minimize dysregulation in their classrooms. At the end of the workshop, participants will understand why dysregulation is so prevalent and develop a script to be ready when the time comes. For a longer-term solution, they will ponder practical ideas for helping children develop executive function skills using their current curriculum. Participants will also learn the importance of developing a calm leadership style. In doing so, their children will learn from watching them. During the workshop, participants will create a plan with one or two ideas for preventing and preparing for dysregulation; develop a script to use when a child dysregulates; select one or two practical personal ideas for practicing calm leadership in a stressful situation; and create a lesson plan for integrating at least one social and emotional idea or executive function skill into their current lesson plans. When teachers understand what causes dysregulation in children, they’re better equipped to remain calm under stress. The skills teachers learn in this

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Wednesday Sessions workshop will help them be more responsive and better equipped to handle everyday stressors and triggers in a calm manner. Join us in further advancing your classroom as a safe and nurturing learning environment for your children and you!

Mel Tinjaca-Tucker, ChildhoodToday P R E S C HO O LE R S

Mathematics 31 | Conversational math counts from the start: Developing number sense in young children

8:30-11 AM WASHINGTON CONVENTION CENTER, ROOM 146C

How can we jumpstart young mathematicians by using conversations with them to nurture their innate curiosity about the everyday interactions and routines related to the mathematical problem situations? This interactive workshop presents highly effective strategies to support interactive communications suited to children’s developmental level.

In the earliest years, focus is on common terms like “more,” “big,” “before,” and “under.” As children’s capacity for abstract thinking and their agency increase, there will be many opportunities to support their interest in exploring and talking about specifically mathematical properties such as quantity, magnitude, spatial-temporal relationships, sequence, and regularity. It is transforming to realize they are making a comparison that involves quantity, magnitude (size) or location or frequency every time they say “more” in English or “mas que” “duo” (Mandarin) or “adhik” (Hindi). Drills turn into interesting conversations, explorations, and discoveries as teachers become more skilled in asking questions and creating opportunities related to actions, images, and symbols that reflect mathematical problem situations. Attendees will develop an understanding of how humans’ instinctive curiosity about mathematical properties is present from birth but matures into conceptual understanding only if it is nurtured in the earliest years through positive interactive communication with important others; identify words and terms they use daily in routines, interactions, and play that signal specifically mathematical problem situations related to how much/ how many, spatial-temporal reasoning, sequence, and regularity found in everyday routines, interactions, and play; explore strategies that can be tailored to scaffold children’s progression through the stages of cognitive development from precursor understanding in the earliest years to increasing ability to think with precision about the specifically mathematical properties; and intentionally and respectfully access and build on the funds of knowledge that reflect their specific contexts and culture.

Mary Hynes-Berry, Erikson Institute Jie-Qi Chen, Erikson Institute Barbara Abel, University of Illinois Chicago Circle

32 | Invitation to play: Exploring open-ended

materials and activities that strengthen spatial and math skills in preschool and kindergarten

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 145B

Spatial skills are important for functioning in everyday life, key to learning basic math concepts, and an essential skill in many fields, some of which we haven’t even dreamed of yet. Because children are unlikely to learn spatial skills solely through play, they need adult help to maximize spatial learning through intentionally designed play-based explorations with guided interactions that focus on spatial skills. There is no right or wrong way to work with open-ended 3D materials, and they are an excellent way for all children to gain competence, build on existing strengths, and make new discoveries to feel successful in learning math and spatial skills. And drawing from concrete models is key to enhancing spatial skills as children experiment with relative size, position, and orientation of objects in relation to one another. Drawing taps into different modes of communication as children describe their creation. This session will include an overview of research that provides a strong rationale for teaching spatial skills in the early years and strategies for teaching specific math and spatial skills. We will discuss knowing what specific spatial skills children should have and understanding what types of activities and materials to offer and how best to guide spatial learning through interactions; introduce new ideas for creating intentional activities with open-ended 2D and 3D materials to reinforce spatial skills and view images of children engaged in spatial learning activities and reflect on and discuss strategies to deepen their understanding. Participants will build structures with blocks and other 3D materials, create observational drawings of the structures, and reflect on and make connections between the spatial skills used during these activities. Participants will return to their classrooms with greater awareness of the importance of spatial and math skills for all children and new ways to integrate these skills into the curriculum. Time for questions and helpful handouts and resources will be provided.

Rosanne Hansel, 3D Childhood Kate Rosander, Scotch Plains-Fanwood Public Schools Amber Jarrett, Scotch Plains-Fanwood Public Schools

Available at the NAEYC Shop!

The Young Child & Mathematics (Third Edition) Everything a child does has mathematical value—these words are at the heart of this completely revised and updated third edition of The Young Child and Mathematics.

Item 1157 List $30 | Conference Price $24

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Wednesday sessions Nature/Outdoor Education 33 | Art, nature, and voices... from the land

8:30-11 AM CANCELLED

The Voices from the Land project (Voices) and this workshop celebrate oral and written language of natural science, art, performance, technology, and human imagination. In the Voices process, children explore and discuss local landscape such as meadows, streams, beach, woodlands, and other natural sites; create and photograph art made from natural materials using color, shape, light, and pattern to discover the simple miracles of everyday life; communicate, collaborate, and negotiate as members of a creative team of three to four people; write or dictate poetry that gives voice to their art, language, and culture; generate and develop language, writing, and communication skills across the curriculum; embed math and science skills and concepts in everyday experiences; use internet applications to document, lay out, and design final products; publish their work and share it online with people in other places; use dramatic arts to create a performance from art and poetry; and draw inspiration for language and art from the land that sustains us all. Voices projects have been successfully implemented in preschool through secondary level classrooms, with children of varying abilities in the United States, Canada, Mexico, New Zealand, and Europe. Examples of child-generated Voices books and posters, in multiple languages, will be on display. Through this workshop, early childhood teachers will learn how to help children work in small groups as they discover and explore a natural site using art concepts and skills to create art from natural materials.

Oral and written communication skills will be highlighted to create, edit, and publish a full-color book or poster of their art and poetry that showcases their work. Techniques for creating poetry with very young children and children familiar with the Writer’s Workshop will be discussed. Taught by veteran teachers, participants experience all aspects of the Voices project, learning strategies for connecting children to natural landscapes and fostering a love for the natural world.

Cathy Griffin, The Children’s Campus Preschool and Childcare Center Erik Mollenhauer, Monarch Teacher Network

experience while spending structured time planting, growing, harvesting, tasting, and preparing snacks using fresh fruits and vegetables they grow and harvest themselves. Additionally, the program reflects early care and education standards alignment, healthy eating policies, and family and community engagement. The project responds to a demonstrated need across federal low-income Supplemental Nutrition Assistance Programs, which are generally either nutrition-focused, garden-focused, or physical activity-based. This curriculum weaves all three components into one curriculum, including food systems and food preparation. Experts in nutrition, physical activity, and garden education will present and engage with participants. Participants will be able to identify five key components of the garden-based nutrition education program called “I Am a Seed”; gain confidence in their ability to implement garden-based nutrition education in their early childhood setting, regardless of space and funding resources; and learn to demonstrate a yoga-like physical activity that helps children self-regulate their emotions and understand how plants grow.

Anne Lindsay, University of Nevada, Reno – Extension Aurora Calvillo Buffington, Food and Nutrition Service Vanessa Portillo, Garden Farms Foundation P RE S C H OOL E RS

Available at the NAEYC Shop!

This is Play Slow down, tune in, and discover the very purposeful play of infants and toddlers to gain a new appreciation for their competence and curiosity.

Item 1141 List $30 | Conference Price $24

34 | I am a seed: A seed-to-table

experiential journey for preschoolers

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 151A

This session will introduce a comprehensive garden-based nutrition education program for early childhood settings that integrates nutrition education, gardening education, and yoga for preschoolers. The program can be taught with minimal outdoor garden space; features on-site food gardens for growing fruits and vegetables; and provides education focused on nutrition, kitchen and food prep skills, food systems, and physical activity. Developed in partnership with Indigenous colleagues from Arizona, the physical activity highlights Native American culture and plant “yoga-like” techniques to assist children with relaxation activities that help with emotional self-regulation while focusing on the plants, earth, sun, soil, and rain. Children gain an educational

2022 NAEYC Annual Conference

Available at the NAEYC Shop!

Preschoolers at Play: Choosing the Right Stuff for Learning and Development Discover ideas for both familiar and new play materials and how those materials support the cognitive, social and emotional, and physical learning and development of children ages 3 to 5.

Item 1150 List $28 | Conference Price $22.40

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Wednesday Sessions 35 | Natural playscape makeover: Creating outdoor play environments for the soul

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 209AB

This presentation will introduce participants to the importance of connecting children with nature. We will explore natural playscape design history and theory, inspire hands-on design and drawing, incorporate nature-based curriculum development and delivery, and lead the group through project implementation and planning of yard transformations at their own facilities. Participants will learn how to create their own natural playscape designs and discuss curriculum ideas and implementation strategies in small and large groups. We will discuss five basic elements of playscape design: changing topography, creating pathways, adding boulders, sand, and water. Additional components will be introduced to create areas for art and creative play, dramatic play, science concepts, and areas that enhance social skills and collaboration.

Participants will then be led through a playscape dreaming and designing exercise that also helps them inventory their community resources. At the end of the session, participants will understand the importance of connecting children with nature and how playscape design can make those connections; examine best practice case studies of playscape development from around the world and consider how elements could be incorporated into their programs; and identify ways to empower their learning communities to create their own outdoor learning spaces in a safe, sustainable, cost-effective manner in their own sociocultural contexts.

Participants will leave with an understanding of playscape design ideas that translate well across all settings, enabling delegates to help programs create positive change in their playscapes in any yard and with any budget. An appreciation of the importance of the natural world in the holistic development of a child will open many minds to what a playscape can be, and meeting people who create playscapes that meet regulations and yet are challenging, creative, and unique will give delegates the confidence to lead change.

Rusty Keeler, Earthplay

Play 36 | Igniting the spark of leadership, hope, and activism through the play experience

12 N oon -2:30 PM

organizational leaders will share transformative stories of play with adults in early childhood and offer strategies to support and extend play for children that participants can apply in their own lives and settings. Participants will reflect on their own hands-on play experience and reflect through journaling or photos create an action plan to incorporate play into their continuing development as practitioners and leaders.

Robin Ploof, Champlain College Deepa Aier, Office for Children Fairfax County James Johnson, Penn State Walter Drew, Florida AEYC Play Chapter and Institute for Self Active Education Paola Lopez, Kinderoo Children’s Academy Jennifer Ohlsen, The Ounce of Prevention Fund of Florida Michael Patte, Bloomsburg University Juelie Perry-Schwartz, Inspire to Impact Consulting ADU LTS

Professional Development Training & Technical Assistance 37 | Techniques for effective and

engaging early childhood training 8:30-11 AM

WASHINGTON CONVENTION CENTER, ROOM 147A

Are you an early childhood leader with lots of content knowledge but less background in designing and delivering professional development? In this interactive session, participants will experience a variety of effective and engaging instructional techniques to replicate the strategies in future trainings. Ideas for training openers, closers, content connectors, memory refreshers, and energy rechargers will be provided. Participants will examine how these strategies are compatible with the characteristics of adults as learners and how these techniques foster learning; leave with new ideas to incorporate into their future professional development sessions, whether teaching early childhood staff about developmentally appropriate practice, sharing social and emotional strategies with family members at a parent workshop, or planning to present at an upcoming conference; and receive a handout to use as a resource when they design and deliver future training.

Jaye Harvey, PD Essentials ADU LTS

WASHINGTON CONVENTION CENTER, ROOM 152AB

We know exploring and playing with open-ended materials is vital for young children’s development. It is vital for teachers and leaders too! The contemplation, meditation, and mindfulness that happen for adults during self-active play experiences is regenerative; makes a space for calm, creativity, and healing; and offers adults the opportunity to deeply reflect on their own teaching and leadership practices.

Participants will identify opportunities to use play to support organizational and professional development and experience the joy, peace, and healing of self-active play using openended materials firsthand. Play coaches, AEYC leaders, and

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Wednesday sessions 38 | The Velcro effect: Creating

trainings that stick 8:30-11 AM

WASHINGTON CONVENTION CENTER, ROOM 151A

Are you tasked with training adults? Are you looking for hands-on practice developing your training sessions? Join us for an interactive training of trainers’ session designed specifically for trainers with less than five years of experience.

This session will focus on the nuts and bolts of designing high-quality training experiences, developing learning objectives, and incorporating adult learning principles into your sessions. During this workshop, participants will examine the components of effective training, identify and discuss adult learning principles and their importance in training sessions, and discuss trends in professional development and the effects on trainers. Participants will leave with resources, including handouts and templates, and strategies from their peers to use to develop their next training.

Karen Davis Platt, ICF Early Education Institute Barbara McCreedy, Federal Aviation Administration Jackie Taylor, United States Navy Child Development A DULTS

Join this interactive presentation to learn about teacher wellness coaching, a well-being approach for early childhood education and care teachers based upon positive psychology interventions (PPIs). Teacher coaching allows for individualized support as the coach helps lay the groundwork for the teacher in learning, selecting, reflecting, and implementing interventions to promote the development of dispositions and practices that may buffer teachers against the negative effects of stress and burnout while increasing their resilience and well-being. Attendees will learn effective wellness coaching strategies and engage in activities and discussion to explore a variety of effective PPIs and learn which PPIs resonate with them and their wellness goals so they can use them for their own well-being. They will leave ready to share PPIs with others and help them find the right match to support their own well-being. At the end of this session, attendees will have access to a well-being toolkit and information and resources to implement within their center or school. The toolkit can be shared with colleagues for further discussion, learning, and consensus building for whole school approaches.

Heather Walter, George Mason University Annie Horikawa, Consultant Karin Spencer, Education and Wellness Consultants, LLC ADU LTS

39 | Top 10 tips for trainers: Lose the lecture and engage learners in a joyful journey

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 146C

Learn how to lose the lecture and engage adult learners in a joyful journey. Explore strategies for meeting the needs of diverse learners by implementing the Top 10 Tips for Trainers.

Participate in over 10 different intentional engagement strategies including warm-up connector, brain breaks, attention-getters, reflective inquiry and several learn and share activities. Ideas will be shared on how to create an aesthetically pleasing learning environment. Strategies for making both cognitive and social-emotional connections will be shared. Leave the session energized and with tools to enhance your next training session.

Teresa Byington, University of Nevada Reno Extension Kelly May, Mater Academy of Nevada Cathryn Peshlakai, University of Nevada Reno Extension A DULTS

40 | Wellness coaching: How to increase positive teacher well-being and retain staff

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 143AB

Early childhood education and care teachers are one of the most significant in-school factors associated with child success, yet teacher stress, burnout, and attrition have been long-documented challenges facing the profession. Attention to early childhood educator well-being is paramount to better support young children and centers/schools. Early childhood staff need more than warm fuzzies, encouragement for selfcare, or one-time interventions. They need individualized, contextualized, ongoing support that honors their autonomy.

2022 NAEYC Annual Conference

Food outlets will be available in the Washington Convention Center including: › La Taverna inside the Expo in Exhibit Hall A (Wednesday, 5-7 PM; Thursday-Friday, 10 AM-6 PM) › Food outlets (Caribbean Cove, Harrys Boardwalk, Firehouse Subs, and South of the Border) inside the Expo in Exhibit Hall A (Thursday-Friday, 10 AM-5 PM) › Uptown Food District on the second level

by Hall D (Wednesday-Friday, 7 AM-5 PM) › La Colombe Coffee in the Grand Lobby (Wednesday-Friday, 6 AM-4 PM; Saturday, 7 AM-12 Noon) › Corner Market in the Grand Lobby (Wednesday-Friday, 8 AM-4 PM; Saturday, 7-11 AM) › Bar Coffee in the L Street North Lobby (Wednesday-Friday, 7 AM-5 PM; Saturday, 7 AM-12 Noon) › Concourse Exchange on the lower level concourse between Halls A and B (Wednesday only, 2-7 PM)

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Wednesday Sessions Professionalism & Ethics 41 | We are so much more than our ACEs score: Doing the heart work of traumasavvy champions for children

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, WEST SALON G

Our adverse childhood experiences (ACEs) score is not a death sentence; it is an invitation to make a difference. When trauma shuts us down, hope lifts us up. When trauma silences voices, our souls speak out. When trauma steals joy, love frees joy. Early childhood professionals know trauma. Now we need to know how to take our broken hearts and turn them into artful play, creativity, and conviction. Together, let’s claim three neuroscience-informed commonsense practices to turn wounds into wisdom, vulnerability into strength, and despair into hope. Participants will weigh the deleterious effects of trauma on the brain’s executive functioning against recent research on practices that build upon the brain’s neuroplasticity to foster resilience; discuss three commonsense strategies to counter and translate trauma’s debilitating effects into healing practices; and analyze and resolve together an everyday case study that promotes building upon traumainformed practices over collapse into fear-fueled inaction.

Having been traumatized is not a life sentence. Instead, it is an opportunity to develop and to choose and use courageous trauma-savvy strategies to help our learning communities grow in resilience. Rather than kneecapping your capacities, your ACEs score affords you empathy, firsthand experience, and potential expertise to prevent and minimize trauma’s deleterious effects. The pandemic, while exposing us to trauma, also affords us a compelling opportunity to practice and model self-care, compassion, and calming techniques both individually and programmatically. The case study and other participatory exercises in this session can be taken back to participants’ programs and used to invite healing discussion about translating trauma’s harsh legacy into healing.

Holly Elissa Bruno, Holly Elissa Bruno Keynotes A D ULTS

Available at the NAEYC Shop!

Trauma & Young Children Learn the basics of what trauma is, targeted suggestions for creating trauma-informed classrooms and practices that support children and

Program Administration, Evaluation & Financial Management 42 | Getting it right from the start: Improving orientation practices

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 145A

New employee orientation is often one of the most neglected functions of organizations. Investing time and energy into providing a comprehensive orientation process will help to ensure that new employees feel welcomed and valued right from the start. This session provides practical tips and strategies for making the most of the first few months of employment, providing new staff members with the necessary information and support to be successful. Effective practices of orientation, as outlined in the Program Administration Scale (PAS) will also be addressed. Early childhood center directors experience organizational problems such as high staff turnover, absenteeism, staff conflicts, and breaches in center policies that stem from having poor employee orientation practices and procedures. Learning to create an effective, engaging, and systematic orientation is critical for eliminating confusion and setting clear expectations. Participants will be introduced to the PAS, a research-based instrument with established reliability and validity that can be used to measure current practices and serve as a template for incrementally improving program quality. The session will focus on effective practices in staff orientation as outlined in the first item of the PAS. In addition, through lecture and small and large group activities, participants will learn the significance of an effective orientation, explore the three phases of orientation, design an orientation plan, and discover strategies for assessing the orientation process. Conferees will benefit from learning effective practices to eliminate organizational problems, and young children will benefit from a more stable and effective environment. Leadership matters when it comes to developing and sustaining quality in early care and education programs, and what is often a rushed orientation process is much more significant in determining the new hire’s effectiveness, growth, commitment, and longevity in the program. Participants will learn how they can improve quality in the classroom and the entire organization by restructuring their orientation process.

Throughout the session participants will be sharing ideas, demonstrating the importance of networking. This session is filled with ideas to help directors be more intentional in orienting staff, including how they can involve staff in the orientation development and training process. There will be activities that encourage participants to practice concepts that are shared. Participants will leave with ideas for how to implement strategies that were discussed and be introduced to resources that can further their knowledge on this topic as well as resources they can use with staff.

Jill Bella, Bella Mattina ADU LTS

families, and more.

Item 1147 List $32 | Conference Price $25.60

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Wednesday sessions Science

Social/Emotional Development

43 | Let’s go outside! Follow the

44 | A day in the life of a therapeutic

many routes children’s interest and curiosity take to science inquiry

preschool: Transforming childhood trauma and mental health

8:30-11 AM

8:30-11 AM

WASHINGTON CONVENTION CENTER, ROOM 149AB

WASHINGTON CONVENTION CENTER, ROOM 209AB

Exploring their outdoor environment gives students nearly unlimited science experience opportunities. Through this interactive, hands-on session, teachers will be better able to identify the innate science in outdoor experiences and to teach about encountered science principles appropriately and knowledgeably. This workshop will give educators information and resources to nurture students’ curiosity and to scaffold science experiences that frequently emerge in natural settings of all shapes and sizes. Through discussion and visual examples, participants will identify natural spaces in their communities, centers, and schools that can be used to further outdoor science inquiry. Through an introduction to and an exploration of the eight science and engineering practices defined by the National Science Teaching Association, National Research Council, and Next Generation Science Standards, participants will discuss new ideas for integrating developmentally appropriate outdoor science exploration into their class time. Participants will practice using the eight science and engineering practices with commonly available natural materials to mimic desired outdoor science inquiry, broadening their ability to identify possible roads of inquiry, and building their confidence in supporting outdoor science in their class time. The hands-on activities will suggest many science inquiry routes that build upon children’s prior knowledge and follow children’s interests and curiosity. These activities will bolster participants’ confidence in supporting outdoor science inquiry. Images and discussion of examples of outdoor science exploration will show just how doable this outdoor inquiry can be, further supporting the argument for including more outdoor science inquiry into existing class time.

Activities will additionally be tuned toward sparking joy and excitement in participants, in the hope of inspiring a return to outdoor learning in the participants themselves. Resource material will also be provided to help participants continue their journey toward outdoor science education.

Join the teachers and clinicians of The Lourie Center therapeutic preschool as they walk through a typical day supporting children with social, emotional, and behavioral challenges. Participants will be given a relationship-based framework and begin the workshop with mindfulness and intention setting. The team will discuss how teachers can become a “safe haven” for students in need of support and a “secure base” from which students can launch into learning.

Participants will be given opportunities to discuss how to apply this framework in their own classrooms. The team will also review secondary traumatization and strategies for preventing burnout.

Anna Curtin, The Lourie Center for Children’s Social & Emotional Wellness Marianela Rodousakis, The Lourie Center for Children’s Social & Emotional Wellness Michelle Brennan, The Lourie Center for Children’s Social & Emotional Wellness Aaleah Williams, The Lourie Center for Children’s Social & Emotional Wellness Somolia Pumphrey, The Lourie Center for Children’s Social & Emotional Wellness P RE S C H OOL E RS

Sarah Maynard, Gan Teva at Ner Shalom Early Learning Center P R E SC HO O LE R S

Available at the NAEYC Shop!

Addressing Challenging Behavior in Young Children Explore how to define your role as a leader, create a positive social climate, recognize the messages children are communicating with their behavior, and more.

Item 1153 List $30 | Conference Price $24

2022 NAEYC Annual Conference

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Wednesday Sessions 45 | Is he a girl? Is she a boy? Welcoming

children who are gender fluid into our early childhood programs 8:30-11 AM

WASHINGTON CONVENTION CENTER, ROOM 206

Gender identity begins in early childhood. Gender identity and gender fluidity are not topics that often come up in early childhood training and coursework, but these topics are becoming more common in children’s books and mainstream media, such as in Cheryl Kilodavis’s book My Princess Boy. During this workshop, we will discuss gender identity, with specific focus on young children who are gender fluid or transgender. We will examine issues related to gender identity and young children in early childhood educational settings and offer ways to help children develop healthy gender identity by sharing specific ways to change policies, curriculum, the environment, and our language, including the songs we sing and the books we share with children, to develop an inclusive environment for gender fluid or transgender children. Finally, we will offer participants several scenarios related to gender, transgender children, how to work with other families and teachers on these issues, and changing policies. Attendees will gain a clear understanding of how gender develops and how a child can know they are in a body that doesn’t fit how they feel inside, even as young as age 2 or 3. They will also learn how to discuss concerns families or teachers may have related to gender fluid children. Attendees will leave this session with resources such as books, research, websites, and support groups they can use in their classrooms and share with families.

Robin Fox, University of Wisconsin-Whitewater Erica Schepp, University of Wisconsin-Whitewater

46 | The neurobiology of resilience: Disrupting trauma

8:30-11 AM WASHINGTON CONVENTION CENTER, ROOM 151B

Building resilience starts in early childhood, and positive caregiver and child interactions build resilience. This workshop will introduce participants to the neurobiology of early development and how positive interactions with caregivers disrupt trauma and strengthen resilience.

Participants will explore real-life examples and practice actionable strategies for working with the most vulnerable populations. Mental health is a sensitive and vulnerable topic for all people. To destigmatize the concept of mental health care and conditions, participants will be asked to practice consistent self-reflection regarding implicit and explicit biases. We will briefly define bias while allowing open-ended dialogue for participants to reflect, share, and learn from each other to honor culture, values, and beliefs

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throughout the presentation. Participants will leave with a foundational understanding of neurobiology and how our earliest relationships and interactions set the stage for how we communicate across the lifespan.

Kristin Beasley, Dr. B-Leave a Lifeprint Coaching & Consulting, Inc. Barry Morrison, Dr. B-Leave a Lifeprint Coaching & Consulting, Inc. Melissa Morrison, Dr. B-Leave a Lifeprint Coaching & Consulting, Inc. ADU LTS

47 | Building communities and confidence through cardboard construction: A hands-on workshop that will inspire the change maker in every child

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, WEST SALON H

As the modern world changes faster than humans can adapt, early childhood education needs to follow. In this hands-on design/build workshop, participants will learn how to use the design thinking process in a classroom setting using basic materials to create scaled 3D models. Participants will become engineers, architects, and designers, charged with the task of reimagining their own community with innovative designs for the future. The teams will begin with an in-depth exploration of what it means to be a part of a community and then use cardboard modeling and other recycled materials to create a rapid prototype of what tomorrow’s communities might look like. We will run through a sample design challenge that can be used in the classroom or maker space or as an after-school enrichment program. We will experience how a fun and engaging project-based learning program blends art, creativity, and design with science, technology, engineering, and mathematics fundamentals and explore the maker materials we already have in the classroom but may not realize. As participants build out the next-generation community, they may address topics like social equity and diversity, modern technology in the built environment, the future of transportation, economic growth, sustainability, and other sustainable development goals based on participant choice. The presenter will share open-source, easily adaptable project templates and examples that educators can download and use in the classroom. In this workshop, attendees will learn how to integrate academic skills like math, science, literacy, and engineering into a real-world challenge using design thinking process and social-emotional skill sets for a deeper, more authentic learning experience and will leave the session inspired, empowered, and fully prepared to implement this project in the classroom.

