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Social Emotional Development in the Early Years: Enriching Social Emotional Literacy
Thu December 3, 2015: 11:00 am-12:30 pm EST
The focus of the 1.5-hour webinar will be on supporting children’s social-emotional development by building their early social-emotional literacy and vocabulary skills. Specific topics will include:
- Research evidence on the importance of early social-emotional literacy and vocabulary skills on children’s social-emotional well-being.
- Selecting age-, developmentally-, and culturally appropriate books for children to support their social-emotional development. We will highlight topics that may be relevant to military families, such as loneliness, friendships, understanding and acceptance of disability, separation, transitioning to new locations, bonding, dealing with family stressors, and grieving.
- Evidence-based strategies for embedding early literacy activities to support children with disabilities within their typical routines and home, school, and in the community.
- Parent coaching strategies to support parents’ and caregivers’ implementation of early social-emotional literacy and vocabulary activities to facilitate the children’s social-emotional development.
Continuing Education (CE) Credits
Due to COVID-19, the ability to access face-to-face professional development has become very limited. Thus the Early Intervention Training Program (EITP) has agreed to offer CE credit for this archived MFLN Early Intervention webinar for ILLINOIS providers through Dec. 31, 2020. Individuals seeking CE credit to be used towards other state or agency credentials should contact their credentialing/licensing agency for guidance.
Click the button below for CE credit or Certificate of Completion.
You will be prompted to complete an evaluation after which a link will be provided.
Continuing Education Credit/Certificate
Michaelene Ostrosky, Ph.D.: is the Head of the Department of Special Education at the University of Illinois at Urbana-Champaign and a professor with research interests in the areas of: a) young children’s social-emotional competence and challenging behavior, b) attitudes and acceptance of typically developing children toward individuals with disabilities, and c) peer relationships and inclusion.
Kimberly Hile, Ph.D. is an assistant professor of curriculum and instruction at the University of Alabama at Huntsville. She earned a bachelor’s degree in Human Development and Family Studies (2001), as well as her Ed.M. (2007) and Ph.D. (2017) in Early Childhood Special Education from the University of Illinois at Urbana-Champaign. Her research interests focus on personnel preparation and exploring how early intervention service providers are trained to support families of infants and toddlers with special needs.
This presentation is not endorsed by the Department of Defense and the information, as well as any opinions or views, contained herein are solely that of the presenter.