Understand how communication styles can influence relationship building, and learn skills to improve your professional interactions.
This course will take approximately 2 hours to complete.
This course satisfies these child care training requirements:
- National Afterschool Association Competencies: 1. Child and Youth Growth and Development
- National Afterschool Association Competencies: 2. Learning Environment and Curriculum
- National Afterschool Association Competencies: 4. Interactions with Children and Youth
- : National
- National: National Afterschool Association Competencies
- Early Care and Education Knowledge Base: 1. Child Development
- Early Care and Education Knowledge Base: 2. Family and community partnerships
- Early Care and Education Knowledge Base: 3. Observation, documentation and assessment
- Early Care and Education Knowledge Base: 4. Teaching and engagement
- Early Care and Education Knowledge Base: 5. Curriculum and learning environment
- Early Care and Education Knowledge Base: 6. Professionalism
- Montana: Early Care and Education Knowledge Base
- : Montana
- Childcare Program: Continuing Education: 1. Child development
- Childcare Program: Continuing Education: 7. Behavior guidance
- Childcare Program: Continuing Education: 8. Leadership, child care administration, or mentoring
- Childcare Program: Continuing Education: 10. Working with families
- New Hampshire: Childcare Program: Continuing Education
- : New Hampshire
- Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 1. Child development and learning
- Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 3. Family and community collaboration
- Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 4. Program management
- Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 5. Teaching and learning
- Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 7. Interactions and guidance
- Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 8. Child care center administrative rules
- Michigan: Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
- : Michigan
- Teachers of Early Childhood Education Subject Matter Standards: 1. Child Development and Learning
- Teachers of Early Childhood Education Subject Matter Standards: 3. Relationships with families
- Teachers of Early Childhood Education Subject Matter Standards: 6. Professionalism
- : Minnesota
- Minnesota: Teachers of Early Childhood Education Subject Matter Standards
- Early Care & Education Professional Development Content Areas: 1. Child Development and Learning in Context
- Early Care & Education Professional Development Content Areas: 2. Families - Teacher Partnerships and Community Connections
- Early Care & Education Professional Development Content Areas: 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
- Early Care & Education Professional Development Content Areas: 6. Professionalism as an Early Childhood Educator
- Early Care & Education Professional Development Content Areas: 8. Professional Development and Leadership
- Missouri: Early Care & Education Professional Development Content Areas
- : Missouri
- Early Care and Education Professional Competency Goals for Staff: 1. Child development, including discipline, guidance, nutrition, injury control and safety
- Early Care and Education Professional Competency Goals for Staff: 4. Business related topics, including parental communication, recordkeeping, etc.
- Early Care and Education Professional Competency Goals for Directors: b. Business management
- Early Care and Education Professional Competency Goals for Directors: c. Communication
- Early Care and Education Professional Competency Goals for Directors: e. Professional and leadership development
- Georgia: Early Care and Education Professional Competency Goals for Directors
- Georgia: Early Care and Education Professional Competency Goals for Staff
- Early Care and Education Professional Competency Goals for Directors: f. Advocacy for the Center, Parents, children and Staff
- : Georgia
- Early Childhood Education and Care Department: 1. Child growth, development, and learning
- Early Childhood Education and Care Department: 3. Family and community collaboration
- Early Childhood Education and Care Department: 5. Learning environment and curriculum implementation
- Early Childhood Education and Care Department: 7. Professionalism
- New Mexico: Early Childhood Education and Care Department
- : New Mexico
- B-3 Continuum: 1. Community Partnerships
- B-3 Continuum: 3. Family Engagement & Parent Leadership
- B-3 Continuum: 5. Joint Professional Development
- Illinois: B-3 Continuum
- : Illinois
- Career Development: 1. Ethics and professionalism in child care
- Family/Community Relations: 1. Working with parents and families
- Family/Community Relations: 6. Community needs assessment
- Child Growth and Development: 6. Social/emotional development
- Career Development: 6. Strategic leadership and planning
- Child Growth and Development: 7. Challenging behaviors
- Career Development: 8. Marketing
- Career Development: 9. Business practices
- Child Growth and Development: 10. Family/Community Relations
- Ohio: Career Development
- Ohio: Child Growth and Development
- Ohio: Family/Community Relations
- : Ohio
- Early Learning eGuidelines Competencies: 1. Introduction to Inclusive Child Care
- Early Learning eGuidelines Competencies: 3. Building Relationships with Families
- Early Learning eGuidelines Competencies: 4. Preparing for and Including Young Children in the Child Care Setting
- Early Learning eGuidelines Competencies: c. Building Relationships with Families
- Early Learning eGuidelines Competencies: d. Preparing for and Including Young Children in the Child Care Setting
- Idaho: Early Learning eGuidelines Competencies
- : Idaho
- 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.