Marci Klein, 3duxdesign F I RST- TO T H I RD- GRADE RS

2022 NAEYC Annual Conference

Wednesday sessions 48 | Everyone needs attention: Help young children manage their feelings by understanding your own

12 N oon -2:30 PM WASHINGTON CONVENTION CENTER, ROOM 154AB

Adults frequently silence children and trivialize and humiliate them from the very earliest years. We scold them for wanting our attention, defining good children as silent, obedient, or self-regulating, and we reward those who do not take up too much of our time, energy, or attention. Teachers were children once, and how their parents responded to their need for attention affects how they respond to children’s emotional expressions in their classrooms. This presentation will help teachers examine the uncomfortable emotions they feel and the inappropriate ways they may respond when children exhibit strong feelings. We will reexamine children’s seeking attention as their need for relationship. Attendees are encouraged to reflect on their own emotional histories and find strategies for responding to children in ways that support their emotional health and development. Throughout the presentation, connections will be made between our own early childhood experiences regarding how we relate to children’s needing our attention. We will explore how to strengthen our relationships with young children and learn techniques to help them thrive, including strategies as a quick fix to control children’s behaviors. Self-reflection about what makes adults tick emotionally is critical in helping children manage their own feelings. This presentation challenges early childhood teachers to reflect on how we perceive children’s need for attention in connection with how we remember being treated as young children and to find strategies for responding to children in ways that support emotional health and development. After the presentation, participants are invited to stay connected to the presenter if they need additional support.

Tamar Jacobson, Early Childhood Consultant A DULTS

Available at the NAEYC Shop!

Teaching & Instructional Practices 49 | “Why” matters!: Choosing to leverage the science of learning to shift the success trajectory for every student every day

8:30-11 AM WASHINGTON CONVENTION CENTER, ROOM 207A

In this session, educators will learn common effective practices they can embed in their pedagogy to help children with limited resources succeed in school and in life. These practices can be simple to follow under the best of circumstances, but when challenges arise, a natural human tendency is to allow the emotional brain to inform responses to those challenges.

This session will focus on the important “whys” that can be used to inform daily practice—the theory that can, in fact, provide the scientific foundation that is more likely to lead to cognitive, rather than emotional, responses to children’s behaviors. This session will be divided into three sections.

The first section will provide a practical look at how living with limited resources can impact the way the brain fires and wires. A quick look at how brains are wired will be provided to ensure all attendees have the foundation for considering neuroscience-informed pedagogy. The second section will focus on the importance of understanding brain-based theory behind every effective practice. An engaging group activity will be used to illustrate the power of “why” to shift human behaviors. Finally, the third section will consider specific pedagogical practices through the lens of cognitive science, exploring these questions: Why does this practice matter for the brains of the children I teach? How will my responses impact children’s brains and, subsequently, children’s engagement? At the end of this session, attendees will be able to describe ways in which life with limited resources may impact neural structures and functions; use the science of learning to explain the “whys” behind common pedagogical effective practices; and employ strategies for using the science of learning to inform teacher practices and understand the urgency of applying these even during challenging times.

Attendees will have access to a more than 75-page document that provides background information on all 25 effective practices that form the pedagogical foundation for the research and practice.

Tammy Pawloski, Francis Marion University

Powerful Interactions The new edition of this bestselling classic covers everything you need to understand what Powerful Interactions® are.

Item 1148 List $38 | Conference Price $30.40

2022 NAEYC Annual Conference

Expo Food Court WASHINGTON CONVENTION CENTER, NAEYC EXPO, EXHIBIT HALL A

WEDNESDAY: 5-7 PM La Taverna

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Wednesday Sessions

Featured Session 50 | Opening General Session: Discover the power of story

3-5 PM WASHINGTON CONVENTION CENTER, HALL D

Welcome remarks by DCAEYC Governing Board President Berna Artis Hear updates from NAEYC leadership, Governing Board President Natalie Vega O’Neil and CEO Michelle Kang

Kang Keynote presented by Minh Lê Minh Lê is the author of the picture books Lift (Eisner Award nominee) and Drawn Together (winner of the 2019 Asian/Pacific American Award for Literature) illustrated

by Caldecott Medalist Dan Santat, Let Me Finish! (named an NPR Best Book of 2016) illustrated by Isabel Roxas, and The Perfect Seat illustrated by Gus Gordon (all published by Little, Brown Books for Young Readers). He also wrote Green Lantern: Legacy, a middle grade graphic novel (illustrated by Andie Tong) for DC Comics.

In addition to writing books, he serves on the Board of We Need Diverse Books, is on the faculty of the Hamline MFA in Writing for Children and Young Adults, and has written for a variety of publications, including the New York Times, The Horn Book, NPR, and HuffPost.

K E YN OTE SP O N SORED BY

Also Featuring a Q&A with Darryl “DMC” McDaniels Darryl “DMC” McDaniels is co-founder of the legendary group RUN DMC, selling over 40 million albums and changing music history. In January 2022, he released Darryl’s Dream, a picture book about creativity, confidence and finding your voice.

F E ATUR E D SP E A K ER SPONSORED BY

Stay for the surprise ending and a chance to win copies of Minh and Darryl’s children’s books!

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2022 NAEYC Annual Conference

The NAEYC Expo is back!

Visit the Expo daily! There is always something new to discover.

Be sure to pick up your complimentary registrant bag at the Expo Grand Opening!

Expo Hours GRAND OPENING

Wednesday, Nov. 16 5–7 pm Thursday, Nov. 17 10 am–6 pm Golden Ticket Hours 3:30–5:30 pm

Friday, Nov. 18 10 am–6 pm Golden Ticket Hours 3:30–5:30 pm

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2022 NAEYC Annual Conference

Thursday Sessions 8 – 9 : 3 0 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

Featured Session 51 | How to multiply the goodness of early education After a decade of creating and then running early childhood education programs in rural America as head of Save The Children’s US Programs, Mark realized something was missing. He had traveled the country and met with members of Congress and cabinet secretaries, governors, and state legislators. Almost to a person, each spoke of the importance of investing in young children. Yet early childhood education was treated as nice, not necessary, by most and there was no consequence for cutting funding or limiting access. Mark sought to change that by giving children a voice in the political process - and ensuring that our elected leaders would be held accountable for their votes. Mark created Save The Children Action Network, the first and only bipartisan 501 C4 dedicated to early childhood education in America. Mark will share with the audience why he believes the early childhood

52 | Shifting from empower to power: Strategies for lifting up the voices of educators and becoming a champion for children Eric Bucher, Arizona Association for the Education of Young Children Heather Marden, Maine Association for the Education of Young Children ROOM 202B

movement must include a political movement, underpinned by a grassroots and grasstops network, if we are to ensure that all children have access to quality, affordable programs that begin before birth.

Mark Shriver, Save the Children Action Network BALLROOM A S P ONS ORE D BY

53 | Inclusion and equity: At

55 | HOPE Toledo pre-K:

Jen Newton, Ohio University Sheresa Blanchard, East Carolina University Courtney O’Grady, University of Alabama Robyn DiPietro-Wells, University of Illinois at Urbana-Champaign

Elisa Huss-Hage, HOPE Toledo John Jones, HOPE Toledo Shawna Woody, HOPE Toledo

the intersection of bias and disability

ADULTS

ROOM 145B

ADVOCACY/PUBLIC POLICY

CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

Our journey to create a comprehensive, communitybased approach to highquality preschool

ROOM 154AB PRESCHOOLERS COMMUNITY PARTNERSHIPS

56 | Toddlers as investigators:

54 | STEM, STEAM, and 21st

century block play

Jeff Whittaker, Panelcraft, Inc ROOM 147A PRESCHOOLERS COGNITIVE DEVELOPMENT

Making a shift from thematic curriculum to inquiry-based learning: developing an emergent curriculum in toddler programs

Melissa Pinkham, Northeast Los Angeles Forest School Bianca Elsensohn, Beverly Hills Presbyterian Preschool Madlen Sarkisyan, Children’s Collective ROOM 103B TODDLERS CURRICULUM—THEORIES & APPROACHES

2022 NAEYC Annual Conference

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Thursday Sessions 8 – 9 : 3 0 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

57 | Children of promise vs. children at risk: How changing the words we use changes what we do Petrea Hicks, XYZ the end result LLC Nicole Fletcher, XYZ the end result LLC

60 | Strength beyond measure:

Using culturally sustaining children’s literature as curricula

Sabrina Brinson, Missouri State University ROOM 208AB

ROOM 207B

FIRST- TO THIRD-GRADERS

DIVERSITY & EQUITY

DIVERSITY & EQUITY

58 | Connect, deepen, extend:

61 | I think I can, I think I can: Using thinking routines to create cultures of reflection in teacher education and professional development learning spaces

Supporting preschool teachers to design and implement culturally-relevant, engaging, and intellectually rigorous science, technology, and engineering experiences through home-school connections

Betty Zan, University of Northern Iowa Christine McWayne, Tufts University Daryl Greenfield, University of Miami Jayanthi Mistry, Tufts University ROOM 203AB

Maureen Wikete Lee, Saint Louis University, School of Education Emily Lemonds, St. Louis Science Center ROOM 145A ADULTS

59 | Black joy as a school-wide

project: Transformative stories and ideas from a D.C. public school Marla McLean, School Within School at Goding, District of Columbia Public Schools Nicol Davis, School Within School, District of Columbia Public Schools Krista Howell, School Within School @Goding, District of Columbia Public School Catherine Fravel, School Within School @ Goding, District of Columbia Public Schools ROOM 159AB DIVERSITY & EQUITY

interactions of emergent bilingual children in preschool: Implications of two research studies within englishdominant classrooms

Jeffrey Trawick-Smith, Eastern Connecticut State University Maria Arreguín, University of Texas San Antonio Elena Sada, Boston College Karla Alamo, Eastern Connecticut State University ROOM 158AB PRESCHOOLERS EMERGING BILINGUAL/MULTILINGUAL

65 | Family engagement:

A human-centered design approach with PBS SoCal | KCET

EDUCATOR/TEACHER PREPARATION

Sandra Cruz, PBS SoCal | KCET Tarana Khan, PBS SoCal | KCET Rosemary Miller, PBS SoCal | KCET

62 | What lies ahead: CDA

ROOM 150A

PRESCHOOLERS DIVERSITY & EQUITY

64 | Facilitating the play

process updates and new initiatives

Chris Barnes, Council for Professional Recognition Dawn Owens, Council for Professional Recognition ROOM 147B ADULTS EDUCATOR/TEACHER PREPARATION

ADULTS FAMILY ENGAGEMENT & SUPPORT

66 | Building a family-focused early childhood education center Daniel Gonzalez, Quincy College ROOM 156 FAMILY ENGAGEMENT & SUPPORT

63 | Higher ed accreditation session: A walk through the new NAEYC Higher Ed Accreditation Standards and SSR template Pamela Ehrenberg, NAEYC Jayme Hines, Wilkes University WEST SALON G ADULTS EDUCATOR/TEACHER PREPARATION

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2022 NAEYC Annual Conference

Thursday Sessions 8 – 9 : 3 0 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

67 | El Cuento Musicado: una

actividad para promover el desarrollo integral del nino pequeno a traves de la convergencia del lenguaje, la plastica, la musica y la expresion corporal

Myriam Aguila, Texas State Technical College Sofia Silva, UCLA Early Care and Education Program Fernald Center ROOM 143AB PRESCHOOLERS GRANDES COMIENZOS (SPANISH)

GC

68 | Transforming aggression,

defiance, and disruptive behaviors with the skill of selfregulation

70 | The why and the how of teaching emergent writing: Birth through kindergarten

74 | Early musicianship: Laying

Emily Hoffman, National Louis University Colleen Whittingham, Loyola University Chicago

Jeri Walker, Southeastern Oklahoma State University

ROOM 204C LANGUAGE & LITERACY

71 | Enhancing language and

literacy with story play during read-alouds in grades pre-K– 1st Muriel Rand, New Jersey City University Barbara Wilchensky, Bridgeton Public School District Cherie Douglas, Bridgeton Public School District ROOM 150B PRESCHOOLERS LANGUAGE & LITERACY

Lety Valero, Loving Guidance ROOM 201 GUIDANCE/CHALLENGING BEHAVIORS

69 | You can try it when you’re

ready! Reframing our mealtime interactions and implications for nutrition education in the classroom

Stefanie Kain, University of Maryland College Park Jennifer Anderson, Kids Eat in Color Christine Lippard, Iowa State University ROOM 140A PRESCHOOLERS HEALTH & SAFETY

72 | Early childhood education on the cheap: How providers are subsidizing the American workforce and what states are doing about it Lauren Zbyszinski, The Hunt Institute Dan Wuori, The Hunt Institute Marina Mendoza, The Hunt Institute Maria Spinetti, The Hunt Institute ROOM 144C ADULTS

a foundation for lifelong engagement

ROOM 209C MUSIC

75 | A school’s journey from

inside to outdoor learning: Making in-person learning possible during a pandemic and beyond

Debbie Piescor, A Child’s Place School Zach Klausz, A Child’s Place School ROOM 149AB NATURE/OUTDOOR EDUCATION

76 | Choosing the “right stuff”

for play that supports the learning, development, and well- being of infants, toddlers, and twos

Mary McMullen, Indiana University Dylan Brody, University of Georgia ROOM 204AB INFANTS AND TODDLERS PLAY

77 | Developing a game plan! Shifting the culture of professional development through coaching

LEADERSHIP

Tricia Conver, Bright Horizons Bhakti Bhatt, Bright Horizons

73 | Nurturing problem solvers:

ROOM 146B

Sparking math learning through play and curiosity

Rebecca Parlakian, Zero to Three Dominique Spencer, Jubilee JumpStart

ADULTS PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

ROOM 140B PRESCHOOLERS MATHEMATICS

2022 NAEYC Annual Conference

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Thursday Sessions 8 – 9 : 3 0 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

78 | Nurturing and developing curious minds and launching a love of STEM studies: Exploring the everyday presence of STEM encountered in the young child’s world and creating and inspiring sustained curiosity, exploration, and engaged, hands-on learning

81 | The Role of Behavior Management in Promoting a Whole-Child Approach Breeyn Mack, Teaching Strategies Nicol Russell, Teaching Strategies ROOM 207A SPOTLIGHT EXHIBITOR SESSION PRESENTED BY

Donna Knoell, Educational Consultant and Author

79 | Three young students lead

creative engineering for young children’s imaginative problem solving for children’s book characters

Lauren Burrow, SFASU Ethan Burrow, Elementary School student, child of primary presenter Triston Burrow, Middle school student Nicole Burrow, Middle school student ROOM 151B

technology make trusted educational children’s media a vital tool for early learning programs?

Jerlean Daniel, Fred Rogers Productions and NAEYC Black Caucus Ed Greene, EMGreene Educational Connections Paul Siefken, Fred Rogers Productions Akimi Gibson, Sesame Workshop ROOM 202A

ROOM 103A SCIENCE

84 | How can streaming

PRESCHOOLERS

82 | Joyful connections across

differences: Integrating empathy and cultural humility to connect with diverse children and their families

Kevin McGowan, Bridgewater State University Leah Muccio, University of Hawaii at Manoa Lea Ann Christenson, Towson University

TECHNOLOGY & DIGITAL MEDIA

85 | How 3D augmented reality

gets your kids super-engaged and ready for kindergarten

Cynthia Kaye, Alive Studios ROOM 144AB TECHNOLOGY & DIGITAL MEDIA

ROOM 151A PRESCHOOLERS TEACHING & INSTRUCTIONAL PRACTICES

FIRST- TO THIRD-GRADERS SCIENCE

80 | Caregiving approaches to support the mental health and well-being of our youngest learners

83 | Transform and reshape

transition times into short, fun, successful learning bursts that develop active listening skills, executive function ability, social-emotional learning, mindfulness, math, and science, and that raise selfesteem!

Jean Barbre, Portland State University Ingrid Anderson, Portland State University

Hayes Greenfield, Creative Sound Play

ROOM 206

ROOM 146C

INFANTS AND TODDLERS

PRESCHOOLERS

SOCIAL/EMOTIONAL DEVELOPMENT

TEACHING & INSTRUCTIONAL PRACTICES

Make a Wish Add your hope for the future of the ECE profession to the NAEYC Wishing Tree located in the Expo Hall

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2022 NAEYC Annual Conference

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Thursday Sessions 1 0 - 1 1 : 3 0 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

Featured Session 86 | The Stolen Year: Responding to Learning

Loss and Emotional Stress Among Young Children and Educators

BALLROOM A F E ATUR IN G

Darryl “DMC” McDaniels, hip-hop legend Anya Kamenetz, NPR reporter and author of The Stolen Year Susan Neuman, literacy scholar, NYU Michael H. Levine, Senior Vice President of Learning and Impact, Noggin at Nickelodeon

Following the onset of our nation’s crises in public health and racial justice, educators are responding to children’s learning loss and emotional health needs. Colleagues across sectors—from the classroom—to the community--to media and tech studios have driven innovations which are evidence-based to respond to learning loss and emotional trauma. This session will feature transformative leaders who are conducting compelling research, developing inclusive media, and driving solutions-based journalism to mitigate the impact of the twin pandemics.

MO D E R ATE D BY

Makeda Mays Green, Senior Vice President, Digital and Cultural Insights, Paramount SP O N SO R E D BY

Featured Session 87 | Making the Ideal Real: Step Into the Future of Child Care ROOM 146A

Marica Cox Mitchell, Bainum Family Foundation Berna Artis, School for Friends JP Coakley, Two Birds Violeta Chirino, Semillitas Early Learning Center Cynthia Davis, D.C. Family Child Care Association Maurice Sykes, Early Childhood Leadership Institute SP O N SO R E D BY

2022 NAEYC Annual Conference

Imagine the ideal child care system: Built around the needs of children and families. Designed to help each child reach their full potential. Flexible so each family can choose the support they want and need. Staffed by competent, well-supported and well-compensated early childhood educators. Accessible and not segregated by race, ethnicity, or socioeconomic factors. Where quality is a given, not a five-star luxury, and increased public funding is based on what quality costs and not what families can afford. This vision is based on what we heard directly over several months of in-depth conversations with a cross-section of families, educators, and administrators.

Through the new WeVision EarlyEd initiative, we are working to make this child care ideal become real. We’re starting in Washington, D.C., but hope that our innovative approach will spur changes elsewhere, too. We are providing the time, the tools, and the table. Come join the conversation and help shape a better future – starting now!

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Thursday Sessions 1 0 - 1 1 : 3 0 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

88 | Advocating for fair

compensation in universal pre-K: Perspectives from the field

Maria Mavrides, Hunter College, CUNY ROOM 149AB ADULTS ADVOCACY/PUBLIC POLICY

89 | Beyond tempera paint: Using art to cultivate young learners’ creative spirit and deepen their cognitive development Debby Shulsky, University of Houston-Clear Lake Sheila Baker, University of Houston-Clear Lake ROOM 145B KINDERGARTNERS ARTS (PERFORMING & VISUAL ARTS)

90 | Strategies for teaching

young children with autism spectrum disorder: Using evidence -based practices for inclusion

Clarissa Willis, University of Southern Indiana ROOM 201 PRESCHOOLERS CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

91 | Restorative and culturally sustaining program design in a grassroots/university partnership: How we can think about power, assets, and values for equity-minded work in early childhood

95 | How to talk to young children about race: Learnings after the murder of George Floyd

Robyn Brookshire, University of Tennessee Early Learning Center Ericka Ward, Early Embrace Program at Raphah Institute

DIVERSITY & EQUITY

Dianne Haulcy, Little Moments Count ROOM 202B

ROOM 144C ADULTS COMMUNITY PARTNERSHIPS

92 | The power of a gesture: Incorporating sign language in the classroom within a culturally conscious community Melissa Bickley, Geokids Early Childhood Development Center Violet Balverde, Geokids Early Childhood Development Center Aurea McRae, Geokids Early Childhood Development Center Kimberly Bourne, Geokids Early Childhood Development Center ROOM 203AB PRESCHOOLERS CURRICULUM—THEORIES & APPROACHES

93 | Planning for diversity: Creating hands-on standardsbased experiences with diversity in mind

96 | Higher ed accreditation session: Meeting quality key assessment and data system expectations for higher ed accreditation Pamela Ehrenberg, NAEYC Bridget Murray, Henderson Community College Tywanda Jiles, University of Illinois Chicago WEST SALON G ADULTS EDUCATOR/TEACHER PREPARATION

97 | Storytelling teaching

strategy

Ilfa Zhulamanova, University of Southern Indiana Jill Raisor, University of Southern Indiana ROOM 145A ADULTS EDUCATOR/TEACHER PREPARATION

Toni Sturdivant, Camp Fire First Texas ROOM 146C PRESCHOOLERS DIVERSITY & EQUITY

94 | Be a tree: The roots and

fruits teaching and learning approach in early childhood education

98 | Reimagining family

engagement: Building strong, equitable relationships with families

Dalhia Lloyd, Buffett Early Childhood Institute Molly Colling, Buffett Early Childhood Institute Helen Evans, Millard Public Schools

Virginia Dearani, University of Maine, Farmington

ROOM 209C

ROOM 150B

FAMILY ENGAGEMENT & SUPPORT

ADULTS

DIVERSITY & EQUITY

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2022 NAEYC Annual Conference

Thursday Sessions 1 0 - 1 1 : 3 0 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

99 | Can you “sense” the learning? Using the five senses to provide evidence of learning to families

103 | Interpreting and responding to challenging classroom behaviors

Jeniece Decker, Lightbridge Academy Jennifer Romanoff, Lightbridge Academy

Michael Weiner, Oregon Psychoanalytic Center; Tal Lucas, Montgomery County Public Schools

ROOM 204AB

ROOM 204C

FAMILY ENGAGEMENT & SUPPORT

GUIDANCE/CHALLENGING BEHAVIORS

100 | Wellness in early

104 | Equitable family

childhood education: Brain-building activities that promote wellness with children, families, and educators Patience Hill, Child Care Aware® of America Kandi Novak, Child Care Aware® of America Nicole Garro, Child Care Aware® of America ROOM 147A

engagement: Engaging all families in language and literacy Sheila Brookes, AEM Corporation Melissa Manko, Michigan Department of Education Shanon Everett, Michigan Department of Education ROOM 154AB ADULTS LANGUAGE & LITERACY

INFANTS AND TODDLERS FAMILY ENGAGEMENT & SUPPORT

Susan Miller, Robinowitz Education Center - Laurel Education Group ROOM 103B MATHEMATICS

108 | Music, movement, and

children: The importance of music in early childhood development

Steve Millang, Greg & Steve Productions Greg Scelsa, Greg & Steve Productions BALLROOM C MUSIC

101 | The power of technology Nicol Russell, Teaching Strategies, LLC Tina Sykes, Teaching Strategies, LLC

Monica Cordoba, Frog Street Press Claudia Castillo-Magallanez, Frog Street Press

ROOM 151A

ROOM 209AB

PRESCHOOLERS

PRESCHOOLERS

FAMILY ENGAGEMENT & SUPPORT

LANGUAGE & LITERACY

102 | Nutrir para el futuro:

106 | An administrator’s

¿Cómo enseñar nutrición a los niños?

meltdowns: Why universal math screenings are necessary to identify students with underlying numeracy weaknesses before the numbers stop adding up on the worksheet and the tears and frustration lead to avoidance of math and meltdowns at home

105 | Essentials of writing

for little hands: Nurturing writers in an early childhood classroom

in family engagement

107 | Preventing math

“Border between Knowledge and Power”: A study that challenges the role of school leadership

Lenika Flores, YMCA Peggy Velasco, Early Care and Education Consulting Michelle Galindo, Southwestern College

Travis Morgan-Chavers, Athens State University

ROOM 143AB

ROOM 156

PRESCHOOLERS

ADULTS

GRANDES COMIENZOS (SPANISH)

LEADERSHIP

109 | Developmentally

Appropriate Practice in Early Childhood Programs, 4th Edition: Advancing equity and cultivating joyful learning for each child

Susan Friedman, NAEYC Amy Blessing, Malpass Corner Elementary School Nadia Jabloneta, Pacific Primary School Brian Wright, University of Memphis ROOM 146B NAEYC ACTIVITIES

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110 | Using NABERS to identify

the quality of nature-based programs

114 | Applying behavior science concepts to coaching early childhood practitioners

Rachel Larimore, Samara Early Learning Patti Bailie, University of Maine at Farmington Arianna Pikus, Michigan State University

Nicole Petronglo, Gloucester Township Public Schools Andrea Foglietta, Gloucester Township Public Schools

ROOM 143C

ROOM 101

KINDERGARTNERS

ADULTS

NATURE/OUTDOOR EDUCATION

PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

111 | The power of physical

activity to enhance young children’s healthy growth, academic readiness, and postpandemic recovery

Diane Craft, Active Play Books ROOM 159AB PRESCHOOLERS PHYSICAL DEVELOPMENT

115 | We are living in a fishbowl: Professional and personal safety in the workplace Shelli Henehan, University of Arkansas - Fort Smith Ronnette Haynes, University of Arkansas - Fort Smith ROOM 140B

118 | Developing Early Childhood Math Teacher Leaders via Public/Private Partnerships Danielle Robinson, Milwaukee Public Schools Melissa Hedges, PreK-Grade 5 Math Curriculum Specialist, Milwaukee Public Schools Shayna Hetzel, Director, American Family Institute for Corporate and Social Impact Jilly Gokalgandhi, Equity in Ed Strategist, American Family Institute for Corporate and Social Impact Sharon Neylon, Equity in Ed Strategist American Family Institute for Corporate and Social Impact ROOM 207A SPOTLIGHT EXHIBITOR SESSION P RE S E NT E D BY

ADULTS PROFESSIONALISM & ETHICS

112 | Guided play in preschool and kindergarten: Connecting developmentally appropriate practices with academic expectations Amy Schmidtke, Buffett Early Childhood Institute ROOM 207B KINDERGARTNERS PLAY

113 | The play’s the thing: Using

play therapy techniques in an inclusive preschool classroom Colleen Martinez, Ramapo College of New Jersey Romina Borsani, Leap-ei, LLC ROOM 158AB PRESCHOOLERS PLAY

116 | When is a gift not a gift?

