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Sharing Information with Parents and Other Professionals: Communication Tools |
1.00 |
School-age children work on many important developmental tasks during their out-of-school hours. One of the important responsibilities of school-age care staff is to help parents stay in touch with how their children are growing and developing during program hours. In this course, we will explore tools used to communicate with families about their children. |
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Sharing Information with Parents and Other Professionals: Policies & Conferences |
1.00 |
School-age children work on many important developmental tasks during their out-of-school hours. One of the important responsibilities of school-age care staff is to help parents stay in touch with how their children are growing and developing during program hours. In this course, we will explore policies and conferences. |
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SIDS and Other Sleep-Related Infant Deaths: Keeping Babies Safe |
1.50 |
This course will give participants a brief overview of Sudden Infant Death Syndrome (SIDS) and other sleep-related deaths. Participants will learn about recent research and statistics, the importance of child care providers, AAP SIDS Task Force recommendations, and how to implement polices in child care. |
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SIDS and Safe Sleep (CDA 1) |
2.00 |
Based on national standards representing the best evidence, expertise, and experience on health and safety policies and practices, and, focused on the American Academy of Pediatrics’ best practice recommendations, this course provides information on reducing the risk of Sudden Infant Death Syndrome (SIDS) and Sudden Unexpected Infant Death (SUID) and for promoting safe sleep in infant care settings. This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA Subject Area 1: Planning a Safe, Healthy Environment to Invite Learning. This course can also be taken as a stand-alone learning event, or as part of a broader early childhood education curriculum.
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Size-up Introduction #1412 (Instructor Guide) |
1.00 |
This is the Instructor Guide for Lesson #1412 Size-up. This instructor guide provides the instructor with lesson background, key points, and delivery methods. Required lesson materials including lesson plan, presentation, and evaluation quiz with answer key. The lesson is also accompanied by a learning aid that can be used a handout to lesson participants. Included in this guide is an explanation video of the presentation that describes each slide of the lesson. |
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Sleep is Essential to Good Health (CDA 1) |
2.00 |
This course delves into the science behind sleep, revealing its essential role alongside nutrition and physical activity. Explore recent research highlighting the impact of sleep on hormone regulation, obesity risk, brain development, cognitive function, and behavior. Discover age-specific sleep requirements and gain practical tips and recommendations to nurture healthy sleep habits in children, setting them on the path to well-being and success. |
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Slips, Trips, and Falls |
0.75 |
This course covers slips, trips, and falls in their entirety within the workplace. Being able to identify common causes of slips, trips, and falls helps to protect from a workplace injury. Once those causes are identified, you will learn how to create protection plans and use prevention tools for slip, trip, and fall incidents.
It is just one of many health and safety courses we offer. This course will help you learn about best practices to keep yourself safe and healthy when on the job. |
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Social Emotional Development – Problem Solving (CDA 3 & 8) |
2.00 |
This course equips you with a step-by-step approach to cultivating problem-solving skills in children. Delve into recognizing emotions, identifying conflict resolution strategies, and implementing techniques that adapt to children's social and emotional development. Watch their self-confidence soar as they learn to overcome challenges independently, fostering lifelong resilience and emotional intelligence. |
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Social, Emotional, and Behavioral Supports for Paraprofessionals |
1.00 |
This course explores how to support students emotionally, socially, and behaviorally. It is important to understand the value of building rapport with students to promote resilience. Additionally, this course will explore the components of student behavior, how to identify the function of behavior, and how to create a supportive environment for students. This course will help you develop new knowledge about students and will help you understand what your role as a paraprofessional is. |
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Social, Emotional, and Behavioral Supports for Teachers |
1.00 |
This course explores how to support students emotionally, socially, and behaviorally. It is important to understand the value of building rapport with students to promote resilience. Additionally, this course will explore the components of student behavior, how to identify the function of behavior, and how to create a supportive environment for students. |
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Social-Emotional Learning and Enhancing Quality |
0.75 |
All children and youth need social- emotional and character skills in order to thrive in school, work, and life. By their design and structure, high-quality expanded learning and out-of-school time programs provide valuable opportunities for children and youth to develop such social-emotional and character skills. This course will introduce participants to social-emotional and character skills and their relationship to the California Quality Standards for Expanded Learning Programs. |
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Social-Emotional Learning, Character Building & Enhancing Quality |
2.00 |
By the end of this course, you will be able to:
Strengthen your understanding of the social-emotional learning and character building that expanded learning programs support.
