The University of Montana 3rd Annual ECE Summit

Join LAB School director, Kristin Dahl Horejsi, for a guided tour of UM College of Education’s early childhood facility. The tour will include an introduction to the school’s mission, philosophy, and curriculum. Participants will have the opportunity to observe two classrooms in action and enter a third classroom for a close-up look at the environment, materials, and center provocations. See intentional use of oral language and print, anchor charts, and Project Based Learning documentation. The tour will conclude with a share-out for questions and reflection.

Come early and enjoy music, appetizers, and a beverage of your choice while connecting with new and familiar faces. A structured poster session will feature stories of early childhood research, community outreach, and model classroom demonstration from across Montana.

Join us for dinner and a celebration of our current story's heroes and main characters. We'll offer accolades for early childhood excellence in research, model demonstration, and community outreach and celebrate those recognized for the Healthy Start and Lifetime Achievement awards. The dinner buffet will open at 5:30, followed by our distinguished keynote speaker, Dr. Roberta Golinkoff. 

Please join us for our distinguished guest speaker!

Dr. Roberta Golinkoff, Ph.D., Cornell University, is the Unidel H. Rodney Sharp Professor of Education at the University of Delaware. A member of the Departments of Psychological and Brain Sciences and Linguistics and Cognitive Science, she directs the Child’s Play, Learning, and Development laboratory.  Her University awarded her the highest honor a faculty member can receive – recognition as a Francis Alison scholar; she also received the Excellence in Scholarly Community Engagement Award. Her work straddles the fields of education and psychology and has garnered many awards.  She held a John Simon Guggenheim Fellowship and the James McKeen Cattell sabbatical award. From the American Psychological Association, she won the Distinguished Service Award, was named a Distinguished Scientific Lecturer, and the Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology.  Another award for lifetime contributions was the James McKeen Cattell Fellow Award from the Association for Psychological Science. In 2017, she received the Society for Research in Child Development’s Distinguished Scientific Contribution award. The American Educational Research Association gave her both the Outstanding Public Communication of Education Research Award and its prestigious Fellow rank, as did the Cognitive Science Society and APA and APS.  She was also elected to be a member of the National Academy of Education, a highly prestigious honor that links her to remarkable minds around the world who have labored to improve Education.

Dr. Golinkoff is known for her research on language development, the benefits of playful learning, the effects of media on children, and early spatial development. She lectures all over the world and is passionate about the dissemination of educational and developmental science for the betterment of children and families’ lives. Her main goal is to bring attention to the importance of language development for children’s academic, social, and occupational success. To identify children with language issues between 3 and 6 years of age when remediation is most effective, she created the QUILS: Quick Interactive Language Screener (in English and for Spanish-English bilinguals).

Golinkoff spends much effort informing the public about educational and developmental science through numerous blogs for many outlets including the Brookings Institution and the Child and Family Blog. She serves on the boards of organizations such as Jumpstart and was an associate editor of Child Development. Devoted to teaching dissemination to the next generation, she teaches a doctoral class entitled, “Sharing Learning Science” that attracts students from five different University departments.

Her research has been funded by the National Science Foundation, the National Institutes of Health, the Institute of Education Sciences, and the LEGO Foundation. In addition to over 200 publications, she has authored 16 books and monographs. She also writes books for parents and practitioners: How Babies Talk (1999), the award-winning Einstein Never Used Flash Cards (2004), A Mandate for Playful Learning in Preschool (2009), and Becoming Brilliant (2016), that reached the New York Times best seller list in parenting and education.

Her latest project, Playful Learning Landscapes, brings physical installations to communities to engender the kind of caregiver-child interaction that promotes child well-being.  She co-founded the Learning Sciences Exchange (Jacobs Foundation), a program to unite scientists, journalists, policymakers, entertainment experts, and social entrepreneurs to share the science of early learning with the public.

