Ken Fink, Wondergy Saturday, October 25, 2014

WESTCHESTER ASSOCIATION FOR THE
EDUCATION OF YOUNG CHILDREN
NEWSLETTER
September 2014
www.westchesteraeyc.com
[email protected]
Westchester AEYC Mission Statement:
The Westchester Association for the Education of
Young Children is a professional organization which
advocates for children birth through eight years. It
educates, guides policy, and promotes quality
early childhood programs.
50th ANNUAL OCTOBER CONFERENCE
“Keeping the Wonder in Early Childhood”
Co-Sponsored by:
Mercy College Department of Early Childhood Education
and
Westchester Association for the Education of Young Children
Keynote Speaker:
Ken Fink, Wondergy
“Wonder about the World:
Playing with our Perceptions”
Saturday, October 25, 2014
Mercy Hall Rotunda, Mercy College, Dobbs Ferry NY
President’s Letter: Deborah Mumford, EdD
Hello everyone. On behalf of the Westchester Association for the Education of Young Children’s Board of
Directors it is my pleasure to welcome you to Westchester AEYC’s October Conference, “Keeping the Wonder
in Early Childhood”. Westchester AEYC has been celebrating, educating, and advocating on behalf of young
children and families for over half a century, and we are pleased to announce that this is our 50th Conference
year! I would like to begin by thanking our co-sponsors, the Mercy College Department of Early Childhood
Education for their generosity again this year and, without a doubt, our conference planning committee who
has been working diligently to provide you with a well-planned and informative conference experience!
We recognize that your weekend time is precious and we are thrilled that you chose to spend some of it with
us. It is our belief that the work you do each and every day to enhance the lives of young children and their
families is so important. So whatever your role in early childhood education—child care administrator, younger
grades elementary school teacher, early childhood educator, policymaker, resource and referral specialist,
college instructor, family child care provider, or independent consultant—we have inspiring sessions planned
with your needs in mind. Equally important is the opportunity you’ll have to network with others who are doing
similar work and experiencing the same challenges you do.
Westchester AEYC is pleased to welcome our keynote speaker, science edu-tainer Ken Fink. Ken started
Wondergy, a science-based educational program that originated in Philadelphia, with the goal of bringing
scientific explanation to a variety of people, including students, athletes and CEOs. Welcome, Ken, and thanks
for kicking off our 50th Year Celebration!
As the new Westchester AEYC President of the Board of Directors, I am honored to be a part of this local
affiliate of the New York State AEYC, the state affiliate of the national organization, National AEYC.
Throughout my over 30 years working in early childhood education, I have been surrounded by early childhood
professionals who are dedicated and passionate about young children. And for more than 50 years,
Westchester AEYC’s mission has been to offer a variety of exceptional training and scholarship opportunities
for early childhood educators throughout Westchester County. Please visit us at the membership table so we
can personally welcome you. And most importantly, Westchester AEYC is both you and me! If you want more
opportunities to network with other early childhood professionals, I both invite and encourage your individual
membership and participation in our organization. See you on October 25th!
Conference Message from the Board
Save the Date!! Register Early for Best Workshop Selection!
We are excited to present an array of interesting topics and speakers this year. We have endeavored
to find workshops of interest and, responding to your evaluations, have included more workshops on behaviors
and workshops geared for directors.
We urge you to make your selections and send in your registration early. All workshops have a limit to
the number of participants and we want you to get the workshop you are most interested in. Each workshop
will be offered in the morning and then repeated in the afternoon, so we hope that if there are two workshops
you are interested in you can attend one in the morning and one in the afternoon.
The coordination of this conference is a concerted effort of our whole board but we especially thank
Elena Nitecki for chairing the program committee.
Westchester Children's Museum Donation
On Monday November 4th 2013, the board of the Westchester Association for the Education of Young
Children voted to donate $25,000 to the Westchester Children's Museum! The board chose to underwrite the
toddler play center lighthouse, a permanent installation. At the 2014 Gala for the Children’s Museum of
Westchester, the check was presented to Tracy Kay, Museum Executive Director. The Westchester AEYC is
pleased to be a supporter of this very valuable resource for Westchester County on behalf of its members. In a
thank you to our organization, Mr. Kay states “together we will transform that now empty, unused space into a
soaring, vibrant, interactive learning space for our children for generations to come.” We anxiously await the
opening of this resource for children and families.
Keynote Speaker 2014: Ken Fink, Wondergy
Ken Fink has backgrounds in physics, education, marketing, and theater. His company, Wondergy, is a
science-based educational program based out of Philadelphia, with the goal of bringing scientific thinking to a
variety of people, including students and teachers. He believes that everyone has an organic desire to learn
how the things that they use every day work, and that with this knowledge comes the power to feel more
comfortable with these things and inevitably feel control over them.
The idea is simple: teach people more about what they already know, and show them the freedom in truly
understanding the ins and outs of the things that surround them. Your favorite sport is also physics. The food
you cook? Changes, visible and not, are part of the chemistry behind it. The best way to teach and learn
science is usually to explore what students and teachers are already interested in.
Early childhood teachers know that maintaining the child’s interest is a key component of teaching. Ken Fink
believes that too and we expect that his entertaining keynote will provide us with some interesting and
engaging ways to do science with young children.
