Victor Valley College Child Development Conference
January 25, 2025
The Child Development Program (CHDV) at Victor Valley College (VVC) is hosting the 3rd Annual Child Development Conference. The goal of the Child Development Conference is to provide VVC students, local teachers/providers, and community members with an opportunity to experience an affordable conference event. This conference will allow ECE professions obtain professional growth hours for their Child Development Permits, make connections with possible employers, obtain new knowledge for the field.
The power of Development
Professional Development
Earn a professional development certificate at the VVC Child Development Conference - your chance to demonstrate your continuous passion and devotion to your craft!
Connect with Experts
The Child Development Conference is the perfect chance to connect with field experts and others looking to advance in their field. Learning is at the center of what we do - it starts with us.
Hear from our Keynote
Keynote Speaker, Dr. Amanda Wilcox-Herzog shares her presentation: Addressing Bias in Practice: The
Foundation of Diversity, Equity,
and Inclusion
Child Development Conference Agenda
7:30 am – 8:15 am
Breakfast provided by Nadi Crepes & Mini Pancakes
Mini Pancakes With Options:
- Two Fruits: Strawberries and Bananas
6 Different Drizzles
13 Different Toppings
8:30 am – 9:30 am
Dr. Wilcox-Herzog is the Chair of the Department of Child Development. She focuses on early childhood development and contexts, particularly early education environments. She is the founder of the Infant/Toddler Lab School at CSUSB and supervises the assessment arm of the Quality Start San Bernardino Project. Prior to coming to CSUSB she taught elementary, preschool, and infant/toddler age children. Dr. Wilcox-Herzog is also interested in developing teacher skills through the enhancement of teacher talk and self regulatory skills. A recent project involved asking practicum students to wear Fitbits to evaluate their heart rate and increase self-regulation.
9:45 am – 11:00 am
Session 1: Creating Equitable Learning Environments for Young Boys of Color
Join the San Bernardino Superintendent of Schools Early Education Team in sharing with you the ins and outs of the CDC publication Creating Equitable Early Learning Environments for Young Boys of Color. Participants will take an honest and comprehensive look at the inequitable experiences of our youngest boys of color in early learning programs. This session will provide an overview and an opportunity to practice strategies for improving racial equity through strengthening racial awareness, addressing implicit bias, and creating culturally responsive environments that are safe, affirming, and engaging for young boys of color and their families.
Session 2: Cultural Diversity in the Classroom
Diversity in early childhood education is important for creating an inclusive environment where all children can thrive. This workshop will focus on ways early childhood educators can build a diverse environment and positive relationships to build a culturally responsive classroom. The presenters will share their journeys, illuminating the challenges and successes of working through and beyond the impacts of structural racism.
Session 3:The Diverse Ecological Systems and How They Affect a Child’s Development
During this presentation attendees will gain an understanding about how the five major forces of the ecological system developed by Bronfenbrenner impacts a child’s development. Each attendee will learn the five systems, their connections to the child and how they impact a child’s development. As part of one of those systems we play an important part in a child’s development. Attendees will walk away with ideas in creating an environment that supports a healthy development in each child that care for.
11:15 am – 12:30 pm
Session 1: Bigger Than Their ‘Behaviors’: Positive Child Guidance for Autistic/Neurodivergent Young Children
This presentation will use up to date research on neurodivergent children and guidance to highlight best practices for guidance of preschoolers with disabilities. The presentation will address the complexity of behaviors, define neurodiversity, and explore how teachers and families can support young children with disabilities/divergent brains in building the skills and self-regulation needed to be successful in school and life. We will explore the differences in behaviorist vs developmental approaches to managing behaviors (including challenging ones), highlighting the importance of respecting the autonomy and unique needs of all children. We will look at how many factors (including communication and sensory differences) can influence behavior/interactions and the best techniques to use for different situations. There will be some discussion on the long-term impacts of practices such as ABA for autistic/neurodivergent children and adults. The concepts of trauma and intersectionality, and how our current systems may further harm our most at-risk families and students will be discussed. Participants will leave session with a more informed understanding of the autistic/neurodivergent experience and ways to support children’s strengths rather than focus on changing their weaknesses.
