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Lessons

All lessons currently available by mail or on demand.

Sleep is as essential to good health as nutrition and physical activity. Researchers continue to discover ways in which sleep affects health in children. Recent connections have been made between sleep and hormone regulation as it relates to the risk of obesity. Association between brain development, cognitive and behavioral effects are areas of interest as well. This lesson explores the relationship of sleep and health including helpful tips and recommendations for age-specific requirements. (K7.3 C1, CDA 1) 2 hours

Out-of-school programs and early care settings are seeking ways to build excitement and relevance into their programming. Project-based learning (PBL) is an answer to that need. This lesson provides an overview of the phases of PBL, planning guide, and examples of how staff members in a variety of settings facilitate child-directed investigations. As learners read the content, review the videos, and complete reflection assignments, they will begin to sketch out a preliminary inquiry plan to implement in their own care setting. (K2.7 C2, CDA 2) 2 hours

To young children, transitions are often difficult times. It's hard to say goodbye in the morning and even harder to stop playing to eat or go take a nap. This lesson examines transitions throughout the day from both the child and adult viewpoints. Learn a number of creative techniques to make transitions easier for children. (K2.13 C1, CDA 5) 2 hours

The best way for children to learn math is through play. Discover new ideas for math learning that are low cost, no cost, interesting, and provide children with hands-on activities. Find out ways to set up a classroom to facilitate math learning. Help parents understand that math activities are everywhere. (K2.15 C1 CDA 2) 2 hours

Adventurous play goes by many names—messy play, nature-based play, big body play. It is exciting to children, meeting important development needs, but facilitating this type of play can be a challenge to the staff of regulated early care programs. This module presents the research behind and strategies for supporting young children as they make choices and assess risks during highly physical, sensory-rich play. It presents examples of rigorous, big body play in a variety of care settings. (K2.4 C2, CDA 2) 3 hours

Children who experience adverse childhood experiences (ACEs) face an increased risk for social-emotional, physical and mental health issues.

This lesson is about exploring advocacy to deepen our understanding of the early childhood system, and to deepen our roles as early childhood professionals. Find out about the variety of advocacy roles and multiple resources that help to prepare you for, and learn about, advocacy. (K6.10 C1, CDA 6) 1 hour

Esta lección es acerca de cómo usted puede comprender y apoyar las necesidades de los padres de los niños bajo su cuidado. Aprenda cómo puede responder a las necesidades de las familias de una manera útil y comprehensiva. (K3.5 C1 CDA4) 1 hora

This lesson simplifies art appreciation, making it easy for early childhood professionals to offer these experiences to young children. Learn how to introduce and to talk with children of all ages about key factors that define art and elements that make up art forms. Discover creative ways to talk with children about their art work and how to acknowledge the art work of others. (K2.15 C1 CDA 2) 2 hours

(for Center Directors) This lesson focuses on the need and requirements for child-staff ratios in early care facilities. A step-by-step process is included to analyze and determine staffing needs. (D6.6 C2) 2 hours

Todos los profesionales del cuidado infantil son responsables de mantener a los niños en su cuidado sanos y seguros. Las personas que cuidan y enseñan a los niños necesitan saber 1) cómo crear espacios seguros, 2) utilizar prácticas seguras con los niños, 3) desarrollar e implementar estrategias diarias de prevención y gestión de enfermedades, y 4) tener un plan para mantener a los niños seguros en caso de emergencia. Este módulo de seis horas, ofrece una visión general de todos los temas de salud y seguridad necesarios de Child Care and Development Block Grant (CCDBG) (Cuidado de y Desarrollo de los Niños Block Grant (CCDBG). (K7.1 C1, CDA1) 6 hours

(for Center Directors) This lesson focuses on child abuse and the regulations that are in place to protect children from being abused while in a child care facility. (D7.11 C1) 2 hours