About the Keynote Session: We are all natural born scientists. We explore, test, and observe. As educators,
we teach about the core five senses, yet we all extend those senses in so many ways. From playing with
magnets to looking back in time, we gather far more information than we give ourselves credit for. At the same
time, our picture of the world is never really as we "see" it. We gather the best partial information we can, and
then fool ourselves into believing we see a complete picture. It's amazing what our brains can put together to
fill in the gaps. Let's play with those gaps, and see some of the parts we're usually missing, but think we
aren't!
Conference Schedule
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Registration
Light Breakfast
Vendors
Welcome
Keynote Speaker
Vendors
Workshops
Lunch and Vendors
Workshops
8:00 - 9:00
8:00 - 9:00
8:00 - 9:00
9:00 - 9:15
9:15 - 10:30
10:30 - 11:00
11:00 - 12:30
12:30 - 1:30
1:30 - 3:00
Vendors will be located outside the Rotunda and on the first floor of Mercy Hall.
OCFS TRAINING REQUIREMENTS CATEGORIES
1. Principles of childhood development
2. Nutrition and health needs of children
3. Child care program development
4. Safety and security procedures
5. Business Record maintenance and management
6. Child abuse and maltreatment identification and prevention
7. Statutes and regulations pertaining to child care
8. Statutes and regulations pertaining to child abuse and maltreatment
9. Education and prevention of Shaken Baby Syndrome.
MORNING WORKSHOPS
1. Transitions: Time for a Change
Transitions can be difficult for all involved. This interactive training is designed to offer practical
suggestions and ideas that will be useful in the classroom on a regular basis.
Presenter: Vicki L. Messina, NYS Early Learning Trainer Credential
OCFS: 1, 3
2. Early Childhood Music
Songs, finger plays, and dances will be the material of this workshop. PLEASE BRING SOMETHING
TO RECORD THE WORKSHOP WITH. Delores’ workshops are fun and engaging as well as packed
full of new material. Check out her website and click on “teacher trainings”: toddlersongtime.com
Presenter: Delores Jiji
OCFS: 1
3. A Fun Path for Developing Literacy
Participants will be involved in interactive activities in movement, song and rhyming activities to use
with the children. These activities will increase vocabulary, thinking skills, focus, creativity, positive
behavior and self-esteem, while having FUN. Other important benefits are fostering increased brain
development, memory, waiting their turn, following directions, enhancing coordination, and helping
children at risk learn.
Presenters: Davida Hirsch and Esther Nelson
OCFS: 1
4. Look, Listen and Learn: Multi-Sensory Learning Activities with Felt Sets, Songs, Stories and
Movement.
Are your preschool students losing focus? Are you searching for fun and upbeat learning activities to
spark your learning environment? This fun and interactive presentation will demonstrate how colorful
felt sets, upbeat music and movement can help children focus while learning many important subjects
such as: colors, counting, science, social-emotional interaction, history and more. FeltSongs Stories
make use of all three learning modalities, visual, auditory and kinesthetic, to ensure that each child
learns in their own special way.
Learn how to make felt sets as well as how to construct a felt board. Attendees will receive a complete
handout with lyrics and book references. Attendees are also encouraged to record the songs and take
pictures of the presented felt sets.
Presenter: Kayli Joseph
OCFS: 1
5. Autism Spectrum Disorders in the Mix: One of these Kids is not Like Another.
As increasing numbers of students on the autism spectrum are identified and mainstream general
educators are being stretched in “special” directions. This engaging session will provide practical
information and strategies to help teachers teach these challenging students – and their parents. We
will discuss strategies for maximizing effective teaching and learning, and we will explore ways to
broach difficult topics with parents. Ultimately, our goal is to facilitate an environment of effective
education and collaboration around the children we share.
Presenter: Barbara Boroson
OCFS: 1, 3
6. Biting and Hitting and Dumping, Oh My! Dealing with the Challenging Behaviors of Toddlers.
Let’s define “Toddler challenging behaviors,” assess challenging behaviors in terms of toddler
development, explore why common disciplining techniques may not be effective and apply positive
discipline strategies to specific situations. This case studies workshop will use discussion, small group,
and other interactive activities.
Presenter: Debbie Silver
OCFS: 1
7.
Shared Source NY: An Exciting Membership Benefit from New York State AEYC
If you are a member of Westchester AEYC you need to attend this workshop to be introduced to a free
member benefit available right now for you. Directors can save money for their programs, teachers can
use this web-based benefit to add value to their classrooms and other early childhood professionals
will realize the valuable information on the site. You must be a member to access the site. If you are
not a member, we welcome you to attend and see what you are missing. Membership information will
be available.
Presenter: Lynda Merchant, New York State AEYC President
OCFS: 5
8.
Move and Learn
This presentation advocates for the creation of an indoor gross motor play space for early childhood
children to use when weather prevents outdoor physical activity. The presentation examines the
importance of unstructured gross motor play and how it impacts learning. It includes a description of
the problem, highlighting the number of days children missed out on outdoor play due to weather this
year in the northeast, and looks at what the NAEYC recommends for physical activity and indoor play
spaces. After examining choices of materials, there is also a recommendation for Imagination
Playground as an optimal material for an indoor gross motor space for early children that is endorsed
by the NAEYC, meets NASPE guidelines for physical activity, and common core standards for
mathematics.
Presenter: Linda Borkowski
OCFS: 1
9.
Integrating Teaching with Play-Active Learning Games that Teach Academic Goals
This workshop outlines Math, Language and Literacy activities. Educators will learn targeted activities
and create their own. Aligning with the core standards, educators will leave the training with a toolkit of
easy-to-implement games that will enhance their curriculum and invigorate their classrooms.
