Building the Foundations for Learning to Read and Write
Join the Erikson Institute, the premier graduate school in child development along with Chaminade University and CEED for this exciting professional development opportunity focused on reading and writing for young children.
This yearlong Erikson Early Literacy series will illuminate concepts in early literacy and enhance your skills in the classroom. Over the course of one year, you’ll engage in face-to-face and online trainings, all while networking with your peers from around the state. Read below for more details.
We are grateful for the commitment and continued generosity of the Samuel N. and Mary Castle Foundation for making opportunities like these possible.
Registration for our 2nd Literacy Cohort is now open.
Apply now as applications are due by January 23rd; notification of acceptance will be shortly thereafter.
Previous cohorts had 30 participants from preschools as well as public and private schools. The cohort met six times throughout the year and offed an engaging professional development opportunity from professionals across the state.
More about the Erikson Early Literacy Series
The Erikson Early Literacy series will focus on early language and literacy development for professionals working with children in preschool – 5 yr. old classrooms (prek). Although this series is geared towards preschool teachers, it is important to note that the expertise of Erikson’s language and literacy team takes into account the intricate connections between preschool, kindergarten, and the primary years when children are learning to read and write.
The series will be a blended learning format including face-to-face sessions, WebLabs, online modules, and an online community of practice. The goal of the professional development is to ensure participants are well versed in high impact teaching strategies. Each of the eight professional development sessions will address foundational concepts in oral language and literacy development for preschool and kindergarten children. Objectives include participants being able to:
- Recognize and practice teaching strategies that exemplify the teacher’s role in organizing speaking, writing, and reading activities so that the class as a collective provides the motivation, incentive, and verbal resources for each child in the group to achieve their potential
- Acquire a heightened awareness for the power of conversations in early childhood classrooms that provide the oral language foundation to schooling. Teachers will see models for starting conversations with children, and ways to support and sustain their participation, including children who are English language learners
- Develop a framework for and specific skills in assessing development in children’s emerging writing and reading skills
- Implement key early literacy activities (read alouds, story dictation, dramatization, and discussion activities), while recognizing how the activities address skill development alongside developing thinking designed around intellectual challenge in young children’s literacy learning
- Offer integrated units of study bringing language arts, social studies, math, science, and the arts into classroom learning experiences across the school day – providing essential stepping stones for children to build conceptual understandings. Being able to make connections across content areas help children revisit and extend concepts they are hearing about in multiple contexts, and build vocabulary for talking about increasingly more complex ideas
- Observe and analyze how the thinking and storytelling of children influences and transforms the thinking of other children in the group.