<?xml version="1.0" encoding="UTF-8"?>
<rss version="2.0">
<channel>
<title>ChildCareEd RSS Feed</title>
<link>https://www.childcareed.com</link>
<description>ChildCareEd RSS Feed</description>
<language>en-us</language>
<item>
<title>How Can You Create a Sensory-Friendly Child Care Classroom?</title>
<link>https://www.childcareed.com/a/how-can-you-create-a-sensory-friendly-child-care-classroom.html</link>
<description><![CDATA[
A sensory-friendly child care classroom reduces unnecessary sensory demands while offering predictable routines, flexible seating, movement opportunities, quiet spaces, accessible materials, and multiple ways for children to participate. Providers should observe without labeling, collaborate with families and specialists, prioritize safety and dignity, and make small, measurable adjustments that support inclusion and learning for every child.
]]></description>
<category>#children</category>
<category>#stress,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534958" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-you-create-a-sensory-friendly-child-care-classroom.html</guid>
<pubDate>Fri, 18 Sep 2026 19:11:30 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>At What Age Do Children Start Playing Together?</title>
<link>https://www.childcareed.com/a/at-what-age-do-children-start-playing-together.html</link>
<description><![CDATA[
Children gradually progress from solitary and parallel play around 18 months–2 years to associative play around ages 3–4 and more cooperative play during the preschool years, though these ranges are flexible. Providers can support this development by creating low-pressure peer activities, modeling social language, offering appropriate materials and scaffolding, and avoiding unrealistic expectations or excessive adult direction.
]]></description>
<category>#cooperation,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534956" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/at-what-age-do-children-start-playing-together.html</guid>
<pubDate>Fri, 18 Sep 2026 19:11:21 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can You Support an Autistic Child in a Preschool Classroom?</title>
<link>https://www.childcareed.com/a/how-can-you-support-an-autistic-child-in-a-preschool-classroom.html</link>
<description><![CDATA[
Supporting an autistic child in preschool involves individualized, strengths-based strategies such as predictable visual routines, multimodal communication, sensory accommodations, interest-led play, and flexible opportunities for peer participation. Effective inclusion depends on treating behavior as communication, promoting autonomy and belonging, and collaborating consistently with families, specialists, and classroom staff.
]]></description>
<category>#classroom</category>
<category>#independence.</category>
<category>#relationships,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534954" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-you-support-an-autistic-child-in-a-preschool-classroom.html</guid>
<pubDate>Fri, 18 Sep 2026 19:11:15 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Developmental Delay vs. Developmental Difference: What’s the Difference?</title>
<link>https://www.childcareed.com/a/developmental-delay-vs-developmental-difference-what-s-the-difference.html</link>
<description><![CDATA[
Developmental differences reflect the varied ways children grow and communicate, while developmental delays involve persistent difficulties acquiring skills and require careful observation rather than assumptions or diagnosis by providers. Effective support combines culturally responsive observation, family collaboration, objective documentation, timely screening or referral, and inclusive classroom adaptations that recognize strengths and remove barriers.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534952" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/developmental-delay-vs-developmental-difference-what-s-the-difference.html</guid>
<pubDate>Fri, 18 Sep 2026 19:11:13 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Early Signs of Autism May Child Care Providers Notice?</title>
<link>https://www.childcareed.com/a/what-early-signs-of-autism-may-child-care-providers-notice.html</link>
<description><![CDATA[
Child care providers may notice recurring differences in social communication, play, repetitive behaviors, sensory responses, and transitions, while also recognizing each child’s strengths and communication methods. They should document objective observations, provide inclusive supports, partner respectfully with families, and encourage professional screening or early intervention without attempting to diagnose.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534950" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-early-signs-of-autism-may-child-care-providers-notice.html</guid>
<pubDate>Fri, 18 Sep 2026 19:11:11 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Should Child Care Providers Look For in Fine Motor Skills by Age?</title>
<link>https://www.childcareed.com/a/what-should-child-care-providers-look-for-in-fine-motor-skills-by-age.html</link>
<description><![CDATA[
Fine motor development progresses from reaching and grasping in infancy to transferring, stacking, scribbling, drawing, cutting, dressing, construction, and early writing during the toddler and preschool years, with considerable individual variation. Child care providers should observe skills across routines, focus on progress and participation rather than rigid age benchmarks, adapt materials and support as needed, and document persistent difficulties, regression, or concerns for family collaboration and possible referral.
]]></description>
<category>#milestones</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534921" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-should-child-care-providers-look-for-in-fine-motor-skills-by-age.html</guid>
<pubDate>Fri, 18 Sep 2026 17:58:53 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Gross Motor Skills Should Children Develop at Each Age?</title>
<link>https://www.childcareed.com/a/what-gross-motor-skills-should-children-develop-at-each-age.html</link>
<description><![CDATA[
Gross motor development progresses from head and trunk control in infancy to walking, running, climbing, jumping, balancing, and coordinated play during the preschool years, with individual variation in timing and ability. Educators should provide frequent, inclusive movement opportunities, observe and document specific behaviors, adapt activities and environments, partner with families, and seek support when concerns persist or skills are lost.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534919" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-gross-motor-skills-should-children-develop-at-each-age.html</guid>
<pubDate>Fri, 18 Sep 2026 17:58:26 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Should a 4-Year-Old Know Before Pre-K?</title>
<link>https://www.childcareed.com/a/what-should-a-4-year-old-know-before-pre-k.html</link>
<description><![CDATA[
Pre-K readiness is multidimensional, encompassing social-emotional development, language and literacy, cognitive and motor skills, self-help abilities, curiosity, and confidence—not just knowledge of letters and numbers. Adults should use play-based experiences, careful observation, supportive routines, family partnerships, and individualized accommodations to build on each child’s strengths without treating developmental milestones as rigid requirements.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534917" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-should-a-4-year-old-know-before-pre-k.html</guid>
<pubDate>Fri, 18 Sep 2026 17:58:22 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>When Should a Child Care Provider Be Concerned About Development?</title>
<link>https://www.childcareed.com/a/when-should-a-child-care-provider-be-concerned-about-development.html</link>
<description><![CDATA[
Child care providers should be concerned when they observe persistent developmental differences across settings or routines, regression, significant challenges in multiple domains, or barriers to participation—not based on a single missed skill or isolated incident. They should respond by documenting objective observations and strengths, consulting program leadership, communicating respectfully with families, providing inclusive support, and encouraging qualified screening or evaluation without diagnosing.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534915" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/when-should-a-child-care-provider-be-concerned-about-development.html</guid>
<pubDate>Fri, 18 Sep 2026 17:58:21 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Speech and Language Milestones Should Child Care Providers Know?</title>
<link>https://www.childcareed.com/a/what-speech-and-language-milestones-should-child-care-providers-know.html</link>
<description><![CDATA[
Child care providers should recognize broad speech and language patterns: infants develop vocalizations, gestures, and shared attention; toddlers expand vocabulary, understanding, and word combinations; and preschoolers develop longer sentences, storytelling, conversation, speech clarity, and early literacy skills. Providers can support communication through responsive daily interactions, play, books, songs, gestures, AAC, and home-language inclusion while objectively documenting concerns, partnering with families, and referring for professional evaluation when difficulties persist or skills are lost.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534913" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-speech-and-language-milestones-should-child-care-providers-know.html</guid>
<pubDate>Fri, 18 Sep 2026 17:58:13 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Are the Social-Emotional Milestones From Birth to Age 5?</title>
<link>https://www.childcareed.com/a/what-are-the-social-emotional-milestones-from-birth-to-age-5.html</link>
<description><![CDATA[
Social-emotional development from birth to age five progresses from attachment and co-regulation to emotional expression, empathy, peer relationships, problem-solving, and growing independence, with milestones serving as flexible guides rather than rigid standards. Child care providers should build responsive relationships, observe objectively across contexts, support regulation through daily routines and play, and collaborate respectfully with families and professionals when concerns or regression arise.
]]></description>
<category>#responsive</category>
<category>#attachment-building</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534911" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-are-the-social-emotional-milestones-from-birth-to-age-5.html</guid>
<pubDate>Fri, 18 Sep 2026 17:58:12 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Should a 5-Year-Old Know Before Kindergarten?</title>
<link>https://www.childcareed.com/a/what-should-a-5-year-old-know-before-kindergarten.html</link>
<description><![CDATA[
Kindergarten readiness involves developing social-emotional, communication, early literacy and math, motor, self-help, and problem-solving skills rather than mastering a rigid checklist. Providers should use play-based routines, observation, individualized support, and family partnerships to build strengths, encourage independence, and address persistent concerns through appropriate screening and referrals.
]]></description>
<category>#independence</category>
<category>#play,</category>
<category>#language</category>
<category>#literacy</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534909" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-should-a-5-year-old-know-before-kindergarten.html</guid>
<pubDate>Fri, 18 Sep 2026 17:58:09 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Should a 3-Year-Old Be Learning at Preschool?</title>
<link>https://www.childcareed.com/a/what-should-a-3-year-old-be-learning-at-preschool.html</link>
<description><![CDATA[
Preschool learning for 3-year-olds should support the whole child through play, relationships, routines, and intentional experiences that build language, early literacy, math, science, social-emotional, physical, creative, and self-help skills. Educators should observe children during everyday activities, provide responsive scaffolding and meaningful choices, collaborate with families, and prioritize developmentally appropriate exploration over worksheets or formal testing.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534907" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-should-a-3-year-old-be-learning-at-preschool.html</guid>
<pubDate>Fri, 18 Sep 2026 17:57:50 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Should a 1-Year-Old Be Learning at Daycare?</title>
<link>https://www.childcareed.com/a/what-should-a-1-year-old-be-learning-at-daycare.html</link>
<description><![CDATA[
One-year-olds learn best through warm relationships, movement, sensory exploration, play, communication, repetition, and participation in everyday routines rather than formal academic lessons. Daycare providers should plan flexible, developmentally appropriate experiences, observe and document children’s strengths and progress, partner with families, and respond respectfully to potential developmental concerns.
