VOLUME 28, NO. 2
IN
THIS
ISSUE
FEATURE ARTICLE:
A Special Place
A Special Place for Play in
Special Education
BY JAN DOWLING, HIGHSCOPE FIELD CONSULTANT AND SPEECH AND LANGUAGE PATHOLOGIST,
ALPINE SCHOOL DISTRICT, AMERICAN FORK, UTAH
for Play in
Special Education
page 1
As a speech and language pathologist in preschools for children with special needs,
I sometimes joke that I have the best job in the world because I get paid to play with
children. As educators of young children, we know it is not “just play” and that our
CLASSROOM HINTS:
jobs are a lot of work, in the same way that we know a child’s play is also a child’s work.
Play As a Best Practice
With all that work and the mountains of paperwork we teachers face, is it possible that
page 8
sometimes we might forget just how important play is? Do we really have time to get on
TRAINER-TO-TRAINER:
IEP Goals –
From Writing to Action
the floor and play with cars? Can we take time to paint our own hands? Do we support
play as part of our jobs? Can we explain what children are learning as they play?
Perhaps we can also ask ourselves if we can support children in playing with purpose,
or “intention,” because
page 10
as Piaget (1962) argued,
ASK US:
in order to think things
page 12
through, children need to
play things through.
NEWS BRIEFS:
I’ve been mulling
page 13
these questions over in my
mind for several weeks
now. During a recent work
time, I glanced around
our room to see just what
was happening as the
children played. Taylor,
who has a craniofacial
anomaly resulting in a
vision problem, cognitive
Observation of children at play is an important tool in
assessing their development.
problems, and seizures,
HIGHSCOPE | Extensions
A Special Place for Play in Special Education, continued
was in the greeting-time area pretending to “read” a big book to her imaginary class.
Kario, who has Down Syndrome, was at a magnetic board putting magnetic pictures,
“Within just a
few minutes of
observing the children,
letters, and numbers on it. Isaiah, who has social-behavioral concerns, and Mateus, a
typically developing peer, were playing with the train set. Seth, a student with autism,
was grouping ABC blocks together, and Ben, who has Phelan McDermid Syndrome (a
syndrome that affects cognitive and motor skills), was playing with the marble tower.
I garnered valuable
If the principal, a parent, or another stakeholder of the class had walked in at that
information about them
moment, it might have looked like “free play” to them. But I could see much more.
in the areas of
cognition and reasoning,
social-emotional
development, and math,
language and literacy,
communication, and
fine-motor skills.”
Taylor was expanding her language using a variety of four- to five-word sentences.
Kario, who has limited vocabulary, was learning new words as she held up the magnetic
picture of a guitar as if to ask “What is this?” The teacher explained to her what a guitar
is and showed her the ukulele in our music box. Isaiah and Mateus were developing
their social-emotional skills by conversing back and forth, sharing, trading, and
negotiating train cars. Seth was grouping the blocks by letter and color — a cognitive
classification skill. And Ben requested his favorite toy — one that uses marbles — by
handing a picture of the marbles to a teacher, demonstrating his ability to represent
objects.
Within just a few minutes of observing the children, I garnered valuable
information about them in the areas of cognition and reasoning, social-emotional
development, and math, language and literacy, communication, and fine-motor skills.
Still, I know it takes courage and effort to promote play as an intentional
intervention for children with special needs. We have pressures from many sources.
We have legal mandates to meet, progress to document, and goals to meet. We face
PUBLISHER CREDITS
questions from anxious parents who want their children to learn as much as possible,
HighScope Extensions is a practical resource for early
childhood teachers, trainers, administrators, and child care
providers. It contains useful information on the HighScope
Curriculum and on HighScope’s training network.
and responsible policymakers who want us to justify that the extra expense of special
Jennifer Burd
Adam Robson
Marcella Fecteau Weiner
Editors
we found a number of ways to support Ben (the builder of the marble tower) in his play.
Nancy Goings
Publications Assistant
another way to communicate. Eventually he will use a technological device (such as
Nancy Brickman
Director of Publications
Sherry Barker
Membership Manager
Carrie Hernandez
Director of Marketing and Communication
Produced by HighScope Press, a division of HighScope
Educational Research Foundation
ISSN 2155-3548
©2014 HighScope Foundation
The HighScope Foundation is an independent, nonprofit
organization founded by David Weikart in Ypsilanti, MI
in 1970.
education is worth the investment. But I believe we can find a way to do it. For example,
It is likely that Ben will never use oral communication, and I wanted to give him
an iPad), but right now he does not have the fine-motor control to do so. A picture
exchange system was the best place to start; but after two failed attempts at interesting
him with pictures, I was discouraged. However, after talking things through with
another teacher, we identified a small number of objects that Ben seemed most
attracted to in his spontaneous play. Beginning with pictures of those objects, Ben
began to use them because they facilitated his ability to carry out his own play ideas.