Hiring and retaining qualified staff in the midst of a staffing crisis Robert Gundling, Better Futures, LLC Jahi Davis, Better Futures, LLC LaToya Riggins, Better Futures, LLC ROOM 144AB ADULTS PROGRAM ADMINISTRATION, EVALUATION & FINANCIAL MANAGEMENT

Elizabeth Gamino, Fresno Pacific University, Selma Unified School District Marvin Patton, Merced Community College, Fresno Pacific University ROOM 206 TEACHING & INSTRUCTIONAL PRACTICES

117 | Seeds to STEM: A New NIH science education partnership award program exploring early childhood STEM activities and effective program evaluation

120 | Early childhood teachers’ blended learning knowledge and tech skill development: Learning communities for the why, what, and what not

Kaitlyn DelDuca, The Academy of Natural Sciences of Drexel University Maxwell Watson, GrowingGreat Toni May (Sondergeld), Drexel University

Lynn Hartle, PSU, Brandywine Diane Bales, University of Georgia Katherine Gardner, Knollwood Elementary School Kelly Dalsemer, Orange County Public Schools, FL

ROOM 150A

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119 | “Getting unstuck”: Overcoming math anxiety to become a more confident and effective early learning educator

PRESCHOOLERS

ROOM 140A

SCIENCE

TECHNOLOGY & DIGITAL MEDIA

2022 NAEYC Annual Conference

Thursday Sessions 10-11:30 AM | MARRIOTT MARQUIS

121 | A demonstration of a simultaneous language development early childhood program for young dual language learners Michelle Esparza, The University of Texas Rio Grande Valley Sara Corona, The University of Texas Rio Grande Valley SALON 7 INFANTS AND TODDLERS LEARNING ENVIRONMENT

123 | Loving—and learning—

science with young children: Expanding beyond themes by bringing in the practices of science and engineering using hands-on direct exploration

Peggy Ashbrook, Early childhood science educator and writer Cindy Hoisington, Education Development Center Inc Anne Lowry, Aleph Academy Ann Marie Cornelison, East Tennessee State University

125 | Nurturing children’s

spiritual growth: The impact of relationships in the daily lives of children and scaffolding experiences through a constructivist curriculum for developing justice, equity, and inclusion

Jane Montgomery, Peachtree Presbyterian Preschool SALON 9 SOCIAL/EMOTIONAL DEVELOPMENT

SALON 8

122 | Working well with babies:

Comprehensive competencies for educators of infants and toddlers Claire Vallotton, Michigan State University Holly Brophy-Herb, Michigan State University Loria Kim, Michigan State University SHAW/LEDROIT INFANTS AND TODDLERS PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

126 | Thinking constructively:

PRESCHOOLERS SCIENCE

Using loose parts to expand student learning

124 | Messes, mixups, and

Jonathan Williams, North Carolina School Age Initiative

mistakes: Embracing the gift of failure and building resilience in children in a world that loves perfection

SALON 10 FIRST- TO THIRD-GRADERS TEACHING & INSTRUCTIONAL PRACTICES

Ryan Huber, Little Ambassadors Academy SALON 2 KINDERGARTNERS SOCIAL/EMOTIONAL DEVELOPMENT

1 1 : 4 5 A M - 1 2 : 4 5 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

127 | Leadership speed-date Speed-date with NAEYC leaders or learn how you can get involved in different leadership opportunities throughout NAEYC. Come learn more about ways that you can help to shape the early childhood profession as an NAEYC leader.

Available at the NAEYC Shop!

Current and former members of the NAEYC Governing Board, Council for NAEYC Accreditation, Affiliate Advisory Council, Interest Forum Facilitators, and Peer Reviewers.

A first-of-its-kind guide for pre-service and currently practicing teachers and child care professionals looking for pedagogically sound and developmentally appropriate ways to help today’s children navigate their media-rich world with confidence, curiosity, and critical thinking.

WEST SALON H NAEYC ACTIVITIES

2022 NAEYC Annual Conference

Media Literacy for Young Children

Item 1158 List $30 | Conference Price $24

97

Thursday Sessions 1 - 2 : 3 0 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

Featured Session 128 | President’s Seminar: Charting the future for the early childhood profession:

BIPOC leaders reflect on the state of the field and what lies ahead for the early learning sector

The child care sector is at a crossroads and leading early care and education organizations are being called to meet this moment by creating and advancing a different reality for this field. Join NAEYC’s Governing Board President in a conversation with executives from prominent early childhood education organizations about their vision for the future of our profession, the impact of this profession on the lives of young children, their families, and our society, and the importance of BIPOC leadership in charting a path forward.

Michelle Kang, NAEYC Dr. Calvin Moore, Jr., Council for Professional Recognition Erica Phillips, National Association for Family Child Care (NAFCC) Dr. Leah Austin, National Black Child Development Institute (NBCDI) Natalie Vega O’Neil, Junior Achievement of Washington and NAEYC Governing Board President (moderator) BALLROOM A SP O N SO R E D BY

129 | A rural response to

130 | The art of play: Seeing

Beverly Gilbert, Arkansas State University Tammey Lindblom, Right Steps Victoria Matney, The Child Care Resource Network Adam Alson, Appleseed Childhood Education

Emma Melo, Highland Presbyterian Church Nursery and Weekday School Amy Fitzgerald, Highland Presbyterian Church Nursery and Weekday School Brenda Wirth, Highland Presbyterian Church Nursery and Weekday School

ROOM 144C

ROOM 143C

ADVOCACY/PUBLIC POLICY

INFANTS

high-quality early childhood education: appleseed childhood education

competency and beauty in the process of children’s creative play

131 | Learn every day the infant toddler way: Providing natural and inclusive environments for infants, toddlers, and twos, including children with developmental delays Clarissa Willis, University of Southern Indiana ROOM 140A INFANTS AND TODDLERS CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

ARTS (PERFORMING & VISUAL ARTS)

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132 | Designing equitable and

inclusive play ecosystems through the use of unscripted materials

Miriam Beloglvosky, playful Transformation ROOM 150B CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

136 | There is no such thing as a racist baby, and preschoolers do not say “I’m not good at math”: Exploring anti-racism in the context of early childhood STEM education

140 | Preparing Latino children and families for success in Charlotte: The development and expansion of dual language education at Charlotte Bilingual Preschool

Orinthia Harris, STEMearly LLC

Andrew Gadaire, Charlotte Bilingual Preschool Marta Duran, Charlotte Bilingual Preschool Susana Jerez, Charlotte Bilingual Preschool.

ROOM 208AB ADULTS DIVERSITY & EQUITY

133 | Nurturing creativity in

young children: Five secrets from neuroscience

Thomas Rendon, Self-Employed Zachary Stier, Ericson Public Library ROOM 147A COGNITIVE DEVELOPMENT

ROOM 154AB PRESCHOOLERS EMERGING BILINGUAL/MULTILINGUAL

137 | Got equity? Increasing the diversity and quality of early childhood professionals Tonia Durden, Georgia State University Stacey French-Lee, Georgia State University ROOM 103B

134 | Paper planes: A teacher

ADULTS

investigation of project-based learning within a preschool classroom

EDUCATOR/TEACHER PREPARATION

Alexis Snyder, Chillicothe City Schools

teacher preparation programs: Purposeful revisions and intentional alignments to serve the next generation

ROOM 203AB PRESCHOOLERS CURRICULUM—THEORIES & APPROACHES

135 | Reflecting on social justice through children’s writing Karen Tyler, Penn West University (Edinboro campus) ROOM 158AB FIRST- TO THIRD-GRADERS

141 | Connection crisis: Innovative strategies to pandemic consequences Mary Smith, Save the Children Lindsey Lockman Dougherty, Save the Children SaRonn Mitchell, Save the Children Victoria Rodriguez, Save the Children Amber Cundiff, Save the Children.

ROOM 204C

138 | Anchoring professional

FAMILY ENGAGEMENT & SUPPORT

142 | Cultura, apego y el idioma

del hogar: Cómo apoyar el desarrollo socioemocional de los bebés y los niños pequeños que crecen aprendiendo dos idiomas.

Paige Bray, Center for Montessori Studies, University of Hartford Regina Miller, University of Hartford Lynn Johnson, University of Hartford Janine Chapdelaine, University of Hartford Magnet School/CREC

Clara Cappiello, Bilingual Empowerment Consulting.

ROOM 145A

ROOM 140B

ADULTS

INFANTS AND TODDLERS

EDUCATOR/TEACHER PREPARATION

GRANDES COMIENZOS (SPANISH)

DIVERSITY & EQUITY

139 | Higher ed accreditation session: Peer reviewer meeting

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Pamela Ehrenberg, NAEYC WEST SALON G ADULTS EDUCATOR/TEACHER PREPARATION

2022 NAEYC Annual Conference

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Thursday Sessions 1 - 2 : 3 0 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

143 | Changing our perception

of challenging behaviors

Jenn Adams, Thornwell.

ROOM 151A INFANTS AND TODDLERS GUIDANCE/CHALLENGING BEHAVIORS

147 | Contributing to NAEYC

151 | Supporting children’s play as a way to positively respond to our new normal

Susan Friedman, NAEYC Dana Battaglia, NAEYC Annie Moses, NAEYC

Allison Hritz, Trying Together

publications: Share your voice and perspective

ROOM 156 PRESCHOOLERS GUIDANCE/CHALLENGING BEHAVIORS

145 | Are you smarter than a

child predator? Protecting children, families, and organizations from predatory grooming

Patricia Dailey Lewis, Beau Biden Foundation for the Protection of Children Claudine Wiant, Beau Biden Foundation for the Protection of Children ROOM 159AB HEALTH & SAFETY

148 | Impacting minority

student outcomes and program accreditation by aligning NCTM and NAEYC standards

Lora Bailey, Virginia Commonwealth University ROOM 207B

PRESCHOOLERS LANGUAGE & LITERACY

ADULTS PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

153 | The impact of adverse childhood experiences on disability status in preschoolers Erica Webster, Youth Research Inc.

NAEYC EARLY LEARNING PROGRAM ACCREDITATION

ROOM 147B PRESCHOOLERS

149 | Where the magic

happens: Bringing play-based learning outdoors

Christina Davis, Woodland Playhouse, LLC. ROOM 144AB

146 | Word walk: An engaging, evidence-based vocabulary strategy for young children

ROOM 209AB

ROOM 101

FIRST- TO THIRD-GRADERS

NATURE/OUTDOOR EDUCATION

Katherine Beauchat, Notre Dame of Maryland University Katrin Blamey, De Sales University

152 | New hire orientation: Ways to reduce mistakes with training Thomasa Bond, State of Michigan

144 | Rethinking the challenges Beth Trammell, Indiana University East

PLAY

ROOM 151B NAEYC ACTIVITIES

of circle time and transitions

ROOM 146A

RESEARCH

154 | Supportive social learning:

Core values, actions, and attitudes

Andrea Sisbarro, Boulder Journey School Alison Maher, Boulder Journey School ROOM 202B SOCIAL/EMOTIONAL DEVELOPMENT

150 | Risky play in the outdoor

classroom: Knowing when to say yes

Rusty Keeler, Earthplay Valerie Akers, Corner of the Sky ROOM 103A PLAY

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Thursday Sessions 1 - 2 : 3 0 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

155 | Perry Preschool Study

at 60 Years: Report Out on Recent Research

156 | The relationship of coaching on quality ratings in early childhood care

MO D E R ATE D BY

Michelle Burkhard, Grow By 1, LLC

Alejandra Barraza, HighScope Educational Research Foundation PA N E L ISTS

Madeline Chimka, HighScope Educational Research Foundation Ashley Hoy, HighScope Educational Research Foundation Karen Murillo, HighScope Educational Research Foundation ROOM 207A

ROOM 201

158 | A rose by another name Shauna Goldman, Nelson Early Learning Services ROOM 206 TEACHING & INSTRUCTIONAL PRACTICES

PRESCHOOLERS STATE SYSTEMS—DATA, FINANCING, PROFESSIONAL DEVELOPMENT, STANDARDS, QRIS

157 | Teaching beyond the screen time debates: Practical strategies for integrating media literacy into early childhood education

SPOTLIGHT EXHIBITOR SESSION

Faith Rogow, Insighters Education

P R E SE N TE D BY

ROOM 146C TEACHING & INSTRUCTIONAL PRACTICES

1-2:30 PM | MARRIOTT MARQUIS

159 | Linking ages: Improving outcomes for children through intergenerational interaction Nancy Henkin, Generations United Jeni Hoover, Kendal at Oberlin Danica Derriennic, Generations United

161 | Collaborative leadership: Working together to support all children and families during the transition to kindergarten Michelle Sands, University of Wisconsin-Oshkosh

163 | Mentoring in early

childhood settings: Elements of effective relationships

Jennifer Longley, Borough of Manhattan Community College Jennifer Gilken, Borough of Manhattan Community College

SALON 9

SALON 1

COMMUNITY PARTNERSHIPS

KINDERGARTNERS

SHAW/LEDROIT

LEADERSHIP

ADULTS

160 | Amygdala hijack and

PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

burnout fatigue: Socialemotional intelligence for effective family engagement

162 | Warp and weft: Examining

Karen Deerwester, Family Time

Melissa Westfall, University of Tennessee - Early Learning Center for Research and Practice Dani Rose Thibus, University of Tennessee - Early Learning Center for Research and Practice

SALON 6 FAMILY ENGAGEMENT & SUPPORT

the daily schedule and pace in kindergarten

SALON 2 KINDERGARTNERS LEARNING ENVIRONMENT

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Thursday Sessions 1-2:30 PM | MARRIOTT MARQUIS

164 | Learning the dance: How to gracefully accept and decline control in an everchanging environment

165 | Supporting preschoolaged children and their families after a death

166 | Teaching pre-K in family child care: The magic of mixed-age groups

Sarah Diaz, American School of Madrid

Adam Carter, National Alliance for Children’s Grief

SALON 7

SALON 8

ADULTS

PRESCHOOLERS

DJ Jensen, Family Child Care Alliance of Maryland Jody Lamberti, Family Child Care Alliance of Maryland

PROFESSIONALISM & ETHICS

SOCIAL/EMOTIONAL DEVELOPMENT

SALON 10 PRESCHOOLERS TEACHING & INSTRUCTIONAL PRACTICES

3 - 5 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

Featured Session 167 | Tomorrow’s Hope: A film screening with Q&A

challenges, and imparts a lasting sense of “you matter” for children and families. Tomorrow’s Hope highlights the importance of early childhood education and celebrates the resilience of the human spirit.

BALLROOM C

Join Start Early’s Rebecca Berlin, Chief Learning Officer, and Amanda Stein, Research and Evaluation Director, for a screening of Tomorrow’s Hope – a journey into the lives of passionate educators, resilient young people, and their families on the South Side of Chicago, determined to carve out the future - despite a sea of incredible challenges.

Produced by the Saul Zaentz Charitable Foundation, this documentary reunites us with three present-day high school seniors in the first-ever graduating class of Educare Chicago, Start Early’s innovative early learning program.

The film explores the continuing effects of early childhood education, as a counterbalance to a host of external

Rebecca Berlin, Start Early Amanda Stein, Start Early S P ONS ORE D BY

3 - 4 : 3 0 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

168 | Surveys and stories: Sharing NAEYC’s newest survey data and your expertise to talk with policymakers and the press about child care and early learning Lucy Recio, NAEYC Nicole Lazarte, ACCA Child Development Center Meghan Salas Atwell, NAEYC ROOM 209C ADULTS ADVOCACY/PUBLIC POLICY

169 | Yes! A nature-based

somatic movement and dance practice for every day and every body!

Patricia Collins, Concord Children’s Center/The Noyes School of Rhythm ROOM 145B PRESCHOOLERS ARTS (PERFORMING & VISUAL ARTS)

170 | Building blocks to higher quality in community early childhood centers: A collaborative effort to getting unit blocks into rural preschool classrooms Cynthia Willmarth, University of Kentucky/Child Care Aware Rebecca Crawford, Eastern Kentucky University Linda Fowles, University of Kentucky/Child Care Aware ROOM 143C ADULTS COMMUNITY PARTNERSHIPS

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171 | Intentional STEM:

Designing and implementing meaningful curriculum

Melissa Samples, The Children’s Center at Caltech Olivia Garcia, The Children’s Center at Caltech ROOM 147A CURRICULUM—THEORIES & APPROACHES

172 | “Is that your mom?”:

Supporting multiracial kids Ijumaa Jordan, Ijumaa Jordan Consulting Megan Pamela Ruth Madison, The Center for Racial Justice in Education ROOM 151B DIVERSITY & EQUITY

173 | Critical turning points:

Building supports for early childhood educators and leaders to advance equity and justice

Oona Fontanella-Nothom, California State University, Los Angeles ROOM 151A ADULTS DIVERSITY & EQUITY

174 | Teaching young children about disability Sue Mankiw, William Paterson University ROOM 147B DIVERSITY & EQUITY

175 | The changing nature of teacher training and research in university-based child development laboratory programs Meghan Fisher, University of Illinois at Urbana/Champaign Robyn Brookshire, University of Tennessee at Knoxville Jennifer Gallo-Fox, University of Delaware Elizabeth Schleinger-Devlin, Purdue University Monica Miller Marsh, Kent State University ROOM 146C EDUCATOR/TEACHER PREPARATION

176 | Leveraging resources:

Higher education opportunities for local early childhood educators Chin-Hsiu Chen, Salisbury University Amber Meyer, Salisbury University Leslie Sinclair, Salisbury University ROOM 202B ADULTS EDUCATOR/TEACHER PREPARATION

177 | Taking the “labor” out

of collaboration: Insight on preparing early educators to collaborate

Dionne Sills Busio, Appalachian State University.

ROOM 204AB EDUCATOR/TEACHER PREPARATION

178 | Teaching and learning with parents: Writing simple vignettes to tell parents the story of what’s happening in your classroom and why it’s important for their children Elizabeth Gilleland, The Raleigh School Kelly Banik, The Raleigh School Donna Kirchner, The Raleigh School.

ROOM 203AB ADULTS FAMILY ENGAGEMENT & SUPPORT

179 | Let’s read! Literacy

intervention for parents

Mari Sawa, Earth Eight Universal School ROOM 158AB ADULTS FAMILY ENGAGEMENT & SUPPORT

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180 | Read Aloud Wow! The

Best New Children’s Books of the Year

Amy Vandament, Book Vine for Children Isabel Baker, Book Vine for Children ROOM 140A LANGUAGE & LITERACY

181 | Essential elements of emergent literacy: A model for change Lynne Lawson, Strongsville City School District Katherine Hayes, Los Angeles Unified School District Pamela Glowski, University of Phoenix ROOM 145A PRESCHOOLERS LANGUAGE & LITERACY

2022 NAEYC Annual Conference

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Thursday Sessions 3 - 4 : 3 0 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

182 | Storytelling as a

critical component for language, literacy, and social development: A world of stories in a Reggio-inspired preschool

Patty Randall, Peachtree Presbyterian Preschool

187 | Risky play in preschools: Why we need it, how to support it

191 | Worms, ramps, and a new chair for baby bear: Preschool science and engineering

Linda Charlton, Sprouting Curiosity Collective Deepti Kharod, University of the Incarnate Word

Carrie Cutler, University of Houston Linda Zhang, Louisiana State University at Shreveport ROOM 146B

ROOM 159AB

ROOM 150B

PRESCHOOLERS

PRESCHOOLERS

SCIENCE

LANGUAGE & LITERACY

NATURE/OUTDOOR EDUCATION

183 |

188 | Access for all: Providing

MOVED

hands-on learning experiences in a digital world

184 | Boundaries in leadership:

Whitney Raser, San Diego Children’s Discovery Museum

How to create boundaries and reclaim yourself

ROOM 156

Berna Artis, School for Friends Sally D’Italia, Saremi Education Consultants

PRESCHOOLERS

ROOM 144AB

189 | Video-recording and

ADULTS LEADERSHIP

185 | Play and learn outside!

Practical tips for developing safe and quality outdoor spaces Heather Olsen, University of Northern Iowa

PLAY

reflecting on the play of preschoolers with autism

Jessica Branch, Murray State University Kimberly Vigil, Murray State University Melissa Chapman, Murray State University ROOM 207B

SCIENCE

193 | Promoting positive self-

esteem and resilience through hip-hop play

Anthony Broughton, Claflin University ROOM 201

PLAY

PRESCHOOLERS SOCIAL/EMOTIONAL DEVELOPMENT

190 | Pop-up professional Michelle Toral, Miami-Dade County Head Start/Early Head Start ROOM 144C

the preschool day: Leveraging center time, daily routines, and transitions

PRESCHOOLERS

PRESCHOOLERS

development

186 | Weaving math throughout

Danae Kamdar, Digital Promise Regan Vidiksis, Education Development Center’s Center for Children and Technology Ximena Dominguez, Digital Promise Marcia Bueno, Education Development Center’s Center for Children and Technology ROOM 101

ROOM 209AB LEARNING ENVIRONMENT

192 | Building connections across early STEM learning

PRESCHOOLERS PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

194 | Big conversations with young children: Addressing the big adult questions when asked by young children Lauren Starnes, Goddard Schools ROOM 103A SOCIAL/EMOTIONAL DEVELOPMENT

Kelley Durkin, Vanderbilt University Ariadne Nelson, University of Chicago ROOM 154AB PRESCHOOLERS MATHEMATICS

104

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195 | The power of emotional intelligence from infant to educator: Developing an infrastructure for mental health, equity, and empathy

197 | Using lessons learned from the Military Child Development Programs to improve early childhood education in the US

Donna Housman, Housman Institute

Kathy Thornburg, AEM Corporation Sheila Brookes, AEM Corporation M.-A. Lucas, Lucas and Associates

ROOM 204C INFANTS SOCIAL/EMOTIONAL DEVELOPMENT

199 | Using NAEYC’s developmentally appropriate practice resources to support diversity, equity, and inclusion Camille Catlett, Frank Porter Graham Child Development Institute ROOM 150A TEACHING & INSTRUCTIONAL PRACTICES

ROOM 149AB ADULTS

196 | Creating Places for

Childhood – Combining Principles from Design and Early Education Experts to Create Spaces for Wonder and Learning Rachel Robertson, Bright Horizons Sandra Duncan, Author Mike Lindstrom, studioMLA Architects ROOM 207A SPOTLIGHT EXHIBITOR SESSION

STATE SYSTEMS—DATA, FINANCING, PROFESSIONAL DEVELOPMENT, STANDARDS, QRIS

198 | The power of curiosity and empathy: Centering love and connection in the new normal Carol Wolf, Abington Friends School Raji Malik, Abington Friends School ROOM 103B TEACHING & INSTRUCTIONAL PRACTICES

P R E SE N TE D BY

Expo Food Court Available at the NAEYC Shop!

WASHINGTON CONVENTION CENTER, NAEYC EXPO, EXHIBIT HALL A

Digital Tools for Learning, Creating, & Thinking

› Caribbean Cove

Learn how to use technologies to build on the learning children gain through play, foster their storytelling and reflection, enrich partnerships with families, and more.

Item 1159 List $20 | Conference Price $16

2022 NAEYC Annual Conference

THURSDAY & FRIDAY: 10 AM-5 PM › Harrys Boardwalk › Firehouse Subs › South of the Border

THURSDAY & FRIDAY: 10 AM-6 PM › La Taverna

105

Thursday Sessions 3-4:30 PM | MARRIOTT MARQUIS

200 | Empowering multilingual families by sharing their children’s early literacy experiences for inclusive instruction

203 | Early childhood education apprenticeship programs: Creating a defined pathway for emerging professionals

Stacy Gray, University of Wisconsin-Stevens Point Ku Mo, Concordia University

Megan Burk, T.E.A.C.H. Early Childhood National Center Laurie Litz, Pennsylvania Child Care Association Janet McLaughlin, Vermont Association for the Education of Young Children

SALON 10 LANGUAGE & LITERACY

SHAW/LEDROIT

201 | Education in times of

pandemic: Transforming stress, burnout, and exhaustion into hope, resilience, and achievement

Lety Valero, Loving Guidance

ADULTS PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

204 | Kindergarten historians:

LEADERSHIP

Inquiry into the diverse experiences of families in America past and present

202 | The power of purposeful

Ilene Berson, University of South Florida Michael Berson, University of South Florida

SALON 3/4

environments in early learning programs Amy Josephson, The Source for Learning

205 | Five in five: Mindfulness

activities for teachers and children in the early education classroom

Brittany Sammons, Clemson University SALON 2 ADULTS SOCIAL/EMOTIONAL DEVELOPMENT

206 | Bring the Smithsonian to your classroom: How to use learning lab Carrie Heflin, National Museum of American History Ariel Moon, National Museum of African American History and Culture Maureen Leary, National Postal Museum Anne Matlock, Hirshhorn Museum and Sculpture Garden SALON 9 FIRST- TO THIRD-GRADERS TECHNOLOGY & DIGITAL MEDIA

SALON 8 KINDERGARTNERS SOCIAL STUDIES

SALON 7 LEARNING ENVIRONMENT

Available at the NAEYC Shop!

Anti-Bias Education for Young Children & Ourselves (Second Edition) More then ever, young children need educators who can help them navigate and thrive in a world of great diversity.

This classic resource, now expanded and updated, is your guide to building a strong anti-bias program.

Item 1143 List $45 | Conference Price $36

106

Available at the NAEYC Shop!

Literacy Learning for Infants, Toddlers, and Preschoolers: Key Practices for Educators From some of the foremost early literacy development experts in the field comes this practical resource that is a must-have for all educators of infants, toddlers, and preschoolers.

Item 1161 List $25 | Conference Price $20.00

2022 NAEYC Annual Conference

Open House 7:00 pm Thursday, December 1 9:00 am Saturday, January 7 Come hear about McLean’s Abilities Model® where we recognize students for what they can do, rather than for what they cannot.

Register at mcleanschool.org/visit

McLean Sees Gifts.

Help Your Child Discover Their Strengths.

McLean School transforms lives. Our small classes and Abilities Model® prepare bright students K-12 including those with dyslexia, anxiety, attention, and organizational issues for college success.

Potomac, Maryland 240.395.0698 admission@mcleanschool.org

Thursday Research Poster Session 4 : 3 0 - 6 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

207 | NAEYC’s

Research Poster session

NAEYC EXPO, EXHIBIT HALL A, NEAR 1300 AISLE

Take advantage of this opportunity to learn about cutting-edge research in the field of early childhood education by visiting the poster displays and speaking with researchers.