Session 2:Addressing the prevalence of IPV in the Hispanic community and its relation to childhood trauma and development: A multi-faceted approach
The world of intimate partner violence, formerly and sometimes concurrently known as domestic violence, is often addressed from the perspective of gender, but more than ever, culture and race have become a prevalent aspect. When we consider the ramifications of culture, specifically that of the Hispanic culture, where women are told that the sanctity of marriage prevails over the notion of equality or even happiness for that matter, then the discussion opens itself to new opportunities. Each of the respective aforementioned areas will uncover ways in which we may re-educate the public, explore methods for rehabilitation, and finally form a pathway for preventative care as it relates to breaking generational cycles of trauma. The presentation will go over awareness and education, prevention, rehabilitation, breaking generational cycles of trauma, and redefining the hierarchal prevalence of historical culture vs. relevant and modern-day notions of child rearing.
Session 3: Boys can cry and girls can problem solve: Breaking gender stereotypes through social and emotional curriculum and teaching strategies
One of the most essential elements to being an effective teacher is creating and implementing a welcoming, supportive, and safe learning environment. Children should feel confident and eager to explore. They should feel valued, appreciated, and acknowledged for their unique abilities. Boys AND girls both deserve equal opportunities for learning and participation in your classroom. It’s time to reflect and redirect your teaching lens on gender stereotypes. As teachers we need to address our biases on gender typical expectations for children’s behaviors, the toys we see fit for play, and the skills we value as important for boys and girls. Boys can cry and girls can solve problems! Your teaching strategies matter. Come join us to learn more about strategies you can use in your teaching to increase children’s social and emotional competencies and provide a learning platform that embodies gender inclusivity.
Session 4: The Diverse Ecological Systems and How They Affect a Child’s Development abstract?
During this presentation attendees will gain an understanding about how the five major forces of the ecological system developed by Bronfenbrenner impacts a child’s development. Each attendee will learn the five systems, their connections to the child and how they impact a child’s development. As part of one of those systems we play an important part in a child’s development. Attendees will walk away with ideas in creating an environment that supports a healthy development in each child that care for.
12:30 pm – 1:30 pm
Lunch provided by Mariscos Estilo Nayarit
- Taco Options: Chicken, Beef, Veggies
- Sides: Rice, Beans, Fresh Garden Salad
- Salsa Bar (3 Salsas): Cucumber, Limes, Onion, Cilantro, Grilled Onion, Cooked Jalapeños, Chopped Cabbage, and Chips.
- Beverages: Hibiscus, Lemonade, and Rice Water
1:45 pm – 3:00 pm
Session 1: Diversity in the classroom: How educators create a place of inclusion, diversity and equity
In the dynamic environment of a preschool classroom, fostering diversity is crucial for supporting young learners’ development. This presentation highlights effective strategies that early childhood educators can use to create an inclusive atmosphere that celebrates diverse backgrounds, cultures, and abilities. We will explore the incorporation of multicultural materials, the importance of a welcoming environment, and the role of play in promoting understanding among peers. Attendees will gain practical tools to engage families and cultivate a community that nurtures every child’s growth. Join us to learn how to lay the foundation for a more inclusive and equitable future through diversity in the preschool classroom.
Session 2: Baby Sign Language in the Classroom
Put away your pen and paper! Be ready to use your hands to learn baby signs that you can start using now in the classroom or at home. Let’s go beyond basic baby signs, such as ‘more’ and ‘eat’, and let’s learn to sign colors, animals, family members, and emotions. In this hands-on workshop, attendees will be demonstrated how to sign while children are doing fun activities, sign along to books and songs, and how to use sign language to identify emotions. We will discuss three important questions: Why use baby sign language? How to use baby sign language? When to use baby sign language? Since working on my project for the Child Development Master Program at CSUSB, I can share what the research has to say about baby sign language. I will share my experiences of using baby sign language in my toddler classroom during play, mealtimes, and transitions. I have used baby sign language as a TOOL for many reasons in my classroom. Reasons such as one-on-one interactions and to build positive relationships with children and families. My hopes for attendees in this workshop is to have fun, learn, and to practice baby sign language in their life.