This lesson outlines the 21st Century Skills education reform model, its components and goals. Learners will review the rationale behind this educational movement as well as effective strategies and examples of ways to integrate traditional content learning (3 R’s—reading, writing, and arithmetic) with 21st Century Skills learning (4 C’s—critical thinking and problem solving, communication, collaboration, and creativity and innovation). (K2.9 C2, CDA 2) 2 hours

Research documents that the pre-kindergarten skills that most impact a child’s future academic success are math skills and yet only 58 seconds of the typical 5-hour preschool day is spent on math activities. More than half of all three-year-old classrooms offer no math experiences. Gain confidence and learn proven strategies and programming ideas for weaving math into emergent and teacher-led curriculum. Receive resources to support math talk that can significantly improve a child’s success. (K2.15 C2 CDA2) 2 hours

This lesson examines the benefits of developing community partnerships to start and maintain quality out-of-school time programs. This lesson provides ideas and strategies to assist providers in identifying and building supportive community partnerships that allow programs to maximize resources that can benefit children, families, the program and the community. (K3.9 C2, CDA 6) 2 hours

This lesson focuses on what you can do to build positive relationships with all children – even the ones who challenge you. Learn about temperament traits and how to use them as a tool to help you understand behavior and develop ideas to meet the needs and interests of children and youth. (K2.13 C2, CDA 3) 2 hours

Studies show that well-educated, skilled caregivers are the basis for quality care and learning programs. The CDA (Child Development Associate) Credential is one of many ways to build knowledge and expertise as an early childhood professional. This lesson provides an introduction to understanding the CDA Credential, the CDA process, and its possible fit as a professional development path for the early educator. (K6.5 C1, CDA6) 2 hours

When play problems occur over and over, child care practitioners need to be able to step back and look critically at their space arrangement to see if that is the source of the problem. Explore some key elements to consider in child care space arrangement that include types of spaces and their uses, and arranging activity areas in a room to meet the goals of your program. (K2.1 C2, CDA 1) 2 hours

This lesson explores child assessment techniques in early childhood programs. Discover what factors to consider when choosing or developing assessment tools and resources. Learn how assessment can be used for lesson and program planning. Understand the role of the early childhood practitioner and families in the assessment process. (K4.7 C1, CDA7) 2 hours

This lesson explores what it means to understand and apply various learning theories in the classroom and in teaching. Discover what concepts to consider when determining activities, lessons, and materials that are appropriate for an age group and for individual children. (K1.2 C1, CDA 8) 2 hours

Let’s Move! Child Care (LMCC) is part of Let’s Move!, a comprehensive initiative started by Michelle Obama to help turn the rising tide of childhood obesity in the United States. Child care providers play an important role in helping to develop healthy eating and physical activity habits in young children. This lesson is an overview of the issue of childhood obesity and an introduction to the LMCC lesson series that covers the five goal areas in greater detail. (K7.3 C1, CDA 2) 2 hours

Goal number one in the Let’s Move! Child Care initiative is to get kids moving (increase physical activity). Research shows that physical activity provides many benefits for everyone and that it is important for parents and care providers to be good role models. This lesson can help child care providers learn the most up-to-date recommendations for physical activity levels for infants, toddlers, and preschoolers, and presents new ways to keep kids moving. (K7.3 C2, CDA 2) 2 hours

Goal two in Let’s Move! Child Care is to reduce (limit) screen time. Studies show that children who spend more time viewing TV are at an increased risk for overweight and obesity due to increased sedentary activity. Screen time refers to all digital media including TV and can interfere with cognitive development for children under the age of two. Child care providers will learn the best practice recommendations and gain an understanding for why it is important to reduce (limit) screen time for young children. (K7.3 C2, CDA 2) 2 hours

The fourth goal in the Let’s Move! Child Care Initiative is to provide (offer) healthy beverages. Calories found in beverages count just like calories in food so it is important to make sure that the healthiest choices are offered. With so many beverage options now available, the choices can be confusing to parents and caregivers. Child care providers will learn appropriate beverage options for children in their care, the benefits of healthy beverages and strategies for how best to transition to serving them. (K7.12 C2, CDA 2) 2 hours

