Presenter: Dr. Victor J. Young -
Virtual - Language is a powerful tool that enables the ability of meaningful interaction with our environments. Research supports that when children with disabilities are purposely taught the tools to navigate social norms then they will be able to overcome challenges they face in general education spaces. When engaged in developmentally appropriate practices, children become active participants in the learning process. COVID-19 and virtual spaces have highlighted the importance of in-person instruction for young children. Learning takes place in rich learning environments sustained through social interaction between peers and instructors. Teachers play a vital role to extend and empower children’s language and social emotional learning by developing opportunities for children to speak, listen, read, and write. Children with disabilities need to be taught the skills to appropriately engage with their surroundings. This session aims to empower teachers through making foundational ties of pre-learning skills to the Prek Guidelines. We will make connections to the PreK guidelines to strengthen Inclusive Early Childhood settings. We will examine teaching philosophies and pedagogical approaches. Through these conversations we will have opportunities to engage in “make and takes”, practice read-alouds, and develop high quality Pre-k inclusive centers to facilitate language.

ECSE/PPCD Teachers, PreK and Kinder Teachers

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