Presenter: Monica Levy
OCFS: 1
10. Let’s Sing, Dance and Learn: Stimulating Cognitive Growth through Musical Intelligence
Across the Curriculum
Musical intelligence is one of the key cognitive tools in Howard Gardner’s model of multiple
intelligences. Research also suggests a strong connection between musical intelligence, mathematical
ability, working memory, sensory regulation, and the sheer joy of learning. Bring a music-making
device of your choosing (any musical instrument, including your own lovely voice, two hands to clap,
and two feet to stomp) as well as your own favorite songs or music activities from your classroom and
home.
Presenter: John Scardina
OCFS 1
11. What do you see? Practicing your Observation Skills
Improve your observation skills and learn how to use observations to enhance the working
relationships with children in the classroom. It will also assist you in referring children for special
education services. Who to observe, what to observe, for what purpose?
Presenter: Barbara J. Wright
OCFS: 1, 3
12. Jump, Jive and Wail: Music and Movement for Kids
Participants will learn fun and exciting songs and movement games for all ages from Pre-K to Middle
School. We will expand your song and games repertoire and explore where you can incorporate music
into your daily routine. You will also learn how to choreograph movement for songs.
Presenter: Jessica Vanacoro
OCFS: 1
13. Everyone is a Scientist!
Science begins with curiosity about how things work. Explore ways to promote children’s
understanding of objects, living things, and the environment with hands-on study and problem-solving
questions.
Presenter: Mary Lou Sgro
OCFS: 1
14. Meaningful Art Experiences in the Preschool Classroom
Art in the preschool classroom should be about more than what a child brings home at the end of the
day. In this hands-on workshop participants will explore art as it relates to all areas of development,
discuss product vs. process art, and create an action plan for future art experiences in their settings.
This workshop is geared towards Level 1 teachers.
Presenter: Sheridan Povemba
OCFS: 1, 3
15. Using Drama to Foster Early Childhood Language Development
This workshop features an interactive demonstration of easy-to-learn, research-based, drama
strategies that foster language development and emergent literacy skills. Participants will have the
opportunity to explore a variety of fun ways to engage young learners in classroom dramas.
Participants will also learn how these techniques align with the New York State Prekindergarten
Foundation for the Common Core Standards and how using these techniques can help prepare children
for school success.
Presenter: Wendy Mages
OCFS: 1
16. Place-Based Education in Early Childhood: Starting Where the Child Is
This session will explore place-based education as applied to early childhood education. Learn about
ways to incorporate into your teaching the natural, built and human world, which young children are
eager to discover. This approach values play and the environment and “starts where the child is.” This
session will demonstrate ways to apply the principles of place-based education into your everyday
teaching.
Presenter: Elena Nitecki
OCFS: 1
17. It Starts with a Question: The Cycle of Inquiry in the Early Childhood Classroom.
In this interactive workshop, participants will examine the framework of the Cycle of Inquiry, where
curriculum development is a reciprocal and ongoing process that is teacher facilitated and childcentered. Participants will explore different ways to “make students visible” in the classroom (in the
Reggio tradition) such as asking good questions and collaboratively pursuing answers, reflecting on
their teaching practice and developing and implementing a curriculum that is based on the interests and
responsive to the diverse needs of young children.
Presenter: Aki Ohseki
OCFS: 1, 3
18. Meeting Pre-K Common Core Standards With Developmentally Appropriate Felt Board
Activities ( THIS WORKSHOP ONLY OFFERED IN THE MORNING SESSION)
Come away with a collection of fun, developmentally appropriate felt board activities that meet some of
the Pre-K Common Core Standards in language, literacy, math, science and social studies.
Presenter: Mary Ann Becker
OCFS: 1
CONFERENCE AFTERNOON WORKSHOPS LISTED BELOWPlease see complete descriptions of these workshops above.
19. Transitions: Time for a Change
Presenter: Vicki L. Messina, NYS Early Learning Trainer Credential
OCFS: 1, 3
20. Early Childhood Music
Presenter: Delores Jiji
OCFS: 1
21. A Fun Path for Developing Literacy
Presenters: Davida Hirsch and Esther Nelson
OCFS: 1
22. Look, Listen and Learn: Multi-Sensory Learning Activities with Felt Sets, Songs, Stories and
Movement.
Presenter: Kayli Joseph
OCFS: 1
23. Autism Spectrum Disorders in the Mix: One of these Kids is not Like Another.
Presenter: Barbara Boroson
OCFS: 1, 3
24. Biting and Hitting and Dumping, Oh My! Dealing with the Challenging Behaviors of Toddlers.
Presenter: Debbie Silver
OCFS: 1
25. Shared Source NY: An Exciting Membership Benefit from New York State AEYC
Presenter: Lynda Merchant, New York State AEYC President
OCFS: 5
26. Integrating Teaching with Play-Active Learning Games that Teach Academic Goals
Presenter: Monica Levy
OCFS: 1
27. Move and Learn
Presenter: Linda Borkowski
OCFS: 1
29. Let’s Sing, Dance and Learn: Stimulating Cognitive Growth through Musical Intelligence
Across the Curriculum
Presenter: John Scardina
OCFS: 1
30.What do you see? Practicing your Observation Skills
Presenter: Barbara J. Wright
OCFS: 1, 3
31.Jump, Jive and Wail: Music and Movement for Kids
Presenter: Jessica Vanacoro
OCFS: 1
32. Everyone is a Scientist!
Presenter: Mary Lou Sgro
OCFS: 1
33. Meaningful Art Experiences in the Preschool Classroom
Presenter: Sheridan Povemba
OCFS: 1, 3
34. Using Drama to Foster Early Childhood Language Development
Presenter: Wendy Mages
OCFS: 1
35.Place-Based Education in Early Childhood: Starting Where the Child Is
Presenter: Elena Nitecki
OCFS: 1
36. It Starts with a Question: The Cycle of Inquiry in the Early Childhood Classroom.
Presenter: Aki Ohseki
OCFS: 1, 3
Westchester AEYC October Conference Fees
All participants and presenters must first check in at the registration table on the first
floor of Mercy Hall to pick up workshop assignments and room assignments.