Session 3: Education that Recognizes Trauma: Humane Approaches via Social and Emotional Learning
The purpose of this discussion is to provide our audience with an overview of trauma-aware education and social and emotional learning (SEL). Specifically, the focus will be on useful strategies that educational professionals can apply to promote SEL and trauma-aware behaviors in their jobs and classrooms. Regarding the latter, we will talk about the significance of self-care activities for educators as well as compassion fatigue. This session is intended for pre-K–12 educators, both current and future. Administrators, support personnel, and instructors working in higher education settings are welcome to attend and can still gain from the material offered in the session.
3:00 pm – 4:00 pm
Self-care & Wind Down
End the day with yoga, meditation, and even a petting zoo! It is the perfect way to end a day full of learning and empowerment.
Child Development Conference Presenters
We are thrilled to have so many knowledgeable presenters here to share their insights and expertise on such crucial topics. Our presenters are passionate about child development and child health, and are eager to provide you with valuable information that can inform your work and practices. From exploring the latest research on early childhood development, to discussing strategies for nurturing healthy relationships with children in a variety of contexts, there is sure to be something for everyone at this conference.
Amanda Wilcox-Herzog, PhD
Dr. Wilcox-Herzog is the Chair of the Department of Child Development. She focuses on early childhood development and contexts, particularly early education environments. She is the founder of the Infant/Toddler Lab School at CSUSB and supervises the assessment arm of the Quality Start San Bernardino Project. Prior to coming to CSUSB she taught elementary, preschool, and infant/toddler age children. Dr. Wilcox-Herzog is also interested in developing teacher skills through the enhancement of teacher talk and selfregulatory skills. A recent project involved asking practicum students to wear Fitbits to evaluate their heart rate and increase self-regulation.
Nancy Sherod
With over two decades of experience in education, Nancy has served in roles such as Reading Specialist, Elementary Principal, Adjunct Professor, and most recently Early Education Coordinator. Her leadership in multiple school districts and focus on early literacy have impacted student achievement and educational practices, fostering a commitment to academic excellence and innovation on both district campuses and throughout the community. In addition, she develops and supports collective impact projects across San Bernardino County that provide early literacy resources that are PAC Bu easily accessible for families and increase multilingual literacy skills in children ages 0-8.
Deydalia Fraydealfaro
Mrs. Deydalia (Dalia) currently serves as a Child Site Coordinator at Victor Valley College Child Development Lab. She has 23 years of experience with various age groups and program types. She holds an M.A. in Early Childhood Education.
Rose Cauley
Ms. Rose is a toddler Lead Teacher & Mentor at Victor Valley College Child Development Lab. She has 20+early childhood education experience in
both private and subsidized programs. She has a B.S. in Early Childhood Education.
LaTasha Marshall
Ms. Marshall also has 20+ experience in various programs such as Head Start, Family Child Care, Private, and LAUP. She is currently a Mentor/TK Lead Teacher at Victor Valley College.