The third goal in the Let’s Move! Child Care initiative is to nurture healthy eaters (serve healthy food). Lay the foundation for healthy choices and habits early in childhood by serving healthy food and providing positive mealtime experiences in the child care setting. Child care professionals will learn the benefits of offering healthy food including strategies and ideas to encourage healthy eating. (K7.12 C2, CDA 2) 2 hours

Goal number five in the Let’s Move! Child Care initiative is to support infant breastfeeding by encouraging mothers to breastfeed. Breastfeeding benefits mothers and babies in many ways, including helping to prevent childhood obesity. Continuing to breastfeed for the recommended amount of time can be challenging, especially when children need to be in child care. Child care providers will learn practical solutions for encouraging and supporting mothers to breastfeed their babies.(K7.13 C1, CDA 2) 2 hours

Cooking with young children is an important way for them to learn through sensory exploration. Safety concerns, as well as the potential “mess” often prohibit families and early educators from including children in cooking activities. This lesson provides practical guidance for fun and manageable ideas to encourage children in the development of their culinary skills. (K7.3 C2 CDA2) 2 hours

Los científicos e ingenieros trabajan juntos regularmente para resolver problemas y construir explicaciones del mundo natural. En el futuro se requerirá aun más la colaboración de trabajadores del siglo 21. En este modulo los facilitadores de OST aprenderán cómo hacer hincapié en el trabajo en equipo en las experiencias de STEM para ayudar a los jóvenes a perfeccionar esas habilidades. Los practicantes comparten consejos sobre los proyectos, el establecimiento del ambiente, y la gestión de grupos que fomentan el aprendizaje cooperativo. Se proporcionan instrucciones fáciles de descargar para varios retos de STEM. (K1.8 C2) 2 hours

Documentar el aprendizaje puede ser una carga a veces, especialmente en un entorno activo de tiempo fuera de la escuela donde los niños van y vienen todo el tiempo del programa. Sin embargo, mostrar evidencia del aprendizaje puede ser la tabla de salvación de la financiación y la supervivencia de un programa. En este módulo, revise ejemplos prácticos del "por qué", "qué" y "cómo" de los procesos de documentación de STEM. Aprenda cómo documentar perfectamente el aprendizaje y cómo involucrar a los niños en el registro de su propia comprensión y de sus logros. (K4.14 C2) 2 hours

Children and youth are born ready to explore. Many schools and out-of-school time (OST) programs now emphasize an inquiry-based style of learning. What does it take to support OST active STEM experiences? This module includes many hands-on program ideas, information on the emerging Maker Movement, and exercises that guide facilitators as they integrate active investigations into the curriculum. This is one of 20 STEM facilitation skills that help STEM click for school-age children and youth. (K2.10 C1) 2 hours

Out-of-school time facilitators have the challenge of making STEM interactions with children more effective by connecting planned experiences with previous knowledge or concerns of the children. Learn effective teaching strategies to match a STEM experience with children’s interests and skills. This lesson is one of twenty Click2Science lessons designed to help frontline staff facilitate STEM experiences. (K2.12 C2) 2 hours

El personal de los programas de tiempo fuera de la escuela construye actividades atractivas para la juventud. Sin embargo, es posible que pasen por alto un elemento importante en la experiencia de investigación de STEM: el proceso de reflexión sobre las actividades de STEM para que sean una experiencia de aprendizaje más significativa. Este módulo contiene ejemplos de lenguaje utilizado por los facilitadores y varias experiencias de STEM a tratar. Esta es una de las 20 habilidades de facilitación de STEM que, cuando se unen, crean un rico ambiente de aprendizaje permitiendo que STEM tenga sentido para los niños. (K2.15 C2) 2 hours

