Dr. Laura McLaughlin Taddei
PQAS# - CI-0036000
Contact information: drlaurataddei@gmail.com
Please find below the list of my approved courses on the PD registry:
Meeting the Needs of All Learners:
The target audience for this course is early childhood professionals. This course will provide ways to differentiate instruction to meet the needs of every child in their classroom. Participants will use the PA early learning standards as a guideline to support their differentiation ideas. Participants will practice making intentional decisions to support every child in the classroom environment.
After completion of this course, the learners will be able to:

  • Discuss ways to differentiate and meet the needs of every child within the classroom environment
  • Use the PA early learning standards to develop differentiated activities
  • Analyze ways that children are learning within their classroom environment and suggest ways to modify the environment to meet the child's individual needs.
This course aligns with the following standards:

K2.2.C1 - Describe ways in which a match between the environment and a child’s needs (biology, age, temperament, physical needs) promote positive learning outcomes.
K2.2 C2 - Implement appropriate strategies to meet individual learning outcomes based on a child’s needs (biology, age, temperament, physical needs), which promote positive learning outcomes.
K2.2.C3 - Analyze the extent to which individual learning outcomes are achieved with intentional program decisions that align a child’s needs with the classroom environment.
NAEYC: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families
NBPTS: Standard VI. Managing the Environment for Development and Learning
Charlotte Danieleson's Framework. 1c. Setting Instructional Outcomes
CKC - K2 - Curriculum and Learning Experiences


Are You Culturally Responsive:
During this course, we will discuss what culturally responsive teaching looks like, how we can become more culturally responsive, and share strategies for working with diverse learners and families in our classrooms.
The course objectives for this course are as follows:
  • Create increased awareness of cultural responsiveness
  • Explore and discuss ways to be culturally responsive including strategies that learners can use in their own classrooms
  • Discuss the literature on culturally responsive pedagogy
The target audience for this course is early childhood professionals working with a mixed age group from infants to school age.

The course competencies align with the following:

K3.1.C1 - Define how the family’s relationship context of home, community, and culture, is the primary influence on children’s development.
K3.1.C2 - Apply an understanding of the cultural context of families and children when creating the environment and planning children’s experiences, to guide intentional interactions with families.
NAEYC: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families
NBPTS: Standard III. Fostering Equity, Fairness, and Appreciation of Diversity
Charlotte Danielson's Framework: 2a. Creating an environment of respect and rapport

Linking Assessment and Curriculum
During this course, participants will discuss the importance of assessment and how assessment can help us to develop developmentally appropriate learning environments for young children. Participants will be provided with opportunities to discuss ways to modify the environment to provide ideal learning opportunities for all learners in their classroom.
After completion of this course, learners will be able to:
  • Participants will discuss ways to arrange and modify the environment for each individual child
  • Participants will discuss ways to gather authentic information about ways children develop, learn and progress
  • Participants will practice strategies to link curriculum and assessment
The target audience of this course are early childhood professionals working with a mixed age group.

The core competencies related to this course are:

K4.8.C1 - Explain the critical importance of authentic assessment in guiding decisions around young children’s development, and learning.
K4.8.C2 - Arrange and modify the environment, materials and activities to provide opportunities for gathering authentic information about the ways in which children develop, learn and progress.
NAEYC: Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families
Charlotte Danielson's Framework: 3d. Using Assessment in Instruction
NBPTS Standard 5: Assessing Children’s Development and Learning

Fostering Creativity in Young Children
During this course module, learners will explore the importance of process over product when it comes to creative arts. In addition, participants will discuss the importance of fostering creativity in young children as well as discussing strategies for promoting creativity.
After completion of this course module, learners will be able to:
  • Develop professionally and use effective discussion skills that enhance the participation and learning of all members of the class.
  • Demonstrate an understanding to various approaches to creative expression as well as an understanding of their own approach and philosophy regarding creative expression.
This course module connects with the following CKC competencies:
K1.8.C1 - Describe how play fosters opportunities for children to learn and develop communication, problem solving, and creativity skills.
K1.8.C2 - Provide play environments, experiences and activities that foster communication, problem solving, and creativity.

Integrating Science and Art into the Early Childhood Classroom
During this course, participants will explore the importance of integrating science and art in the early childhood classroom. Participants will be provided with hands-on activities and ideas on how to integrate science and art.
After completion of this course, the learners will be able to:
  • Participants apply and identify the National Science Education Standards, PA Early Learning Standards.
  • Participants apply knowledge of the nature of scientific knowledge and explore ways to integrate art within this content area
This course aligns with the following standards:
  • K2.5 C2 - Employ the elements of the Standards Aligned System (SAS) to support student success
  • K2.9 C2 - Use a well-developed curriculum to effectively implement clear and developmentally, culturally and individually appropriate learning outcomes, explain expectations and roles for instructional staff, and execute developmentally appropriate strategies and materials linked to the PA Learning Standards.
Standard 5. Using Content Knowledge to Build Meaningful Curriculum
Standard VI. Managing the Environment for Development and Learning

