"We may think about teaching domains in silos, but children's brains don't develop that way." -Nonie Lesaux on the research of bridging language, literacy, and social-emotional competencies
To lead high-quality early learning settings, directors and administrators are charged with promoting conditions that result in instruction that is both cognitively stimulating and developmentally sensitive. Specifically, these settings must lay a foundation for children’s language, literacy, and social-emotional development while at the same time meeting regulations and requirements. This program supports leaders to critically examine the features of instruction that promote language, literacy, and social-emotional development in an integrated manner, and to work towards a strategic plan for improvement.
This program, led by HGSE faculty Nonie Lesaux and Stephanie Jones, is offered as part of the Saul Zaentz Professional Learning Academy and is squarely aligned with the Academy’s mission to equip leaders with the cutting-edge knowledge, strategic tactics, and collaborative networks that ultimately foster enhanced early learning environments.
This two-day on campus program will be guided by the continuous improvement cycle – a practice that supports early education leaders to notice, reflect, build knowledge, plan, and try.
Sessions led by HGSE faculty Nonie Lesaux and Stephanie Jones will focus on building core knowledge in the science of early language, literacy, and social-emotional development, and their impact on later outcomes. Guest speaker and HGSE faculty, Paola Uccelli, will also present the latest research on the role of bilingualism and biculturalism in schools and the formation of child identity. This program will then link the science to site- and classroom-level strategies that promote effective learning, and to tools that support leaders to examine features and characteristics of instruction at their site(s). Working with experienced facilitators in small groups, participants will analyze case studies, then apply their learning to build or revise a strategic plan for enhancing children’s language, literacy, and social-emotional development.
Following this two-day engagement, all attendees will have the opportunity to revisit their learning in a post-program webinar.
- Understand the links among language, literacy, and social-emotional development and their impact on young children’s development
- Examine the classroom- and site-level features and characteristics and educator competencies that promote children’s language, literacy, and social-emotional development
- Gain the tools needed to critically examine your setting and lead improvement
- Build or revise a strategic plan for enhancing language, literacy, and social-emotional development for the children you serve
Who Should Attend
- Directors of early education centers or programs
- Leaders of early education service organizations across the mixed-delivery system
- Directors, administrators, and coaches in public school pre-K programs
- Teams of directors, leaders, and those who are responsible for directly supporting teachers in their work, such as instructional coaches, supervisors, or teachers who take on leadership roles