1. Art and Diseño

2014
The Institute for Education and
Professional Development
Course Catalog
90 Mendon Street, #12
Bellingham, MA 02019
Tel 508-657-1079
Fax 508-657-1281
www.iepd.org
IEPD Mission Statement:
Our goal is to provide high-quality educational and professional development
opportunities for educators and providers.
Overview of Our Services:
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Professional Development Opportunities, as listed in this catalog, or custom designed to
meet specific needs of educators and programs;
Courses are designed based upon current research and best practices for the field of early
education and care and out of school time programs;
The design and delivery of each course is responsive to the needs of adult learners;
Course content is based upon current research;
Each course is aligned with Core Competencies and QRIS requirements;
All courses over 5 hours in length are approved for Continuing Education Units (CEUs)
Professional Development Points (PDPs) are available for courses 10 hours or more in
length;
Each course is facilitated by a Master’s level trainer with experience and education in the
field of early childhood education;
Jody Figuerido, Director of IEPD, has a Ph.D. in Adult Learning, a Master’s degree in Early
Childhood Education, and a Bachelor’s degree in Elementary Education.
Continuing Education Units (CEUs and PDPs)
IEPD offers CEUs for courses conducted within Massachusetts and nationally. This is
indicated by courses in this catalog.
For Massachusetts specific courses:
Courses at least 5 hours in length may be approved by the Massachusetts Association for
the Education of Young Children.
Courses at least 10 hours in length may qualify for Professional Development Points (PDPs)
as approved by the Massachusetts Department of Elementary and Secondary Education.
For offerings within the United States:
As an IACET Authorized Provider, The Institute for Education and Professional
Development offers CEUs for its programs that qualify under the ANSI/IACET standard.
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Competency Development
Core competencies address what educators need to know and do to promote quality early
childhood, afterschool, and youth programming. These competencies serve as a foundation
for decisions and policies, serve to inform professional development activities, and define
standards for early childhood, afterschool, and youth professional development specialists.
Learning about and using the Competencies for professional development planning can
help educators learn and grow in an intentional, purposeful way.
In order to assist educators in determining which professional development opportunities
address these competencies, each training in this catalog lists broad Core Competencies
that will be covered throughout the course.
Massachusetts has outlines 8 areas of competency for early education and out-of-school
time educators. Other states list similar competencies.
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Understanding the Growth and
Development of Children and
Youth
Guiding and Interacting with
Children and Youth
Partnering with Families and
Communities
Health, Safety, and Nutrition
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Learning Environments and
Implementing Curriculum
Observation, Assessment, and
Documentation
Program Planning and
Development
Professionalism and Leadership
For additional information on the MA Core Competencies, please refer to:
http://www.eec.state.ma.us/docs1/prof_devel/core_comp_packet.pdf
Quality Rating and Improvement System (QRIS)
A Quality Rating and Improvement System is an organized way to assess, improve and
communicate the quality of early education and care programs. It provides a framework
for program improvement, provides policymakers with information founded on effective,
research based assessment measures; promotes accountability to enable donors,
legislators, and taxpayers to feel confident investing in the field, and promotes the health
and development of children in early education and care settings1. As of 2014, nearly half
of the country, including the District of Columbia, have a QRIS and almost all of the
remaining states are in the pilot or planning stages of implementing a QRIS system.
IEPD has developed and offers coursework that aligns with QRIS. These are listed in
the catalog. Please contact us for additional assistance or any questions you might have in
relation to QRIS or professional development.
1
Alliance for Early Childhood Finance. (2014). Quality rating & improvement systems. Retrieved from,
http://www.earlychildhoodfinance.org/qris.
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We also offer implementation support, training, and coaching on the following tools for
self-assessment purposes (not for reliability):
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Support on use of child assessment
data in program planning
Training on QRIS tools including:
o Program Assessment
System (PAS)
o Business Assessment
System (BAS)
o Strengthening Families
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The Environment Rating
Scales (ITERs, ECERs-R,
SACERs, FCCRs)
Using the Classroom
Observation Tool (CLASS™)
for Educator Development
rnett
Coming soon!
 Virtual mentoring
 Webinar series aligned with Core Competencies/QRIS
Please share –
 Your program professional development needs
 Gaps in training
 Other suggestions
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Table of Contents
Professional Development courses are categorized under broad Core Competencies relevant
to the field of early education and care. Each of the trainings covers multiple competencies;
please note, it is listed under the primary competency.
UNDERSTANDING THE GROWTH AND DEVELOPMENT OF CHILDREN AND YOUTH .........................................3
THIS COMPETENCY IS EMBEDDED IN EACH OF THE PROFESSIONAL DEVELOPMENT OPPORTUNITIES OFFERED. .................................. 3
AN INTRODUCTION TO CHILD GROWTH AND DEVELOPMENT: INFANCY THROUGH AGE 8 .................................................................... 3
GUIDING AND INTERACTING WITH CHILDREN AND YOUTH .....................................................................................3
RESPONSIVE ENVIRONMENTS FOR INFANTS AND TODDLERS ..................................................................................................................... 3
TERRIFIC TODDLERS: BUILDING SELF ESTEEM WHILE GUIDING CHALLENGING BEHAVIORS............................................................... 3
INTRO.TO AUTISM SPECTRUM DISORDERS: CHARACTERISTICS, DIAGNOSIS, AND ACCOMMODATIONS FOR LEARNING………………..4
CHILDREN ON THE AUTISM SPECTRUM ......................................................................................................................................................... 4
FOUNDATIONS FOR PROMOTING POSITIVE BEHAVIOR ................................................................................................................................ 4
TOOLS FOR TEACHING SOCIAL EMOTIONAL COMPETENCE ......................................................................................................................... 4
SUPPORTING SOCIAL AND EMOTIONAL DEVELOPMENT AND PROVIDING POSITIVE GUIDANCE............................................................. 5
SUPPORTING CHILDREN’S GROWTH AND DEVELOPMENT........................................................................................................................... 5
ADAPTING FOR SENSORY INTEGRATION CHALLENGES IN EARLY CHILDHOOD SETTINGS ....................................................................... 6
UNDERSTANDING AND INTERACTING WITH CHILDREN WITH DISABILITIES AND SUPPORTING THEIR FAMILIES ............................... 6
PARTNERING WITH FAMILIES AND COMMUNITIES......................................................................................................6
STRENGTHENING FAMILIES: THE FIVE PROTECTIVE FACTORS.................................................................................................................. 6
EMBRACING CULTURE IN EARLY CHILDHOOD SETTINGS ............................................................................................................................ 7
CREATING PRODUCTIVE RELATIONSHIPS WITH FAMILIES.......................................................................................................................... 7
ESTABLISH POSITIVE AND PRODUCTIVE RELATIONSHIPS WITH FAMILIES ............................................................................................... 7
INCLUDING CHILDREN BIRTH TO FIVE WITH DISABILITIES AND THEIR FAMILIES IN EARLY EDUCATION AND CARE......................... 8
