Identify the recommended feeding patterns of school-age children.
Trainings incorporating this outcome
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CDA Subject Areas
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120 hours courses
12 CEUs102 hours courses
45 hours courses
40 hours courses
4 hours courses
Related Outcomes
- List recommended feeding schedules and identify strategies for introducing new food for children birth through age three.
- List and review recommended feeding schedules and identifies strategies for introducing new food for children birth through age three
- Define self-esteem and identify issues and strategies for support of school age children.
- Identify theory and theorist in relation to school-age children and approaches to learning
- Identify the recommended nutritional needs of children five years to twelve years of age
- Identify safety management and supervision practices of school-aged children.
- Identify recommended medical and immunization schedules for children birth through age three
- Identify essential elements for effective communication with school-age children.
- Identify strategies that promote health and wellness for school-aged children.
- Identify types of bullying affecting school aged children.
- Describe strategies to support school age childrens language and literacy skills.
- Identify different types of play in children ages 2 to 5.
- Define and identify the components of developmentally appropriate practice for children aged 2 to 5.
- Demonstrate an understanding of physical growth and development in school age children and the impact it has on programming
- Identify resources for referral and services for the school-age setting.
- Describe strategies to support the development of mathematical skills in school age children.
- Identify curriculum and activity resources specific to school-age child care
- Demonstrate an understanding of how to develop and implement a daily schedule for school-age children.
- Demonstrate understanding of inclusionary practices for school-age children.
- Identify strategies to increase parent involvement in the school-age setting.
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