Dominique Metoyer
Dominique has been in the field of Early Childhood for over 17 years. She obtained her B.S in Child and Adolescent Development with an Emphasis in Youth and Social Welfare from Cal State Fullerton. Though she did not have this planned for her career path, the Universe had something else in mind. Dominique figured out her passion when working on campus at the Child Development Center. She started as a teacher’s aide and worked her way up to the lead afternoon teacher. Continuing her work in the field she has worked with teen mothers living in group homes, in a head start setting, a home visitor, coach, chair for the Inclusion Committee and currently holds the position of ECE Community Trainer for CCRC, San Bernardino. Dominique believes herself to be a lifelong learner and has continued to add on certifications along her journey. She holds trainer/observation certifications for CLASS (Infant, Toddler and Pre-K), a certified observer for ICP Tool (Inclusive Classroom Profile), Observer for TPITOS and TPOT (Teaching Pyramid Observation Classroom Tools for Infant-Toddler and Preschool) Certified Play Coach, SEFEL Trainer (Social Emotional Foundations for Early Learning),a Certified Touchpoints Facilitator and an Inclusion Facilitator Certification. Along with training and supporting providers Dominique also has the privilege of working with fathers through the Nurturing Fathers Program and Male Engagement Cafés. Dominique is a mother to creative, smart, determined, and inquisitive boys and will often use them as examples during her trainings. She believes that the firsthand experiences that she received in the classroom, her school/book knowledge and ongoing professional development has contributed to her understanding of development when raising her boys but like most parents still trying to figure it out. Hockey Games, BBQing in the backyard, sushi dates, getting sun kissed while hanging out at the pool, happy hour sipping oysters, cooking their own food at Korean BBQ or Shabu Shabu and brunch is their jam. Dominique and her family love to take trips, shoot down the road to Palm Springs while enjoying the sun, food, walking around downtown and visiting their favorite shops. When they aren’t together you can find Dominique reading a good book, or with her fiancé on vacation or the golf course
Maile Juarez
My name is Maile Josiah-Juarez. I have been in the child development field for over 27 years now. My job titles have been assistant teacher, teacher, lead teacher, mentor, training, RBT and now Director. My passion for child development did not come to me until I began to take classes as a young single mom at the age of 22. I fell in love with the stories my teacher shared with me and have been working in the field since. Outside of work I am a wife, mother, grandmother, daughter, sister, niece, cousin and friend. My hobbies are work (LOL), crafts, traveling and spending time with friends and family. I love what I do and with God’s grace I will be doing it for many more years.
Rhiannon Ramkissoon
Rhiannon Ramkissoon is currently adjunct child development lecturer at California State University, San Bernardino, and Crafton Hills College. Program coordinator and parent educator for Science of Parenting through ICDFR at CSUSB. Southern CA Connect Coordinator for Parent Project Muscular Dystrophy. MA in child development. Parent of two exceptional children. Research interests surround parenting and families (especially student parents and those caring for children with developmental differences) and improving care/education for all children through attachment-based practices.
Matthew Bernard
My name is Matthew Bernard, I am an adjunct psychology professor at Victor Valley College. I work at a private practice as an AMFT and APCC and am working on my PhD in forensic psychology with a focus in forensic victimology.
Emma Herzog
Emma Herzog is currently an full-time instructor for Victor Valley College and adjunct faculty instructor at CSUSB. She teaches Infant/Toddler and Preschool courses. The main focus of her teaching revolves around interactions and guidance, curriculum, and play. Some of her interests include collaborative thinking, teamwork, relationship building, nature-based learning, mental health awareness, positive guidance, and trauma informed care.
Yadira Arellano
Full time Faculty at Antelope Valley College in Child Family & Education/Education Department. Ms. Arellano expertise is in development of teacher pathways and dual enrollment.
Kimberly Barker
Department Chair and full-time Faculty in the Department of Education and Child & Family Education. a highly motivated educational leader, Child and Family advocate, Pedagogical Humanization consultant, and DEIAB activist.
Tamarah Williams
Educator Antelope Valley College in the Department of Education and Child and Family Education. Early Childhood and Family leader and advocate. First Generation and multilingual student’s mentor.