All registrations postmarked after Friday, October 10, 2014 must pay onsite
registration fee listed below.
Member #______________________
(copy line of numbers above name from Young Children)
( )
$50
Non-member
( )
$80
College Student with ID
(Student must submit copy of current student ID)
( )
$30
( )
$90
On Site Registration on /or after October 10 Check here if you are a Mercy College Alumni _______________
Please print clearly
Name______________________________________________________________________
Address____________________________________________________________________
City_______________________________________ State__________ Zip Code__________
Home/Cell Phone________________________ Work Phone__________________________
Program Affiliation (if applicable)_________________________________________________
Workshop Choices. Alternate choices are requested.
A separate registration form is needed for each registrant.
Morning Workshop choices: (1 – 18)
1st choice____________ 2nd choice__________ 3rd choice_____________
Afternoon Workshop choices: (19 – 36)
1st choice____________ 2nd choice__________ 3rd choice_____________
Make checks payable to Westchester AEYC. Conference fees are non-refundable.
Include a self-addressed stamped envelope.
Send the REGISTRATION FORM and CHECK to the registrar.
Donna Tortorici, 3095 Purchase St, Purchase, NY 10577
914-948-2414
Linda Fraser Lattimer Professional Tuition Scholarship
provided by the Westchester Association for the Education of Young Children
Linda Fraser Lattimer was the founding director of the Children’s Center at Purchase
College. She devoted her career to the education and care of young children. She was also
an adjunct professor at Lehman College teaching graduate classes in Education. She was in
the process of completing her doctorate at Columbia in the Administration of Infant and
Toddler Pre School Program when she became ill. She was a generous and considerate
colleague who was always willing to help other directors however she could. The
Westchester AEYC has established this scholarship to honor her and her legacy.
The Linda Fraser Lattimer scholarships were established to honor the memory of Linda
Fraser Lattimer who was the founding director of the Purchase College Children’s Center.
The purpose of the award is to make professional education in the field of early childhood
more readily available to Westchester AEYC members currently working in the field of Early
Childhood Education.
Application Process:
• Grants are a one-time award given as financial assistance for tuition costs for full or
part time study of early childhood education.
• Grants are reimbursement awards for tuition already paid.
• Grants will be given for courses related to the field of Early Childhood Education only!
• Grants will be awarded to students enrolled in programs leading to CDA, Child Care
Certification, AA, BA/BS, MA/MS, and EdD/PhD credentials.
• Westchester AEYC will award a minimum of 2 CDA Scholarships and 2
undergraduate/graduate or doctoral programs, depending on applications received.
• Awards will be up to $1500 per recipient.
• Awards will be presented at the Westchester AEYC Annual Membership Dinner in
May.
• Proof of course registration and submission of a paid receipt from the bursar’s office
of the college is required.
Eligibility:
• Applicant must work with children (teacher, assistant, aide, or director) in a
Westchester County early childhood program serving infants, toddlers, preschoolers
and/or K through 3rd grade students.
• Applicant must be a member of Westchester AEYC at time of application. You may
join as you apply. Go to www.westchesteraeyc.com for details.
Selection Process:
• You will be notified by mail, e-mail or phone call when your application is received.
• Your application will be reviewed by committee members.
• Each candidate will be notified in writing of the decision on his/her application.
• All successful candidates will be invited as guests to receive their awards at the
Westchester AEYC Annual Membership Dinner in May.
WESTCHESTER ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
LINDA FRASER LATTIMER
Tuition Scholarship
Application
Please type or print. Answer all questions. Incomplete applications cannot be considered.
Applicant’s Full Name___________________________________________________________
WAEYC Membership Number________________
Home Address________________________________________________________________
Telephone Number_________________
E-mail Address____________________________
Education Background: Circle all that apply: HS CDA AA BA BS MA MS
Other Professional Certificates___________________________________________________
Name of Current Employer______________________________________________________
Name of Center______________________________________________________________
Address____________________________________________________________________
Telephone__________________
Contact Person___________________________
Current Work Information: Position______________________________________________
Ages of Children______________________
Date Employed_______________
Name of College or Program___________________________________________________
Course related to early childhood education for which you are requesting an award:
Name___________________________________ Cost_______________ Credits________
Dates of Enrollment______________________________________________
Please prepare a statement, include the following information and attach it to this form.
•
Your name
•
Your responsibilities and duties
•
Reasons for seeking this award
•
Describe how this award will assist you in pursuing a career in early childhood education
including any special interests you may have.
A professional letter of reference and recommendation from your supervisor is required with this
application.
Send all documents to:
Cheryl Smith, c/o The Westchester AEYC, P O Box 636, Hartsdale, NY 10530 by April 1st.
