Seminar Detail

Play & Language: The Roots of Literacy
Play & Language: The Roots of Literacy

Where:   MARIETTA, GA

When:  Thursday, March 7, 2019 at 8:00 AM - 4:00 PM

This event is not currently available for purchase.

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

Join Dr. Westby as you learn about the vital relationship between the dimensions of play, social-emotional functioning, language and literacy. Learn firsthand, how to effectively use the Westby Play Scale – a tool that offers a way to evaluate all young children’s (birth-5 years) symbolic play skills. Supported by 40 years of evidence-based research and organized by developmental level, this tool will breakdown the milestones children should be achieving with their play and language. You will learn play practices and play strategies to improve language, cognitive and social-emotional skills, which are essential for literacy development and academic success, including:
  • Higher-level thinking, problem-solving and creativity
  • Advancing language skills and text comprehension
  • Awareness of temporal, cause-effect and social relationships
  • Motivation, self-regulation and empathy
  • Interpreting and responding appropriately to the needs, desires, and roles of others
These intervention activities will work for all young children, but special focus will be given to interventions for children with language learning disabilities, autism, socio-economic/cultural variations and ESL. Observing children’s play provides information about their knowledge, view of the world and mastered skills.
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
Target Audience

  • Speech-Language Pathologists
  • Speech-Language Pathology Assistants
  • Occupational Therapists
  • Occupational Therapy Assistants
  • Reading Specialists
  • Head Start Staff
  • Early Childhood Special Education Staff
  • Learning Disability Specialists
  • Preschool Teachers
  • Counselors
  • Social Workers
  • Other Helping Professionals who Work with Children (Birth – 5 Years)

CAROL WESTBY, PHD, CCC-SLP

Carol Westby, Ph.D., CCC-SLP, is an internationally-renowned expert on play assessment and development, language-literacy relationships, current play theories, and the development of the four dimensions of play in young children (birth-5 years).

She is a fellow of the American Speech-Language-Hearing Association and holds Specialty Recognition in Child Language. She received the Distinguished Alumnus Award from the University of Iowa’s Department of Speech Pathology and Audiology, and the ASHA Award for Contributions to Multicultural Affairs.

Dr. Westby began her career in New York where she developed her renowned Play Scale. She has written and implemented projects to support personnel preparation, clinical service, and research, including Project PLAY (Play and Language Attunement in Young Children), that trained caregivers to increase the development of play, theory of mind, and language. And she has consulted with the New Mexico Preschool for the Deaf, which employs a play-based curriculum.

Dr. Westby has been a visiting professor at Flinders University in South Australia where she worked on a language/literacy curriculum, and at Brigham Young University where she consulted on SEEL, a systematic and engaging emergent literacy program that employs playful practice.

Dr. Westby has published and presented nationally and internationally on play, language-literacy relationships, narrative/expository development and facilitation, theory of mind, assessment and facilitation of written language, metacognition/executive function, and issues in assessment and intervention with culturally/linguistically diverse populations.


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.

PESI, Inc. offers continuing education programs and products under the brand names PESI, PESI Healthcare, PESI Rehab and Psychotherapy Networker.




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.

GEORGIA COUNSELORS: 6.25 Core hours of continuing education have been approved by the Licensed Professional Counselors Association of Georgia, LPCA (# 7981-18M ). Full attendance is required; no partial credits will be offered for partial attendance.


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


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).

SPEECH-LANGUAGE PATHOLOGISTS ONLY: To be reported to ASHA, while completing the online post-test/evaluation, please answer YES to the question: “Are you a Speech-Language Pathologists and/or Audiologist requesting to have your CEUs reported to the ASHA CE Registry?" and include your ASHA number. After completing and passing the online post-test/evaluation, your information will automatically be sent to cepesi@pesi.com to be reported. If you forget to answer yes, please send an email to cepesi@pesi.com with the following information: full title of the activity, speaker name, date of live broadcast, date you completed the post-test, and your name and your license number.


SOCIAL WORKERS
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PESI, Inc., #1062, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. PESI, Inc. maintains responsibility for the course. ACE provider approval period: January 27, 2017 - January 27, 2020. Social Workers completing this course receive 6.25 Clinical Practice continuing education credits for completing this course. Course Level: Intermediate. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation. Full attendance is required; no partial credits will be offered for partial attendance.


OTHER PROFESSIONS
This activity qualifies for 380 minutes of instructional content as required by many national, state and local licensing boards and professional organizations. Save your course outline and certificate of completion, and contact your own board or organization for specific requirements.

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