R1 | “Half the Teacher I Was”: Ohio

early childhood education and care workers’ mental health and well-being during the first year of the COVID-19 pandemic Amy Wolfe, Ohio University Jennifer Creque Blackburn, Blooming View Montessori Academy Tiffany Rowland, The University of Toledo

R2 | A head start on science professional development workshops William Straits, California State University Long Beach

R3 | A virtual world: How play

therapy during the COVID-19 pandemic can help abused children Judy Esposito, Elon University Lila Bensky, Elon University

R4 | An examination of a

parent and teacher training on social and emotional learning using the RULER approach to support preschoolers’ emotional intelligence

Katharine Buck, University of Saint Joseph Ayesha Nazir, University of Saint Joseph

R5 | Assessment of parent/teacher relationships during the COVID-19 pandemic in early childhood programs Grace Keengwe, University of North Dakota

R6 | Blooming children’s curiosity:

Sustainability education for development through roof gardening

Kyoung Jin Kim, University of North Texas Eunyoung Jung, Liberty University Ji-Hyang Sohn, Daegu Universit Minkyung Han, Daegu University

R7 | Constructing IEPs that include

the child’s home culture and language as strengths Clarissa Rosas, Concordia University Texas

R8 | Creating provider-informed professional development for early childhood education professionals Lori Staton, Mississippi State University Julie Parker, Mississippi State University

R9 | Cultivating self-regulation and healthy food intake: A novel mindful eating intervention for children and their caregivers Rachel Razza, Syracuse University Lynn Brann, Syracuse University

R10 | Developmentally appropriate

paternal practice of military fathers’ perspectives on their children’s self-competence

Keun K. Kim, Delaware State University Kyung Ick Park, Delaware State University

R11 | Early childhood educators’ attitudes toward poverty based on participation in the community action poverty simulation Courtney Vick, The University of West Alabama

R12 | Early childhood teachers’ perceptions of challenging behaviors: A review of the literature Bing Chi, University of Massachusetts Amherst

R13 | Eliciting and interpreting preservice teacher thinking: Focus on nonverbal communication in early childhood education Holly Hoffman, Central Michigan University Joellen Lewsader, Central Michigan University

R14 | Face masks and emotional

literacy in preschool children: Implications during the COVID-19 pandemic

Keri Giordano, Kean University Richard LaTourette, Kean University

R15 | Facilitating friendships between young children with and without intellectual disabilities Tara Bailey, The Rise School of Dallas

R16 | How enacting learning and development goals in China tells the world Li Pei, Deakin University

R17 | Impact of coding on preschoolers’ math abilities Sudha Swaminathan, Eastern Connecticut State University Jullia DeLapp, Eastern Connecticut State University

R18 | Is online professional development feasible and effective for teachers in rural, low-income communities? Lessons from Indonesia Marilou Hyson, Independent Consultant Ning Fu, The World Bank

R19 | Know it to grow it: Using the latest brain science to boost language development through early talk Jodi Whitehouse, LENA Colleen Haddad, LENA Foundation

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Thursday Research Poster Session 4 : 3 0 - 6 P M | WA S H I N G T O N C O N V TE IM NE T I |O LNOC CEAN TT IO EN R

R20 | Language delay and developmental language disorder in toddlers: What’s the risk?

R27 | Reconceptualize Saudi early childhood play-based curriculum

Manal Alharbi, Prince Sattam Bin AbdulAziz University

Roxanne Belanger, Laurentian University

R34 | Teacher perceptions of school readiness during the COVID-19 pandemic

Kayla Murphy, Kean University Keri Giordano, Kean University

R21 | Marketing early

childhood to men

R28 | The relationship between data confidence and preservice teacher classroom interactions

Jason Felihkatubbe, Wichita State University

Allison Wilson, The University of Montana

beliefs and interactions supporting children’s social and emotional development

R22 | Mentor and evaluator

R29 | The representation of

Jayme Hines, Wilkes University Melanie Felton, College of Saint Mary

perspectives on North Carolina’s Early Educator Support Program: A qualitative study

Archana Hegde, East Carolina University Virginia Stage, East Carolina University

R23 | Preservice and in-service training and their impact on co-teaching implementation: A case study of co-teachers’, administrators’, and professors’ perceptions Monica Furlong, District 47

R24 | Preservice teachers introduction to social and emotional learning for early childhood education students Molly Marnella, Bloomsburg University of Pennsylvania Cherie Roberts, Bloomsburg University of Pennsylvania

R25 | Quality in infant and toddler care: Addressing caregivers’ competencies Zoyah Kinkead-Clark, The University of the West Indies, Mona

R26 | The Quality of Care for Infants and Toddlers (QCIT): Measuring responsive caregiving for infants and toddlers in early care and education Ashley Kopack Klein, Mathematica

differing abilities in children’s literature: A local analysis Jaimee Hartenstein, University of Central Missouri

R30 | Sana, sana colita de rana: The well-being of Hispanic children and families enrolled in Early/ Head Start programs during the COVID-19 pandemic Demi Siskind, Start Early

R31 | Strategies to develop a provider-informed curriculum for children birth to age 5 Julie Parker, Mississippi State University-School of Human Sciences Lori Staton, Mississippi State University

R32 | Struggles and silver linings: Pre-K teacher perspectives on COVID-19 and support received Archana Hegde, East Carolina University Amanda Vestal, University of North Carolina at Charlotte

R33 | Supporting virtual special education students during the COVID-19 pandemic: The impact parental stress and media attitudes have on media parenting strategies Willow Sauermilch, Louisiana State University Jes Fyall Cardenas, University of North Carolina Wilmington Rebecca Densley, Trinity University Shannon Bichard, Texas Tech University

R35 | Teachers’ perceptions of

R36 | Understanding the child’s mind: The role of mindmindedness in parenting and child emotion regulation Hailey Hyunjin Choi, Missouri State University

R37 | Virtual storytime: Supporting young children’s learning and engagement

Danielle Mead, San Jose State University Andrea Golloher, San Jose State University

R38 | What parents need now to support their children’s learning Naomi Hupert, Education Development Center Megan Silander, Education Development Center Alice Kaiser, Education Development Center

R39 | Why untold stories matter:

The missing voices of the people of first contact examining bias in the books and stories written for children about Christopher Columbus

Lyndsey Benharris, Fitchburg State University Katharine Covino, Fitchburg State University

R40 | You me us: Meaningful

moments: A qualitative analysis of preservice community college students’ descriptions of relational practices in an infant and toddler laboratory placement

Lisa Leifield, Consultant

2022 NAEYC Annual Conference

109

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Friday Sessions 8 – 9 : 3 0 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

Featured Session 208 | Defining preschool curriculum quality:

Can we all agree?

Empirical research has identified comprehensive preschool curricula as an important component of programs that foster children’s learning. Yet the components of high-quality curricula for 3- and 4-year-olds are unclear. Urgent demands to redress racial/ethnic inequities in early education and a greater understanding of the cultural nature of early learning have challenged assumptions of what constitutes a “good” preschool curriculum. Words such as “comprehensive,” “research-based,” and “culturally responsive” are commonly used in Head Start and state criteria for the curricula that preschool programs can use, but with varied understandings of what these terms mean in practice. In this context, we have conducted exploratory interviews with 31 key stakeholders in the early education field, including government officials, leaders at NAEYC and other professional associations, academic scholars, program directors, and teachers, on their definitions of high-quality preschool curricula. While we found broad areas of agreement among interviewees, we also found areas of deep disagreement that indicate a challenge to the early education field as it selects curricula with the goal of promoting equity and excellence in preschool programs. In this session, we will review recent developments in research and policy that inform evolving definitions of curricular quality, present the results of interviews of leaders in the field, and engage session participants in an active conversation about diverse perspectives on curriculum quality. To help frame

209 | Building high-quality and equitable pre-K systems: Lessons, tools, and resources from partnership for pre-K improvement Beza Semu, Cultivate Learning, University of Washington Lauren Kronenberg, Cultivate Learning, University of Washington Albert Wat, Alliance for Early Success Rebecca Klein, Start Early ROOM 101 PRESCHOOLERS ADVOCACY/PUBLIC POLICY

the conversation, we have categorized areas of dissenting views as 1) issues of balance, on which various views lie on a continuum between opposites, and 2) issues of debate, on which views tend to settle on a “right” or “wrong” answer.

We will use this framework to engage participants in a joint effort to identify areas of consensus and disagreement in the room. With an inclusive approach to disparate perspectives and expertise, we will explore the extent to which we can find agreement on the components of high-quality preschool curricula and challenge us all to learn from the views of our diverse peers. We will thus collaborate with participants on whether we can create a shared definition of curricular quality. In so doing, we seek to build a consensus on preschool curriculum quality that can be used to address contemporary demands for both equity and excellence in programs that serve young children of unprecedented diversity.

Jeanne Reid, Teachers College, Columbia University Sharon Lynn Kagan, Teachers College, Columbia University BALLROOM A PRESCHOOLERS S P ONS ORE D BY

210 | What is happening now and next in federal and state early childhood policy

212 | Breakdowns, meltdowns, and overload: How to support students with sensory needs

Lauren Hogan, NAEYC Maria Estlund, NAEYC

Isaac Wert, NYU College of Arts & Sciences Pia Parekh, NYU Gallatin

ROOM 209C ADULTS

ROOM 158AB

ADVOCACY/PUBLIC POLICY

CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

211 | It’s natural: Playful integrated learning with visual art and nature Corinna Peterken, Brigham Young University ROOM 144C ARTS (PERFORMING & VISUAL ARTS)

2022 NAEYC Annual Conference

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213 | From the new frontiers of

neuroscience: Creating child intellect

217 | Honoring every child: A culturally responsive approach to the classroom

221 | Building bridges between emergent bilingual families and school

Judy Helm, Best Practices Inc. Lora Taylor, UPC Discovery Early Childhood Center Rebecca Wilson, Van Meter Elementary School

Kelce Eckhardt, Wyoming Early Childhood Professional Learning Collaborative Char Norris, Wyoming Early Childhood Professional Learning Collaborative

Julia Atiles, East Tennessee State University Maria Jose Dias, East Tennessee State University

ROOM 146C

ROOM 150B

PRESCHOOLERS

COGNITIVE DEVELOPMENT

INFANTS AND TODDLERS

EMERGING BILINGUAL/MULTILINGUAL

ROOM 145A

DIVERSITY & EQUITY

214 | Early Learning Fellows:

Using data for local collective action

Allison Wilson, The University of Montana Grace Decker, Zero to Five Missoula County ROOM 143C

218 | Whatever happens to

any child in early childhood education classrooms better be the business of all of us: Creating equitable learning communities

Brian Wright, The University of Memphis

ADULTS

ROOM 208AB

COMMUNITY PARTNERSHIPS

ADULTS DIVERSITY & EQUITY

215 | Creating a climate of care:

Achieving wellness in culturally relevant ways

N. Kenisha Bynoe, Coaches Corner EY Angelique Thompson, Coaches Corner EY ROOM 147B DIVERSITY & EQUITY

219 | Reconsidering how we

prepare teachers, birth to kindergarten, general and special education

Kathryn Ohle, Grand Valley State University ROOM 204AB

222 | Tips for engaging fathers

in the early education process

James Worthy, National Responsible Fatherhood Clearinghouse Eugene Schneeberg, National Responsible Fatherhood Clearinghouse ROOM 156 ADULTS FAMILY ENGAGEMENT & SUPPORT

223 | Promoting well-being

through peer support matches for parents of young children with special healthcare needs

Robin Dodds, California State University Los Angeles ROOM 203AB ADULTS FAMILY ENGAGEMENT & SUPPORT

ADULTS

216 | “They’re too young to

grasp that concept”: Using multicultural picture books to facilitate classroom discussions on social inequities

Ana Katrina Aquino, University of Maryland, Baltimore County Shana Rochester, University of Maryland, Baltimore County Sarah Aguda, Bay Brook Elementary/Middle School Megan Chester, Lakeland Elementary/Middle School ROOM 147A

EDUCATOR/TEACHER PREPARATION

220 | Diversifying the teaching

pipeline: Creating a Spanishlanguage associate of applied science degree for early childhood education and family studies

Dawn Hendricks, Clackamas Community College ROOM 103B

224 | Students are still not kindergarten ready: The importance of understanding parent perceptions of kindergarten readiness and the impact on education Grace Bache-Wiig, Clemson University ROOM 159AB KINDERGARTNERS FAMILY ENGAGEMENT & SUPPORT

ADULTS EDUCATOR/TEACHER PREPARATION

FIRST- TO THIRD-GRADERS DIVERSITY & EQUITY

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Friday Sessions 8 – 9 : 3 0 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

225 | Planes de Estudio

Apropiados para Desarrollar dos Idiomas Simultaneamente para niños de tres años

229 | Leading with an equity lens: Lessons from multiple pandemics of COVID-19, racial justice, and climate change

232 | Affiliate Advisory

Lilibeth Gonzalez, University of Texas Rio Grande Valley (UTRGV) Perla Olivares, University of Texas Rio Grande Valley (UTRGV) Hilda Medrano, University of Texas Rio Grande Valley (UTRGV)

Debbie LeeKeenan, antibiasleadersece.com Iris Chin Ponte, Henry Frost Children’s Program Rukia Monique Rogers, The Highlander School

ROOM 143AB

ROOM 146A

INFANTS AND TODDLERS

ADULTS

ROOM 209AB

GRANDES COMIENZOS (SPANISH)

LEADERSHIP

ADULTS

Council’s DEIB Journey: Part III

Raquel Munarriz Diaz, Affiliate Advisory Council Zaina Cahill, Affiliate Advisory Council Margie Marichal, Affiliate Advisory Council Victoria Long-Coleman, Affiliate Advisory Council Natalie Williams, Affiliate Advisory Council

NAEYC ACTIVITIES

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226 | Keys to equity and

inclusion: Invisible disabilities as a barrier to learning Joanie Calem, First Do No Harm

230 | Musical healing for

teachers and children during COVID and beyond

Renee Bock, Preschool of the Arts Elana Steltzer, Elana Steltzer Consulting ROOM 206 MUSIC

227 | Managing food allergies in early childhood education Molle Polzin, Institute of Child Nutrition Heather Burkhead-Goins, Institute of Child Nutrition ROOM 154AB HEALTH & SAFETY

Amanda Batts, NAEYC Alexis Agudio, NAEYC WEST SALON H ADULTS

ROOM 202A GUIDANCE/CHALLENGING BEHAVIORS

233 | Early learning program accreditation: Understanding required assessment items

231 | A unified professional

knowledge base: Understanding the professional standards and competencies for early childhood educators Mary Harrill, NAEYC Tamara Johnson, Malaika Early Learning Center Ana DeHoyos O’Connor, San Antonio College CANCELLED

NAEYC EARLY LEARNING PROGRAM ACCREDITATION

234 | Character building in young children: What’s play got to do with it?

Smita Mathur, James Madison University Joanna Cemore Brigden, Missouri State University ROOM 150A ADULTS PLAY

235 | Elevating the role of 228 | Leadership academies:

technology in staff training and development

Kathy Pillow-Price, University of Arkansas

Melissa Blotter, Child Development Schools Sarah Steffen, Child Development Schools

ROOM 103A

ROOM 149AB

ADULTS

ADULTS

LEADERSHIP

PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

If you build them, new and emerging leaders will come

2022 NAEYC Annual Conference

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236 | Seven strategies for effective professional development sessions

239 | Fostering infant

Arnita Hall, Together We Can Consultants

Ann McKitrick, Texas Childcare Training Gabrielle Holt, Montessori Country Day School Diane Goyette, Early Childhood Specialties LLC

ROOM 202B ADULTS PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

attachment: At school and at home

ROOM 140A INFANTS AND TODDLERS

237 | Robots are everywhere!

Leveraging familiar classroom contexts and practices to build computational thinking in young children Lori Caudle, The University of Tennessee, Knoxville Margaret Quinn, The University of Tennessee, Knoxville Darelene Greene, Knox County Schools, TN Porscha Settlemeyer, Knox County Schools, TN

SOCIAL/EMOTIONAL DEVELOPMENT

Wendy Shenk-Evans, Montessori Public Policy Initiative Denise Monnier, Montessori Public Policy Initiative Sherry Tsigounis, Maryland State Department of Education Donna Wade, Early Childhood Investment Corp ROOM 204C PRESCHOOLERS

240 | “Oops! What

happened?”: The beauty of making a mistake Vanessa Shrontz, A. Sophie Rogers School for Early Learning, The Ohio State University ROOM 151B PRESCHOOLERS SOCIAL/EMOTIONAL DEVELOPMENT

ROOM 145B PRESCHOOLERS

STATE SYSTEMS—DATA, FINANCING, PROFESSIONAL DEVELOPMENT, STANDARDS, QRIS

243 | Promoting culturally

responsive classroom practices beyond the classroom walls: An equity journey through unprecedented times

Deborah Hallock, CAP Tulsa Jill Miller, CAP Tulsa Stacy Eglinton, CAP Tulsa Stephanie Turpin, CAP Tulsa ROOM 151A

SCIENCE

TEACHING & INSTRUCTIONAL PRACTICES

238 | STEMgineers and literacy

241 | Building Language Skills to Build Community

Kimberly Tisi, Anderson University

Tricia Zucker, University of Texas Health Science Center at Houston

ROOM 144AB

ROOM 207A

SCIENCE

SPOTLIGHT EXHIBITOR SESSION

in the classroom

242 | Building model-inclusive early childhood systems

PRESENTED BY

244 | Create, talk, learn: Using technologies in developmentally appropriate ways Victoria Fantozzi, Manhattanville College ROOM 140B TECHNOLOGY & DIGITAL MEDIA

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Friday Sessions 8–9:30 AM | MARRIOTT MARQUIS

245 | Developmentally

appropriate practices with an equity lens

Prerna Richards, Together We Grow SALON 5 PRESCHOOLERS DIVERSITY & EQUITY

246 | Creating systems and

structures collaboratively with complex young children

248 | Spoken tales to books

and videos and back to the story-acting circle: The evolution of play over a year, with a special visit from Vivian Paley

Kristin Eno, Freelance Educational Consultant Shariffa Martinez, NYC Department of Education Terry Solowey, Freelance Educational Consultant Resa Matlock, Wren Works Consulting

FIRST- TO THIRD-GRADERS

preschoolers: Using hands-on investigations and a digital tool to collect, represent, and discuss data

Jessica Young, Education Development Center Lindsay Clements, Education Development Center Kristen Reed, EDC Ashley Lewis Presser, Education Development Center SALON 10

SALON 2

PRESCHOOLERS

PRESCHOOLERS

MATHEMATICS

LANGUAGE & LITERACY

Tracy Lefebvre, ImpactParents SALON 1

250 | Explorations in data with

249 | Sensory integration

251 | Academics through

nature play: Using nature’s resources to craft interdisciplinary lessons

GUIDANCE/CHALLENGING BEHAVIORS

in education: Impact of classroom layout and design on a child’s learning potential

247 | Turning the page on

Lindsay Astor Grant, Learning Redesigned

Kristin Horneffer, Audubon Nature Preschool Jaala Shaw, Audubon Nature Preschool

SALON 8

SALON 9

LEARNING ENVIRONMENT

PRESCHOOLERS

storybook STEM: Diversity in early childhood programs Emily Lemonds, Saint Louis Science Center Jill Coons, GrowingGreat Mariah Romaninsky, Academy of Natural Sciences of Drexel University Victoria Roanhorse, Explora SALON 7

NATURE/OUTDOOR EDUCATION

252 | Harnessing the power of

play: A model for the playbased educator

PRESCHOOLERS

Sally Haughey, Fairy Dust Teaching

LANGUAGE & LITERACY

SALON 6 PLAY

Expo Food Court WASHINGTON CONVENTION CENTER, NAEYC EXPO, EXHIBIT HALL A

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THURSDAY & FRIDAY: 10 AM-5 PM

Developmentally Appropriate Practice in Early Childhood Programs

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2022 NAEYC Annual Conference

Developmentally appropriate practice (DAP) is a framework that describes effective teaching practices designed to promote young children’s optimal learning and development.

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Friday Sessions 1 0 - 1 1 : 3 0 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

Featured Session 253 | Building bigger and bolder coalition

advocacy for real change: How DC early educator compensation won!

In July 2021, the DC Council voted to fund early educator compensation with local dollars for all educators in the District’s early learning programs. This landmark vote was made possible by years of building and forming an advocacy coalition of over 40 community organizations devoted to an equitable system that ensures every child has the opportunity to reach their full potential. Join coalition leaders in the sessions to learn more about the DC wins and lessons learned.

Kathy Hollowell-Makle, District of Columbia Association for the Education of Young Children Ruqiyyah Anbar-Shaheen, DC Action Sia Barbara Kamara, DC Early Learning Collaborative Myrna Peralta, CentroNia Christina Henderson, Council of the District of Columbia BALLROOM A ADULTS S P ONS ORE D BY

254 | Critical Race Theory and the ramifications for teaching young children today and in the future

255 | Lights, puppets, and stories: Technical theatre tools for elementary dramatic arts learning

257 | Autism 101: Supporting

Cathy Grace, University of MS Kenya Wolff, University of Mississippi Rhea Bishop, W.K. Kellogg Foundation Raymond Pierce, Southern Education Foundation

Duncan Frost, foundry10

Dottie Zimmermann, Accent on Children

ROOM 144C KINDERGARTNERS

ROOM 103B

ARTS (PERFORMING & VISUAL ARTS)

PRESCHOOLERS CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

ROOM 103A ADULTS ADVOCACY/PUBLIC POLICY

256 | Truly inclusive: Playbased approaches for inclusive experiences and assessment William Harper-Hooper IV, University of Montevallo Donna Ploessl, University of Montevallo Laura Bloom, University of Montevallo ROOM 147A CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

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children with autism spectrum disorder in the early childhood classroom

258 | Harnessing the power of “how” to promote deep, reflective thinking Nicol Russell, Teaching Strategies, LLC Tina Sykes, Teaching Strategies, LLC ROOM 145A TODDLERS COGNITIVE DEVELOPMENT

2022 NAEYC Annual Conference

Friday Sessions 1 0 - 1 1 : 3 0 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

259 | Creating digital learning

communities: Using responsive evaluation strategies to design an assistive technology toolkit for diverse learners in Head Start schools

Austin Garilli, University of Miami Mailman Center for Child Development Michelle Schladant, Mailman Center for Child Development

262 | Celebrating cultural roots: Discovering commonalities between different cultures

266 | Higher ed accreditation

Shaheen Usmani, Brooklyn College of City University of New York

Mary Harrill, NAEYC Pamela Ehrenberg, NAEYC

ROOM 147B

WEST SALON G

ADULTS

ADULTS

DIVERSITY & EQUITY

EDUCATOR/TEACHER PREPARATION

ROOM 143C PRESCHOOLERS COMMUNITY PARTNERSHIPS

260 | Is this a waste of time?

Debunking traditional calendar and daily schedules in the preK3 classroom Lea Crongeyer, Saint Andrew’s Episcopal School Taylor Davis, Saint Andrew’s Episcopal School ROOM 203AB PRESCHOOLERS CURRICULUM—THEORIES & APPROACHES

261 | Teaching diversity, equity,

inclusion, and race identity to young children: How to be inclusive of all children

Aimee Ketchum, STEM Starts Now ROOM 140A PRESCHOOLERS DIVERSITY & EQUITY

263 | Keep calm and be kind:

Embracing diversity and acceptance with children’s literature

Kristin Farley, Wittenberg University ROOM 145B DIVERSITY & EQUITY

session: Faculty peer-to-peer learning

267 | Exploring the multilingual learning toolkit: An online resource hub for educators of young multilingual learners Patricia Aranez Morrison, Early Edge California Luis Molina, Early Edge California ROOM 150A FIRST- TO THIRD-GRADERS EMERGING BILINGUAL/MULTILINGUAL

264 | Identify, apply, and reflect: Growing Montana’s early educators Christine Lux, Montana State University Nanci Red Bird, University of Montana Western Allison Wilson, University of Montana

268 | Kinship care families and COVID-19: Strategies for supporting children’s emotional needs

ROOM 204AB

Andrea Smith, Western Michigan University

EDUCATOR/TEACHER PREPARATION

ROOM 156

265 | Promising practices for

early childhood education teacher preparation: Ensuring access for all Wendy Farr, Dallas College Taylor Hernandez, Dallas College ROOM 158AB EDUCATOR/TEACHER PREPARATION

FAMILY ENGAGEMENT & SUPPORT

269 | Moving from traditional parent involvement to equitable collaboration in family engagement Marin De Leon, Shine Early Learning Manuelli Rodriguez, Acelero Learning Jhamillex Carmen, Acelero Learning ROOM 149AB FAMILY ENGAGEMENT & SUPPORT

2022 NAEYC Annual Conference

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270 | Family Partnerships with Heart: Building an Inclusive Community Kelly Hansinger, Bright Horizons Heather Ferillo, Bright Horizons Carol Howard, Bright Horizons ROOM 151B ADULTS FAMILY ENGAGEMENT & SUPPORT

273 | Creating a more culturally

277 | Board and Staff

Randa Dunlap, University of South Carolina Aiken Abigail Owings, University of South Carolina Aiken

Karen Rainville, Connecticut Association for the Education of Young Children John Cregg, Nevada Association for the Education of Young Children Alicia Borrego, New Mexico Association for the Education of Young Children Maegan Adams, Connecticut Association for the Education of Young Children

responsive classroom: Using children’s literature to promote empathy with young children

ROOM 208AB FIRST- TO THIRD-GRADERS LANGUAGE & LITERACY

271 | ¡Si me emociono, me

expreso y aprendo! El efecto de las emociones en el aprendizaje.

