Early Head Start Conference

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					    Early Head Start Conference

                   Nurturing




                 the Heart
               August 11 & 12, 2005
               PSU-University Place
                 Portland, Oregon
         Presented by the Early Childhood Training Center
                   at Portland State University
                        in partnership with

      Washington State Association of Head Start and ECEAP
             Oregon Head Start Collaboration Project
Region X Head Start Bureau-Administration for Children and Families
                  Kaplan Early Learning Company
                         Creation Station
                                 GENERAL CONFERENCE INFORMATION

CONFERENCE OUTCOMES
Participants will:
•   become aware of the key elements of quality Infant/Toddler programs, and
•   form or further develop professional connections.

CONFERENCE LOCATION
This year's conference will be at the PSU University Place Conference Center, located at 310 SW Lincoln St,
Portland, Oregon near the Portland State University campus and 12 miles from the Portland International Airport.
The hotel’s phone number is 503-221-0140. Parking is an additional charge. Amenities include TV, Telephone,
Coffee Maker, Full Sized Iron and Ironing Board and even a Hair Dryer. Continental breakfasts and lunches are
included in your conference cost.

CONFERENCE LODGING
You are responsible for making your own hotel reservations. A block of guest rooms at the University Place is being
held at the conference rates of $69.00 per room plus 12.5% tax. To make your reservations, please call University
Place directly at 503-221-0140. You must mention the ECTC Early Head Start Conference/PSU to receive these
special room rates. Visit their website: www.uplace.pdx.edu     Hotel room block guarantee deadline is
Friday, July 24, 2005.

DIRECTIONS CAN BE FOUND ON THE HOTEL WEB SITE:                          www.uplace.pdx.edu
Transportation from the airport to the hotel is not provided by the hotel. We recommend using a local taxi cab or
shuttle service available at the airport. Public mass transit is also available.

CONFERENCE REGISTRATION COSTS
Cost: $295.00 per person, Washington Program participants at the discounted rate: $240.00. Both include all
materials, two continental breakfasts, two lunches, and afternoon refreshments daily. All dinners are on your own.
Register by sending or faxing in the attached registration form and payment (checks should be made payable to
Portland State University). There will be no onsite registration at the conference. Registration for the
conference is also available online at www.ectc.pdx.edu; follow the link to “conferences”. Note: You must have a
credit card for online registration; purchase orders are not accepted online. THE REGISTRATION
DEADLINE IS JULY 27, 2005

CANCELLATION POLICY
To obtain a refund, cancellation refund requests must be received in writing no later than July 27, 2005
Cancellation requests can be sent by mail, fax, or e-mail (e-mail to: hopfsn@pdx.edu). You will be charged a $5
cancellation fee. Our apologies, but we cannot give refunds after the above date. Substitutions are accepted
if submitted by August 5, 2005.

INFORMATION
For further information regarding the conference, please call the Early Childhood Training Center, Portland State
University at 503-725-4815, or toll free 1-800-547-8887, ext. 4815.

REGISTER FOR CEU’S OR UNDERGRADUATE CREDIT
Portland State University will offer Continuing Education Units and undergraduate credit for the 2005 Early Head
Start Conference. For more information visit: www.ceed.edu/EHS_Conf
                                       THURSDAY, August 11, 2005
8:30am – 10:15am KEYNOTE ADDRESSES

     “It sounds so easy but it is so hard to do: Identifying and building on strengths with
     families living in difficult circumstances—through coping with worker stress.”
     Dr. Victor Bernstein
From the first days in training as Early Head Start staff, we are told to identify and build on strengths. We all
agree it is best practice. But when we actually begin working with families, it becomes very hard to practice best
practice. What gets in the way? The answer is our feelings. Many of the families we work with live in difficult
circumstances and we worry about the children. We care about families and want to help. While most parents are
able to provide for their children’s basic needs, heightened stress may interfere with the ability of some to
nurture their children and make them feel special. Early Head Start staff , in part because of their empathic
nature, want to help the family with their problems. But typically as one problem is resolved, another follows right
behind, once again attracting the professional's attention. Inadvertently, through trying to help the family, but
contrary to best practice, staff and parents are drawn to the family's struggles rather than to what is going well.
Program staff feel ineffective and become exhausted. Just like the children, the family's stress places the
mental health of the infant mental health practitioner at risk

Keynote attendees will learn about strategies for coping with the stress that naturally arises from working with
families in difficult circumstances. They will understand the "Nature of Nurturing Relationships" and identify
specific behavioral skills that characterize nurturing relationships. They will learn how "stress eye tis" and "stress
ear tis" cause one to over-generalize the problem and interfere with one's ability to notice when things are better
or working well. They will learn to let go of the family’s problems through distinguishing between what is
unacceptable and what is disagreeable and between what is an ordinary crisis and what is a true emergency. They
will have see how reflective supervision operates to help the front line worker cope with stress. Once released
from the responsibility for solving the family’s problems attendees will see that it becomes easier to shift their
attention to what is working for the family.

