PRESENTER FORM

Children Bring Communities Together Conference 2019

Friday, April 12, 2019, 6:00-8:00pm and Saturday April 13, 2019 8:00 am -3:30 pm

at Blue Mountain Community College in Pendleton

PLEASE RETURN PRESENTER FORM by  January 22nd to:

Tobie Sass, Child Care Resource & Referral, 110 NE 4th Hermiston, OR 97838

email: tsass@umchs.org or fax: 541-564-6879 Attn: Tobie

Handouts and supplies are the responsibility of the presenter.

Please Note: a screening committee will review all proposals to ensure we are meeting depth and breadth of ECE topics. A confirmation email will be sent to confirm acceptance/decline of your topic by February 1, 2019.

Definitions of Core Knowledge Categories

Diversity:  Knowledge of differences in race, gender, ability, age, language, family composition, culture, ethnicity, socio-economic status, and/or religion.  Weaving anti-bias awareness throughout all program activities and learning environments for children and youth.

Families & Community Systems:  Knowledge of the complex characteristics of children’s families and communities.  Establishing respectful relationships and communication with family and community members.

Health, Safety & Nutrition:  Knowledge of basic health, safety, and nutrition principles and practices.  Knowledge of child abuse and neglect prevention, identification, reporting procedures, and therapeutic care.  Promoting healthy choices and safety awareness with children and youth.

Human Growth & Development:  Knowledge of social, emotional, cognitive and physical growth and development.  Using developmentally appropriate practices and principles in programs for children and youth.

Learning Environments & Curriculum:  Knowledge of the relationship between physical space, activities, experiences, and materials with child behavior, growth and development.  Creating developmentally appropriate and culturally appropriate learning environments and curricula to foster optimum growth and development of children and youth.

Observation & Assessment:  Knowledge of observation techniques, assessment tools, and documentation procedures for children and youth.  Using observation and assessment to individualize learning experiences, improve the effectiveness of the learning environment, and support referrals for specialized services.

Personal, Professional & Leadership Development:  Knowledge of childhood care and education as a profession with an identified body of knowledge, professional standards, professional ethics, and established systems.  Participating in leadership, advocacy, personal growth, and professional development activities.

Program Management:  Knowledge of accepted business practices, legal and regulatory requirements, financial obligations, and record keeping.  Developing or implementing program policies, communication strategies, management plans, and sound financial practices.

Special Needs:  Knowledge of disabilities and other special needs, related resources, and regulations/laws.  Implementing an inclusive and sensitive practice with children and youth in partnership with families.

Understanding & Guiding Behavior:  Knowledge of developmentally appropriate and culturally appropriate guidance theories, principles and practices.   Providing positive guidance to foster self-esteem, self-regulation, constructive behavior, and positive relationships for children and youth.

Sets of Knowledge Definitions

Sets of knowledge are the progression of increased depth and breadth of knowledge within each core knowledge category.  Each set provides increased knowledge on how to place that knowledge into practice in professional work.  The three sets of knowledge are Set One (Introductory Knowledge), Set Two (Intermediate Knowledge), and Set Three (Advance Knowledge).

Set One training presents introductory knowledge.  The purpose of these sessions is to provide an overview of basic principles, theories, and/or research.  Set One training participants are expected to gain basic, introductory knowledge of session topics.

 Set Two training presents intermediate knowledge.  The purpose of these sessions is to build on previous knowledge by having professionals use what they have already learned and experienced to think in depth and to learn more.  Sessions are developed assuming that participants already have basic knowledge of the subject in order to participate at this intermediate level of complexity.  Set Two training participants are expected to already have introductory knowledge about the session topics.

 Set Three training presents advanced knowledge. The purpose of these sessions is to provide in-depth study of the session topic.  Sessions provide opportunities for analysis, comparison, critical examination, evaluation, research, and/or practical study.  Set Three training participants are expected to already have significant and/or intermediate  knowledge of and professional experience in the session topic.