- NYC DYCD Core Competencies for Youth Work Professionals: 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
- NYC DYCD Core Competencies for Youth Work Professionals: 4. Ability to foster academic and non-academic skills and broaden participant horizons.
- School Age Child Care: 5. Business Record Maintenance and Management
- : New York
- New York: NYC DYCD Core Competencies for Youth Work Professionals
- New York: School Age Child Care
- Early Childhood Professional Learning Categories: 1. Learning Communities
- Early Childhood Professional Learning Categories: 2. Leadership
- Early Childhood Professional Learning Categories: 3. Resources
- Early Childhood Professional Learning Categories: 5. Learning Designs
- Early Childhood Professional Learning Categories: 6. Implementation
- Tennessee: Early Childhood Professional Learning Categories
- : Tennessee
- Core Knowledge and Competencies for Early Childhood Professionals: 1. Management
- West Virginia: Core Knowledge and Competencies for Early Childhood Professionals
- : West Virginia
- Hawaii: 1. Pilina (Relationships)
- 1. Pilina (Relationships): 1a. Pilina (Relationships) between Staff and Youth
- 1. Pilina (Relationships): 1b. Pilina (Relationships) between Youth and their Peers
- 1. Pilina (Relationships): 1d. Pilina (Relationships) between Program and Families
- 1. Pilina (Relationships): 1e. Pilina (Relationships) between Programs and Schools
- Hawaii: 2.Learning and Development
- 2.Learning and Development: 2a. Youth Learning and Development
- 2.Learning and Development: 2b. Staff Professional Development and Leadership
- Hawaii: 3. Administration of Program
- 3. Administration of Program: 3a. Program Administration for Staff
- 3. Administration of Program: 3b. Policies and Procedures
- : Hawaii
- Child Care Centers Professional Growth and Development Training Requirements: 1. Planning a safe, healthy learning environment (includes nutrition)
- Child Care Centers Professional Growth and Development Training Requirements: 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
- Child Care Centers Professional Growth and Development Training Requirements: 4. Strategies to establish productive relationships with families (includes communication skills and cross-cultural competence)
- Child Care Centers Professional Growth and Development Training Requirements: 5. Strategies to manage an effective program operation (includes business practices)
- Child Care Centers Professional Growth and Development Training Requirements: 6. Maintaining a commitment to professionalism
- Iowa: Child Care Centers Professional Growth and Development Training Requirements
- : Iowa
- Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit: 2. Behavioral guidance practices
- Workforce Knowledge and Competencies: 2. Learning Environment and Curriculum (LEC)
- Workforce Knowledge and Competencies: 3. Positive Interactions (PI)
- Workforce Knowledge and Competencies: 4. Family Engagement (FE)
- Workforce Knowledge and Competencies: 7. Professionalism and Leadership (PL)
- : Arkansas
- Arkansas: Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
- Arkansas: Workforce Knowledge and Competencies
- The National Association for the Education of Young Children (NAEYC) Training: 2. Child growth and development
- The National Association for the Education of Young Children (NAEYC) Training: 6. Linkages with community services
- The National Association for the Education of Young Children (NAEYC) Training: 7. Communications and relations with families
- The National Association for the Education of Young Children (NAEYC) Training: 9. Advocacy for early childhood programs
- The National Association for the Education of Young Children (NAEYC) Training: 10. Professional issues
- : Mississippi
- Mississippi: The National Association for the Education of Young Children (NAEYC) Training
- Early Childhood Educator Requirements: Birth to Second Grade: 2. Developmental curriculum planning/ environment and curriculum
- Early Childhood Educator Requirements: Birth to Second Grade: 6. Family and community
- Early Childhood Educator Requirements: Birth to Second Grade: 7. Professionalism
- Early Childhood Educator Requirements: Birth to Second Grade: 8. Management and administration
- : Delaware
- Delaware: Early Childhood Educator Requirements: Birth to Second Grade
- Department of Early Learning and Care: Training: 2. Family and Community Systems
- Department of Early Learning and Care: Training: 5. Learning Environments and Curriculum
- Department of Early Learning and Care: Training: 7. Special Needs
- Oregon: Department of Early Learning and Care: Training
- : Oregon
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 2. Learning environment and curriculum
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 4. Families, communities, and schools
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 6. Interactions with children/youth
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 7. Program planning and development
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 8. Professional development and leadership
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 9. Cultural competency and responsiveness
- Washington: Department of Children, Youth & Families: Child Care Provider Training Requirements
- : Washington
- All Staff Annual Training: 2. Social and Emotional Development
- All Staff Annual Training: 3. Child Guidance
- Director Annual Training: 4. Child Guidance
- Director Annual Training: 5. Professional Development
- All Staff Annual Training: 6. Professional Development
- All Staff Annual Training: 7. Program Administration
- South Carolina: All Staff Annual Training