Aileen Salamanca
Aileen Salamanca is a first-generation student in her second year of the Child Development Master Program at California State University of San Bernardino. In addition, she is a Master Teacher for the Sunflower’s Room, ages 21-35 months, at the Infant Toddler Lab School at CSUSB. A few of her interests include Baby Sign Language, mindfulness with toddlers, emotional regulation, and positive guidance
Tatiana Pumaccahua
Tatiana Pumaccahua, PhD, LP, NCSP Dr. Tatiana Pumaccahua is a proud first-generation Indigenous Latina and a product of the California State University system. She was born and raised in Lima, Peru before immigrating to the US at the age of 12. She obtained her B.A. in Psychology and M.A. in Child Development from California State University, San Bernardino (CSUSB). She attributes the mentorship, supportive environment, and academic enrichment programs at CSUSB (e.g., Ronald E. McNair Scholars Program, Educational Opportunity Program, Student Assistance in Learning, and the Minority Access to Research Careers) as being key to influencing her decision to pursue a doctorate degree and a career in academia. She received her Ph.D. in School Psychology from the University of Rhode Island in 2018 and completed a 2-year APA-Accredited Child Clinical Psychology Postdoctoral Fellowship at Children’s Hospital Los Angeles from 2018-2020. In 2023 she also became a licensed psychologist in the state of California. Her various personal, academic, and clinical experiences have shaped both her clinical and research interests. She is passionate about providing and increasing access to quality mental health for children and families from underserved backgrounds, as well as increasing access to higher education, especially for underrepresented students. In terms of research, she is interested in socioemotional learning prevention and intervention programs, school-based mental health, parent education, and the cultural adaptation of evidence-based practices by utilizing creative methods (e.g., through games, pedagogic strategies).
Aiyana Castanon
Research Assistant (She/her/hers) Aiyana Castanon is a Mexican-American and first-generation student at California State Polytechnic University, Pomona. She is in her 4th-year as a psychology undergraduate and is a California native. Aiyana is a member of the Educational Opportunity Program (EOP), Psi Chi Honor Society, McNair Scholars Program, and Kellogg Honors College. She currently works as a student assistant librarian at the Cal Poly University Library. She seeks to further expand her research experience as a research assistant in the Socioemotional Lab led by Dr. Pumaccahua at Cal Poly Pomona. Additionally, she participated in a two year internship with the Pomona Unified School district, where she mentored children in need. There, she also volunteered at the Assistance League of Pomona for Operation School Bell, where she helped distribute clothes, books, and hygiene necessities to low-income families. Her personal academic goals extend to completing a Ph.D. program in school or clinical psychology, becoming a professor, and conducting research that aims at examining the roadblocks placed systematically before racially marginalized groups within various social institutions. It’s her mission to help others break their intergenerational cycles of trauma, substance abuse, and emotional neglect while implementing new, healthy coping mechanisms and stronger self-esteem.
Isabella Lopez
Research Assistant|Ronald E. McNair Scholar Isabella Lopez is a second generation Mexican, and college student that is currently attending her fourth year at California State Polytechnic University, Pomona. She is a member of the Psi Chi Honor Society, and has been a research assistant in the Socioemotional Lab with Dr. Pumacahua since Fall of 2023. She is also a member of Dr. Baumsteiger’s Prosocialility and Well Being Lab, and a member of Cohort 26 within the McNair Scholars Program. Within the Social Emotional Lab, she is also an Intern as a student support mentor in schools within the Pomona Unified School District. Isabella is working to obtain her bachelors in Psychology during the Spring of 2025 and one day gain her masters and PhD in Psychology. She learns from working with her research team and also gains knowledge as a mentee of Dr. Pumaccahua. Isabella believes that her work with children and adolescence will give her the opportunity to use her empathy towards helping them face experiences surrounding substance abuse, trauma, family and issues. With this, she also strives to help them have a better understanding of how they can react when being aware of their emotions.
Anabella Rocha
Research Assistant Anabella Rocha is a second generation MexicanAmerican currently attending California State Polytechnic University, Pomona as a third-year undergraduate student. She has shown great interest and dedication to mentorship and empowering her fellow peers. Anabella was a peer-mentor for two years to high school students who were in need of additional academic, and at times, emotional support. Anabella is currently a success coach for Rio Hondo College and assists a diverse student population in applying to community college, registering for classes, and applying for financial aid. As a success coach, she also connects students to additional support programs such as First Gen Forward, Black Scholars Program, LEGACIE+, Dreamers, and the Disabled Students Program. Furthermore, Anabella is a research assistant for Dr. Tatiana Pumaccahua’s Socioemotional Lab. As a lab member, she mentors students within the Pomona Unified District, working to equip them with a framework for positive social and behavioral skills. Anabella is dedicated to working with diverse populations and empowering community members through mentoring, empathy, and cultural sensitivity. Her personal academic goals are to enroll in a doctorate program for counseling psychology and work towards licensure as a psychologist.
