Training Topics
Our training topics fall into the three categories: Play And Early Learning, Self-Care And Relationships, and Do It Yourself. Below, you’ll find a selection of current training topics divided into those categories. We can also create custom sessions to best meet the needs of your audience.
Jeff’s Training Topics
Understanding Play Schema Theory
Description
Have you ever met a child who repeatedly dumped containers of toys, threw everything they could get their hands on, or loved hanging upside down? These repeated patterns of behavior are examples of play schemas. Understanding these schemas provides insight into why kids do such things. This self-paced, on-demand training investigates 11 common play schemas and ways to support them in an early learning setting. It also looks at why a deeper understanding of schemas can improve interactions with children–and learning.
Outcomes / Goals
Attendees will:
- Learn how a deeper knowledge of play schema theory can improve interactions with children
- Investigate 11 common play schemas
- Explore ways to support schema play in early learning settings
Core Knowledge Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 03 minutes | Monologue |
| What’s A Play Schema And Why You Should Care | 15 minutes | Discussion |
| 11 Common Early Childhood Schemas | 40 minutes | Discussion |
| Conclusion | 02 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Understanding Heavy Work
Description
Heavy work refers to activities that push or pull against the body or involve carrying. Such activities support physical, social, and emotional development. Sadly, 21st-century kids engage in much less heavy work than previous generations. This training looks at heavy work’s role in learning and development, shares many examples of heavy work, and explores ways to provide kids with more opportunities to engage in heavy work.
Outcomes / Goals
Attendees will:
- Understand the definition of heavy work and its role in learning and development
- Investigate a variety of playful heavy work activities
- Explore ways to provide children with more opportunities to engage in playful heavy work
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 03 minutes | Monologue |
| Understanding Heavy Work | 10 minutes | Discussion |
| Heavy Work Examples | 25 minutes | Discussion |
| Supporting Heavy Work | 20 minutes | Discussion |
| Conclusion | 02 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Playing With Measuring
Description
From beakers to yardsticks, supporting play with measuring tools is a great way to help children bump into opportunities for STEM learning–and lots of other learning. This training looks at the value of measuring play, recommended measuring tools, and ideas for supporting child-led measurement play.
Outcomes / Goals
Attendees will:
- Understand the wide range of learning that can take place during measurement play
- Explore a variety of measuring tools that can easily be added to early learning settings
- Collect ideas for implementing and supporting child-led measurement play
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 03 minutes | Monologue |
| What Kids Can Learn While Playing At Measuring | 10 minutes | Discussion |
| Measuring Opportunities | 25 minutes | Discussion |
| Supporting Measuring Play | 20 minutes | Discussion |
| Conclusion | 02 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Play And The 8 Sensory Systems
Description
From squishing sticky sensory play concoctions to spinning on the swings, play helps children wire and connect their brains and nervous systems. This session examines how that process works, looks at the body’s 8 sensory systems, and offers ideas for supporting play that nourishes those systems.
Outcomes / Goals
Attendees will:
- Understand the role of Play in wiring the brain and nervous system
- Learn about the human body’s 8 sensory systems
- Acquire ideas for supporting play that nourishes all 8 sensory systems
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 03 minutes | Monologue |
| The Brain-Body-Play Connection | 15 minutes | Discussion |
| Play And The 8 Sensory Systems | 40 minutes | Discussion |
| Conclusion | 02 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Building Early Math Skills With Play
Description
This training offers ideas for supporting the development of 11 early math skills through child-directed play. We’ll define each of the 11 skills, look at how children develop them while playing, and share ideas for building math-friendly play environments.
Outcomes / Goals
Attendees will:
- Understand the difference between real play and play-like activities
- Learn how to support 11 early math skills through child-directed play
- Acquire ideas for creating a math-friendly play environment
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 03 minutes | Monologue |
| Real Play Versus Play-Like Activities | 10 minutes | Discussion |
| Supporting Early Math Skills Through Play | 30 minutes | Discussion |
| Creating A Math-Friendly Environment | 15 minutes | Discussion |
| Conclusion | 02 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Reimagining Your Dramatic Play Space
Description
Dramatic play is often confined to a classroom corner with a table, a kitchen set, plastic food, and a few baby dolls. Such setups are fine, but dramatic play can be so much more. This session highlights ways to reimagine and support vibrant dramatic play spaces. We’ll dig into ways to create reinvigorated, child-led, creative dramatic play spaces full of loose parts, imagination, and learning.