                                      Victor Bernstein Ph.D. -           is Research Associate (Associate
                                      Professor) in the Department of Child Psychiatry at the University of
                                      Chicago. In addition he is a consultant and trainer and co-founder of
                                      The Ounce of Prevention Fund (Illinois) Developmental Training and
                                      Support Program. His interest in strengthening the parent-child
                                      relationship dates from 1969 when he began working with autistic
                                      children. In the 1970's he worked with the families of
                                      developmentally disabled and emotionally impaired children and with
                                      Head Start. In 1979 he received a post-doctoral fellowship in infant
                                      social development in the Department of Psychiatry at the University
                                      of Chicago.
                                      Currently, he conducts research on parent-child interaction -- in
                                      families with children from birth through adolescence living in
                                      troubled communities. His principal interest is in using observation
                                      and inquiry to strengthen relationships in parallel: the trainer-trainee,
                                      supervisor-staff, and parent-child relationships in order to improve
                                      the developmental outcomes in children born at risk. He has written
                                      several articles on how to use videotape and developmental
                                      demonstrations to encourage positive involvement between parents
                                      and children. He has trained staff from a variety of primary
                                      prevention, Early Head Start, early intervention birth-to-three, and
                                      drug treatment programs in these techniques.
                                         CONFERENCE BEGINS
                                      THURSDAY, AUGUST 11, 2005

10:30am – 12:00 WORKSHOPS

T1: Program Lessons from the Early Head Start Research: Impacts, Performance Measures,
Language/Preliteracy
This workshop will briefly review findings from the Early Head Start Research and Evaluation Project, from 17
sites and 3001 children and families when children were 3 years of age and had finished the program. Dr. Raikes
will present new findings from when children were 5, examining where the children went after Early Head Start
and longer term effects of EHS and other formal care and education options after EHS. This session will also
review the EHS Performance Measures and the Compendium of resource measures for programs (at:
http://www.acf.hhs.gov/programs/opre/ehs/perf_measures/index.html)
The session will highlight lessons from the research that pertain to enhancing children’s early language
environments.

Helen Raikes,Ph.D. She was Society for Research in Child Development Executive Policy Fellow during the Early
Head Start Research and Evaluation Project, Administration for Children and Families, and she continues as a
consultant to the project. She lives in Lincoln, NE, and is affiliated with the Gallup Organization and the Center on
Children, Families and the Law, University of Nebraska-Lincoln.


T2: Infant Massage: Empowering Families Facing Infant Health Challenges
Infant massage incorporates the key elements of healthy attachment and bonding. This program will outline the
philosophy, benefits and practical approach to guiding these families in positive touch experiences with their
infants. Focus will concentrate on families with infants born premature and experiencing difficulties in this
important connection that is the root of a myriad of benefits for both baby and family.
Suzanne P. Reese, is an international infant massage instructor/trainer and Vice President, International
Association of Infant Massage – Sweden.


T3: Supporting Infant-Caregiver Interaction
Research and practical experience support the importance of positive infant-caregiver interactions. These
interactions occur in everyday activities of play, feeding, and other caregiving routines. This session will provide a
framework for observing interactions as well as suggestions for enhancing this critical relationship. The
information provided will be useful primarily in home visit and socialization settings.
Leslie J. Munson, Ph.D., an associate professor in the Department of Special Education and Counselor Education
at Portland State University. She is also on the faculty of the Infant/Toddler Mental Health Certificate Program
at Portland State University. In addition to participating in the development of the Behavioral Health Screening
Tool (BHS), Dr. Munson developed the Infant-Caregiver Interaction Scale (ICIS), a tool to assess the interactive
behaviors of caregivers and infants during feeding and playing in the home environment.