Be able to articulate what social-emotional learning and character development looks like in children and youth.
Identify the connection between quality standards and social-emotional learning and character development. |
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Spinal Motion Restriction Decisions |
1.50 |
Two of the University of Rochester’s finest educators discuss the decision-making that is involved with Spinal Motion Restriction.This enlightening discussion offers information that will allow providers to better interpret standing protocols.Subsequently providers will be able to create and execute better treatment plans.
Jeremy Cushman M.D., M.S., NYS Paramedic is the Chief of the Division of Prehospital Medicine, Department of Emergency Medicine, at the University of Rochester.
Mark Gestring, M.D., F.A.C.S., is the Director of Adult Trauma at the University of Rochester’s Regional Trauma Center.
Enjoy the conversation as these two experts in their respective fields escort you through the nuance that every provider should consider when treating a patient with possible spinal trauma. |
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Staying Up to Date with Compliance Mandates |
0.50 |
This course is tailored for compliance officers and corporate professionals committed to adhering to constantly changing regulatory requirements. Participants will learn the latest compliance mandates and effective strategies for staying informed about regulatory changes and explore best practices for implementing compliance updates within their organizations. The course will cover tools and resources for tracking regulatory changes, methods for assessing and managing compliance risks, and techniques for fostering a culture of compliance. By the end of this course, participants will have the knowledge and skills to ensure their organizations remain compliant and mitigate potential risks effectively. |
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STEM (Science, Technology, Engineering, Math) in K-12 |
1.50 |
This course provides comprehensive training on STEM education in the K-12 setting. This course will discuss the key standards for students to find success in the four domains of STEM: science, technology, engineering, and mathematics. You will then learn about supportive strategies to help students to excel in those standard areas within each domain. It is just one out of many educational courses we offer. This course will help you develop new knowledge about students and will help you understand your role as an educator. |
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STEM and Learning Standards |
1.00 |
STEM is an intentional, integrative approach to teaching and learning that can occur across all knowledge areas; it is not a specific curriculum.
The STEM approach focuses on providing opportunities for students to explore and develop a comprehensive set of concepts, competencies, and thinking skills.
STEM competencies include a vocabulary rich in the language of science, technology, engineering and math—words like hypothesis, gravity, buoyant, balance, temperature, and battery. STEM competencies also include basic principles of engineering, like problem-solving and planning; of science, like experimentation and observation; of technology, like using tools to complete both a task and solve real world problems; and of math by recognizing that basic principles of math are part of everyday activities, like comparing and contrasting, counting, and dividing a whole to create equal parts.
Course Learning Objectives:
Demonstrate how learning standards for early childhood promote the development of STEM concepts, competencies, and thinking skills. |
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STEM and Supportive Practices |
1.00 |
STEM is an intentional, integrative approach to teaching and learning that can occur across all knowledge areas; it is not a specific curriculum. The STEM approach focuses on providing opportunities for students to explore and develop a comprehensive set of concepts, competencies, and thinking skills.
In this course, we’ll see how the Supportive Practices found in Learning Standards for early childhood promote the development of STEM concepts, competencies, and thinking skills.
Course Learning Objective:
- Use the supportive practices to promote the development of STEM concepts, competencies, and thinking skills. |
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STEM and You |
1.00 |
As early childhood professionals, we’ve all heard the term STEM. It stands for Science, Technology, Engineering, and Mathematics. But do you think you would recognize STEM in action if you saw it? Let’s find out!
Course Learning Objectives:
- Define STEM in the context of early childhood education.