Outcomes / Goals
Attendees will:
- Acquire ideas for making dramatic play more child-led
- Understand the value of a more flexible dramatic play space
- Understand how changing up their dramatic play space can improve play and learning
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Why reimagine Your Dramatic Play Space? | 25 minutes | Discussion |
| Dramatic Play Ideas | 25 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Managing Mud Play
Description
Slimy, sticky, dirty, gooey mud play is so messy…and so fun and learning-rich. This session looks at why adults shouldn’t shy away from offering it up as a regular part of the curriculum. We focus on the magnificence of mud play–setting it up, supporting it, and understanding all the learning it offers.
Outcomes / Goals
Attendees will:
- Gain practical ideas for setting up and managing mud play
- Understand the learning that takes place during mud and related messy hands-on sensory play.
- Learn why such play shouldn’t just be a once-in-a-while activity
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Managing Mud Play | 30 minutes | Discussion Demonstration |
| Mud Play Learning | 20 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Supporting Ramp Play
Description
Supporting Ramp Play is ramps from beginning to end! We’ll look at DIY ramps and ramp supports, the difference between ramp play and ramp lessons, what kids learn while playing with ramps, creating a supportive ramp play environment, and more. The session offers a balance of practical ideas and theories to help you offer children a richer ramp play experience.
Outcomes / Goals
Attendees will:
- Understand how to set up and support ramp play
- Leave with a better understanding of what kids learn when playing with ramps
- Acquire ideas for inexpensive and easy-to-make ramps and ramp supports
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Ramp Play Ideas | 35 minutes | Discussion Demonstration |
| Ramp Play Learning | 15 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Using Tools With Kids
Description
Using tools makes kids feel strong, capable, confident, and powerful. This session looks at setting up learning-rich and safe tool-use experiences for young children. We also offer tips to help adults who feel intimidated by tools get more comfortable with them, so they can better support tool-wielding kids.
Outcomes / Goals
Attendees will:
- Acquire ideas for setting up tool-use experiences for young children
- Understand the benefits of supporting children’s tool use
- Gain confidence in their abilities to use tools and support children’s use of tools
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Benefits Of Child Tool Use | 10 minutes | Discussion |
| Tool Use Ideas, Strategies, And Tips | 40 minutes | Discussion Demonstration |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Establishing A Tinkering Space
Description
This session looks at setting up a creative space for kids to tinker, create, muck about, and build with loose parts. Whether they’re building spaceships, zombie traps, or the world’s tallest cardboard box tower, such play offers a learning-rich creative outlet.
Outcomes / Goals
Attendees will:
- Collect ideas for setting up a tinkering space
- Learn ideas for managing the tinkering space
- Acquire a deeper appreciation for the value of fiddling around with odds, ends, bits, and pieces
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| The Value Of Tinkering | 10 minutes | Discussion |
| Tinkering Space Ideas, Strategies, And Tips | 40 minutes | Discussion Demonstration |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Setting Up A Process-Focused Craft Center
Description
This session looks at establishing a space for child-led, process-focused creation and creativity. We’ll look at what to include in your creative area, set up suggestions, managing the mess, keeping everyone safe, and more. We’ll also dig into why process-focused creation spaces like this are more child-friendly and learning-rich than product-focused alternatives.
Outcomes / Goals
Attendees will:
- Collect ideas for setting up a process-focused craft center
- Learn ideas for managing the creative space
- Acquire a deeper appreciation for Process in children’s creative projects
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| The Power Of Process | 10 minutes | Discussion |
| Tinkering Space Ideas, Strategies, And Tips | 40 minutes | Discussion Demonstration |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Simple Machines In The Preschool Classroom
Description
This session looks at supporting play and STEM learning with the six classic simple machines (ramps, wedges, levers, screws, pulleys, and the wheel and axle). We’ll provide an overview of these machines, offer ideas for supporting play with them in your preschool classroom, and discuss why kids should have hands-on, self-directed experiences.
Outcomes / Goals
Attendees will:
- Learn about the six classic simple machines
- Understand that STEM experiences should be hands-on and child-led
- Acquire ideas for supporting play with the six classic simple machines
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| STEM Play | 10 minutes | Discussion |
| The Six Classic Simple Machines | 40 minutes | Discussion Demonstration |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Building Brains With Hands-On Play
Description
Young children learn best through hands-on, up-close-and-personal, full-contact interactions with the world. The problem many caregivers have with such learning is that kids who fully engage the world often make a mess of things–a million blocks dumped on the floor, green paint on the floor, and muddy footprints on the carpet.
