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Course 01: Exploring the Continuum of Developmental Tasks of School-Age Children from 5 to 12 |
2.00 |
Understanding the continuum of ongoing development between the ages of 5 and 12 provides the foundation for planning and implementing successful school-age programs. When staff know and understand the developmental tasks of school-age children, they can work with children and colleagues to design effective environments, plan engaging activities, set appropriate expectations and limits, and guide children’s behavior effectively. |
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Quality Management: Implementing Quality Changes |
0.67 |
Understanding a process is the only way a process improvement team can effectively improve the process. The team must understand how the process currently functions before they can identify problems. In addition, in order to understand how potential changes will affect the process, the team needs to understand specific elements of the process, as well as the process as a whole.
In this course you will learn to: identify the elements of a process, as well as techniques used to streamline a process, and measure various aspects of a process. |
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Quality Management: Implementing Quality Changes (Instructor Guide) |
0.67 |
Understanding a process is the only way a process improvement team can effectively improve the process. The team must understand how the process currently functions before they can identify problems. In addition, in order to understand how potential changes will affect the process, the team needs to understand specific elements of the process, as well as the process as a whole.
In this course you will learn to: identify the elements of a process, as well as techniques used to streamline a process, and measure various aspects of a process.
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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Explorando cuatro áreas del desarrollo en edad escolar (Spanish) Exploring Four Areas of School-Age Development |
1.50 |
Una de las formas más útiles de comprender las necesidades e intereses de los jóvenes de entre 5 y 12 años es examinar su desarrollo desde cuatro perspectivas diferentes: desarrollo físico, desarrollo cognitivo, desarrollo social y desarrollo emocional.
One of the most helpful ways to gain an understanding of the needs and interests of youth between 5 and 12 is to examine their development from four different perspectives: Physical Development, Cognitive Development, Social Development, and Emotional Development. |
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Solving Behavioral Problems. Aggression – Its Causes and Solutions for its Reduction |
1.00 |
Typically, animal care workers focus their training efforts on encouraging an animal to do something that it isn’t yet doing or training the animal to not do something that it is doing. At birth, all animals come genetically programmed for defense. From the human perspective, these behaviors are often closely linked with aggression. This presentation will focus on a variety of common behavioral problems encountered with animals in a zoological setting with special attention paid to the reduction of aggression. The presentation will identify the classes of animals that pose serious risks to animal care workers and develop strategies for reducing the risks when working in close proximity with those taxa. |
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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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Child Care in Mixed-Age Groupings (CDA 1 & 5) |
2.00 |
Transform your family child care program into a haven for diverse learners! Unleash the magic of mixed-age learning with this practical course. Discover innovative activities, explore creative environment design, and unlock the power of age-appropriate resources. Watch your program blossom as you nurture the individual growth and development of every child. |
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Exploring Curriculum Activities |
2.00 |
Today, more than ever, programs are being asked to integrate academic activities into programming. Improving academic performance and achievement requires us to intentionally create opportunities for children and youth to learn and discover their own interests, strengths, and talents within the academic areas. This course offers an overview of the six curriculum areas as defined by the California Department of Education, provides sample activities that address these curriculum areas, and explores the importance of including academics in a well-balanced program. |
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Conciencia Cognitiva (Spanish) Cognitive Awareness |
1.25 |
Todas las personas han tenido experiencias específicas durante su vida que han moldeado su forma de pensar. Este curso está dirigido a personas que enfrentan pensamientos erróneos y comportamientos autodestructivos debido a experiencias pasadas. Está diseñado para ayudar a las personas a aprender cómo y por qué piensan como lo hacen. También es para enseñar habilidades cognitivas que ayuden con el autodesarrollo. Al final de este curso, esperamos que se convierta en una persona más saludable, feliz y productiva que pueda disolver los obstáculos y limitaciones que a menudo nos imponemos a nosotros mismos.
All people have had specific experiences during their life that have shaped the way they think. This course is geared toward people dealing with faulty thinking and self-destructive behaviors due to past experiences. It is designed to help people learn how and why they think the way they do. It is also to teach cognitive skills to help with self-development. By the end of this course, we hope you become a healthier, happier, more productive person who can dissolve obstacles and limitations that we often place on ourselves. |
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Creating an Inclusive Classroom for Paraprofessionals |
1.25 |
To make our schools emotionally and physically safe places, we must make sure that the needs of all students are being met. We must remember that students with disabilities are like all other students, and exhibit more similarities than differences when compared with peers of the same age. When we provide students with the least restrictive environment, inclusion becomes critical. Paraprofessionals that understand inclusion are better able to provide an environment that includes all students, regardless of their individual barriers. |