T4: The Effects of Domestic Violence on Young Children: Research on Trauma and Brain
Development
This workshop will explore the effects of family violence and help attendees develop strategies for intervention,
while participating in self-care, theories, and techniques.
Judy Ulibarri is a community health educator with expertise in domestic violence and the effects of family
violence.
T5: Calming Ourselves in Stressful Moments
We will explore activities that can be used with all ages of children to learn the techniques to “de-stress”
themselves. You will experience these activities and be ready to try the techniques immediately in your classrooms,
or the workplace. We will also explore how stress affects the lives of young children. Handouts will be provided

Joy Knight has been in the Early Childhood Education program at Everett Community College for twenty six years.
Starting as a preschool teacher, she became a parent instructor, and continues to study and learn about all phases
of child development. For the past ten years, she has been the director of a Parent Co-op/ECEAP program through
Everett CC. Author of “Good Times” a book of activities for preschoolers, Joy has spent the last 30 years teaching
to and learning from young children and continues her education by delving into brain development, “Calming
Ourselves in Stressful Moments”, training, and “Parents Toolshop”.


T6: Strengthening Families Through Strengthening Relationships: Supporting the Parent-Child
Relationship Through Home Visiting – An Opportunity to Refresh and Renew
*(This is a full day workshop that will run from 10:30am to 4:30pm)*
In this day-long session Dr. Bernstein will present approaches and techniques for supporting the parent-child
relationship in ways intended to engage both those who have not attended his training before and those who have.
In the morning Victor will provide an overview of the key elements of the parallel process and specific techniques
for supporting the parent-child relationship.

After lunch, the discussion will shift to focus on challenges and barriers participants experience as they implement
a mutual competence model in their programs, as well as possible strategies for dealing with those challenges.
Then programs, who have been implementing various reflective approaches based on Victor’s work, will be given an
opportunity to share video clips, verbal videos, or scenarios of their work. You are encouraged to bring a sample of
your work to present to the group. Mary Foltz will coordinate the logistics. (Please contact Mary at
foltzm@pdx.edu or (503) 725-4815 if you plan to bring a sample of your work to share, so she can coordinate
times.)
Victor Bernstein Ph.D. – Keynote Speaker. An associate professor in the department of Child Psychiatry at the
University of Chicago.


1:30pm – 3:00pm WORKSHOPS

T7: Beautiful Beginnings: An Infant Toddler Curriculum
*(This is a 1 ½ hour session that will run from 1:30pm to 3:00pm)*
This workshop will feature the new Beautiful Beginnings curriculum, that will be released by Brookes Publishing
Company, Inc. late summer 2005. Beautiful Beginnings features individualized planning for children from 6 weeks
to 3 years of age in social, communication, cognitive, large motor, fine motor, and self-help development as well as
in the development of pretending. The curriculum is based on selecting Goals and Experiences for children based
on (1) their strengths and passions; (2) emerging new developments, and (3) areas where they may need
developmental enhancement. It was developed by Dr. Raikes and Jane McCall Whitmer, when they were co-
directors of the SRI/Saint Elizabeth Child Development Center, Lincoln, NE.

Helen Raikes, Ph.D, was Society for Research in Child Development Executive Policy Fellow during the Early Head
Start Research and Evaluation Project, Administration for Children and Families, and she continues as a consultant
to the project. She lives in Lincoln, NE, and is affiliated with the Gallup Organization and the Center on Children,
Families and the Law, University of Nebraska-Lincoln. She and Jane McCall Whitmer developed Beautiful
Beginnings when they were co directors of the SRI-Saint Elizabeth Child Development Center, Lincoln, NE.
T8: Sensory Activities for Infants and Toddlers: A Hands-On Experience
*(This is a 1 ½ hour session that will run from 1:30pm to 3:00pm)*
We will explore the relationship between activities and what area of the brain is activated by the activity. The
workshop will include time to “make and take” materials you can use immediately in your programs. Sensory
activities will be the focus of the workshop.

Joy Knight has been in the Early Childhood Education program at Everett Community College for twenty six years.
Starting as a preschool teacher, she became a parent instructor, and continues to study and learn about all phases
of child development. For the past ten years, she has been the director of a Parent Co-op/ECEAP program through
Everett CC. Author of “Good Times” a book of activities for preschoolers, Joy has spent the last 30 years teaching
to and learning from young children and continues her education by delving into brain development, “Calming
Ourselves in Stressful Moments”, training, and “Parents Toolshop”.