Suhaill Santos, Dreyfous ROOM 143AB PRESCHOOLERS GRANDES COMIENZOS (SPANISH)

GC

274 | Elevating infant and

toddler language and literacy skills through culturally responsive teaching

Relationships: Guiding your Organization through Partnership and Mission

ROOM 207B ADULTS NAEYC ACTIVITIES

Taylor Dory, Wyoming Early Childhood Professional Learning Collaborative Kara Cossel, Wyoming Early Childhood Professional Learning Collaborative

278 | Early learning program accreditation: Telling the story of quality programs

ROOM 150B

Amanda Batts, NAEYC Ashraf Alnajjar, NAEYC

INFANTS AND TODDLERS LANGUAGE & LITERACY

WEST SALON H ADULTS

272 | Desarrollo Lingüístico en

un Contexto Bilingüe: retos y posibilidades Donna Satterlee, University of Maryland Eastern Shore Maria Luz Valdez, Wicomico County Public Schools CANCELLED

275 | Meet the authors

and illustrators: Children’s literature at NAEYC Isabel Baker, The Book Vine for Children Amy Vandament, The Book Vine for Children BALLROOM B LANGUAGE & LITERACY

GC

NAEYC EARLY LEARNING PROGRAM ACCREDITATION

279 | Sounds, textures, and

tastes...oh my! Integrating sensory play into the environment

Elda Perez, Lakeshore Learning ROOM 101 INFANTS AND TODDLERS

276 | Prioritizing early

PLAY

childhood education staff mental health to preserve our future

Angel Herring, The University of Southern Mississippi Susan Clark, The University of Southern Mississippi ROOM 204C ADULTS LEADERSHIP

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Friday Sessions 1 0 - 1 1 : 3 0 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

280 | The influence of

leadership, professional learning, and collaboration on early childhood educators’ implementation of developmentally appropriate practices

Amy Schmidtke, Buffett Early Childhood Institute ROOM 202A

283 | Inquiring minds: Investigating STEM with infants and toddlers Sherri Peterson, University of Northern Iowa Sonia Yoshizawa, St. Margaret’s Episcopal School ROOM 146A

287 | Designing Environments

for Infants, Toddlers, and Twos: Aligning Children’s Behavior Movements with Classroom Design

Sandra Duncan, EdD ROOM 207A SPOTLIGHT EXHIBITOR SESSION

INFANTS AND TODDLERS SCIENCE

P RE S E NT E D BY

ADULTS PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

281 | Voices of practitioners:

Equity and increasing opportunities for children to play: supporting young children’s agency and creativity play

Debra Murphy, Cape Cod Community College Andrew Stremmel, South Dakota State University Barbara Henderson, San Francisco State University Maleka Donaldson, Smith College Megina Baker, Neighborhood Villages Kayla Halls, University of Roehampton ROOM 209C PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

282 | Do professional learning

communities work within early childhood settings? A research perspective Archana Hegde, East Carolina University Angela Jahr, East Carolina University Jennifer Whited, East Carolina University Virginia Stage, East Carolina University ROOM 151A ADULTS RESEARCH

284 | There’s more than donuts in the breakroom: Cultivating social-emotional wellness in adults Angela Davis, Seven Counties Services Lisa Howie, Virginia Chance School ROOM 206 ADULTS SOCIAL/EMOTIONAL DEVELOPMENT

285 | Identifying temperament

and play strategies to encourage healthy socialemotional growth

Marlyn Kramer, ECE Training Dynamics, LLC Sue Hancock, Hancock Professional Development Resources and Consulting

288 | Challenges facing inquirybased teaching in early childhood education Jessica Carter, East Tennessee State University Kehinde Orimaye, East Tennessee State University Jane Broderick, East Tennessee State University ROOM 209AB ADULTS TEACHING & INSTRUCTIONAL PRACTICES

289 | Tales from the trenches:

Co-teaching in the inclusive preschool setting

PRESCHOOLERS

Melissa Neise, Etiwanda School District Melinda Freeland-Marquez, Etiwanda School District

SOCIAL/EMOTIONAL DEVELOPMENT

ROOM 146B

ROOM 202B

PRESCHOOLERS TEACHING & INSTRUCTIONAL PRACTICES

286 | Understanding and

respecting children’s physical boundaries: Not everyone is a hugger!

Rhonda Buckley, Texas Woman’s University ROOM 144AB ADULTS SOCIAL/EMOTIONAL DEVELOPMENT

290 | Collaborative learning experiences between cross-country kindergarten classes: Using technology to connect through daily rituals, curriculum, and play Christine Pinto, Arcadia Unified School District and Innovating Play LLC Jessica LaBar-Twomey, Washington Township Schools and Innovating Play LLC ROOM 146C KINDERGARTNERS TECHNOLOGY & DIGITAL MEDIA

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Friday Sessions 10-11:30 AM | MARRIOTT MARQUIS

291 | Leadership practices that

attract and maintain strong teams

Sarah Lang, Ohio State University, Virtual Lab School Kristen Knight, Ohio State University, Virtual Lab School SALON 1

293 | The outdoor classroom:

295 | The many hats of

Cynthia Hill, Grace St. Luke’s Episcopal School Jeanette Walton, Grace St. Luke’s Episcopal School

Annette Anschutz, Concordia University, Nebraska

Making it a reality!

SALON 8 NATURE/OUTDOOR EDUCATION

ADULTS

SALON 9 PRESCHOOLERS LEARNING ENVIRONMENT

PROFESSIONALISM & ETHICS

296 | Leading during

Jane Humphries, McCormick Center for Early Childhood Leadership

292 | Gender in our learning Jamie Solomon, Scuola Creativa Nadia Jaboneta, Pacific Primary Brian Silviera, Pacific Primary

SALON 2

ambiguity: Taking care of you

LEADERSHIP

spaces

leadership

294 | Becoming a play-

responsive educator: The original learning approach Suzanne Axelsson, Interaction Imagination SALON 6 PLAY

SHAW/LEDROIT ADULTS PROGRAM ADMINISTRATION, EVALUATION & FINANCIAL MANAGEMENT

297 | STEAM ahead to serve all young pre-K learners, including dual language learners Lea Ann Christenson, Towson University SALON 10 PRESCHOOLERS SCIENCE

1 2 N O O N - 1 2 : 4 5 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

298 | NAEYC Meet the Candidates The slate for the 2023 Governing Board election will be introduced. Candidates will make brief statements and discuss issues facing the Association. This year’s election includes candidates for President-Elect, Graduate-Elect Student Governing Board member and one At-Large Governing Board member.

You can also meet the candidates in the NAEYC Homeroom on Thursday at 5 PM. And be sure to VOTE! ROOM 152AB NAEYC ACTIVITIES

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Friday Sessions 1 – 2 : 3 0 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

299 | NAEYC Annual Business

Meeting and Town Hall

There is so much to discuss: our strategic priorities, the work of our affiliates and interest forums, the continued value position of NAEYC membership, and the overall health of our professional association.

Join NAEYC President Natalie Vega O’Neil, Treasurer Michelle Wlazlo, Chief Executive Officer Michelle Kang, and members of NAEYC’s Governing Board for what is always a lively conversation.

NAEYC’s 4 Strategic Priorities: › High-Quality Early Childhood Education › The Profession › Professional Membership, Leadership, and Innovation › Organizational Excellence ROOM 152AB NAEYC ACTIVITIES

NAEYC’s vision: All young children thrive and learn in a society dedicated to ensuring they reach their full potential.

NAEYC’s mission: NAEYC promotes high-quality early learning for all children birth through age 8 by connecting practice, policy, and research. We advance a dynamic early childhood profession and support all who care for, educate, and work on behalf of young children.

Featured Session 300 | D-A-P in the H-O-O-D: How

developmentally appropriate practice can transform instruction in urban pre-K classrooms

Experience and research highlight the early years as a crucial period in the development of young children and their academic and social success in school. Researchers have determined that children from families surviving on low incomes face additional challenges. They have noted that their risk of failing in school begins before kindergarten, and these deficits are often difficult to overcome. High-quality early readiness programs in communities that are economically impacted provide children with the tools necessary to succeed in school. The Alabama First Class Pre-K program has led the country in this initiative for over ten years. In 2020, Alabama was one of only six states to meet all ten quality benchmarks established by the National Institute for Early Education Research (NIEER). Alabama First Class values the importance of highly skilled teachers and developmentally appropriate practices in providing learning experiences for children. In their study of school readiness, researchers Cheryl Wright, Marissa Diener, and Susan Kay found that teachers in urban districts often defined readiness in terms of having knowledge of academic concepts and placed less importance on social skills. They explained this definition of readiness on state standards and an increased focus on accountability.

As a result of this thinking, many urban readiness programs structure learning through the use of worksheets, pencil-and-

2022 NAEYC Annual Conference

paper learning, and rote memorization. This session will show that using developmentally appropriate practices can prepare urban students just as it does all students.

The presenters will: (1) Provide instructional strategies and activities that teachers will be able to begin using in their classrooms immediately; (2) Present short video evidence of student learning in their urban classrooms using developmentally appropriate practices; (3) Provide data to highlight instructional impact.

Stephanie Parker, Birmingham City Schools LaTerika Smith, Birmingham City Schools Kymberli Larkins, Birmingham City Schools BALLROOM A PRESCHOOLERS S P ONS ORE D BY

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Friday Sessions 1 – 2 : 3 0 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

301 | Advocating for change:

304 | It isn’t just fun and games: Making number sense using mathematical logic and reasoning

Shantel Meek, Children’s Equity Project, Arizona State University Xigrid Soto-Boykin, Children’s Equity Project, Arizona State University Evandra Catherine, Children’s Equity Project, Arizona State University

Shelly Counsell, University of Memphis Mary Palmer, Southwest Tennessee Community College Felicia Peat, WKNO Public Broadcasting Station

Intersectionality and equity in early childhood special education policy

ROOM 156 PRESCHOOLERS ADVOCACY/PUBLIC POLICY

ROOM 147B PRESCHOOLERS

308 | Out with the old, in with the new: Equitable strategies for workforce compensation Rachel Spector, The Children’s Trust Jennifer Ulysse, The Children’s Trust Dasiely Cruz, The Children’s Forum Heidy Valdez, Web-based Early Learning Systems ROOM 203AB ADULTS DIVERSITY & EQUITY

CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

302 | Supporting children’s emotional growth through the arts

305 | Active learning games to support executive function and self-regulation

Cecilia Maron-Puntarelli, Indiana University Mila Costa, Bank Street College of Education

Inette Bolden, Montgomery County Child Care Support Services

309 | Gender expression in early childhood Samuel Broaden, Honoring Childhood ROOM 159AB PRESCHOOLERS DIVERSITY & EQUITY

ROOM 145A COGNITIVE DEVELOPMENT

ROOM 202B ARTS (PERFORMING & VISUAL ARTS)

303 | Early intervention in

the classroom: A shared understanding of best practices between early childhood professionals and early intervention providers

Catherine Citta, University of Georgia Crystal Williams, University of Illinois Sarah Wiegand, New Mexico State University ROOM 147A INFANTS AND TODDLERS CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

306 | Creating and maintaining long-term community partnerships through vision sharing Jennifer Diamond, Clark County School District Lenette Reece, Clark County School District ROOM 150A FIRST- TO THIRD-GRADERS COMMUNITY PARTNERSHIPS

310 | Supporting children’s natural dispositions for empathy, compassion, and fairness to foster a more equitable world Deborah Curtis, Interlaken Preschool Rukia Rogers, The Highlander ROOM 206 DIVERSITY & EQUITY

307 | Champion joy and

language development in writing for kindergarten and preschool

Jill Eisenberg, Lee & Low Books/Bebop Books Katie Potter, Lee & Low/Bebop Books Patricia García-Arena, American Institutes for Research Rebecca Bergey, American Institutes for Research ROOM 145B KINDERGARTNERS CURRICULUM—THEORIES & APPROACHES

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Friday Sessions 1 – 2 : 3 0 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

311 | ACCESS to Shared Knowledge in Practice, Part I: The Changing Landscape of Early Childhood Teacher Education: A Series of Roundtable Discussions Debra Murphy, Cape Cod Community College Jennifer Koel, Waukesha County Technical College Sharon Carter, DavidsonDavie Community College Anu Sachdev, Lehigh Carbon Community College ROOM 207B ADULTS EDUCATOR/TEACHER PREPARATION

312 | Culturally responsive early

childhood teacher preparation program

Cindy Martinez, Western New Mexico University Shannon Rivera, WNMU

314 | Building relationships

with families: Impactive practices for educators

Joanne Blair, Sublette BOCES Early Education Program Gracy Carpenter, Sublette BOCES Early Education Program ROOM 150B

EDUCATOR/TEACHER PREPARATION

313 | Exploring alternatives

to traditional homework in early childhood: Building connections with families through collaborative schoolto-home learning experiences

Angela Eckhoff, Old Dominion University ROOM 158AB FIRST- TO THIRD-GRADERS FAMILY ENGAGEMENT & SUPPORT

quiso saber sobre la credencial de Asociado en Desarrollo Infantil® (CDA®)

Vilma Williams, Council for Professional Recognition Raquel Andrade, Council for Professional Recognition

PRESCHOOLERS

ROOM 140B

FAMILY ENGAGEMENT & SUPPORT

GRANDES COMIENZOS (SPANISH)

315 | Does anyone actually

read this newsletter? Tensions educators face when building connections with families of two-year-olds

Maggie Secrest, Saint Andrews Episcopal School Sandra Flores, Saint Andrew’s Episcopal School

GC

319 | Destined to win; No longer embarrassed: It’s time to let the secrets out and heal!

Crystal Sanford-Brown, Emerging Young Leadership, Inc.

ROOM 149AB

ROOM 144C

INFANTS AND TODDLERS

ADULTS

FAMILY ENGAGEMENT & SUPPORT

HEALTH & SAFETY

316 | Global citizenship education for young learners: Practice in the preschool classroom

320 | Supporting staff beyond

ROOM 209AB ADULTS

318 | Todo lo que usted siempre

Robin Hancock, Packer Collegiate Institute

staff meetings: Promoting a culture of resilience using practical, research-based (and fun) strategies that happen every day, all day

Susan Damico, Devereux Center for Resilient Children

ROOM 208AB PRESCHOOLERS

ROOM 103A

GLOBAL PERSPECTIVES

ADULTS LEADERSHIP

317 | Mejorar el desarrollo

del idioma de los jóvenes estudiantes del idioma inglés a través del uso de títeres

Becoming a resilient leader

Anne Laguzza, The Works Consulting

Donna McCrary, Texas A & M University, Commerce Esther Ginocchio, PreK Bilingual Consultant ROOM 143AB

321 | Bouncing back stronger:

ROOM 146C ADULTS GC

LEADERSHIP

PRESCHOOLERS GRANDES COMIENZOS (SPANISH)

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322 | Where are the men in

early childhood education?

Bradley Molter, School District of Palm Beach County ROOM 143C MEN IN EARLY CHILDHOOD

323 | Learning through music:

How to improve circle time Markus Law, ML Early Childhood Education Consulting ROOM 201 ADULTS MUSIC

327 | Transforming play

practices: A Playworld approach for a sustainable STEM learning

Ade Dwi Utami, Universitas Negeri Jakarta ROOM 204C PRESCHOOLERS PLAY

328 | Fostering children’s play

through virtual modalities: Brought to life through examples and interactive experiences

331 | Please don’t teach

science to infants and toddlers!

Helping toddlers learn science through their own explorations and helping explain this to other adults

Ellen (Jaffe) Cogan, Hilltop Early Childhood Services Cecilia Scott-Croff, Borough of Manhattan Community College Early Childhood Center ROOM 144AB INFANTS AND TODDLERS SCIENCE

332 | Tools to promote social-emotional learning in preschool settings

Amanda Batts, NAEYC

Libby Ethridge, University of Oklahoma Adrien Malek-Lasater, University of North Florida Kyong- Ah Kwon, University of Oklahoma Kathryn Fields, University of Oklahoma

WEST SALON H

ROOM 202A

PRESCHOOLERS

ADULTS

PLAY

SOCIAL/EMOTIONAL DEVELOPMENT

329 | Sister outsider: Lived experiences of anti-racist Black women early childhood educators

333 | Creating whole educators: Implementing emphasis on teacher wellness in early childhood settings

Meghan Green, Erikson Institute

Melanie Leadingham, St. Theresa Early Childhood Center

324 | NAEYC early learning

program accreditation: 20222023 assessment

Sherri Fickenscher, Clarke Schools for Hearing & Speech ROOM 140A

NAEYC EARLY LEARNING PROGRAM ACCREDITATION

325 | Skills for liberation: Reclaiming nature education through culturally inclusive programming Ashley Brailsford, Unearthing Joy

ROOM 209C ADULTS

ROOM 151A

PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

ADULTS

NATURE/OUTDOOR EDUCATION

326 | The effect of the nature and environment on the psychosocial development of the child: Causes, effects, and sample activities

330 | Turning data into action: Using program evaluation to inform an individualized system of support for early childhood professionals

Elif Ozturk, Giresun University Meryem Tulum, Hacettepe University

Jennifer Whited, East Carolina University Amanda Vestal, UNC Charlotte Mistie Reising-Cogbill, UNC Charlotte Kerry Novotny, East Carolina University

ROOM 151B

ROOM 101 PRESCHOOLERS NATURE/OUTDOOR EDUCATION

SOCIAL/EMOTIONAL DEVELOPMENT

ROOM 103B PRESCHOOLERS RESEARCH

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Friday Sessions 1 – 2 : 3 0 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

334 | Integrating Fred Rogers and educator practice Dana Winters, Fred Rogers Institute Sarah O’Callaghan, Fred Rogers Institute Shellie Grooms, Fred Rogers Institute ROOM 146A TEACHING & INSTRUCTIONAL PRACTICES

336 | New resources for

incorporating DAP in early childhood higher education programs

Camille Catlett, Frank Porter Graham Child Development Institute Priti Verma, Higher Colleges of Technology WEST SALON G TEACHING & INSTRUCTIONAL PRACTICES

335 | Community walks

337 | Access for all learners:

Using universal design for learning and culturally responsive pedagogy with developmentally appropriate and culturally responsive apps in the early childhood classroom

Craig Blum, Illinois State University Miranda Lin, Illinois State University ROOM 154AB

as emergent curriculum: Engaging in culturally sustaining social studies and STEM lessons with pre-K students

ADULTS TECHNOLOGY & DIGITAL MEDIA

Amber Beisly, Texas A and M Corpus Christi Jana Sanders, Texas A and M Corpus Christi CANCELLED

1–2:30 PM | MARRIOTT MARQUIS

338 | Trauma and social-

340 | Vivacious vocabulary: Strategies to address vocabulary development in students

Kenneth Sherman, HighScope

Lisa Pizzuta, Newark Board of Education Theresa Finkelstein, Newark Board of Education Michele Rodrigues, Highland Park Public Schools

emotional distress: How do we support our children and teachers?

SALON 7 PRESCHOOLERS GUIDANCE/CHALLENGING BEHAVIORS

339 | The perfect storm of

stress and the road map to HOPE

Gregory Willliams, Baylor College of Medicine/Texas Children’s Hospital SALON 3/4 GUIDANCE/CHALLENGING BEHAVIORS

SALON 10

341 | How to acquire, save, and

use recyclable and natural materials in your classroom

Rebecca Crawford, Eastern Kentucky University Jennifer Duty, Eastern Kentucky University Sarah Winkler, Eastern Kentucky University Jaime Priode, Eastern Kentucky University

FIRST- TO THIRD-GRADERS

SALON 8

LANGUAGE & LITERACY

PRESCHOOLERS LEARNING ENVIRONMENT

342 | NAEYC’s new DAP + playful learning develops STEM and more Douglas Clements, University of Denver Julie Sarama, University of Denver SHAW/LEDROIT MATHEMATICS

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Friday Sessions 1–2:30 PM | MARRIOTT MARQUIS

343 | Breaking the code: Supporting computational thinking and coding through play and literacy in early childhood classrooms Marisel Torres-Crespo, Hood College Kristine Calo, Hood College SALON 9 PRESCHOOLERS TECHNOLOGY & DIGITAL MEDIA

344 | Innovative technologies for inspired learning: Developmentally appropriate digital tools and techniques to empower young children Mark Bailey, Pacific University College of Ed Warren Buckleitner, Children’s Technology Review Diane Bales, University of Georgia Bonnie Blagojevic, Morningtown Consulting

Available at the NAEYC Shop!

Digital Tools for Learning, Creating, & Thinking Learn how to use technologies to build on the learning children gain through play, foster their storytelling and reflection, enrich partnerships with families, and more.

Item 1159 List $20 | Conference Price $16

SALON 2 TECHNOLOGY & DIGITAL MEDIA

3 – 4 : 3 0 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

Featured Session 345 | Composing a profession: Reflections on four decades of early childhood education history to inform its future The panelists bring decades of varied experiences as actively engaged members, elected leaders at the affiliate and national levels, and NAEYC staff in working to advance NAEYC’s mission to build a strong early childhood profession and provide high-quality early childhood education for all young children. Panelists will reflect on key lessons they’ve learned through their involvement and identify implications for the future. They will highlight the leaders who have mentored them and whose efforts have laid the foundation for current work that advances equity and developmentally appropriate practice. Finally, they will underscore the important connections between the three threads of NAEYC’s ongoing efforts—improving professional practice, effective advocacy on behalf of young children and the profession, and building a diverse and inclusive organization—and identify ways that individual members can support these efforts at every phase of their professional journey.

Marica Cox Mitchell, Bainum Family Foundation Sue Bredekamp, Consultant Jerlean Daniel, Consultant Carol Brunson Day, Brunson, Phillips & Day Inc. Ed Greene, Ed Greene Strategies Rahshita Lowe-Watson, DC Public Schools BALLROOM A ADULTS SP O N SO R E D BY

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Friday Sessions 3 – 4 : 3 0 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

346 | America’s early childhood

349 | Maintaining mutually beneficial partnerships in early childhood education: The Sherman Center model

353 | All are welcome here: Engaging learners through culturally responsive literacy activities

Sarah Vanover, Kentucky Youth Advocates Jennifer Washburn, iKids Childhood Enrichment Center

Jennifer Mata-McMahon, University of Maryland, Baltimore County Shana Rochester, University of Maryland, Baltimore County Louise Corwin, University of Maryland, Baltimore County

Michele Goady, Texas A&M Commerce Khristina Goady, Atwell Elementary School- Ft. Worth, Texas ISD

education crisis: Examining the problem from a macro and micro perspective

ROOM 146B ADULTS ADVOCACY/PUBLIC POLICY

ROOM 156

ROOM 204AB FIRST- TO THIRD-GRADERS DIVERSITY & EQUITY

ADULTS COMMUNITY PARTNERSHIPS

347 | Moving to connect,

moving to understand: Using dance as a tool for belonging, self- expression and communication Maria-Ines Tripodi, Arts for Learning MD Valerie Branch, Arts for Learning MD

350 | Intentional interactions for equity: Being conversational partners and language facilitators Kateri Thunder, Corwin Alisha Demchak, University of Virginia ROOM 158AB DIVERSITY & EQUITY

ROOM 143C PRESCHOOLERS ARTS (PERFORMING & VISUAL ARTS)

348 | Where do I start?

Intentional, playful, and inclusive STEM for each and every child Chih-Ing Lim, University of North Carolina at Chapel Hill Megan Vinh, University of North Carolina at Chapel Hill ROOM 147B CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

351 | Introduction to gender and gender expression in early childhood

354 | ACCESS to shared

knowledge in practice, part II: Teaching early childhood courses in multiple modalities: An exploration of best practices

Jennifer Koel, Waukesha County Technical College Debra Murphy, Cape Cod Community College Sharon Carter, DavidsonDavie Community College Anu Sachdev, Lehigh Carbon Community College ROOM 207B ADULTS

James Clay, New York Megan Madison, Brandeis University

EDUCATOR/TEACHER PREPARATION

ROOM 147A

355 | Developmentally

PRESCHOOLERS DIVERSITY & EQUITY

352 | Celebrating diversity and inclusion: Telling the story of our names Sara Westerlin, Peru State College Karen Lefkovitz, Karen Lefkovitz Educational Counseling Elsa Jones, Independent ECE Consultant Wilma Robles-Melendez, Nova Southeastern University ROOM 209AB

appropriate practice: What early childhood teachers need to know about the changes in the 4th edition of Developmentally Appropriate Practice in Early Childhood Programs

Zlata Stanković-Ramirez, Coastal Carolina University Josh Thompson, Texas A&M University- Commerce ROOM 145A ADULTS EDUCATOR/TEACHER PREPARATION

ADULTS DIVERSITY & EQUITY

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Friday Sessions 3 – 4 : 3 0 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

356 | Planning read-alouds to

facilitate symbolic experiences for young dual language learners

Irasema Salinas-González, University of Texas Rio Grande Valley Iliana Alanis, The University of Texas at San Antonio Maria Arreguin, The University of Texas at San Antonio

359 | Fomentar una Cultura de Paz e Interdependencia con Niños© Despierta con Yoga: Clínicas de Yoga Creativas y Divertidas Nurturing a Culture of Peaceful Interdependence with Children© Wake up with Yoga: Playful & Creative Yoga Clinics E Bala Soto, ClearOneSource

ROOM 145B

ROOM 143AB

PRESCHOOLERS

ADULTS

EMERGING BILINGUAL/MULTILINGUAL

GRANDES COMIENZOS (SPANISH)

357 | A museum perspective:

Play as the universal language for engaging families, fostering community, and building resilience Pam Hillestad, Glazer Children’s Museum Sara Arias-Steele, Glazer Children’s Museum Emily Woods, Glazer Children’s Museum Claudia Borjas, Glazer Children’s Museum

GC

360 | Breaking down silos to serve our multilingual learners Jane Richardson, Alexandria City Public Schools Anna Harvin, Alexandria City Public Schools Heidi Haggerty-Wagner, Alexandria City Public Schools

ROOM 149AB

ROOM 203AB

FAMILY ENGAGEMENT & SUPPORT

PRESCHOOLERS LEADERSHIP

358 | Family voice leading: Co-

creating a state parent cabinet

Elena Trueworthy, State of CT Office of Early Childhood Chenae Russell, State of CT Office of Early Childhood ROOM 150A ADULTS FAMILY ENGAGEMENT & SUPPORT

362 | Maintaining Early Learning Program NAEYC accreditation Becky Honig, NAEYC Lori Nanney, NAEYC ROOM 204C ADULTS NAEYC EARLY LEARNING PROGRAM ACCREDITATION

363 | Into the woods!

Designing inclusive naturebased programming Gary Bingham, Georgia State University Chrystyan Williams, Georgia State University Pam McClure, The Frazer Center Arianna Pikus, Michigan State University ROOM 208AB PRESCHOOLERS NATURE/OUTDOOR EDUCATION

364 | The art of observation:

Insights from Pikler and the Program for Infant and Toddler Care

Elsa Chahin, Pikler/Loczy USA Peter L. Mangione, WestEd ROOM 146A

361 | Programs, innovations,

and partnerships that have brought us together to support children, educators, families, and communities in early math

Kehinde Orimaye, East Tennessee State University Alissa Lange, East Tennessee State University Kristen Reed, Education Development Center Lisa Ginet, Erikson Institute ROOM 103A

INFANTS AND TODDLERS PHYSICAL DEVELOPMENT

365 | Recess policy

implementation: Beliefs and perceptions of site-based decision makers

Charlene Woodham Brickman, Educational Consultant ROOM 209C PLAY

PRESCHOOLERS MATHEMATICS

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Friday Sessions 3 – 4 : 3 0 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

366 | Resist the righting

reflex! Using motivational interviewing to reinvent coaching, supervision, and family engagement

369 | Planting the seeds of perspective practices: Creating resource sets to cultivate compassionate citizens

Chris Amirault, Tulsa Educare Christine Snyder, University of Michigan Health System Children’s Center

Sheila Baker, University of Houston-Clear Lake Debby Shulsky, University of Houston-Clear Lake

ROOM 101

ROOM 144C

ADULTS

FIRST- TO THIRD-GRADERS

PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

SOCIAL STUDIES

367 | Policy in education:

Examining the Impact of the Science of Reading–inspired policy on early childhood educators’ methods of literacy instruction

370 | Children’s literature + laughter = social-emotional learning

Faith Kelley, University of North Alabama

Marla Pankratz, Southwestern Oklahoma State University Dawn Keller, Southwestern Oklahoma State University Marla Pankratz, Southwestern Oklahoma State University

ROOM 140B

ROOM 202B

ADULTS

inquiry, interest, and self-identity with young multilingual learners through culturally responsive family/ teacher partnerships

Cindy Hoisington, Education Development Center Jessica Mercer Young, Education Development Center ROOM 150B PRESCHOOLERS SCIENCE

explore connections, and discuss!

