“We’re still raving about your presentations. The feedback from both the public and staff was uniformly positive. …You have a gift for presenting research and practical ideas in a fun, interactive way. The activities you suggested can be put into use immediately and we are all looking forward to giving them a try.”
Betsy Brainerd, Family Place Librarian, Arapahoe Libraries
“Rae practices what she preaches – we hear it, we see it, we say it, and we do it!”
Cheryl Burns-Stephens, Training & Curriculum Specialist
“Rae’s ideas, comments and suggestions are wonderful! They can be easily adapted for any pre-school program, even my pre-school handicapped class of 3-5 year olds.”
Rebecca Wanatick, Preschool Handicapped Teacher
“Thank you so much for spending three days with us here at Miami University….I cannot thank you enough for the time, energy, professionalism, and ‘down-to-earthism’ you displayed during the entire visit.”
David E. Belka, Physical Education, Health & Sport Studies, Miami University, Oxford OH
“I wanted to thank you so much for the successful workshop you presented at the college during the Week of the Young Child. The energy and interest you generated in movement, music and learning are important for child care professionals…”
Anita Ward French, ECE Program Coordinator, New Hampshire Community Technical College
“Rae is a magnificent presenter and a great motivating person…I’ve taught school 28 years and you are one of the best presenters ever.”
Jacquie Hall Herne, Pre-K Teacher
The domains of child development — physical, social/emotional, and cognitive — are so intertwined in the early years that a child can’t learn something in one domain without learning something in the others. To truly educate the whole child, we must recognize children as thinking, feeling, moving human beings who learn through all their senses. In this workshop, participants explore activities that will offer children meaningful and long-lasting educational experiences in art, language arts, mathematics, music, science and social studies.
Behavior challenges are becoming more and more common in early childhood settings, as young children are asked to sit still, be quiet, and focus on academics. When teachers and caregivers understand child development and incorporate active learning experiences, games, and physical activity breaks (all of which contribute valuable knowledge across the content areas) into the daily curriculum, they can be assured of a setting that is more joyful, peaceful, and productive!
If there were a list of things that young children aren’t developmentally ready to do, at the top of that list would be being still and being quiet. Yet those are the two requirements — along with forming an orderly line — we try to impose on young children during most transitions. And rarely does any of it work! But if we handle transitions in imaginative and developmentally appropriate ways — and plan them, as other parts of the program are planned — transitions will be both trouble-free and filled with important learning experiences.
Why is creativity important, and why, in this country, does it peak at about age 4? Structured classroom environments, insistence upon conformity, academic accountability, and emphasis on competition are often blamed for squelching creative potential. Yet the characteristics of creativity are what today’s kids will most need as they venture into an ever-changing future. This presentation offers ideas and encouragement to those hoping to nurture creativity, self-expression, and problem-solving skills.
Policy may have changed, but children haven’t; they still need to experience concepts to fully understand them. That includes concepts falling under the heading of literacy and the language arts. This presentation explores the use of movement and music as tools in the promotion of children’s emergent literacy.
Policy may have changed, but children haven’t; they still need to experience concepts to fully understand them. That includes concepts falling under the heading of math and science. This presentation explores the use of movement and music as tools in the exploration of and acquisition of knowledge in early mathematics and science.
Should children’s physical fitness be the responsibility of early childhood professionals? Yes! We are responsible for children’s bodies as well as their minds. This participatory workshop explores the concept of developmentally appropriate physical activity, the five health-related components of physical fitness, and ideas for helping young children to become lifelong movers!