Day One—Tuesday, June 18

11:00 AM – 1:00 PM Registration

1:00 – 3:15 PM - Tuesday Afternoon Workshops

Choose ONE workshop

1. The Art of Interpretation

Carla Poole, Adjunct Faculty, Bank Street College, and East Los Angeles College; Private Practice; Gilbert Foley, Consulting Clinical Director, Early Childhood Mental Health Consultation and Treatment Program, The New York Center for Child Development; Kate Crowley, Faculty, University of Southern California, Occupational Therapy Program

Practitioners collaborate with one another and families to “interpret” children’s perplexing behavior. Why does he do that? What does it mean?  How do we formulate interpretation?  This workshop will provide an opportunity to deepen this skill through a cross- disciplinary discussion of case vignettes and videos.

2. Children with Special Health Care Needs in the Infant/Toddler Setting

Troy Pinkney-Ragsdale, MA, CCLS, Director of Child Life Program, Bank Street College

This workshop is developed with the early childhood educator in mind as we explore and discuss the specific needs of children with special health care needs in infant/toddler programs. Through the examination of selected vignettes, participants will identify issues and create a plan of action to support the teacher, child, and family within the context of the group care environment.

3. Creating Stimulating and Nurturing Environments for Toddlers

Marjorie Goldsmith, EdD, Director, All Souls School; Jennifer McGregor, MS

We will discuss the social, emotional, and physical needs of one- and two-year-olds and consider the ele- ments important in their center environment. 

4.  Literature with Toddlers and Twos

Mollie Welsh Kruger, Faculty, Bank Street College

This session is an exploration of literature classics as well as new books for very young readers and the adults who love to share literature with them. Discussion will draw upon the art and language techniques used within these texts and will focus on authors who know about the development of infants and toddlers.

5. Home Visiting: Keeping Appropriate Boundaries

Michele Morrison, Director of Training and Program Support, Parent-Child Home Program

The challenge of establishing and maintaining appropriate boundaries is universal among all home visiting programs. How can you be friendly without becoming a friend? How do you handle issues such as being invited to a child’s birthday party or being offered food? How do you avoid acting as a marriage counselor or legal advisor when that is not your role?

6. Using Reflective Practices to Hone Our Most Valuable Tool: Ourselves

Betty Ann Ablon, Infant Mental Health-Endorsed Level IV Mentor, Dallas

Jeree Pawl’s often-quoted statement, “How you are is as important as what you do,” is a basic tenet in the field of infant mental health: the work we do with infants and their families, the goals of which include forming close and secure relationships and learning to self-regulate, explore the environment, and experience a range of emotions. This is often a parallel process that is dependent on the quality of the relationship between the child, the family, and the worker.  This workshop will explore some reflective practices that can help the practitioner become “mindful” and therefore, more present, for the children and families with whom they are working.

7. Creative Movement in an Inclusive Classroom: How Movement Can Aid in Many Areas of Development for All Children Ages Birth through Three

NicoleUberto,MSEdSpeciaEducator,BanStreeCollege oEducatioHome anCommunity-BaseProgram

In this presentation we will demonstrate many ways to introduce and integrate movement activities throughout the day in an infant/toddler or preschool classroom. Each movement activity can happen both in circle time/large-group settings or in small groups/outings/playgrounds and when it is rainy outside. Professionals will be able to learn five creative movement activities in the presentation and will take home a handout that describes each movement. 

8. The Undemanding Child 

Kirsten DeBear, OTR

This workshop will focus attention on the children who are “easy” in the infant/toddler setting. These children are not demanding and do not cause chaos or interfere with other children. Often they are under- reactive and not physically active. The presenter will explore possible negative consequences and explain why it is important to step in and encourage the child to demand more attention.

9. Brain Development and Individual Differences

Karen Tarnow, Adjunct Faculty, Bank Street College; Adjunct Professor, Westchester Community College

We will discuss current research on infant brain development, what is known about crucial input, and variations in development. We will also discuss some aspects of an ideal environment for infants and toddlers.