Early literacy and language instruction should be based on how young children learn, remember, and apply what they learn. Types of engagement and the roles that it, emotions, and reciprocal social interactions play in young children’s learning are discussed in this course. Effective instructional activities that are engaging, playful, and interactive are described.
This course is presented in joint partnership with the American Board of Child Language and Language Disorders (ABCLLD).
- After this course, participants will be able to describe how emotion, engagement, and social interactions within meaningful contexts impact memory and learning.
- After this course, participants will be able to identify the presence of engagement, emotion sharing, and reciprocal interactions in examples of instructional activities.
- After this course, participants will be able to describe hands-on experiences that draw upon engaging, playful, and reciprocal interactions to address language and literacy skills.
|5-15 Minutes||Types and nature of engagement: Role of engagement, emotion, and personalized experiences in learning|
|15-30 Minutes||Principles for activating engagement; examples of playful, engaging instruction for teaching language skills|
|30-45 Minutes||Illustrations of playful, interactive, and hands-on activities that engage children and address literacy skills|
|45-55 Minutes||Analysis and planning of instructional activities|
|55-60 Minutes||Summary, Q&A|
PhD ASHA Fellow, BCS-CL
Barbara Culatta is Professor Emerita of Communication Disorders at Brigham Young University. She completed her PhD from the University of Pittsburgh and a postdoctoral fellowship from Johns Hopkins University. She has written books, articles, and chapters on early language and literacy. She received federal grants that resulted in the development of early language and literacy interventions, including Systematic and Engaging Early Literacy (education.byu.edu/seel). Barbara has also been instrumental in developing free early literacy iPad apps (Hideout and Flying Kitchen).
Sponsor Disclosure: This course is presented jointly by SpeechPathology.com and the American Board of Child Language and Language Disorders.
Content Disclosure: This learning event does not focus exclusively on any specific product or service.
Course participation information
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American Speech-Language-Hearing Assn.
0.1 ASHA CEUs
International Association for Continuing Education and Training
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Kansas Dept for Aging and Disability Services
Approved for 1 continuing education clock hour(s) for Kansas licensed Speech Pathologists by the Kansas Department for Aging and Disability Services. Long-Term Sponsorship number: LTS-S1370.
California Speech-Language Pathology and Audiology Board: SpeechPathology.com is approved by the California Speech-Language Pathology and Audiology Board as a Continuing Professional Development Provider, approval number PDP 268. This course may meet the requirements for 1 hours of continuing education credit for SLPs as required by the California Speech-Language Pathology and Audiology and Hearing Aid Dispensers Board. The responsibility for determining whether or not this specific course counts toward an individual's requirements for license renewal is up to the individual. Please refer to the CA state board rules regarding allowable topics and self-study limits: http://www.speechandhearing.ca.gov/licensees/ce_req.shtml. Live webinars on SpeechPathology.com do not count as self-study courses toward California professional development requirements.
Speech-Language and Audiology Canada
Clinically certified members of Speech-Language and Audiology Canada (SAC) can accumulate continuing education equivalents (CEEs) for their participation with SpeechPathology.com. One hour of coursework equals 1 CEE. All SAC members are encouraged to participate in on-going education.