Based on ideas from our book, Let Them Play, this session looks at why this type of play is integral to early learning, ideas for managing the mess, and tips to help caregivers support hands-on play.
Outcomes / Goals
Attendees will:
- Understand why hands-on play is important for young children
- Leave with tips and strategies for managing hands-on play
- Acquire ideas for supporting hands-on play
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| The Value Of Hands-On Play | 25 minutes | Discussion |
| Supporting And Managing Hands-On Play | 55 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Getting Comfortable With Risky Play
Description
While research is clear on the value of children taking reasonable risks as they play and explore the world, many adults need to be more comfortable with such play and exploration. This session offers adults a chance to gain a deeper understanding of risky play’s value, reflect on their feelings about such play, and see how risk-taking supports learning.
Outcomes / Goals
Attendees will:
- Reflect on their feelings and experiences with risky play
- Understand what children learn from risk-taking
- Become familiar with types of risky play
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Types Of Risky Play | 20 minutes | Discussion |
| Risky Play Reflection | 20 minutes | Discussion |
| Risky Play Learning | 10 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Defining Play
Description
While play researchers and theorists have established a clear and agreed-upon definition of play and its importance in the lives of young children, confusion remains about what is and is not play. This session examines the purpose of play and the difference between real play and play-like activity.
Outcomes / Goals
Attendees will
- Become familiar with the five conditions of play
- Understand the difference between real play and play-like activities
- Understand the importance of real play
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| The 5 Conditions Of Play | 25 minutes | Discussion |
| REAL Play Vs Play-Like | 25 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Building Better Block Play
Description
This session looks at re-energizing your block play area with playful props, thoughtful policies, and appropriate support. We will also dig into the comprehensive and deep learning opportunities block play promotes.
Outcomes / Goals
Attendees will:
- Leave with ideas for re-energizing their block play area with additional materials
- Understand how to better support block play
- Leave with a better understanding of the learning that takes place in the block play area
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session (affiliate links):
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Supporting Block Play | 20 minutes | Discussion |
| Supporting Materials | 20 minutes | Discussion Demonstration |
| Block Play Learning | 10 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles:
Cows In The Basement
Description
The early years should be full of whimsical fantasy play, yet in many classrooms, time for such play is limited as more and more time is devoted to teacher-led activities. This session looks at why children should have plenty of time for self-directed fantasy and imaginative play, creative storytelling, and make-believe and offers tips for supporting such play.
Outcomes / Goals
Attendees will:
- Leave with ideas for supporting fantasy and imaginative play
- Practice using their imaginations
- See the relationship between fantasy play and learning
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Fantasy Play And Learning | 20 minutes | Discussion |
| Supporting Fantasy Play | 15 minutes | Discussion |
| Imagination Practice | 15 minutes | Group Activity |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Zombie Vampire Veterinarian Moms
Description
Weapons, rough-and-tumble, superhero, death, and similar types of play often get a bad rap in early learning settings. Attempts are made to restrict and outright ban these types of play because they are loud, rowdy, aggressive, violent-looking, and can make adults uncomfortable.
The problem is such play is ripe with learning possibilities and developmental benefits.
Based on ideas from our book, Let Them Play, this session looks at the positive side of the play that makes adults uncomfortable and offers suggestions for embracing and supporting it instead of trying to ban it.
Outcomes / Goals
Attendees will:
- Understand why the types of play that make adults uncomfortable are beneficial
- Examine their feelings about, and experiences with, these ‘uncomfortable’ types of play
- Leave with ideas for managing and supporting such play
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Understanding Power Play | 25 minutes | Discussion |
| Supporting Power Play | 25 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Trusting Kids As Learners
Description
Children are wired for learning–they are good at it, eager to do it, and driven to it. Yet, too often, they are not supported in leading their learning. Based on ideas from our book, Let Them Play, this session is about trusting kids as learners and creating environments where they are empowered and supported in leading their learning.
