List which professions are mandated reporters.
Learn which professions are mandated reporters and how to report abuse in infants and toddlers. Get information on types of abuse and find out who are mandated reporters. Perfect resource for early childhood education and child care centers.Trainings incorporating this outcome
120 hours courses
12 CEUs102 hours courses
45 hours courses
35 hours courses
32 hours courses
30 hours courses
24 hours courses
10 hours courses
5 hours courses
3 hours courses
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Related Outcomes
- Identify types of abuse in infants and toddlers, how to report, and who are mandated reporters.
- List the steps to complete a report on abuse and neglect.
- Demonstrate an understanding of who is a mandated reporter
- Describe an understanding of who is a mandated reporter
- Identify the signs of child abuse and neglect and demonstrate knowledge of appropriate reporting process.
- List safety risks for infants and toddlers and strategies to diminish these risks.
- Demonstrate knowledge of appropriate child abuse reporting process
- List recommended feeding schedules and identify strategies for introducing new food for children birth through age three.
- Explain when to report child abuse
- Identify the appropriate forms and procedures for reporting child abuse and neglect
- List community resources, supports, and referrals for cerebral palsy.
- List community resources, supports, and referrals for fragile x syndrome.
- List community resources, supports, and referrals for conduct disorder.
- List community resources, supports, and referrals for fetal alcohol syndrome.
- List strategies for coaches and mentors on how to apply DEI practices in child care.
- Demonstrate knowledge of appropriate reporting process.
- List resources and the referral process for preschoolers with a suspected/diagnosed disability.
- List strategies to implement SMART goals.
- List examples ways to incorporate inclusion and equity in the classroom
- List community resources, supports, and referrals for autism spectrum disorder.
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