Gradually, as he became more adept at using pictures to communicate his needs,
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Volume 28, No. 2 • page 2
HIGHSCOPE | Extensions
A Special Place for Play in Special Education, continued
we incorporated pictures of actions (including self-care routines) and feelings (from
“Even though
Ben can’t talk,
we each make
comments to him
and pause for him to
respond in whatever
way he can…
happiness to frustration). By beginning with play, we were able to open up a whole new
world of communication for Ben.
As the discussion with my colleagues progressed, we really focused on a play
approach and how we could support it by supplementing the pictures with spoken
language. That is, we focused on play as the means to expand Ben’s communication
skills. We set a goal for each adult in the classroom to have a specific number (we chose
five) of communication exchanges with Ben each day. I explained to the team that we
wanted genuine communication exchanges, not just a barrage of questions. Now, even
though Ben can’t talk, we each make comments to him and pause for him to respond
We comment on
in whatever way he can — using facial expressions and gestures, pointing at or sharing
what we see,
pictures, initiating actions, and so on. We comment on what we see, what we are doing,
what we are doing,
and what he is doing.
We converse
with him, play with him,
interact with him.”
and what he is doing. We converse with him, play with him, interact with him. He is
responding and becoming more engaged with people and materials each day. And we
are seeing a documentable difference in his participation in each part of the routine
and in his overall engagement. Most gratifying, Ben appears to be enjoying school
more, and we take increasing delight in interacting — playing — with him. It is a mutual
learning experience.
Adults foster children’s learning when participating as genuine partners in
children’s play.
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Volume 28, No. 2 • page 3
HIGHSCOPE | Extensions
A Special Place for Play in Special Education, continued
What About Goals?
“It is easy to see
Paperwork, standardized tests, goals, audits, team meetings, data collection, and so on,
why we feel like
are realities for us. Most preschools for children with special needs have a curriculum
the only way we can
to follow, and the children also have Individualized Education Program (IEP) goals to
accomplish it all is
meet. It is easy to see why we feel like the only way we can accomplish it all is to pull the
children aside and work on specific skills. Therefore, it is even more important for us to
to pull the children
remember how all preschool children, regardless of ability, learn. They learn by making
aside and work on
choices based on what interests them, manipulating materials and ideas at their own
specific skills.
pace. If we want children to learn, we are wise to respect their plans and support their
Therefore, it is even
choices. This can be done when we consider play as an intentional intervention. That
is, we deliberately create opportunities for play because play provides the occasion to
more important for us
scaffold (support and gently extend) learning. We as teachers advocate for play, support
to remember how all
play, and plan for play to happen throughout the day.
preschool children,
regardless of ability, learn.
They learn by making
For example, many students in our class have fine-motor goals, so we have toys,
materials, and activities that facilitate fine-motor activities. One of the children in our
classroom, Grey, will be going to a regular kindergarten class next year. He uses a fist
grip with crayons, pencils, and markers, and he has a fine-motor goal addressing his
choices based on
writing skills (to help him progress toward using a tripod — thumb and two-finger
what interests them,
— grasp). We have found the occupational therapist to be a great source of ideas for
manipulating materials
and ideas at
their own pace.”
what to work on next with Grey as well as ideas for activities, classroom materials, and
special-needs adaptations. We have started doing small-group activities with writing
tools and other activities to strengthen children’s hands. We also make sure the tools
and activities are available during work time. Even so, Grey is not very interested in
writing activities. He is, however, very interested in building towers with blocks, and
he does so almost daily. So, we added writing materials to the block area, along with
maps, diagrams, markers, and whiteboards. We have boxes covered in paper that Grey
can draw on to make into any kind of block structure (such as a McDonald’s restaurant
or his house). He also makes signs and roads. I take pictures of some of his projects
and print them, and then he “writes” about the picture. It will take time for his writingrelated fine-motor skills to develop — he doesn’t choose these activities every day, but
with our support and trust in his play, his grip will continue to develop. We observe
him, watching for signs of progress, and we record what we see. We also play alongside
him to provide encouragement, support his independent efforts, step in when we sense
he is getting frustrated, comment on what he is doing, and acknowledge his pride in his
achievements.