]]></description>
<category>#classroom</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534905" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-should-a-1-year-old-be-learning-at-daycare.html</guid>
<pubDate>Fri, 18 Sep 2026 17:57:42 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Should a 2-Year-Old Be Learning at Daycare?</title>
<link>https://www.childcareed.com/a/what-should-a-2-year-old-be-learning-at-daycare.html</link>
<description><![CDATA[
Two-year-olds learn best through warm relationships, predictable routines, active play, language-rich interactions, movement, sensory exploration, and opportunities to develop social-emotional skills and independence rather than through formal worksheets. Daycare providers should use developmental milestones flexibly, observe children in authentic situations, document progress objectively, partner with families, and recommend screening or professional support when concerns persist or skills are lost.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534903" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-should-a-2-year-old-be-learning-at-daycare.html</guid>
<pubDate>Fri, 18 Sep 2026 17:57:33 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Child Care Centers Properly Sanitize Toys?</title>
<link>https://www.childcareed.com/a/how-can-child-care-centers-properly-sanitize-toys.html</link>
<description><![CDATA[
Child care centers should use a consistent, material-specific process to clean, sanitize, or disinfect toys, prioritizing items that are mouthed, shared, visibly soiled, or heavily handled. Staff should follow product labels and contact times, allow toys to dry completely, remove damaged or uncleanable items, store chemicals safely, document responsibilities, and increase sanitation during illness or body-fluid contamination.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534881" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-child-care-centers-properly-sanitize-toys.html</guid>
<pubDate>Thu, 17 Sep 2026 16:02:05 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Long Should a Child Stay Home After Vomiting?</title>
<link>https://www.childcareed.com/a/how-long-should-a-child-stay-home-after-vomiting.html</link>
<description><![CDATA[
Children should generally stay home after vomiting until they have been symptom-free overnight or for 24 hours, can keep down fluids and food, and can comfortably participate; suspected norovirus outbreaks may require 48 hours symptom-free according to public-health guidance. Providers should use objective return criteria, monitor for dehydration and other concerning symptoms, document episodes, communicate clearly with families, and follow state licensing and health-department requirements.
]]></description>
<category>#policy,</category>
<category>#documentation,</category>
<category>#cleaning,</category>
<category>#handwashing,</category>
<category>#communication</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534879" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-long-should-a-child-stay-home-after-vomiting.html</guid>
<pubDate>Thu, 17 Sep 2026 12:06:58 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>When Should a Sick Child Be Sent Home From Daycare?</title>
<link>https://www.childcareed.com/a/when-should-a-sick-child-be-sent-home-from-daycare.html</link>
<description><![CDATA[
Children should be sent home from daycare when they cannot participate comfortably, require more care than staff can safely provide, show symptoms that may spread illness, or meet state or public-health exclusion requirements. Staff should respond compassionately by assessing observable symptoms, providing supervised separation, contacting families promptly, documenting facts, following clear return-to-care rules, and maintaining consistent policies.
]]></description>
<category>#policy</category>
<category>#children,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534877" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/when-should-a-sick-child-be-sent-home-from-daycare.html</guid>
<pubDate>Thu, 17 Sep 2026 12:06:48 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Child Care Providers Create Safe Sleep Practices for Infants?</title>
<link>https://www.childcareed.com/a/how-can-child-care-providers-create-safe-sleep-practices-for-infants.html</link>
<description><![CDATA[
Child care providers can promote infant safe sleep by placing babies on their backs in individual, firm, flat, empty sleep spaces, using appropriate clothing, maintaining active supervision, and transferring infants from seating devices to approved cribs. Programs should support these practices through written policies, staff training, documentation, equipment checks, emergency procedures, regular audits, and respectful communication with families while following current AAP, CDC, and local licensing guidance.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534875" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-child-care-providers-create-safe-sleep-practices-for-infants.html</guid>
<pubDate>Thu, 17 Sep 2026 12:06:19 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Should Daycare Illness Policies Include to Protect Children, Staff, and Families?</title>
<link>https://www.childcareed.com/a/what-should-daycare-illness-policies-include-to-protect-children-staff-and-families.html</link>
<description><![CDATA[
A strong daycare illness policy uses objective, observable criteria to determine exclusion, provides supervised comfort and prompt family notification, documents events, and defines clear return-to-care requirements aligned with public-health and state guidance. Programs should consistently train staff, maintain hygiene and outbreak-prevention procedures, protect confidentiality, and regularly update and communicate the policy to families.
]]></description>
<category>#trust.</category>
<category>#care</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534873" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-should-daycare-illness-policies-include-to-protect-children-staff-and-families.html</guid>
<pubDate>Thu, 17 Sep 2026 12:06:15 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Handwashing Rules Should Every Child Care Provider Teach?</title>
<link>https://www.childcareed.com/a/what-handwashing-rules-should-every-child-care-provider-teach.html</link>
<description><![CDATA[
Child care providers should teach children to wash their hands at key times—such as arrival, before meals, after toileting, outdoor play, coughing, or contact with animals—and follow five steps: wet, soap, scrub for at least 20 seconds, rinse, and dry. Programs should support these routines with adult modeling, supervision, accessible supplies, visual cues, positive coaching, and careful sanitizer use when soap and water are unavailable.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534871" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-handwashing-rules-should-every-child-care-provider-teach.html</guid>
<pubDate>Thu, 17 Sep 2026 12:05:54 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Can a Child Attend Daycare With a Cough or Runny Nose?</title>
<link>https://www.childcareed.com/a/can-a-child-attend-daycare-with-a-cough-or-runny-nose.html</link>
<description><![CDATA[
A child with a mild cough or runny nose may usually attend daycare if they have no fever or concerning symptoms, can participate comfortably, and do not require more care than staff can safely provide. Children should stay home for fever, breathing difficulty, significant illness, worsening symptoms, or conditions requiring exclusion, while providers should follow local policies, monitor and document symptoms, communicate respectfully with families, and use infection-prevention practices.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534869" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/can-a-child-attend-daycare-with-a-cough-or-runny-nose.html</guid>
<pubDate>Thu, 17 Sep 2026 12:05:48 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Can a Child Come to Daycare With a Fever?</title>
<link>https://www.childcareed.com/a/can-a-child-come-to-daycare-with-a-fever.html</link>
<description><![CDATA[
Children with a fever should generally stay home when they show behavior changes, other symptoms, or cannot participate comfortably; infants under two months with a temperature of 100.4°F (38°C) or higher require immediate medical attention. Daycare staff should follow written policies, isolate and comfort ill children, notify families, document observations, and typically require 24 hours fever-free without medication before return, while maintaining strong infection-control practices.
]]></description>
<category>#policy</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534867" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/can-a-child-come-to-daycare-with-a-fever.html</guid>
<pubDate>Thu, 17 Sep 2026 12:04:53 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Build Your Fall Training Plan</title>
<link>https://www.childcareed.com/coupon-40OFF200-build-your-fall-training-plan.html</link>
<description><![CDATA[Build your professional development plan for fall! 

Spend $200 on ChildCareEd training and save $40.]]></description>
<category>coupons</category>
<enclosure url="https://www.childcareed.com/couponimg-1026.jpg" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/coupon-40OFF200-build-your-fall-training-plan.html</guid>
<pubDate>Thu, 17 Sep 2026 09:01:01 GMT</pubDate>
<source url="info@childcareed.com">info@childcareed.com</source>
</item>
<item>
<title>How Do ChildCareEd Coursebooks Make Online Training Easier to Navigate?</title>
<link>https://www.childcareed.com/a/how-do-childcareed-coursebooks-make-online-training-easier-to-navigate.html</link>
<description><![CDATA[
ChildCareEd coursebooks accompany purchased trainings to help child care professionals organize lessons, take notes, track progress, reflect on concepts, and connect learning to classroom practice. Used alongside online coursework—not as a replacement for required activities—they provide a structured roadmap and can be previewed through the free CDA Introduction course.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534865" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-do-childcareed-coursebooks-make-online-training-easier-to-navigate.html</guid>
<pubDate>Wed, 16 Sep 2026 17:45:27 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Should a Substitute Teacher Know About Each Child?</title>
<link>https://www.childcareed.com/a/what-should-a-substitute-teacher-know-about-each-child.html</link>
<description><![CDATA[
A Substitute Teacher Classroom Snapshot Binder should provide concise, strengths-based information about each child’s communication, routines, interests, regulation and learning supports, family context, and health and safety needs so substitutes can offer familiar, inclusive, responsive care. To remain effective, the binder must be based on objective observations, regularly updated, securely maintained, and used alongside professional judgment, relationship-building, family collaboration, and direct observation rather than as a system of labels.
]]></description>
<category>#relationships,</category>
<category>#communication,</category>
<category>#inclusion,</category>
<category>#observation,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534863" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-should-a-substitute-teacher-know-about-each-child.html</guid>
<pubDate>Wed, 16 Sep 2026 16:44:41 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Home Routines Strengthen a Child’s Classroom Support Plan?</title>
<link>https://www.childcareed.com/a/how-can-home-routines-strengthen-a-child-s-classroom-support-plan.html</link>
<description><![CDATA[
Home routines can strengthen classroom support plans by helping educators understand each child’s communication, comfort, cultural background, strengths, and transition needs, then translate that knowledge into specific, observable classroom strategies. Effective plans are co-created with families, honor language and culture, use consistent supports across staff, and are regularly monitored and revised based on the child’s responses.
]]></description>
<category>#belonging,</category>
<category>#communication,</category>
<category>#routines,</category>
<category>#partnerships,</category>
<category>#inclusion—while</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534861" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-home-routines-strengthen-a-child-s-classroom-support-plan.html</guid>
<pubDate>Wed, 16 Sep 2026 16:44:13 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can You Offer Movement Without Turning the Classroom Into Chaos?</title>
<link>https://www.childcareed.com/a/how-can-you-offer-movement-without-turning-the-classroom-into-chaos.html</link>
<description><![CDATA[
Movement supports young children’s physical development, self-regulation, attention, communication, and cooperation, but it is most effective when offered through predictable routines, clear boundaries, active supervision, and activities suited to the available space. Short, inclusive movement breaks and movement cards can support transitions and learning while avoiding chaos when educators adjust intensity, provide choices and adaptations, and use observations to refine the classroom environment.
]]></description>
<category>#regulation,</category>
<category>#transitions,</category>
<category>#supervision,</category>
<category>#inclusion,</category>
<category>#community</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534859" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-you-offer-movement-without-turning-the-classroom-into-chaos.html</guid>
<pubDate>Wed, 16 Sep 2026 16:44:09 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Child Care Providers Support Children Who Use More Than One Language During Play?</title>
<link>https://www.childcareed.com/a/how-can-child-care-providers-support-children-who-use-more-than-one-language-during-play.html</link>
<description><![CDATA[
Multilingual children benefit from inclusive play environments that represent their languages and cultures, visual supports, accessible language modeling, responsive peer scaffolding, and opportunities to communicate through speech, gestures, home languages, and other modes. Educators should partner with families, observe children’s strengths across languages, avoid pressuring English use or treating home languages as barriers, and continually adapt materials and support so every child can participate, connect, and learn through play.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534857" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-child-care-providers-support-children-who-use-more-than-one-language-during-play.html</guid>
<pubDate>Wed, 16 Sep 2026 16:43:41 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Child Care Providers Create Family Surveys That Produce Useful Information?</title>
<link>https://www.childcareed.com/a/how-can-child-care-providers-create-family-surveys-that-produce-useful-information.html</link>
<description><![CDATA[
Family surveys are most useful when they have a focused purpose, clear and inclusive questions, accessible response options, and ethical participation practices that reduce barriers while protecting privacy. Programs should analyze responses thoughtfully, turn findings into manageable improvement actions, and close the feedback loop by sharing what they heard and what they will do next.
