CONTENT TRAINING
PUT EDUCATORS ON THE CUTTING EDGE OF BRAIN RESEARCH & BEST PRACTICES
Frog Street Content Training courses transform classroom experiences through age-specific, impactful trainings designed to improve climate, culture, and outcomes for teachers.
CONTENT TRAINING
Choose from a variety of sessions to fit your needs, or contact us to learn more about building a customized training session.
This course shows educators how to create a secure environment that fosters positive and age-appropriate social-emotional skills in children during the wiring windows of brain development. Positive social emotional development refers to the skills necessary to create healthy attachments with adults, maintain healthy relationships, and regulate one’s emotions and behaviors. Dr. Becky Bailey, founder of Conscious Discipline®, states self-regulation is the key to academic success. This training will provide the tools to create healthy relationships while providing a safe environment for children.
Children typically have difficulties with self-control, self-esteem, affective understanding, social problem-solving and peer relations. Because these difficulties can have an impact on learning, character education becomes a very important factor for enhancing social and emotional competence. Increased self-control and the ability to get along with others are very important, but communicating feelings and understanding how one’s behavior affects others needs to be addressed as well. The goal of this training is to provide teachers and directors with a greater understanding of positive guidance and behavior management techniques so they can spend less time dealing with the behaviors and more time teaching and enjoying the children.
This session will highlight the meaning of a trauma informed early childhood setting and its importance to the future of our nation. According to Trauma Informed Project (2017), “Trauma Informed Care is an organizational structure and treatment framework that involves understanding, recognizing, and responding to the effects of all types of trauma.” Some major risk factors of trauma include poverty, recurrent physical and/or emotional abuse, neglect, parental depression, and family violence. Participants will examine one community’s approach to addressing trauma in their community.
Often, we don’t consider how our own trauma influences others. This training will prepare you to lead discussions that not only highlight the idea of self-care, but will extend the conversation to supporting children and families. We will take a deeper dive into supporting a trauma informed approach in the classroom.
Developmentally appropriate practices require that teachers make daily, intentional decisions based on their knowledge of each child’s level of development, taking into consideration the child’s learning style as well as cultural and social differences. This course will help teachers learn how to maintain a classroom environment that helps to promote the cognitive, physical, emotional, and social needs of children.
The first few years of life are a time of great opportunity and vulnerability for brain growth and development. The experiences children have during this time can actually shape the structure of the brain and alter its functions. This training will review numerous factors that affect brain development, with a focus on the key findings of early brain research, including the Windows of Opportunity during the formative early years.
This course presents an overview of research-based best practices that should underscore early math instruction in preschool. Specifically, participants will examine five content areas—Number and Operations, Geometry, Measurement, Algebra (Patterns), and Data Analysis (Graphing—Classification) identified by the National Council of Teachers of Mathematics (NCTM) as focal points for preschool mathematics. Participants will engage with this material and content in a way that closely mirrors the dialogic, hands-on learning through which young children should experience mathematics. A variety of teacher-directed and child-initiated contexts, including whole group, small group, and play-based practice center activities, will be presented.
Participants will gain a better understanding of the importance of integrating Science, Technology, Engineering, Arts, and Mathematics (STEAM) in the classroom. Guiding children to explore, observe, and predict is an integral part of a child’s educational success.
This course will focus on the connection between early literacy and numeracy skills and review strategies to create a rich environment to help develop these in tandem. This connection is critical in terms of early school success and is a necessary building block in other content areas.
Center time is a significant part of an early education day. However, many educators are uncertain about how to make this an effective, purposeful practice time. This session will give educators the tools, strategies, and examples to make the most of center time. Participants will learn about the best methods of designing centers for optimal impact. This course features activities that help children solidify previously taught concepts by providing intentional practice.
Participants will be guided in lesson adaptations for children with special needs, dual language or younger children. Classroom strategies will be modeled and applied to help teachers meet their children’s needs. Three’s and Frog Street Pre-K resources will be investigated for suggested use in the classroom.