Peggy Kemp, Division of Early Childhood, Council for Exceptional Children ROOM 206 ADULTS STANDARDS—EARLY LEARNING STANDARDS, PROGRAM STANDARDS

374 | Moving from ideas to impact: Solving challenges and achieving new goals with developmentally appropriate practice for infants and toddlers Marie Masterson, National Louis University ROOM 146C INFANTS AND TODDLERS TEACHING & INSTRUCTIONAL PRACTICES

SOCIAL/EMOTIONAL DEVELOPMENT

RESEARCH

368 | Promoting science

373 | Standards: Let’s define,

371 | Building character in early childhood through virtue education Kathryn Bojczyk, The Catholic University of America ROOM 154AB PRESCHOOLERS SOCIAL/EMOTIONAL DEVELOPMENT

375 | Illuminating the “care” in early childhood education and care Carol Garboden Murray, Wimpfheimer Laboratory Nursery School, Vassar College Kirsten Haugen, Dimensions Educational Research Foundation Sara Gilliam, Exchange Press ROOM 151A TEACHING & INSTRUCTIONAL PRACTICES

372 | Creating 21st century learners: Integrating STEM standards in the project approach Rebecca Wilson, Van Meter Community School District Karrie Snider, University of Central Missouri ROOM 151B STANDARDS—EARLY LEARNING STANDARDS, PROGRAM STANDARDS

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Friday Sessions 3–4:30 PM | MARRIOTT MARQUIS

376 | Big emotions and

challenging behaviors in young children: Creating strategies, adaptions, and a growth mindset to support all children

Emma Cutler, Peachtree Presbyterian Preschool SALON 7 GUIDANCE/CHALLENGING BEHAVIORS

378 | Essential, effective, efficient, and equitable: Retooling traditional approaches in phonological awareness assessment and instruction Christina Marie Cassano, Salem State University Kathleen Paciga, Columbia College Chicago

380 | NAEYC Affiliate Orientation Jordan Christian, NAEYC Gwen Simmons, NAEYC Gina Forbes, Maine Association for the Education of Young Children SALON 8 ADULTS NAEYC ACTIVITIES

SALON 9

377 | Play conflicts and

remorse: Should “sorry” be the hardest word?

Carolyn Newman, Santa Fe Community College Judy Hudson, New Mexico Association for Infant Mental Health SALON 1 KINDERGARTNERS GUIDANCE/CHALLENGING BEHAVIORS

KINDERGARTNERS LANGUAGE & LITERACY

379 | Leaning in and doing the

hard work: The work of antibias leaders

Melissa Andersen, AmazeWorks Rebecca Slaby, AmazeWorks

381 | Taming the turnover:

Creating a stable and strong school family

Sara McFall, Never Grow Up SHAW/LEDROIT ADULTS PROGRAM ADMINISTRATION, EVALUATION & FINANCIAL MANAGEMENT

SALON 10 ADULTS LEADERSHIP

7–9 PM | MARRIOTT MARQUIS

382 | “It’s hard to smile with a binky in your mouth!” (Still teaching in the “key of life”): A celebration

DCAEYC Annual Membership Meeting

Mimi Brodsky Chenfeld, teacher, author, and educational consultant

SALON 1

SALON 3/4 ARTS (PERFORMING & VISUAL ARTS)

6-7 PM

Join DCAEYC and fellow members for our Annual Membership Meeting. Mix and mingle with the Board and catch up with colleagues over food, fun, and giveaways!

Hope to see you there!

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Discover the Power of Play!

Learn how to use new and familiar materials to provide purposeful play opportunities that increase children’s competence and curiosity.

Add these essential resources to your collection today.

Available in Print & E-Book

NAEYC.org/shop

Friday Poster Session 4 : 3 0 – 6 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

383 | NAEYC’s

P11 | Comfort level and teaching

Poster session

NAEYC EXPO, EXHIBIT HALL A, NEAR 1300 AISLE

Visit NAEYC’s Poster session for poster displays where you can meet and exchange ideas with presenters and attendees! The Poster session will have simultaneous presentations on various topics inside NAEYC’s Expo.

P1 | Are teachers rating children’s approaches to learning or children’s temperament on assessments?

Kathryn Fletcher, Ball State University, Muncie, Indiana Annie Liner, Indiana State University, Terre Haute, Indiana ASSESSMENT OF YOUNG CHILDREN

P2 | Global application: Functional assessment for early intervention Margaret Gichuru, SUNY Cortland Patricia Roiger, SUNY Cortland ASSESSMENT OF YOUNG CHILDREN

P3 | COVID-19’s impact on how

early interventionists coach caregivers Crystal Williams, University of Illinois at Urbana-Champaign CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

P4 | Learning during a pandemic:

Impact of Special Olympics young athletes home kit experiences JoDell Heroux, Central Michigan University Holly Hoffman, Central Michigan University CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

P5 | Discipline or support: Are

discipline issues with Black girls a cry for educational support?

Karen McLean, University of North Carolina at Charlotte CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

P6 | Parental involvement in emotional regulation of children with autism

practices of early childhood teachers in LGBTQ+ education

Sam McSpiritt, Kean University Keri Giordano, Kean University DIVERSITY & EQUITY

P12 | Online university faculty mentoring of student advocates Lisa Wright, Purdue University Global Dena AuCoin, Purdue University Global

Toi Witcher, Prince George’s County Schools

EDUCATOR/TEACHER PREPARATION

CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

P13 | Examining teacher education

P7 | Sibling intervention using video modeling for children with autism spectrum disorder Elena Marte, Miami Dade County Public Schools CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

P8 | Early interventions and COVID-19: How this impacted speech development and services for infants, toddlers, and preschoolers Ashley Pfohl, CAPSLO CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

P9 | Adventures in peace: One step at a time Donna Satterlee, Peace Educators Special Interest Michelle Hughes, Critchlow Adkins Child Development Center DIVERSITY & EQUITY

P10 | Include me; do not dilute me: Including authentic multicultural literature and experiences in the classroom

Guinneth Guild Witzig Wulfe, University of Central Oklahoma DiAnn McDown, University of Central Oklahoma

students’ social and emotional competence and state of mental health, specifically during the COVID-19 pandemic

Molly Gerrish, University of Wisconsin-River Falls EDUCATOR/TEACHER PREPARATION

P14 | Fostering technologyenhanced, culturally responsive family engagement for supporting young English language learners’ literacy learning Sunyung Song, Athens State University EDUCATOR/TEACHER PREPARATION

P15 | Training interveners to

support the child who is Deaf, Blind, or dual sensory impaired: An overview of the Intervener Preparation Program at Shawnee State University

Doug Sturgeon, Shawnee State University Karen Koehler, Shawnee State EDUCATOR/TEACHER PREPARATION

P16 | The preservation of

laboratory schools on the college campus

Mary Ellen Towne, Skidmore College EDUCATOR/TEACHER PREPARATION

DIVERSITY & EQUITY

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Friday Poster Session 4 : 3 0 – 6 P M | WA S H I N G T O N C O N V TE IM NE T I |O LNOC CEAN TT IO EN R

P17 | Philosophies of family

engagement in early childhood around the world

Mona Alzahrani, The University of South Florida FAMILY ENGAGEMENT & SUPPORT

P24 | Teaching alphabetic principles through culturally diverse stories that embed socialemotional learning Cheryl Lundy Swift, Learning Without Tears LANGUAGE & LITERACY

P18 | Families and students as co-

teachers: Collaborating to support children’s development and learning through virtual tutoring

Carmen Sherry Brown, Hunter College, City University of New York FAMILY ENGAGEMENT & SUPPORT

P19 | Meeting the educational

needs of ELL children during a pandemic: The case of a Korean immigrant family

Sungok Reina Park, Minnesota State University Moorhead Guang-Lea Lee, Old Dominion University FAMILY ENGAGEMENT & SUPPORT

P25 | Make it make sense for all preschoolers: Using culturally and linguistically diverse children’s books to build strong early literacy skills Nicole Austin, Elizabeth City State University.

LANGUAGE & LITERACY

P26 | Teaching phonological and phonemic awareness in early childhood

P30 | Farm to early care and

education: One North Carolina county’s vision to connect young children to locally grown foods and nature-based education through gardening

LaKeasha Glaspie, Smart Start of New Hanover County Natalie Pond, Smart Start of New Hanover County NATURE/OUTDOOR EDUCATION

P31 | Triangles, rectangles, circles

too! Letters and numbers — look what you can do: Early childhood STEM!

Mary Amtsberg, Upper Merion Area School District SCIENCE

Novella Washington, Sam Houston State University LANGUAGE & LITERACY

P32 | Social-emotional learning: Should it stay or should it go?

P20 | Family engagement in children’s schooling

P27 | Strategies for an effective classroom

Carla Sewer, Texas Woman’s University and University of North Texas at Dallas

Juanita Hollingsworth-Johnson, education advocate

Cidney Mosby, University of Central Oklahoma DiAnn McDown, University of Central Oklahoma

FAMILY ENGAGEMENT & SUPPORT

LEARNING ENVIRONMENT

SOCIAL/EMOTIONAL DEVELOPMENT

P21 | Engaging families through student-led family workshops

P28 | Our journey through preschool: Explore how a learning community documents their experiences and progression of the school year

P33 | What’s the difference

Grace Jepkemboi, UAB FAMILY ENGAGEMENT & SUPPORT

P22 | Children’s perception of aging: A case of children’s short-term experiences of caring for their grandmother with Alzheimer’s disease Min-Kyoung Park, University of Maryland Sungok Reina Park, Minnesota State University Mankato HEALTH & SAFETY

P23 | Creating readers and writers

Dina Treff, Child Development Lab at the McPhaul Center at the University of Georgia LEARNING ENVIRONMENT

P29 | Advocating for male early childhood teachers in the 21st century: Insights from experiences of a male teacher Kyung Ick Park, Delaware State University MEN IN EARLY CHILDHOOD

between the thinking chair and the calm corner? Setting a foundation for child self-advocacy

Kim Sewell, St. Andrews Episcopal School SOCIAL/EMOTIONAL DEVELOPMENT

P34 | Preschool instructional strategies that promote civic efficacy and science skill development Muhammad Riaz, Mississippi State University Jordan Davis, Mississippi State University TEACHING & INSTRUCTIONAL PRACTICES

Arnita Hall, Together We Can LANGUAGE & LITERACY

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Your voice is

As an expert in early childhood education, and in your own experiences, there are many ways you can make your voice heard.

From NAEYC’s pandemic surveys of the early childhood field to engaging with media and press, we are here to center your story and amplify your influence over ECE policy and decision making.

Lean into your expertise, deepen your impact and get involved!

This is Your Movement

Join the conversation at NAEYC.org/share-your-story

Saturday Sessions 8 – 9 : 1 5 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

Featured Session 384 | Play-based instruction in kindergarten

classrooms

This session will overview the March 2022 report, Implementing Play-Based Learning Across Illinois Kindergarten Classrooms: Recommendations from Teach Plus Early Childhood Fellows. This brief looks at four Illinois districts that adopted a play-based approach across their kindergarten classrooms. Presenters will describe what play-based learning looks like in practice and discuss the benefits and barriers teachers and administrators have experienced as they have worked to implement this approach in their own educational settings. Participants will receive guidelines on transitioning to play-based learning in the early grades and an advocacy toolkit they can use when promoting this approach to school and district administrators.

385 | Using data in early

childhood: Creating actionable change in the community Karen McKnight, The Hunt Institute Amanda Eastern, The Hunt Institute Becca Hanlin, The Hunt Institute Josh McGee, The Hunt Institute Emily Chavis, The Hunt Institute

Erean Mei, KIPP Charter Schools Alli Bizon, Chicago Public Schools Will Murzyn, District 99 Cicero Sinthu Ramalingam, Teach Plus Margi Bhansali, Chicago Public Schools and Teach Plus ROOM 152AB KINDERGARTNERS S P ONS ORE D BY

387 | Interrogating whiteness in

the early intervention system

Margie Brickley, Bank Street College Ashley Cattaneo, Purple Circle Early Childhood Program ROOM 145A INFANTS AND TODDLERS

CANCELLED

CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

386 | A creative journey of

388 | Partnering with extension

an atelierista in a college lab school enhancing classroom curriculum with music and arts

Namhee Lim, University of Louisville ROOM 150A ARTS (PERFORMING & VISUAL ARTS)

389 | Reimagining projectbased learning to reignite engagement in the early childhood classroom Tamara Smith-Moore, Shippensburg University Jose Lopez, Shippensburg University Carson Pennings, South Western School District ROOM 145B CURRICULUM—THEORIES & APPROACHES

agencies in early childhood systems: Success stories from multiple states

390 | Creating truly

Courtney Aldrich, Michigan State University Extension LaDonna Werth, University of Nebraska Extension Carrie Shrier, Michigan State University Extension Hope Wilson, Yavapai County Cooperative Extension, University of Arizona

Kara Ketter, The Nature School of Central Indiana

inclusive environments for neurodivergent children: Supporting autistic children and their families

ROOM 147B DIVERSITY & EQUITY

ROOM 156 ADULTS COMMUNITY PARTNERSHIPS

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391 | Humanizing history: Using children’s literature to engage in critical conversations

394 | Modeling adaptability:

Leslie La Croix, George Mason University Bweikia Steen, George Mason University Colleen Vesely, George Mason University

Aimee Dalenta, Springfield Technical Community College

ROOM 147A

Preparation for teaching in tomorrow’s classroom

ROOM 151A ADULTS EDUCATOR/TEACHER PREPARATION

398 | Whole-body learning and movement senses: Developing proprioception and vestibular senses in a sensory-rich environment for balancing behavior Abby Abrisham, C.P. Child Care, Inc. ROOM 201 GUIDANCE/CHALLENGING BEHAVIORS

FIRST- TO THIRD-GRADERS DIVERSITY & EQUITY

392 | Inclusion means

everyone: How to create inclusive anti-bias preschool classroom environments Kathleen O’Hara, University of Nevada, Las Vegas Delilah Krasch, University of Nevada, Las Vegas Maryssa Kucskar Mitsch, San Francisco State University ROOM 143C PRESCHOOLERS DIVERSITY & EQUITY

395 | Walking teachers toward a multilingual classroom Maria Jose Dias, East Tennessee State University Karen Dumas, East Tennessee State University

Amy Duffy, Child Care Services Association Ana De Hoyos O’Connor, San Antonio College Laurie Litz, Pennsylvania Child Care Association Megan Burk, T.E.A.C.H. Early Childhood National Center ROOM 150B ADULTS EDUCATOR/TEACHER PREPARATION

Becky Edwards, Healthy Child Care Colorado

ROOM 144AB

ROOM 209AB

PRESCHOOLERS

HEALTH & SAFETY

EMERGING BILINGUAL/MULTILINGUAL

400 | Language and literacy 396 | Reducing barriers and

in Nigerian early learning: The impact of play

Laura Newman, ProSolutions Training

Kathleen Peets, Ryerson University Wendy Suh, Ryerson University Patricia Falope, Ryerson University

creating solutions to improve family engagement ROOM 158AB

393 | Supporting the early childhood workforce during a pandemic: How education supports served as a lifeline

399 | Cavity-free kids: Fun and engaging oral health activities for your program

FAMILY ENGAGEMENT & SUPPORT

ROOM 204C PRESCHOOLERS

397 | Se parte del cambio:

promueve la diversidad en tu programa para garantizar equidad.

LANGUAGE & LITERACY

401 | Language development

and disorder in the preschool population: Important concepts in review

Lenika Flores, YMCA Michelle Galindo, Southwestern College Peggy Velasco, Early Care and Education Consulting

Roxanne Belanger, Laurentian University

ROOM 143AB

ROOM 209C

ADULTS

PRESCHOOLERS

GRANDES COMIENZOS (SPANISH)

LANGUAGE & LITERACY

GC

402 | Leadership through relationships Paul Kish, Clearview Local Schools ROOM 202A ADULTS LEADERSHIP

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Saturday Sessions 8 – 9 : 1 5 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

403 | Slow down to speed up:

Teach off trail

Peter Dargatz, Woodside Elementary ROOM 202B KINDERGARTNERS LEARNING ENVIRONMENT

404 | Keep singing out:

Families’ use of popular music as a resource for raising resilient children

Elissa Johnson-Green, University of Massachusetts Lowell ROOM 203AB

408 | Teacher well-being and program supports: Implications for promoting high-quality environments and positive social-emotional development in preschool Tyla Ricks, The University of North Carolina in Greensboro Savannah Bayer, The University of North Carolina in Greensboro Christina Stephens, University of North Carolina at Greensboro ROOM 206 ADULTS PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

KINDERGARTNERS MUSIC

405 | NAEYC Affiliate

Presidents Circle

Gwen Simmons, NAEYC Kamaie Clark, Arizona Association for the Education of Young Children Becca Lamar, NAEYC Affiliate Advisory Council Melanie Felton, NAEYC Affiliate Advisory Council ROOM 101 ADULTS NAEYC ACTIVITIES

406 | Sowing the seeds for farm-to-early–childhood education and NAEYC alignment Frannie Einterz, Policy Equity Group Melissa Dahlin, Policy Equity Group Erin Croom, Small Bites Adventure Club Sophia Riemer, National Farm to School Network ROOM 204AB NATURE/OUTDOOR EDUCATION

407 | Fine motor skills: Write

out of the box!

Marianne Gibbs, Gibbs Consulting, Inc.

409 | Administering an inclusive early childhood education Sarah Vanover, Kentucky Youth Advocates ROOM 146C ADULTS

412 | Building social-emotional

learning skills: Teaching STEM from theory to classroom practices K-3

Deborah Tennison, Hilldale Public School Chandra Battles, Hilldale Public Schools ROOM 159AB SOCIAL/EMOTIONAL DEVELOPMENT

413 | Striving for early

childhood professional recognition and alignment in Minnesota: Process, progress, and potential

Carmen Cook, Metropolitan State University Layna Cole, Bemidji State University Hope Doerner, Minneapolis College Kelly Kazeck, Minnesota Department of Education ROOM 207B ADULTS

PROGRAM ADMINISTRATION, EVALUATION & FINANCIAL MANAGEMENT

STATE SYSTEMS—DATA, FINANCING, PROFESSIONAL DEVELOPMENT, STANDARDS, QRIS

410 | Taking the clouds out

414 | Children are citizens: The

of the jar: Using models to explain the water cycle

Amber Beisly, Texas A & M University Corpus Christi ROOM 144C FIRST- TO THIRD-GRADERS SCIENCE

epilogue

Elizabeth Wyrsch-Ba, J.O. Wilson Elementary DC Public Schools Georgina Ardalan, Janney Elementary DC Public Schools Kristen Gnau, J.O. Wilson Elementary DC Public Schools ROOM 208AB PRESCHOOLERS

411 | Finding resilience in

spiritual development: New neurological research and more on spirituality, resilience, wonder, and wellness Deborah Schein, Growing Wonder ROOM 140A SOCIAL/EMOTIONAL DEVELOPMENT

TEACHING & INSTRUCTIONAL PRACTICES

415 | Connecting with families

through technology

Meghann Hickey, Hatch Early Learning, Inc. ROOM 103B ADULTS TECHNOLOGY & DIGITAL MEDIA

CANCELLED

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Featured Session 416 | Addressing pressing contemporary issues of equity and diversity in early childhood Five faculty members from Boston University’s Wheelock College of Education and Human Development will present their expertise on pressing contemporary issues of diversity and equity in early childhood. Presenters will guide attendees in creating an integrated understanding of equity and diversity. Attendees will learn about the development of curriculum, environments, and selection of materials that welcome LGBTQIA+ families and support children with gender-expansive behavior and/or identities. The presentation will examine representation in digital and non-digital resources that help cultivate a STEM identity from a young age. Experts will also share their work on best meeting the needs and leveraging the strengths of bilingual children with disabilities. Presenters will discuss how they are preparing professionals to work in both classroom and non-classroom settings to address systemic racism and other inequities at all levels of society so they have the knowledge and skills to impact policies, practices, and initiatives that affect young children and families. The goal of this presentation is for attendees to gain a deeper understanding of how equity and diversity present themselves across the field of Early Childhood and how these goals can be addressed and applied in multiple settings, practices, and policies.

Ellie Friedland, Boston University Wheelock College of Education and Human Development Karen Murphy, Boston University Wheelock College of Education and Human Development Nermeen Dashoush, Boston University Wheelock College of Education and Human Development Stephanie Curenton, Boston University Wheelock College of Education and Human Development Dina Castro, Boston University Wheelock College of Education and Human Development BALLROOM A ADULTS SP O N SO R E D BY

417 | Advocating for children

419 | Meeting up with children’s lively minds: Schema explorations and social connections

Denisha Jones, Defending the Early Years Lakisha Reid, Defending the Early Years Dale Farran, Vanderbilt University

Brian Silveira, Pacific Primary School Deb Curtis, Interlaken Preschool Nadia Jaboneta, Pacific Primary School

in these times: A Defending the Early Years Research into Practice discussion

ROOM 154AB PRESCHOOLERS

ROOM 145A COGNITIVE DEVELOPMENT

ADVOCACY/PUBLIC POLICY

420 | Building a community of 418 | Yoga and mindfulness

as a complementary support modality for children of differing abilities

Maureen Heil, Children’s Hospital of Philadelphia Ilene Rosen, InsightEd Educational Counseling ROOM 143C PRESCHOOLERS CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

140

diverse perspectives through a STEM-based research- practice partnership

Hannah Thompson, The University of Tennessee, Knoxville Lori Caudle, The University of Tennessee, Knoxville Taja Welch, Knox County Schools, TN Kyli Wooten, Knox County Schools, TN

421 | Change starts with me:

An educator’s guide to talking about race with young children

Madeleine Rogin, Prospect Sierra School ROOM 140A DIVERSITY & EQUITY

422 | Escaping the adversity

and embracing neurodiversity without stigma

Robert Fox, Active Childhood UK ROOM 158AB ADULTS DIVERSITY & EQUITY

ROOM 156 ADULTS COMMUNITY PARTNERSHIPS

2022 NAEYC Annual Conference

Saturday Sessions 9 : 3 0 – 1 0 : 4 5 A M | WA S H I N G T O N C O N V E N T I O N C E N T E R

423 | Welcoming all genders: Implementing gender theory to cultivate joyful classrooms Nicole Mandell, Evergreen Community School Iwona Dziag, Evergreen Community School

426 | Strategies for building stronger relationships and trust with parents: Communication and the role of early childhood educators Rhonda Buckley, Texas Woman’s University

ROOM 145B

ROOM 208AB

PRESCHOOLERS

ADULTS

DIVERSITY & EQUITY

FAMILY ENGAGEMENT & SUPPORT

430 | Moving from chaos to calm: Behavioral interventions and plans to manage any behavior that comes your way Brandie Rosen, LVUSD ROOM 207B GUIDANCE/CHALLENGING BEHAVIORS

431 | Emphasizing inclusion 424 | Better together: How a

low-resourced, high-needs state is strengthening and sustaining its early childhood education workforce through collaborations between research institutions and state agencies Callie Poole, Mississippi State University Social Science Research Center Rachel Tyrone, University of Mississippi Medical Center Bradley Long, Mississippi State University Heather Hanna, Mississippi State University ROOM 206 PRESCHOOLERS EDUCATOR/TEACHER PREPARATION

425 | Childhood trauma affects

young children and their teachers: How self-compassion can reduce early childhood teachers’ stress, empathy fatigue, and burnout David Barry, West Chester University of PA ROOM 151A ADULTS EDUCATOR/TEACHER PREPARATION

427 | Not another incident

report again! How infant and toddler teachers can convert complications to cultivate connections

in scientific early literacy instruction: Revisiting evidence- based practices with an equity lens

Kate Bixler, Independent Trainer Tracy Cheney, Three Cheers Consulting

Lauren Padesky, Indiana Institute on Disability & Community Early Childhood Center Lynne Hall, Indiana Institute on Disability & Community - Early Childhood Center

ROOM 204C

ROOM 147A

INFANTS AND TODDLERS

FIRST- TO THIRD-GRADERS

FAMILY ENGAGEMENT & SUPPORT

LANGUAGE & LITERACY

428 | ¡Habla Conmigo!

Fomentando Dos Idiomas Simultáneamente para Desarrollar Lenguaje y Comprension

432 | Culturally inclusive environments to facilitate narrative language development: A key to lifelong social and academic success

Michelle Galindo, Southwestern College Peggy Velasco, Los Angeles Trade Tech College Lenika Flores, YMCA CRS

Lynn Mayo, Bridgewater State University ROOM 103B LANGUAGE & LITERACY

ROOM 143AB PRESCHOOLERS

GC

GRANDES COMIENZOS (SPANISH)

429 | To be safe, children

need to feel safe: How to keep everyone safe when intense challenging classroom behaviors occur

183 | The thinking and language connection: Engaging strategies to develop language and literacy skills Eugenia Mora-Flores, University of Southern California.

