From Communication to Conversations: Expanding Language Development in the Early Childhood Years

The evaluation and post-test can be accessed using this link: 

 https://vte.co1.qualtrics.com/jfe/form/SV_3IOe1B80tcKKVvv

Children’s language use grows dramatically throughout the toddler and preschool years. Words and phrases expand daily and children begin to form sentences that go beyond sharing their preferences. Their speech sounds continue to develop and include both predictable, and sometimes adorable, error patterns.  Pre-literacy skills also emerge during this developmental window and lay the foundation for academic success as children approach elementary school. In this webinar, the presenters will discuss decontextualized language, early developing morphemes, timelines for phonological processes, and preliteracy achievements during the preschool years as well as when to worry that a child's speech and language doesn't seem to be progressing as expected.

Objectives:

• List the four key early developing morphemes that allow toddlers to make sentences  
  
• Understand decontextualized language and why it is an important milestone in a toddler's development
• Explain three common phonological processes and indicators for concern related to a child's speech
  
• Describe three major preliteracy achievements preschoolers master and why these skills help support later reading abilities
  

How to obtain CECs:

• This FD Early Intervention webinar offers CE credits through the Early Intervention Training Program (EITP) at the University of Illinois for providers in Illinois. To learn more about EITP, go to https://eitp.education.illinois.edu/
  
• The following states have agreed to recognize the CE credits we offer:  Georgia, Kansas, Kentucky, Maryland, North Carolina, Ohio, Texas, Virginia, and for service coordinators in Washington.
  
• Our team is actively pursuing CE credits in additional states.  Please check back periodically for updates.
  

Speaker

Juliann J. Woods, Ph.D., CCC-SLP is a Professor in the School of Communication Science and Disorders, Associate Dean of Research for the College of Communication and Information, and Associate Director of Research to Practice at the Autism Institute. She has over 40 years of clinical experience, research and teaching in early communication intervention for young children and their families as an ASHA Fellow and past-president of the Division of Early Childhood. She has more than 50 externally funded research, training and demonstration grants with many using professional development and implementation science frameworks and technology to integrate practice change in community settings. Dr. Woods publishes and presents at national conferences on early communication and intervention for young children and their families and the use of technology for coaching and professional development. She is the director of the Communication and Early Childhood- Research to Practice Center which is designed to facilitate access of resources for early childhood educators, program administrators, and interdisciplinary teams and is associate director for research to practice with the FSU Autism Institute.

Mollie Romano, Ph.D., CCC-SLP is the Assistant Director of the Communication in Early Childhood Research and Practice Center (CEC-RAP) in the College of Communication and Information at Florida State University. She is the Principal Investigator of the Iowa Distance Mentoring Model (IA-DMM), a statewide initiative to support the implementation of Family Guided Routines Based Intervention in Iowa’s Part C Program by providing systematic, evidence-based professional development. Dr. Romano has worked as a speech-language pathologist in home and community settings, and she conducts research on embedded interventions for infants and toddlers and their families. She also teaches Clinical Phonetics and Normal Communication Development in the School of Communication Science and Disorders at Florida State University. Dr. Romano has a particular interest in supporting the communication needs of children at risk for language delays due to poverty and in interventions that encourage the development of children with significant disabilities.  

https://youtu.be/9uHKMMes9XQ