Developmentally appropriate practices require that teachers make daily, intentional decisions based on their knowledge of each child’s level of development, taking into consideration the child’s learning style as well as cultural and social differences. This course will help teachers learn how to maintain a classroom environment that helps to promote the cognitive, physical, emotional, and social needs of children.
The first few years of life are a time of great opportunity and vulnerability for brain growth and development. The experiences children have during this time can actually shape the structure of the brain and alter its functions. This training will review numerous factors that affect brain development, with a focus on the key findings of early brain research, including the Windows of Opportunity during the formative early years.
We know that children learn best in environments where they feel comfortable, accepted, and safe. This training will focus on the Dual Language Learner: A child who is acquiring two or more languages at the same time, or a child who is learning a second language while continuing to develop their first language. We will cover effective teaching strategies and the environments needed to support children who are learning in two or more languages. You will learn about activities that support the child’s cognitive, social and emotional, language/literacy and physical development, as well as strategies that promote a learning environment that is safe, nurturing, responsive and language and communication rich.
Infants and toddlers need many opportunities to hear and be exposed to language. Teachers need to talk to them about what is happening, and they need a language-rich environment in order to understand what is taking place. This training will help teachers understand the importance of early language skills for infants and toddlers.
Participants are guided along a developmental sequence of emergent literacy based on the research documented in the article “Developing Early Literacy: Report of the National Early Literacy Panel” (2008) and supported by the book Early Childhood Literacy: The National Early Literacy Panel and Beyond (Shanahan & Lonigan, 2012). Participants will review literacy instruction models that include strategies to build oral language skills focused on vocabulary and comprehension, phonological awareness, concepts of print, expressive writing, and alphabet knowledge.
This course will identify the most effective strategies for teaching vocabulary based on the research documented in the article “Developing Early Literacy: Report of the National Early Literacy Panel” 2008 and supported by the book Early Childhood Literacy: The National Early Literacy Panel and Beyond (Shanahan & Lonigan, 2012). Participants will review myths of vocabulary instruction and expand knowledge of research-based practices including tiered vocabulary instruction.
Children develop three times more high-level vocabulary from listening to a story than from conversation (Jim Trelease, 2015). It is a vital, shared experience that builds listening, vocabulary, and key comprehension skills before, during and after reading. This course gives early childhood professionals an opportunity to explore research-based strategies to effectively implement reading aloud and embrace the joy of literacy among children.
This course stresses the importance of recognizing and adapting to the individual developmental readiness for writing in young children. The course will feature age-appropriate modeled, shared, and independent writing strategies focused on functional and compositional writing. Participants will engage in activities and strategies to nurture children’s writing and expand their skills.
This course will focus on the connection between early literacy and numeracy skills and review strategies to create a rich environment to help develop these in tandem. This connection is critical in terms of early school success and is a necessary building block in other content areas.
Center time is a significant part of an early education day. However, many educators are uncertain about how to make this an effective, purposeful practice time. This session will give educators the tools, strategies, and examples to make the most of center time. Participants will learn about the best methods of designing centers for optimal impact. This course features activities that help children solidify previously taught concepts by providing intentional practice.
Participants will be guided in lesson adaptations for children with special needs, dual language or younger children. Classroom strategies will be modeled and applied to help teachers meet their children’s needs. Three’s and Frog Street Pre-K resources will be investigated for suggested use in the classroom.
Developmentally appropriate practices require that teachers make daily, intentional decisions based on their knowledge of each child’s level of development, taking into consideration the child’s learning style as well as cultural and social differences. This course will help teachers learn how to maintain a classroom environment that helps to promote the cognitive, physical, emotional, and social needs of children.
The first few years of life are a time of great opportunity and vulnerability for brain growth and development. The experiences children have during this time can actually shape the structure of the brain and alter its functions. This training will review numerous factors that affect brain development, with a focus on the key findings of early brain research, including the Windows of Opportunity during the formative early years.
