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Training Descriptions

Infant Toddler CEU Learning Events

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Note: Those participants receiving CEUs can also count these hours as DCDEE training credits. Each event described below is a .5 CEU = 5 DCDEE contact hours.

*While the first 3 modules described below build one upon the next to support enhancing knowledge and skills related to planning for the individual needs of infants and toddlers, it is appropriate to offer any one of these as a stand alone event.

Creating a World of Learning by Understanding the Individual Growth and Development of Infants and Toddlers

Young children learn best when they are surrounded by a world of learning opportunities. Join us to see the profound effect their own unique way of approaching these early experiences has on their development and motivation to learn. You will gain an awareness of how other factors such as culture, temperament and ability levels also affect a child’s learning and development. Some time will be spent on identifying effective strategies that enhance your role in fostering each child’s optimal growth and development. We are going to build our knowledge on these concepts using the developmental goals for infants and toddlers and the framework of developmentally appropriate practice. This training provides information that supports the ITERS-R subscales: Listening and Talking, Activities, and Interaction and NCFELD Domains: All. (DCDEE 2,3,7,8)

WEBINAR - Stop, Look and Listen: How to Observe and Assess Infant-Toddler Development        

You spend your days watching and caring for the children in your program, but do you really get to watch them? And when you have those moments to observe, do you know what to do with all the information that you collect? During this 2-part webinar we will address the benefits of observing, offer techniques for taking objective observations, and introduce some tools that can be used while observing. Participants will be required to use some of the tools and techniques discussed to do an observation of a child between sessions. Also, we will begin to explore the use of assessment. We will discuss what an assessment is and is not, what types of assessments are available, the reason for doing an assessment and what to do with the results of an assessment. Using the observation data collected in the earlier part of the training, participants will complete a practice assessment of the child and have the opportunity to get feedback from the instructor and the other webinar participants as to how to use the results to support the child’s learning and development. (DCDEE 9)

A computer and internet access are required for participation in each webinar session. Participants will need to dial into a conference call number using a telephone that has mute and speaker capabilities. Participants are required to be present on the phone and online for the entire time required for each session (two 2-hour sessions).

Planning With Purpose: Rethink Your Process to Meet the Individual Needs of Infants and Toddlers

It is true what they say, children learn through play. But how do you know that you are planning the right play experiences for each child’s needs? Come explore the steps to successful planning that will give new purpose to your process. We will uncover why creating activity plans is an important part of being an intentional teacher. Discover how to use your observations of children to plan experiences that when flexible and adaptable impact each child’s current and future skills and abilities. Leave with the understanding that being purposeful in your planning is the best way to support the development and learning of each infant and toddler in your care. This training provides information that supports the ITERS-R subscales: Space and Furnishings, Listening and Talking; Activities, Interaction, Program Structure and NCFELD Domains: All.  (DCDEE 1,8,9)

NOTE: The next 3 modules introduce the CSEFEL Pyramid Model and teacher practices for promoting social emotional competence in infants and young children.

Forming First Relationships: Using Respectful, Responsive and Reciprocal Practices with Infants and Toddlers

Starting at the earliest moments, relationships are being formed. These first relationships are the crucial foundation of children’s ability to learn. How do you get to know the children and families in your care? Do you spend time with children and their families learning from and about each other? Focusing on the Nurturing and Responsive Relationships level of the Center on the Social Emotional Foundations for Early Learning (CSEFEL) Pyramid Model, we will discover specific strategies to foster social and emotional wellness in infants and toddlers. This training provides information that supports the ITERS-R subscales: Listening and Talking, and Interactions and NCFELD Domain: Emotional and Social Development. (DCDEE 3,4,8)

Designing High Quality Infant Toddler Care Environments                                          

In some settings you feel relaxed, comfortable, and free to open up and be yourself. In other places you feel formal, stiff, and a little on guard. In thoughtfully planned environments children feel a sense of belonging and security. The child’s care environment conveys messages about what is okay and what is not, what is expected or allowed, and what is encouraged. We will explore the second level of the CSEFEL Pyramid Model in order to understand how to design high quality environments to meet the needs of infants and toddlers. This training provides information that supports the ITERS-R subscales: Space and Furnishings, Listening and Talking, Activities and Interactions and NCFELD Domain: Emotional and Social Development. (DCDEE 1,3,5,8)

Appropriate Guidance, Discipline and Socialization Strategies for Children Ages Birth to Three

Are you wondering how to support infants and toddlers healthy social and emotional development? Come learn about appropriate guidance and discipline for infants and toddlers using the information from the CSEFEL Pyramid Model. You will see how the developmental needs of infants and toddlers shape the guidance and discipline techniques used in a classroom. . You will explore how the environment impacts social and emotional competence. You will learn about the difference between inappropriate and unacceptable behaviors and specific strategies you can use to respond to challenging behaviors and promote positive ones. This training provides information that supports the ITERS-R subscales: Space and Furnishings, Listening and Talking, Activities, and Interaction and NCFELD Domain: Emotional and Social Development. (DCDEE 3,8)