Join us for our Friday morning welcome session as we reflect on the milestones of the UM Institute for Early Childhood Education and share exciting new tools designed to support and inspire the early childhood field across Montana. This session will spotlight the launch of our new website, ECEMontana.org, a central hub for connection, collaboration, and professional learning.
Explore two new resources during this unveiling:
Reflect and Connect Learning Library
This bite-sized professional development series offers early childhood education teams flexible tools for meaningful growth. Each module includes a short article, reflection and goal-setting tools, and is aligned with NAEYC’s professional standards. Filter by audience or topic and revisit often—new content is added regularly.
Virtual Classroom Walkthrough Tool
Take a guided tour through real-world classroom spaces designed to support young learners. This tool offers insight into effective layouts, interactive learning zones, and inspiring setups to help educators and leaders optimize their own environments.
Together, we’ll reflect on where we’ve been—and take the next step forward, growing together.

**ECP Credit Available**https://www.mtecpregistry.mtecp.org/register.aspx?evid=525336

Session Description:
From an award-winning filmmaking team, Make A Circle is a compelling documentary that follows the lives of childcare providers fighting to transform how society values early education. With humor, passion, and urgency, the film captures the stories of Patricia, a leader in a new child care union advocating for a largely immigrant workforce; Charlotte, a dedicated provider supporting low-income families; and Anne, a preschool director working to retain and uplift her teachers despite low wages and limited resources.
Through powerful storytelling, Make A Circle weaves together the joys and struggles of early childhood educators. It showcases the magic they create in their classrooms, the challenges they face outside of them, and their collective activism to demand better conditions for themselves and the children they serve.
Following the screening, participants will engage in a facilitated discussion about the film’s themes, reflecting on the critical issues facing early educators today. Together, we will explore solutions to strengthen the profession, support providers, and advocate for a more sustainable and just child care system. Whether you are an educator, administrator, policymaker, or advocate, this session will offer inspiration, insight, and a call to action for the future of early childhood education.
Session Objectives:

1. Examine the Realities of Early Childhood Education – Analyze the challenges and opportunities child care providers face, including workforce compensation, working conditions, and the vital role educators play in supporting children and families.
2. Reflect on Advocacy and Leadership – Discuss how early childhood educators organize, advocate, and lead efforts to create systemic change in the childcare profession.
3. Explore Solutions for a Stronger Future – Identify actionable strategies for strengthening the early childhood workforce, improving provider support systems, and ensuring high-quality care and education for all young children.

**ECP Credit Available**https://www.mtecpregistry.mtecp.org/register.aspx?evid=525337

Session Description:
Building on the themes of Make A Circle, this follow-up session brings together key stakeholders and organizations from across Montana to spotlight the stories of local early childhood educators, advocates, and community leaders. Through a panel discussion and facilitated dialogue, we will examine how the challenges and triumphs depicted in the film resonate within our state—exploring workforce struggles, innovative community solutions, and ongoing advocacy efforts to strengthen early childhood education in Montana.
Participants will engage in interactive discussions, sharing their experiences and perspectives while collaboratively identifying opportunities for action. Whether you are an educator, administrator, policymaker, or community partner, this session provides a space to connect, reflect, and explore tangible next steps for supporting early learning professionals and the children they serve across Montana.
Session Objectives:

1. Highlight Local Perspectives – Share firsthand experiences from Montana’s early childhood educators and advocates, connecting their stories to the broader themes of Make A Circle.
2. Facilitate Collaborative Discussion – Engage participants in interactive discussions to reflect on workforce challenges, community-driven solutions, and the impact of policy decisions on early learning in Montana.
3. Identify Actionable Next Steps – Explore strategies and opportunities for collective advocacy, professional support, and policy change to strengthen early childhood education in Montana.

Join us whenever you arrive for open conversations, and a chance to connect with facilitators/hosts and other participants prior to the official opening of the weekend. This is optional. Feel free to bring luggage if you are coming directly from the airport.

Enjoy a hosted lunch, peruse spotlight posters, and network with others!