WORKING WITH FAMILIES OF CHILDREN WITH SPECIAL NEEDS............................................................................................................... 8
UNDERSTANDING CHILDREN WITH SPECIAL NEEDS AND THEIR FAMILIES ............................................................................................. 8
HEALTH, SAFETY AND NUTRITION .....................................................................................................................................9
LITERACY DEVELOPMENT THROUGH MOVEMENT ....................................................................................................................................... 9
NUTRITION AND YOUNG CHILDREN ............................................................................................................................................................... 9
PRACTICAL WAYS TO PROMOTE LEARNING THROUGH ACTIVE PLAY ........................................................................................................ 9
SCREEN TIME FOR YOUNG CHILDREN ........................................................................................................................................................... 9
WORKING WITH CHILDREN WITH SPECIAL DIETS, ALLERGIES AND SPECIALIZED FEEDING ISSUES ................................................... 10
IMPROVING THE QUALITY OF HEALTH PRACTICES IN EARLY CHILDHOOD SETTINGS; PREVENTING THE SPREAD OF INFECTIONS 10
CHILDREN UNDER STRESS............................................................................................................................................................................. 11
PLANNING A SAFE AND HEALTHY LEARNING ENVIRONMENT .................................................................................................................. 11
LEARNING ENVIRONMENTS AND CURRICULUM .......................................................................................................... 12
DESIGNING CHILD-CENTERED CURRICULUM ............................................................................................................................................. 12
DEVELOPMENTALLY APPROPRIATE PRACTICE IN EARLY EDUCATION AND CARE SETTINGS ............................................................... 12
DEVELOPMENTALLY APPROPRIATE ACTIVITIES FOR CHILDREN UNDER TWO ....................................................................................... 12
INTENTIONAL PLAY: RESPONDING TO PRESCHOOL CHILDREN’S DEVELOPMENT ................................................................................. 13
SUPPORTING DUAL LANGUAGE LEARNERS ……………………………………………………………………………………………………………13
USING THE EARLY LEARNING GUIDELINES FOR INFANTS AND TODDLERS ............................................................................................. 13
USING THE MASSACHUSETTS GUIDELINES FOR PRESCHOOL LEARNING EXPERIENCES ........................................................................ 14
SERIES: USING THE MASSACHUSETTS GUIDELINES FOR PRESCHOOL LEARNING EXPERIENCES ......................................................... 14
FROM ROCKING TO READING: LITERACY IN INFANTS AND TODDLER SETTINGS.................................................................................... 15
INTRODUCTION TO LITERACY LEARNING .................................................................................................................................................... 15
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INTEGRATING LANGUAGE AND LITERACY ACROSS LEARNING DOMAINS ................................................................................................. 15
INTENTIONAL TEACHING: MATHEMATICS .................................................................................................................................................. 16
INTERACTIVE MATH EXPERIENCES IN OUT-OF-SCHOOL TIME SETTINGS .............................................................................................. 16
TAKING MATH LEARNING OUTDOORS ......................................................................................................................................................... 17
USING A CHILD-CENTERED APPROACH IN OUT-OF-SCHOOL TIME PROGRAMS ..................................................................................... 17
SUPPORTING STEM EDUCATION IN EARLY CHILDHOOD SETTINGS ........................................................................................................ 17
PROJECT BASED LEARNING IN OUT-OF-SCHOOL TIME PROGRAMS ......................................................................................................... 18
TRANSITIONS: CHANGES FOR CHILDREN..................................................................................................................................................... 18
OBSERVATION, ASSESSMENT, AND DOCUMENTATION ............................................................................................ 18
USING THE AGES AND STAGES QUESTIONNAIRE (ASQ®) IN YOUR PROGRAM ..................................................................................... 18
THE ASQ-SE: SCREENING FOR SOCIAL AND EMOTIONAL DEVELOPMENT ............................................................................................. 19
USING CLASSROOM OBSERVATION TO GAUGE TEACHER EFFECTIVENESS: CLASSROOM ASSESSMENT SYSTEM {CLASS™} ........... 19
OBSERVING AND RECORDING CHILDREN’S BEHAVIOR .............................................................................................................................. 19
PROGRAM PLANNING AND DEVELOPMENT .................................................................................................................. 20
FAMILY CHILD CARE ORIENTATION MODULE 1......................................................................................................................................... 20
FAMILY CHILD CARE ORIENTATION MODULE 2......................................................................................................................................... 20
NAFCC ACCREDITATION PROGRAM ............................................................................................................................................................ 21
PLANNING PROGRAMS FOR YOUNG CHILDREN USING THE FAMILY CHILD CARE ENVIRONMENT RATING SCALE (FCCERS) AND
THE ARNETT CAREGIVER INTERACTION SCALE .......................................................................................................................................... 21
USING THE BUSINESS ADMINISTRATION SCALE (BAS) AND DEVELOPING A BUSINESS PLAN ............................................................ 21
USING THE PROGRAM ADMINISTRATION SCALE (PAS) AND DEVELOPING A STRATEGIC PLAN .......................................................... 22
PLANNING PROGRAMS FOR YOUNG CHILDREN USING THE ENVIRONMENT RATING SCALE (ECERS/ ITERS) AND THE ARNETT
CAREGIVER INTERACTION SCALE ................................................................................................................................................................. 22
PROFESSIONALISM AND LEADERSHIP ............................................................................................................................ 23
BASIC COMPUTER SKILLS FOR EARLY EDUCATION AND CARE PROFESSIONALS..................................................................................... 23
CHILD DEVELOPMENT ASSOCIATE PROGRAM (CDA) ............................................................................................................................... 23
CULTIVATING LEADERSHIP ........................................................................................................................................................................... 23
LEADING WITH VISION .................................................................................................................................................................................. 24
PLANNING FOR PROFESSIONAL DEVELOPMENT ......................................................................................................................................... 24
MAINTAINING A COMMITMENT TO PROFESSIONALISM ............................................................................................................................. 25
EFFECTIVE PROGRAM MANAGEMENT ......................................................................................................................................................... 25
WE PROVIDE PROFESSIONAL DEVELOPMENT AND “IN PROGRAM” SUPPPORT TO MEET THE
REQUIREMENTS OF EACH LEVEL OF THE QRIS - CONTACT US FOR MORE INFORMATION
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Understanding the Growth and Development of Children and Youth
This competency is embedded in each of the professional development opportunities
offered.
