In response to Episode 4 with Dr. Pauline Harris, Wyoming literacy expert and lover of children’s books, Julie Eastes, talks about the most important things we can do to encourage literacy development in young children.

Dr. Pauline Harris from the University of South Australia discusses key ideas in young children’s development of literacy.

Host, Nikki Baldwin, and Mary Harrill, Senior Director for Higher Education Accreditation at the National Association for the Education of Young Children (NAEYC) discuss the NAEYC Unifying Framework for the Early Childhood Profession. This vision for the early childhood workforce has significant implications for early childhood educators in Wyoming. Listen in to hear about this exciting opportunity to grow our profession in Wyoming.

Three sisters involved in early childhood in Wyoming respond to Camille’s interview and share their insights into what Developmentally Appropriate Practice means for caregivers, teachers, and families in Wyoming.

Camille Catlett discusses key features of the new NAEYC Developmentally Appropriate Practice Position Statement and shares great resources for early childhood educators and higher education faculty.

Brittany Geringer, Pepper Stevens, and host, Nikki Baldwin dig deeper into the principles of trauma informed practice and share experiences with young children and families that have shaped their thinking and teaching.

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Pepper Stevens, Laurie Majors, Holbie Brown, Lexi Bulkley, Kiersten Peden, Angie Boam, Savannah Conrad, Jessica Polaski, Brittany Geringer, Gaby Brickner, Rachel Stoddard, Tiffani Dalme, Jenny Peterson, Kelsy Wooldridge, and Nichole Harper share thoughtful responses to the interview in Episode 3, and offer wisdom on how to put trauma informed teaching into practice with children every day.

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Julie Kurtz, national expert on trauma responsive and resilience building strategies, shares important evidence on the impact of trauma on young children’s development. She offers advice and tools for trauma informed teaching and creating trauma responsive classrooms.

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