Beth Anne Farkas Special Education Scholarship
provided by the Westchester Association for the Education of Young Children
Beth Anne Farkas was born in Albany, NY and died in June 2013. She made her home most
recently in Stony Point, NY and raised three sons. Here are things Beth loved: Boy Scouts, baseball
and dear friends. Beth began her professional career at the Alcott School as a speech pathologist
but was soon the Assistant Site Director and eventually Executive Director of the Alcott agency at
the time of her passing. She was noted for her sincerity, honesty, and knowledge leading to action.
As a member of our local Westchester AEYC Board, Beth shared her comforting and accepting
manner with all. Beth was also the editor of our newsletter.
The Beth Anne Farkas Special Education Scholarship was established to honor the memory of Beth
who provided exemplary support and guidance to countless children and their families in the
Westchester area. The purpose of this award is to assist Westchester AEYC members who have
previously been employed in the field of Early Childhood education and are currently enrolled as
either full time undergraduate or graduate students pursuing a degree in the field of Early Childhood
special education, or Westchester AEYC members currently employed in the field of Early Childhood
education, enrolled as part-time undergraduate or graduate students in the field of early childhood
special education.
Application Process:
• Grants are a one-time award given as financial reimbursement for an applicant’s tuition fees
associated with an early childhood special education course of study in an accredited college
or university. The applicant must be currently enrolled as either a full or part-time student.
• Grants are considered as reimbursement awards for tuition previously paid for completed
courses.
• Grants will only be given for courses related to the field of Early Childhood Special Education.
• Grants will be awarded to students enrolled in accredited programs leading to AA, BA/BS,
MA/MS, and EdD/PhD credentials.
• Westchester AEYC will award the Beth Anne Farkas Special Education Scholarship to a
maximum of two applicants, with awards limited to a maximum of $1500 per recipient.
• Awards will be presented at the Westchester AEYC Annual Membership Dinner in May.
• Proof of course completion, academic grade, and submission of a paid receipt from the
bursar’s office of the college/university for the course to be considered for reimbursement, is
required.
Eligibility:
• Applicant must have previous or current Westchester County employment history (aide,
assistant, teacher, or director) serving infants, toddlers, or preschoolers in an early childhood
program, and/or K through 3rd grade in an elementary school setting.
• If candidate is a student, proof of chosen early childhood Special Education major must be
submitted with application
• Applicant must be a member of Westchester AEYC at time of application. You may join as
you apply. Go to www.westchesteraeyc.com for details on membership.
Selection Process:
• You will be notified by mail, e-mail or phone call when your application is received.
• Your application will be reviewed by the committee members.
• Each candidate will be notified in writing of the decision on his/her application.
• All successful candidates will be invited as guests to receive their awards at the WAEYC
Annual Membership Dinner in May.
WESTCHESTER ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
Beth Anne Farkas Special Education Scholarship
Application: Please type or print. Answer all questions. Incomplete applications cannot be considered.
Applicant’s Full Name___________________________________________________________________________
National AEYC Membership Number________________
To join go to www.naeyc.org
Home Address_________________________________________________________________________________
Telephone Number_________________
E-mail Address____________________________________________
Education Background: Circle all that apply: AA BA BS MA MS EdD/PhD
Other Professional Certificates____________________________________________________________________
Name of Current Employer, if applicable :___________________________________________________________
Name of Center________________________________________________________________________________
Address______________________________________________________________________________________
Telephone__________________ Contact Person at center _____________________________________________
Current Work Information: Position_______________________________________________________________
Ages of Children served______________________ Date Employed_____________________________________
Name of College or Program____________________________________________________________________
Address_____________________________________________________________________________________
Telephone__________________ Contact Person at college _______________________________
Course related to early childhood special education for which you are requesting an award:
Name______________________________________ Cost_______________ Credits______________
Dates of Enrollment_____________________________________________________
Please prepare a statement, include the following information and attach it to this form.
• Your name
• Your responsibilities and duties at work or any relevant volunteer work, if a student
• Reasons for seeking this award
• Describe how this award will assist you in pursuing a career in early childhood special education including any special
interests you may have.
A professional letter of reference and recommendation from your supervisor or a college professor is required with this
application.
Send the complete set of documents to:
Cheryl Smith, c/o The Westchester AEYC, P O Box 636, Hartsdale, NY 10530 by April 1st.
WESTCHESTER ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
Westchester AEYC Spring 2015 Workshop Proposal Form
If you are interested in presenting a workshop for the Spring Workshop Series, the following
proposal form must be completed and returned by November 1, 2014. Please print legibly or
type and please include your resume with the completed proposal.
PRESENTER_____________________________________________________________________
Do you have a NYS Learning Training Credential? _____Yes
____No
EMPLOYER______________________________________________________________________
YOUR MAILING
ADDRESS_______________________________________________________________________
E-MAIL_____________________________________Cellphone____________________________
Work Phone____________________________
Home Phone _________________________
Co-PRESNTER (if any)__________________________________________________________
Co-PRESENTER MAILING ADDRESS____________________________________________
TITLE OF PRESENTATION ___________________________________________________
Please provide a short specific description that can be included in the brochure online. Include
content objectives and techniques to be used in your presentation. Space is limited, therefore,
Westchester AEYC reserves the right to edit.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Length of all workshops is 2 hours. Circle times you prefer to present:
Afternoons: 4 -6 PM
Evenings 7 – 9 PM
Please list 3 dates that you will be available during March and April. No workshops will be
scheduled during the Spring Recess---March 30 – April 6, 2015.