ROOM 140B FIRST- TO THIRD-GRADERS LANGUAGE & LITERACY

Angela Searcy, Simple Solutions Educational Services and Erikson Institute ROOM 146C GUIDANCE/CHALLENGING BEHAVIORS

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433 | Creating a culture of reflective practice: The role of pedagogical leadership in early childhood programs

437 | Play-generated

Lorrie McGee Baird, Compass ELC Anne Marie Coughlin, London Bridge Child Care

Yue Qi, Penn State University Yihan Wang, Penn State University James Johnson, Penn State University

ROOM 150B

ROOM 204AB

ADULTS

KINDERGARTNERS

LEADERSHIP

PLAY

Jane Montgomery, Peachtree Presbyterian Preschool

434 | Add to your music

438 | The impact of teachers’

ROOM 144AB

collection! Songs and musicand-movement activities that foster kindness, deepen community, and meet children’s social-emotional, cognitive, and motor needs David Bedard, The Brick Church School, and Daniel’s Music Foundation ROOM 201 PRESCHOOLERS

curriculum on steroids: Inspirations from Vivian Paley and AnjiPlay

support on preschool children’s cooperative problem solving during play in Chinese and US classrooms Meilan Jin, Western Washington University.

ROOM 203AB PRESCHOOLERS PLAY

MUSIC

439 | Continuing your 435 | Early Learning Program

NAEYC accreditation 101

professional journey: Renewing your CDA credential

441 | There’s always something

going right: How one school implemented the nurtured heart approach with children, families, and educators to an environment based on relationships and empowerment while diminishing the energy of negative and intense behaviors

SOCIAL/EMOTIONAL DEVELOPMENT

442 | Infusing computational thinking into the early childhood classroom Linda Gronberg-Quinn, Community College of Baltimore County Shannon Meers-Gimon, Community College of Baltimore County Paul Taylor, Community College of Baltimore County ROOM 149AB TEACHING & INSTRUCTIONAL PRACTICES

Raquel Andrade, Council for Professional Recognition Chiquita Blackwell, Council for Professional Recognition

443 | Cultivating learning and thinking dispositions: What should teachers know?

ADULTS

ROOM 209C

Uma Alahari, UMass Global University

NAEYC EARLY LEARNING PROGRAM ACCREDITATION

PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

ROOM 147B

436 | Stories from the field:

440 | Investigating light and

Ashlee Fincher, Wyoming Early Childhood Professional Learning Collaborative Liz Goddard, Wyoming Early Childhood Professional Learning Collaborative

Brenda Kaufmann, North Tama County Community School District

Becky Honig, NAEYC Lori Nanney, NAEYC ROOM 209AB

Transforming outdoor environments

ROOM 202B

PRESCHOOLERS TEACHING & INSTRUCTIONAL PRACTICES

shadow with our youngest learners: Deepening children’s interest and engagement in STEM

ROOM 151B SCIENCE

PRESCHOOLERS NATURE/OUTDOOR EDUCATION

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Featured Session 444 | Systematically supporting quality programs through the creation of outdoor classrooms Hear how early childhood programs made the shift to the outdoors and learn how it could work in your climate, your programs, or communities. Panelists will discuss the comprehensive benefits of learning in nature, which include improved health, a greater sense of well-being, creative problem-solving, and the ability to feel needed in a world of living things. As Dr. Sam Dennis, director of the Environmental Design Lab, explains, “Compared to both indoor and traditional playgrounds, children in outdoor natural settings were reported to be more relaxed, happier, less impulsive, more focused, more creative, and better behaved.” Los Angeles Unified School District (LAUSD) teachers and children are feeling the effects of stress on their lives. This is common in today’s climate where families are forced to spend their time and energy on survival instead of relaxation, creativity, or exploration. It might seem as if nature is out of reach. Fortunately, an innovative group of teachers, administrators, and activists came together with a plan to make nature accessible to their youngest students. They started by creating outdoor classrooms in 88 early education programs, serving 21,000 income-eligible families. Workforce Solutions of Central Texas also found these benefits over the nearly ten years they have funded nature-rich spaces in both home- and center-based child care programs as part of their quality improvement system. As one teacher said, “I feel like it’s calming for me as well to be outside, and it gives me a chance to have deeper conversations with students who can be more challenging”. Providing nature-filled environments for all our youngest children—especially those in stressful environments—may hold significance for larger society as well.

Children who develop positive connections with the natural world during their early childhood years are likely to carry a sense of stewardship with them throughout their lives.

445 | Integrating advocacy in early childhood teacher education programs Jill Davis, University of Central Oklahoma Taylin Rollins, University of Central Oklahoma Zoe Cardenas, University of Central Oklahoma ROOM 143C ADULTS ADVOCACY/PUBLIC POLICY

This sense of stewardship is critical to developing an ecologically responsible society and may even contribute to the making of a more peaceful and just world.

Heather Fox, Dimensions Foundation Larry Kotch, Workforce Solutions of Central Texas Ranae Amezquita, Los Angeles Unified School District Elizabeth Mua, Workforce Solutions of Central Texas Dean Tagawa, Los Angeles Unified School District ROOM 152AB PRESCHOOLERS S P ONS ORE D BY

446 | The language of art for

preschoolers

Daniel Mendoza, PCOE ROOM 158AB PRESCHOOLERS ARTS (PERFORMING & VISUAL ARTS)

447 | Centering indigenous knowledge and universal design in early intervention Miriam Zmiewski-Angelova, Center for Indigenous Midwifery educator cohort member Camie Jae Goldhammer, Hummingbird Indigenous Doula and Family Services Rhonda Grantham, Center for Indigenous Midwifery Suzette Espinoza-Cruz, City of Seattle ROOM 150A INFANTS AND TODDLERS CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

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448 | Starting the conversation: Creating a strong foundation for including children with disabilities in early childhood programs Amber Friesen, San Francisco State Unviersity Janice Myck-Wayne, California State University Fullerton Andrea Golloher, San Jose State University Maryssa Kucskar Mitsch, San Francisco State University ROOM 156

451 | Creating a community

in early childhood programs through the lens of equity, perspective-taking, empathy and kindness: The story of one school

Jacky Howell, azspire, llc Makai Kellogg, School for Friends Sabina Zeffler, School for Friends Magy Youssef, former School for Friends teacher

449 | Nature play through the seasons: The importance of nature in early childhood education Heather Quinn, Hummimgbird Hill Nature Preschool Lisa Poe, Little Bugs Nature Preschool Kathryn Para, Kathryn Para, Music for Learning and Life aka Frolic the Fox ROOM 145B CURRICULUM—THEORIES & APPROACHES

DIVERSITY & EQUITY

452 | Mission possible: Recruit,

retain, and sustain early childhood professionals

Ashley Norris, East Carolina University Susannah Berry, East Carolina University ROOM 150B ADULTS EDUCATOR/TEACHER PREPARATION

453 | Family partnerships: The

key to a child’s success

Stephanie Szanter, Weber State University Melba S. Lehner Children’s School Lydia Bingham, Weber State University Melba S. Lehner Children’s School

FAMILY ENGAGEMENT & SUPPORT

450 | White saviorism: How

it impacts staff interactions, family engagement, pedagogy, and policy

ROOM 147B ADULTS DIVERSITY & EQUITY

Virginia Datema, Springfield Public Schools Kayla Holister-Graham, Springfield Public Schools Tammy Flowers, Springfield Public Schools ROOM 209C GUIDANCE/CHALLENGING BEHAVIORS

456 | Read all about it! Using

a classroom newspaper to build emergent literacy, competence, and community in the nursery classroom

Todd Erickson, Bing Nursery School, Stanford University Melissa Gier, Bing Nursery School, Stanford University Kathryn Carruthers, Bing Nursery School, Stanford University ROOM 145A

ROOM 208AB

Brooke Giesen, CA Early Childhood Mentor Program Neva Bandelow, CA Early Childhood Mentor Program

effective behavior team: A collaborative approach

ROOM 146C

PRESCHOOLERS CHILDREN WITH DISABILITIES/ EARLY INTERVENTION

455 | Creating a highly

PRESCHOOLERS LANGUAGE & LITERACY

457 | Using number talks to

engage young children in mathematical thinking

Ann Wallace, James Madison University Reece Wilson, James Madison University Jean Mistele, Radford University ROOM 203AB FIRST- TO THIRD-GRADERS MATHEMATICS

454 | Construyendo espacios de aprendizaje en casa Nashelly Cruz Velasco, Bebéna’ Life Cycle Roxana Pastor, Universidad Nacional Autónoma de México ROOM 140B INFANTS GRANDES COMIENZOS (SPANISH)

458 | Playful learning for

educators: Inspiring moments of wonder in children’s play

Gwen Robertson, NSA Hampton Roads Sewells Point CDC ROOM 204AB

GC

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PLAY

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Saturday Sessions 1 1 A M – 1 2 : 1 5 P M | WA S H I N G T O N C O N V E N T I O N C E N T E R

459 | Improving transfer of

learning with adult learners

Pat Minish, Consultant ROOM 209AB ADULTS PROFESSIONAL DEVELOPMENT— TRAINING & TECHNICAL ASSISTANCE

461 | “I Got You”: Preparing

educators to teach and support students of color

Quinita Ogletree, Texas A&M University ROOM 147A ADULTS TEACHING & INSTRUCTIONAL PRACTICES

460 | Social-emotional literacy through play: Rethinking classroom engagement, the importance of play dyads, and reframing early development as “stage, not age” in the time of COVID and beyond Gabrielle Felman, Lovevery Inc; Felman Early Childhood Consulting Sarah Piel, Piel Developmental Consulting; Lovevery Inc; Bank Street ROOM 144C INFANTS AND TODDLERS SOCIAL/EMOTIONAL DEVELOPMENT

Make a Wish Add your hope for the future of the ECE profession to the NAEYC Wishing Tree located in the Expo Hall

Conference Evaluation Please remember to complete the 2022 Annual Conference evaluation survey, which will be sent to you via email immediately following the Annual Conference. NAEYC sincerely values your feedback, which is used to evaluate the Conference and to plan future professional development activities.

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Closing Celebration 462 |

462 |

C

SATURDAY, 12:30–1:45 PM BALLROOM C

Happy Birthday DAP! The 4th edition of DAP is turning 1! Help us close out a successful Annual Conference with a birthday celebration for DAP’s 4th edition. Enjoy live music, sweet treats, and many more surprises at the Closing Celebration.

S P ONS ORE D BY

FREE to all attendees.

146

2022 NAEYC Annual Conference

New Resource!

Birth to age 5 is a critical period in building the foundation for later success in reading and writing. Educators play a vital role in nurturing young children’s early language and literacy knowledge and skills. However, the specific practices that support literacy development in early childhood are often different than those used with older children.

From some of the foremost early literacy development experts in the field comes this practical resource that is a must-have for all educators of infants, toddlers, and preschoolers.

With this book, explore how to create effective, appropriate, and fun learning opportunities for our littlest literacy learners.

Purchase online at NAEYC.org/shop or visit the NAEYC Shop in the Exhibit Hall

Plus, check out these related resources: “DAP in Action in an Infant-Toddler Setting” (Young Children, Spring 2022) “‘How Do You Spell Butterfly?’

Connecting Play to Content Learning” (Teaching Young Children, Summer 2022)

E-Book Versions of Your Favorite NAEYC Books Are Now Available!

Download Today NAEYC.org/ebooks

Need NAEYC Resources for Your Team?

Contact us for a consultation.

MarketSolutions@NAEYC.org

Index of Exhibitors

Explore the Wonders of 2022 NAEYC Expo!

Washington Convention Center, Lower Level, Exhibit Hall A The Expo—always one of the most popular parts of the Annual Conference—will open this year at 5 PM on Wednesday, November 16, following the Opening General Session.

The Expo is an exciting gathering of more than 180+ companies, many with a long history of providing resources and solutions to the early childhood education community.

Make sure you visit the Expo as many times as possible to meet new people, demo the latest products, take home samples, and win great prizes.

Expo Food Court is open for your lunch and snack needs on Thursday and Friday.

Visit between the hours of 3:30 PM and 5:30 PM on Thursday and Friday to receive a golden ticket.

Take your golden ticket to the NAEYC Homeroom booth #2233 to enter the daily prize drawing. Prizes will be drawn between 5:30 PM and 5:45 PM on Thursday and Friday.

No purchase necessary to enter drawing. Prizes include 2022 Apple iPad Air, Instant Pot Duo Crisp, Keurig K-Mini coffee maker, NAEYC Professional Learning Bundle, 2023 NAEYC Annual Conference registration, portable mini bluetooth speaker, mini fridge, foot massager machine, digital photo frame, cell phone sanitizer, and gift cards galore.

2022 EXPO HOURS Wednesday, Nov. 16

5-7 PM

Thursday, Nov. 17

10 AM-6 PM

Friday, Nov. 18

10 AM-6 PM

3DuxDesign

All Our Kin

BOOTH #1530

BOOTH #1909

Educational toys/games; Science; Mathmatics; Teaching resources

Professional development; Equity & Diversity; Coach/trainer/ consultant; Curriculum resources

www.3duxdesign.com

ABSee Me BOOTH #2822 Equity & Diversity; Educational toys/ games; Preschool; Kindergarten

www.abseeme.com

Accent on Children BOOTH #2912 Books; Early literacy; Music Curriculum; Preschool

www.accentonchildrened.com

Alive Studios BOOTH #2817 Curriculum resources; Computer software; Early literacy; Literacy/Language Arts

www.AliveStudiosCo.com

2022 NAEYC Annual Conference

www.allourkin.org

Association of American Educators BOOTH #1421 Insurance/financial services; Career Opportunities; Professional development; Equity & Diversity

www.aaeteachers.org

AlphaTUB Corp BOOTH #2721

Bainum Family Foundation

Early literacy; Family engagement; Educational toys/games; Preschool

LOCATED ACROSS FROM HALL A EXHIBIT ENTRANCE

alphatub.com

ECE advocacy; foundation; Equity & Diversity

AmazeWorks BOOTH #2823 Anti-Bias education; Equity & Diversity; Books; Curriculum resources

www.amazeworks.org

Aparicio Distributors, Inc.

bainumfdn.org

Barefoot Books BOOTH #2636 Books; Early literacy; Equity & Diversity; Literacy/Language Arts

https://www.barefootbooks.com/ Kim-McGuire

BOOTH #2638 Books; Bilingual education; Equity & Diversity; Teaching resources

www.apariciodistributors.com

149

Index of Exhibitors

BCI Burke

Care Courses

ChildCare Education Institute

BOOTH #2421

BOOTH #2729

BOOTH #2905

Playground equipment/supplies

Professional development; Coach/trainer/ consultant; Curriculum resources; Books

Professional development; Administrative/Staff; Management; Teaching resources

www.bciburke.com

BLICK Art Materials BOOTH #2705 Classroom equipment/furniture/supplies; Arts in education materials; Multi-age

www.carecourses.com

Catherine Hershey Schools for Early Learning BOOTH #1525 Preschool; Infants and toddlers; Family engagement; Professional development

www.chslearn.org

www.dickblick.com

Book Vine for Children BOOTH #2010 Books; Early literacy; Infants and toddlers; Preschool

CDC’s Learn the Signs. Act Early BOOTH #2910 Health and safety; Infants and toddlers; Family engagement; Preschool

http://www.bookvine.com

www.cdc.gov/ncbddd/actearly/ index.html

Boulder Journey School

CedarWorks Playsets

BOOTH #1635

BOOTH #1504

Higher education; Infants and toddlers; Leadership; Professional development

Playground equipment/ supplies; Preschool; Infants and toddlers; Kindergarten

www.boulderjourneyschool.com

Bright Horizons BOOTH #2121 Career Opportunities; Child care center management; Infants and toddlers; Preschool

https://careers.brighthorizons.com

Brookes Publishing BOOTH #1620 Books; Professional development; Curriculum resources; Assessment/ portfolios/observation

brookespublishing.com

www.cceionline.edu

https://commercial.cedarworks.com/

CELEBRATE Successful Early Learning LLC BOOTH #2628 Curriculum resources; Teaching resources; Books; Early literacy

www.CELEBRATEsel.com

Child Care Seer BOOTH #2805 Child care center management; Family engagement; Curriculum resources; Computer software

www.ChildCareSeer.com

ChildcareCRM BOOTH #2631 Family engagement; Assessment/ portfolios/observation; Child care center management; Administrative/Staff

www.childcarecrm.com

Children’s Factory, LLC BOOTH #2429 Classroom equipment/furniture/supplies; Multi-age; Primary Grade; Equity & Diversity

www.childrensfactory.com

Children Fit for LifeThe Daily Mile BOOTH #2829 Health and safety; Challenging behaviors; Teaching resources; Multi-age

www.thedailymile.us

Clear Touch Interactive BOOTH #1416 Higher education; Teaching resources; Technology/information; Computer software

www.getcleartouch.com

Community Playthings

CAMathories Company

BOOTH #1917

BOOTH #2808

Classroom equipment/furniture/ supplies; Preschool; Infants and toddlers; Playground equipment/supplies

Preschool; Mathmatics; Teaching resources; Equity & Diversity

www.camathories.com

150

www.communityplaythings.com

2022 NAEYC Annual Conference

Index of Exhibitors

Concordia University of St. Paul

Cowboy Group Industrial Co., Ltd.

Dixon Ticonderoga Company

BOOTH #2540

BOOTH #2917

BOOTH #2810

Classroom equipment/furniture/ supplies; Kindergarten; Playground equipment/supplies; Preschool

Arts in education materials; Educational toys/games; Classroom equipment/furniture/supplies

cowboy-play.com

dixonticonderogacompany.com

CRAFT by Better Futures

Duolingo ABC

BOOTH #1736

BOOTH #1527

Leadership; Professional development; Insurance/financial services; Child care center management

Early literacy; Educational toys/games; Literacy/Language Arts; Kindergarten

Higher education; Leadership; Professional development; Technology/Information

https://info.online.csp. edu/partnerships/?utm_ source=tier2event&utm_ medium=website&utm_ campaign=NAEYC_ Conference_2022&utm_ term=&utm_content=all

Connect4Learning

www.betterfuturesdc.com/ craftfeatures

BOOTH #2112 Curriculum resources; Early literacy; Preschool; Mathmatics

Creative Sound Play

www.connect4learning.com

BOOTH #1523

Constructive Playthings

Preschool; Management; Professional development; Challenging behaviors

www.creativesoundplay.com

BOOTH #2405 Educational toys/games; Preschool; Playground equipment/supplies; Classroom equipment/furniture/supplies

Curriculum Associates

constructiveplaythings.com

Assessment/portfolios/observation; Early literacy; Infants and toddlers; Curriculum resources

Constructivist Childhood Materials

BOOTH #2726

www.CurriculumAssociates.com

BOOTH #2224

DataKeeper Technologies

Educational toys/games; Mathmatics; Preschool; Multi-age

BOOTH #2911

www.patternblockpuzzles.com

Computer software; Technology/ information; Management; Administrative/Staff

Council for Professional Recognition

www.data-keeper.com

BOOTH #2220 Professional development; Administrative/Staff; Career Opportunities;

www.cdacouncil.org

www.duolingo.com/abc

Early Childhood Personnel Center BOOTH #1418 Professional development

ecpcta.org

ECR4Kids BOOTH #2635 Preschool; Kindergarten; Classroom equipment/furniture/ supplies; Infants and toddlers

www.ecr4kids.com

EDUBEBE BOOTH #2538 Arts in education materials; Curriculum resources; Educational toys/games

www.edubebe.com

Enrollsy, Inc. BOOTH #2037

Discount School Supply BOOTH #2217 Educational toys/games; Arts in education materials; Early literacy; Infants and toddlers

www.DiscountSchoolSupply.com

School-age care/after school; Preschool; Child care center management; Computer software

www.enrollsy.com

Erikson Institute BOOTH #2008

Division for Early Childhood BOOTH #1420 Professional development ; Challenging behaviors; Higher education; Leadership

Higher education; Professional development; Leadership; Equity & Diversity

www.erikson.edu

www.dec-sped.org

2022 NAEYC Annual Conference

151

Index of Exhibitors

Exhibit Concepts Inc.

Foundations & Gaggle

Gryphon House, Inc.

BOOTH #2711

BOOTH #2904

BOOTH #2104

Learning Settings; Teaching resources; Classroom equipment/furniture/ supplies; Educational toys/games

Infants and toddlers;

Teaching resources; Books; Coach/ trainer/consultant; Preschool

https://exhibitconcepts.com/ education/

Famly BOOTH #2629 Child care center management; Computer software; Technology/ information; Family engagement

www.famly.co/us

www.foundations.com

Franklin the Helper Children’s Books BOOTH #3006 Anti-Bias education; Books; Primary Grade; School-age care/after school

www.franklinthehelper.com

Frog Street

www.gryphonhouse.com

G-W Publisher BOOTH #2820 Books; Curriculum resources; Teaching resources;

www.g-w.com

H&H Child Care Training BOOTH #2709

Fisher College

BOOTH #2411

BOOTH #1836

Curriculum resources; Early literacy; Dual Language Learning; Infants and toddlers

Child care center management; Infants and toddlers; Preschool; Professional development

www.frogstreet.com

www.childcareed.com

Fun Science

Hatch Early Learning

Fit and Fun Play Scapes

BOOTH #2627

BOOTH #2826

BOOTH #2139

Science; Classroom equipment/furniture/ supplies; Mathmatics; Preschool

Educational toys/games; Preschool; Kindergarten; Literacy/Language Arts

funsciencekits.com

www.hatchearlylearning.com/

Gifts of Joy

Heggerty

BOOTH #1407

BOOTH #2720

Classroom equipment/furniture/ supplies; Educational toys/games; Professional development; Multi-age

Curriculum resources; Early literacy; Literacy/Language Arts; Professional development

www.shopgiftsofjoy.com

heggerty.org

Grounds For Play

HighScope Educational Research Foundation

Higher education; Professional development; Professional development;

www.fisher.edu

Educational toys/games; Playground equipment/supplies; Assessment/ portfolios/observation; Multi-age

www.fitandfunplayscapes.com

Focus Health BOOTH #1526 Health and safety; Infants and toddlers; Kindergarten; Preschool

www.focushealthco.com

Force of Nature

BOOTH #2129

BOOTH #2428

Playground equipment/supplies

BOOTH #1825

groundsforplay.com

Assessment/portfolios/observation; Curriculum resources; Preschool; Infants and toddlers

Classroom equipment/furniture/ supplies; Health and safety; Schoolage care/after school; Preschool

www.forceofnatureclean.com

Growing Up WILD

highscope.org

BOOTH #2918

Forrest T. Jones & Co.

Curriculum resources; Bilingual education; Family engagement; Science

BOOTH #1734

www.fishwildlife.org/projectwild/ growing-wild

Child care center management; Health and safety; Insurance/financial services; Teaching resources

www.ftj.com/naeyc

HiMama BOOTH #1737 Child care center management; Preschool; Curriculum resources; Assessment/portfolios/observation

http://wow.himama.com/conference

152

2022 NAEYC Annual Conference

Index of Exhibitors

HIPPY US BOOTH #2329 Family engagement; Early literacy; Preschool

www.hippyus.org

Housman Institute BOOTH #1405 Professional development; Curriculum resources; Infants and toddlers; Preschool

www.Housmaninstitute.com

I’m Bilingual! Languages Through Music®

Kangarootime

BOOTH #1839

Child care center management; Computer software; School-age care/ after school; Family engagement

Bilingual education; Dual Language Learning; Music Curriculum; Preschool

www.imbilingual.com

IM4U Learning BOOTH #2531 Teaching resources; Curriculum resources; Arts in education materials; Challenging behaviors

BOOTH #2712

Kangarootime.com

Kaplan Early Learning Company BOOTH #2205 Classroom equipment/furniture/ supplies; Playground equipment/ supplies; Teaching resources; Preschool

www.kaplanco.com

Imagination Playground BOOTH #2811

Hungry Cutters

Family engagement; Playground equipment/supplies; Multiage; Curriculum resources

BOOTH #2640

imaginationplayground.com

Educational toys/games; Kindergarten; Preschool; Primary Grade

HungryCutters.com

Institute of Child Nutrition

Kelly Education BOOTH #1521 Administrative/Staff

kellyeducation.com

BOOTH #2623

iBlüm Learning Company

Professional development; Health and safety; Management; Leadership

Kide Science

BOOTH #2439

theicn.org

BOOTH #2837

Child care center management; Computer software; Professional development; Assessment/ portfolios/observation

Johnnie Max

Science; Curriculum resources; Professional development; Teaching resources

iblum.co

ICDL BOOTH #2722 Teaching resources; Professional development; Family engagement; Learning Settings

ICDL.com

BOOTH #2613 Early literacy; Preschool; Dual Language Learning; Bilingual education

www.johnnie-max.com

Jonti-Craft, Inc. BOOTH #1511

kidescience.com

Kids for Culture BOOTH #2535 Educational toys/games; Equity & Diversity; Books; Infants and toddlers

www.kidsforculture.com

Classroom equipment/furniture/ supplies; Infants and toddlers; Kindergarten; Preschool

KinderLab Robotics

www.jonti-craft.com

BOOTH #1920 Classroom equipment/furniture/supplies; Educational toys/games; Technology/ information; Curriculum resources

ILT Education BOOTH #2430 Preschool; Teaching resources; Dual Language Learning; Books

www.ilteducation.com

kinderlabrobotics.com

Jorns & Associates BOOTH #2930 Administrative/Staff; Insurance/ financial services

www.jornscpa.com/snap

2022 NAEYC Annual Conference

153

Index of Exhibitors

KinderSystems, Inc.