Flor Zepeda Gomez
Research Assistant Flor Zepeda Gomez is a first-generation MexicanAmerican student going into her fourth year as a psychology major at Cal Poly Pomona. Since high school, Flor has found interest in psychological topics pertaining to therapy. She is now planning to receive her masters to become a marriage and family therapist (MFT). At the start of her freshman year, Flor had done volunteer work at her local church, where she gave motivational speeches to high school age students and helped out with events, such as the toy drive for children. Flor has done research with Dr. Tatiana Basanez in the spring of her sophomore year, where she helped out with data analysis and created a poster for the SPSP conference in San Diego. Currently, Flor is a research assistant for Dr. Tatiana Pumaccahua’s socioemotional lab, where she will partake in an internship at PUSD to mentor students and offer them a supportive and friendly environment. Flor is also working for the Educational Opportunity Program (EOP) as a peer mentor to CPP students to make sure that they graduate on time with bachelor degrees. Flor is dedicated to giving others the opportunity to become successful and hopes that the students she mentors accomplish their goals.
Michelle Salazar
Research Assistant |Ronald E. McNair Scholar Michelle Salazar Renteria is a first generation Mexican college student, and is currently attending California State Polytechnic University, Pomona as a fourth-year majoring in Psychology. She was raised in Mexico and immigrated to the US at the age of 12. She hopes to further her education beyond her bachelor’s degree in hopes of becoming a licensed Psychologist and work with children. She is currently an Senior ASP mentor, and focuses on mentoring other Cal Poly Pomona students who are part of various research programs on campus, she is also part of the McNair Scholars Program Cohort 26, as well as a research assistant in Cal Poly Pomona’s Socioemotional Research Lab, through this lab she also works with the Pomona Unified School District. Michelle is passionate about working with children, and values the importance of being able to provide the necessary support and guidance they may need. She is also passionate about helping her community and finds so much value in helping those who are part of marginalized groups, in hopes of creating a more positive and healthy community, and fighting against toxic mental health stigmas.
Cindy Ledesma Ramirez
Research assistant (She/Her/Hers) Cindy Ledesma Ramirez is a first-generation student currently studying at California State Polytechnic University, Pomona. She is a psychology major in her fourth year and will be graduating in Spring of 2025. She is planning to continue her education and get a masters in I/O or school psychology. In her future career, Cindy desires to work with groups of people whether it be in a school or workplace setting. Her goal is to inspire and mentor others so they have tools that can set them up for success. She also desires to continue to bring awareness to current mental health stigmas. Cindy has volunteered in the past as a peer mentor at the high school she graduated from. There she communicated with incoming freshmen by giving them advice and answering any questions that might help prepare them for the upcoming semester. She has recently joined the Socioemotional Learning lab led by Dr. Tatiana Pumaccahua. Cindy is currently a research assistant who is happy to collaborate with the team, be involved in a lab she is passionate about, and gain more lab research experience. She will also have an internship position at the Pomona Unified School District where she will be mentoring students.
Jasmine Pinto
Research Assistant (she/her) Jasmine Pinto is a fourth year transfer student from Moreno Valley College and currently is studying Psychology at Cal Poly Pomona. She is a first generation college student and is hoping to further her education and pursue to go on to grad school. She is hoping to become a therapist and work with children or adolescents. As of right now, she is a research assistant in the Socioemotional Lab at Cal Poly Pomona and has a partnered internship with the Pomona Unified School District serving as a mentor to children K-5th grade to help promote their social skills. In being a part of this program, it has been a great and rewarding experience to see the kids grow and learn. Jasmine chose to major in psychology as she is passionate about not only mental health but in being a mentor and guidance for youth. Growing up in a Hispanic household, mental health and emotional wellbeing was not prioritized and looked past. In pursuing her education in psychology she hopes to continue to break the stigma of mental health awareness because she believes that your emotional well-being is just as important as physical.