- Recognize the impact of a teacher’s attitude toward STEM on their instructional practice. |
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STEM Education: The First Stepping Stone |
1.25 |
Welcome to STEM Education: The First Stepping Stone! This course will introduce participants to the basic tenets of STEM education and work to build their confidence in leading STEM activities in their programs. The course aims to build confidence with the fundamentals of STEM, demystify STEM by exploring the concept that EVERYONE can “do” STEM, and help participants find and plan for high-quality STEM activities to implement with their learners. |
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STEM in Early Childhood (CDA 2, 3, and 8) |
3.00 |
STEM is an intentional, integrative approach to teaching and learning that can occur across all knowledge areas; it is not a specific curriculum. The STEM approach focuses on providing opportunities for students to explore and develop a comprehensive set of concepts, competencies, and thinking skills. STEM competencies include a vocabulary rich in the language of science, technology, engineering and math—words like hypothesis, gravity, buoyant, balance, temperature, and battery. STEM competencies also include basic principles of engineering, like problem-solving and planning; of science, like experimentation and observation; of technology, like using tools to complete both a task and solve real world problems; and of math by recognizing that basic principles of math are part of everyday activities, like comparing and contrasting, counting, and dividing a whole to create equal parts.
This course is also designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers Subject Area 2: Advancing Children’s Physical and Intellectual Development, Subject Area 3: Supporting Children’s Social and Emotional Development and Subject Area 8: Understanding Principles of Child Development and Learning. |
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Stop Bullying |
1.00 |
In this course you will learn the role kids play in bullying, who is at risk, warning signs and effects of bullying, and the targeted groups of bullying - race, religion, LGBTQ, and youth with disabilities. |
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Strategic Decision Making: Complex Decisions |
1.34 |
Complex decisions are influenced by many factors. Such decisions are difficult to make, because you might not know how various options will turn out when implemented. Although many forces have an effect on your decision, only some of them are likely to have a real impact. The secret of success is to isolate the essential variables that affect the outcome of the decision. You can build scenarios to test different sets of assumptions, and determine the assumptions that are controlling factors versus the ones that are nonessential.
Planning a decision scenario improves your options. It helps you test a variety of assumptions to gauge their impact and to determine which one is the best. When planning decision scenarios, you should identify the certainties, uncertainties, and trends that might affect your decision. Use this information to build multiple decision scenarios that can indicate the possible consequences of the decisions you make today.
In this course you will learn to: create scenarios by using the extremes method and the driving forces method, and manage linked decisions and follow the guidelines for making linked decisions. |
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Strategic Decision Making: Complex Decisions (Instructor Guide) |
1.34 |
Complex decisions are influenced by many factors. Such decisions are difficult to make, because you might not know how various options will turn out when implemented. Although many forces have an effect on your decision, only some of them are likely to have a real impact. The secret of success is to isolate the essential variables that affect the outcome of the decision. You can build scenarios to test different sets of assumptions, and determine the assumptions that are controlling factors versus the ones that are nonessential.
Planning a decision scenario improves your options. It helps you test a variety of assumptions to gauge their impact and to determine which one is the best. When planning decision scenarios, you should identify the certainties, uncertainties, and trends that might affect your decision. Use this information to build multiple decision scenarios that can indicate the possible consequences of the decisions you make today.
In this course you will learn to: create scenarios by using the extremes method and the driving forces method, and manage linked decisions and follow the guidelines for making linked decisions.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
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Strategic Decision Making: Decision Options |
1.17 |
Before you begin generating options for a business decision, you should take time to understand the decision you’re going to make. You can increase and improve your options by using available techniques and by avoiding pitfalls. When planning to make a decision, you might generate other options, and compare them without considering which approach you should use to make the decision. By failing to consider your approach, you might select one of the options without considering all the necessary information. This lack of information can prevent you from recognizing and considering some of the best options.
In this course you will learn to: identify the techniques for generating options and improving the quality of your options, and evaluate your options and identify the techniques for making a final decision. |
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Strategic Decision Making: Decision Options (Instructor Guide) |
1.17 |
Before you begin generating options for a business decision, you should take time to understand the decision you’re going to make. You can increase and improve your options by using available techniques and by avoiding pitfalls. When planning to make a decision, you might generate other options, and compare them without considering which approach you should use to make the decision. By failing to consider your approach, you might select one of the options without considering all the necessary information. This lack of information can prevent you from recognizing and considering some of the best options.
In this course you will learn to: identify the techniques for generating options and improving the quality of your options, and evaluate your options and identify the techniques for making a final decision.
This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course. |
