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Developing Children's Emergent Literacy Skills (CDA 2) |
2.00 |
Spark curiosity, and inspire imagination: Watch young minds blossom as they build pre-reading and writing skills! This course equips you with playful, effective approaches to foster essential emergent literacy skills, setting the stage for future reading and writing success. |
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Workplace Basics |
1.00 |
Starting a new job is intimidating enough, even more so when you are confused about how the basic workplace functions. This course will take you through the most essential things to know. This way, you can become the most successful worker possible. |
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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 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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Managing Stress |
1.00 |
Stress is a normal part of life experiences. Sources of stress vary from person to person. What is stressful to one person may not be stressful to another. This course will help you identify sources of stress and develop unique techniques and strategies for minimizing and alleviating the adverse effects of stress. |
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Course 09: School-Age Care as a Family Service - Part One |
2.00 |
Strong, positive, cooperative relationships with parents and families are at the heart of quality school-age programs. Unfortunately, positive relationships with parents and families are not always easy to achieve because parents, like children, have widely varying personalities; some are easier to reach than others. Parents in school-age programs have different ideas, values, concerns, knowledge, pressures, lifestyles, plans, dreams, resources, and constraints. Staff who are successful in building positive relationships begin by recognizing the importance of accepting parents as the most important people in children’s lives, regardless of differences among them. They understand that staff attitudes toward parents can have a strong effect on whether or not staff can establish positive relationships with parents. Staff in quality programs make a commitment to learning as much as possible about parents’ needs, interests, wants, and concerns and develop effective strategies for making positive connections with parents. |
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School-Age Care as a Family Service: Emphasis on Relationship Building |
2.00 |
Strong, positive, cooperative relationships with parents and families are at the heart of quality school-age programs. Unfortunately, positive relationships with parents and families are not always easy to achieve because parents, like children, have widely varying personalities; some are easier to reach than others. Parents in school-age programs have different ideas, values, concerns, knowledge, pressures, lifestyles, plans, dreams, resources, and constraints. Staff who are successful in building positive relationships begin by recognizing the importance of accepting parents as the most important people in children’s lives, regardless of differences among them. They understand that staff attitudes toward parents can have a strong effect on whether or not staff can establish positive relationships with parents. Staff in quality programs make a commitment to learning as much as possible about parents’ needs, interests, wants, and concerns and develop effective strategies for making positive connections with parents. |
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The Role of the Site Leader |
2.00 |
Supervising adults is challenging under any circumstances, but in out-of-school time, supervision can be even more challenging because those supervised needs to be independent workers who are creative, energetic, enthusiastic and calculated risk takers. The afterschool site leader must have an arsenal of skills and strategies to be both a leader and a supervisor. This course offers a basic overview of the roles and responsibilities of the site leader or supervisor and how those roles support a culture of team excellence and mutual support. |
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Homework Assistance |
2.00 |
Supporting children and youth with their homework is a basic element of nearly all out-of-school time programs, yet it is something that can be challenging for many OST professionals. During this course, participants examine the importance of homework assistance, as well as strategies and skills to provide effective homework assistance. |