]]></description>
<category>#quality</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534855" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-child-care-providers-create-family-surveys-that-produce-useful-information.html</guid>
<pubDate>Wed, 16 Sep 2026 16:42:35 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Child Care Providers Share Small Concerns Before They Become Big Conversations?</title>
<link>https://www.childcareed.com/a/how-can-child-care-providers-share-small-concerns-before-they-become-big-conversations.html</link>
<description><![CDATA[
Child care providers can prevent small concerns from becoming major issues by communicating early, using objective observations, respecting family culture and expertise, and framing discussions as collaborative rather than diagnostic. A focused plan with practical supports, clear documentation, regular positive updates, and a scheduled follow-up helps providers and families monitor progress and determine whether further consultation or referral is needed.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534853" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-child-care-providers-share-small-concerns-before-they-become-big-conversations.html</guid>
<pubDate>Wed, 16 Sep 2026 16:42:22 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Children’s Questions Shape Next Week’s Curriculum?</title>
<link>https://www.childcareed.com/a/how-can-children-s-questions-shape-next-week-s-curriculum.html</link>
<description><![CDATA[
Children’s questions provide authentic evidence of their interests, theories, and developing understanding, making them valuable foundations for emergent, developmentally appropriate curriculum. Educators can collect and document questions, select meaningful and inclusive investigations, connect them to learning goals, and revisit children’s ideas through intentional planning, observation, and reflection.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534851" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-children-s-questions-shape-next-week-s-curriculum.html</guid>
<pubDate>Wed, 16 Sep 2026 16:18:16 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Child Care Providers Document Learning During Ordinary Routines?</title>
<link>https://www.childcareed.com/a/how-can-child-care-providers-document-learning-during-ordinary-routines.html</link>
<description><![CDATA[
Child care providers can make learning visible during everyday routines by using focused, objective observations that record children’s actions, words, context, adult support, and possible next steps. A manageable documentation system—supported by varied observations, strengths-based language, family input, privacy safeguards, and reflective planning—helps educators individualize learning without disrupting responsive care.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534849" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-child-care-providers-document-learning-during-ordinary-routines.html</guid>
<pubDate>Wed, 16 Sep 2026 16:18:12 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Can Providers Say When Families Compare Their Child With Another Child?</title>
<link>https://www.childcareed.com/a/what-can-providers-say-when-families-compare-their-child-with-another-child.html</link>
<description><![CDATA[
When families compare their child with another, providers should acknowledge their concern, protect the other child’s confidentiality, and redirect the discussion toward the individual child’s strengths, observable progress, needs, and next steps. Using inclusive, strengths-based language, avoiding rankings or diagnoses, inviting family perspectives, documenting the conversation, and following up can turn comparisons into collaborative and supportive conversations.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534847" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-can-providers-say-when-families-compare-their-child-with-another-child.html</guid>
<pubDate>Wed, 16 Sep 2026 16:17:49 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Child Care Providers Help Families See the Learning Hidden Inside Messy Play?</title>
<link>https://www.childcareed.com/a/how-can-child-care-providers-help-families-see-the-learning-hidden-inside-messy-play.html</link>
<description><![CDATA[
Messy play supports children’s physical, cognitive, language, social-emotional, creative, and problem-solving development through hands-on exploration, and providers can help families recognize this learning by sharing specific observations and examples. Trust grows through respectful communication, intentional planning, clear safety practices, inclusive alternatives, and family resources that connect classroom experiences with simple activities at home.
]]></description>
<category>#problem-solving,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534845" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-child-care-providers-help-families-see-the-learning-hidden-inside-messy-play.html</guid>
<pubDate>Wed, 16 Sep 2026 16:17:41 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Providers Respond When Children Reject Unfamiliar Materials?</title>
<link>https://www.childcareed.com/a/how-can-providers-respond-when-children-reject-unfamiliar-materials.html</link>
<description><![CDATA[
When children reject unfamiliar materials, providers should view the response as meaningful communication and use objective observation to identify sensory, emotional, social, cultural, or contextual barriers without forcing participation. Gradual introductions, familiar pairings, accessible choices, responsive environments, family collaboration, and careful documentation can support children’s agency, comfort, and participation while celebrating small steps toward exploration.
]]></description>
<category>#creativity.</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534843" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-providers-respond-when-children-reject-unfamiliar-materials.html</guid>
<pubDate>Wed, 16 Sep 2026 16:16:38 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Child Care Providers Support Children Who Watch an Activity but Are Not Ready to Participate?</title>
<link>https://www.childcareed.com/a/how-can-child-care-providers-support-children-who-watch-an-activity-but-are-not-ready-to-participate.html</link>
<description><![CDATA[
Child care providers should recognize watching as a valid form of participation and respond with observation, patience, inclusive choices, and developmentally appropriate scaffolding rather than pressure or labeling. Offering flexible roles, visual participation tools, multiple communication methods, and gradual entry points helps children build confidence, agency, communication, and belonging while allowing educators to monitor patterns and collaborate with families when distress or persistent withdrawal occurs.
]]></description>
<category>#confidence,</category>
<category>#agency,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534841" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-child-care-providers-support-children-who-watch-an-activity-but-are-not-ready-to-participate.html</guid>
<pubDate>Wed, 16 Sep 2026 16:16:20 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Toddlers Participate in Cleanup Without Being Expected to Clean Perfectly?</title>
<link>https://www.childcareed.com/a/how-can-toddlers-participate-in-cleanup-without-being-expected-to-clean-perfectly.html</link>
<description><![CDATA[
Toddlers can participate in cleanup through simple, developmentally appropriate tasks that build independence, communication, motor skills, cooperation, and belonging without expecting perfect results. Educators should use predictable routines, visual labels, songs, playful cooperation, individualized supports, and safe materials while valuing every child’s effort and keeping adult sanitation responsibilities separate.
]]></description>
<category>#independence,</category>
<category>#confidence,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534839" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-toddlers-participate-in-cleanup-without-being-expected-to-clean-perfectly.html</guid>
<pubDate>Wed, 16 Sep 2026 16:15:51 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Cleanup Time Become a Lesson in Sorting, Counting, and Teamwork?</title>
<link>https://www.childcareed.com/a/how-can-cleanup-time-become-a-lesson-in-sorting-counting-and-teamwork.html</link>
<description><![CDATA[
Cleanup can be transformed into a meaningful, play-based learning routine where children practice sorting, counting, language, motor skills, executive function, independence, and teamwork through labeled storage, challenge cards, and shared responsibilities. Effective cleanup routines are predictable, inclusive, safe, and developmentally appropriate, with educators using visual supports, playful questions, flexible roles, and brief observations to support participation and improve classroom practice.
]]></description>
<category>#counting,</category>
<category>#independence,</category>
<category>#teamwork</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534837" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-cleanup-time-become-a-lesson-in-sorting-counting-and-teamwork.html</guid>
<pubDate>Wed, 16 Sep 2026 16:15:43 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Providers Rotate Classroom Materials Without Overwhelming Children?</title>
<link>https://www.childcareed.com/a/how-can-providers-rotate-classroom-materials-without-overwhelming-children.html</link>
<description><![CDATA[
Thoughtful classroom material rotation balances novelty with continuity by keeping anchor materials available, introducing only a few purposeful changes at a time, and using observations of children’s interests, engagement, and behavior to guide decisions. A shared planner, predictable cues, accessible storage, open-ended materials, safety checks, and gradual changes help providers reduce overstimulation while supporting curiosity, independence, collaboration, and deeper learning.
]]></description>
<category>#play</category>
<category>#curiosity,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534835" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-providers-rotate-classroom-materials-without-overwhelming-children.html</guid>
<pubDate>Wed, 16 Sep 2026 16:10:34 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can “Almost Finished” Activities Encourage Young Children to Problem-Solve?</title>
<link>https://www.childcareed.com/a/how-can-almost-finished-activities-encourage-young-children-to-problem-solve.html</link>
<description><![CDATA[
Almost-finished activities give young children meaningful, open-ended challenges that encourage problem-solving, persistence, creativity, collaboration, and reflection without requiring a single correct answer. Educators can support learning by carefully designing accessible challenges, observing before intervening, offering minimal scaffolding, adapting activities inclusively, and using children’s strategies and explanations to plan future experiences.
]]></description>
<category>#problem-solving,</category>
<category>#persistence,</category>
<category>#play,</category>
<category>#scaffolding,</category>
<category>#curiosity.</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534833" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-almost-finished-activities-encourage-young-children-to-problem-solve.html</guid>
<pubDate>Wed, 16 Sep 2026 16:10:15 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Should Providers Put in a Classroom Waiting Basket?</title>
<link>https://www.childcareed.com/a/what-should-providers-put-in-a-classroom-waiting-basket.html</link>
<description><![CDATA[
A classroom waiting basket should contain a small, rotating selection of safe, accessible, developmentally appropriate materials—such as books, puzzles, manipulatives, drawing tools, puppets, activity cards, and calming visuals—to support children’s independence, language, self-regulation, and meaningful engagement during short waits. Providers should organize and label materials for easy use, teach children the routine, adapt choices inclusively, maintain active supervision and safety, and regularly observe and revise the basket to avoid busywork or overwhelming children.
]]></description>
<category>#selfregulation</category>
<category>#exploration,</category>
<category>#empathy.</category>
<category>#independence,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534831" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-should-providers-put-in-a-classroom-waiting-basket.html</guid>
<pubDate>Wed, 16 Sep 2026 16:10:03 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Photos Help Children Remember Classroom Routines?</title>
<link>https://www.childcareed.com/a/how-can-photos-help-children-remember-classroom-routines.html</link>
<description><![CDATA[
Photographs of real classroom spaces help children understand, remember, and independently follow routines by making steps, locations, and expectations concrete and predictable. Effective photo schedules should be simple, accessible, culturally responsive, consistently taught, and flexible enough to support diverse learners and changes in the daily plan.