Available in Spanish
An Introduction to Child Growth and Development: Infancy through Age 8
In order to provide appropriate early experiences for young children, it is important to have a
working knowledge of developmental milestones. Using developmental milestones as a guide,
participants will design learning experiences that support growth and development.
Knowledge of milestones and resources to planning will be supported with observation of
individual children, the Creative Curriculum Learning Games, the MA Early Learning Guidelines
for Infants and Toddlers and the Guidelines for Preschool Learning Experiences, and the MA
Department of Early Education and Care Regulations.
Format
Hours/ CEU
Target Audience
Classroom
10 hours
1.0 CEU
Mixed audience
Guiding and Interacting with Children and Youth
Responsive Environments for Infants and Toddlers
Available in Spanish
In order to establish a strong foundation for success in life, infants and toddlers need
supportive and nurturing interactions with the adults who care for them. In this session,
participants will learn strategies to provide a responsive environment in all settings that offer
infant and toddler care. This will include reflection on the participant’s role as an educator and
strategies designed to foster responsive relationships with the children and families in the
program.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Terrific Toddlers: Building Self Esteem While Guiding Challenging Behaviors
Available in Spanish
It is well known that toddlers may exhibit challenging behavior. Educators will learn creative
strategies to guide the challenging behaviors of toddlers in their programs. They will explore
toddler development, designing a safe environment, and establishing trusting relationships.
Participants will also learn about positive approaches to handling the “normal yet difficult”
behaviors of toddlers.
Format
Hours/ CEU
Target Audience
Classroom
2.5 Hours
Mixed audience
3
Introduction to Autism Spectrum Disorders: Characteristics, Diagnosis, and
Accommodations for Learning
With 1 in 68 children in the US being diagnosed with Autism Spectrum Disorders, it is
increasingly important to learn more about supporting children with autism. This session will
provide participants with an overview of ASD, types of adaptions for communication,
interactions and the environment. A collection of resources will be provided.
Format
Hours/ CEU
Target Audience
Classroom
2.5 hours
Mixed audience
• Supervisors / directors
Children on the Autism Spectrum
With 1 in 68 children in the US being diagnosed with Autism Spectrum Disorders (Centers for
Disease Control, 2014) it is increasingly important for child care providers to learn more about
supporting children with autism. This session will provide participants with detailed information
including typical behaviors and interaction styles of a child with ASD and the challenges and
stressors to the family with a child with ASD. Participants will examine examples of adaptations
to communication, environment, and interactions to support the inclusion of a child with ASD.
Participants will receive a collection of resources for use in your early childhood program.
Format
Hours/ CEU
Target Audience
Classroom OR Webinar
5 hours
0.5 CEU
Mixed audience
Foundations for Promoting Positive Behavior
Available in Spanish
Children who exhibit challenging behavior often need support in developing social and
emotional skills. During this course, educators will explore the importance of developing
positive relationships and providing an environment that helps children to build these skills.
Participants will also learn about and practice techniques that promote positive behavior and
long lasting life skills.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Tools for Teaching Social Emotional Competence
Available in Spanish
Children need a strong foundation of social and emotional competency to be successful in
school. During this session, participants will explore research and materials from The Center for
Social and Emotional Foundations for Early Learning (CSEFEL). They will also learn practical,
hands-on techniques and activities to help children develop social and emotional competence.
Format
Hours/ CEU
Target Audience
Classroom
Webinar
2.5 hours
2 hours
Mixed audience
4
Supporting Social and Emotional Development and Providing Positive Guidance
Available in Spanish
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) has developed
The Pyramid Model to help support social and emotional competence in young children. This
unit combines elements from The CSEFEL Infant/Toddler and Preschool Modules into a single
course, which will improve educators’ knowledge and competence in the area of young
children’s social-emotional and behavioral development. Topics include the importance of
positive relationships and interactions to social emotional development and positive selfconcepts, ways that children communicate their needs and feelings, designing an environment
that supports social and emotional competence, and creating a plan for a child with persistent
challenging behavior using positive techniques.
Format
Hours/ CEU
Target Audience
Classroom or Blended
15 hours (taught in six 2.5 hr.
sessions)
Three 2.5 sessions, each session
followed by 2.5 hours of
distance learning
1.5 CEU
Mixed audience
Supporting Children’s Growth and Development
Available in Spanish
An understanding of child development is the foundation of the early childhood profession.
Effective and responsive teaching requires knowledge of how current practice is developed
from researched theory. In order to provide appropriate early experiences for young children,
educators need a working knowledge of the developmental milestones and domains associated
with children’s learning. In this course, participants will discuss some of the theories of child
development and the developmental milestones for children from birth through age 8.
Participants will also explore the developmental domains associated with planning
developmentally appropriate learning experiences for the whole child.
