KEYNOTES & PRESENTATIONS
Safe to Be, Grow in Well-being, Ready to Learn
When children feel socially, emotionally, and physically safe, their curiosity triggers and their courage and confidence to explore grows. Without that sense of safety, learning and children's well-being are easily compromised.
This workshop explores the heart and art of teaching through the lens of psychological safety and how intentionally designed “yes” environments allow children to take risks, share ideas, and express themselves freely without fear of judgement or consequences.
The Power of Environments in Social & Emotional Learning
Research shows that social and emotional learning (SEL) shapes children’s academic success, relationships, and lifelong competencies. While adults play a key role, the environments we create also profoundly influence children’s well-being, sense of safety, and motivation to learn. Drawing on findings from the workshop series “The Power of Environment in Social and Emotional Learning”, this work explores how intentional design of spaces can support SEL, build psychological safety, and communicate positive messages about social and emotional development. These insights offer practical strategies for enhancing SEL in early childhood settings.
An Observation & Documentation Pattern of Children's Play: Developing Foundational Skills
17th annual International Conference of Education, Research and Innovation
This presentation provides further insights into the impact of teaching an observation & documentation pattern of children's play. Foundational skills are necessary to develop in order to implement the pattern effectively. The first includes the power of building connections at the beginning of the process, where adaptability in a teacher’s facilitative roles serves coming to know students well. Secondly is the significance of a curiosity & inquiry stance by asking powerful questions to increase the accuracy of forming perceptions. Finally, listening is a foundational skill throughout the process, where it is recognized that listening requires a full body experience.
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