Out-of-school time leaders can have a unique impact on the science, technology, engineering, and math skills of school-age children. This lesson is one of 20 Click2Science lessons designed to help frontline staff facilitate STEM experiences. It features interactive experiences, handouts, and videos that will nurture the ability to ask purposeful questions, enhancing a child’s STEM learning. It includes both basic and “stretch” information about intentional questioning techniques. (K2.15 C2) 2 hours

Out of school time (OST) programs provide school-age children with opportunities to play and explore. In this module facilitators learn how to maximize the value of these experiences by helping children to finish the learning process, developing and communicating the explanations about what they have discovered. Developing explanations is an important STEM skill, linked to the 21st century skills of critical thinking and communication. (K2.15 C2) 2 hours

Out-of-school time facilitators will learn about the need for today’s children to become equipped to fill jobs requiring science, technology, engineering, and math skills. Youth leaders will learn strategies and view examples of how to get school-age children excited about STEM careers. Learn how to connect with STEM professionals within the community to enhance programming. This lesson is part of the twenty Click2Science skills designed to help frontline staff facilitate STEM experiences. (K2.15 C3) 2 hours

Out-of-school time programs strengthen STEM learning by developing and deepening relationships with community partners. STEM-rich industries, interested academic and community-based STEM organizations bring expertise and creativity to school-age science, technology, engineering, and math efforts. Learn how to go beyond simply completing a joint project to building a relationship with stakeholders. Review model programs, practitioner advice, planning guides and a simple STEM activity. (K3.9 C2) 2 hours

Out-of-school time facilitators have the challenge of making STEM interactions with children more effective by connecting planned experiences with previous knowledge or concerns of the children. Learn effective teaching strategies to match a STEM experience with children’s interests and skills. This lesson is one of twenty Click2Science lessons designed to help frontline staff facilitate STEM experiences. (K2.12 C2) 2 hours

Out-of-school time facilitators will learn about the need for today’s children to become equipped to fill jobs requiring science, technology, engineering, and math skills. Youth leaders will learn strategies and view examples of how to get school-age children excited about STEM careers. Learn how to connect with STEM professionals within the community to enhance programming. This lesson is part of the twenty Click2Science skills designed to help frontline staff facilitate STEM experiences. (K2.15 C3) 2 hours

Out-of-school time programs strengthen STEM learning by developing and deepening relationships with community partners. STEM-rich industries, interested academic and community-based STEM organizations bring expertise and creativity to school-age science, technology, engineering, and math efforts. Learn how to go beyond simply completing a joint project to building a relationship with stakeholders. Review model programs, practitioner advice, planning guides and a simple STEM activity. (K3.9 C2) 2 hours

Youth need a safe space for learning STEM skills in after school programs. Safe space includes physical safety as well as emotional and social safety that should be a part of the culture of all after school programs. Through interactive experiences and resources, learn skills to create a safe space for youth for STEM learning experiences and to focus on interests and developmental levels of youth. This is one of 20 STEM facilitation skills that help STEM click for school-age children and youth. (K1.8 C2) 2 hours

Youth need a safe space for learning STEM skills in after school programs. Safe space includes physical safety as well as emotional and social safety that should be a part of the culture of all after school programs. Through interactive experiences and resources, learn skills to create a safe space for youth for STEM learning experiences and to focus on interests and developmental levels of youth. This is one of 20 STEM facilitation skills that help STEM click for school-age children and youth. (K1.8 C2) 2 hours

When youth have control of their learning they are more engaged, learn skills such as self-determination, goal setting and decision-making, and are more likely to enjoy learning. This module features interactive experiences and resources to help facilitators learn skills to give youth control of their learning experience and to focus on interests and developmental levels of youth. This is one of 20 STEM facilitation skills that help STEM click for school-age children and youth. (K2.2 C2) 2 hours

