Presenter: Dr. Victor J. Young:
Often times in early childhood environments there is an emphasis on managing the misbehavior of young children. This misbehavior often manifests itself from young children’s inability to functionally use receptive and expressive language. However, as early childhood educators we know that purposeful play allows for authentic learning opportunities for children. It is how young children take information and construct meaning through the social engagement of play. The discrepancy between teachers' pedagogical decisions, environmental factors, and the misunderstanding of language’s connection to early literacy skills by others outside our field are fundamental issues that need to be addressed. During this session we will focus on four components that impact effective implementation of language and early literacy skills into practice within inclusive spaces. We will discuss the importance of language as a precursor to literacy development. Find ways to utilize differentiated literacy instruction for children with speech delays. We will reflect on our own beliefs that learning is influenced by meaningful social interactions. Finally, we will talk about seeking opportunities for targeted professional development for inclusive literacy instruction.
Outcomes: Participants upon completion of the session:
1. Participants will be able to identify the linking instruction of language as early literacy development.
2. Participants will be able to name differentiation literacy strategies.
3. Participants will have reflected on “Meaningful Social Interactions”
4. Participants will be able to identify which areas of targeted literacy instruction is needed to move forward with their learning.

Early Childhood Teachers PreK & Kinder, Inclusion Teachers, Speech Therapists

Child Development, Research, How Children Learn
Diversity and Special Needs Populations
Early Childhood
Special Education