- South Carolina: Director Annual Training
- : South Carolina
- Quality Standards for OST Programs: 2: Relationships and Interactions
- Quality Standards for OST Programs: 4: Leadership and Management
- : North Dakota
- North Dakota: Quality Standards for OST Programs
- Early Childhood - Continuing Education: 3. Child Abuse Prevention
- Early Childhood - Continuing Education: 6. Learning Activities
- Early Childhood - Continuing Education: 11. Management/Administrative Education
- Louisiana: Early Childhood - Continuing Education
- : Louisiana
- Competencies for Early Childhood Educators and Administrators: 3. Family and community partnership
- Competencies for Early Childhood Educators and Administrators: 4. Guidance
- Competencies for Early Childhood Educators and Administrators: 6. Professional development and leadership
- Competencies for Early Childhood Educators and Administrators: 7. Program planning and development
- Competencies for Early Childhood Educators and Administrators: 8. Teaching practices
- : Colorado
- Colorado: Competencies for Early Childhood Educators and Administrators
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 3. Guidance and behavior management
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 8. Program management and regulation
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 9. Communication and relations with staff
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 11. Learning environments
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 13. Professionalism
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 14. Partnerships with parents
- South Dakota: Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
- : South Dakota
- Program Quality Practices: 3. Relationships
- Program Quality Practices: 4. Child and Youth Engagement
- Program Quality Practices: 5. Families and Communities
- Program Quality Practices: 7. Leadership and Administration
- Program Quality Practices: 8. Professional Development
- : Wyoming
- ECE Competencies: 3. Relationships, Interactions, and Guidance
- ECE Competencies: 4. Family and Community Engagement
- ECE Competencies: 8. Learning Environments and Curriculum
- ECE Competencies: 10. Leadership in Early Childhood Education
- ECE Competencies: 11. Professionalism
- ECE Competencies: 12. Administration and Supervision
- : California
- California: ECE Competencies
- Core Competencies for Early Childhood Practitioners: 4. Family and community partnerships
- Core Competencies for Early Childhood Practitioners: 5. Learning environments and curriculum
- Core Competencies for Early Childhood Practitioners: 6. Interactions with children
- Core Competencies for Early Childhood Practitioners: 7. Program planning, development and evaluation
- Core Competencies for Early Childhood Practitioners: 8. Professionalism and leadership
- Oklahoma: Core Competencies for Early Childhood Practitioners
- : Oklahoma
- Core Knowledge and Competencies: 4. Learning Environment and Curriculum
- Core Knowledge and Competencies: 5. Family and Community Engagement
- Core Knowledge and Competencies: 6. Leadership and Professionalism
- Indiana: Core Knowledge and Competencies
- : Indiana
- Child Care Training Regulations: 4. Positive behavior management
- Child Care Training Regulations: 10. Emergency Response Plan and emergency procedures
- Child Care Training Regulations: 13. Recordkeeping, including daily attendance procedures
- Child Care Training Regulations: 17. Respectful engagement of families, including daily communication with parents about their child’s activities
- Child Care Training Regulations: 18. Preventing, recognizing, and reporting child abuse and neglect
- Vermont: Child Care Training Regulations
- : Vermont
- Standards of Early Learning and Development: 4. The Child Care Professional and the Family
- : Alabama
- Alabama: Standards of Early Learning and Development
- Core Competencies for Early Childhood Professionals: 6. Communication
- Core Competencies for Early Childhood Professionals: 8. Self-Esteem
- Core Competencies for Early Childhood Professionals: 9. Social Development
- Core Competencies for Early Childhood Professionals: 10. Guidance
- Core Competencies for Early Childhood Professionals: 11. Family Relationships
- Core Competencies for Early Childhood Professionals: 12. Program Management
- Core Competencies for Early Childhood Professionals: 13. Professionalism
- Nebraska: Core Competencies for Early Childhood Professionals
- : Nebraska
- Critical Competencies: 6. Community
- Maryland: Critical Competencies
- : Maryland
- Early Childhood: Child Care Center Training Topics: 6. Prevention, signs, and symptoms of child abuse and neglect, including child sexual abuse, and legal reporting requirements
- Early Childhood: Child Care Center Training Topics: 7. Principles of child growth and development, including brain development
- Utah: Early Childhood: Child Care Center Training Topics
- : Utah
- Department of Children and Families (Annual In-Service Training): 7. Behavior management
- Department of Children and Families (Annual In-Service Training): 8. Working with families
- Department of Children and Families (Annual In-Service Training): 16. Guidance and discipline
- Department of Children and Families (Annual In-Service Training): 18. Leadership development/program management and child care personnel supervision
- Florida: Department of Children and Families (Annual In-Service Training)
- : Florida
- Department of Early Education & Care Standards: 9. Family and Community
- Department of Early Education & Care Standards: 10. Supervision or Staff Development in Early Childhood Education
