 |
Growing as a Professional in School-Age Programs: Professionalism in School-Age Programs |
1.00 |
In the search for a definition of professionalism in school-age programs, it is helpful to examine the common characteristics of professionalism in other fields. The next step is identifying qualities and characteristics associated with professional behavior in the school-age field itself. As a school-age professional, it is also important to understand the importance of acting as a public policy advocate on behalf of school-age children and their families. |
 |
Growing as a Professional: Health and Stress Management (Collection) |
2.00 |
An important part of professionalism in the school-age field is continued personal growth and development in relation to the field. This requires using appropriate resources and strategies to further individual professional development. In this course, we will explore professional development opportunities for school-age staff. |
 |
Growing as a Professional: Health and Stress Management: Nurturing and Maintaining Good Health |
1.00 |
Every day, school-age care professionals dedicate themselves to caring for and nurturing children, youth, and families. Often, school-age care professionals are so dedicated to serving others, they neglect their own needs. When this happens, school-age staff can experience stress that causes them to become overwhelmed, exhausted, frustrated, dissatisfied with job responsibilities, and unappreciated. When school-age care professionals maintain a healthy, balanced lifestyle, they are in a much better position to face the challenges of supporting and nurturing children and families with positive energy, enthusiasm, patience, and empathy. In this course, we will explore ways to nurture and maintain good health. |
 |
Growing as a Professional: Health and Stress Management: Strategies for Coping with Stress |
1.00 |
Every day, school-age care professionals dedicate themselves to caring for and nurturing children, youth, and families. Often, school-age care professionals are so dedicated to serving others, they neglect their own needs. When this happens, school-age staff can experience stress that causes them to become overwhelmed, exhausted, frustrated, dissatisfied with job responsibilities, and unappreciated. When school-age care professionals maintain a healthy, balanced lifestyle, they are in a much better position to face the challenges of supporting and nurturing children and families with positive energy, enthusiasm, patience, and empathy. In this course, we will examine strategies to help staff cope with stress. |
 |
Growth and Development of Infants and Toddlers (CDA 1) |
2.00 |
A family child care early learning program that supports the growth and development of infants and toddlers needs nurturing caregivers, a healthy and safe environment, good relationships between family and caregiver, and appropriate activities to offer good quality care. This takes planning and knowledge of the growth and development of infants and toddlers. Find ways to enhance your family child care environment and build quality relationships with the infants and toddlers in your care.
This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA Subject Area 1, Planning a Safe and Healthy Environment. This course can also be taken as a stand-alone learning event, or as part of a broader early childhood education curriculum. |
 |
Growth and Development of Preschoolers in Family Child Care (CDA 1) |
2.00 |
A supportive and healthy environment is key to promoting the growth and development of preschoolers. In this course, you will identify appropriate health and safety practices, examine how to develop developmentally appropriate activities, and explore how equipment and materials can help stimulate learning.
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.
|
 |
Growth Mindset in the Classroom |
1.25 |
This course covers how to incorporate a growth mindset in the classroom. It includes a comparison between growth and fixed mindset, as well as ways to help students have a "can do" attitude in school. It will help you develop new knowledge about this concept and how you can support a growth mindset in the classroom. This is just one of the many K-12 education courses we offer. |
 |
Guiding School-Age Children in Groups |
2.00 |
When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences and fosters positive interaction among children in groups. |
|
|
Guiding School-Age Children in Groups (Collection) |
2.00 |
When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences and fosters positive interaction among children in groups. |
 |
Guiding School-Age Children in Groups: MAPs and DDADA |
1.00 |
When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options, and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences, and fosters positive interaction among children in groups. |
 |
Guiding School-Age Children in Groups: Supervision and Boundaries |
1.00 |
When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences and fosters positive interaction among children in groups. |
 |
Guiding Students in Groups for Paraprofessionals |
1.00 |
One of the developmental needs of students is their need for guidance with behaviors. This course will develop knowledge and understanding surrounding strategies to use with students to develop self-discipline and self-direction and establish positive relationships with others. This understanding will help paraprofessionals effectively support, nurture, and guide individual differences and fosters positive interaction among students in groups. |
 |
Guiding the Behavior of Individual Children |
2.00 |
This knowledge and understanding will help students develop strategies for creating programs that encourage individual children to develop self-discipline and self-direction, establish positive relationships with others, and exhibit respect for program materials and equipment and the rights of others. |
 |
Guiding the Behavior of Individual Students for Paraprofessionals |
1.00 |
One of the developmental needs of students is their need for guidance with behaviors. This course will develop knowledge and understanding surrounding strategies to use with students to develop their self-discipline, and self-direction, and to establish positive relationships with others. |
 |
Habilidades Básicas de Computación (Spanish) Basic Computer Skills |
2.23 |
En este curso, aprenderá cómo comenzar con su primera computadora, incluido el aprendizaje sobre archivos, configuración y mantenimiento de la computadora e instalación de software.