1:30pm – 4:30pm WORKSHOPS

T9: Curriculum for the Early Years: A Responsive, Reflective, Respectful Approach.
*(This is a half day session that will run from 1:30pm to 4:30pm)*
At birth, infants begin an amazing journey. Fueled with curiosity, infants set out to explore the world around them.
How do those of us working with infants in group settings support infant learning? What does it mean to teach
when working with infants and toddlers? How do we respond to the expectation that we develop curriculum and
plan for and assess the learning? How do standards for learning fit into the work we do with infants? How might
we re-claim play as a path to learning?

Through photos and stories, we will explore an image of infants as competent, curious seekers of knowledge. We
will match this image of infants with an image of teacher as equally curious, intent on catching infants in the act of
discovering the world around them. Using an approach that puts caregivers in the role of teacher-researcher, we
will explore three strategies – observation, documentation, and interpretation – that form the core of a reflective
curriculum planning cycle.

Mary Jane Maguire-Fong Mary Jane teaches Early Childhood Education at American River College in Sacramento,
California. In the first ten years of her career, she served as teacher and administrator in children’s centers
serving infants and young children of migrant farm worker families. Her favorite topics are: reflective,
responsive, and respectful teaching-learning relationships informed by research on early development; educational
and facility program design for infants and young children; and child-friendly and family-friendly public policy.

T10: Understanding the Traumatized Toddler's View of the World and Building Responses
*(This is a half day session that will run from 1:30pm to 4:30pm)*
Trauma impacts toddlers in many ways. There are different kinds of trauma; from child abuse and witnessing
domestic violence to dog bites and painful medical procedures. This workshop will describe trauma’s impact on the
toddler’s view of self, relationships and the world, on the toddler’s ability to regulate emotional intensity and
interact well with peers, and on the toddler’s other developmental capacities. The difference between relational
and non-relational trauma will be explained and the implications of that difference explored. A particular focus will
be on understanding the trauma and its aftermath from within the toddler’s perspective. Traumatized toddlers
and their families pose specific challenges for the child care environment. The workshop will include information on
responding to trauma-related aggression, helping the child feel safe in the child care environment, self-care and
supervisory support for staff who are emotionally impacted by the toddler’s trauma, helping the child who is
dissociating, and working with parents who also my be traumatized. So that attendees can be prepared and make
an informed choice, they should know that case examples will be used and attendees should be prepared to hear
disturbing information. Self-care activities will be used during the workshop to cope with the material.
T10 Presenter
Redmond Reams Ph.D. is a licensed psychologist with a postgraduate diploma in Infant Mental Health. He is on
faculty at Pacific University, the Infant/Toddler Mental Health Certificate Program at Portland State University;
and the Division of Child Psychiatry at OHSU. Dr. Reams has also been in private practice since 1990 seeing
infants, toddlers, older children, adults and families and consulting to child care centers and Early Head Start
programs.


T11: Parent & Child Interactions: How Early Head Start Can Bridge the Gap in the Feeding
Relationship and Bring Children of all Abilities to the Table
*(This is a half day session that will run from 1:30pm to 4:30pm)*
Feeding is where nutrition, child development and parenting all come together. Mealtime is rich in opportunity for
the child to connect with family, friends and, through food, to the world around them. Early Head Start is a safe
and positive environment where families can ask questions regarding their child's eating and the struggles they may
be having and in turn receive developmentally appropriate information and support to provide both nurturance and
structure for their child. This session will provide participants an opportunity to explore the feeding relationship,
developmental stages of feeding and practical ways to promote positive feeding experiences as well as strategies
to address 'picky' eating, food jags and underlying causes of why a infant/child would choose not to eat.

Cheryl Alto is a local pediatric dietitian in Portland with extensive experience with WIC, Head Start and children
with special health care needs. She has trained with Ellyn Satter and has a particular interest in the feeding
relationship. Cheryl has recently started her own company, Heart In Hand Nutrition Counseling LLC. The
company was developed to help families and their loved ones strengthen their feeding relationship and put joy back
into the ‘enjoyment’ of eating.


3:15pm – 4:30pm WORKSHOPS
T12: Parenting Strategies for Incarcerated Women
A presentation of the practical application of parenting strategies using the award winning curriculum “The
Incredible Years”.

