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A Critical Look at Family Child Care Spaces (CDA 1) |
2.00 |
When play problems occur over and over, child care practitioners need to be able to step back and look critically at their space arrangement to see if that is the source of the problem. Explore some key elements to consider in child care space arrangement that include types of spaces and their uses, and arranging activity areas in a room to meet the goals of your program. 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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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. |
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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. |
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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. |
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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. |
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Course 05: 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. |
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Interviewing Skills: Evaluating and Deciding (Instructor Guide) |
0.67 |
When determining which candidate will be most successful in the job and your organization, you must complete two important steps. First, you should assess each candidate’s experience and past performance, and compare them to the job’s success factors. Then, you should compare candidates with one another to identify the one with the best fit for the job and culture.
In this course you will learn to: identify the types of bias and the steps to evaluate a candidate, and identify several criteria for ranking candidates.
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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Interviewing Skills: Evaluating and Deciding |
0.67 |
When determining which candidate will be most successful in the job and your organization, you must complete two important steps. First, you should assess each candidate’s experience and past performance, and compare them to the job’s success factors. Then, you should compare candidates with one another to identify the one with the best fit for the job and culture.
In this course you will learn to: identify the types of bias and the steps to evaluate a candidate, and identify several criteria for ranking candidates. |
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Interviewing Skills: Evaluating and Deciding (Corrections) |
0.67 |
When determining which candidate will be most successful in the job and your organization, you must complete two important steps. First, you should assess each candidate’s experience and past performance, and compare them to the job’s success factors. Then, you should compare candidates with one another to identify the one with the best fit for the job and culture.
In this course you will learn to: identify the types of bias and the steps to evaluate a candidate, and identify several criteria for ranking candidates. |
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Cross-Cultural Business Communication: Differences In Communication (Instructor Guide) |
1.00 |
When communicating with people of another culture, it is important to be aware of the person’s level of active participation in a conversation. In some cultures, highly active participation is the norm, while other cultures dictate a more passive involvement.
The exchange between people engaged in communication demonstrates conversational involvement. In any culture, a message must have both a sender and a receiver. In cultures with high conversational involvement, the receiver would send verbal and nonverbal cues, such as eye contact, nodding, and interjections, such as "I’m listening" or "Tell me more." In cultures with low conversational involvement, receivers would adopt a passive posture, perhaps staring at the ground with hunched shoulders, and would simply absorb the message without offering cues on whether they are listening or not.
In this course you will learn to: identify the differences in verbal communication across cultures, and improve your nonverbal communication skills by understanding the differences in gestures and expressions that vary across cultures.
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. |
