Paquete puente CDA: Cuidado infantil familiar - online

1. Define differentiated instruction in early childhood education and describe how it may look in the classroom.
2. Identificar y reflexionar sobre los sesgos y explorar enfoques contra los sesgos que apoyen el trabajo con niños y familias.
3. Demostrar comprensión de cómo traducir la información de evaluación y de observación en el desarrollo de objetivos a corto y largo plazo
4. Explique el desarrollo típico y atípico.
5. Identifique las diferencias entre el tamizaje del desarrollo y las evaluaciones del desarrollo.
6. Reconozca la importancia del uso de las evaluaciones del desarrollo.
7. Demonstrate understanding of inclusionary practices for anxiety in the child care setting.
8. Define and identify common signs and behaviors of children and youth with fetal alcohol syndrome.
9. Describa los componentes del ASQ.
10. Give examples of what educators can submit as samples for children’s portfolios.
11. Defina las Experiencias Adversas en la Infancia e identifique sus efectos en el desarrollo infantil
12. Demonstrate understanding of using assessment and observations for short and long term goal development for ages birth to three.
13. Reconocer la importancia de conocer las etapas del desarrollo.
14. Recognize the differences between major theories.
15. Explique cómo la teoría se refleja en el entorno de atención infantil.
16. Identificar teóricos de la orientación y la disciplina
17. Definir e identificar los signos y comportamientos comunes de niños y jóvenes con depresión.
18. Definir e identificar signos y comportamientos comunes en niños y jóvenes con discapacidades del desarrollo.
19. Definir e identificar los signos y comportamientos comunes en niños y jóvenes con ADHD.
20. Enumere recursos comunitarios, apoyos y referencias para ADHD.
21. Demonstrate understanding of inclusionary practices for ADHD in the child care setting.
22. Demonstrate understanding of inclusionary practices for cerebral palsy in the child care setting.
23. Demostrar comprensión de las prácticas inclusivas dirigidas a personas con discapacidades del desarrollo en el entorno de cuidado infantil.
24. Enumere recursos comunitarios, apoyo y derivaciones para discapacidades del desarrollo.
25. List community resources, supports, and referrals for cerebral palsy.
26. Demostrar comprensión de las prácticas inclusivas para el trastorno del espectro autista en el entorno de cuidado infantil.
27. Demonstrate how theory is reflective in the child care environment for infants and toddlers.
28. Definir e identificar los signos y comportamientos comunes de niños y jóvenes con trastorno de conducta.
29. Defina la resiliencia e identifique formas en que ésta ayuda a los niños pequeños a superar estresores tóxicos.
30. Enumere los recursos comunitarios, apoyos y derivaciones para el síndrome alcohólico fetal.
31. Demonstrate understanding of inclusionary practices for fetal alcohol syndrome in the childcare setting.
32. Describe las etapas del desarrollo emocional en los niños pequeños.
33. Demostrar comprensión de cómo implementar un Plan de Educación Individual.
34. Describe ways to analyze classrooms for an anti-bias approach.
35. Defina las similitudes entre las principales teorías.
36. Identificar estrategias efectivas para entrevistar a posibles nuevos miembros del personal.
37. Identify the components of a lesson plan for the family child care setting
38. Define the Cycle of Inquiry and how it can be used to plan emergent curriculum.
39. Definir e identificar signos y comportamientos comunes en niños y jóvenes con trastorno del espectro autista.
40. Enumere recursos comunitarios, apoyos y derivaciones para el trastorno del espectro autista.
41. Definir e identificar los signos y comportamientos comunes en niños y jóvenes con ansiedad.
42. Definir e identificar los signos y comportamientos comunes en niños y jóvenes con parálisis cerebral.
43. Demostrar comprensión del currículo emergente.
44. Recognize the needs of individualized learning for infants and toddlers.
45. List community resources, supports, and referrals for depression.
46. Describe las etapas del duelo y las diferentes maneras en que los niños reaccionan al duelo y al estrés.
47. Identify characteristics of project based learning in the classroom environment and curriculum
48. Identificar herramientas de evaluación.
49. Enumere estrategias para colaborar con especialistas en la administración de evaluaciones del desarrollo.
50. Dé ejemplos de herramientas que registran y comunican información crítica a otros miembros del personal y a las familias.
51. Identificar estrategias para trabajar con niños con necesidades especiales.
52. Identify the different types of portfolios used in child care programs, and the appropriate portfolio components for each type.
53. Reconocer la importancia de la resolución de problemas y de las estrategias para la resolución de conflictos con los miembros de la comunidad y las familias
54. List community resources, supports, and referrals for conduct disorder.
55. Demonstrate understanding of inclusionary practices for depression in the childcare setting.
56. List community resources, supports, and referrals for anxiety.
57. Identificar los problemas de comunicación comunes en el entorno de atención y educación temprana
58. Describe Piaget’s sensorimotor and preoperational stages of cognitive development.

Criteria to earn CEUs:

Certificates are awarded when the following criteria have been met by the learner:

1. Class has been paid in full
2. All material has been reviewed
3. All review questions and final test have been completed with a passing score of 80% or higher.

Learning Assessment Method:

Learners will be assessed through questions after every section is completed. Learners will not be allowed to proceed to the next section of the training until all questions have been answered correctly. Learners will be presented with a final test composed of true/false and multiple choice questions. Upon successful completion of the training, learners will receive their certificate by email.

Learning Methodology:

Online material will be presented in the form of slides, accompanied with speech. Videos will be used to demonstrate ideas and concepts. Charts and tables will be used for illustration.

Logistics/Required Technology:

A stable internet connection is required for the completion of this course. Users are highly encouraged to take their online course on Google Chrome on either a laptop or desktop computer. Speakers and/or headphones are also required to hear speech.

Payment Policy:

Payments need to be made in full. No refunds will be issued after starting the class.

Proprietary or conflict of interest disclosure:

Unless otherwise stated in the course description none of H & H subject matter experts and editor has any conflict or proprietary interests related to the material they prepared in this course.

Support Services:

Please visit our contact us page

ChildCareEd CDA Credential Training Portfolio Review – Required Documents

As part of our Portfolio Review process, you are required to upload the following documents for review by our team of certified CDA PD Specialists..

Please note:

• All documents must be uploaded as PDF files. Other formats will not be accepted.
• Each document you submit is a required component of your Professional Portfolio.
• Once submitted, our certified CDA PD Specialists will review your documents. They will either approve your submission or provide feedback requesting revisions and resubmission.
• After all documents have been reviewed and accepted, and you have successfully completed all coursework, you will receive your certificate of completion for your CDA training.

Required Reflective Competency Statements and Documents

• CS I: How you create a safe, healthy, and learning-friendly environment.
• CS II: How you promote physical and cognitive growth.
• CS III: How you help children build positive relationships and self-control.
• CS IV: How you engage and support families.
• CS V: How you keep the classroom organized and support children’s learning.
• CS VI: Your professional growth and advocacy.
• Professional Philosophy Statement