Professional Development Opportunities
At Child Care Resource we believe that professional development is key to your experience as an early educator and to the quality of the child care you offer. Registration will open soon for seminars in September through December.
Q: Does the training qualify for Advanced Specialized Care? A: Yes
Q: Why do you charge for the seminars? They used to cost much less. A: At one time, CCR received funding from the State of Vermont to support our professional development offerings. In 2017, the Child Development Division (CDD) of the Agency of Human Services stopped funding this program in all 12 state regions, including CCR. As a result we now are responsible for paying each of the presenters their requested rate, as well as the facility for the use of their room and kitchen, and we pay CCR staff to register and staff the training. The fee we charge is necessary for us to cover our costs.
Q: Are there scholarships available? A: Unfortunately not at this time.
Q: Can I register and then pay when I arrive at the seminar? A: No. You will not be considered registered unless we have received payment. We make a decision 7 days prior to the seminar to cancel the event if it is under-registered.
Q: If I need to cancel my attendance will I receive a refund? A: Child Care Resource will be happy to refund the cost of your class minus a $10 processing fee if you cancel more than 7 days prior to the date of the class. After that time, there will be no refunds. You may always substitute another person in your place, however. We will issue a full refund if CCR decides to cancel a class.
FALL 2019 SEMINAR INFORMATION & REGISTRATION
Please click on the classes below to find out more information & register.
September 28, 9:00—3:30 “Play and Emergent Curriculum” with Robin Ploof
Play is closely connected to both learning and development. Play allows children to make meaning of the world and supports all developmental domains. Yet the research shows there is an alarming trend of play disappearing from preschool classrooms. In this session, we will investigate our own beliefs and practices around play. Emergent curriculum can be used as a tool to enable play and learning through observation and scaffolding of children’s ideas and thinking. We will explore some of the foundational principles of emergent curriculum including: observational practices, documentation, including parents as partners, making connections with the community and building on children’s interests. We will also practice using webbing tools, and work on strategies to turn a child’s idea into a curriculum project.
Robin Ploof, Ph.D., is the Program Director for the Masters of Education in Early Childhood at Champlain College. Her long career of working with students includes teaching and mentoring across a spectrum that includes the very youngest learners as well as adults.
October 4, 9:00—12:00 “Appreciative Inquiry in your Leadership Practice” with Ellen Drolette
What do you want more of (not less) in your program for your children, families or yourself? What has excited you about your work in the past year? Through questions, storytelling and continuous dialogue coupled with intentional engagement, we will create an atmosphere of open and curious mindsets. Appreciative Inquiry (AI) is a change management approach that focuses on identifying what is working well, analyzing why it is working well and then doing more of it. The basic tenet of AI is that organizations, programs or individuals will grow in whichever direction that people in the organization focus their attention. AI is an opportunity to look at the culture of an organization (or individual) and decide if a shift should be made and if so how that would happen. Through a careful and intentional process that includes a growth mindset, we can explore the stages an organization would go through to make such a change on individual and organizational levels.
Ellen M. Drolette has been working in the field of early care and education for 25 years. She is the author of Overcoming Teacher Burnout in Early Childhood: Strategies for Change.
October 15, 6:00 – 9:00 pm, “Supporting Self-Regulation in a Classroom of Diverse Learners” with Kara McDonough
A child who is dysregulated will have a hard time with the school environment: learning, paying attention, playing with friends, and participating in a group. In this training, participants will learn more about self-regulation and the importance of supporting self-regulation in a diverse early childhood classroom, as well as specific tools and strategies that can be used right away to help children be more successful as they play and learn.
Kara McDonough, Masters in Early Childhood Special Education has worked for the South Burlington School district since 2005 as an early childhood special educator.
November 9, 9:00—3:30, “Working Successfully with Challenging Behaviors” with Scott Noyes
Are these children spoiled? manipulative? stubborn? obstinate? pushy? The problem with these labels is that they imply that the children’s behaviors are contemplated and intentional. We quickly find that usual reward-and-punishment strategies do not work with these children. Working with these kids often makes people feel frustrated, overwhelmed, guilt-ridden, and exhausted. Sometimes we reach the point where we feel the situation is hopeless. So, what do we do? This session looks closely at these children and works to develop systems that help them, support you, assist their classmates, and empower their parents.
Scott has been professionally working, playing, writing and talking about children for thirty years. His newest reader, “This Child is Driving Us Crazy – What Should We Do?” helps adults develop an effective behavior plan for children with feisty behaviors.
November 14, 9:00—12:00, “The Healing Power of Play” with Lisa Guerrero
The stress of traumatic experiences can adversely affect a child’s ability to fully engage in their learning environment and in meaningful play. Participants in this workshop will learn strategies for creating trauma-sensitive environments that promote the building of connection and resilience and support the development of children’s capacity to access the powerful benefits of play.
Lisa is a teacher, presenter, early childhood advocate, consultant, and cheerleader. She is deeply involved at the local, state, and national level in supporting the systems and people that work towards creating a better future for children and families.
November 16, 9:00—3:30 “Enhancing Resilience in Children” with Steve Atkins
How it is some young people adjust and function better when compared to others dealing with life stressors? What is resiliency and what are ways to help children develop the life skills that will equip them to grow and flourish? Psychologists, other mental health professionals and child care professionals can play a key role in helping children understand the concept of resilience and “grit” when living through difficult situations and/or traumatic events. Attendees will leave the presentation with a better understanding of what resiliency means, as well as ways to enhance their skills when working with children. Concrete clinical examples will be offered as options for professionals to use and add into their “tool box” for child care approaches.
Dr. Atkins is a NH & VT licensed psychologist and school consultant whose practice focuses on a range of issues, including: specific learning disabilities, ADHD, developmental theory, school-related mental health issues/policy and systemic theory.
December 7, 9:00—3:30 “The Defiance Spectrum” with Jeanine Fitzgerald
As children explore the world around them, nearly all will occasionally test boundaries and challenge authority. While most become more cooperative by age 3, some continually defy any attempt to discipline them and seemingly reject authority all together. This session provides insight into this spectrum and offers proven methods to help children move beyond noncompliance and oppositional defiant disorder.
Jeanine draws on more than 35 years of professional experience to empower teachers and parents to achieve more with children “at risk.” With experience as a certified teacher, mental health professional and mother of three grown children, she understands the promise of every child, as well as the diversity of their needs.