In this course, you will learn how to get started with your first computer, including learning about files, computer setup and maintenance, and installing software.
|
 |
Habilidades del siglo XXI en la primera infancia (CDA 2, 3 y 8) (Spanish) 21st Century Skills in Early Childhood (CDA 2, 3, and 8) |
2.00 |
En este curso, identificará las habilidades que se consideran esenciales para el éxito en el siglo XXI y examinará la conexión fundamental entre estas habilidades y el aprendizaje académico. También explorará áreas clave de aprendizaje de los estándares de aprendizaje para la primera infancia (desarrollo social y emocional y enfoques para el aprendizaje a través del juego) que pueden ayudarlo a promover el desarrollo de habilidades del siglo XXI en los niños con quienes trabaja. |
 |
Habitat Design |
2.00 |
Zoo staff are frequently asked to provide their expertise during the design and construction of an exhibit project. The more precise and timely their input, the better the exhibit will meet both the physical and psychological needs of the animals and their animal care staff. This course will provide a basic knowledge of the processes typically used to deliver projects and will help zoo professionals manage their efforts when they are called upon to be part of a project team. |
 |
Hamadryas Baboons |
2.00 |
The only monkey species that lives in both Africa and Asia, hamadryas baboons make their homes on the faces of steep, craggy cliffs. These social monkeys fill their days with traveling, foraging, resting, and playing. Discover more in this course. |
 |
Hand and Power Tool Safety Awareness |
0.34 |
This course covers how to protect yourself and others around hand and power tools. Hand and power tools are powerful pieces of machinery that make difficult jobs such as landscaping easier. However, when hand and power tools are not safely used, they can be very dangerous and result in serious injury or death. Being knowledgeable of how to use power and hand tools will make you and your team more efficient and safe. |
 |
Hand Rearing Avian Neonates |
1.00 |
This webinar will be devoted to outlining general guidelines for hand rearing avian neonates. While some avian taxa have specialized needs, requiring specific techniques, procedure and protocols, there are many things that all avian neonates have in common. An overview of those needs and the criteria involved in creating and implementing these protocols will be highlighted. |
 |
Handline Operation #1101 (Instructor Guide) |
1.00 |
This is the Instructor Guide for Lesson #1101 Hoseline Operation. This training session is a skill demonstration and evolution. The presentation is an instructor lead discussion that reviews the importance of fire streamflow for structural firefighting. The lesson reviews standard GPM flows for the AHJ appliances and discusses appropriate situations for the use of those appliances. The training session is concluded with three skills stations that require firefighters to operate hoselines and fire streams from an exterior position. |
 |
Hands-On Math Learning Activities (CDA 2) |
2.00 |
Move beyond counting! This course unveils the exciting world of early math beyond simple number recognition. Witness engaging demonstrations of age-appropriate activities for infants, toddlers, and preschoolers, igniting their natural curiosity and love for mathematical concepts. Immerse yourself in the power of hands-on learning, the cornerstone of building strong foundational math skills in young minds. |
 |
Harassment and Discrimination Prevention |
1.00 |
A respectful workplace is a key element in creating a fair, collaborative, and inclusive environment that allows every member of a higher education institution’s community to meet their teaching, research, and public service goals. At the heart of a respectful workplace is zero tolerance for discrimination and harassment. |
 |
Hazard Communication Advanced |
1.00 |
This course covers an advanced level of hazard communication. Chemical hazards, in-depth analysis of chemical labels, as well as protection from chemical hazards are all covered in this course. |
 |
Hazard Communication Basic |
1.00 |
This course covers the basics when it comes to hazard communication. The topics will range from the Hazard Communication Standard to the labeling of hazardous materials. |
