About CEED

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showcases and highlights CEED staff,
project activities, and research findings

The CEED Symposium is conducted by CEED faculty, staff, and graduate students in collaboration with community partners and other institutions of higher education as an opportunity to learn about the diverse state and federally-funded projects. Colleagues attending the CEED Symposium have an opportunity to choose from a variety of presentations, each of which follows a format that encourages open discussion of important early childhood topics.

While early education and intervention has improved a great deal in the past 30 years, many children and families are experiencing increasing and changing needs. It is our hope that the CEED Symposium will assist early childhood professionals in improving both the quality and accessibility of early intervention services for young children and their families.

2006 Symposium
2004 Symposium

2006 CEED Symposium
Early Research Matters

March 24, 2006
The Depot
 Minneapolis, MN

Left to right: Karen Cadigan, University of Minnesota President Robert Bruininks, Susan Bruininks,
Christopher Watson, Martha Farrell Erickson

Symposium Program

Keynote Speaker:

Senator John Hottinger, Chair, Minnesota Senate Early Childhood Finance and Policy Division

Breakout sessions included:

• Early Literacy
• Infant Mental Health in Child Care Settings
• Sharing Our Vision with Policymakers
• Effective Coaching Models
• Building a Bilingual Classroom
• Bridging Education and Mental Health
• Results from Chicago Parent-Child Center Longitudinal Study

Photos from 2006 CEED Symposium

Minnesota Senator John Hottinger, U of M President Robert Bruininks, Susan Bruininks

CEED Staff Michelle Fallon
and Martha Farrell Erickson

CEED Staff Shelley Neilsen Gatti
and Lisa Cariveau

Exhibit table at Symposium
 

Senator Hottinger fields questions from the audience at the Symposium

University of Minnesota President
Robert Bruininks accepts the
2006 Shirley Moore Award

2004 CEED Symposium
Innovations in Early Childhood Research and Training

May 7, 2004
McNamara Center,
University of Minnesota

Moving with Movement in the Young Years:
Development and Monitoring (Ages 0-3)

The early years of life are the most rapid time of growth and development. Understanding movement skill development in these early years and monitoring it for growth is critical to program development and identifying those with delay.

Carol A. Leitschuh, Ph.D., School of Kinesiology, Coordinator, Licensure Program in Developmental and Adapted Physical Education, University of Minnesota, Twin Cities; Research Associate, Center on Early Education and Development.

Download the presentation handout (pdf file, 4 pages)

Creating Literacy Rich Classrooms for Preschool Children
(Ages 0-5)

For the past two years the Minnesota Early Literacy Training Project through the Center for Early Education and Development (CEED) has provided training and coaching for preschool teachers in Minneapolis and on the White Earth Reservation. This session presented effective tools, processes, and techniques used to move teachers from knowledge to behavior change. Preliminary results of the impact on children’s learning were shared.

Angele Passe and Kate Horst, Co-Coordinators, Minnesota Early Literacy Training Project, Center for Early Education and Development, University of Minnesota, Twin Cities

Download the presentation handout (pdf file, 5 pages)

Bridging Education and Mental Health in Early Childhood
(Ages 2-5+)

Attendees of this workshop learned about strategies to assist them in determining effective and appropriate interventions to meet the social/emotional needs of young children and to address challenging behaviors and their underlying causes. Drawing from research and practices of both infant/early childhood mental health and positive behavioral support, Bridging Education and Mental Health is an integrated assessment and intervention process.

Christopher Watson, MA, MS, Coordinator, Center for Early Education and Development, University of Minnesota, Twin Cities; Judy K. Swanson, former CEED project coordinator, currently an independent consultant with extensive knowledge of the technical assistance model and familiarity with the functional assessment process.

Addressing the Needs of Preschoolers who
Engage in Challenging Behavior (Ages 2-5)

This presentation provided an overview of a range of positive behavioral support strategies designed to address challenging behavior that is used to escape activities and obtain access to items, activities, and/or attention.

Joe Reichle, Ph.D., Professor, Department of Communication Disorders, University of Minnesota

Individual Growth and Development Indicators (IGDIs): Assessment of Early Literacy Skills
(Ages 3-5+)

Individual Growth and Development Indicators (IGDIs) are easy to use for assessing children's early skills and monitoring progress repetitively and frequently over time.  This session introduced IGDIs, trained participants to administer three early literacy IGDIs, and provided information to access a web site to obtain materials and chart progress for individual children. 

Kristen N. Missall, Ph.D., Licensed School Psychologist; Research Associate, Center for Early Education and Development and Instructor, Educational Psychology, University of Minnesota, Twin Cities

Download the presentation handout (pdf file, 8 pages)

Get it Got it Go!: Tools for Improving Children’s Developmental Outcomes (Ages 3-5+)

Overview and demonstration of the Get it Got it Go! web site was presented. The site provides informational materials, assessments, and database-driven systems to help educators, parents, and others:

• Select measurement tools (Individual Growth and Development Indicators) to monitor children's development.

• Download assessment materials.

• Manage the data obtained and generate graphical reports.

Allison Shiu, Graduate Research Assistant, Center for Early Education and Development, and Scott McConnell, Ph.D., Director, Center for Early Education and Development; Instructor, Department of Educational Psychology, University of Minnesota, Twin Cities

 

Download the presentation handout (pdf file, 62 pages)

Program Advisors

Christopher Watson, Coordinator, Center for Early Education and Development, University of Minnesota, Minneapolis

Kristen Missall, Research Associate, Center for Early Education and Development, Department of Educational Psychology, University of Minnesota, Minneapolis

Scott McConnell, Director, Center for Early Education and Development, and Professor, Department of Educational Psychology, University of Minnesota, Minneapolis

Sponsor

The Center for Early Education and Development (CEED), housed in the College of Education and Human Development at the University of Minnesota, fosters early education and child development through research, dissemination of information, and training. CEED strives to expand awareness and understanding of the critical nature of the early years by illuminating policy issues at the local, state, and national levels.

For Further Information

For further information, contact Rebecca Johnston at (612) 624-5780, fax (612) 625-2093 or e-mail johns043@umn.edu.