]]></description>
<category>#transitions,</category>
<category>#independence,</category>
<category>#state</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534829" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-photos-help-children-remember-classroom-routines.html</guid>
<pubDate>Wed, 16 Sep 2026 15:49:38 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Can Providers Learn From the Toys Children Choose Repeatedly?</title>
<link>https://www.childcareed.com/a/what-can-providers-learn-from-the-toys-children-choose-repeatedly.html</link>
<description><![CDATA[
Repeated toy choices can reveal children’s interests, developing skills, working theories, communication strategies, social goals, and sensory or participation needs, but they should be interpreted through objective observation rather than assumptions or stereotypes. Providers can document patterns over time, collaborate with families, and offer small, responsive extensions—such as new vocabulary, flexible materials, peer roles, or accessibility supports—while preserving children’s agency.
]]></description>
<category>#development</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534827" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-can-providers-learn-from-the-toys-children-choose-repeatedly.html</guid>
<pubDate>Wed, 16 Sep 2026 15:49:14 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Everyday Classroom Problems Become Child-Led Investigations?</title>
<link>https://www.childcareed.com/a/how-can-everyday-classroom-problems-become-child-led-investigations.html</link>
<description><![CDATA[
Everyday classroom challenges can become child-led investigations when educators observe children’s interests, acknowledge their ideas, ask open-ended questions, and provide safe, accessible materials for testing and revising solutions. Documentation, inclusive facilitation, family involvement, and reflective assessment help transform play-based problem-solving into meaningful learning that builds curiosity, persistence, collaboration, communication, and confidence.
]]></description>
<category>#problem-solving</category>
<category>#curiosity,</category>
<category>#agency,</category>
<category>#collaboration,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534825" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-everyday-classroom-problems-become-child-led-investigations.html</guid>
<pubDate>Wed, 16 Sep 2026 15:49:12 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Child Care Providers Teach Children to Join Play Without Grabbing or Interrupting?</title>
<link>https://www.childcareed.com/a/how-can-child-care-providers-teach-children-to-join-play-without-grabbing-or-interrupting.html</link>
<description><![CDATA[
Children can learn to join play without grabbing through observation, predictable routines, role-play, visual scripts, multiple communication methods, and brief, gradually reduced adult support. Educators should combine empathy and clear limits with inclusive classroom design, peer coaching, and strengths-based reflection to build children’s communication, self-regulation, persistence, and reciprocal relationships.
]]></description>
<category>#communication,</category>
<category>#friendship,</category>
<category>#empathy,</category>
<category>#play,</category>
<category>#inclusion,</category>
<category>#selfregulation</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534823" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-child-care-providers-teach-children-to-join-play-without-grabbing-or-interrupting.html</guid>
<pubDate>Wed, 16 Sep 2026 15:48:59 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Child Care Providers Support Children Who Always Want to Be First?</title>
<link>https://www.childcareed.com/a/how-can-child-care-providers-support-children-who-always-want-to-be-first.html</link>
<description><![CDATA[
Children who always want to be first are often still developing patience, flexibility, communication, and emotional regulation, so providers should use observation, clear boundaries, visual supports, brief practice waits, turn-taking activities, and social stories to teach these skills. Adults should respond calmly and consistently, validate feelings without reinforcing unsafe behavior, praise effort and recovery, collaborate with families and specialists when needed, and adapt strategies to each child’s developmental and sensory needs.
]]></description>
<category>#patience,</category>
<category>#selfregulation,</category>
<category>#cooperation.</category>
<category>#empathy,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534821" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-child-care-providers-support-children-who-always-want-to-be-first.html</guid>
<pubDate>Wed, 16 Sep 2026 15:47:54 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can You Observe Children Without Interrupting Their Play?</title>
<link>https://www.childcareed.com/a/how-can-you-observe-children-without-interrupting-their-play.html</link>
<description><![CDATA[
Uninterrupted observation allows children to sustain concentration, solve problems, communicate, and develop agency while providers gather authentic evidence through focused, objective notes. Adults should prepare for active supervision, intervene only when safety or support requires it, and use observations across contexts to reflect, plan responsive learning experiences, and respect each child’s strengths, culture, and communication style.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534819" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-you-observe-children-without-interrupting-their-play.html</guid>
<pubDate>Wed, 16 Sep 2026 15:47:47 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Providers Teach Children to Notice When a Friend Needs Space?</title>
<link>https://www.childcareed.com/a/how-can-providers-teach-children-to-notice-when-a-friend-needs-space.html</link>
<description><![CDATA[
Providers can teach children to notice when friends need space by explicitly teaching cues such as moving away, turning aside, covering ears, or saying “stop,” then practicing the response: notice, pause, ask or move back, and respect the answer. Consistent visual supports, modeling, role-play, inclusive communication methods, environmental adjustments, and calm adult guidance help children develop empathy, consent, self-regulation, and respectful peer relationships.
]]></description>
<category>#empathy,</category>
<category>#consent,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534817" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-providers-teach-children-to-notice-when-a-friend-needs-space.html</guid>
<pubDate>Wed, 16 Sep 2026 15:47:47 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Should Providers Do When Children Copy Each Other’s Challenging Behaviors?</title>
<link>https://www.childcareed.com/a/what-should-providers-do-when-children-copy-each-other-s-challenging-behaviors.html</link>
<description><![CDATA[
When children copy challenging behaviors, providers should prioritize safety, respond briefly and calmly, examine the ABC pattern, and identify what social or environmental consequences may be reinforcing the behavior. Teams should teach functional replacement skills, strengthen predictable routines and positive peer modeling, reinforce appropriate behavior, document patterns objectively, partner with families, and seek additional support when needed.
]]></description>
<category>#empathy</category>
<category>#communication,</category>
<category>#selfregulation,</category>
<category>#guidance,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534815" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-should-providers-do-when-children-copy-each-other-s-challenging-behaviors.html</guid>
<pubDate>Wed, 16 Sep 2026 15:47:34 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Why Do Children Behave Differently With Different Teachers?</title>
<link>https://www.childcareed.com/a/why-do-children-behave-differently-with-different-teachers.html</link>
<description><![CDATA[
Children behave differently with different teachers because behavior is shaped by relationships, communication styles, expectations, routines, emotional climate, sensory conditions, temperament, and the consequences that follow their actions—not because they are intentionally “good” or “bad” for particular adults. Providers can better support children by using ABC observations, building trusting relationships, aligning essential routines and responses, teaching replacement skills, and preserving teacher individuality within a predictable classroom structure.
]]></description>
<category>#consistency</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534813" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/why-do-children-behave-differently-with-different-teachers.html</guid>
<pubDate>Wed, 16 Sep 2026 15:47:34 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Child Care Providers Help Children Recover After They Make a Mistake?</title>
<link>https://www.childcareed.com/a/how-can-child-care-providers-help-children-recover-after-they-make-a-mistake.html</link>
<description><![CDATA[
Child care providers can help children recover from mistakes by connecting with them, helping them regulate emotions, offering brief reflection and problem-solving support, and encouraging manageable retries. Consistent growth-oriented language, reflection tools, productive challenges, family collaboration, and avoiding shame or excessive adult intervention help children develop resilience, confidence, responsibility, and persistence.
]]></description>
<category>#classroom</category>
<category>#problem-solving.</category>
<category>#confidence.</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534811" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-child-care-providers-help-children-recover-after-they-make-a-mistake.html</guid>
<pubDate>Wed, 16 Sep 2026 15:47:21 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can “First, Then” Language Reduce Power Struggles in Early Childhood Classrooms?</title>
<link>https://www.childcareed.com/a/how-can-first-then-language-reduce-power-struggles-in-early-childhood-classrooms.html</link>
<description><![CDATA[
“First, then” language reduces power struggles by clearly and respectfully showing children what is expected and what will happen next, supporting predictability, independence, and self-regulation. When paired with realistic choices, visual supports, individualized accommodations, and ABC behavior observations, it helps educators respond consistently while addressing underlying needs rather than treating the strategy as a threat or bribe.
]]></description>
<category>#communication</category>
<category>#independence</category>
<category>#selfregulation.</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534809" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-first-then-language-reduce-power-struggles-in-early-childhood-classrooms.html</guid>
<pubDate>Wed, 16 Sep 2026 15:46:43 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Is Co-Regulation and How Can Child Care Teachers Use It?</title>
<link>https://www.childcareed.com/a/what-is-co-regulation-and-how-can-child-care-teachers-use-it.html</link>
<description><![CDATA[
Co-regulation is the process by which responsive adults help young children manage emotions, attention, and behavior until they develop greater self-regulation, using connection, predictable structure, and repeated practice. Child care teachers can support co-regulation by using “Connect → Calm → Coach,” teaching coping strategies during calm moments, maintaining safety and consistent routines, adapting to individual needs, regulating themselves, and seeking collaborative support when concerns persist.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534785" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-is-co-regulation-and-how-can-child-care-teachers-use-it.html</guid>
<pubDate>Wed, 16 Sep 2026 13:45:20 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Child Care Providers Calm an Overstimulated Child in a Busy Classroom?</title>
<link>https://www.childcareed.com/a/how-can-child-care-providers-calm-an-overstimulated-child-in-a-busy-classroom.html</link>
<description><![CDATA[
Overstimulated children may show distress through withdrawal, movement, refusal, or unsafe behavior, so providers should recognize early signs without labeling or diagnosing and respond with connection, reduced stimulation, clear limits, and co-regulation. Prevention includes predictable routines, sensory-supportive classroom design, movement and calming practice, individualized supports, objective observation, and collaboration with families and professionals.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534783" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-child-care-providers-calm-an-overstimulated-child-in-a-busy-classroom.html</guid>
<pubDate>Wed, 16 Sep 2026 13:44:59 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Should You Do When a Preschooler Has a Meltdown in the Classroom?</title>
<link>https://www.childcareed.com/a/what-should-you-do-when-a-preschooler-has-a-meltdown-in-the-classroom.html</link>
<description><![CDATA[
When a preschooler has a meltdown, educators should prioritize safety, remain calm, use brief validating language, reduce stimulation, offer limited choices, and support co-regulation without treating the calm space as punishment. Afterward, reconnect, teach replacement skills, document triggers objectively, collaborate with families, and use predictable routines, visual supports, transition warnings, and individualized plans to prevent future episodes and seek additional support when needed.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534781" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-should-you-do-when-a-preschooler-has-a-meltdown-in-the-classroom.html</guid>
<pubDate>Wed, 16 Sep 2026 13:44:17 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Daycare Providers Stop Children From Hitting Each Other?</title>
<link>https://www.childcareed.com/a/how-can-daycare-providers-stop-children-from-hitting-each-other.html</link>
<description><![CDATA[
Daycare providers can reduce hitting by immediately ensuring safety, using calm and brief limits, comforting the injured child, helping the child regulate, and teaching one clear replacement skill. Ongoing observation of triggers, predictable classroom routines, positive reinforcement, trauma-informed support, and consistent collaboration with families help children develop safer ways to communicate and manage conflict.
