Seminar Detail

Play & Language: The Roots of Literacy

Where:
NATICK, MA
When:
Thursday, February 2, 2017 at 8:00 AM - 4:00 PM

This event is not currently available for purchase.

For more information: Call (800) 844-8260
Course Description:

Attend this seminar and learn to develop cognitive, language and social-emotional skills that underlie young children’s effective social interactions and literacy comprehension. You will learn current play theories, the development of various dimensions of play and the interrelationships of these dimensions to play to children’s language, social-emotional skills, self-regulation and literacy. You will walk away with an effective tool that offers a way to assess young children’s symbolic play skills – organized by developmental level. Attention will be given to the ways that language learning disabilities, autism, and socio-economic/cultural variations influence early language, play and literacy development.

Discover current intervention strategies to:
  • Advance phonological skills & comprehension for emergent literacy using playful practice
  • Promote development of various dimensions of play and the interrelationships of the dimensions of play to children’s language, social-emotional skills, self-regulation and literacy
  • Encourage the interactions essential for social-emotional development
  • Facilitate children’s understanding of the temporal, cause-effect and social relationships that exist in the world and that are critical for comprehension of social and academic interactions
  • Stimulate language for interpersonal communication and abstract reasoning
  • Nurture children’s ability to interpret and respond appropriately to the needs, desires and roles of others and to use this knowledge to infer the thoughts of others
  • Promote children’s ability to organize and monitor their own behavior so they can become independent, self-motivated learners

The intervention activities that you will learn work for ESL children and pre-school children with disabilities.
Objectives:
  1. Explain the development and interrelationships of cognition, play, language, social-emotional skills and literacy.
  2. Describe methods used to evaluate a child’s play/language skills.
  3. Employ play to promote the cognitive, language and social-emotional skills that underlie children’s effective social interactions and literacy comprehension.
  4. Describe current theories of language/literacy learning.
  5. Explain the role of play in self-regulation.
  6. Implement a playful practice approach to emergent literacy.
OUTLINE

Foundations of Cognitive-Play-Literacy Relationship: Frameworks for Assessment/Intervention
  • Dynamic systems theory: integrating nature and nurture theories
  • The World Health Organization’s International Classification of Functioning
  • A performance competence framework for assessment and intervention
Social-Emotional/Cognitive Precursors to Play: Birth-17 months
  • Neurotypical and atypical patterns of social emotional development
  • Environmental influences on social emotional development and play
  • Temperamental variations in children
  • Presymbolic play
Development of Pretend Play Dimensions (17 months – 5 years): Relationship of Play Dimensions to Language & Literacy
  • Theory of Mind Dimension (understanding thoughts & feelings of self & others)
  • Decontextualization Dimension (reduced use of props in play)
  • Thematic Dimension (from familiar to novel pretend themes)
  • Organization Dimension (sequencing & planning of play)
Interventions to Promote Playing to Learn
  • Set goals for playful learning
  • Promote literate-style language through play
  • Develop phonological awareness skills through playful practices
  • Promote thematic pretend play to develop foundations for language and literacy

CAROL WESTBY, CCC-SLP, PHD, BCS-CL

Carol Westby, CCC-SLP, PhD, BCS-CL is an internationally-renowned expert on play assessment and development. She has published and presented nationally and internationally on play, theory of mind, language-literacy relationships, narrative/expository development and facilitation, screen time, understanding and working with children and families who have experienced trauma, and issues in assessment and intervention with culturally/ linguistically diverse populations.

Dr. Carol Westby is a consultant for Bilingual Multicultural Services in Albuquerque, NM and holds an affiliated appointment in Communication Disorders at Brigham Young University in Provo, UT. She is a fellow of the American-Speech-Language-Hearing Association (ASHA), has received the Honors of ASHA, and holds Specialty Recognition in Child Language. Dr. Westby has received the Distinguished Alumnus Award from Geneva College and the University of Iowa's Department of Speech Pathology and Audiology and the ASHA Award for Contributions to Multicultural Affairs.


Speaker Disclosures:

Financial: Carol Westby is a consultant for Bilingual Multicultural Services. Dr. Westby receives a speaking honorarium from PESI, Inc. She is the author of numerous chapters and articles; and is published by various publishers including Jones & Bartlett and Pearson.

Non-financial: Carol Westby is the developer of the Westby Play Scale. Dr. Westby is a fellow of the American-Speech-Language-Hearing Association.
Credits listed below are for full attendance at the live event only. After attendance has been verified, pre-registered attendees will receive an email from PESI Customer Service with the subject line, “Evaluation and Certificate” within one week. This email will contain a link to complete the seminar evaluation and allow attendees to print, email or download a certificate of completion if in full attendance. For those in partial attendance (arrived late or left early), a letter of attendance is available through that link and an adjusted certificate of completion reflecting partial credit will be issued within 30 days (if your board allows). Please see “live seminar schedule” for full attendance start and end times. NOTE: Boards do not allow credit for breaks or lunch.

If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, or questions on home study credit availability, please contact cepesi@pesi.com or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

The planning committee and staff who controlled the content of this activity have no relevant financial relationships to disclose. For speaker disclosures, please see speaker bios.

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Counselors
This intermediate activity consists of 6.25 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.

Massachusetts Counselors: Application for MaMHCA/MMCEP continuing education credits has been submitted. Updates will be posted as they become available.


Educators/Teachers
This course is designed to qualify toward your professional development requirement. The program is 6.25 clock hours in length.

Massachusetts School Personnel: This course may be applicable for 6.25 Professional Development Points toward your Professional Development Plan per the Massachusetts Department of Education recertification guidelines; check with your licensing authority for more information.


Occupational Therapists & Occupational Therapy Assistants
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PESI, Inc. is an AOTA Approved Provider of continuing education. Provider #: 3322. Full attendance at this course qualifies for 6.0 contact hours or .6 CEUs in the Category of Domain of OT and Occupational Therapy Process. Partial credit will be issued for partial attendance. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Course Level: Intermediate.


Speech-Language Pathologists
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This course is offered for .6 ASHA CEUs (Intermediate level, Professional area).

** Please note that Speech-Language Pathologists must complete the post-test and evaluation within two weeks of attending the live event if they would like their participation submitted to the ASHA CE Registry. Detailed instructions will be provided the day of the program under the Handouts section of the online program.


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