Outcomes / Goals
Attendees will:
- Understand why children should be supported in leading their own learning
- Leave with ideas for creating more trusting early learning environments
- Understand that curriculum should grow from the children’s interests and existing knowledge of the world
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session (affiliate links):
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Why Let Them Lead? | 25 minutes | Discussion |
| Creating Trusting Learning Environments | 55 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles:
Supporting Play And Learning Through Observation
Description
This session looks at supporting children’s play by becoming a more tuned-in and systematic observer. We’ll discuss why stepping back and watching children at play is important. We’ll also look at how (and when) to use a collection of free observation tools we’ve made available on the Playvolution HQ website.
Outcomes / Goals
Attendees will:
- Understand why becoming a better observer will help them support children’s play and learning
- Become familiar with how to use observation tools to better understand what they observe
- Understand how to use their observations to make adjustments to their play space
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session (affiliate links):
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| The Value Of Observation | 15 minutes | Discussion |
| Observation Tool Overview | 35 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles:
Understanding Loose Parts Play
Description
This session starts with a look at Simon Nicholson’s definition of loose parts and how the term covers so much more than pine cones and shells. After defining loose parts, we dig into things like sourcing loose parts, supporting loose parts play, the learning that happens during loose parts play, and how to explain loose parts to parents and others who may not grasp their value.
Outcomes / Goals
Attendees will:
- Understand the definition of loose parts
- Understand how children learn with loose parts
- Understand how to support loose parts play
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Defining Loose Parts | 10 minutes | Discussion |
| Supporting Loose Parts Play | 30 minutes | Discussion |
| Loose Parts Learning | 10 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
The Seven Stages Of Block Play
Description
Nearly 100 years ago, a pioneering early learning caregiver and researcher observed 7 distinct stages of play children progress through as they engage with blocks. This session looks at that researcher, the stages she observed, and what you can do to better support children and the move through each stage.
Outcomes / Goals
Attendees will:
- Learn about Harriet Johnson and her contributions to early learning
- Understand the 7 stages of block play
- Leave with ideas for supporting play in each of the 7 stages
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| About Harriet Johnson | 10 minutes | Discussion |
| The 7 Stages Of Block Play | 40 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Supporting ‘Bad’ Behavior
Description
Activities like running, climbing, throwing, spilling, punching, pinching, kicking, biting, tattling, and yelling are often labeled as bad behavior. Many early learning settings attempt to limit them–if not outright ban them. This session takes a contrarian view, looking at these activities as learning opportunities, and offers ideas for encouraging and supporting them. These things can be done safely–without hurting others–and don’t have to create friction between children and their caregivers.
Outcomes / Goals
Attendees will:
- Understand the developmental benefits of supporting running, climbing, throwing, spilling, punching, pinching, kicking, biting, tattling, and yelling
- Acquire ideas for creating a space where kids can run, climb, throw, spill, punch, pinch, kick, bite, tattle, and yell
- Examine their feelings and policies about running, climbing, throwing, spilling, punching, pinching, kicking, biting, tattling, and yelling
- Understand that these behaviors are driven by developmental inclinations
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Why Support ‘Bad’ Behaviors? | 20 minutes | Discussion |
| Examining Your Feelings | 10 minutes | Discussion |
| Supporting These ‘Bad’ Behaviors | 20 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Caring For The Caregiver
Description
Working with children can be physically and emotionally exhausting, and many caregivers spend so much time focused on the kids’ needs that they fail to take care of themselves. This often leads to stress and burnout as caregivers struggle to find time in their busy lives for self-care. The result? Stressed, anxious, drained, frustrated, and burnt out early learning professionals. Based on the books, Finding Your Smile Again and Keeping Your Smile.
Outcomes / Goals
Attendees will:
- Understand stress and burnout’s impact on their lives
- Leave with simple and doable ideas for managing stress and burnout
- Understand the relationship between their mindset and the quality of care they provide
Competency Area
- Alabama | Personal And Professional Leadership Development / Quality Child Care And Licensing
- Illinois | Personal And Professional Development
- Michigan | Professionalism
- Missouri | Professional Development And Leadership
- Nebraska | Professionalism And Leadership
- Oklahoma | Professionalism And Leadership
- South Dakota | Professionalism
- Wisconsin | Professionalism
- CDA | Maintaining A Commitment To Professionalism
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| How Stress And Burnout Impact Your Life | 10 minutes | Discussion |
| Self-care Ideas | 40 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Babies In The Rain
Description
Like it or not, since everything infants and toddlers encounter is new, exciting, and a chance to learn, caregivers are Professional Role Models.
