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Early Childhood Ages + Stages Practicum: Conducting Observations

Practice conducting child observations effectively to inform educational practices and support child development.

This course will take approximately 1 hour to complete.

This course satisfies these child care training requirements:

West Virginia Afterschool Program Quality Standards

  • 1. Administration
  • 2. Diversity, Equity and Inclusion
  • 5. Indoor and Outdoor Environments
  • 6. Intentional Relationships
  • 7. Leadership and Professionalism

Core Knowledge and Competencies for Early Childhood Professionals

  • 1. Management
  • 2. Child and youth development
  • 3. Child safety, abuse, and neglect

Afterschool & Out-of-School Time Professional Network

  • 1. Administration
  • 4. Indoor and Outdoor Environment

Department of Children & Families: Staff Training Requirements for Childcare Centers

  • i. Child growth and development
  • ii. Positive guidance and discipline
  • iii. Nutrition and good eating habits
  • v. Program planning and development
  • vi. Creating a classroom environment
  • vii. Health and safety procedures, including recognition of illness and disease and training in basic infection control techniques

Standards for Quality Afterschool Programs

  • 1. Administration and Organization
  • 2. Program Management and Staff
  • 4. Program Structure and Activities
  • 6. Program Environment

Department of Children and Families (Annual In-Service Training)

  • 5. Child development – typical and atypical
  • 13. Working with children with disabilities in child care
  • 16. Guidance and discipline
  • 19. Age-appropriate lesson planning
  • 22. Developing special interest centers/spaces and environments

Core Knowledge and Competencies

  • 1. Child and Youth Growth and Development
  • 3. Observation and Assessment
  • 4. Learning Environment and Curriculum

Afterschool Standards

  • 3. Programming and Activities
  • 5. Administration

Child Care Core of Knowledge

  • 1. Child Development

Out-of-School Time Program Quality Standards

  • Administrative Quality Standards
  • Program Quality Standards

Program Quality Standards

  • I. Youth Program Climate
  • II. Youth Development

Administrative Quality Standards

  • I. Youth Program Design and Accountability
  • III. Health, Safety and Program Space
  • IV. Youth Program Staffing and Professional Development

Early Childhood Educator Requirements: Birth to Second Grade

  • 1. Child development
  • 3. Observation and assessment

Early Childhood - Continuing Education

  • 1. Child Development
  • 2. Child Guidance
  • 6. Learning Activities
  • 7. Health and Safety

Afterschool Program Quality Institute

  • 3. Programming
  • 4. Youth Participation and Engagement

Early Care and Education Knowledge Base

  • 1. Child Development
  • 3. Observation, documentation and assessment
  • 4. Teaching and engagement
  • 5. Curriculum and learning environment
  • 6. Professionalism

Guiding Principles for Quality OST Programs

  • 3. Skill Building
  • 7. Inclusion & Access
  • 9. Quality Staff
  • 12. Continuous Quality Improvement

Childcare Program: Continuing Education

  • 1. Child development
  • 2. Health and safety or fire safety
  • 3. Caring for children with exceptionalities
  • 4. Nutrition
  • 6. Indoor and outdoor learning environments
  • 7. Behavior guidance
  • 8. Leadership, child care administration, or mentoring
  • 11. Legal issues in child care
  • 12. Child abuse and neglect

Child Care Training Regulations

  • 1. Child Development
  • 2. Routine and emergency health protection of children including health related exclusions
  • 4. Positive behavior management
  • 5. Curriculum development policies and responsibilities
  • 6. Supervision of children
  • 7. Child accident and injury procedures including building and physical premises safety
  • 8. Safe sleep practices
  • 18. Preventing, recognizing, and reporting child abuse and neglect
  • 21. Providing developmentally appropriate activities and experiences for children
  • 22. Inclusion of children with special needs

Guidelines for Afterschool, Summer, and Youth Development Programs

  • 1. Relationships
  • 6. Cultural Competency, Responsiveness, and Inclusion
  • 8. Staff and Professional Development
  • 9. Administration and Program Management

ECE Competencies

  • 1. Child Development and Learning
  • 6. Observation, Screening, Assessment and Documentation