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Volume 28, No. 2 • page 4
HIGHSCOPE | Extensions
A Special Place for Play in Special Education, continued
“We went through
some growing pains as
we transitioned
from more traditional
‘pullout’ modes
(where a therapist takes
a student or small group
of students to an office
Play can be used as an intervention in the inclusive classroom — for
instance, for children with fine-motor goals — by providing toys,
materials, and activities that facilitate fine-motor activities.
to work on IEP goals)
to an approach of
working on goals within
the classroom setting
throughout the daily
routine.”
To begin using children’s play as an intervention was a change of strategy for
us as teachers. We went through some growing pains as we transitioned from more
traditional “pullout” modes (where a therapist takes a student or small group of
students to an office to work on IEP goals) to an approach of working on goals within
the classroom setting throughout the daily routine. However, keeping in mind that play
as an intervention is best practice for all children, we are committed to using it. (See
this issue’s “Classroom Hints” article for a discussion of some of the strategies we used
in our classroom, based on play as a best practice.)
Assessment
As special education teachers, we are familiar with the standardized testing required
by federal law. Some of us also use tests required by our particular agencies. But there
is nothing quite like using an authentic, observation-based assessment with children
— that is, an assessment tool that looks at the strengths and skills of children in a
developmentally appropriate way during their everyday experiences and interactions.
The best authentic assessment tools are non-invasive and supportive of children’s
naturally occurring behavior, and they provide developmental “snapshots” over time,
as opposed to a 60-minute annual assessment. The Child Observation Record (COR;
recently revised to COR Advantage [HighScope Educational Research Foundation &
Red-e Set Grow, 2013])* is the perfect fit for this.
*To find out more about the COR, visit www.highscope.org.
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Volume 28, No. 2 • page 5
HIGHSCOPE | Extensions
A Special Place for Play in Special Education, continued
If we go back to “observe” the children in the scenarios mentioned earlier in this
“By using
COR Advantage,
we not only can see
children’s current
article, we can quickly see some of the children’s skill levels as we would assess them
using COR Advantage. We can see that Taylor uses phrases and sentences to talk about
what is pictured in a book, scoring a level 3 on Item Q. Book enjoyment and knowledge.
She also demonstrates level 2 proficiency for Item L. Speaking. Ben, although he
is nonverbal, uses a visual representation or “sign” (i.e., a picture) to indicate his
developmental level, but
intention, demonstrating level 2 on Item A. Initiative and planning. Isaiah, whose IEP
we have a good tool for
goals are in the social domain, is demonstrating skills in building relationships with
deciding how
to facilitate growth
for children.”
other children by playing alongside Mateus (Item F. Building relationships with other
children, level 2).
By using COR Advantage, we not only can see children’s current developmental
level, but we have a good tool
for deciding how to facilitate
growth for children. In the above
scenario, Kario shows pictures to
teachers and adults. Observing
her over time, we have seen that
Kario interacts frequently with
adults but rarely interacts with
her peers. Looking at Item F., we
can get some ideas of where to go
with Kario. For example, we can
invite other children into our play
scenarios with her and refer her
to the other children as we play
together.
COR Advantage also helps us
make sure we don’t have any
gaps in our play environment.
An observation-based assessment tool allows teachers to
evaluate children’s strengths and skills in a developmentally appropriate way during everyday experiences and
interactions. It also helps teachers determine what they
may need to change in the classroom environment to
better support children’s learning.
When we evaluate children
using COR Advantage, we can quickly see if we’ve overlooked any content areas in the
way we’ve set up our classroom or the small- and large-group activities we plan. For
example, using COR Advantage might lead us to ask, “Do we have items in our learning
environment that support a child’s exploration of history ideas [Item HH. History]
during work time, such as pictures of different time periods?” To enhance this aspect
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Volume 28, No. 2 • page 6
HIGHSCOPE | Extensions
A Special Place for Play in Special Education, continued
of our learning environment set-up, we could ask families to send a scrapbook page of
their family from when their children were younger and post these on the wall or in a
book we make for children to look at and talk about. To enhance geography learning
(Item GG. Geography), we could take pictures of the school and other familiar places on
a field trip, tape them on empty, half-pint milk cartons, and add them to the block area
or train set to introduce landmarks. Through our observations we might also notice
that, while we have plenty of toys, we might need to add some materials to support
Item EE. Tools and technology. We would then introduce these materials during a
small-group-time activity and let the children know where they would be available for
Jan Dowling is a HighScope
Field Consultant and a
Speech-Language Pathologist
for Alpine School District in
American Fork, Utah. She
has worked with children
with special needs for more
than 15 years, working in
inclusion preschools, and in
self-contained classes at the
elementary and secondary
levels. She is co-author of
the book I Belong: Active
Learning for Children with
Special Needs, published by
HighScope Press.
them to play with thereafter.
