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NEWSLETTER - February 2016



Announcement From the Board of Directors

It is my great pleasure to announce Peg Oliveira as our Interim Executive Director.


As the former deputy director of the Gesell Institute, Dr. Oliveira worked closely with the Gesell Board of Directors, National Lecture Staff and local partners.  


We are looking forward to working in partnership with Peg as, together, we lead the Institute forward.  

   

Best regards,

Carole Weisberg, President, Board of Directors
Gesell Institute of Child Development




The Gesell Institute is offering the following

Gesell Developmental Observation-Revised

3-day Trainings:


Austin, TX - March 7-9

Holden, MA - March 10-12

New Providence, NJ - March 16-18

Raleigh, NC - March 23-25

Eaton, CO - April 14-16

Baltimore, MD - April 25-27

Corpus Christi, TX - June 2-4

Campbell, CA - June 8-10

Witchita, KS - July 20-22

 

 We are adding workshops in other locations so stay posted to our website for more future offerings!




Register online or call us today at 1-800-369-7709.


Take advantage of this exciting opportunity to be trained in using the  GDO-R developmental assessment tool. You will have hands-on experience administering the assessment and observe live demonstrations with 3-5 year olds.

 

Gain important insights into developmental theory and the ages & stages of childhood!


3-day, 2.5- 6 yr old Workshop 

Certification Fee- $ 549

Re-certification Fee- $449



Please visit www.gesellinstitute.org/registration to learn more.



Tips From the NLS

There's nothing greater than observing of the growth of children over time. It is fascinating to see the cognitive, physical, and emotional growth take place as they progress in their development. When you see it through the lens of developmental stages, it becomes even more meaningful. 

Recently, as I was talking with my seven year old son, I asked him to name the seasons. His response:  "Spring, Summer, Fall, and Valentines Day!" Of course we had a good laugh and reviewed the four seasons (which he does know), but it once again made me aware of the cognitive growth taking place over time. Awareness of time and space is a process for young children. When everyone is talking about Valentines Day, that can become a central focus of time for them! It reminded me of teaching Kindergarten during calendar time. My students could all sing the "Days of the Week" and "Months of the Year" songs that we practiced every day, but it was clear that for many of them, Monday didn't have purposeful meaning in their overall concept of time. These processes take time!

So our tip this month:  remember that each child is unique and developing over time! Each stage brings imperative changes that help a child grow in all areas. Each stage is important! For those of us who are a part of that process, we need to understand where they are at, and foster interactions and environments that help that growth! 

Together for the Children,

Erin Akers, M.Ed.
Director, National Lecture Staff



Recent News


Erika Christakis, a lecturer at the Yale Child Study Center, has a new book titled The Importance of Being Little. She urges teachers and educators alike to step away from the traditional myriad of worksheets and arts and crafts project to move towards play. She states, "the distinction between early education and official school seems to be disappearing." Research has shown that kids learn best when they are experiencing something meaningful to them or being able to learn through relationships. According to Christakis, kids need to have a chance to play, make friends, learn limits and be able to learn to take turns. Many traditional academic skills can be very non-cognitive in comparison to play. Kids are in fact learning more from interacting and forming relationships with their peers in a playful environment, than any worksheet ever could teach them. 


Read More Here


The CCSS don’t say we should exclude the play. This recent blog from NIEER addresses the topic of concern that CCSS implementation is excluding play experiences in classrooms. As Paciga, Hoffman and Teale point out, CCSS give no directive as to how we are implementing the standards. Meaning methods are still in our hands as teachers, administrators and school leaders. Although certain methods have been implemented that do take away from time to play, they are not necessary. It’s time for Early Educators to take what we know: how young children learn best, and implement rich play activities that foster literacy and mathematical learning in meaningful ways. “Dramatic play with embedded literacy props and language interactions; retelling stories through flannel boards and puppets; or, making characters from clay and discussing them; writing stories, lists, and letters; composing signs for structures created with blocks—these and other play-related activities offer so much more in the way of developmentally appropriate opportunities to teach the concepts and skills embodied in the CCSS.” We can help each other learn how best to address the standards in developmentally appropriate ways, and in the BEST ways to help our youngest students learn and grow.


Read More Here



Blogs and Social Media

Our NLS Blog Series "Top 10 Countdown – What Every Early Childhood Educator Should Know" continues with:

Number 4. Movement Develops More Than Muscles

Read HERE!


Don't forget to connect with us on social media!


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