Based on the book, Babies In The Rain, this session looks at the importance of the emotional environments caregivers create with young children. It also looks at the significance of Here and Now caregiving and meeting children where they are developmentally.
Outcomes / Goals
Attendee will:
- Understand how their mood/emotional state impact the children in their care
- Understand the importance of child-caregiver relationships
- Understand why it is important not to rush children through their childhoods
Competency Area
- Alabama | Child Growth And Development / Child Development
- Illinois | Interactions, Relationships, And Environments
- Michigan | Interactions And Guidance
- Missouri | Interactions With Children And Youth
- Nebraska | Relationships And Social-Emotional Guidance
- Oklahoma | Interactions With Children
- South Dakota | Guidance And Behavior Management
- Wisconsin | Guidance And Nurturing
- CDA | Positive Ways To Support Children’s Social And Emotional Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Don’t Rush | 10 minutes | Discussion |
| Emotional Relationships | 40 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Attack Of The Snoterpillars
Description
Strong relationships with the children are a cornerstone of any quality early learning environment. Creating and maintaining such relationships is hard work when times are good–and downright difficult when you’re stressed, exhausted, tired, or being attacked by snoterpillars.
Based on ideas from my book, Babies In The Rain, this session looks at creating robust emotional environments, maintaining a healthy mindset, and the significance of child-caregiver relationships in building age-appropriate early learning environments.
Outcomes / Goals
Attendees will:
- Understand how their mindset impacts their relationships with children, parents, and coworkers
- Understand the importance of creating and maintaining healthy emotional environments
- Leave this session with useful tips for dealing with their stress and managing their mindset
Competency Area
- Alabama | Child Growth And Development / Child Development
- Illinois | Interactions, Relationships, And Environments
- Michigan | Interactions And Guidance
- Missouri | Interactions With Children And Youth
- Nebraska | Relationships And Social-Emotional Guidance
- Oklahoma | Interactions With Children
- South Dakota | Guidance And Behavior Management
- Wisconsin | Guidance And Nurturing
- CDA | Positive Ways To Support Children’s Social And Emotional Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Mindset And Relationships | 25 minutes | Discussion |
| Self-care Tips | 25 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Making Mindful Change
Description
Making lasting change–in your work with children or home life–is a challenging task. If it was, we would all eat healthier, exercise more, and successfully implement new ideas in our early learning programs. We’re creatures of habit–and changing those habits can be scary and uncomfortable. Whether it’s self-care or classroom practice, this session looks at practical strategies for becoming more successful at making lasting change.
Outcomes / Goals
Attendees will:
- Learn strategies for making mindful changes in their life
- Understand the value of taking baby steps–making slow changes over time
- Leave the session with a deeper understanding of why making lasting change is difficult
Competency Area
- Alabama | Personal And Professional Leadership Development / Quality Child Care And Licensing
- Illinois | Personal And Professional Development
- Michigan | Professionalism
- Missouri | Professional Development And Leadership
- Nebraska | Professionalism And Leadership
- Oklahoma | Professionalism And Leadership
- South Dakota | Professionalism
- Wisconsin | Professionalism
- CDA | Maintaining A Commitment To Professionalism
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| The Challenges Of Change | 25 minutes | Discussion |
| Strategies For Change | 25 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Feeding The Good Dog
Description
In this session, based on content from our books, Finding Your Smile Again and Keeping Your Smile, we’ll dig into the importance of our mindset when creating environments for young children and managing stress and burnout.
Outcomes / Goals
Attendees will:
- Learn what it means to ‘feed the good dog’
- Understand that their responses are choices
- Understand the importance of their own mindset and outlook in dealing with stressful situations
Competency Area
- Alabama | Personal And Professional Leadership Development / Quality Child Care And Licensing
- Illinois | Personal And Professional Development
- Michigan | Professionalism
- Missouri | Professional Development And Leadership
- Nebraska | Professionalism And Leadership
- Oklahoma | Professionalism And Leadership
- South Dakota | Professionalism
- Wisconsin | Professionalism
- CDA | Maintaining A Commitment To Professionalism
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Feeding The Good Dog | 20 minutes | Discussion |
| Mindset Matters | 15 minutes | Discussion |
| You’re In Control | 15 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Time For Yourself
Description
If you’re like most parents and caregivers, you spend lots of time focused on the needs of others and tend to neglect your own needs. How long can you go on like this? Who is going to meet your needs if you don’t? In this session, we dig into the importance of investing in self-care.
