Children learn through play. How often have we heard this? But what is play? Are playing the piano, playing Candy Land®, playing tag, and playing house all the same? This session will explore the true meaning of play, the value found in many types of play, and how the highest form of play-sociodramatic play-helps develop important parts of the brain. Also featured is understanding the beauty of how God designed brain development.
Featured Speakers and Sessions
Marcy Guddemi, PhD, MBA
God's Design of a Child's Brain
As President and CEO of the Gesell Institute of Child Development on the Yale campus, Dr. Guddemi leads in the Institute in its mission of promoting the principles of child development in all decision-making for young children worldwide. She earned a PhD in Early Childhood Curriculum and Instruction at the University of Texas at Austin and an MBA from Golden Gate University in San Francisco. Dr. Guddemi is a widely recognized expert in early childhood education, assessment, and learning through play. She started her career as a junior high school teacher and has had many educational positions since. She has worked in Head Start, held teaching positions at Texas State University, University of South Carolina, and University of South Florida and then became Vice President of Education and Training for KinderCare Learning Centers' corporate offices. Dr. Guddemi then shifted her career focus to assessment and worked at CTB/McGraw-Hill, Harcourt Assessment, Inc. and Pearson Learning Group. She was appointed Executive Director of the Gesell Institute in late 2007. Dr. Guddemi is a member of the National Association for the Education of Young Children (NAEYC), and she has been an active member and officer in the International (IPA) and American Associations for the Child's Right to Play (IPA/USA), also serving as a representative at United Nations conferences and other child advocacy gatherings.
Complimentary with membership!
Assessment for Webinar
Professional development (PD) opportunities are nearly universal in the experiences of U.S. educators, both in public school settings and in Christian schools. The question of which PD strategies are most effective has become more critical in recent years, as schools face increasing internal and external pressures to improve student outcomes and optimize instructional expenditures. As a result, many school leaders are seeking to identify PD opportunities with high return on investment (ROI) in terms of student learning and achievement.
In an effort to address this issue systematically, a comprehensive literature synthesis was commissioned by ACSI (Swaner 2016). The synthesis, which surveyed over 500 scholarly articles and resources over the past 20 years, asked the question, “What are best practices in PD for Christian school teachers and leaders?” While little research was found specific to Christian education, what was available corroborated much of the broader literature on PD in K–12 schools. A set of characteristics of effective PD were identified in the literature, as well as a range of practices for which there exists research on their effectiveness. The synthesis also reviewed the evidence for the importance of cultures of continuous improvement to the effectiveness of any PD efforts.
An annual affirmation of commitment to the school and expected responsibilities as a board member.
A six step strategy for resolving school conflict in accordance with Matthew 18
As employees of an educational institution, you are held to a higher standard by parents, students, colleagues, and members of the public. We support and endorse a strict policy of respect toward students and expect employees to act at all times as adult role models.
Questions that should be asked by directors in determining the scope of their responsibilities and how these responsibilities should be fulfilled?