Format
Hours/ CEU
Target Audience
Classroom or Blended
45 Hours
4.5 CEU
Mixed audience
5
Adapting for Sensory Integration Challenges in Early Childhood Settings
Available in Spanish
Sensory Processing (also referred to as sensory integration or SI) is a term that is used to
describe the way the nervous system gets messages from the senses and converts them into
appropriate motor and behavioral responses. Sensory Processing Disorder (SPD) refers to a
condition that exits when signals do not get organized into appropriate responses. It has been
referred to as a neurological “traffic jam”. One research study states that 1 in every 6 children
experience sensory symptoms that affect aspects of everyday life functions (Ben-Sasson,
Caerter, Briggs-Gowen, 2009). In this course participants will explore methods that early
childhood educators can incorporate into their programs that support and build resiliency in
children with SPD.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Understanding and Interacting with Children with Disabilities and Supporting their
Families
Early childhood education programs are essential components of success for student with
cognitive and social disabilities and those who have symptoms of or may be at risk for such
disabilities. For many children with cognitive and social disabilities, inclusion is more successful
and meaningful at younger ages because the gap in skills and abilities is smaller (Mastergeorge
& Mundy 2012) (Kluth & Shouse 2009). Participants will become familiar with some of the
more common disabilities of young children and learn strategies for adapting their early
childhood program for successful inclusion.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Partnering with Families and Communities
Strengthening Families: The Five Protective Factors
Available in Spanish
The Strengthening Families approach was developed by The Center for the Study of
Social Policy (CSSP) after conducting research on early care and education programs across
the country. Starting in 2001, the CSSP began documenting the role early education and care
programs can have in the reduction of child abuse and neglect. As a result of this study, a new
framework and approach to the prevention of abuse and neglect emerged.
This training will include a history of the Strengthening Families Approach, risk and protective
factors, strategies to support families, and the early childhood educator self-assessment.
Format
Hours/ CEU
Target Audience
6
Classroom
5 hours
0.5 CEU
Mixed audience
Embracing Culture in Early Childhood Settings
Available in Spanish
A child’s identity is founded on culturally specific beliefs, values and behaviors; therefore,
consistency between the home and the program is imperative.2 In this session, participants will
explore cultural diversity and its influence on the child and family. They will use this
information to consider teaching practices and interactions that are respectful and supportive
of each child and family’s culture.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Creating Productive Relationships with Families
Available in Spanish
Relationships form the framework of quality early education and care programming in a setting
where children feel safe and secure. Use of respectful collaboration results in continuity of care
for the child. Throughout this training, participants will explore strategies to form productive
relationships with families, which benefit the child, family, and educator. Participants will
discuss the benefits of partnerships for all involved including the positive effect on children’s
development.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
.5 CEUs
Mixed audience
Establish Positive and Productive Relationships with Families
Available in Spanish
Relationships form the framework of quality early education and care programming in a setting
where children feel safe and secure. Respectful collaboration between educators and family
members results in continuity of care for the child. Throughout this training, participants will
explore strategies to form productive relationships with families, which benefit the child,
family, and educator. Participants will discuss the benefits of partnerships for all involved
including the positive effect on children’s development.
Format
Hours/ CEU
Target Audience
Classroom OR Blended
15 hours
1.5 CEUs
Mixed audience
2
Day, C.B. (2007). Every child is a culturally being, in R. Lally, P. Mangion, & D. Greenwald (Eds.),
Concepts of care: 20 essays on infant/toddler development and learning (pp. 97-99). Sausalito, CA: West
Ed.
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Including Children Birth to Five with Disabilities and their Families in Early
Education and Care
Available in Spanish and Portuguese
It is important to develop a comprehensive approach to including children birth to age five with
disabilities in programs. Participants in this course will learn strategies to implement high
quality inclusive services which serves to benefit children, their families, and the educator.
Course activities will include an examination of the beliefs and attitudes that influence and
affect adults and children in inclusive settings, the exploration of methods to develop positive
relationships with families from all ethnic and linguistic backgrounds, an examination of the
steps for effective teaming with community programs and agencies, a review of the program’s
readiness for inclusion, and an examination of current laws regarding inclusion. To assist with
this process, participants will receive and use a checklist for inclusion planning, which includes
practical strategies for modifying curriculum, interactions, and the environment as well as
program practice checklists, and comprehensive resources.
Format
Hours/ CEU
Target Audience
Distance Learning
40 hours
4.0 CEU
Mixed audience
Working with Families of Children with Special Needs
It is important to establish effective partnerships will all families. Yet, effective engagement
with a family who has a child with special needs can be challenging. This can be due to multiple
factors. In this session, participants will gain insight into the family’s perspective including
strategies for supporting concerns from the educator/program and/or the family, methods for
effective communication, steps to support families as they seek and receive services, and use of
a strength based approach and sharing the child’s strengths with his/her family.
Format
Hours/ CEU
Target Audience
Classroom
2 hours
Mixed audience
Understanding Children with Special Needs and Their Families
Available in Spanish
An increasing number of children with special needs are entering early education and care
programs. In order to support these children and their families, it is imperative to learn about
the child’s needs and those of his/her family, and the educational and therapeutic services s/he
typically receives. The content of this course provides an introduction to supporting children
with special needs through video viewing, hands-on activities, discussion, and resources.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
8
Health, Safety and Nutrition
Literacy Development through Movement
Movement stimulates learning! Integrating movement with language and literacy learning is
not only fun, it’s the natural and healthy way that children learn. This interactive workshop will
provide participants with information on the benefits of movement for children including ways
to support language and literacy development through movement and play.
Format
Hours/ CEU
Target Audience
Classroom
2 hours
Mixed audience
Nutrition and Young Children
Educators can collaborate with families to promote healthy habits in children. Learning about
children’s nutritional needs and strategies that promote healthy eating are the focus of this
program. The training will begin with participants exploring their own eating habits and the
influence of society on our diet and eating habits. This will be followed by a review of the USDA
guidelines for children’s nutrition and strategies to promote healthy eating in young children
both at the program and at home.
Format
Hours/ CEU
Target Audience
Classroom
2.5 hours
Mixed audience
Practical Ways to Promote Learning through Active Play
Available in Spanish
The MA Department of Early Education and Care (EEC) regulations require programs to provide
children with at least 60 minutes of physical activity every day. During this training, participants
will explore the benefits of physical activity for children and strategies to meet this regulation in
fun, appropriate ways. Participants will participate in and design activities that can be used
inside and/or outside, design a safe and appropriate movement-learning environment, and
discuss the relationship between movement and learning.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Screen Time for Young Children
With an increase in electronics, children (and adults) have increased their “screen time”
significantly. As a result, the American Academy of Pediatrics recommends limiting the
duration, content, and use of screen time in our homes and programs3. Also, their “best
American Academy of Pediatrics. (2009). Caring for your baby and young child: Birth to age five. New York
City: NY: Bantam Books
3
9
practices” are reflected in the Environmental Rating Scale (FCCRs)4. During this session,
participants will learn about the research on this topic, methods to limit screen time, and
implementation of these recommended practices in programs.