Outcomes / Goals
Attendees will:
- Learn the importance of investing time and energy in self-care
- Learn strategies for making more time for their own needs
- Understand that investing in self-care makes them better at taking care of others
Competency Area
- Alabama | Personal And Professional Leadership Development / Quality Child Care And Licensing
- Illinois | Personal And Professional Development
- Michigan | Professionalism
- Missouri | Professional Development And Leadership
- Nebraska | Professionalism And Leadership
- Oklahoma | Professionalism And Leadership
- South Dakota | Professionalism
- Wisconsin | Professionalism
- CDA | Maintaining A Commitment To Professionalism
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Why Invest Time In Yourself? | 20 minutes | Discussion |
| Making Time For Self-Care | 30 minutes | Discussion |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Do It Yourself Early Learning
Description
Based on our books, Do It Yourself Early Learning and Everyday Early Learning, the session takes a hands-on look at dozens of ideas for using materials from your local home center, grocery store, big box store, dollar store, or recycling bin to promote child-directed play, exploration, discovery, and learning.
Outcomes / Goals
Attendees will:
- Acquire simple ideas for supporting child-led play
- Understand why children are drawn to play with everyday items
- Better understand the concept of loose parts
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Why DIY Play? | 10 minutes | Discussion |
| Loose Parts | 10 minutes | Discussion |
| DIY Ideas | 30 minutes | Demonstration |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Do It Yourself Early Literacy
Description
This session discusses simple and practical ideas for helping children build early literacy skills. We’ll look at a bunch of ideas for making books, discuss how active physical play helps prepare kids to read and write, look at play-based ways to help grow vocabularies, and touch on other ideas for supporting literacy skill-building in your play environment.
Outcomes / Goals
Attendees will:
- Leave with lots of do it yourself book making ideas
- Understand how active play prepares children to read and write
- Learn how to support the development of pre-literacy skills in their play environments
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Play And Literacy Skills | 15minutes | Discussion |
| DIY Book Ideas | 35 minutes | Demonstration |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Do It Yourself Block Ideas
Description
This session offers many ideas for inexpensive do-it-yourself blocks made from simple, affordable, and readily available materials. We also discuss the value of child involvement in making blocks and how DIY blocks spice up traditional block play spaces.
Outcomes / Goals
Attendees will:
- Leave with lots of ideas for blocks they can make with and for children
- Understand the value of involving children in making these blocks
- Understand how DIY blocks add interest and novelty to block play
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| Why DIY With Kids? | 05 minutes | Discussion |
| The Value Of Novelty | 10 minutes | Discussion |
| DIY Block Ideas | 35 minutes | Demonstration |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Do It Yourself STEM Play
Description
In this session, you’ll learn how to support STEM learning with simple do-it-yourself toys and materials. You’ll also develop a deeper understanding of how children learn about Science, Technology, Engineering, Math, and more through hands-on play and exploration.
Outcomes / Goals
Attendees will:
- Leave with simple do-it-yourself ideas for supporting hands-on STEM play
- Understand the importance of child-led play and explorations
- Learn ways to better support child-led STEM learning
Competency Area
- Alabama | Learning Experiences And Enrichment / Child Development
- Illinois | Curriculum Or Program Design
- Michigan | Teaching And Learning
- Missouri | Learning Environment And Curriculum
- Nebraska | Planning Learning Experiences And Curriculum
- Oklahoma | Learning Environments And Curriculum
- South Dakota | Learning Environments
- Wisconsin | Learning Experiences, Strategies, And Curriculum
- CDA | Advancing Children’s Physical And Intellectual Development
Clock Hours
Available in 60 and 90-minute formats
Agenda
This is the breakdown for the 60-minute version of the session:
| Topic | Time | Activity |
|---|---|---|
| Introduction | 05 minutes | Monologue |
| The Value Of REAL Play | 10 minutes | Discussion |
| Supporting STEM Learning | 10 minutes | Discussion |
| DIY STEM Play Ideas | 30 minutes | Demonstration |
| Conclusion | 05 minutes | Monologue |
Related Books
This session is based in part on content from these titles (affiliate links):
Brought to you by Explorations Early Learning
Contribute content to Playvolution HQ