A Recipe for Quality: Combining the Key Ingredients of the ITERS-R                                        

Room arrangement? Materials? Positive language? What does it all mean? Lecture, activities and discussion help with understanding the reasons behind the requirements of the ITERS-R. There will be time to create an action plan with specific goals and strategies that can be applied to all aspects of an infant and toddler environment. By discovering the details of each indicator, participants will gain independence in using the scales and confidence in their ability to provide high quality early learning experiences for infants and toddlers. (DCDEE1,2,3,5,8)

Creating Conversations: Supportive Strategies for Infant/ Toddler Language Development

Ever wonder how to encourage children’s language development? Are you sometimes worried that a particular child may have a language delay? Do you want to know how to strengthen your strategies to support language and early literacy development in your classroom? Come learn how important language and early literacy experiences are in the first three years and how to create a culture in your program that supports language and literacy development through interactions, experiences, environment and family involvement. This training provides information that supports the ITERS-R subscales: Listening and Talking and Interactions and NCFELD Domain: Language Development and Communication.      (DCDEE 2,4,7,8)

Building Babies’ Brains: Nurturing Minds Through Early Experiences                                               

Do you ever watch an infant or a toddler and wonder what in the world is going on in their heads? Come find out! Within the first three years the human brain develops more than any other time in life. Discover the important role that you play as an infant and toddler caregiver in building babies brains and explore the mystery of what they are thinking! Come find what current research is telling us about the world of infant and toddler brain development.  This training provides information that supports the ITERS-R subscales: Interactions and Program Structure. (DCDEE 2,8)

Guiding Infant Toddler Early Learning Using the NC Foundations

The NC Foundations for Early Learning and Development is designed to be a resource for educators, families and others involved in early care and education. Come see how this document provides a better understanding of the 5 domains of learning and how early experiences that integrate all areas foster the development of the “whole child”. We will explore supportive practices used in everyday situations that represent the guiding principles of early learning and development. Emphasis will be placed on the Goal and Developmental Indicator Continuum in order to recognize the unique developmental characteristics of infants and toddlers and help you prepare to meet their individual needs. You will discover ways you can use the NC Foundations as a tool for planning developmentally appropriate experiences that support early learning. Please bring your copy of the NC Foundations for Early Learning and Development with you. This training provides information that supports the ITERS-R subscales: Listening and Talking, Activities, Interaction and Program Structure and NCFELD Domains: All. (DCDEE 1,2,3,5,7,8)

WEBINAR Leading the Way: Implementing High Quality Infant Toddler Care

No matter what our role is in child care, we may share a common goal: to provide quality group care for infants and toddlers. But what does that look like? We will look at some evidenced-based practices and policies that support the high quality infant toddler care we strive to provide. As we discuss quality infant toddler care practices and how different programs approach implementing these practices, we’ll reveal the benefits for children and their caregivers. For example, primary caregiving and continuity of care practices support a sense of security and trust, exploring and learning with confidence, and developing stable relationships. Each of us is leading the way in our different roles within our programs pulling together our shared beliefs and values to implement high quality infant toddler care. You will have an opportunity to examine your program’s policies and philosophy as this relates to evidenced-based quality group care practices as well as receive the support of the group to identify areas of change, set goals, and create an action plan to effect change, make continuous improvements over time and “lead the way”. (DCDEE 1,3,5)

A computer and internet access are required for participation in each webinar session. Participants will need to dial into a conference call number using a telephone that has mute and speaker capabilities. Participants are required to be present on the phone and online for the entire time required for each session (two-1.5 hour sessions and one 1-hour session).

Learning is Happening Right Before Your Eyes: Seeing and Supporting Infant and Toddler Cognitive Development

Many adults still think of babies as helpless and simply a “clean slate”. In fact, if you watch infants and toddlers closely, you will see that in almost every waking moment they are engaged in thoughts and actions of discovery and learning. These thoughts and actions are the complex learning processes and abilities that we will discuss as we define “cognitive development”. We will further describe cognitive development in terms of 6 different types of discoveries infants and toddlers make when they explore and experiment with the things and people in their world. Opportunities to apply your knowledge of these discoveries will help you see the learning that is happening as infants and toddlers are developing cognitively. In the end, you will leave with some strategies and experiences you can use daily to support infant and toddler cognitive development. This training provides information that supports the ITERS-R subscales: Space and Furnishings, Listening and Talking; Activities, Interaction, Program Structure and NCFELD Domain: Cognitive Development. (DCDEE 2,3,7,8)

More Infant Toddler workshops are listed on the printer friendly version.  DCDEE contact hours for these workshops typically range from 2 to 4 each.