Format
Hours/ CEU
Target Audience
Classroom
2 hours
• Center based, preschool,
infant/toddler and family child
care
Working with Children with Special Diets, Allergies and Specialized Feeding Issues
Available in Spanish
Food allergies affect 1 in 13 children in the United States; with young children being affected
the most5. Food allergies, food sensitivities and other feeding issues are an increasing concern
for early education and care programs. Participants will be introduced to the health and safety
needs of children with special dietary needs and ways to support these children and collaborate
with families and health professionals. Participants will begin to develop their own individual
health care plan for children with special diets, allergies, and specialized feeding issues in their
program. QRIS Standard 2a.3.3 (FCC) Center; 2a.3.2 (Center and After-School).6
Format
Hours/ CEU
Target Audience
Classroom OR Webinar
5 hours
0.5 CEU
Mixed audience
• Supervisors/ directors
Improving the Quality of Health Practices in Early Childhood Settings; Preventing the
Spread of Infections
Available in Spanish
In order to maintain healthy and safe learning environments for young children, staff in all early
education and care settings need to adhere to recommended practices for infection control,
including managing infectious diseases, caring for mildly ill children, personal hygiene, and
diapering and toileting (APA, 2012). Topics include an overview of how infection is spread,
measures to take to reduce the spread of infection, and how to plan to adapt program practices
and policies to meet the recommendations for preventing the spread of infection. New
information on sanitizing and disinfecting solutions and resources for planning for infection
control will be shared.
Harms, T., Cryer, D., & Clifford, R.M. (2007). Family child care environment rating scale. New York, NY:
Teachers College Press.
5 Gupta, R.S., Springston, B.A., Warrier, M.R. et. al. (2011). The prevalence, severity, and distribution of food
allergies in the United States. Pediatrics. Retrieved from, http://tinyurl.com/pqyqtqn
4
Massachusetts Department of Early Education and Care. (2012). Center based and school based QRIS
standards. Boston, MA: Author.
6
10
This course will help early childhood programs increase their performance on the
Environmental Rating Scales and will prepare them for the health specialist visit at Level 3 QRIS.
Format
Hours/ CEU
Target Audience
Classroom / Webinar
5 hours
0.5 CEUs
Mixed audience
Children under Stress
Researchers from the University of Michigan identified that stress in children ranks in the top
five child health concerns (C.S. Mott Children’s Hospital 2010). Some stress is both normal and
in fact healthy, as it gives us opportunities for growth, such as fear of the dark and finding
strategies to manage that fear. Stress in moderation supports the learning process (document)
however, when stress causes imbalance in a child’s life, it can have life- long negative
consequences. Children react in many different ways to stress. In this course, we will identify
some of the causes of extreme stress in children, such as grief, illness, poverty, abuse,
witnessing violence, and other traumas. Participants will review different strategies to help
young children cope with chronic stress.
Format
Hours/ CEU
Target Audience
Classroom OR Webinar
5 hours
0.5 CEUs
Mixed audience
Planning a Safe and Healthy Learning Environment
Early childhood educators must provide a safe environment for children in order to prevent and
reduce injuries. These safety measures include being attentive and possessing the skills and
knowledge to prevent injuries and to handle emergency accidents and injuries when they
occur. Additionally, the educator must ensure the childcare environment is safe by
implementing and teaching safety practices at all times. During this training, participants will
learn ways to consistently maintain and promote healthy habits. This training will stress the
importance of safety as an essential component and the first step in providing quality childcare.
This training will also include an examination of the learning environment and discussion of
strategies to promote a relationship based approach to interacting with families and children in
the program. Also, training activities will include learning about and designing an environment
that is stimulating, age –appropriate, and fosters engagement in learning through a plan
suitable for all children.
Format
Hours/ CEU
Target Audience
11
Classroom
15 hours
1.5 CEUs
Mixed audience
Learning Environments and Curriculum
Designing Child-Centered Curriculum
Available in Spanish
Quality early education and care programs offer learning experiences that reflect children’s
ages, developmental level, and interests. Participants will be guided through the design and use
of developmentally appropriate curriculum. Topics include planning open-ended activities,
following children’s interests, using knowledge about the children to plan curriculum, and
working with multi-aged groups.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Developmentally Appropriate Practice in Early Education and Care Settings
Enrich your program’s curriculum, strategies, and communication style to support children
through developmentally appropriate practices. In this session, participants will explore
materials from Developmentally Appropriate Practice in Early Childhood Programs Serving
Children from Birth through Age 8, Third Edition7 published by NAEYC.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Developmentally Appropriate Activities for Children under Two
Experiences in the early years of life form the foundation for lifelong learning. It is important to
understand how children develop in order to support their self-concept and learning. Topics in
this course will include infant and toddler development, understanding temperament and how
it impacts curriculum planning, and activities that support development. Curriculum will be
linked to the Massachusetts Early Learning Guidelines for Infants and Toddlers.
Format
Hours/ CEU
Target Audience
7
Copple, C. & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood
programs serving children from birth through age 8. Washington, DC: NAEYC.
12
Classroom
2.5 hours or
5 hours
0.5 CEU
Mixed audience
Intentional Play: Responding to Preschool Children’s Development
Play is critical in supporting a child’s healthy growth and development. While interacting with
children during play, educators can facilitate and reinforce specific skill development. This
course will provide guidance on intentional practices educators scaffold children’s learning
through play.
Format
Hours/ CEU
Target Audience
Classroom or Distance learning
5 hours
0.5 CEU
Mixed audience
Supporting Dual Language Learners
5 hours
Available in Spanish
Children may enter programs where their native language is not spoken or which is not the
primary language used in the program. This requires the child to not only adjust to the new
setting but, to acclimate into a different social and linguistic situation. In this course, educators
will learn the stages of English language acquisition and strategies to provide a supportive and
responsive learning environment for Dual Language Learners and their families.
Format
Hours/ CEU
Target Audience
Classroom OR Webinar
5 hours
0.5 CEU
Mixed audience
Webinar only available in English
Using the Early Learning Guidelines for Infants and Toddlers
Available in Spanish
The first three years of life are a time of rapid brain development and learning. Knowledge
of how to support learning and put this into practice is critically important for infants and
toddlers to reach their optimal potential. Join us as we look at the foundational elements of
infant and toddler care by exploring The Early Learning Guidelines for Infants and Toddlers.
