• Registration Information

    Teaching Kindergarten: Where Did the Garden Go?
    Making Good Trouble

    Save the Date: April 16 and 17, 2021

    Additional Information:

    You will earn 12 CTLE or 1.2 CEU by participating in this conference. To earn the hours, you must sign to each workshop using the name you registered under and complete a request form which will be emailed to all participants.  Certificates will be mailed at the end of April to the address on record.

    You may earn one (1) graduate school credit by registering for TEED 551N through the Continuing Professional Studies Office and paying the tuition fee. Contact us at cps@bankstreet.edu for more information.

  • 2020 Schedule

    All times are listed in Eastern Daylight Time

    Conference Itinerary for Friday, April 16, 2021:

    5:00 – 5:15 PM Welcoming Remarks
    5:15 – 6:30 PM Keynote Presentation: Teaching and Learning in the Midst of Global Pandemic(s):
    Race, Politics, and Young Children
    Presenter: Dr. Haeny Yoon

    Conference Itinerary for Saturday, April 17, 2020:

    9:00 AM – 9:10 AM Welcoming Remarks
    9:10 AM– 10:00 AM Keynote Presentation
    Presenter: TBA
    10:00 AM – 11:30 PM Morning Breakout Sessions
    11:30 PM– 12:30 PM Lunch on Your Own
    12:30 – 2:00 PM Afternoon Breakout Sessions
     2:15 – 3:00 PM Closing Presentation

    Participants will make their workshop selection after registering for the conference.

  • Keynote Presentations

    Friday, April 16, 2021

    Teaching and Learning in the Midst of Global Pandemic(s): Race, Politics and Young Children

    Whose childhood matters at the intersecting politics of race, gender, age, class, ability, citizenship, and sexuality? With the COVID-19 pandemic against the enduring pandemic of racial violence, children are experiencing and participating in a world fraught with turmoil and tension. They are taking part in conversations, observing (in)action, encountering limitations to their agency and voice, and understanding the threats to their own livelihoods. As bell hooks (2006) reminds us, children are constantly commenting on the social conditions that surround them. As cultural critics in their own right, how can researchers/educators/adults hear children out when so much is done to diminish their voice and/or shield them from the realities of our world? As political beings, what are children creating, embodying, and doing in the course of their everyday life at school through moments of play, curricular conversations, and inquiry? During a particularly tumultuous political moment, I feature young children whose conversations lead teachers to reimagine curriculum and pedagogy; I show children engaged in thoughtful dialogue around issues of race, gender, and religion; I bring together playful exchanges that make prominent the social, cultural, and political issues children are grappling with. In doing this, I highlight the importance of capturing and following children’s inquiries and questions as we strive to engage alongside young children towards civic action.

    Dr. Haeny Yoon is an Assistant Professor of Early Childhood in the Department of Curriculum and Teaching at Teachers College, Columbia University where she teaches courses on curriculum, language/literacy, children’s play, and qualitative methodologies. Her interest in how children play with materials, spaces, their peers, and in popular culture stems from working as a staff developer and primary school teacher. Partnering with in-service and pre-service teachers, she is committed to listening to children’s descriptions of their lives and the world around them. Her book, Rethinking Early Literacies: Reading and Rewriting Worlds (2018), co-authored with Dr. Mariana Souto-Manning, honors the diverse languages and practices of families, homes, and communities across the United States. Dr. Yoon received her MA in Elementary Education, and her Ph.D in Curriculum and Teaching from the University of Illinois  at Urbana- Champaign.

    More to follow.

From the 2019 Conference

  • 190+
    Educators attended
  • 97.7%
    Participants would recommend the conference to a colleague
  • 17
    US states were represented