**ECP Credit Available**https://www.mtecpregistry.mtecp.org/register.aspx?evid=525338

The Montana Early Learning Standards (MELS) provide a foundational framework for supporting high-quality early learning experiences for young children across the state. The current revision and expansion process seeks to update the existing document to include kindergarten through third grade, broadening its reach to a broader audience, including those working with young children in collaborative community initiatives and after-school programs.
In this interactive session, participants will engage with the ongoing efforts to refine and enhance the standards, ensuring they remain developmentally appropriate, aligned with national benchmarks, and supported by practical resources and professional learning opportunities. Presenters will offer insights into the collaborative partnerships guiding this work, including contributions from state agencies, early childhood professionals, and national experts.
Participants will be able to engage meaningfully—providing feedback on the MELS’ usability, sharing experiences with their implementation, and contributing ideas on how to make the standards more practical and effective in daily practice. Whether you are an educator, administrator, or policymaker, your voice is essential in shaping a tool that empowers early childhood professionals and strengthens learning opportunities for all children in Montana.
Session Objectives:

1. Refine and Expand: Support the revision of Montana’s Early Learning Standards (MELS) to ensure they are developmentally appropriate, aligned with national standards, and inclusive of kindergarten through third grade.
2. Enhance Practical Application: Gather participant feedback on the usability of the standards and explore ways to make them more accessible and applicable across diverse early learning settings, including schools, community programs, and after-school initiatives.
3. Strengthen Collaboration: Highlight the partnerships driving this work and engage participants in meaningful discussions to ensure the revised standards effectively support educators, administrators, and policymakers in providing high-quality early learning experiences for all children in Montana.

Connect with fellow educators through small group conversations. With simple prompts to guide your discussions and a fun rotating format, you'll share ideas, listen to each other's stories, and start building meaningful connections right from the start of the conference.

**ECP Credit Available** https://www.mtecpregistry.mtecp.org/register.aspx?evid=525302

Session Description
In this session, we will explore the three types of assessment (of, for, as learning) in an early childhood context. We will discuss ways to assess four key aspects of learning in a PBL classroom - content, product development, final products, and learning processes.. Throughout the session, we will create a toolbox of developmentally appropriate assessment strategies. We will practice identifying formative assessment opportunities in a sample project and offer tips for intentionally adding ideas when developing an initial project outline.

Attend this session to

• gain a comprehensive understanding of the concept of assessments of learning, assessments for learning, and assessments as learning
• create a toolbox of developmentally appropriate assessment strategies, inclusive of self-assessments and reflection
• discuss how to use assessment information to guide instruction and enhance student learning outcomes with young children

** ECP Credit Available **  https://www.mtecpregistry.mtecp.org/register.aspx?evid=525300
Session Description:
In this session, we’ll explore what Project Based Learning (PBL) is—and isn’t—by comparing it to other common early childhood instructional approaches. Learn our unique planning process that leverages student interests, integrates key content, and fosters Social and Emotional Learning, all through our ECPBL planning outline. We'll share strategies for connecting your curriculum, sustaining student inquiry, and designing projects tailored to your learners. You'll leave with practical tools to bring meaningful, engaging projects to your classroom. A perfect session if you are relatively new to PBL in early childhood.

Attend this Session to:

• Understand the similarities and differences between common early childhood instructional approaches and Project Based Learning (PBL).
• Explore strategies to integrate existing curricula and schedules into an EC PBL framework, ensuring alignment with current practices.
• Develop techniques for sustaining inquiry throughout a project by redefining the concept of "research" and identifying opportunities for content and skill integration.
• Gain the skills to envision and design projects tailored to the unique needs and interests of your community of learners.

**ECP Credit Available** https://www.mtecpregistry.mtecp.org/register.aspx?evid=525306

Session Description
Join us as we explore a variety of strategies that can help young learners take an active role throughout a PBL unit through reflection, feedback, and revision. We will explore how to intentionally embed reflection practices throughout a unit in ways that support young children’s growing self-awareness and metacognition. We will also learn about and engage in critique protocols that can be utilized with young children in order to help them learn what it looks like, sounds like and feels like to give and receive feedback, and make revisions to their work. Together we will dispel the common misconception that children are too young to engage in these key elements of PBL, and are, in fact, capable and independent learners who can confidently participate in the learning process.