Our observations of children at play can give us a wealth of information for
entering into COR Advantage. And what we learn from COR Advantage can give us
great information and ideas to help us reinforce our work time to really make play an
intentional intervention for children.
In summary, perhaps Friedrich Fröebel (1826), the founder of kindergarten nearly
two centuries ago, captured it best when he said that play is the work of children.
References
Fröebel, F. (1826). On the education of man (Die Menschenerziehung), Keilhau/Leipzig: Wienbrach.
HighScope Educational Research Foundation & Red-e Set Grow. (2013). COR Advantage [Computerized
assessment system]. Online at http://coradvantage.org
Piaget, J. (1962). Play, dreams and imitation in childhood. New York: Norton.
Children learn on many levels when engaged in play.
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Volume 28, No. 2 • page 7
HIGHSCOPE | Extensions
CLASSROOM HINTS
Play As a Best Practice
BY JAN DOWLING
In the inclusive classrooms in which I serve children alongside other
2. We have made a conscious decision to “interact rather than in-
early childhood professionals, we are committed to play as a best
terrupt.” For instance, Sean had an IEP goal of combining words
practice. As a best practice, it is an appropriate intervention for all
into sentences. One day I saw him taking the ABC blocks from
children. What follows is a discussion of some of the things we do to
a bucket and lining them up on a shelf. I approached him on his
treat play as a best practice, as well as some of the outcomes we have
physical level and started to help him reach the blocks he want-
observed in doing so.
ed. After some time he started naming the blocks. I extended his
language by adding what I thought he was saying, such as “want
block,” “B goes next,” and other phrases. He engaged with me in
a natural and genuine interaction for 20 minutes, imitating what
I was saying.
3. We are committed to interacting in genuine ways with children
and adults and to advocating for children’s play. We explain to
parents the benefits of play, and we send home articles or links
that we think parents might find interesting, such as this page
at the website for the National Association for the Education of
Young children (NAEYC): www.naeyc.org/play.
4. We advocate for ourselves as experts in child development by
letting people know what we are doing. Our preschool class
is in an elementary school, along with another special needs
preschool and a regular-ed preschool. We want the teachers in
the school, parents passing by, and the other preschool teachers
to know that we are committed to teaching with best practices
in our classroom; and play – rather than worksheets – is one of
those best practices. We understand that children learn through
their play, and we want other teachers, adults, and parents to
understand that too. While the importance of social skills cannot
be underestimated, play is also key to children’s acquisition of
academic skills. We also post information on literacy, science,
math, and social learning on a bulletin board just outside our
door. The board also displays pictures of children engaged dur-
Classroom Strategies
ing different parts of the daily routine, learning and participating
1. A classroom teacher posted the reminder “Play is an Intentional
Intervention” on the wall to remind us that play does not happen
by accident, but rather through purposeful or intentional interven-
in activities. We include captions below each picture, explaining
what the children are doing and what they are learning.
5. Everyone in our class has committed to becoming an expert ob-
tion. We want our staff and all visitors, para-professionals, admin-
server of children. There is not just one person in the class who
istrators, and other adults who might come into the classroom to
can take credit for the progress children have made with their
know our philosophy and know that we are working hard with the
communication skills, social interactions, emotional self-regu-
children in each part of the routine, even in play.
lation, fine- or gross-motor development, or academic learning.
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Volume 28, No. 2 • page 8
HIGHSCOPE | Extensions
Classroom Hints, continued
Each person in the class knows all of the students, knows appropriate adult-child interaction strategies to scaffold (support and gently
extend) early learning, and works with all the children all day.
6. When we use play as a best practice in our classroom, we have noticed that parents are at ease in our class and feel comfortable talking with us about difficult topics. By partnering with their children,
and by relaxing and playing on the floor with the children, families
can see just how important play and relationships are to their
children’s learning. And parents see that we, the early childhood
professionals, value playing with children. We form bonds with
parents and children through natural interactions. We encourage
all family members to play with their children at home.
•••
To sum up, we are committed to facilitating learning through the best
methods for children, and we are committed to play as an intentional
intervention and best practice. We’ve found that it works. We’ve
found that the children in our classroom are happy, excited, and willing to try new things. And we’ve found a difference in ourselves, too.