Quality Standards for Expanded Learning

  • 1. Safe and Supportive Environment
  • 3. Skill Building
  • 5. Healthy Choices and Behaviors
  • 10. Continuous Quality Improvement

Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce

  • 1. Child development and learning
  • 5. Teaching and learning
  • 6. Observation, documentation, and assessment
  • 7. Interactions and guidance
  • 8. Child care center administrative rules

MOST (Michigan Out-of-School Time) Standards of Quality

  • 1. Health, Safety
  • 6. Administration

Teachers of Early Childhood Education Subject Matter Standards

  • 1. Child Development and Learning
  • 2. Developmentally appropriate learning experiences
  • 4. Assessment, evaluation, and individualization
  • 5. Historical and contemporary development of early childhood education
  • 7. Health, safety, and nutrition
  • 8. Application through clinical experiences

Ignite Afterschool

  • 1. Intentional Program Design
  • 6. Organizational Management, Staff Support and Youth Safety

Early Care & Education Professional Development Content Areas

  • 1. Child Development and Learning in Context
  • 3. Child Observation, Documentation, and Assessment
  • 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
  • 6. Professionalism as an Early Childhood Educator
  • 7. Health and Safety
  • 8. Professional Development and Leadership

Program Content

  • 1. Physical Environment

Program Management

  • 6. Safety and Health
  • 7. Business Administration

Afterschool Program Standards

  • Program Content
  • Program Management

Early Care and Education Professional Competency Goals for Staff

  • 1. Child development, including discipline, guidance, nutrition, injury control and safety

Afterschool & Youth Development Standards

  • 1. Programming & Youth Development
  • 3. Environment & Climate
  • 6. Staffing & Professional Development
  • 7. Organizational Practices
  • 8. Evaluation & Outcomes

Early Care and Education Professional Competency Goals for Directors

  • a. Early learning standards
  • d. Developmentally appropriate practices
  • f. Advocacy for the Center, Parents, children and Staff

Core Competencies for Early Childhood Practitioners

  • 1. Child growth and development
  • 2. Health, safety and nutrition
  • 3. Child observation and assessment
  • 5. Learning environments and curriculum
  • 6. Interactions with children
  • 7. Program planning, development and evaluation
  • 8. Professionalism and leadership

Afterschool Network Best Practices

  • 1. Prepared Staff
  • 4. Promotion of Varied Youth Engagement
  • 6. Promotion of Safety, Health and Wellness
  • 8. Ongoing Assessment and Improvement

All Staff Annual Training

  • 1. Child growth and development
  • 2. Social and Emotional Development
  • 3. Child Guidance
  • 4. Health and Safety, Nutrition
  • 5. Special Needs
  • 6. Professional Development

Director Annual Training

  • 1. Curriculum
  • 2. Nutrition
  • 3. Special Needs
  • 4. Child Guidance
  • 5. Professional Development

Afterschool Alliance Best Practices

  • 1. Prepared Staff
  • 2. Intentional Programming
  • 3. Alignment with School Day
  • 4. Promotion of Varied Youth Engagement
  • 6. Promotion of Safety, Health and Wellness

Early Learning Staff Professional Development Areas

  • All Staff Annual Training
  • Director Annual Training

Department of Social Services, Child Care Services (CCS): Pathway to Professional Development

  • 1. Child growth and development
  • 2. Detecting and reporting child abuse and neglect
  • 3. Guidance and behavior management
  • 7. Nutrition for children
  • 11. Learning environments
  • 12. Age-appropriate activities and planning
  • 13. Professionalism

Workforce Knowledge and Competencies

  • 1. Child Growth and Development (CGD) 
  • 2. Alignment with CDELS
  • 2. Learning Environment and Curriculum (LEC)
  • 5. Child Observation and Assessment (COA) 
  • 7. Professionalism and Leadership (PL)

Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit

  • 1. Proper supervision of children
  • 2. Behavioral guidance practices
  • 3. Safe sleep practices for infants
  • 4. Shaken baby syndrome; which includes prevention (Carter's Law, Act 1208)
  • 5. Appropriately responding to a crying or fussy infant or child
  • 7. Mandated reporter training
  • 14. Nutrition and physical activities
  • 16. Basic child development