Attend this workshop to:

• Deepen our understanding of why reflection, feedback and revision are essential to students’ learning process and engagement during PBL. 
• Learn how to scaffold and develop students’ reflection, feedback and revision skills as you plan for a PBL unit, as well as outside of a PBL project. 
• Learn key features of effective feedback in early childhood PBL. 
• Engage with fellow educators to share best practices for early childhood PBL.

It’s been a dynamic year across Montana as school districts have implemented HB352 early literacy classrooms statewide. Join us as five community teams share their experiences—spotlighting powerful partnerships, diverse implementation strategies, and efforts to strengthen alignment from PreK through Grade 3. Highlights include survey findings, practical tools, and lessons learned along the way.

**ECP Credits available**  https://www.mtecpregistry.mtecp.org/register.aspx?evid=525304
Session Description
In this session, we will engage in a high-impact protocol to strengthen a project planning outline through feedback. As a community of educators, we will support each other in project revisions so that participants leave with project planning outlines that are ready for implementation with students. *Please plan to bring a project idea already in process.

Attend this session to:

• Utilize expert coaching to refine your ECPBL project planning outline.
• Develop your ability to give and receive constructive feedback.
• Foster a supportive network for ongoing coaching and future collaboration.
• Receive just in time support for a project and leave the session with a project planning outline that is ready to move from planning to implementation.

** ECP Credit Available **  https://www.mtecpregistry.mtecp.org/register.aspx?evid=525301
Session Description:
In this session, we’ll explore what Project Based Learning (PBL) is—and isn’t—by comparing it to other common early childhood instructional approaches. Learn our unique planning process that leverages student interests, integrates key content, and fosters Social and Emotional Learning, all through our ECPBL planning outline. We'll share strategies for connecting your curriculum, sustaining student inquiry, and designing projects tailored to your learners. You'll leave with practical tools to bring meaningful, engaging projects to your classroom. A perfect session if you are relatively new to PBL.
Attend this Session to:

• Understand the similarities and differences between common early childhood instructional approaches and Project Based Learning (PBL).
• Explore strategies to integrate existing curricula and schedules into an EC PBL framework, ensuring alignment with current practices.
• Develop techniques for sustaining inquiry throughout a project by redefining the concept of "research" and identifying opportunities for content and skill integration.
• Gain the skills to envision and design projects tailored to the unique needs and interests of your community of learners.

**ECP Credit Available**https://www.mtecpregistry.mtecp.org/register.aspx?evid=525309

Session Description
In this session, we will dispel the common misconception that young children must be fluent readers and writers to fully participate in Project Based Learning. We will broaden our definition of literacy, to include meaning making and inquiry alongside reading, writing, speaking, listening, and language development. As a community of learners, we will identify purposeful literacy structures that are crucial for emergent and early literacy instruction as we build a holistic view of literacy that can be developed through Project Based Learning. We will use collaboration and critical thinking to identify opportunities for utilizing purposeful literacy structures, stand alone lessons, and skill development activities in early childhood project plans. 

Session Outcomes
Workshop Outcomes/Attend this workshop to: 

• Embrace a more holistic definition of literacy, integrating meaning-making with reading, writing, speaking, listening, inquiry, and language development in the context of PBL.
• Collaboratively identify purposeful literacy structures crucial for emergent and early literacy.
• Learn how to intentionally plan meaningful, comprehensive literacy-rich learning experiences within a PBL unit.
• Engage with fellow educators to share best practices for early childhood PBL.

Interested in exploring Missoula? Head downtown for the city’s monthly First Friday, take a self-guided ArtWalk, or hike the MTrail. All of these optional activities offer a chance to enjoy the local culture and the opportunity to connect and unwind with colleagues.

**ECP Credit Available** https://www.mtecpregistry.mtecp.org/register.aspx?evid=525423


Session Description
In this session, we will explore the three types of assessment (of, for, as learning) in an early childhood context. We will discuss ways to assess four key aspects of learning in a PBL classroom - content, product development, final products, and learning processes.. Throughout the session, we will create a toolbox of developmentally appropriate assessment strategies. We will practice identifying formative assessment opportunities in a sample project and offer tips for intentionally adding ideas when developing an initial project outline.