Are you affiliated with a center that would be available to host your workshop?
_____Yes
_____No
I would prefer another site_______________________
**Westchester AEYC provides an honorarium of $150 for each workshop.
Please send the completed form and resume to: [email protected] or mail to Sara
Arnon, 17 Whitewood Road, White Plains, NY 10605
What is the Westchester AEYC?
The Westchester AEYC’s full name is the Westchester Association for the Education of Young Children. Our
goal is to support quality early childhood education by providing support, training and a forum for those working
in the field to network and share ideas. Westchester AEYC is the Westchester affiliate of the National
Association for the Education of Young Children (NAEYC), striving to influence local, state, and federal policy
issues on behalf of young children.
Individuals are members of our association- schools are not members.
We need you . . . your ideas . . .your participation . . .your voice!!!
We encourage you to join by logging on to the NAEYC website at www.NAEYC.org and clicking on View and
Print Membership Application. You may also submit your application online . Our local affiliate number for
Westchester is 55. Our New York State affiliate number is 550.
Westchester AEYC Board Meeting Schedule:
Location: Child Care Council, 313 Central Park Ave, Scarsdale, NY
Monday, September 8
6:30 pm
Monday, October 6
6:30 pm
Monday, November 3
6:30 pm
Monday, January 12
6:30 pm
Monday, February 2
6:30 pm
Monday, March 2
6:30 pm
Monday, April 13
6:30 pm
Monday, May 11:
Annual Dinner
TBA
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Upcoming Training Events
Sponsored by the Westchester AEYC:
Saturday, October 25, 2014
50TH Annual October Conference
Mercy College, 555 Broadway, Dobbs Ferry, NY 10522
March and April 2015
Spring Workshops
To have your event listed in future newsletter editions please email the information to [email protected] and place Westchester AEYC in the subject line. Westchester AEYC 2014-2015 Board List
If you want to contact anyone one on the Westchester AEYC Board,
please email [email protected]
President:
Deborah Mumford, EdD.
Communications:
Lynda Merchant
Past President:
Suzanne Boydstun
Conference :
Jeannette Mirabile
Aki Ohseki
Public Policy:
Katharine Page
Membership:
Melissa O’Halloran
Program:
Elena Nitecki
Accreditation Liaison:
Idie Benjamin
Recording Secretary:
Gigi Aronoff
Corresponding Secretary
Lynda Merchant
Treasurer:
Linda Jo Platt
Assistant Treasurer:
Catherine Bucci
Scholarship Committee:
Cheryl Smith
Judy Betz
Spring Workshops:
Sara Arnon
Week of the Young Child:
Katharine Page
May Annual Dinner:
Suzanne Boydstun
Nominating Committee:
Linda Jo Platt
Sara Arnon
Jeannette Mirabile
Publicity:
Jennifer LeFevre
At Large Member:
Mary Lou Sgro
Exploring Science with Our Youngest Learners
Amanda M. Gunning and Meghan E. Marrero, Science Education Faculty, Mercy College
In today’s world, technology is rapidly evolving while social issues, such as climate change,
clean energy, electric and hybrid cars, healthy lifestyles, and recycling, are increasingly related to
science. Our citizens need to have basic science understandings to make informed decisions for
themselves, their families and their communities, now more than ever (McFarlane, 2013). Students
of low socioeconomic status have less opportunity to learn science, technology, engineering and
mathematics (STEM) in the classroom and the community, with consequences for their ability to be
part of an informed future citizenry (Tate, Jones, Thorne-Wallington & Hogrebe, 2012).
Unfortunately, despite this great need, many state and district STEM resources are being reduced or
eliminated (PCAST, 2010). Scientific illiteracy leads to poor reasoning strategies and argumentation,
skills critical to our increasingly technological society (Sadler & Zeidler, 2004). To support lifelong
scientific understanding and interest, it is critical to begin science exploration in the youngest grades
(Esach & Fried, 2005). Through these experiences, children may develop positive associations with
science learning through engaging activities and develop basic scientific skills and understandings
that they may continue to use and build upon in future years.
United States elementary students lag far behind other nations in the STEM disciplines; this
is particularly true in STEM fields for underrepresented minority student populations (Kuenzi, 2008;
President's Council of Advisors on Science and Technology, 2010 (PCAST)). It is well documented
that elementary teachers struggle to include science lessons in their teaching (Appleton, 2007;
Harlen & Holroyd, 1997; Olson & Appleton, 2006; Tilgner, 1990). In many cases, this lacking seems
to be a result of emphasis placed on subjects that require state assessments. Teaching mathematics
and literacy trump all other subjects in many elementary classrooms, resulting in reduced
time for STEM subjects (Blank, R. K., 2013). Even in preschool classrooms, one study found that
less than 5% of instruction focused explicitly on science (Tu, T., 2006). As a result, not only are
American children falling behind in achievement in STEM, but there is also a pervasive lack of
interest in these disciplines (PCAST, 2010). Thus, it is important to give young children positive
experiences in the STEM areas, sparking and maintaining their interest in these fields. Children
naturally act as scientists – exploring, asking questions, testing out ideas. Tapping into these
childhood activities and associating them with scientific practices can make a lasting impact.
In 2013, the new Next Generation Science Standards (NGSS)1 were released to the public.