Standards for Quality Afterschool Programs

  • 1. Safe and Appropriate Program Environments and Facilities
  • 2. Ongoing Training and Staff Development
  • 4. Positive Youth Development

Competencies for Early Childhood Educators and Administrators

  • 1. Child growth and development, and learning or courses that align with the competency domains of child growth and development
  • 2. Child observation and assessment
  • 6. Professional development and leadership
  • 8. Teaching practices

OST Quality Guidelines

  • 2. Assessment and Evaluation
  • 5. Staff Qualifications and Training
  • 6. Youth Development and Engagement
  • 7. Health and Safety Guidelines

Department of Early Education & Care Standards

  • 1. Child Growth and Development, Birth - 8 Years
  • 4. Child and Classroom Management
  • 5. Advanced or Specialized Early Childhood Education or Development
  • 6. Children with Special Needs, Birth - 16 years
  • 7. Infant and Toddler Development, Care, and Program Planning
  • 10. Supervision or Staff Development in Early Childhood Education
  • 11. Child Observation, Documentation and Assessment

Early Childhood Education and Care Department

  • 1. Child growth, development, and learning
  • 2. Health, safety, nutrition, and infection control
  • 4. Developmentally appropriate content
  • 5. Learning environment and curriculum implementation
  • 6. Assessment of children and programs
  • 7. Professionalism

Out-of-School Time (NMOST) Guiding Principles

  • 1. Environmental Safety
  • 8. Staffing and Professional Development
  • 9. Evaluation for Continuous Quality Improvement

Child Growth and Development

  • 1. Child nutrition
  • 2. Children with special needs
  • 4. Brain development
  • 4. Program Environment
  • 5. Benefits of outdoor play and gross motor activities
  • 6. Administrative Practices
  • 6. Social/emotional development
  • 7. Challenging behaviors
  • 8. Cognitive development
  • 9. Health and wellness

Career Development

  • 1. Ethics and professionalism in child care
  • 4. Using child care tools
  • 6. Strategic leadership and planning

Family/Community Relations

  • 2. Community health, pediatrics or social services resources for children and families
  • 3. Transitioning

Child Growth and Development

  • 1. Child nutrition
  • 2. Children with special needs
  • 4. Brain development
  • 4. Program Environment
  • 5. Benefits of outdoor play and gross motor activities
  • 6. Administrative Practices
  • 6. Social/emotional development
  • 7. Challenging behaviors
  • 8. Cognitive development
  • 9. Health and wellness

Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics

  • Career Development
  • Child Growth and Development
  • Family/Community Relations

Quality Guidelines for Ohio's Afterschool Programs

  • Child Growth and Development

Department of Children, Youth & Families: Child Care Provider Training Requirements

  • 1. Child/adolescent growth and development
  • 2. Learning environment and curriculum
  • 3. Child observation and assessment
  • 5. Safety and wellness
  • 6. Interactions with children/youth
  • 7. Program planning and development

School's Out Washington Quality Improvement Standards

  • 2. Having positive, meaningful relationships with program staff and youth

Standards of Early Learning and Development

  • 1. Childhood Development
  • 3. Quality Child Care and Licensing
  • 5. Language Development
  • 6. Positive Discipline and Guidance

Afterschool Quality Standards

  • 1. Environmental Safety, Nutrition, Physical Activity, and Healthy Lifestyle Initiatives
  • 2. Staff and Youth Relationships
  • 3. Youth Participation, Learning, and Engagement
  • 5. Programming and Alignment with Regular School Day Learning
  • 6. Administration and Organizational Development
  • 7. Staffing and Professional Development

Early Learning and Development Standards

  • 1. Early Childhood Education and Child Development
  • 8. Programming for Children with Disabilities or Special Health Care Needs

After School Network

  • 3. Environment
  • 6. Staffing/Professional Development
  • 7. Administration/Organization
  • 8. Sustainability and Evaluation

Afterschool Network Quality Standards

  • 1. Environment
  • 2. Relationships
  • 6. Administration

Early Childhood Professional Learning Categories

  • 1. Learning Communities
  • 3. Resources
  • 4. Data
  • 5. Learning Designs
  • 6. Implementation

Network for Youth Success Quality Self-Assessment (QSA) Tool

  • 1. Environment & Climate
  • 4. Staffing & Professional Development
  • 7. Youth Participation & Engagement to Care
  • 10. Measuring Outcomes & Evaluation

NYC DYCD Core Competencies for Youth Work Professionals

  • 1. Knowledge of the principles and practices of child and youth development and ability to use this knowledge to achieve the goals of the program.
  • 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
  • 4. Ability to foster academic and non-academic skills and broaden participant horizons.