Attend this session to:

• gain a comprehensive understanding of the concept of assessments of learning, assessments for learning, and assessments as learning
• create a toolbox of developmentally appropriate assessment strategies, inclusive of self-assessments and reflection
• discuss how to use assessment information to guide instruction and enhance student learning outcomes with young children

**ECP Credit Available**  https://www.mtecpregistry.mtecp.org/register.aspx?evid=525311

Session Overview:

In this session, we will delve into the four core goals of anti-bias education—identity, diversity, justice, and action—along with essential social and emotional learning (SEL) competencies that promote collaboration, independence, and emotional well-being in young children.
Through the examination of thoughtfully designed early childhood projects, you will see how these learning goals can be effectively integrated into meaningful, learner-centered experiences. The session will emphasize practical strategies for embedding anti-bias education goals and SEL competencies, giving you the tools you need for current projects and future planning.
This session is designed to be inclusive and relevant for all educators, offering actionable insights to create supportive learning environments that celebrate the uniqueness of every child.

Attend this session to:

• Develop an understanding of the four goals of anti-bias education and their significance in early childhood settings.
• Identify and understand key social-emotional learning (SEL) competencies that promote collaboration, independence, and emotional well-being in young children.
• Explore the connection between project-based learning (PBL) and SEL, recognizing how PBL naturally integrates SEL competencies through relevant problems and meaningful contexts.
• Gain strategies for embedding anti-bias goals and SEL competencies into PBL units through relevant, learner-centered experiences, and refine an existing project by focusing on specific areas to incorporate these goals more intentionally.
  

**ECP Credit Available**https://www.mtecpregistry.mtecp.org/register.aspx?evid=525341

Session Description

In this interactive workshop, we will explore the authentic connection between guided play and Project Based Learning. The session will highlight the core 21st-century skills children develop through play, such as collaboration, critical thinking, and creativity. Participants will identify effective strategies to promote these skills through guided play experiences and have the opportunity to apply this knowledge to a current project or one provided.

Attend this workshop to:

• Identify the core 21st-century skills children develop through play and strategies for promoting these skills through guided play paired with Project Based Learning.
• Participants will identify and apply strategies that make children’s thinking and learning visible during guided play: intentionally designing environments, offering supportive adult-child interactions, and recognizing behaviors that reflect understanding and problem-solving.
• Articulate the relationship between guided play and project-based learning: how they complement and enhance each other in fostering engagement and learning.
• Acquire and apply practical strategies and techniques for facilitating guided play within project-based learning contexts to promote core 21st-century skill development for early childhood visible learners.

**ECP Credit Available** https://www.mtecpregistry.mtecp.org/register.aspx?evid=525307

Session Description

Join us as we explore a variety of strategies that can help young learners take an active role throughout a PBL unit through reflection, feedback, and revision. We will explore how to intentionally embed reflection practices throughout a unit in ways that support young children’s growing self-awareness and metacognition. We will also learn about and engage in critique protocols that can be utilized with young children in order to help them learn what it looks like, sounds like and feels like to give and receive feedback, and make revisions to their work. Together we will dispel the common misconception that children are too young to engage in these key elements of PBL, and are, in fact, capable and independent learners who can confidently participate in the learning process.

Attend this workshop to:

• Deepen our understanding of why reflection, feedback and revision are essential to students’ learning process and engagement during PBL. 
• Learn how to scaffold and develop students’ reflection, feedback and revision skills as you plan for a PBL unit, as well as outside of a PBL project. 
• Learn key features of effective feedback in early childhood PBL. 
• Engage with fellow educators to share best practices for early childhood PBL.