]]></description>
<category>#safe,</category>
<category>#prevention.</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534779" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-daycare-providers-stop-children-from-hitting-each-other.html</guid>
<pubDate>Wed, 16 Sep 2026 13:43:03 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Why Do Toddlers Push Other Children? What Should Providers Know?</title>
<link>https://www.childcareed.com/a/why-do-toddlers-push-other-children-what-should-providers-know.html</link>
<description><![CDATA[
Toddler pushing usually reflects developing communication, impulse control, emotional regulation, or environmental stress rather than deliberate cruelty, so providers should view it as a need for teaching while maintaining a firm safety boundary. After intervening calmly, comforting the injured child, and helping the toddler regulate, providers should teach simple replacement skills, track behavioral patterns, adjust the environment, collaborate with families, and seek additional support when behavior is frequent, severe, or persistent.
]]></description>
<category>#safety,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534775" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/why-do-toddlers-push-other-children-what-should-providers-know.html</guid>
<pubDate>Wed, 16 Sep 2026 13:42:50 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Why Is My Preschooler Suddenly Aggressive, and How Can Child Care Providers Help?</title>
<link>https://www.childcareed.com/a/why-is-my-preschooler-suddenly-aggressive-and-how-can-child-care-providers-help.html</link>
<description><![CDATA[
Preschool aggression often reflects frustration, stress, unmet needs, or developing self-regulation skills rather than a child’s character, so providers should investigate triggers and respond without judgment. Effective support combines immediate safety, calm limits, comfort for injured children, prevention strategies, direct teaching of replacement skills, objective documentation, and collaboration with families and specialists when behavior persists or causes harm.
]]></description>
<category>#safe</category>
<category>#communication,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534777" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/why-is-my-preschooler-suddenly-aggressive-and-how-can-child-care-providers-help.html</guid>
<pubDate>Wed, 16 Sep 2026 13:42:50 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Why Is My Toddler Screaming in Daycare, and What Can Teachers Do?</title>
<link>https://www.childcareed.com/a/why-is-my-toddler-screaming-in-daycare-and-what-can-teachers-do.html</link>
<description><![CDATA[
Toddler screaming in daycare is typically a form of communication caused by developmental limitations, unmet physical or emotional needs, sensory overload, transitions, or separation distress—not intentional disrespect. Teachers can respond by observing triggers, preventing problems with predictable routines and choices, calmly ensuring safety during distress, teaching replacement communication skills, and partnering with families or professionals when concerns persist.
]]></description>
<category>#empathy</category>
<category>#co-regulation.</category>
<category>#selfregulation.</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534773" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/why-is-my-toddler-screaming-in-daycare-and-what-can-teachers-do.html</guid>
<pubDate>Wed, 16 Sep 2026 13:42:03 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Should Teachers Do When a Child Throws Toys?</title>
<link>https://www.childcareed.com/a/what-should-teachers-do-when-a-child-throws-toys.html</link>
<description><![CDATA[
When a child throws toys, teachers should prioritize safety, remain calm, set clear limits, acknowledge the child’s feelings, and redirect them toward safe alternatives without shame or punishment. By observing ABC patterns, adapting the environment, reinforcing appropriate behavior, and collaborating with families and colleagues when needed, teachers can address the underlying need while teaching self-regulation and safer play.
]]></description>
<category>#respect</category>
<category>#co-regulation:</category>
<category>#positiveguidance,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534771" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-should-teachers-do-when-a-child-throws-toys.html</guid>
<pubDate>Wed, 16 Sep 2026 13:42:02 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can You Help a Child Who Won’t Listen in the Classroom?</title>
<link>https://www.childcareed.com/a/how-can-you-help-a-child-who-won-t-listen-in-the-classroom.html</link>
<description><![CDATA[
Children who seem not to listen may be struggling with language, attention, processing, regulation, sensory needs, or distress, so educators should interpret behavior as communication rather than defiance. Support cooperation through warm relationships, brief and clear directions, visuals, predictable routines, limited choices, calm follow-through, observation of behavior patterns, and collaboration with families and professionals when needed.
]]></description>
<category>#independence.</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534769" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-you-help-a-child-who-won-t-listen-in-the-classroom.html</guid>
<pubDate>Wed, 16 Sep 2026 13:41:56 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Should You Do When a Toddler Keeps Hitting at Daycare?</title>
<link>https://www.childcareed.com/a/what-should-you-do-when-a-toddler-keeps-hitting-at-daycare.html</link>
<description><![CDATA[
When a toddler repeatedly hits at daycare, providers should prioritize safety, calmly set limits, comfort the injured child, help the toddler regulate, and teach one clear replacement skill such as saying “my turn” or “help.” Teams should use ABC observations to identify triggers, adapt the environment, reinforce positive communication, collaborate with families, avoid shame or isolation, and seek additional support if the behavior is frequent, severe, or does not improve.
]]></description>
<category>#safe</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534767" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-should-you-do-when-a-toddler-keeps-hitting-at-daycare.html</guid>
<pubDate>Wed, 16 Sep 2026 13:41:09 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Take the Next Step With CDA-$50 off</title>
<link>https://www.childcareed.com/coupon-50OFFCDA-take-the-next-step-with-cda-50-off.html</link>
<description><![CDATA[Move your early childhood career forward and save $50 on the online CDA Preschool Credential with Portfolio Review.]]></description>
<category>coupons</category>
<enclosure url="https://www.childcareed.com/couponimg-1025.jpg" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/coupon-50OFFCDA-take-the-next-step-with-cda-50-off.html</guid>
<pubDate>Wed, 16 Sep 2026 09:01:01 GMT</pubDate>
<source url="info@childcareed.com">info@childcareed.com</source>
</item>
<item>
<title>🍁 Fall Into Savings with Blended CPR! ❤️</title>
<link>https://www.childcareed.com/coupon-FALL2026BLENDED-fall-into-savings-with-blended-cpr.html</link>
<description><![CDATA[Fall is here, and so are the savings! Save $5 on Blended CPR training and enjoy the flexibility of completing your online coursework on your own time, followed by a quick, hands-on Skills & Drills session. Get certified, save $5, and check CPR training off your fall to-do list! 🍂]]></description>
<category>coupons</category>
<enclosure url="https://www.childcareed.com/couponimg-1046.jpg" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/coupon-FALL2026BLENDED-fall-into-savings-with-blended-cpr.html</guid>
<pubDate>Wed, 16 Sep 2026 00:22:37 GMT</pubDate>
<source url="info@childcareed.com">info@childcareed.com</source>
</item>
<item>
<title>Día de los Muertos para Preescolar: Cómo Enseñarlo con Respeto y sin Estereotipos</title>
<link>https://www.childcareed.com/a/c-mo-pueden-los-programas-de-preescolar-ense-ar-el-d-a-de-los-muertos-con-respeto-y-sin-estereotipos.html</link>
<description><![CDATA[
El Día de los Muertos puede enseñarse en preescolar como una tradición cultural viva centrada en la memoria, el amor, la familia y la pertenencia, mediante historias precisas, lenguaje apropiado, actividades significativas y participación voluntaria. Los educadores deben colaborar con las familias, respetar la diversidad de prácticas, evitar estereotipos y disfraces, proteger la privacidad y mantener una representación cultural inclusiva durante todo el año.
]]></description>
<category>#empatía</category>
<category>#pertenencia</category>
<category>#familias</category>
<category>#cultura</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534766" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/c-mo-pueden-los-programas-de-preescolar-ense-ar-el-d-a-de-los-muertos-con-respeto-y-sin-estereotipos.html</guid>
<pubDate>Tue, 15 Sep 2026 20:24:22 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>¿Ya Tomaste MAT? ¿Necesitas Volver a Tomar el Curso en Maryland?</title>
<link>https://www.childcareed.com/a/ya-tomaste-mat-necesitas-volver-a-tomar-el-curso-en-maryland.html</link>
<description><![CDATA[
La necesidad de repetir la capacitación MAT en Maryland depende de si el curso anterior fue aprobado por Maryland, presencial, incluyó evaluaciones de conocimientos y habilidades, y cuenta con documentación verificable para la función actual. Si el certificado falta o no es claro, la capacitación fue en línea o en otro estado, o cambiaron las responsabilidades, se recomienda consultar a MSDE/OCC, al especialista de licencias o al empleador y considerar repetir un curso presencial aprobado antes de administrar medicamentos.
]]></description>
<category>#documentación</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534764" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/ya-tomaste-mat-necesitas-volver-a-tomar-el-curso-en-maryland.html</guid>
<pubDate>Tue, 15 Sep 2026 16:35:33 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>¿Es Necesario Renovar la Capacitación MAT de Maryland?</title>
<link>https://www.childcareed.com/a/es-necesario-renovar-la-capacitaci-n-mat-de-maryland.html</link>
<description><![CDATA[
La capacitación MAT de seis horas para el cuidado infantil en Maryland es distinta de la certificación de Técnico de Medicamentos de la Junta de Enfermería, por lo que no debe asumirse que ambas tienen el mismo ciclo de renovación; la MAT infantil se describe como capacitación previa al servicio sin un período universal de renovación de dos años, mientras que la certificación de Técnico de Medicamentos sí requiere una actualización clínica y renovación bienal. Los directores deben verificar la credencial exacta, la autoridad emisora, los requisitos de licencias y la competencia del personal, mantener registros completos y consultar a la agencia correspondiente antes de programar una capacitación o considerarla una renovación.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534762" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/es-necesario-renovar-la-capacitaci-n-mat-de-maryland.html</guid>
<pubDate>Tue, 15 Sep 2026 16:35:14 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>¿Qué experiencias cotidianas puedes convertir en evidencia para tu portafolio CDA?</title>
<link>https://www.childcareed.com/a/qu-experiencias-cotidianas-puedes-convertir-en-evidencia-para-tu-portafolio-cda.html</link>
<description><![CDATA[
Las experiencias cotidianas en la educación infantil, como llegadas, transiciones, juegos, conflictos, comidas y conversaciones familiares, pueden convertirse en evidencia profesional para el portafolio CDA cuando se documentan con hechos observables, decisiones intencionales, respuestas infantiles y reflexión. Para crear un portafolio sólido, es importante relacionar cada experiencia con las competencias CDA, organizar los registros, proteger la privacidad, evitar generalizaciones o copias y explicar el propósito, impacto y siguiente paso de la práctica docente.
