fbpx

High-Impact Communication

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

Expand All

Module 1: Course Overview

Module 2: Why Good Communication Matters
Module 3: Strategies for Impactful and Healing-Centered Communcation
Module 4: Applications of Good Communication
Module 5: Wrapping Up
Not Enrolled
This course is currently closed

Course Includes

  • 29 Lessons
  • 3 Topics
  • 5 Check-ins
  • Course Certificate