We will look at the barriers and successes of developing effective parenting skills with incarcerated women. We
will include a discussion of “Parenting Inside Out” an innovative curriculum being developed with the Department of
Corrections and the Social Learning Center of Oregon, specifically for incarcerated parents. This session will
provide a unique look at parenting skills with families with multiple risk factors that includes support from
parenting instruction to hands-on parenting in the Early Head Start classroom.

Katye Atwood has been working with at risk families risk families for over 25 years. She has an AS degree in
Child Development and extensive training in multiple risk factors including addiction, mental health, domestic
violence and criminality with additional training in attachment and bonding and support for families in developing
resilience traits. Katye currently is a teacher at the Coffee Creek Correctional Facility Early Head Start program
serving infants, young children and their mothers.


T13: Sensory Activities for Infants and Toddlers: A Hands-On Experience
*(This is a repeat of Session T8 and is a 1 ½ hour long)*
Joy Knight – Creation Station
FRIDAY, AUGUST 12, 2005

8:30am – 12:00 WORKSHOPS

F1: Health 101: Electrical Outlets, Toothpaste and Bonding: What to say to families about health
and when to say it.
This session is for staff new to Early Head Start health. We will focus on health from a developmental
perspective. We will discover why families need to hear certain health messages at certain times in a
child's life (like what choke foods are or the importance of immunization). We will also share insights from the
recent PRISM health reviewer training.

Peggy King, R.N., Public Health Nurse Consultant and Early Childhood Specialist, Healthy Kids Northwest LLC,
Seattle . Peggy has extensive experience in health and health care across the nation and internationally. She is
currently specializing in health systems for Early Childhood education programs.


F2: Where are the Young Fathers? Gender Inclusive Services for Young Parents
The prevailing theme of family services is to meet the needs of the parents regardless of gender. However,
agencies often design, implement and assess services in a manner that is gender exclusive. The age of a parent
exacerbates this alienation. This session will discuss current trends in teen parents, outline the benefits of gender
inclusive services, and identify steps that will help create a gender inclusive environment at your agency.



Bill Baney, MA co-developed Portland State University’s Center for Healthy Inclusive Parenting to support
agencies, organizations and communities in their efforts to better serve misrepresented and/or underrepresented
family systems. He brings over 20 years of experience working with children and families as a teacher, therapist,
administrator and consultant. Bill recently completed a successful collaborative project between PSU and Portland
Public School targeting teen fathers, and he also serves as co-chair of the Oregon Teen Pregnancy Task Force, a
state-wide, non-profit organization dedicated to facilitating communication and awareness about teen pregnancy
prevention and teen parenting.


F3: There was an Old Supervisor Who Lived in a Shoe…
As the concept of relationship-based organizations becomes more wide-spread, many supervisors are asked to
provide reflective supervision without having the experience themselves. Issues of boundaries, limits, creating and
maintaining expectations, and dealing with overwhelmed or traumatized staff often challenge the reflective
process. This workshop will deepen the ability of supervisors to understand how the process of reflective
supervision can address these very tricky issues.



Julie Ribaudo, MSW, ACSW She is an adjunct faculty member of Wayne State University and is a field

instructor for the University Of Michigan School Of Social Work. Julie has a Post-Graduate Certificate and

Endorsement as an Infant Mental Health Therapist and Mentor.
F4: An Overview of Early Childhood Mental Health Screening, Evaluation, and Assessment Tools
"New understandings in early brain development as well as infant/toddler caregiver relationships, underscore the
importance of ensuring that formal and informal screening, assessment, and evaluation tools for young children are
appropriately utilized. These assessments must be conducted within the context of the child's family and
community and take into account the family's culture and unique relationships. This workshop will discuss a variety
of assessment tools and approaches that evaluate a young child's social/emotional development, as well as the
family's strengths and needs to support optimal development."



F4 Presenter
Katheryn Shea, LCSW is the Executive Vice President of t the Florida Center for Child and Family Development.
She has over 20 yrs experience working with children with emotional and behavioral disorders and their families.
She specializes in the assessment and treatment of children with prenatal alcohol exposure and infants and young
children with mental health issues.


