this opportunity is Archive: Don’t miss to learn from Dr. Westby!Language, cognitive and social-emotional learning skills are all essential for literacy development and academic success..
Archive: Don’t miss this opportunity to learn from Dr. Westby!Language, cognitive and social-emotional learning skills are all essential for literacy development and academic success.
shows is Research that play is the universal activity that blends cognitive, social, emotional, linguistic and motor components..
Research shows that play is the universal activity that blends cognitive, social, emotional, linguistic and motor components.
Observing children’s play is provides information about their knowledge, views of the world and mastered skills.Join Dr. Westby as you learn about the vital relationship between the dimensions of play, social-emotional functioning, language and literacy..
Observing children’s play provides information about their knowledge, views of the world and mastered skills.Join Dr. Westby as you learn about the vital relationship between the dimensions of play, social-emotional functioning, language and literacy.
firsthand, is Learn how to effectively use the Westby Play Scale—a tool that offers a way to evaluate all young children’s (birth-5 years) symbolic play skills..
Learn firsthand, how to effectively use the Westby Play Scale—a tool that offers a way to evaluate all young children’s (birth-5 years) symbolic play skills.
40 years is Supported by of evidence-based research and organized by developmental level, this tool will breakdown the milestones children should be achieving with their play and language..
Supported by 40 years of evidence-based research and organized by developmental level, this tool will breakdown the milestones children should be achieving with their play and language.
You is will also learn play practices and play strategies to improve language, cognitive and social-emotional skills, including:Higher-level thinking, problem-solving and creativityAdvancing language skills and text comprehensionAwareness of temporal, cause-effect and social relationshipsMotivation, self-regulation and empathyInterpreting and responding appropriately to the needs, desires, and roles of othersDetermine how play deficits cause intellectual, social, emotional and physical harm to children.Articulate the development and interrelationships of cognition, play, language, socialemotional skills and literacy.Assess a child’s play development and language skills using the Westby Play Scale.Recommend appropriate activities and strategies to develop young children’s language/ social-emotional/play skills at each level.Employ play to promote the cognitive, language, social-emotional and self-regulation skills that underlie children’s effective social interactions and literacy comprehension.Establish how play can facilitate self-regulation, empathy and the foundations for reading comprehension.Foundations of Cognitive-Play-Literacy Relationship: Frameworks for Assessment and InterventionDynamic systems theory: integrating nature and nurture theoriesThe World Health Organization’s International Classification of FunctioningA performance competence framework for assessment and interventionSocial-Emotional/Cognitive Precursors to Play: Birth-17 monthsNeurotypical and atypical patterns of social-emotional developmentEnvironmental influences on social-emotional development and playTemperamental variations in childrenPresymbolic playDevelopment of Pretend Play Dimensions (17 months – 5 years): Relationship of Play Dimensions to Language and LiteracyTheory of Mind Dimension (understanding thoughts and feelings of self and others)Decontextualization Dimension (reduced use of props in play)Thematic Dimension (from familiar to novel pretend themes)Organization Dimension (sequencing and planning of play)Interventions to Promote Playing to LearnSetting goals for playful learningPromote literate-style language through playDevelop phonological awareness skills through playful practicesPromote thematic pretend play to develop foundations for language and literacy.
You will also learn play practices and play strategies to improve language, cognitive and social-emotional skills, including:Higher-level thinking, problem-solving and creativityAdvancing language skills and text comprehensionAwareness of temporal, cause-effect and social relationshipsMotivation, self-regulation and empathyInterpreting and responding appropriately to the needs, desires, and roles of othersDetermine how play deficits cause intellectual, social, emotional and physical harm to children.Articulate the development and interrelationships of cognition, play, language, socialemotional skills and literacy.Assess a child’s play development and language skills using the Westby Play Scale.Recommend appropriate activities and strategies to develop young children’s language/ social-emotional/play skills at each level.Employ play to promote the cognitive, language, social-emotional and self-regulation skills that underlie children’s effective social interactions and literacy comprehension.Establish how play can facilitate self-regulation, empathy and the foundations for reading comprehension.Foundations of Cognitive-Play-Literacy Relationship: Frameworks for Assessment and InterventionDynamic systems theory: integrating nature and nurture theoriesThe World Health Organization’s International Classification of FunctioningA performance competence framework for assessment and interventionSocial-Emotional/Cognitive Precursors to Play: Birth-17 monthsNeurotypical and atypical patterns of social-emotional developmentEnvironmental influences on social-emotional development and playTemperamental variations in childrenPresymbolic playDevelopment of Pretend Play Dimensions (17 months – 5 years): Relationship of Play Dimensions to Language and LiteracyTheory of Mind Dimension (understanding thoughts and feelings of self and others)Decontextualization Dimension (reduced use of props in play)Thematic Dimension (from familiar to novel pretend themes)Organization Dimension (sequencing and planning of play)Interventions to Promote Playing to LearnSetting goals for playful learningPromote literate-style language through playDevelop phonological awareness skills through playful practicesPromote thematic pretend play to develop foundations for language and literacy