Training on Children’s Language, Literacy, and Social-Emotional Development

Literacy in the first few years of a child’s education is built on a firm foundation of the ability to regulate emotions, focus attention, and multi-task in a flexible way.  For all children, interventions must be multi-faceted and intentionally integrated into curriculum.  Intentional integration recognizes that instruction operates along a core set of principles by using rich texts, consistent routines, and language enrichment.  Intentional integration simultaneously supports multiple outcome areas, such as academic language and a rich emotions vocabulary.

EEC is working with Nonie Lesaux and Stephanie Jones at Harvard University to train teams of educators across the mixed delivery system on Language, Literacy, and Social-Emotional Development in children.  For the past two years, EEC has participated in a joint effort with the Massachusetts Department of Elementary and Secondary Education (ESE) by holding a series of literacy conferences across the state.  The purpose of this joint literacy initiative is to further this work by generating a strategy for working with teams of educators.  The strategy will increase educators’ capacity to provide learning opportunities that integrate social-emotional, language, and literacy development for maximum impact on child outcomes and preparation for long-term school success. 

EEC is seeking applications for ten teams of educators from across the state to participate in a series three one day workshops.  Teams must be comprised of three educators from the mixed delivery system.  Team composition must include a public school educator, family child care educator and a educator from a private provider including Head Start or School Age Program.   Educator should have direct work in the classroom or program.  Teams must commit to attending all three workshop days in their strand.

Four specific objectives for participating teams that will guide this work:

  • Developing an understanding of the multifaceted, interconnected nature of child development
  • Gaining an understanding of the principles of instruction that simultaneously influence early development in the language, literacy and social emotional domains
  • Mapping existing curricular approaches using a framework that scaffolds moving towards an integrated approach
  • Identifying promising strategies for implementing an integrated instructional model

Interested teams should complete an application through the survey monkey link listed below and attach to a MS word document and email to rdgstudy@gse.harvard.edu.  Teams are responsible for recruitment of required members.  Team applications are due by January 22, 2013. Teams will be asked to pick from one of the training strands below.

Strand 1 (Worcester Library, Worcester, MA) Friday, February 8 (Workshop 1) Friday, March 29 (Workshop 2) Wednesday, May 15 (Workshop 3)

Strand 2 (Harvard Graduate School of Education, Cambridge, MA) Tuesday, February 26 (Workshop 1) Tuesday, March 26 (Workshop 2) Tuesday, May 14 (Workshop 3)

http://www.surveymonkey.com/s/ZXPDVKW