F5: Building Bridges between English Language Learners and Caregivers
Learning for Infants and Toddlers happens in the context of relationships. In this session we will identify the
different pathways by which young children acquire English as dual or second language. With foundational concepts
presented through brief lecture and discussion, along with a variety of participatory activities, we will identify how
an infant and toddler learning process occurs within the context of a family and cultural environment.
The goals are:
    1. To share our experience and expertise
    2. To learn a variety of strategies
    3. To enjoy in the process of building relationships with English Language Learners

Pilar Fort is an Early Childhood Educator with more than 20 years’ experience working with the community to
ensure young children receive appropriate care, and to provide Caregivers and Parents with appropriate knowledge
and skills to fulfill the objectives of their roles. Accomplished trainer and coach of teachers and home visitors on
early childhood programs Ms. Fort holds a BA degree in Early Childhood Education (Peru) and a Master degree in
Liberal Studies with a particular focus on culture from Duke University. She works as Bilingual Training Specialist
at Early Head Start National Resource Center at Zero to Three.


F6: Values from the Inside Out: Bringing Reggio Inspirations to life
(This is a full day workshop that will run from 10:30am to 4:30pm at the Helen Gordon Child Care Center)
As Neila Conners would say, "If you don't feed the teachers, they'll eat the children." How can we feed ourselves
and our community in order to create healthy and alive places of wonder for children, families and all staff?
Through this leadership encounter, we will create a shared vision for the rights of young children and their schools;
learn to articulate our teaching-learning values; and investigate the meaning of community learning. In the morning
session we will explore our deeply held values as teachers of young children such as active listening, communication,
education, and learning. In the afternoon, we will explore the fundamental pedagogical tools of documentation,
collegial collaboration, and teacher reflection.

This session will be held on-site at the Helen Gordon Child Development Center, 1609 SW 12th Ave Portland so
that participants will be able experience first-hand a Reggio-inspired approach to early education. Arrangements
will be made to transport participants from the conference site to the center, which is on the campus of Portland
State University, and close to the conference hotel. To see photos of the center, go to the Helen Gordon Child
Development Center web site at http://www.hgcdc.pdx.edu/. Once there, click on Program and take the “picture
tour”. Workshop is limited to 35 people.
F6 Presenter
Will Parnell is co-director of the Helen Gordon Child Development Center at Portland State University. Will has
been working in the Early Childhood Education field for 20 years and has been a director for over 15 years. He is
nearing completion on a Portland State University doctoral degree in Educational Leadership, with an emphasis on
practices from Reggio Emilia, Italy.

F7: Exploring the Complexities of Home Visiting: A Model for Enhancing Effectiveness
(This is a full day workshop that will run from 10:30am to 4:30pm)
“More happens in a home visit than meets the eye.”
“No two home visits are alike and no two home visitors are alike”
The core challenge in home visiting is to create a productive and manageable experience for the family and the
worker, while maintaining a holistic and discerning awareness of the significant relationships and experiences of
the children and the parents. This can be a complicated and overwhelming experience for both the experienced
and new home visitor. This workshop is designed to introduce managers and home visitors to a model for
understanding the dimensions that affect the quality of all aspects of the home visiting experience.

Participants will explore the 5 dimensions of home visit quality (core skills, knowledge, and attributes; worker roles;
key relationships; variations based on program model, scope and child’s age; and self reflection), and how they apply
to essential elements of a comprehensive home visiting process. Participants will have an opportunity to assess
their own strengths and needs in these five dimensions. They will also experience how this model can be used to
enhance the effectiveness of their own practice as well as the quality of their home visit program. This approach
is designed to promote the effective implementation of any home visit program or model.

Charles Smith, MSW is employed at the Early Childhood Training Center at Portland State University. He works
as in a social services, fatherhood, and management trainer and as a consultant for early childhood programs and
community service agencies. He has worked with families of children and teenagers for the past 22 years. Chuck is
a Consultant/Development Specialist and coordinates the Social Services Competency Based Training program at
the Early Childhood Training Center of Portland State University.


1:30pm – 3:30pm WORKSHOPS

F8: Metamorphosis; The Full-Day Butterfly
In full-day infant-toddler settings, daily caregiving routines can begin to feel repetitive. Staff can lose focus and
become disengaged. In this session we will explore how to transform your full-day infant-toddler program into a
high-quality, relationship-based program. It is all about recognizing the value and purpose of our work with
children and families, and assuring that we are making this connection on a daily basis. Directors, managers and
teachers will explore techniques for structuring the full day classroom to support children birth to three. We will
discuss key child development milestones, the movement of teachers from "babysitters" to caregivers, and how
reflective supervision can help us keep our “eyes on the prize”. This fun and interactive experience includes
handouts, video and dialogue.

