Early Childhood Ages + Stages Practicum: Conducting Observations

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

Full Course Description

Enhance your observational skills and deepen your understanding of child development with our Early Childhood Ages + Stages Practicum: Conducting Observations online course. This 1-hour course, designed for educators, youth workers, and counselors, provides hands-on experience in observing and assessing children at different developmental stages. You’ll refine your ability to track milestones, practice effective observation techniques, and apply best practices in early childhood settings. Enroll today to master child observation skills and support the growth of the children in your care.

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