- Department of Early Education & Care Standards: 12. Child Care Administration
- Massachusetts: Department of Early Education & Care Standards
- : Massachusetts
- Kansas: Afterschool Program Quality Guidelines
- Afterschool Program Quality Guidelines: II. Learning Environment and Curriculum
- Afterschool Program Quality Guidelines: IV. Interactions with Families and Communities
- : Kansas
- Afterschool Program Quality Guidelines: VI. Interactions with Children/Youth/Others
- Afterschool Program Quality Guidelines: VII. Program Planning and Development
- Afterschool Program Quality Guidelines: VIII. Professional Development and Leadership
- Early Childhood Education: Professional Development Areas: Annual Training (2) Guidance and discipline
- Early Childhood Education: Professional Development Areas: Annual Training (3) Age-appropriate curriculum
- Early Childhood Education: Professional Development Areas: Annual Training (4) Teacher-child interaction
- Texas: Early Childhood Education: Professional Development Areas
- Early Childhood Education: Professional Development Areas: Pre-Service 2. Age-appropriate activities for children
- Early Childhood Education: Professional Development Areas: Pre-Service 3. Positive guidance and discipline of children
- Early Childhood Education: Professional Development Areas: Pre-Service 5. Supervision and safety practices in the care of children
- Early Childhood Education: Professional Development Areas: Pre-Service 6. Positive interaction with children
- : Texas
- : Arizona
- Early Childhood Education Professional Learning Standards: C. Program administration, planning, development, or management
- Arizona: Early Childhood Education Professional Learning Standards
- Child Care Facilities: Staff Development Topics: c. Positive ways to support children's social and emotional development
- North Carolina: Child Care Facilities: Staff Development Topics
- Child Care Facilities: Staff Development Topics: d. Strategies to establish productive relationships with families
- Child Care Facilities: Staff Development Topics: e. Strategies to manage an effective program operation
- Child Care Facilities: Staff Development Topics: f. Maintaining a commitment to professionalism
- : North Carolina
- Maine: Child Care Training & Education
- : Maine
- Child Care Training & Education: Standard 4: Administration and Business Practices
- New Jersey: Department of Children & Families: Staff Training Requirements for Childcare Centers
- Department of Children & Families: Staff Training Requirements for Childcare Centers: i. Child growth and development
- Department of Children & Families: Staff Training Requirements for Childcare Centers: ii. Positive guidance and discipline
- Department of Children & Families: Staff Training Requirements for Childcare Centers: iv. Family involvement and communication with families
- : New Jersey
- Department of Children & Families: Staff Training Requirements for Childcare Centers: v. Program planning and development
- Department of Children & Families: Staff Training Requirements for Childcare Centers: vi. Creating a classroom environment
- Nevada: Department of Education: Standards for Professional Development
- Department of Education: Standards for Professional Development: g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
- : Nevada
- Wisconsin: Division of Early Care and Education: Staff Development
- Division of Early Care and Education: Staff Development: r. Business operations
- : Wisconsin
- Kentucky: Early Childhood Professional Development Framework
- : Kentucky
- Early Childhood Professional Development Framework: Standard I: Designs/Plans Instruction
- Early Childhood Professional Development Framework: Standard II: Creates/Maintains Environments
- Early Childhood Professional Development Framework: Standard III: Implements Instruction
- Early Childhood Professional Development Framework: Standard IV: Assesses & Communicates Learning Results
- Early Childhood Professional Development Framework: Standard V: Reflects/Evaluates Teaching/Learning
- Early Childhood Professional Development Framework: Standard VI: Collaborates with Colleagues/Families/Others
- Early Childhood Professional Development Framework: Standard VII: Engages in Professional Development
- Early Childhood Professional Development Framework: Standard VIII: Supports Families
- Early Childhood Professional Development Framework: Standard X: Provides Leadership Within School/Community/Profession
- : Pennsylvania
- Pennsylvania: Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
- Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 2: Family-Teacher Partnerships and Community Connections
- Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 3: Child Observation, Documentation, and Assessment
- Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
- Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 6: Professionalism as an Early Childhood Educator
Course Content
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Module 1: Course Overview
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2 Topics
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Module 2: Why Good Communication Matters
Module 3: Strategies for Impactful and Healing-Centered Communcation
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Module 4: Applications of Good Communication
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1 Check-in
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Module 5: Wrapping Up
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Course Includes
- 29 Lessons
- 3 Topics
- 5 Check-ins
- Course Certificate
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