January 2009 COURSES Registration open December 1, 2008

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Art with Young Children (Ages 3 - 8 Years) TEED501N
This course shows teachers how to provide rich art experiences for young children in a variety of settings. Participants work with art materials and consider the contribution of art to children's learning and development. Other topics to be discussed include: setting up art areas; selecting, presenting, and storing materials; planning a meaningful sequence of art experiences; how to make appropriate comments on children's work; and ways to make art an integral part of the curriculum.

Tim Lightman is a teacher at the Bank Street School for Children in an inclusive classroom of four- and five-year-olds, where art is a major part of the curriculum. He also teaches woodworking in Bank Street's after school program and in the Graduate School.

January 30 and 31
Friday, 5:15 - 9 pm
Saturday, 9:30 am - 5 pm
1 CEU $395 / 1 credit $1060
Materials fee $10
Registration Deadline 1/23

Behavior Management Strategies for the Classroom Teacher (Grades Pre-K - 8) SETE508N
Good classroom management is at the heart of effective teaching. This course is aimed at teachers in regular and special education settings who want to learn how to organize their classrooms to help students realize their maximum potential while also keeping their classes on track. It includes a step-by-step approach for setting up and carrying out a behavior modification strategy. This course is intended for instructors with less than five years experience, but even more experienced professionals will come away with new techniques to add to their repertoire.

Debbie Zlotowitz is the Head of the Mary McDowell Center for Learning, an elementary school for children with learning disabilities in Brooklyn, NY.

Rescheduled for January 30 and 31
Friday, 5:15 - 9 pm
Saturday, 9:30 am - 5 pm
1 CEU $395 / 1 credit $1060
Materials fee $10
Registration Deadline 1/23

*This course fulfils requirements in studio art.

Professional artist, Pearl Rosen Golden, is a painter and printmaker who concentrates on the landscape. She has had numerous one woman shows in New York. She is currently an adjunct lecturer in art education at Queens College, CUNY, and teaches Art for Children with Special Needs in the New Perspective program. She is also currently a consultant for schools and museums in developing art programs for children with special needs.

Photographer Ig Mata has been working with the camera obscura and the pinhole camera since 1988. She has taught Pinhole and the Basics of Photography at the Museum of Natural History and the Bank Street School for Children. Mata has had exhibits in New York State and cities throughout Brazil.

Susan Seitner taught at The Dalton School, where making different kinds of books was an important part of her first grade classroom. As the school librarian, she brought bookmaking experiences to teachers through faculty workshops and to children through after school classes and special projects.

January 10, 24, 31 and February 7
Saturdays Jan. 10 and 24, 9:30 am - 4 pm
Saturdays Jan. 31 and Feb. 7, 10 am - 4:30 pm
2 CEU $790 / 2 credits $2120
Materials fee $50
Registration Deadline 12/23

Peace Education within a Prescribed Curriculum (Grades 1 - 6) TEED562N
This course presents a model of peace education and prescribed curriculum integration. Participants will examine the theory and practice of peace education, and then explore methods for developing programs which promote cooperation, respect for self and others, and appreciation of cultural diversity. Students also will develop specific methods (lessons, units, and projects) that support peace education while being accountable to state standards. This class will focus on deliberately creating a community of learners in both classroom and in museum settings.

Heidi Steinberger currently teaches fourth grade at The Emily Dickenson School: PS 75, in NYC. Previously, she worked at Pacific Oaks College and Children's School in California as Human Development Adjunct Faculty and Master Lead Teacher/Peace Education Coordinator, Multi-Subject.
 
February 6 and 7
Friday, 5:15 - 9 pm
Saturday, 9:30 am - 5 pm
1 CEU $395 / 1 credit $1060
Materials fee $10
Registration Deadline: 1/30

Using Blocks to Build Creative, Inclusive Early Childhood Environments (Grades Pre-K - 1) TEWS509N
Block building is important to children's cognitive, physical, and social development. Playing with blocks gives them an opportunity to concretely recreate the world as they experience it. Their ability to create representations of their personal experiences is a necessary skill for abstract thinking. As they put blocks together to form a design or an object, they refine the small muscle coordination in their hands, which is important for later writing tasks. When children build together, they meet and solve problems. This workshop will introduce setting up and using a block-building area in the classroom.

Our approach shows participants how to organize block-building areas and how to draw reluctant children into playing with blocks. We will examine how to use classroom literature and visual arts activities to create innovative, full-class building projects. Students will examine various dimensions of block building as used in the early childhood curriculum.

Karen Prager Balliett is a first grade teacher at the Brearley School in NYC. She was a founding faculty member at The School at Columbia University where she taught Kindergarten. She has been a head teacher for lower and middle school students and a drama/storytelling specialist for lower and middle school students at a variety of schools in NYC. For many years, while working with kindergarten children, she used story theater as a vehicle to address issues of bias.

February 7
Saturday, 9:30 am - 4:30 pm
.6 CEU $265 (Not offered for credit)
Materials fee $10
Registration Deadline 1/30

Using the Supportive Play Model: Individual Intervention in Early Childhood Practice (Ages Birth - 6) SETE511N
The Supportive Play Model (SPM) is an approach to early intervention that emphasizes the child's emotional and self-development within the family. Using the SPM helps link disciplines used in working with young children with developmental delays. The underlying principles include a belief in the centrality of play in a child's development and a conviction that children can weave some understanding of their unique development into their inner world. This model offers a systematic process for observing children with special needs, analyzing their play, and preparing developmentally appropriate play and learning environments√ which draw from practices in early intervention, the nursery school, and mental health. Some experience working with young children is required. Recommended text: Using the Supportive Play Model, Teachers College Press, 1995.

Gil Foley is associate professor of School/Child Clinical Psychology at Ferkauf Graduate School of Psychology, Yeshiva University, NYC. He is co-author of The Cognitive Observation Guide and The Attachment-Separation-Individual Scale. He is co-author with Margaret Sheridan and Sara Radlinski of Using the Supportive Play Model (Teacher's College Press).

January 23 and 24
Friday, 5:15 - 9 pm
Saturday, 9:30 am - 5 pm
1 CEU $395 / 1 credit $1060
Materials fee $15
Registration Deadline 1/16

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