Aligning Infant and Toddler Classroom Interactions with Zero to Three Critical Competencies
During this course, participants will explore infant and toddler development and how to align the Zero to Three Critical Competencies to ensure a high quality infant and toddler classroom. Topics covered will include scaffolding to meet the diverse needs of young learners, and the importance of relationship building and understanding of child development.
After completing this course module, learners will be able to:
  • Align curricular goals and objectives that correspond with Early Childhood Education as per the Zero to Three Critical Competencies
  • Identify and discuss the infant and toddler developmental continuum, as well how each child has individual and child-specific interests, and how responsive early childhood professionals can scaffold learning to meet these individual and diverse needs of infants and toddlers.
  • Affirm the importance of caring routines (feeding, diapering, etc.) as critical one-on-one opportunities for relationship building and learning.
This course module aligns with the following competencies:
Domain #1 – Early Childhood Development:
K1.2 C1 - Identify important concepts and principles of child development theory and the theorists associated with the theories.
K1.4.C2 - Apply knowledge of brain development to facilitate children’s learning, socio-emotional development, and self-regulation.
A1.1 and A1.2 – Value and support each child as an individual in an inclusive setting
A1.3 – Respect the role of culture on teaching practices
NAEYC: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families

Quality Infant and Toddler Environments – Supporting Socioemotional Development
During this course, participants will explore the ITERS and ways to continue to support socioemotional development in infants and toddlers and why this is critical to their growth and development. Participants will discuss and describe the primary caregiver system, explore ways to create a warm, inclusive infant and toddler classroom, and use the PA early learning system to create supportive socioemotional environments for infants and toddlers
After completing this course module, learners will be able to:
  • Describe the value and importance of the teacher as role model for pro-social behavior, communication and problem solving.
  • Design a primary caregiver system to include:
*Family partnerships
*Staff communication
*Individualized routines
*Consistent and responsive interactions
Domain #2 – Family Centered Practice
K2.1 – Explain the developmental importance of consistent and responsive relationships with young children
A2.2 – Consider one’s own biases and beliefs and how this may influence teaching approaches and practices
Domain #3 – Relationship Based Practice
K3.1 – Understand that relationships serve as the basis for child development
K3.3 – Successfully engage families
NAEYC: Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families

Teaching the English Language Learners – this is a 3 credit college course with 15 modules connected to it:
This course is a comprehensive overview of the elements of language acquisition and their impact on content learning in order to meet the needs of English Language Learners (ELLs) in today’s diverse classrooms. Pre-service teachers will learn how to plan and deliver lessons that allow English Language Learners to acquire academic knowledge as they develop proficiency in the English language. Students will be taught a variety of teaching strategies and activities that can be utilized with all students, including ELLs.
In accordance with PA regulations, the course will integrate Pennsylvania Department of Education Standards Align System (PDESAS) with the five core English Language Proficiency Standards (ELPS). The English Language Proficiency Standards include:
English Language Proficiency Standard 1 (ELPS1):
English Language Proficiency Standard 3 (ELPS3):
English language learners communicate information, ideas, and concepts
necessary for academic success in the content area of MATHEMATICS.
English Language Proficiency Standard 4 (ELPS4):
English language learners communicate information, ideas, and concepts
necessary for academic success in the content area of SCIENCE.
English Language Proficiency Standard 5 (ELPS5):
English language learners communicate in English for SOCIAL AND
INSTRUCTIONAL purposes within the school setting.
English Language Proficiency Standard 2 (ELPS2):
English language learners communicate information, ideas, and concepts
necessary for academic success in the content area of LANGUAGE ARTS.
English language learners communicate information, ideas, and concepts
necessary for academic success in the content area of SOCIAL STUDIES
Through active involvement and participation in this course, students will:
  • Discuss, implement, and integrate the English Language Proficiency Standards in their lesson plans and in accordance with PDESAS standards
  • Discuss the stages of second language acquisition
  • Demonstrate styles of communication, both public and private and the implications for classroom instruction
  • Describe the impact that culture has on content learning and language acquisition
  • Gain strategies and resources for creating an interactive learning environment and allow for differentiation of instruction
  • Acquire the ability to use background knowledge to develop vocabulary, content, and school language
  • Have the ability to identify difficult text passages and to make modifications that will allow English Language Learners to have equal access to the curriculum
  • Be able to implement classroom management techniques for diverse learners
The target audience for this course will be early childhood professionals working with children ages birth to school age.

The course will align with the following competencies:
K3.1.C1 - Define how the family’s relationship context of home, community, and culture, is the primary influence on children’s development.
K3.2.C1 - Describe differences and complexities in family structure and lifestyles within cultures that influence child development and learning, including beliefs, traditions, child rearing practices, parent-child interaction styles, and discipline.
K3.3.C1 - Discuss how personal biases and societal stereotypes impact cultural, racial, linguistic and socio-economic experiences and shape one’s own beliefs, values and behaviors.
K3.4.C1 - Identify the supports and community resources that families need in raising children, including children with a wide range of abilities.
K3.5.C1 - Describe concerns, stressors, and/or crises related to families.
K3.6.C1 - Identify intentional practices designed to acknowledge and value the strengths of families and to create positive, reciprocal relationships with diverse families.
NAEYC: Standard 2. Building Family and Community Relationships
Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families
NBPTS: Standard III. Fostering Equity, Fairness, and Appreciation of Diversity
Standard VI. Managing the Environment for Development and Learning
Charlotte Danielson's Framework: 2a. Creating an environment of respect and rapport