]]></description>
<category>#reflexión,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534760" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/qu-experiencias-cotidianas-puedes-convertir-en-evidencia-para-tu-portafolio-cda.html</guid>
<pubDate>Tue, 15 Sep 2026 16:34:52 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>¿Cuál es la Diferencia Entre la Certificación de 45 Horas y la Credencial CDA para Infantes y Niños Pequeños?</title>
<link>https://www.childcareed.com/a/cu-l-es-la-diferencia-entre-la-certificaci-n-de-45-horas-y-la-credencial-cda-para-infantes-y-ni-os-peque-os.html</link>
<description><![CDATA[
La certificación de 45 horas es un curso de capacitación enfocado que puede cumplir requisitos estatales, laborales o de desarrollo profesional, pero no equivale automáticamente a la Credencial CDA. La CDA para Infantes y Niños Pequeños es una credencial nacional otorgada por el Council for Professional Recognition y requiere 120 horas de formación, 480 horas de experiencia, portafolio, examen y evaluación; por ello, cada profesional debe verificar los requisitos de su estado, empleador y puesto.
]]></description>
<category>#requisitos</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534758" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/cu-l-es-la-diferencia-entre-la-certificaci-n-de-45-horas-y-la-credencial-cda-para-infantes-y-ni-os-peque-os.html</guid>
<pubDate>Tue, 15 Sep 2026 16:34:49 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Ejemplo vs. Evidencia: Qué Busca el Revisor en tu Portafolio CDA</title>
<link>https://www.childcareed.com/a/qu-busca-el-revisor-del-cda-en-tu-portafolio-ejemplos-o-evidencia.html</link>
<description><![CDATA[
El texto explica que un portafolio CDA sólido debe reemplazar afirmaciones generales por evidencia auténtica, específica y reflexiva que muestre las acciones del educador, sus propósitos, el impacto en los niños y los ajustes futuros. También destaca la importancia de relacionar cada recurso con los Estándares de Competencia CDA, proteger la privacidad, mantener una organización clara y preparar una práctica coherente con la Visita de Verificación y el Diálogo Reflexivo.
]]></description>
<category>#reflexión</category>
<category>#profesionalismo.</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534756" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/qu-busca-el-revisor-del-cda-en-tu-portafolio-ejemplos-o-evidencia.html</guid>
<pubDate>Tue, 15 Sep 2026 16:34:44 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Canciones con Movimiento para Niños de Kindergarten que No Quieren Estar Sentados</title>
<link>https://www.childcareed.com/a/c-mo-pueden-las-canciones-con-movimiento-involucrar-a-los-ni-os-de-kindergarten-que-no-quieren-sentarse.html</link>
<description><![CDATA[
Las canciones con movimiento ayudan a los niños de kindergarten a transformar la inquietud en oportunidades de aprendizaje, fortaleciendo la atención, la coordinación, el lenguaje, la autorregulación y conceptos de matemáticas, alfabetización y ciencias. Para que sean eficaces, deben ser breves, predecibles, inclusivas y adaptables a distintas necesidades sensoriales y formas de participación, dentro de rutinas que combinen bienvenida, actividad, aprendizaje, regulación y transición.
]]></description>
<category>#sentidodepertenencia</category>
<category>#escucha,</category>
<category>#movimiento</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534754" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/c-mo-pueden-las-canciones-con-movimiento-involucrar-a-los-ni-os-de-kindergarten-que-no-quieren-sentarse.html</guid>
<pubDate>Tue, 15 Sep 2026 16:34:43 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Canciones de Conteo para Kindergarten: Matemáticas Durante el Tiempo de Círculo</title>
<link>https://www.childcareed.com/a/c-mo-pueden-las-canciones-de-conteo-convertir-el-tiempo-de-c-rculo-de-kindergarten-en-matem-ticas-significativas.html</link>
<description><![CDATA[
Las canciones de conteo convierten el tiempo de círculo en una experiencia significativa para desarrollar el sentido numérico, la correspondencia uno a uno, la cardinalidad, la suma, la resta, los patrones, el lenguaje, el movimiento y la colaboración. Para aprovecharlas, los docentes deben elegir un objetivo matemático claro, usar objetos y apoyos visuales, formular preguntas que promuevan el razonamiento, ofrecer formas inclusivas de participación y observar cómo los niños representan y explican sus ideas.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534752" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/c-mo-pueden-las-canciones-de-conteo-convertir-el-tiempo-de-c-rculo-de-kindergarten-en-matem-ticas-significativas.html</guid>
<pubDate>Tue, 15 Sep 2026 16:34:42 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>De una Actividad del Aula a tu Portafolio CDA: Cómo Escribir un Buen Ejemplo</title>
<link>https://www.childcareed.com/a/c-mo-puedes-convertir-una-actividad-del-aula-en-un-buen-ejemplo-para-tu-portafolio-cda.html</link>
<description><![CDATA[
Una actividad del aula se convierte en evidencia sólida para el portafolio CDA cuando documenta observaciones objetivas, decisiones docentes intencionales, respuestas de los niños, conexiones con los Estándares de Competencia CDA y una reflexión sobre los próximos pasos. La escritura debe ser auténtica, específica, inclusiva y respetuosa de la privacidad, evitando generalidades o copias y organizando cuidadosamente los documentos con apoyo de cursos y recursos confiables.
]]></description>
<category>#reflexión.</category>
<category>#evidencia</category>
<category>#crecimiento,</category>
<category>#autenticidad,</category>
<category>#observación,</category>
<category>#reflexión</category>
<category>#profesionalismo</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534750" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/c-mo-puedes-convertir-una-actividad-del-aula-en-un-buen-ejemplo-para-tu-portafolio-cda.html</guid>
<pubDate>Tue, 15 Sep 2026 16:34:28 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Actividades del Día de los Muertos para Niños Pequeños: Arte, Música y Familia</title>
<link>https://www.childcareed.com/a/c-mo-pueden-los-proveedores-de-cuidado-infantil-planificar-actividades-significativas-del-d-a-de-los-muertos-para-ni-os-peque-os.html</link>
<description><![CDATA[
El texto propone enseñar el Día de los Muertos a los niños pequeños desde el respeto, destacando la memoria, la familia, el arte, la música y la diversidad de prácticas, sin convertirlo en Halloween ni en una actividad de disfraces. Recomienda adaptar las experiencias a la edad, colaborar voluntariamente con las familias, usar actividades artísticas y musicales seguras, evitar estereotipos y priorizar el consentimiento, la inclusión y la participación significativa.
]]></description>
<category>#respeto,</category>
<category>#familias,</category>
<category>#arte,</category>
<category>#música</category>
<category>#pertenencia,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534748" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/c-mo-pueden-los-proveedores-de-cuidado-infantil-planificar-actividades-significativas-del-d-a-de-los-muertos-para-ni-os-peque-os.html</guid>
<pubDate>Tue, 15 Sep 2026 16:33:26 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Capacitación sobre Abuso y Negligencia: Qué Debes Saber Antes de Trabajar con Niños</title>
<link>https://www.childcareed.com/a/qu-debes-saber-sobre-la-capacitaci-n-en-abuso-y-negligencia-antes-de-trabajar-con-ni-os.html</link>
<description><![CDATA[
La capacitación sobre abuso y negligencia prepara a quienes trabajan con niños para reconocer señales físicas, conductuales y de negligencia, documentar observaciones objetivamente, responder adecuadamente a revelaciones y realizar denuncias oportunas según las leyes estatales, sin diagnosticar ni investigar por cuenta propia. También promueve la prevención mediante entornos seguros y relaciones protectoras, por lo que los programas deben capacitar continuamente al personal, apoyar a los niños y las familias después de una denuncia y verificar que los cursos cumplan los requisitos locales.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534746" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/qu-debes-saber-sobre-la-capacitaci-n-en-abuso-y-negligencia-antes-de-trabajar-con-ni-os.html</guid>
<pubDate>Tue, 15 Sep 2026 16:33:04 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>¿Qué Ropa Necesitan los Niños para Jugar Afuera en Otoño? Guía para Familias de Daycare</title>
<link>https://www.childcareed.com/a/qu-ropa-necesitan-los-ni-os-para-jugar-afuera-en-oto-o-gu-a-para-familias-de-daycare.html</link>
<description><![CDATA[
Los niños necesitan ropa de otoño cómoda y adaptable, como varias capas, prendas impermeables, calzado seguro, protección para la cabeza y las manos, además de dos o tres cambios completos de ropa seca y etiquetada. Las familias y el personal del daycare deben revisar el clima, evitar prendas peligrosas, supervisar activamente, ajustar la vestimenta según las condiciones y seguir las políticas de seguridad y salud del centro.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534744" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/qu-ropa-necesitan-los-ni-os-para-jugar-afuera-en-oto-o-gu-a-para-familias-de-daycare.html</guid>
<pubDate>Tue, 15 Sep 2026 16:33:04 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Actividades de Motricidad Fina de Otoño para Preescolares</title>
<link>https://www.childcareed.com/a/c-mo-pueden-las-actividades-de-motricidad-fina-de-oto-o-fortalecer-las-habilidades-de-los-preescolares-mediante-el-juego.html</link>
<description><![CDATA[
Las actividades otoñales de motricidad fina permiten que los preescolares desarrollen la coordinación, la fuerza manual, la pinza digital y la independencia mediante hojas, semillas, plastilina, frutas, herramientas y otros materiales naturales. Deben ofrecerse como experiencias lúdicas, abiertas, seguras y adaptables, observando el progreso individual, valorando el proceso y conectándolas con el lenguaje, las matemáticas, la creatividad y las rutinas diarias.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534742" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/c-mo-pueden-las-actividades-de-motricidad-fina-de-oto-o-fortalecer-las-habilidades-de-los-preescolares-mediante-el-juego.html</guid>
<pubDate>Tue, 15 Sep 2026 16:32:42 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Manualidades de Halloween para Niños Pequeños que Ellos Pueden Hacer Solos</title>
<link>https://www.childcareed.com/a/qu-manualidades-de-halloween-pueden-hacer-los-ni-os-peque-os-casi-solos.html</link>
<description><![CDATA[
Las manualidades de Halloween para niños pequeños pueden fomentar la independencia, la creatividad, la motricidad fina, el lenguaje y la confianza mediante actividades sencillas con materiales grandes, seguros y adaptables. Sin embargo, la independencia requiere preparación y supervisión adulta cercana, además de opciones inclusivas que respeten las capacidades, preferencias sensoriales y decisiones de cada niño.