This course allows participants to explore developmental milestones and probe further into the gross and fine motor skills of preschoolers. Adding intentional, physical activities to the daily curriculum promotes the development of balance and coordination and engages both hemispheres of the brain. Frog Street lessons will be modeled and practiced in group activities.
Center time is a significant part of an early education day. However, many educators are uncertain about how to make this an effective, purposeful practice time. This session will give educators the tools, strategies, and examples to make the most of center time. Participants will learn about the best methods of designing centers for optimal impact. This course features activities that help children solidify previously taught concepts by providing intentional practice.
This upbeat course shows educators how to create meaningful and pleasurable music and movement experiences for children. Studies show that children can learn concepts, such as patterns, rhymes, shapes, and vocabulary, through music. The combination of music and movement enhances a child’s physical and cognitive development.
Developmentally appropriate practices require that teachers make daily, intentional decisions based on their knowledge of each child’s level of development, taking into consideration the child’s learning style as well as cultural and social differences. This course will help teachers learn how to maintain a classroom environment that helps to promote the cognitive, physical, emotional, and social needs of children.
This course will provide systems and strategies to effectively manage classrooms in order to optimize student learning in a joyful learning environment. Classroom management systems will help with student learning and behavior, sustaining an orderly environment, enhancing academic skills, and furthering social and emotional development. Effective teaching and curriculum implementation cannot take place in a poorly managed classroom. Because this is a big concern for teachers, this training will provide resources and tools to help implement strategies to provide this critical ingredient for optimal learning.
Children typically have difficulties with self-control, self-esteem, affective understanding, social problem-solving and peer relations. Because these difficulties can have an impact on learning, character education becomes a very important factor for enhancing social and emotional competence. Increased self-control and the ability to get along with others are very important, but communicating feelings and understanding how one’s behavior affects others needs to be addressed as well. The goal of this training is to provide teachers and directors with a greater understanding of positive guidance and behavior management techniques so they can spend less time dealing with the behaviors and more time teaching and enjoying the children.
During this training we will discuss how to take feedback reports such as CLASS to set goals for improvement. In addition, we will review best practices in classroom interactions that will make the biggest impact.
Because as early childhood directors you will manage mostly through relationships, this training will guide you through the steps to build respectful, dynamic, and welcoming relationships with families and staff. We will cover all traditional early childhood administration topics, from financial management to marketing, while also recognizing and exploring the human side of management and the critical role of emotional intelligence in effective leadership.
During this training we will discuss how to take feedback reports such as CLASS to set goals for improvement. In addition, we will review best practices in classroom interactions that will make the biggest impact.
This session provides participants with the opportunity to explore the foundation for family engagement that emphasizes the process of working with your school family.
This session provides participants with the opportunity to explore and adapt initiatives that align student achievement goals with the connection to families and their understanding of the goals set for students.
Developmentally appropriate practices require that teachers make daily, intentional decisions based on their knowledge of each child’s level of development, taking into consideration the child’s learning style as well as cultural and social differences. This course will help teachers learn how to maintain a classroom environment that helps to promote the cognitive, physical, emotional, and social needs of children.
This session will highlight the meaning of a trauma informed early childhood setting and its importance to the future of our nation. According to Trauma Informed Project (2017), “Trauma Informed Care is an organizational structure and treatment framework that involves understanding, recognizing, and responding to the effects of all types of trauma.” Some major risk factors of trauma include poverty, recurrent physical and/or emotional abuse, neglect, parental depression, and family violence. Participants will examine one community’s approach to addressing trauma in their community
Often, we don’t consider how our own trauma influences others. This training will prepare you to lead discussions that not only highlight the idea of self-care, but will extend the conversation to supporting children and families. We will take a deeper dive into supporting a trauma informed approach in the classroom.
LEARN MORE ABOUT OUR TRAINING
To learn more about our professional development offerings, talk to Frog Street today.