School Age Child Care

  • 1. Principles of Childhood Development
  • 3. Child Day Care Program Development

The National Association for the Education of Young Children (NAEYC) Training

  • 1. Health and safety
  • 2. Child growth and development
  • 4. Planning learning activities
  • 8. Detection of child abuse

After School Program Quality Standards and Indicators

  • 1. Health, Safety and the Environment
  • 4. Staffing and Professional Development
  • 5. Administration

Early Learning and Development Standards

  • 1. Physical Health and Motor Development
  • 2. Social and Emotional Development
  • 3. Language Development
  • 5. Cognitive Development

Building Blocks for Out-of-School Time Quality

  • 1. Intentional Program Design
  • 7. Ongoing Staff Support and Volunteer Development
  • 8. Youth Safety and Wellness

Early Learning eGuidelines Competencies

  • 1. Introduction to Inclusive Child Care
  • 2. Understanding Child Development in Relation to Disabilities
  • 4. Preparing for and Including Young Children in the Child Care Setting
  • 5. Community Services for Young Children with Disabilities (including Early Intervention services)
  • a. Introduction to Inclusive Child Care
  • b. Understanding Child Development in Relation to Disabilities
  • d. Preparing for and Including Young Children in the Child Care Setting
  • e. Community Services for Young Children with Disabilities (including Early Intervention services)

Afterschool Program Quality Guidelines

  • 1. Operations
  • 2. Programming
  • 3. Relationships
  • 5. Professional Development

Core Competencies for Early Childhood Professionals

  • 1. Safe Environments
  • 2. Healthy Environments
  • 3. Learning Environments
  • 4. Physical Development
  • 5. Cognitive Learning
  • 7. Creative Learning
  • 9. Social Development
  • 10. Guidance
  • 12. Program Management
  • 13. Professionalism

Goals for Program Management and Delivery

  • 1. Safe, Healthy, and Orderly Environment
  • 2. Qualified and Diverse Staff

Goals for Program Participants

  • 8. Improved Academics Achievement

Child Care Facilities: Staff Development Topics

  • b. Steps to advance children's physical and intellectual development
  • c. Positive ways to support children's social and emotional development
  • g. Observing and recording children's behavior
  • h. Principles of child growth and development
  • i. Learning activities that promote inclusion of children with special needs

North Carolina Center for Afterschool Programs (NCCAP)

  • Goals for Program Management and Delivery
  • Goals for Program Participants

Quality Standards for OST Programs

  • 1: Health and Safety
  • 2: Relationships and Interactions
  • 4: Leadership and Management

Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool

  • 1: Structure and Management
  • 3. Safety and Health

Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)

  • Standard 1: Child Development and Learning in Context
  • Standard 3: Child Observation, Documentation, and Assessment
  • Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
  • Standard 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum

Program Quality Practices

  • 2. Assessment, Planning, and Improvement
  • 6. Safety, Health, and Wellness
  • 7. Leadership and Administration
  • 8. Professional Development

Afterschool Network

  • 2. Child and adolescent development
  • 3. Health, wellness, and safety
  • 4. Observation and assessment
  • 6. Learning environment
  • 7. Program planning and evaluation

Child Care Training & Education

  • Standard 6: Child and Youth Assessment

Virginia Partnership for Out-of-School Time Quality Standards

  • 2. Staffing, Volunteers & Professional Development
  • 3. Leadership & Management
  • 4. Continuous Improvement
  • 8. Environment (Indoor & Outdoor Spaces)

