The 19th Annual Early Years Conference focus is Social Justice in Early Learning and Care.

Social justice in early childhood education is about ensuring that all children and families receive the educational and social opportunities responsive to their cultural identity. High quality programs put social justice teaching front and center by prioritizing anti-bias and culturally sensitive teaching.

Access and view your schedule by clicking the "Schedule" pull down menu located to the right of your profile picture (or head icon) and clicking "Simple".

On Friday and/or Saturday you will need to log in to your Sched profile and pull up your schedule to see your workshop titles. Click on the workshop to view description, presenter information, view documents and access the Zoom link. Zoom links for each workshop will appear below each workshop title 10 minutes before that workshop is scheduled to begin on each day of the conference. Simply click on the link below the title to enter the virtual workshop. (No links will be emailed to you, you must log into your Sched account to access all Zoom links.)

Some workshops will have documents affiliated with the training you are attending. These documents are available immediately for you if they are on your schedule. It is suggested that prior to the conference, you download to your computer and/or print any documents you are interested in so that you can easily access them during the conference.

Early Years 2022 Digital Event Program

Participants will receive 6 PD hours per day. Their hours will be added into the Workforce Registry between 1 to 4 weeks after the conference. Participants will also receive a certificate of completion – but will not be asked to upload this certificate to the Workforce Registry.

Please contact Kelly Slocum at kelly.slocum@sdcoe.net for conference support. Also, visit our Early Years webpage at Early Years > Home (sdcoe.net).

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Friday, March 11 • 9:35am - 11:00am
Scaffolding Young Children’s Mathematical Thinking and Problem Solving through Story Problems FILLING

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Young children can solve a variety of mathematical story problems by modeling the action that occurs within the problem (Carpenter et al., 1993). But what happens when there isn't an overt action of joining or separating, rather, students are asked to compare sets or find missing quantities within a single set? This presentation will present strategies to support young children in making sense of story problem situations and teaching in adjusting the wording of problems by connecting to children’s backgrounds and experiences. Building off young children’s backgrounds and experiences provides entry points for students to engage and make sense of the mathematics and opportunities to communicate their mathematical ideas. These strategies also address access and equity by remove barriers, specifically, removing confusing language and/or contexts. By providing high quality tasks such as culturally relevant story problems, all children will gain conceptual understanding rather than tricks to solve problems.

avatar for Melissa Soto

Melissa Soto

Associate Professor of Mathematics Education, San Diego State University

Friday March 11, 2022 9:35am - 11:00am PST