Monica Barrett BA, CDA, Nationally Certified Infant/Toddler Trainer. Head Start Manager and Play Therapist
for over 20 years; Monica has developed and implemented 6 Early Head Start demonstration projects working with
at-risk children and families. She has been a regional staff development trainer for Head Start, Department of
Human Services/Child Welfare and Department of Corrections since 1996.
F9: User-friendly Strategies for Building Bonding and Attachment with Families Living in Homeless
Situations
This session will provide participants an opportunity to gain insight into how living in homeless situations can impact
the development of healthy infant/caregiver relationships. Strategies for creating a healthful foundation to
encourage early bonding and good attachment, as well as primary supports for the early learning process will be
provided. Using the IDEA model to target needs, we will learn several easy to use strategies that have proven
successful in reducing family stressors, increasing family connections, and promoting baby and toddler brain
development. Case studies include the use of non-verbal communication skills, fun ways to encourage family
learning, and effective methods of teaching parent competence. Bring your sense of humor.
F9 Presenter
Jackie L. Culver Jackie L. Culver MFA, MA spent the first thirty years of her professional career teaching drama,
dance, and the fines arts and designing for theatre and films. She has been on the faculty of the University of
Portland Performing and Fine Arts since 1983. her love of research sent her plowing through information to
understand the healing properties the arts have for many people in diverse cultures. To that end, Jackie now uses
the arts as therapy not only in her private practice but also in working with children living in homeless and poverty
situations. During her many years of working with families living in shelter and transitional housing, Jackie
developed IDEA: a strength based cognitive model that helps to target needs, teach coping skills, and alleviate
acting out symptoms in children and adolescents. In her spare time Jackie writes humorous problem solving books
for children that she has been known to ‘act out’ herself for the entertainment and amusement of her clients.


F10: When the Bough Breaks: Responding to Toddlers with Behavioral Challenges in Child Care and
Center Programs
This workshop will explore the theory of Attachment as a way to understand and respond to child care and
classroom behavior. We will highlight how brain functioning and learning are connected to attachment and identify
the effect of a child’s attachment style on their ability to self-regulate, attend, communicate and respond to the
typical demands of a group environment. In addition, we will explore intervention strategies based on
developmental needs and address practical strategies for classroom management.

Julie Ribaudo, MSW, ACSW . She is an adjunct faculty member of Wayne State University and is a field

instructor for the University Of Michigan School Of Social Work. Julie has a Post-Graduate Certificate and

Endorsement as an Infant Mental Health Therapist and Mentor.


F11: Ready, Set, Resilience: Assessing and Promoting the Social and Emotional Strengths of Babies
and their Caregivers.
The Devereux Early Childhood Assessment for Infants and Toddlers (DECA: I/T) is in development and will
establish a new standard for combining psychometric excellence with practitioner relevance. With its emphases on
strength-based, assessment-guided intervention and fostering resilience, the DECA: I/T will play a key role in
supporting the healthy social and emotional growth of babies and toddlers.

Mary Mackrain is the statewide technical assistance and training consultant to early childhood mental health
childcare expulsion prevention (CCEP) programs in Michigan funded through the Department of Human Services in
collaboration with the Department of Community Health. Mary is a also a certified national trainer for the
Devereux Early Childhood Initiative and directs the project development of the Devereux Early Childhood
Assessment program for infants and toddlers.
F12: Celebrating Relationships Through Early Language & Literacy
“High quality early relationships and experiences through daily routines provide infants and toddlers with the tools
and skills needed to build a strong foundation for future school readiness.” In EHS we know we are about building
that foundation. We also know that infant and toddler learning takes place in the context of a relationship.
Actually that the caregiver/child relationship is the heart of all learning. Come take a journey with us through the
research, research based methods, and approaches to enhance early language and literacy experiences with infants
and toddlers. When you leave you will have the research, methods, and approaches needed to implement. With
intentional implementation of these simple strategies you will observe your children becoming highly competent in
language and literacy.




F12 Presenters
Wendy Jans; M Ed Early Childhood Special Ed; PSESD EHS Program Manager; Member of our programs
StoryQuest team; Worked with infants, toddlers, families and caregivers for 20+ years

Diane Uphoff; BA Behavioral Science; PSESD EHS Program Manager; PSESD team lead for StoryQuest a 2yr
early language & literacy research grant through Sonoma State University; 20+ years of partnership with infants,
toddlers, families and caregivers