We are more enthusiastic and have a greater sense of fulfillment in
our work. We really do have the best jobs in the world.
Bulletin boards posted outside the classroom help teachers, parents,
and other adults see how our children learn through play.
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Volume 28, No. 2 • page 9
HIGHSCOPE | Extensions
TRAINER-TO-TRAINER
IEP Goals – From Writing to Action
BY JAN DOWLING
In this 60–90 minute workshop, participants will learn how they
can write IEP goals in ways that do not require drill to measure the
goal and that allow the skill to be measured in authentic settings.
The objectives of this workshop are for participants to be able to
understand the value of active learning to children’s assessment;
rewrite an IEP goal so that it can be assessed using an active learning approach; and discuss how, when, and where the IEP goal can
be assessed in the active learning classroom.
5. Have table groups share what they wrote, and discuss these
things as a whole group.
6. Offer this possibility for the goal (and discuss with the whole
group):
When we met with the parents, we changed the goal to this:
“Within one year, Marjean will spontaneously use verb + ing 5
times in a 20-minute observation.”
7. Explain to participants that a goal written this way
What you’ll need: Chart paper, markers, blank 8.5 x 11 paper, and
• Provides more flexibility in how the goal is addressed
pens.
• Allows professionals to work on it easily and in natural ways
Opening Activity (20 minutes)
• Does not require drill to measure and so it is not only more
during all parts of the daily routine
1. Write the following language goal (keeping exactly as written)
on chart paper and show to participants:
appropriate for the child but allows professionals to measure
the skill in generalized (authentic) settings, thus letting them
“Within one year, when shown 20 action pictures, Marjean will
use verb + ing 18 out of 20 trials (90 percent) in two consecu-
know that the student really does have the skill.
• Allows for child-friendly data collection, too. There is no
need for plus and minus tally marks to interfere with and
tive therapy sessions.”
2. Ask participants for their thoughts about addressing this goal
in an active learning setting. Ask them how they think this goal,
as formulated, could be measured. Ask them when and where
it would be addressed and what materials would be used. Write
participants’ answers on chart paper and discuss.
dampen our communications with children. When adults
make plus and minus marks while working with children,
the children sense that they are being measured, and this can
be intimidating for some children. It is important for all of
our interactions (even our data collection and measurement
interactions) to be encouraging and supportive.
8. Have each table generate a list of ideas for these items:
Central Ideas and Practice (30 minutes)
3. Talk with participants about how a goal written like this is more
• Where in the classroom the new goals can be addressed
difficult to address using an active learning approach. Encour-
• How they can be measured
age participants to talk about their experiences. Make the point
• When in the routine they can be addressed
that a goal written like this generally requires you to pull the
• What materials can be used
child aside and show him or her flashcards. Ask the group if
Have the group members at each table share their ideas.
there are other goals that they find difficult to address with an
active learning approach. Let the participants know that the
Application Activity (25 minutes)
group will be talking about these later.
9. Ask each table group to write a goal, representing something
4. Ask participants to break into table groups and rewrite the
table-group members have seen in their classes that they would
above IEP goal to one that would be assessed in an active learn-
like to have written in an “active learning” way. Then have the
ing setting. Encourage them to write it in a way that it does not
tables pass their goal to another table. Have the tables spend a
require drill and so that it can be observed and measured in
few minutes rewriting the goal they were given. Then have each
natural ways through all parts of the daily routine.
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Volume 28, No. 2 • page 10
HIGHSCOPE | Extensions
Trainer-to-Trainer, continued
table group share the group’s goal and rewrite with the whole
group. Discuss each new goal and ask for comments and ideas.
Implementation Plan (15 minutes)
10. Ask participants to practice writing an active learning goal for
one of the children in their caseload.
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Volume 28, No. 2 • page 11
HIGHSCOPE | Extensions
ASK US
BY JAN DOWLING AND ANN S. EPSTEIN
What do I do when children who are not on my
caseload want to play with me in the classroom?