Activities will include an exploration of brain development, relationships, and learning
activities designed to support learning for infants and toddlers by using the ELG.
Format
Hours/ CEU
Target Audience
Classroom
Distance Learning
5 hours/0.5CEU Classroom
15 hour / 1.5 CEU DL
Mixed audience
13
Using the Massachusetts Guidelines for Preschool Learning Experiences
Available in Spanish
The Massachusetts Guidelines for Preschool Learning Experiences reflect the Department of
Early Education and Care’s commitment to quality. Research on brain development supports
the value of high quality early childhood education programs for young children. The guidelines
are aligned with the 2013 revised Massachusetts Curriculum Frameworks for Pre-K through
Grade 12. The Quality Rating and Improvement System (QRIS) promotes the use of the MA
Guidelines for Preschool Learning Experiences to inform curriculum. In this 5-hour training,
participants will review the principles and structure of the guidelines. Participants will conduct
observations and review scenarios to explore the guidelines and plan curriculum that builds on
children’s interests, skills, and experiences.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
• Infant, toddler, preschool, and
young school age educators
Series: Using the Massachusetts Guidelines for Preschool Learning Experiences
Available in Spanish
Curriculum should be linked to children’s interests and developmental milestones. In this
online training, participants will utilize the Massachusetts Guidelines for Preschool Learning in
planning curriculum. These courses are divided into two 2.5-hour sections for each of the
content areas as follows:
• English Language Arts and the Arts
• Mathematics and Science and Technology/Engineering
• History and Social Science and Health Education
Format
Hours/ CEU
Target Audience
Distance Learning
5 hours/each
0.5 CEU/ each
If all three are completed
together: 15 hours/ 1.5 CEU
Mixed audience
14
From Rocking to Reading: Literacy in Infants and Toddler Settings
It is never too early to start reading with children8. There are numerous benefits to reading to
infants and toddlers. These include bonding, social/emotional development, and language
development. In this training, participants will explore the stages of literacy development and
discuss the importance of reading to infant and toddlers. They will learn reading strategies as
well as how to identify appropriate books for this age group.
Format
Hours/ CEU
Target Audience
Classroom
2.5 hours
Mixed audience
Introduction to Literacy Learning
Early literacy includes many factors such as developing vocabulary, language used to talk about
ideas, and the realization that printed words are important.9 Join us as we journey into the
world of literacy learning. Reflect upon current research that supports literacy learning from
birth to school age. Examine the seven components of literacy learning in terms of
environment, teaching strategies, and activities.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Integrating Language and Literacy across Learning Domains
Early language and literacy development are the foundation for communicating, reading, and
learning across each developmental domain. A rich vocabulary has been determined to be a
predictor of later reading ability. These skills emerge within the context of the children’s
experience both at home and within the early education setting. Join us as we develop
strategies to integrate language and literacy learning experiences within multiple domains and
content areas.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
8
National Education Association. (2013). Tips for reading to infants and toddlers. Retrieved from,
http://www.nea.org/grants/13330.htm
9 Reach out and Read. (2012). Why we do this: The importance of early literacy. Retrieved from,
http://www.reachoutandread.org/FileRepository/03_WhyWeDo.pdf
15
Nurturing the Development of Language and Literacy through Children’s Literature
Early literacy skills found to be most important for the later academic success include reading
comprehension and extensive use of vocabulary10. During this training, participants will
explore and practice strategies using children’s literature to promote literacy learning, design
curriculum activities based upon a children’s book, practice reading children’s stories focusing
on developing vocabulary and comprehension, and reflect on the characteristics of the children
in their program. Each of these activities will assist educators in incorporating story reading
and literacy based supplemental activities within the curriculum. As an added benefit, each
participant will receive a children’s book (that they have used during the training) to bring back
to their program.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Intentional Teaching: Mathematics
Young learners’ future understanding of math requires an early foundation.11 Early math
learning can be engaging and fun! Participants will experience activities that support all five
math content areas and math standards and review the path of children’s learning in this area.
Activities will also include the development of a math rich learning environment and strategies
to support math learning into each area of the program throughout the day. Participants will
develop resources they can take back to their programs to use with the children.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Interactive Math Experiences in Out-of-School Time Settings
Young children are natural learners who learn best through interacting with others and
materials. This training is designed to support developing children’s mathematical
understanding and extend school day learning through hands on experiences founded on the
Guiding Principles and the MA Mathematics Frameworks.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
10
National Institute for Literacy. (2009). Early beginnings: Early literacy knowledge and instruction.
Retrieved from, http://lincs.ed.gov/publications/pdf/NELPEarlyBeginnings09.pdf
11 National Council of Teachers of Mathematics. (2013, Oct.). What is important in early childhood
mathematics? Retrieved from, http://www.nctm.org/about/content.aspx?id=12590
16
Taking Math Learning Outdoors
Available in Spanish
Mathematical concepts can be reinforced through active learning experiences. This interactive
training explores why using the outdoor environment stimulates math learning as well as
strategies that can be used to incorporate math concepts in outdoor play. Throughout the
training, participates will consider multiple strategies that support all learners and ways to
incorporate materials the educator may already have.
Format
Hours/ CEU
Target Audience
Classroom
2.5 hours
Mixed audience
Using a Child-Centered Approach in Out-of-School Time Programs
This training will focus on the importance of helping children build confidence in their abilities
using a child-centered approach. By aligning programming with children’s interests, strengths,
and challenges, educators will support each child’s cognitive and social-emotional
development. This training will provide guidance on aligning the program mission and the
educator’s goals using this model and incorporating strategies in planning.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
.5 CEU
Mixed audience
Supporting STEM Education in Early Childhood Settings
Available in Spanish
Children use math and science skills from birth to interpret and react to their world [1]. It is
important for educators to stimulate and engage children’s thinking by offering engaging and
developmentally appropriate activities in science, technology, engineering and math. In this
learning event, participants will discover the STEM capabilities of young children and explore
strategies designed to weave STEM content into program learning experiences.
Format
Hours/ CEU
Target Audience
Classroom OR Webinar
5 hours
0.5 CEU
Mixed audience
17
Project Based Learning in Out-of-School Time Programs
Project based learning is an instructional approach built on authentic learning activities that
engage children’s interest. These activities are designed to answer a question and engage
multiple learning approaches and styles. Project based learning also teaches children 21st
century skills. In this approach, children are working together toward a common goal.