Child Care VA Standards

  • 3. Food and Allergic Reactions
  • 6. Safe Spaces
  • 13. Foundations of Child Development and Approaches to Learning

Child Care Centers Professional Growth and Development Training Requirements

  • 2. Steps to advance children’s physical and intellectual development
  • 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
  • 7. Observing and recording children’s behavior
  • 8. Principles of child growth and development

Afterschool Alliance's Quality Standards

  • 2. Steps to advance children’s physical and intellectual development
  • 3. Positive ways to support children’s social and emotional development
  • 7. Observing and recording children’s behavior
  • 8. Principles of child growth and development

Hawaii OST Quality Guidelines

  • 2a. Youth Learning and Development
  • 2b. Staff Professional Development and Leadership
  • 3a. Program Administration for Staff
  • 3b. Policies and Procedures
  • 3d. Evaluation and Data

Quality Afterschool Guidelines

  • 4. Safe Environments
  • 5. Commitment to Quality
  • 6. Quality Staff

Statewide Afterschool Quality Standards

  • 3. Administration
  • 4. Professional Development and Qualifications
  • 6. Youth Development, Programming, and Activities

B-3 Continuum

  • 4. Supported Transitions
  • 5. Joint Professional Development
  • 6. Aligned Curriculum and Instruction
  • 7. Aligned Assessments
  • 8. Data-driven Improvement

Department of Early Learning and Care: Training

  • 3. Human Growth and Development
  • 4. Health Safety and Nutrition
  • 5. Learning Environments and Curriculum
  • 6. Observation and Assessment
  • 7. Personal, Professional & Leadership Development
  • 8. Program Management

Afterschool Network Quality Standards

  • 3. Rely on data-driven best practices and standards
  • 4. Promote high levels of student engagement
  • 5. Provide appropriate levels of structure as well as opportunities for autonomy and choice

Early Childhood: Child Care Center Training Topics

  • 4. Children with special needs
  • 7. Principles of child growth and development, including brain development

Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality

  • 6. Relationships and Interactions
  • 7. School Linkages

Early Childhood Education: Professional Development Areas

  • Annual Training (1) Child growth and development
  • Annual Training (2) Guidance and discipline
  • Annual Training (3) Age-appropriate curriculum
  • Annual Training (4) Teacher-child interaction
  • In-Service 3. Understanding early childhood brain development.
  • Pre-Service 1. Developmental stages of children
  • Pre-Service 2. Age-appropriate activities for children
  • Pre-Service 3. Positive guidance and discipline of children
  • Pre-Service 4. Fostering children’s self-esteem
  • Pre-Service 5. Supervision and safety practices in the care of children

Department of Education: Standards for Professional Development

  • a. Child development and learning
  • f. Strategies for working with children with disabilities

Quality Standards for Nevada OST Programs

  • a. Youth Development & Social Emotional Learning
  • b. Health, Safety and Security of the Physical Environment
  • c. Program Management & Professional Development

Early Childhood Education Professional Learning Standards

  • A. Child Growth and Development
  • D. Availability of community services and resources, including those available to children with special needs

Quality Standards for Out-of-School Time Programs

  • A. Safe and Healthy Environments
  • C. Intentional Programming and Activities

Department of Education and Early Development (DEED)

  • Annual Requirements: 2. Special Education Training for Aides
  • Mandatory Trainings: 1. Sexual abuse awareness and prevention
  • Periodic Requirements: 2. Special Education Training for Staff

Division of Early Care and Education: Staff Development

  • c. Prevention of and response to emergencies due to food and allergic reactions
  • i. Child growth and development
  • j. Caring for children with disabilities
  • o. Identification and reporting of suspected child abuse or neglect
  • r. Business operations

Early Childhood Professional Development Framework

  • Standard I: Designs/Plans Instruction
  • Standard II: Creates/Maintains Environments
  • Standard III: Implements Instruction
  • Standard IV: Assesses & Communicates Learning Results
  • Standard V: Reflects/Evaluates Teaching/Learning
  • Standard VI: Collaborates with Colleagues/Families/Others
  • Standard VII: Engages in Professional Development
  • Standard VIII: Supports Families

Course Content

Not Enrolled

Course Includes

  • 21 Lessons