Alberta Resource Center for Quality Enhancement

Regional Workshops for Region 6

New Workshop Registration Procedure:

1.  Click Here and Print off this Registration Form
2.  Read through Workshops being offered below
3.  Fill out Registration Form in full
4.  Check  Workshops you wish to take
5. Fill in the Fee and total at the bottom
6.  It you are paying by Cheque please mail in the form to the address on the Registration Form.  If you are paying by Visa/Mastercard fill in the credit card information and fax the form into our office.
7.  Please ensure that you include your e-mail address as reciepts will ONLY be e-mailed out.

January 24/11 - Kids Have Stress Too

(Presenter: Darlene Ede) It is a three-part program designed to help early childhood education and care practitioners better understand stress and to help them teach the children in their care ways to manage it. This program is for those working with children from five to nine years of age, an age group with wide variations in emotional and intellectual abilities. The activities for participants and children are designed to build and strengthen important communication skills and to result in an increased ability for children to handle stress. Taking care of children is not always easy and the adults, too, can become more relaxed and capable when they adopt stress management tools and strategies themselves.
Using a certified trainer this workshop will explore:

• Session 1 provides an opportunity for personal introductions and discussion about group rules. Reasons for discussing stress and ways to recognize it in children are presented.
• Session 2 includes learning the steps of problem solving and how to apply them, as well as information about stress prevention.
• Session 3 focuses on the use of different stress-management strategies. 

Relates to Accreditation Standards: OSC 1,2 & 3

February 15th, 2012 - Promoting Sensitive Interactions

Why are interactions between caregiver and child so important?  This session answers that questions and takes a closer look at the sensitivity indicators identified by the Caregiver Interaction Scale (J. Arnett). This interactive workshop is a resource to support techniques and strategies for front line professionals enhancing quality child care particularly Adult/Child Interactions.(Revised 2011)

Relates to Accreditation Standards: 2 and 3

February 21st, 2012 - Open Ended Art

Based on the book “Beautiful Stuff” (Topal & Gandini, 1999) this hands-on workshop supports strategies and ideas to implement open-ended art with young children.  Open-ended art supports exploration, choice, and problem solving opportunities. There are no right or wrong ways of creating artwork. Samples or models are not provided.  Children are provided with the materials and what they choose to create it up to them. Relates to Accreditation Standards: 2 and 3

February 23rd, 2012 - Creating Smooth Transitions

Explore a variety of strategies to ensure that transitions become an unhurried, less stressful leanring adventure. In this three hour interactive workshop, pariticpants will explore a variety of strategies to ensure that transitions become an unhurried learning experience. Beginner workshop - Relates to Accreditation Standards: 1,2 and 3

February 28th, 2012 - The Intentional Teacher

This session is set up to support early learning teachers in identifying what motivates them to be an excellent teacher and how emergent curriculum supports quality practices.(Relates to Accreditation Standards: 2 and 3) This workshop explores:

•      Characteristics of an Excellent/Intentional Teacher.

•      Using Developmentally Appropriate Practices to Develop Quality Curriculum.

•      Description of Emergent Curriculum using Plan • Do • Review.

•      Methods of Professional Documentation of Curriculum and Learning.

February 29th, 2012 - Thinking and Planning for Preschoolers

This advanced workshop supports the notion that “effective teachers are powerful mediators of children’s thinking and learning.  They design learning environments that stimulate children’s curiosity.”   This workshop gives hand-on tools to support play as the basis for thinking routines, visible thinking (evidence), arrival and transition routines, open-ended & natural materials & planning that builds children’s critical thinking. Administrators and front line professionals will leave this workshop with a variety of ideas and tools to support quality learning experiences with preschool age children.   Relates to Accreditation Standards: 2, 3 and 5

March 5th, 2012 - Emergent Curriculum for Infants and Toddlers

Building on our youngest children’s interest and how to use intentional observation to create a curriculum based on interests and relationships with infants and toddlers.(Relates to Accreditation Standards: 2.3 and 7) This session will take a closer look at:

·         Developmentally Appropriate Practice with infants & toddlers

·         Explore different methods of observation and recording of expressed interest by infants and toddlers.

·         Use observation to building meaningful planning and programming with infants and toddlers.

·         Create an emergent curriculum based on the infants expressed interest.

March 6th, 2012 - Observing and Recording of Young Children

Building a case for effective observation, keeping anecdotal records and creating child development profiles. This session reflects on how to generate useful observations related to environment, process and behavior involving young children.  It reinforces the professionalism related to observing and recording as it is the evidence related to the work we do with young children. Relates to Accreditation Standards: 2,3,4 and 5

April 14th, 2012 - Meeting the Challenge Parts 1, 2 and 3

Session One Learning Objectives will focus on exploring the whys and wherefores of children’s behavior, understanding what children may gain from challenging behavior and your role in assessing the function that challenging behavior plays, and examining the effects that challenging behavior may have on the other children in the program and on the practitioner.

Session Two Learning Objectives will identify strategies that prevent or minimize challenging behaviors, recognize anxiety and other early warning signs of challenging behaviors, examine and where necessary, change the practitioner’s approach to challenging behavior and use observation techniques to gain more information about challenging behavior.

Session Three Learning Objectives will identify appropriate behavior strategies, develop, implement and evaluate a plan of action for coping with challenging behaviors, including determining when outside intervention is necessary, working with parents as partners around challenging behaviors, help other children and their parents cope with challenging behavior, and reflect on your practice as it relates to challenging behavior.

Relates to Accreditation Standards: 2 and 4