Conference attendees will have the unique opportunity to visit the University of Montana LAB School (Learning and Belonging) classrooms, rotating through three distinct early childhood learning spaces. Each space will highlight a different aspect of creating thoughtful, engaging environments that foster deep learning and exploration in early childhood PBL. During the visits, participants will focus on the following key areas:

• Environment as the Third Teacher
  Discover how intentional classroom design and layout can promote autonomy, curiosity, and collaborative learning among young children. Additionally, the LAB School considers the classroom environment an opportunity to uplift and celebrate the school family.
• Projects in Process
  Observe ongoing projects and see how the physical environment supports children’s inquiry, critical thinking, and sustained engagement during a PBL unit. LAB School classrooms feature invitations to engage within and across learning centers, conversation starters, and dynamic PBL milestone displays for student interaction.
• Materials and Resources that Inspire Inquiry or Playful Learning by Design 
  Explore how the thoughtful integration of play into the learning environment fosters not only intentional skill development but also a sense of joy, wonder, and meaningful engagement in young children. The LAB School engages in playful learning by design to create opportunities for every learner to meaningfully and joyfully learn through play. Our visible classrooms showcase vital principles: that play and learning are purposeful, social, emotional, empowering, reflective, and representational.
• Pedagogical Documentation: View how the LAB School makes learning visible through pedagogical documentation as a tool for continuous learning and improvement for educators and students. Classroom displays shift the focus from static outcomes to the dynamic learning process, helping to promote deeper, more meaningful engagement.
  
  
  

The session will conclude with a panel discussion and debrief, featuring teachers, children, and families from the LAB School, offering their unique perspectives on the learning environments and the powerful connections between space, learning, and community.

During the Roundtable Discussions, connect with educators in job-like roles or who teach students of a similar age to discuss various topics related to early childhood PBL. Discussion topics will be collected in advance through a google form sent as part of the “welcome” email.

Past Roundtable Topics:
Building a Classroom Culture for PBL: Supporting Independence and Collaboration
Creating inclusive PBL Classroom Environments
The Importance of Play in Early Childhood PBL

Conference attendees will have the unique opportunity to visit the University of Montana LAB School (Learning and Belonging) classrooms, rotating through three distinct early childhood learning spaces. Each space will highlight a different aspect of creating thoughtful, engaging environments that foster deep learning and exploration in early childhood PBL. During the visits, participants will focus on the following key areas:

• Environment as the Third Teacher
  Discover how intentional classroom design and layout can promote autonomy, curiosity, and collaborative learning among young children. Additionally, the LAB School considers the classroom environment an opportunity to uplift and celebrate the school family.
• Projects in Process
  Observe ongoing projects and see how the physical environment supports children’s inquiry, critical thinking, and sustained engagement during a PBL unit. LAB School classrooms feature invitations to engage within and across learning centers, conversation starters, and dynamic PBL milestone displays for student interaction.
• Materials and Resources that Inspire Inquiry or Playful Learning by Design 
  Explore how the thoughtful integration of play into the learning environment fosters not only intentional skill development but also a sense of joy, wonder, and meaningful engagement in young children. The LAB School engages in playful learning by design to create opportunities for every learner to meaningfully and joyfully learn through play. Our visible classrooms showcase vital principles: that play and learning are purposeful, social, emotional, empowering, reflective, and representational.
• Pedagogical Documentation: View how the LAB School makes learning visible through pedagogical documentation as a tool for continuous learning and improvement for educators and students. Classroom displays shift the focus from static outcomes to the dynamic learning process, helping to promote deeper, more meaningful engagement.
  
  
  

The session will conclude with a panel discussion and debrief, featuring teachers, children, and families from the LAB School, offering their unique perspectives on the learning environments and the powerful connections between space, learning, and community.

During the Roundtable Discussions, connect with educators in job-like roles or who teach students of a similar age to discuss various topics related to early childhood PBL. Discussion topics will be collected in advance through a google form sent as part of the “welcome” email.

Past Roundtable Topics:
Building a Classroom Culture for PBL: Supporting Independence and Collaboration
Creating inclusive PBL Classroom Environments
The Importance of Play in Early Childhood PBL

Classroom tour debrief and panel discussion, featuring teachers, children, and families from the LAB School sharing their perspectives on the learning environments and their connection to PBL.

