New Training Topics

The Classroom Assessment Scoring System or "CLASS™", is an observation instrument developed to assess classroom quality. In this session, we provide an overview of the CLASS tool for Preschool/Pre-K educators, supervisors and others working with children from 3-5 years of age.

CLASS™ is founded in developmental theory and research which suggests that the interactions between students/children and adults are the PRIMARY mechanism for development and learning (as cited in the CLASS™ Manual for Pre-K, 2008). Using the CLASS manual, observers who are certified in the instrument conduct classroom observations noting and scoring specific interactions between teachers and students in the classroom.  These observed interactions include what the teacher does with the materials they have, it does not access materials or curriculum. This is generally followed by a coaching session with the observer noting areas of strength and areas of growth. 

In this 1.5 - 2 hour workshop, participants are introduced to the CLASS™ tool including the domain, dimensions, indicators, and behavioral markers with "real life" examples of teachers demonstrating skills with children in the classroom.  Participants reflect on the interactions they have with children in the classroom in relation to emotional support, classroom organization and instructional support.  Resources are provided to offer participants the opportunity to learn more about the importance of quality interactions with children and how to use these in their classroom. 

The Teaching Pyramid Observation Tool, or "TPOT™", was developed by The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) and The Technical Assistance Center on the Social-Emotional Interventions for Young Children (TACSEI).  The TPOT(add TM) is an instrument to measure practitioners' implementation of teaching and behavior support practices associated with the Pyramid Model for Promoting Social and Emotional Competence of Young Children (as cited in the TPOT™ for Preschool Classrooms Manual,  2014).

In this training, participants will be introduced to the TPOT™ Observation Tool for Preschool Classrooms. 

In this 1.5 - 2 hour workshop, participants will reflect on children’s social and emotional learning, explore the Pyramid Model by Tiers, participate in reflection activities for each Tier, and set goals based upon these reflections. Following this section, the presenter will explain the observation process, interview with the teaching team and the follow up coaching session. 

Any early educator can share stories of the multitude of challenges throughout a young child's day in an early education and care environment.  Many factors can contribute to challenging behavior and interactions with other children and staff, including children's developmental levels, environmental factors, family dynamics, and unique child needs.  And yet, "children need to feel that they belong in the classroom—and it is incumbent upon their teachers to make them feel welcome and safe. As early childhood educators, we are perfectly situated to give children the caring support they need to see themselves as worthwhile and capable of loving, being loved, and being successful in school and in life."[1](Edge, 2019)

This five-hour training will address a broad scope of how educators can support children who find particular challenges in an early learning environment.  In this widely encompassing training, educators will affirm a commitment to building supportive and nurturing learning environments and identify concrete strategies to apply to their work with children, families, and colleagues.  

"What’s Love Got to Do with It? Relationships and Reflection in Early Childhood Programs", Edge, E.E. (2019). Young Children, NAEYC.

[1] "What’s Love Got to Do with It? Relationships and Reflection in Early Childhood Programs", Edge, E.E. (2019). Young Children, NAEYC.

Maria Montessori, the groundbreaking child development theorist, said of children and their way of learning, “The things [they] see are not just remembered, they form a part of [their] soul.” Montessori, like many other practitioners in the field of early education, saw the value in incorporating nature play into children’s lives. She believed that children should have opportunities to “run outside when it is raining,…rest peacefully when a tree invites them to sleep beneath its shade, and shout and laugh when the sun wakes them in the morning.” This philosophy reflects the deep understanding of the relationship between nature play and children’s social-emotional well-being, which continues to be confirmed by modern psychological research.

Current research on the impact of nature play on children finds that time spent in nature provides many benefits to children, including improving social relations, self-discipline, creativity and problem solving, and buffering the impacts of life stress.[1] In this workshop, educators of young children can explore current research about the benefits of nature play for young children, refresh their understandings about best practices for supporting social-emotional development, and apply their understandings to create rich curriculum to support development in a nature-based or outdoor learning environment.

We are pleased to announce this new addition to our Nature-based curriculum series.

It should come as no surprise that healthy physical development for children and outdoor play go hand in hand. Anyone who spends time with young children can see the benefits of playing outdoors immediately: children can move their bodies with fewer restrictions, investigate the many wonders of the natural world, use big muscles to play, and raise their voices to shout with joy. However, even seasoned educators may be surprised to learn just how crucial outdoor play is, and the many surprising ways that time spent in nature can benefit physical development in children. And building curriculum outdoors is not without challenges, as teachers must navigate challenges presented by weather, safety, and curriculum demands.

In this workshop, educators will dive deep into the benefits of nature play for children, explore the relationship between outdoor curriculum and physical skill development, and experiment with building curriculum to meet the needs of the children they serve. Opportunities will be given for collaboration and discussion with other educators across the field of ECE, along with the sharing of new resources for rich curriculum development.