Products are produced which demonstrates the level of understanding. In this training,
participants will review the elements of Project Based Learning, design an open-ended project
for the children, articulate the developmental domains and content areas the project will
support, and utilize evaluation strategies.
Format
Hours/ CEU
Target Audience
Classroom
2.5 hours
• Out of school time
• After school program
Transitions: Changes for Children
Transitions happen throughout each day. This includes when there is a change from one
activity to the next in the program day, when children enter or leave a program for the very
first time, or move on to kindergarten. By planning for transitions, educations can assist
children and families adjust to change and support the continuity of care and services they
receive. Participants in this course will explore and design transition procedures, which support
children and families, including adapting plans for diverse learners.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Observation, Assessment, and Documentation
Using the Ages and Stages Questionnaire (ASQ®) in Your Program
The Ages and Stages Questionnaire (ASQ) is a 30-item questionnaire, which parents and/or
educators complete at designated intervals. ASQ assesses children in their natural
environments across five key developmental areas. Results are used to quickly determine a
child’s progress in each area as well as alert professionals and parents about areas of concern.
Our focus will be on completion of the questionnaires for specific age groups, strategies on how
to complete the questionnaire with children, interpreting results, and encouraging family
involvement.
Format
Hours/ CEU
Target Audience
Classroom
3 hours OR
5 hours for 0.5 CEU
Mixed audience
18
The ASQ-SE: Screening for Social and Emotional Development
The Ages & Stages Questionnaires: Social-Emotional® (ASQ: SE) is a questionnaire designed to
be completed by parents and/or early childhood professionals. It addresses the emotional and
social competence of young children and is used for making a referral for a diagnostic
evaluation and to monitor social and emotional development The ASQ-SE will be introduced
including interview and scoring procedures, interpretation of results, and making referral
decisions. Participants will have the opportunity to complete two case studies, one on an
infant, and one on a toddler.
Format
Hours/ CEU
Target Audience
Classroom
3 hours
Mixed audience
Using Classroom Observation to Gauge Teacher Effectiveness: Classroom Assessment System
{CLASS™}
The CLASS™ is a valid and reliable observation tool that focuses on emotional support,
classroom organization, and instructional support in Pre-K and older age groups. Research has
demonstrated that the CLASS™ dimensions are associated with more positive social and
academic development for children [1]. This course is designed to train supervisors,
administrators, or mentors to use the CLASS tool with Pre-K educators on an ongoing basis to
determine the educator’s strengths and challenges in the CLASS dimensions provide specific
feedback as a result of the observation, and discuss areas for improvement.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Administrators, Supervisors,
Mentors in Early Education and
Care
Observing and Recording Children’s Behavior
Available in Spanish
In this 15 hour unit, participants will explore the value of using developmental milestones in the
observation and assessment process; why observation of children is important, what should be
observed, and methods for collecting observations and work samples; interpreting the data
collected to inform curriculum and assessment of children’s development; what is a
developmental screening and how it differs from an authentic assessment; and partnering with
parents to communicate progress and develop shared curriculum.
Format
Hours/ CEU
Target Audience
Classroom OR Blended
15 hours
1.5 CEU
Mixed audience
19
Program Planning and Development
Family Child Care Orientation Module 1
Available in Spanish
The Family Child Care Orientation, Module 1, is for individuals who are interested in becoming a
Family Child Care Provider or a Certified Assistant. Individuals must attend a Potential Provider
Meeting at a MA Department of Early Education and Care Regional office, prior to taking this
course. Note: Individuals, who are attending this orientation to become a certified assistant, do
not need to attend a Potential Provider Meeting. In this training, participants will learn about
preparing and maintaining a safe and healthy family child care environment; establishing and
maintaining required records, policies and procedures necessary for licensing; and the various
factors that must be considered when supervising young children.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
• Family child care
Family Child Care Orientation Module 2
Available in Spanish
Family Child Care Orientation Module 2 was designed to be taken after participants complete
the first module of Family Child Care Orientation and have received their family childcare
license. It is recommended that all newly licensed family childcare educators complete Module
2 within six months of receiving an EEC license. It may also be beneficial for experienced family
childcare educators who would like further clarification regarding licensing requirements.
Participants will become familiar with The Department of Early Education and Care's
regulations on curriculum, progress reports, interactions with children, and the professionalism
necessary to build strong, positive relationships with families and communities.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
• Family childcare
20
NAFCC Accreditation Program
Available in Spanish
Accreditation is a process that involves meeting practices that are considered exemplary for the
particular field12. This program will introduce family childcare educators, to the NAFCC
Accreditation process. This will include a general overview, requirement for accreditation, the
NAFCC Quality Standards, and resources for getting started. The steps of accreditation will be
examined, including the purpose, focus, requirements, and cost of each step. Participants will
assess their own program’s compliance with the Quality Standards and create a Quality
Improvement Plan, including participation by families in their programs. Ideas for fund raising
for the required fees and expenses will be discussed as well.
Webinar: Participant must have access to a computer with high-speed Internet, a telephone,
and the ability to receive email including attachments. Some computer skills are required in
order to be able to participate in this course.