While the Common Core State Standards provide guidelines for mathematics and English Language
Arts, NGSS provide a new framework for K-12 science education with the goal of improving science
education in the United States, as well as student achievement (NGSS Lead States, 2013, Appendix
A). These new standards provide a straightforward outline of grade-appropriate content topics and
practices, and, include fewer concepts at each grade level. A major strength of the NGSS in
comparison to the current New York State Elementary Science Core Curriculum2 standards
document is that the NGSS are delineated by grade level and specifically provide assessment
boundaries and clarification statements. These features guide teachers toward designing activities
that are developmentally appropriate for their learners. Too often young children are exposed to
science in ways that are not optimal for developing a firm foundation in the subject. Sometimes,
activities that are far beyond students’ capabilities are introduced, presenting concepts that are too
abstract or complex. The NGSS can be used as a guide to help design or refine curriculum.
Although the NGSS have not yet been formally adopted by New York State, New York was one of
the lead states in the NGSS development and the document is a valuable resource.
These NGSS delineate important changes in content that require us as teachers to use
different practices in order to reach all students, beginning in the earliest years of school. Content is
divided up by subject areas, such as Weather and Climate; Interdependent Relationships in
Ecosystems: Animals, Plants, and Their Environment; and Structure and Properties of Matter. The
NGSS address scientific concepts in age-appropriate ways for young children, allowing them to
explore content and develop scientific ways of thinking and working. Students then build their
1
2
www.nextgenscience.org http://www.p12.nysed.gov/ciai/mst/pub/elecoresci.pdf understandings as they grow more sophisticated academically. To illustrate, consider the Forces and
Interactions standard addressed in both kindergarten and third grades. At the kindergarten level, the
NGSS indicate that appropriate activities to observe and explore a force as a push or a pull includes
investigating the movement of balls, cars, wagons and the like. In third grade, students would build
on that experience to again observe and explore movement, but this time focusing on providing
evidence to explain why or how the motion of an object changed or didn’t change based on the
action of a force or forces. This is just one small example of how the NGSS asks teachers to create
experiences that build on prior student learning through everyday activities, rooted in students’
hands-on experiences.
Another important piece of these new standards is the emphasis on “practices” for both
science and engineering. This shift in terminology from “skills” reflects the idea that children are
using similar behaviors as scientists and engineers as they investigate the natural world. If you are
encouraging students to plan and carry out investigations, ask questions, use mathematics in their
thinking, analyze results of an investigation, and construct and explanation for what happened, you
are using scientific and engineering practices in your classroom. Hands-on activities in your
classroom, both structured and free play, can provide an excellent foundation to do even more with
your students. The NGSS provide a straightforward framework with a realistic amount of content to
be addressed at each grade level, so that students can truly explore and develop scientific
understandings rooted in their own work in your classroom and their lives.
But what about engineering? Engineering is often described as solving problems through
design. Have students in your classroom ever designed a bridge out of toothpicks, investigated how
to make bubbles bigger or smaller, or figured out ways to change the shape of shadows? Your
students were using engineering practices. Incorporating engineering design with elementary
students can improve student enthusiasm for learning, self-confidence, and process skills (Rogers &
Portsmore, 2004). Some teachers are surprised by the idea of doing engineering in the lower
elementary grades. Young children, however, are natural engineers – building with blocks, testing
the limits of Slinkys and rubber bands, or combining materials to create a new game or plaything.
Further, the scientific and engineering practices addressed by the standards are age appropriate and
probably happening in your classroom already!
The best way to deliver science content is to make it as relevant and engaging to students as
possible – through making connections to their lives, communities and experiences. A meta-analysis
of science education strategies revealed that making topics relevant to students can result in
increased engagement in science (Schroeder, Scott, Tolson, Huang, & Lee, 2007). Real and
relevant science can explain and uncover the science in our everyday world. It is important to make
science appropriate and explicit for elementary students to develop excitement and critical thinking
to lay the foundation for future success.
There are many opportunities to engage students in scientific experiences relevant to their
daily lives. Take students outdoors to the playground to quietly observe birds, squirrels, plants, and
insects as they learn how living things interact with their environments, and how they get what they
need to survive. Invite them to feel the differences between hot pavement in the sun, and cooler
ground in the shade. Let them dig up rocks to explore their different textures. Back in the classroom,
a bucket of water can allow students to explore floating or sinking. Encourage them to use to toy
cars and ramps to experiment with motion. Grow spider plants to easily observe plants and their
offspring. Cook pudding or bake bread to observe chemical changes. You might introduce
engineering by challenging students to design a habitat for your class pet, or to create their own
musical instruments to observe sounds. Students might design a marble maze or use blocks to build
a tall structure. All of these suggested activities are aligned with the NGSS K-2 standards.
Be sure you are explicit when students are using scientific and engineering practices, so that
they may begin to become comfortable with the terms and field. Simply identifying that when you
record the weather you are collecting scientific data is an example of clearly identifying science work
with students. Tell them that they are using engineering to design their marble maze. Encourage
them to use the data on your weather calendar to make predictions about tomorrow’s weather. For
instance, if the temperature has been 60 degrees all week, is it likely to snow tomorrow? Note that
meteorologists use similar, obviously more sophisticated, techniques to devise the 10-day forecast.