]]></description>
<category>#creatividad,</category>
<category>#independencia,</category>
<category>#seguridad,</category>
<category>#sensorial</category>
<category>#motricidad.</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534740" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/qu-manualidades-de-halloween-pueden-hacer-los-ni-os-peque-os-casi-solos.html</guid>
<pubDate>Tue, 15 Sep 2026 16:32:38 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Halloween en el Daycare: Cómo Celebrar de Forma Inclusiva para Todas las Familias</title>
<link>https://www.childcareed.com/a/c-mo-pueden-las-guarder-as-celebrar-halloween-de-forma-inclusiva-para-todas-las-familias.html</link>
<description><![CDATA[
Halloween puede celebrarse de forma inclusiva cuando las guarderías escuchan a las familias, respetan sus creencias y ofrecen opciones flexibles de participación, disfraces, alimentos y actividades sensorialmente accesibles. La planificación debe priorizar la seguridad, la autonomía, la accesibilidad y la pertenencia, evitando la participación obligatoria y evaluando después cómo mejorar la experiencia para todos los niños.
]]></description>
<category>#pertenencia,</category>
<category>#identidad,</category>
<category>#cultura,</category>
<category>#accesibilidad</category>
<category>#seguridad</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534738" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/c-mo-pueden-las-guarder-as-celebrar-halloween-de-forma-inclusiva-para-todas-las-familias.html</guid>
<pubDate>Tue, 15 Sep 2026 16:32:37 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Canciones de Otoño para Preescolar con Movimiento y Gestos</title>
<link>https://www.childcareed.com/a/c-mo-pueden-las-canciones-de-oto-o-con-movimiento-y-gestos-crear-aprendizajes-alegres-en-preescolar.html</link>
<description><![CDATA[
Las canciones de otoño con movimiento y gestos ayudan a los niños de preescolar a desarrollar el lenguaje, la coordinación, la memoria, la autorregulación y la interacción social mediante experiencias sensoriales y repetitivas. Se recomienda ofrecer rutinas breves, inclusivas y seguras con diversas formas de participación, conectando la música con las matemáticas, la ciencia, las artes y las observaciones del entorno.
]]></description>
<category>#cantan,</category>
<category>#mueven,</category>
<category>#escuchan,</category>
<category>#conectan</category>
<category>#imaginan.</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534736" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/c-mo-pueden-las-canciones-de-oto-o-con-movimiento-y-gestos-crear-aprendizajes-alegres-en-preescolar.html</guid>
<pubDate>Tue, 15 Sep 2026 16:32:30 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>¿Por Qué Cambian de Color las Hojas? Experimentos de Otoño para Niños</title>
<link>https://www.childcareed.com/a/por-qu-cambian-de-color-las-hojas-c-mo-pueden-los-experimentos-de-oto-o-ayudar-a-los-preescolares-a-investigar-la-naturaleza.html</link>
<description><![CDATA[
Las hojas cambian de color en otoño porque disminuye la clorofila y se hacen visibles otros pigmentos, como los carotenoides y las antocianinas; este fenómeno ofrece a los niños oportunidades para observar, clasificar, predecir, experimentar y conectar ciencias con lenguaje, matemáticas y arte. Las actividades deben ser sencillas, inclusivas y seguras, con supervisión adulta al usar alcohol o calor, documentación de las ideas infantiles y énfasis en la curiosidad y el proceso de indagación más que en obtener resultados perfectos.
]]></description>
<category>#observación</category>
<category>#curiosidad,</category>
<category>#indagación,</category>
<category>#ciencia,</category>
<category>#naturaleza</category>
<category>#aprendizaje</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534734" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/por-qu-cambian-de-color-las-hojas-c-mo-pueden-los-experimentos-de-oto-o-ayudar-a-los-preescolares-a-investigar-la-naturaleza.html</guid>
<pubDate>Tue, 15 Sep 2026 16:32:18 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Actividades de Halloween para Daycare Sin Asustar a los Niños</title>
<link>https://www.childcareed.com/a/c-mo-pueden-las-guarder-as-celebrar-halloween-sin-asustar-a-los-ni-os.html</link>
<description><![CDATA[
Halloween en la guardería puede ser una experiencia alegre, inclusiva y apropiada para el desarrollo si se priorizan temas amistosos, rutinas predecibles, actividades breves, opciones de participación, disfraces opcionales y un espacio tranquilo. La planificación debe considerar las necesidades sensoriales, alergias, comunicación con las familias, supervisión activa y alternativas no alimentarias, evitando sustos inesperados, sobreestimulación y transiciones desorganizadas.
]]></description>
<category>#juego,</category>
<category>#inclusión,</category>
<category>#sensorial,</category>
<category>#seguridad</category>
<category>#pertenencia.</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534732" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/c-mo-pueden-las-guarder-as-celebrar-halloween-sin-asustar-a-los-ni-os.html</guid>
<pubDate>Tue, 15 Sep 2026 16:32:12 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Cómo Hacer un Sensory Bin de Otoño Seguro para Toddlers</title>
<link>https://www.childcareed.com/a/c-mo-pueden-los-proveedores-de-cuidado-infantil-crear-un-sensorial-de-oto-o-seguro-para-toddlers.html</link>
<description><![CDATA[
Un contenedor sensorial de otoño para toddlers debe diseñarse según el desarrollo de los niños, utilizando materiales grandes, duraderos, lavables y sin riesgos de asfixia, además de una meta de aprendizaje sencilla y adaptaciones inclusivas. La supervisión activa, la higiene constante, la observación individual y las rutinas claras permiten ofrecer una experiencia segura que favorece la motricidad fina, el lenguaje, las matemáticas tempranas, la autorregulación y la exploración.
]]></description>
<category>#lenguaje,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534730" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/c-mo-pueden-los-proveedores-de-cuidado-infantil-crear-un-sensorial-de-oto-o-seguro-para-toddlers.html</guid>
<pubDate>Tue, 15 Sep 2026 16:32:08 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>ADA para Niños: ¿Qué Significa Realmente la Inclusión en el Cuidado Infantil?</title>
<link>https://www.childcareed.com/a/qu-significa-realmente-la-inclusi-n-infantil-conforme-a-la-ada-en-el-cuidado-infantil.html</link>
<description><![CDATA[
La inclusión significativa en el cuidado infantil, conforme a la ADA, implica mucho más que inscribir a un niño: requiere eliminar barreras, realizar evaluaciones individualizadas, ofrecer modificaciones razonables, garantizar una comunicación eficaz y colaborar respetuosamente con las familias. Los programas deben fomentar la pertenencia y la participación mediante ambientes accesibles, apoyos flexibles, políticas no discriminatorias y decisiones basadas en evidencia, evitando suposiciones, exclusiones generales y cargos adicionales por adaptaciones.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534728" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/qu-significa-realmente-la-inclusi-n-infantil-conforme-a-la-ada-en-el-cuidado-infantil.html</guid>
<pubDate>Tue, 15 Sep 2026 16:32:01 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>¿Qué Hay Dentro de una Calabaza? Una Actividad de Ciencia para Preescolares</title>
<link>https://www.childcareed.com/a/qu-hay-dentro-de-una-calabaza-una-investigaci-n-cient-fica-pr-ctica-para-preescolares.html</link>
<description><![CDATA[
Explorar el interior de una calabaza permite que los preescolares desarrollen habilidades científicas, lingüísticas, matemáticas, sensoriales y motoras al observar, predecir, comparar, medir y describir semillas, pulpa y fibras. La actividad debe prepararse de forma segura e inclusiva, ofreciendo distintas maneras de participar y extensiones como contar semillas, clasificar, probar flotación, documentar hallazgos y observar el ciclo de vida de la planta.
]]></description>
<category>#observación</category>
<category>#lenguaje</category>
<category>#matemáticas</category>
<category>#indagación</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534726" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/qu-hay-dentro-de-una-calabaza-una-investigaci-n-cient-fica-pr-ctica-para-preescolares.html</guid>
<pubDate>Tue, 15 Sep 2026 16:31:56 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>¿Qué puestos de daycare puedes conseguir sin experiencia?</title>
<link>https://www.childcareed.com/a/qu-puestos-de-daycare-puedes-conseguir-sin-experiencia.html</link>
<description><![CDATA[
Los puestos de entrada más accesibles en un daycare sin experiencia incluyen asistente de aula, personal flotante, suplente, recepción, ayudante de cocina y voluntariado supervisado, siempre que se cumplan los requisitos estatales y del centro. Para destacar, conviene preparar referencias y documentos, obtener capacitación en seguridad infantil y RCP, demostrar habilidades transferibles y mantener una actitud responsable y dispuesta a aprender.
]]></description>
<category>#cuidadoinfantil</category>
<category>#safety.</category>
<category>#carrera</category>
<category>#career</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534724" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/qu-puestos-de-daycare-puedes-conseguir-sin-experiencia.html</guid>
<pubDate>Tue, 15 Sep 2026 16:31:48 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>¿45 Horas de Desarrollo Infantil o de Currículo? Cómo Elegir el Curso Correcto</title>
<link>https://www.childcareed.com/a/c-mo-elegir-entre-un-curso-de-45-horas-de-desarrollo-infantil-y-uno-de-curr-culo.html</link>
<description><![CDATA[
El curso de 45 horas de crecimiento y desarrollo infantil ofrece una base amplia sobre cómo evolucionan los niños, mientras que los cursos de currículo enseñan a diseñar ambientes, actividades y experiencias según la edad y las necesidades del grupo. Para elegir correctamente, considere su función, las edades atendidas, el propósito de la capacitación y los requisitos específicos de su estado, verificando siempre la aprobación y documentación antes de inscribirse.
]]></description>
<category>#relaciones</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534722" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/c-mo-elegir-entre-un-curso-de-45-horas-de-desarrollo-infantil-y-uno-de-curr-culo.html</guid>
<pubDate>Tue, 15 Sep 2026 16:31:45 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>¿Dónde Buscar Trabajos de Daycare Cerca de Mí Además de Indeed?</title>
<link>https://www.childcareed.com/a/d-nde-buscar-trabajos-de-daycare-cerca-de-m-adem-s-de-indeed.html</link>
<description><![CDATA[
Para encontrar trabajos de daycare cerca de ti, no dependas únicamente de Indeed: busca en páginas de centros, Head Start, distritos escolares, universidades, organizaciones comunitarias, directorios locales y redes profesionales, además de considerar visitas personales y recomendaciones. Prepara un currículum específico, reúne certificados como RCP y primeros auxilios, verifica los requisitos estatales y empleadores, y destaca en entrevistas tu confiabilidad, experiencia con niños, disponibilidad y compromiso con la seguridad.