Format
Hours/ CEU
Target Audience
Classroom
10 hours
1.0 CEU
• Family child care
Webinar
3 hours
Planning Programs for Young Children Using the Family Child Care Environment
Rating Scale (FCCERS) and the Arnett Caregiver Interaction Scale
Available in Spanish
The Family Child Care Environment Rating Scale (FCCERS) and the Arnett Caregiver Interaction
Scale are highly respected tools for self-evaluation and inspection. They have been tested for
validity and reliability. These scales help to foster richer environments in which young children
can flourish. In this training, participants will review the elements of the scales, practice
completing them including scoring, and engage in an exploration of strategies for continuous
program improvements. Use of these tools in this manner serves to help educators plan
programs that improve the environment and increase sensitive interactions with children.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Using the Business Administration Scale (BAS) and Developing a Business Plan
Available in Spanish
12
National Association for Family Child Care. (2014). NAFCC accreditation at-a-glance. Retrieved from,
http://nafcc.org/index.php?option=com_content&view=article&id=70&Itemid=765
21
Part one of the training will focus on using the Business Administration Scale as a tool for family
childcare educators to assess the professional and business practices of his/her program. In
this training, participants will review the elements of the Business Administration Scale,
practice completing the assessment including scoring, and explore strategies for program
improvements. The second part of this training explores how to develop a business plan. Family
childcare educators will have opportunities to articulate features and benefits of their business,
begin developing a marketing plan, and learn how to draft other sections such as a record
keeping plan, business policies, and an operating budget.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Using the Program Administration Scale (PAS) and Developing a Strategic Plan
Part one of the training will focus on using the Program Administration Scale as a tool to assess
the administration practices of his/her program. In this training, participants will review the
elements of the Program Administration Scale, practice rating and scoring using the PAS, and
explore goals for program improvements. The second part of this training explores how to
develop a strategic plan. Participants will have opportunities to begin developing a mission and
vision statement. They will gain information to develop a needs assessment, plan for services,
short and long term goals, and strategies to achieve goals using the results of the PAS.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
• Directors
• Supervisors
• Administrators of Center and
School
Planning Programs for Young Children Using the Environment Rating Scale (ECERS/
ITERS) and the Arnett Caregiver Interaction Scale
In this training, participants will learn about the content and use of the ECERS/ITERS, practice
scoring, review results, and describe strategies for program improvement. The ECERS/ITERS is a
valid and reliable tool for program evaluation. Programs can use this scale for self-assessment
and to determine areas for improvement.
The Arnett caregiver Interaction Scale is designed to measure the emotional tone, disciplinary
style, and the responsiveness of the educator. During this training, participants will review the
organization and content of the Interaction Scale, practice using the tool as a self-assessment
measure, and utilize the results to identify areas for improvement. Use of these tools in this
manner serves to help educators plan programs that improve the environment and increase
positive interactions with children.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Center-based settings
22
Professionalism and Leadership
Basic Computer Skills for Early Education and Care Professionals
In order to access resources, communicate effectively and participate in EEC grant initiatives,
educators must have basic computer skills. This course will offer the skills needed to use email,
search the Internet, utilize websites in our field, and access key EEC Internet interfaces. Helpful
word processing tools will be shared as well as creative ways to use your computer to enhance
your program quality.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
0.5 CEU
Mixed audience
Child Development Associate Program (CDA)
Available in Spanish
IEPD has designed a 120-hour Child Development Associate Credential course for center-based
and family childcare educators interested in the national CDA credential. This course integrates
all CDA application requirements including development of the professional resource file,
statements of autobiography, parent questionnaires, and preparation for the formal
observation and national assessment process. The course has been offered over the past seven
years with outstanding success. The course is available in English, Spanish and Portuguese.
Contact IEPD for a class in your area or we will come to your location and offer a course to a
minimum of ten students.
Format
Hours/ CEU
Target Audience
Classroom OR Blended
120 hours
12.0 CEU
Mixed audience
Cultivating Leadership
Available in Spanish
Leadership is defined as someone who influences a group of people or enlists other’s support 13
Children often think all adults are leaders. Do you think they are correct? Do you have
leadership qualities that you don’t even know about? This presentation will help you unlock the
leadership qualities that you possess. It will explore professional behaviors and how they relate
to the workplace. It will journey into effective communication styles, leadership characteristics,
and valuable coaching techniques. This course will culminate with opportunities to practice and
reflect on the information.
Format
Hours/ CEU
Target Audience
Classroom
10 hours
1.0 CEU
Mixed audience
13
Wikipedia. (2014). Leadership. Retrieved from, http://en.wikipedia.org/wiki/Leadership
23
Leading with Vision
Articulating a vision for one’s work is the first step in the process of focused leadership. This
process includes engaging in ongoing critical self-reflection, assessing one’s vision in relation to
practice, including staff and families, and designing a process to achieve the vision. To work
towards a vision, leaders must consider the dimensions involved which include; recognizing
differences and supporting diversity in communication, interaction styles, and expectations.
The path to attaining a vision for one’s work is an ongoing process involving internal and
external steps. This training will assist leaders in defining, critiquing, and moving toward their
vision for their work with children and families.
Format
Hours/ CEU
Target Audience
Classroom Or Distance Learning
5 hours
0.5 CEU
• Directors, supervision,
coordinators of an early
education and care program
Planning for Professional Development
Available in Spanish
The educator is the primary factor in quality of programming for young children. By reflecting
on individual strengths and challenges, educators are able to design a professional
development plan that meets his/her individual needs. This, in turn, impacts the educator’s
work with young children and families through ongoing development of knowledge and skills.
In this training, participants will reflect upon current abilities, goals and needs, discuss the
mission of his/her program, review EEC templates for planning, and align this information to
develop an Individual Professional Development Plan.
Format
Hours/ CEU
Target Audience
Classroom
2 hours
Mixed audience
Professional and Leadership
Available in Spanish
High quality early childhood education is important for a child’s healthy development. There
are increasing evidence that early experiences have lasting effects on a child and the family. In
order to provide the highest quality programming, educators must embrace a commitment to
professionalism and using identified best practices in their work.
In this 10-hour unit, participants will explore the elements of professionalism in early childhood
education. They will critique and reflect upon ethnical practice and the highest standards for
professional practice. Participants will also consider current practices; reflect upon
recommendations presented in the course, and design goals for improvement by completing or
editing their professional development plan and a program improvement plan.
Format
Hours/ CEU
Target Audience
Classroom
10 hours
1.0 CEU
Mixed audience
24
Maintaining a Commitment to Professionalism
Available in Spanish
Obtaining a Child Development Associate credential involves more than completing 120 hours
of coursework. In this unit participants will revisit what they have learned, reflect on their next
steps for professional growth and review the final processes for completing and renewing their
CDA.
Format
Hours/ CEU
Target Audience
Classroom
5 hours
.5 CEU
Mixed audience
Effective Program Management
Available in Spanish
A well-run classroom or family childcare program is based on continual evaluation, whether formal or
informal, to inform program improvement. This unit will provide participants an opportunity to explore
the use of program assessment tools (BAS, PAS, ERS) as a method to evaluate and inform both
classroom and program improvement. Participants will also investigate ways to work as part of a team
to establish cooperative interpersonal relationships, discuss the significance of establishing children’s
portfolios for assessment and explore methods designed to maintain effective record-keeping and the
importance of adhering to standards, regulations and policies.
Format
Hours/ CEU
Target Audience
Classroom OR Blended
15 hours
1.5 CEU
Mixed audience
25