The importance of teaching science to young students cannot be refuted. Children “engaged
in integrated science inquiry and literacy activities for a longer time reported higher overall
motivational beliefs for science than those who experienced the activities for a shorter time”
(Mantzicopoulos, Patrick & Samarapungavan, 2008, p. 389). As a result of more time learning
science, young children exhibit a higher perception of personal ability for science learning. This
finding concurs with studies showing in-depth, gratifying, science experiences as contributing to
lifelong learning (DeJarnette, 2012) in science for adults. Bagiati, Yoon, Evangelou, and Ngambeki
(2010) highlight the importance of STEM activities for our youngest students as a way to build
interest and proficiency before content becomes unfamiliar and overwhelming in later grades.
For more science activity ideas visit:
http://www.sciencebuddies.org/
Many hands-on science and engineering activities, as well as ideas for science projects.
http://www.exploratorium.edu/science_explorer/
Simple, fun science activities.
http://pbskids.org/zoom/activities/sci/
Lots of simple activities with testimonials from kids.
http://spaceplace.nasa.gov/
Interactive games, activity ideas, and tons of astronomy information. Site can be read in Spanish.
References
Appleton, K. (2007). Elementary Science Teaching. In S. K. Abell & N. G. Lederman (Eds.), Handbook of
Research on Science Education (pp. 493-536). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Bagiati, A., Yoon, S.Y., Evangelou, D., Ngambeki, I. (2010). Engineering curricula in early education:
Describing the landscape of open resources. Early Childhood Research & Practice, V. 1 (2).
Blank, R. K. (2013). Science Instructional Time Is Declining in Elementary Schools: What Are the
Implications for Student Achievement and Closing the Gap?. Science Education, 97(6), 830-847.
DeJarnette, N.K. (2012). America’s children: providing early exposure to STEM initiatives. Education, Vol. 133,
No. 1.
Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood?. Journal of Science Education
and Technology, 14(3), 315-336.
Harlen, W., & Holroyd, C. (1997). Primary teachers' understanding of concepts of science: impact on
confidence and teaching. International Journal of Science Education, 19(1), 93-105.
Kuenzi, J. J. (2008). Science, Technology, Engineering, and Mathematics (STEM) Education: Background,
Federal Policy, and Legislative Action. Washington, DC.: CRS Report for Congress.
Mantzicopoulos, P., Patrick, H., Samarapungavan, A. (2008). Young children’s motivational beliefs about
learning science. Early Childhood Research Quarterly 23 (2008) 378–394
McFarlane, D. A. (2013). Understanding the Challenges of Science Education in the 21st Century: New
Opportunities for Scientific Literacy. International Letters of Social and Humanistic Sciences, (04), 3544.
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The
National Academies Press.
Olson, J. K., & Appleton, K. (2006). Considering curriculum for elementary science methods courses. In K.
Appleton (Ed.), Elementary science teacher education. Mahwah, New Jersey: Lawrence Erlbaum
Associates, Publishers.
President's Council of Advisors on Science and Technology (PCAST). (2010). Prepare and Inspire: K-12
Education in Science, Technology, Engineering, and Math (STEM) for America's Future. Washington,
DC: Executive Office of the President.
Rogers, C., & Portsmore, M. (2004). Bringing Engineering to Elementary School. Journal of STEM Education:
Innovations and Research, 5(3/4), 17-28.
Sadler, T. D., & Zeidler, D. L. (2004). The Significance of Content Knowledge for Informal Reasoning
Regarding Socioscientific Issues: Applying Genetics Knowledge to Genetic Engineering Issues
[Electronic Version]. Wiley InterScience
Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T. Y., & Lee, Y. H. (2007). A meta‚Äêanalysis of national
research: Effects of teaching strategies on student achievement in science in the United States.
Journal of Research in Science Teaching, 44(10), 1436-1460.
Tate, W. F., Jones, B. D., Thorne-Wallington, E. & Hogrebe, M. C. (2012). Science and the City: Thinking
Geospatially about Opportunity to Learn. Urban Education 2012 47: 399-433
Tilgner, P. J. (1990). Avoiding Science in the Elementary School. Science Education, 74(4), 421-431.
Tu, T. (2006). Preschool science environment: What is available in a preschool classroom? Early Childhood
Education Journal, 33(4), 245-251.
The Westchester Association for the Education of Young Children
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Directions to Mercy College, 555 Broadway, Dobbs Ferry, NY 10522
From Lower Westchester County & New York City:
Saw Mill River Parkway (North): To Dobbs Ferry / Ashford Avenue exit. Turn left onto Ashford Avenue. Turn
right onto Broadway (Rt. 9), continue 1/2 mile to entrance on left.
New York Thruway (North): To Exit 7, Ardsley. Turn right at end of ramp and continue to traffic light. Turn left
onto Ashford Avenue. Follow route as above.
From Northern Westchester & Putnam Counties:
Saw Mill River Parkway (South): To Dobbs Ferry Exit. Exit onto Ashford Avenue. Follow route as above.
From Rockland & Orange Counties & New Jersey:
Tappan Zee Bridge: Exit immediately after toll (exit 9). Turn left at end of ramp onto Broadway (Rt. 9).
Continue 4 miles to entrance on right.
From Westchester County & Connecticut:
Cross Westchester Expressway (West), to New York Thruway (North): To Exit 9, last exit before Tappan
Zee Bridge. Turn left at end of ramp onto Rt. 119. Turn left at traffic light onto Broadway (Rt.9). Continue 4
miles to entrance on right.
Train Schedule: Mercy College is just a short walk from the Ardsley-on-Hudson Station of the Metro North
Hudson Line.

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