** ECP Credit Available **  https://www.mtecpregistry.mtecp.org/register.aspx?evid=525305

Session Description
In this session, we will engage in a high-impact protocol to strengthen a project planning outline through feedback. As a community of educators, we will support each other in project revisions so that participants leave with project planning outlines that are ready for implementation with students.

Attend this session to:

• Utilize expert coaching to refine your ECPBL project planning outline.
• Develop your ability to give and receive constructive feedback.
• Foster a supportive network for ongoing coaching and future collaboration.
• Receive just in time support for a project and leave the session with a project planning outline that is ready to move from planning to implementation.

**ECP Credit Available**https://www.mtecpregistry.mtecp.org/register.aspx?evid=525312

Session Description

In this session, we will delve into the four core goals of anti-bias education—identity, diversity, justice, and action—along with essential social and emotional learning (SEL) competencies that promote collaboration, independence, and emotional well-being in young children.
Through the examination of thoughtfully designed early childhood projects, you will see how these learning goals can be effectively integrated into meaningful, learner-centered experiences. The session will emphasize practical strategies for embedding anti-bias education goals and SEL competencies, giving you the tools you need for current projects and future planning. 
This session is designed to be inclusive and relevant for all educators, offering actionable insights to create supportive learning environments that celebrate the uniqueness of every child.

Attend this session to:

• Develop an understanding of the four goals of anti-bias education and their significance in early childhood settings.
• Identify and understand key social-emotional learning (SEL) competencies that promote collaboration, independence, and emotional well-being in young children.
• Explore the connection between project-based learning (PBL) and SEL, recognizing how PBL naturally integrates SEL competencies through relevant problems and meaningful contexts.
• Gain strategies for embedding anti-bias goals and SEL competencies into PBL units through relevant, learner-centered experiences, and refine an existing project by focusing on specific areas to incorporate these goals more intentionally.
  

**ECP Credit Available**https://www.mtecpregistry.mtecp.org/register.aspx?evid=525339

Session Description

In this interactive workshop, we will explore the authentic connection between guided play and Project Based Learning. The session will highlight the core 21st-century skills children develop through play, such as collaboration, critical thinking, and creativity. Participants will identify effective strategies to promote these skills through guided play experiences and have the opportunity to apply this knowledge to a current project or one provided.  

Attend this workshop to: 

• Discuss the continuum of play and describe how the varying play stages support children’s developmental and learning needs.
• Identify the core 21st-century skills children develop through play and strategies for promoting these skills through guided play paired with Project Based Learning.
• Articulate the relationship between guided play and project-based learning, recognizing how they complement and enhance each other in fostering engagement and learning.
• Acquire and apply practical strategies and techniques for facilitating guided play within project-based learning contexts to promote core 21st-century skill development.

**ECP Credit Available**https://www.mtecpregistry.mtecp.org/register.aspx?evid=525310

Session Description
In this session, we will dispel the common misconception that young children must be fluent readers and writers to fully participate in Project Based Learning. We will broaden our definition of literacy, to include meaning making and inquiry alongside reading, writing, speaking, listening, and language development. As a community of learners, we will identify purposeful literacy structures that are crucial for emergent and early literacy instruction as we build a holistic view of literacy that can be developed through Project Based Learning. We will use collaboration and critical thinking to identify opportunities for utilizing purposeful literacy structures, stand alone lessons, and skill development activities in early childhood project plans. 


Session Outcomes
Workshop Outcomes/Attend this workshop to: 

• Embrace a more holistic definition of literacy, integrating meaning-making with reading, writing, speaking, listening, inquiry, and language development in the context of PBL.
• Collaboratively identify purposeful literacy structures crucial for emergent and early literacy.
• Learn how to intentionally plan meaningful, comprehensive literacy-rich learning experiences within a PBL unit.
• Engage with fellow educators to share best practices for early childhood PBL.

Join us for a dynamic Project Share session, where collaboration meets inspiration. This interactive gathering invites participants to join focused reflection groups, diving into key takeaways from the conference or sharing insights on their own evolving projects. Engage in meaningful dialogue, exchange ideas, and leave with fresh perspectives to enrich your practice.