Students will be able to distinguish ways to translate complaints and criticisms into requests
Learn how to effectively translate complaints and criticisms into actionable requests in early childhood education and child care centers. Understand conversational intent and gain skills in inviting consent to create a positive and supportive environment.Trainings incorporating this outcome
Proficiency Level
Target Audience
States
Alabama (2) Alaska (2) Alberta (2) Arizona (2) Australia (2) California (2) Colorado (2) Connecticut (2) Delaware (2) District of Columbia (2) Florida (2) Hawaii (2) Idaho (2) Indiana (2) Iowa (2) Jamaica (2) Kansas (2) Louisiana (2) Maine (2) Manitoba (2) Maryland (2) Massachusetts (2) Michigan (2) Minnesota (2) Mississippi (2) Montana (2) New Hampshire (2) New Mexico (2) New York (2) Newfoundland and Labrador (2) North Dakota (2) Nova Scotia (2) Ohio (2) Oklahoma (2) Pennsylvania (2) Prince Edward Island (2) Puerto Rico (2) Quebec (2) Rhode Island (2) Saskatchewan (2) South Dakota (2) Texas (1) Thailand (2) United Kingdom (2) Utah (2) Vermont (2) Virgin Islands (2) Virginia (2) Washington (2) West Virginia (2) Wisconsin (2) Wyoming (2)
45 hours courses
4.5 CEUsRelated Outcomes
- Describe ways to analyze classrooms for an anti-bias approach.
- Describe how language is one of the many ways through which culture affects development.
- Distinguish appropriate indoor safety concerns
- Give examples of tools that record and communicate critical information to other staff and families.
- Demonstrate an understanding of student centered learning environments
- Identify the types of barriers children's with disabilities/special needs face and ways to adapt curriculum to fit those needs.
- Demonstrate an understanding of classroom capacity, staff to student ratio, and regulations for outdoor play space
- Identify different types of barriers for mixed ages with disabilities and ways to adapt curriculum to fit their needs.
- Demonstrate an understanding of translating assessment and observational information into short and long term goal development
- Give examples of ways for families to be included and represented in the classroom, even when they are not physically present.
- Teachers will demonstrate a variety of ways for families to be represented in their classrooms when they are not physically present.
- Teachers will identify different ways to communicate with families
- Demonstrate an understanding of staff scheduling and student enrollment aligned with Child Care Regulations
- Give examples of ways to apply and model ethical behavior and professional integrity with staff and administrators.
- Identify ways to organize a safe environment under the guidance of the Office of Child Care Regulations
- Distinguish how to adapt arts and crafts for younger children and children with different abilities.
- Describe the stages of grief and the different ways children react to grief and stress.
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