Loyola Press

Mirus Toys

BOOTH #2806

BOOTH #1417

BOOTH #2331

Technology/information; Child care center management; Computer software; Administrative/Staff

Books; Literacy/Language Arts; Curriculum resources; Health and safety

Educational toys/games; Teaching resources; Curriculum resources; Early literacy

www.kindersystems.com

loyolapress.com

Luke’s Toy Factory BOOTH #2727 Preschool; Educational toys/ games; Kindergarten

Kodo Kids

lukestoyfactory.com

BOOTH #2617

Mabel’s Labels

Classroom equipment/furniture/ supplies; Arts in education materials; Preschool; Professional development

BOOTH #2920

www.kodokids.com

Lakeshore Learning Materials

Classroom equipment/furniture/ supplies; Preschool; Administrative/ Staff; Child care center management

mabelslabels.com

BOOTH #1605

MarcoPolo Learning

Classroom equipment/furniture/ supplies; Teaching resources; Curriculum resources; Equity & Diversity

BOOTH #2544

www.mirustoys.com

Miss Baker’s Kindergarten Prep BOOTH #1508 Books; Dual Language Learning; Educational toys/games; Kindergarten

missbakerskprep.com

My Music Starts Here BOOTH #2730 Music Curriculum; Early literacy; Curriculum resources; Professional development

www.mymusicstartshere.com

Teaching resources; Family engagement; Professional development; Bilingual education

NAEYC Homeroom

www.marcopololearning.com

BOOTH #2233

BOOTH #2907

Mass Audubon

NAEYC Meet the Author

Early literacy; Literacy/Language Arts; Primary Grade; Computer software

BOOTH #1529

BOOTH #1821

learningally.org

Professional development; Science; Teaching resources; Multi-age

NAEYC Shop

Learning Genie Inc.

https://www.massaudubon.org/learn/ for-educators/resources-for-earlyeducators

BOOTH #1619

Military ChildCare.com

BOOTH #2545

BOOTH #1735

National Center Early Childhood Development Teaching & Learning

lakeshorelearning.com

Learning Ally

BOOTH #2922 Family engagement; Dual Language Learning; Learning Settings; Technology/information

learning-genie.com

Learning Without Tears BOOTH #2229 Early literacy; Literacy/Language Arts; Kindergarten; Curriculum resources

www.LWTears.com

Literacy Partners BOOTH #1937 Early literacy; Family engagement; Bilingual education; Professional development

literacypartners.org

154

Career Opportunities; Technology/ information; Professional development

NAEYC Wishing Tree

www.militarychildcare.com

BOOTH #2828

MioReggio

Dual Language Learning; Equity & Diversity; Infants and toddlers; Professional development

BOOTH #1422

www.ecklc.org

Educational toys/games; Arts in education materials; Preschool; Family engagement

www.mioreggio.com

National Program for Playground Safety BOOTH #1408 Health and safety; Learning Settings; Preschool; School-age care/after school

www.playgroundsafety.org

2022 NAEYC Annual Conference

Index of Exhibitors

National Responsible Fatherhood Clearinghouse

Osmo Education

Playground

BOOTH #2529

BOOTH #2621

BOOTH #2242

Curriculum resources; Multi-age; Preschool; Educational toys/games

Child care center management; Computer software; Technology/ information; Administrative/Staff

Family engagement; Equity & Diversity

fatherhood.gov

Nationwide Insurance BOOTH #2916 Insurance/financial services; Technology/ information; Health and safety

nationwide.com

Navajo Jewelry and Crafts BOOTH #2831 Bilingual education; Equity & Diversity; Multi-age; Social studies

Nienhuis Montessori

schools.playosmo.com

Parents as Teachers BOOTH #2247 Family engagement; Curriculum resources; Professional development; Administrative/Staff

Playgrounds Etc, LLC BOOTH #2827 Playground equipment/supplies; Learning Settings; Infants and toddlers; Preschool

parentsasteachers.org

www.playgroundsetc.net

Parlance: ViPAT

Popular Book Company USA Ltd

BOOTH #1638

BOOTH #2346

Assessment/portfolios/ observation; Early literacy; Dual Language Learning; Preschool

Curriculum resources; Multi-age; Preschool; Primary Grade

parlance-scp.com

BOOTH #2029 Classroom equipment/furniture/supplies; Curriculum resources; Educational toys/ games; School-age care/after school

PB&J TV

www.nienhuis.com/us

Technology/information; Family engagement; Child care center management; Preschool

Novel Effect

tryplayground.com

BOOTH #1305

www.pbnjtv.com

www.popularbookusa.com

Procare Solutions BOOTH #1505 Child care center management; Computer software; Curriculum resources;

www.procaresoftware.com

BOOTH #1938 Literacy/Language Arts; Early literacy; Teaching resources; Primary Grade

noveleffect.com

NunoErin, LLC

Peace of Mind Inc BOOTH #2707

Project Lead the Way

Curriculum resources; Preschool; Kindergarten; Multi-age

BOOTH #2909

Teachpeaceofmind.org

BOOTH #2731 Educational toys/games; Arts in education materials; Classroom equipment/furniture/supplies; Challenging behaviors

www.nunoerin.com

Pitsco Education BOOTH #1409 Curriculum resources; Multi-age; Teaching resources; Primary Grade

Project Learning Tree BOOTH #2140 Curriculum resources; Professional development; Teaching resources; Science

www.plt.org

www.pitsco.com

Oriental Trading Company BOOTH #2807 Educational toys/games; Classroom equipment/furniture/supplies; Arts in education materials; School-age care/after school

www.OreintalTrading.com

Play with a Purpose BOOTH #1935 Playground equipment/supplies; Educational toys/games; Infants and toddlers; Kindergarten

www.pwap.com

ProSolutions Training BOOTH #1905 Professional development; Administrative/Staff; Computer software; Management

www.prosolutionstraining.com

2022 NAEYC Annual Conference

155

Index of Exhibitors

Publisher Spotlight

Save the Children

Slumberkins

BOOTH #2134

BOOTH #2441

BOOTH #2921

Books; Early literacy; Infants and toddlers; Equity & Diversity

Coach/trainer/consultant; Professional development; Health and safety

www.publisherspotlight.com

https://www.savethechildren.org/us/ what-we-do

Challenging behaviors; Curriculum resources; Educational toys/ games; Family engagement

Rasmussen University BOOTH #2537 Higher education; Professional development; Leadership;

www.rasmussen.edu/naeyc

Reflection Sciences BOOTH #2619 Assessment/portfolios/observation; Professional development; Preschool; Primary Grade

reflectionsciences.com

Remini, Child’s Book of Life BOOTH #2541 Computer software; technology/information; Family engagement; Preschool

remini.me

Renaissance BOOTH #1413 Assessment/portfolios/observation; Early literacy; Computer software; Equity & Diversity

renaissance.com

Riverside Insights BOOTH #2612 Assessment/portfolios/observation; Equity & Diversity; Curriculum resources; Kindergarten

Slumberkinseducators.com

Scholastic Inc.

Star Bright Books

BOOTH #1804

BOOTH #2723

Books; Early literacy; Curriculum resources; Teaching resources

Books; Early literacy; Dual Language Learning; Literacy/Language Arts

www.scholastic.com

www.starbrightbooks.com

School Health Corporation

STOP READ GO

BOOTH #2934

BOOTH #2539

Health and safety

Early literacy; Educational toys/games; Teaching resources; Preschool

www.schoolhealth.com

School of Human Sciences/ Mississippi State University BOOTH #2830 Professional development; Preschool; Infants and toddlers

www.humansci.msstate.edu/students/ human-science.php

School Specialty Childcraft BOOTH #1534 Primary Grade; Classroom equipment/ furniture/supplies; Teaching resources; Professional development

www.schoolspecialty.com/childcraft

Search Associates BOOTH #2035 Career Opportunities; Teaching resources; Leadership; Equity & Diversity

StopReadGo.com

StoryCarnival -- The University of Iowa BOOTH #2821 Technology/information; Educational toys/games; Bilingual education; Preschool

http://storycarnival.org

Superspace BOOTH #2347 Educational toys/games; Classroom equipment/furniture/supplies; Teaching resources; Multi-age

www.getsuperspace.com

TalkingPoints BOOTH #2138 Dual Language Learning; Family engagement; Equity & Diversity; Technology/information

www.riversideinsights.com

searchassociates.com

Royalty Nannies

Selective Mutism Association

BOOTH #3008

BOOTH #2634

Teachers College Press

Career Opportunities; Professional development; Equity & Diversity; Bilingual education

Challenging behaviors; Family engagement; Professional development; Teaching resources

BOOTH #1813

royaltynannies.com

www.selectivemutism.org

talkingpts.org

Preschool; Higher education; Kindergarten; Assessment/ portfolios/observation

tcpress.com

156

2022 NAEYC Annual Conference

Index of Exhibitors

Teaching Strategies

Time Timer, LLC

U.S. Fire Administration

BOOTH #2505

BOOTH #1911

BOOTH #2835

Infants and toddlers; Curriculum resources; Family engagement; Professional development

Challenging behaviors; Classroom equipment/furniture/supplies; Health and safety; Teaching resources

Health and safety; Multi-age; Educational toys/games;

www.teachingstrategies.com

www.timetimer.com

Teachstone

Tonies US

BOOTH #2327

BOOTH #1510

Assessment/portfolios/observation; Teaching resources; Preschool; Professional development

Educational toys/games; Early literacy; Kindergarten; Preschool

www.teachstone.com

https://us.tonies.com/pages/toniesfor-teachers

Texas Woman’s University

Tootris Child Care On-Demand

BOOTH #1528

BOOTH #1412

Higher education; Leadership; Career Opportunities; Professional development

Child care center management; Family engagement; Management; Technology/information

twu.edu/college-professionaleducation/

https://tootris.com/providers

The Math Learning Center

Tout About Toys

BOOTH #2238

BOOTH #1929

Mathmatics; Curriculum resources; Professional development; Primary Grade

Educational toys/games; Infants and toddlers; Classroom equipment/ furniture/supplies; Books

www.mathlearningcenter.org

The Program for Infant/ Toddler Care/WestEd BOOTH #1518 Coach/trainer/consultant; Infants and toddlers; Equity & Diversity; Curriculum resources

www.ToutAboutToys.com

Townsend Press BOOTH #1624 Curriculum resources; Equity & Diversity; Kindergarten; Early literacy

www.townsendpress.com

www.wested.org

Tryde App BOOTH #1423

The Source for Learning, Inc Early Childhood Education BOOTH #1912 Child care center management; Dual Language Learning; Equity & Diversity; Family engagement

sflece.org

Infants and toddlers; Teaching resources; Assessment/portfolios/ observation; Family engagement

www.trydeapp.com

TUIO BOOTH #1539 Computer software; Administrative/ Staff; Technology/information; Child care center management

tuiopay.com/

www.usfa.fema.gov

UltraPlay BOOTH #2523 Playground equipment/supplies

www.ultraplay.com

Upbounders® by Little Likes Kids™ BOOTH #1522 Educational toys/games; Equity & Diversity; Preschool; Schoolage care/after school

upbounders.com

UpBup BOOTH #1626 Equity & Diversity; Child care center management; Bilingual education; Computer software

www.upbup.com

Urban Infant BOOTH #2513 Classroom equipment/furniture/ supplies; Preschool; Infants and toddlers; Child care center management

www.urbaninfant.com

Vanco Care BOOTH #2445 Administrative/Staff; Child care center management; Computer software; Technology/information

https://www.vancopayments. com/child-care?utm_ campaign=NAEYC_111622&utm_ source=Tradeshow&utm_ medium=Website

Walden University BOOTH #2004 Higher education; Professional development; Teaching resources; Technology/information

www.waldenu.edu/naeyc

2022 NAEYC Annual Conference

157

Index of Exhibitors

WELS

ZONO Technologies

BOOTH #2244

BOOTH #2812

Computer software; Child care center management; Technology/ information; Equity & Diversity

Health and safety; Child care center management; Classroom equipment/ furniture/supplies; Technology/information

PreK.Club

www.zonotechnologies.com

Whitney Brothers®

Zumbini

BOOTH #2517

BOOTH #2928

Classroom equipment/furniture/ supplies; Kindergarten; Preschool; Infants and toddlers

Music Curriculum; Professional development; Infants and toddlers; Career Opportunities

www.whitneybros.com

Zumbini.com

Whiz Kid Academy BOOTH #1406 School-age care/after school; Preschool; Early literacy; Family engagement

whizkidacademy.com

Wikki Stix BOOTH #1516 Kindergarten; Preschool; Arts in education materials; Educational toys/games

www.wikkistix.com

Wilson Language Training BOOTH #1628 Curriculum resources; Professional development; Literacy/ Language Arts; Early literacy

www.wilsonlanguage.com

Zekieyes (Peek-A-Boo! Enterprises,Inc) BOOTH #1531 Health and safety; Educational toys/games; Challenging behaviors; Teaching resources

kidsgoodies.com

Zid Zid BOOTH #2718 Preschool; Dual Language Learning; Equity & Diversity; Family engagement

www.zidzid.com

158

2022 NAEYC Annual Conference

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Share your expertise in these dynamic, award-winning publications. We aim to provide meaningful insights into current thinking on effective practices and innovations in early childhood education. For a list of upcoming clusters, themes, and writing guidelines, visit NAEYC.org/resources/pubs/yc/writing or NAEYC.org/writeTYC.

Get Involved Help Shape the Future of the Early Childhood Profession Looking for ways to strengthen your connection to NAEYC and the field? By adding your leadership to the programs below, you can shape NAEYC’s future, gain new insights, and expand your professional horizons.

NAEYC is looking for members to get involved and volunteer their services in the following national leadership opportunities.

Commission on the Accreditation of Early Childhood Higher Education Programs (Three-year term; selection approved by the Commission) The Commission oversees NAEYC’s higher education accreditation system and is responsible for setting the standards, recognizing programs for meeting the standards, and setting the policies and procedures that govern the system. The Commission seeks individuals who are passionate about supporting educator preparation program quality, have a deep understanding of accreditation and/or program evaluation, and value working closely with a group of colleagues committed to robust, collegial discussions about the finite details of accreditation cases and strategic issues facing the accreditation system and the ECE higher education landscape.

Conference Proposal Reviewers (Ongoing acceptance of online applications; applicants approved

by NAEYC staff) Members review proposal submissions online and make recommendations for potential sessions at NAEYC conferences.

Council for NAEYC Accreditation of Early Learning Programs (Three-year term; selection determined by the Council Nominating Committee and approved by the Governing Board) The Council for NAEYC Accreditation was established by the Governing Board to ensure quality, integrity, and accountability for NAEYC’s Accreditation system. We seek individuals who are experienced with all aspects of NAEYC Accreditation, are strategic thinkers with strong interpersonal skills, and can 2022 NAEYC Annual Conference

commit significant time to supporting the continuous improvements of NAEYC’s Early Learning Program Accreditation system.

Early Childhood Higher Education Peer Reviewers (Applications open January-February and August-September each year; applicants approved by NAEYC staff) Peer reviewers support the accreditation process for associate, baccalaureate, and master’s degree programs by participating in document reviews and site visits.

NAEYC Affiliates NAEYC’s network of Affiliates offers many leadership opportunities: Board service, committee work, or one-time volunteer activities. To contact the Affiliate in your area, visit NAEYC.org/ get-involved/membership/affiliates.

NAEYC’s Affiliate Advisory Council (Three-year term; selection approved by the Council) Members advise the Governing board and national staff on all issues related to Affiliates and members, and developing leadership pathways that are embedded in diversity, equity, inclusion, and belonging throughout NAEYC.

NAEYC Governing Board (Four-year term; slate developed by the Nominating Committee and approved by the Governing Board for election by the membership) Former Board members consider their service on the Governing Board to be one of their most rewarding professional experiences. We seek individuals who will contribute high-quality leadership, broad knowledge of issues facing the field and NAEYC, strong interpersonal

skills, and a commitment to increasing NAEYC’s effectiveness as a highperforming, inclusive organization working on behalf of young children and the early childhood profession.

NAEYC Interest Forums Follow your Interests! NAEYC provides an online community created by members for members. Choose from several early childhood topics that cover: › Early Math Science and Technology › Play and Policy › Professional Development › Culture › Program Focus › Spirituality As a NAEYC Member, engage throughout the year in conversations, webinars, and networking, all housed right on our exclusive digital member platform, Hello! hello.naeyc.org

Don’t overlook this NAEYC member benefit, JOIN the conversation!

Young Children and NAEYC Books Consulting Editors (Three-year term; selection approved

by NAEYC staff) Members review and recommend Young Children and book manuscripts for potential publication/ distribution.

For more details and to submit an application, visit NAEYC.org/ get-involved.

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New Resource!

This book is a first-of-its-kind guide for pre-service and currently practicing teachers and child care professionals looking for pedagogically sound and developmentally appropriate ways to help today’s children navigate their media-rich world with confidence, curiosity, and critical thinking.

By examining media through a literacy lens, this book will show you ways to • Use inquiry and media-making to teach children about media • Plan activities to engage children in meaningful media discussions • Engage with families about the importance of media literacy education for young children • Address media concerns with joy and creativity rather than anxiety or fear . . . and much more!

Purchase online at NAEYC.org/shop or visit the NAEYC Shop in the Exhibit Hall

Plus, listen to a conversation about this book with the author, Faith Rogow, and NAEYC CEO, Michelle Kang, on YouTube.

NAEYC Governance Participants & Advisory Groups

NAEYC thanks these members for their service to our Association.

For more information about leadership opportunities, please see page 159.

Elisa Huss-Hage Tywanda Jiles Elsa Jones Bridget Murray Wei Qiu

Advisory & Review Panels

Jacob Esplin

Bweikia Steen

Yolanda Franklin

Mary Harrill, Ex Officio member

Irasema Gonzalez Meghan Gowin

At-Large Members of NAEYC Board Committees

April Grace Ronald Grady Gayle Green

Affiliate Relations Committee

LaMarcus Hall

Cristina Blevins

Jennifer Hardy

Policy, Systems and the Profession Committee

Cathy Heck

Georgia Goldburn Finance and Investment Committee Bob Storz Strategy and Innovation Committee Mary Graham Shu-Chen (Jenny) Yen Marie Enochty

Affiliate Advisory Council Raquel Diaz, Chair Zaina Cahill, Chair-Elect Tara Hurdle, Past Chair Kelly Ramsey, NAEYC Vice President and Affiliate Liaison

Carla Hees Angel Herring Alison Hooper Suzanne Hoyt Tamara Jacobson Melissa Johnson Jennifer Kalas Paul Kienlen Alexander Kogstad Amanda Messer Monica Moran Bridgett Murray Kristan Pearce Sarah Ransom Lynn Schaffer

Helene Harte

Melissa Sire

Margarita Marichal

Toni Sturdivant

Ashley Simpson

Victoria Vample

Eric Bucher

Amy Wolfe

Melanie Felton

Pei-ying Wu

Rebecca Lamar Gina Forbes Victoria Roanhorse Jamie Cho Lara Kyriakou Victoria Long-Coleman Natalie Williams

NAEYC Commission on the Accreditation of Early Childhood Higher Education Programs Victoria Young-Chiverton, Chair Stacy Atkinson

Annual Conference Proposal Reviewers

Nancy Beaver

Maria Arreguin

Benita Flores-Muñoz

Lorraine Cooke

Donna Gollnick

Jill Davis

Jayme Hines

Mariam Eckstein-Koas

Tiffany Hunter

2022 NAEYC Annual Conference

Paige Bray Rebecca Brinks

Council for NAEYC Accreditation of Early Learning Programs Bridgitt Mitchell, Chair Jeffrey Leffler, Chair Elect Vickie Calderon Michael Gonzalez Edward Manuszak Sherron Murphy-Brown Jason Sims Amber Tankersley Teri Windisch

Teaching Young Children Editorial Advisory Board Lisa Bresson Anthony Broughton Melissa Harmon Donna Martin Hinkle Megan King Monica Lesperance Kevin McGowan Deanna Pecaski McLennan Debra Murphy Kristen E. Reed Ajay Singh Maryah Spahr Janis Strasser Gina Weekley Jenna Weglarz-Ward Jessica Mercer Young

Voices of Practitioners Editorial Advisory Board Megina Baker, Executive Editor Amanda Branscombe, Executive Editor Maleka Donaldson, Executive Editor Isauro Escamilla, Executive Editor Barbara Henderson, Co-Editor

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NAEYC Governance Participants & Advisory Groups

Ben Mardell, Executive Editor

Eun Kyeong Cho

Rekha Rajan

Debra Murphy, Executive Editor

Dong Hwa Choi

Gurupriya Ramanathan

Frances Rust, Executive Editor

Michael Connor

Alissa Rausch

Andrew J. Stremmel, Executive Editor

Christan Coogle

Nanci Red Bird

Stacey M. Alfonso

Patricia Cooper

Gretchen Reynolds

Georgina Ardalan

Shelly Counsell

Laurie Lee Richter

Cindy Ballenger

Jennifer Crandell

Dawn Rouse

Nancy Barbour

Becky DelVecchio

Angela K. Salmon

Megan Blumenreich

Michelle Dent

Katie Schrodt

Robyn Brookshire

Dede Dunst

Holly Seplocha

Cheryl Bulat

Angela Eckhoff

Christine Snyder

Kathryn Castle

Andrea Emerson

Susan Stacey

Lori Caudle

Jeanne Galbraith

Robyn Stone

Sherry Cleary

Keri Giordano

Gabrielle Strasfogel-Ryklin

Mary Cronin

Ron Grady

Toni Sturdivant

Jerlean Daniel

Kathleen Harris

Wenyang Sun

Mary Garguile

Dorian Harrison

John Sutterby

Anna Golden

Holly Hatton-Bowers

Rebecca Swartz

Beth Graue

Jayme Hines

Linda Taylor

Renata Love Jones

Emily Brown Hoffman

Josh Thompson

Martha Melgoza

Cindy Hoisington

Christy Tirrell-Corbin

Mary Jane Moran

Tamar Jacobson

Mary Trepanier-Street

Leah Muccio

Rebecca Roji John

Allison N. VanLoon

Carrie Nepstad

Kristen Kemple

Nicole Willard

Rebecca S. New

Jinhee Kim

Alyson Williams

Gail Ritchie

Anita Kumar

Brian Wright

Danielle Savory Seggerson

Hannah Kye

Hsiu-Wen Yang

Jamie Solomon

Ji-Eun Lee

Jennifer Zosh

Stacia Stribling

Sandra Linder

Patricia Sullivan

Melanie Loewenstein

Kaile Thomas

Julia Luckenbill

Nathaniel U. Weber

Christine Lux

Ashley Williams

Sue Mankiw

Young Children Consulting Editors Jessica Alvarado Jolene Andriaschko Lawrence Balter Holland Banse Bonnie Blagojevic Meghan Block Lorraine Breffni Pam Brillante Amber Brown Jennifer Buchter Teresa Byington Karen Burger Cairone Lisa Castillo

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Bernice Mayfield Kelly McCormick Hannah Mills Mechler Alison Mellott Amanda Messer Lori Erbrederis Meyer Gayle Mindes William Mosier Meir Muller Karen Nemeth Jodi Nerren Neal Nghia Nguyen Monica O’Gara Conrad Oh-Young Laura Paciorek Soojin Park Cheryl Paul 2022 NAEYC Annual Conference

Index of Advertisers

CV2

American Family Insurance

59 ChildCare Education Institute

1

HighScope Educational Research Foundation

60 BCI Burke 82 WELS Systems Foundation, LLC

2 Kaplan Early Learning Company

82 Committee for Children

9 Teaching Strategies, LLC

83 UpBup

16 Council for Professional Recognition 17 Walden University 29 Noggin

83 Fit and Fun Playscapes 84 Riverside Insights 84

The Program for Infant/ Toddler Care/WestEd

85

Centers for Medicare and Medicaid Services

35 School Specialty Childcraft 36 Bright Horizons 36 Start Early 41

Catherine Hershey Schools for Early Learning

41 Lakeshore Learning Materials 43 Book Vine for Children 54 Community Playthings 54 Jonti-Craft, Inc. 54 Discount School Supply 55 Teachers College Press 58 Duolingo ABC

85 AIR Child Training Solutions 86 Learning Genie Inc. 92

WeVision EarlyEd/Bainum Family Foundation

92 The Youth School for Etiquette 107 Kangarootime 107 McLean School 110-111 Forrest T. Jones & Co. 112 Crystal Stairs

Conference Evaluation Please remember to complete the 2022 Annual Conference evaluation survey, which will be sent to you via email immediately following the Annual Conference. NAEYC sincerely values your feedback, which is used to evaluate the Conference and to plan future professional development activities.

2022 NAEYC Annual Conference

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Every day, in every corner of America, you rise to the task of helping our youngest learners reach their potential.

You are dedicated to children and families. You know how much your work matters. You are driven by passion and fueled by the lives you have touched.

That’s why it’s time to translate your commitment to children into advocacy on their behalf.

Become part of a movement, powered by a community of educators and advocates, working together to improve access to high-quality, affordable early childhood education for all children and families!

Scan this QR code to learn how you can turn your expertise into advocacy and action. www.americaforearlyed.org l @SupportEarlyEd

Michelle Kang NAEYC Chief Executive Officer

National Association for the Education of Young Children

NOVEMBER 16–19, 2022 | WASHINGTON, DC

for having participated in NAEYC’s 2022

The National Association for the Education of Young Children is pleased to present this Certificate to:

CERTIFICATE OF ATTENDANCE

8:00-9:30 a.m.

Session Title Presenter’s Printed Name and Signature

10:00-11:30 a.m.

Session Title Presenter’s Printed Name and Signature

1:00-2:30 p.m.

Session Title Presenter’s Printed Name and Signature

3:00-4:30 p.m.

Session Title Presenter’s Printed Name and Signature

Clock Hours earned for Friday:

Session Title

Presenter’s Printed Name and Signature

10:00-11:30 a.m.

Session Title

Presenter’s Printed Name and Signature

1:00-2:30 p.m.

Session Title

Presenter’s Printed Name and Signature

3:00-4:30 p.m.

Session Title

Presenter’s Printed Name and Signature

Clock Hours earned for Thursday:

Friday, November 18

8:00-9:30 a.m.

Thursday, November 17

FOR ALL OTHER STATE RESIDENTS AND ATTENDEES: We hope you find this form useful. You will need to confirm with your state training regulation agency if this form will qualify as proof of training for clock hours towards your professional development. Acceptance will vary state by state.

IT IS YOUR RESPONSIBILITY TO VERIFY YOUR ATTENDANCE at each session. Presenters will be notified that attendees may be asking for signatures after each session. Please be sure to ask the presenter for their signature to verify your attendance.

FOR MARYLAND, and WASHINGTON, DC RESIDENTS Only Please complete the form below: write in the name of sessions that you attend to completion and ask the presenter for their signature at the end of each session. You may submit this to your state (MD and DC only) agency for continued training approval.

Training Verification Form

NAEYC’s TAP certification number for Washington, DC E-106-S09

Total NAEYC Annual Conference 2022 Clock Hours (PLU’s) Earned:

Clock Hours earned for Saturday:

Presenter’s Printed Name and Signature

Session Title

12:00-3:00 p.m

Presenter’s Printed Name and Signature

Session Title

8:15-11:15 a.m.

Saturday, November 19

Clock Hours earned for Wednesday:

Presenter’s Printed Name and Signature

Session Title

12:00-3:00 p.m

Presenter’s Printed Name and Signature

Session Title

8:15-11:15 a.m.

Wednesday, November 16

Notes

2022 NAEYC Annual Conference

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2022 NAEYC Annual Conference

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Notes

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2022 NAEYC Annual Conference

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2022 NAEYC Annual Conference

Save the Date!

Join Us in Portland, Oregon NAEYC.org/institute

June 4–7, 2023

#naeycAC

November 15–18, 2023 | Nashville, TN Join us next year in Music City, USA, for an experience sure to motivate, inspire, and focus your commitment to early childhood education!

NAEYC.org/conference