– A Special Education Teacher
As special education providers, we have time constraints, and our
When I take the time to develop friendly relationships with
first priority has to be to our individual caseloads; nonetheless,
all of the children, they know that I will play with them. And they
I have found it works best for me to become a play partner and
don’t feel dismissed or less important when I can’t do so right that
trusted friend to all the children in the class. Adults are sometimes
moment. Moreover, when I invite the second child to join us in
the favorite toys in the room! When a child approaches me while
play, I open up social learning opportunities for both children. The
I’m working with a child on my caseload and wants me to go with
second child may continue to play with the child who is part of my
him to another area, I invite the second child to play with us, or I
caseload after I leave, or to independently initiate interactions on
tell him or her that I will come over in a few minutes (which I do).
subsequent occasions. In fact, teachers sometimes comment that
And in some cases, I explain to the second child that, for example,
children learn more from one another than from adults. What
Maise is still learning to talk and I am helping her learn, and that
better way to extend meaningful learning beyond what I, as a busy
I really need to talk to Maise for a few minutes before coming over
adult, can accomplish with the children in my caseload?
to play.
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Volume 28, No. 2 • page 12
HIGHSCOPE | Extensions
NEWS BRIEFS
Announcing The Intentional
Teacher, Revised Edition
HighScope at NAEYC Public Policy Conference
The Intentional Teacher: Choosing the
National Association for the Education of Young Children (NAEYC)
Best Strategies for Young Children’s
Public Policy Forum in Washington DC. The forum is designed for
Learning (revised edition), by Ann S.
NAEYC local and state affiliate groups that share NAEYC goals in
Epstein, has just been co-published by the
working on behalf of young children and early childhood profession-
National Association for the Education of
als. This event informed and prepared attendees for a visit to Capitol
Young Children (NAEYC) and HighScope
Hill the following day to persuade their senators and representatives
Press. This edition offers new chapters on
to vote in favor of several important funding initiatives. Some of the
science, social studies, and approaches to learning as well as updat-
recommendations that were explained in detail included increasing
ed and expanded information on social and emotional development,
funding for the Child Care and Development Block Grant, increasing
physical development and health, language and literacy, mathemat-
funding for Early Head Start and Head Start, expanding the number
ics, and the creative arts. Each chapter offers many practical teach-
of states that receive a Preschool Development Grant, and extending
ing strategies illustrated with classroom-based anecdotes. The aim
the Maternal, Infant, and Early Childhood Home Visiting program,
of this book is to help teachers apply their knowledge of children and
which is due to expire in September, 2014. You can learn more about
of content to make thoughtful, intentional use of both child-guided
NAEYC Public policy initiatives at www.naeyc.org/policy.
Earlier this month, HighScope sponsored and attended the 2014
The following day, HighScope attendees travelled to Capitol
and adult-guided experiences.
Visit highscope.org to purchase The Intentional Teacher:
Hill along with NAEYC affiliate members from Michigan, including
Choosing the Best Strategies for Young Children’s Learning, re-
Keith Myers, executive director of the Michigan Association for the
vised edition.
Education of Young Children (MiAYEC) and Crystal Sanford-Brown,
president of MiAEYC.
Annual HighScope International Conference
The 2014 HighScope International Conference, which will take place
on May 7–9, is sold out! Limited spots are available for the May 5–6
preconference sessions, which will include a two-day workshop on
conflict resolution and bullying prevention and one-day workshops
on social studies, working as part of a team, giving parent workshops, using COR Advantage, and many more topics, including
some addressing infant-toddler needs. For a complete description of
preconference workshops and to register, go to highscope.org.
HighScope staff members join MiAEYC affiliate members for the “visit
to Capitol Hill” during the NAEYC Public Policy Conference.
We’re excited to share with those registered to attend the 2014
HighScope International Conference that Mosaic Youth Theatre of
Detroit will be entertaining us at lunch on Thursday, May 8. Mosaic
Youth Theatre of Detroit is an internationally acclaimed youth
development program whose mission is to empower young people
to maximize their potential through professional performing arts
training and the creation of theatrical and musical art that engages,
transforms, and inspires. For more information about Mosaic Youth
Theatre of Detroit visit www.mosaicdetroit.org.
For information on speakers, how to donate to the silent auction that benefits the HighScope Demonstration Preschool, and
travel arrangements to the conference, visit highscope.org.
Common Core Standards Success With Education
Through Movement — Summer Training Course
June 2–6, 2014
Join us in Ontario, CA, June 2–6, 2014, for an Education Through
Movement (ETM) summer training. This one-week course will help
participants gain an understanding of how to use the ETM process
to extend thinking, and why this process empowers students to gain
a deeper knowledge to support the rigor of the Common Core Standards. Teachers and curriculum specialists who work with students
of all ages are encouraged to attend. For more information, visit
highscope.org or call 800.587.5639, ext. 224 or ext. 237.
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Volume 28, No. 2 • page 13