]]></description>
<category>#cuidadoInfantil,</category>
<category>#dualLanguageLearners.</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534720" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/d-nde-buscar-trabajos-de-daycare-cerca-de-m-adem-s-de-indeed.html</guid>
<pubDate>Tue, 15 Sep 2026 16:31:29 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>¿Qué Calificaciones Necesita un Maestro de Preescolar Según el Título 22 de California?</title>
<link>https://www.childcareed.com/a/qu-calificaciones-necesita-un-maestro-de-preescolar-seg-n-el-t-tulo-22-de-california.html</link>
<description><![CDATA[
El Título 22 de California permite que un maestro de preescolar ingrese mediante rutas como seis unidades semestrales, un Child Development Assistant Permit o ciertos programas ocupacionales, pero la calificación completa generalmente requiere 12 unidades en educación o desarrollo infantil más seis meses de experiencia, una CDA válida con experiencia o un Child Development Permit aplicable. Los directores y educadores deben verificar el tipo de programa, conservar transcripciones, permisos y comprobantes de experiencia, y consultar las normas vigentes de las agencias estatales, ya que los requisitos pueden variar según el financiamiento y el puesto.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534718" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/qu-calificaciones-necesita-un-maestro-de-preescolar-seg-n-el-t-tulo-22-de-california.html</guid>
<pubDate>Tue, 15 Sep 2026 16:31:10 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>¿Asistente, Teacher Aide o Floater? Puestos de Daycare para Comenzar Tu Carrera</title>
<link>https://www.childcareed.com/a/qu-puesto-de-daycare-es-mejor-para-comenzar-tu-carrera-asistente-teacher-aide-o-floater.html</link>
<description><![CDATA[
Los puestos de asistente, teacher aide y floater ofrecen distintas formas de iniciar una carrera en daycare: el asistente brinda apoyo cercano en un salón, el teacher aide se enfoca en rutinas y preparación bajo supervisión, y el floater permite conocer diferentes grupos y ambientes. La mejor opción depende de tus metas y experiencia, por lo que debes confirmar las responsabilidades, requisitos estatales, capacitación, supervisión y oportunidades de crecimiento antes de aceptar un puesto.
]]></description>
<category>#supervisión</category>
<category>#comunicación,</category>
<category>#apropiadas</category>
<category>#educacióninfantil.</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534716" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/qu-puesto-de-daycare-es-mejor-para-comenzar-tu-carrera-asistente-teacher-aide-o-floater.html</guid>
<pubDate>Tue, 15 Sep 2026 16:31:04 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>¿Qué es la Actualización Anual de Salud y Seguridad Básica de MSDE para 2026?</title>
<link>https://www.childcareed.com/a/qu-es-la-actualizaci-n-anual-de-salud-y-seguridad-b-sica-de-msde-para-maryland-en-2026.html</link>
<description><![CDATA[
La Actualización Anual de Salud y Seguridad Básica de MSDE para 2026 es una capacitación gratuita en línea de 90 minutos que el personal de cuidado infantil y los proveedores de cuidado infantil familiar elegibles deben completar antes del 31 de diciembre de 2026, siempre que ya hayan realizado la capacitación inicial aprobada. Los directores deben identificar a todas las personas que requieren capacitación, distinguir entre la actualización y otros cursos o credenciales, conservar los certificados y mantener registros actualizados para garantizar el cumplimiento y fortalecer las prácticas de salud y seguridad.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534714" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/qu-es-la-actualizaci-n-anual-de-salud-y-seguridad-b-sica-de-msde-para-maryland-en-2026.html</guid>
<pubDate>Tue, 15 Sep 2026 16:30:49 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>¿Cuándo Debes Completar las 9 Horas de Comunicación en Maryland?</title>
<link>https://www.childcareed.com/a/cu-ndo-debes-completar-las-9-horas-de-capacitaci-n-en-comunicaci-n-de-maryland.html</link>
<description><![CDATA[
En Maryland, las nueve horas de capacitación en comunicación deben completarse, por regla general, antes de que un nuevo asistente, maestro o director asuma su puesto, salvo que exista una excepción documentada y aceptada por la autoridad de licencias. Los proveedores deben verificar el puesto y las calificaciones, utilizar un curso aprobado, conservar el certificado y consultar la normativa vigente o al especialista de licencias cuando haya dudas.
]]></description>
<category>#relaciones</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534712" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/cu-ndo-debes-completar-las-9-horas-de-capacitaci-n-en-comunicaci-n-de-maryland.html</guid>
<pubDate>Tue, 15 Sep 2026 16:30:43 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Horario Diario para Guardería: Cómo Equilibrar Juego, Comidas, Siesta y Aprendizaje</title>
<link>https://www.childcareed.com/a/c-mo-puede-crear-un-horario-diario-para-guarder-a-que-equilibre-juego-comidas-siesta-y-aprendizaje.html</link>
<description><![CDATA[
Un horario equilibrado de guardería combina rutinas predecibles con flexibilidad para responder a las necesidades individuales de bebés, niños pequeños y preescolares, protegiendo el juego, el movimiento, la alimentación, el descanso y el aprendizaje. La supervisión activa, las transiciones claras, la colaboración con las familias y la evaluación continua permiten ajustar el horario para promover seguridad, autonomía, bienestar y desarrollo infantil.
]]></description>
<category>#diferenciación</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534710" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/c-mo-puede-crear-un-horario-diario-para-guarder-a-que-equilibre-juego-comidas-siesta-y-aprendizaje.html</guid>
<pubDate>Tue, 15 Sep 2026 16:30:42 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>Planes de Lecciones Preescolares: Cómo Elegir Actividades Según el Desarrollo</title>
<link>https://www.childcareed.com/a/c-mo-pueden-los-planes-de-lecciones-preescolares-responder-al-desarrollo-de-los-ni-os.html</link>
<description><![CDATA[
La planificación preescolar debe partir de la observación individual y del desarrollo de cada niño para establecer metas claras, flexibles e inclusivas, adaptando actividades, materiales y apoyos a distintas edades, culturas, idiomas y necesidades. Las experiencias basadas en el juego, la documentación continua, la colaboración con las familias y la revisión de las estrategias permiten promover aprendizajes integrales y significativos sin depender de actividades rígidas o productos idénticos.
]]></description>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534708" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/c-mo-pueden-los-planes-de-lecciones-preescolares-responder-al-desarrollo-de-los-ni-os.html</guid>
<pubDate>Tue, 15 Sep 2026 16:30:21 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>🍎 Michigan — $15 Off Great Lakes Fall Growth</title>
<link>https://www.childcareed.com/coupon-15OFFMICHIGAN-michigan-15-off-great-lakes-fall-growth.html</link>
<description><![CDATA[🍁 Turn Over a New Leaf in Michigan!

From colorful fall trees to Michigan’s apple orchards and crisp autumn days, this season is all about growth and change. Michigan child care professionals can save $15 on Child Care Administration and strengthen their leadership and administrative skills.

Save $15 on Child Care Administration]]></description>
<category>coupons</category>
<enclosure url="https://www.childcareed.com/couponimg-1035.jpg" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/coupon-15OFFMICHIGAN-michigan-15-off-great-lakes-fall-growth.html</guid>
<pubDate>Tue, 15 Sep 2026 15:00:12 GMT</pubDate>
<source url="info@childcareed.com">info@childcareed.com</source>
</item>
<item>
<title>🍑 Georgia — Peach State Leadership Season</title>
<link>https://www.childcareed.com/coupon-25OFFGEORGIA-georgia-peach-state-leadership-season.html</link>
<description><![CDATA[🍂 Grow Your Leadership in the Peach State!

As Georgia settles into a new season, it’s the perfect time to grow your skills and prepare for your next leadership opportunity. Georgia child care professionals can save $25 on the 40-Hour Director’s Course this fall.]]></description>
<category>coupons</category>
<enclosure url="https://www.childcareed.com/couponimg-1034.jpg" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/coupon-25OFFGEORGIA-georgia-peach-state-leadership-season.html</guid>
<pubDate>Tue, 15 Sep 2026 09:01:01 GMT</pubDate>
<source url="info@childcareed.com">info@childcareed.com</source>
</item>
<item>
<title>How Can Child Care Programs Build an Effective Social-Emotional Curriculum?</title>
<link>https://www.childcareed.com/a/how-can-child-care-programs-build-an-effective-social-emotional-curriculum.html</link>
<description><![CDATA[
An effective social-emotional curriculum integrates emotional literacy, self-regulation, relationships, problem-solving, and positive guidance into lessons, play, routines, and family partnerships, while remaining developmentally appropriate, culturally responsive, and adaptable to individual needs. Programs should support implementation through staff training, coaching, observation, tiered supports, and ongoing evaluation, using curriculum as a framework for consistent, empathetic interactions rather than as a standalone solution to challenging behavior.
]]></description>
<category>#emotions,</category>
<category>#self-regulation,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534705" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-child-care-programs-build-an-effective-social-emotional-curriculum.html</guid>
<pubDate>Tue, 15 Sep 2026 01:45:38 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>What Makes a Preschool Curriculum Meaningful, Inclusive, and Effective?</title>
<link>https://www.childcareed.com/a/what-makes-a-preschool-curriculum-meaningful-inclusive-and-effective.html</link>
<description><![CDATA[
An effective preschool curriculum is intentional yet flexible, integrating play, relationships, developmental goals, inquiry, inclusion, family knowledge, and culturally responsive practices across all learning domains. Educators should individualize through observation, accessible environments, meaningful assessment, and continuous reflection while avoiding rigid, worksheet-based, or overly scripted approaches.
]]></description>
<category>#inclusion</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534703" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/what-makes-a-preschool-curriculum-meaningful-inclusive-and-effective.html</guid>
<pubDate>Tue, 15 Sep 2026 01:45:33 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
<item>
<title>How Can Child Care Providers Assess Children Through Everyday Activities?</title>
<link>https://www.childcareed.com/a/how-can-child-care-providers-assess-children-through-everyday-activities.html</link>
<description><![CDATA[
Child care providers can assess children authentically by observing and documenting their language, problem-solving, social-emotional, motor, and independence skills during everyday routines, play, transitions, and interactions. Effective assessment is objective, inclusive, repeated across contexts, connected to achievable teaching goals, and shared with families as a collaborative process rather than a paperwork burden or diagnostic judgment.
]]></description>
<category>#language,</category>
<enclosure url="https://www.childcareed.com/inc/apis/articleimage.php?aid=534701" length="" type="image/jpeg" />
<guid isPermaLink="true">https://www.childcareed.com/a/how-can-child-care-providers-assess-children-through-everyday-activities.html</guid>
<pubDate>Tue, 15 Sep 2026 01:45:32 GMT</pubDate>
<source url="https://www.childcareed.com/feed.php">https://www.childcareed.com/feed.php</source>
</item>
</channel>
</rss>