The lack of a STEM “identity” is often cited as one of the main reasons that young people don’t pursue STEM courses and careers. Learn the truth about identity development. Learn to nurture a growth mindset in the school-age children in your care. Try out several identity activities while learning how to impact the next generation of science learners. This module includes practical examples from practitioners and ample on-line resources to encourage youth to pursue their STEM potential. (K1.4 C2) 2 hours

Los líderes que trabajan fuera del tiempo escolar pueden tener un impacto único en la ciencia, tecnología, ingeniería, y matemáticas de los niños en edad escolar. Esta lección es una de las 20 lecciones Click2Science diseñadas para ayudar al personal de primera línea a facilitar las experiencias de STEM. Mediante el uso de experiencias básicas y de "estiramiento", folletos y vídeos los estudiantes obtendrán nuevas estrategias que despertarán los intereses de los niños manteniendo su participación en investigaciones de STEM. (K2.1 C2) 2 hours

The lack of a STEM “identity” is often cited as one of the main reasons that young people don’t pursue STEM courses and careers. Learn the truth about identity development. Learn to nurture a growth mindset in the school-age children in your care. Try out several identity activities while learning how to impact the next generation of science learners. This module includes practical examples from practitioners and ample on-line resources to encourage youth to pursue their STEM potential. (K1.4 C2) 2 hours

Children and youth are born ready to explore. Many schools and out-of-school time (OST) programs now emphasize an inquiry-based style of learning. What does it take to support OST active STEM experiences? This module includes many hands-on program ideas, information on the emerging Maker Movement, and exercises that guide facilitators as they integrate active investigations into the curriculum. This is one of 20 STEM facilitation skills that help STEM click for school-age children and youth. (K2.10 C1) 2 hours

When youth have control of their learning they are more engaged, learn skills such as self-determination, goal setting and decision-making, and are more likely to enjoy learning. This module features interactive experiences and resources to help facilitators learn skills to give youth control of their learning experience and to focus on interests and developmental levels of youth. This is one of 20 STEM facilitation skills that help STEM click for school-age children and youth. (K2.2 C2) 2 hours

Managing active children during science and engineering projects can be challenging even for seasoned out-of-school time staff. Learn how to structure STEM experiences and space for the most positive group interactions and learning. Through the advice of experts and front line staff, this module provides resources for safe, engaging group time during STEM experiences. Planning checklists and several activity instructions are included in this module. (K2.13 C2) 2 hours

La evaluación es un elemento esencial, pero a menudo se pasa por alto como parte del aprendizaje de STEM en los programas de tiempo fuera de la escuela (OST). Este módulo cuenta con experiencias y recursos interactivos para ayudarle a los facilitadores a aprenden habilidades para incluir la evaluación auténtica en las experiencias de aprendizaje de STEM para los jóvenes. Esta es una de las 20 habilidades de facilitación de STEM que ayudan a que STEM tenga sentido para los niños en edad escolar y para los jóvenes. (K4.8 C2) 2 hours

Out-of-school time leaders can have a unique impact on the science, technology, engineering, and math skills of school-age children. This lesson is one of 20 Click2Science lessons designed to help frontline staff facilitate STEM experiences. It features interactive experiences, handouts, and videos that will nurture the ability to ask purposeful questions, enhancing a child’s STEM learning. It includes both basic and “stretch” information about intentional questioning techniques. (K2.15 C2) 2 hours

Out of school time (OST) programs provide school-age children with opportunities to play and explore. In this module facilitators learn how to maximize the value of these experiences by helping children to finish the learning process, developing and communicating the explanations about what they have discovered. Developing explanations is an important STEM skill, linked to the 21st century skills of critical thinking and communication. (K2.15 C2) 2 hours

Scientists and engineers work together on a regular basis to solve problems and build explanations of the natural world. 21st century workers will be required to collaborate. In this module OST facilitators will learn how to emphasize teamwork in STEM experiences to help youth refine those skills. Practitioners share tips on projects, environment set-up, and group management that encourage cooperative learning. Easy-to-download instructions for several STEM challenges are provided. (K1.8 C2) 2 hours

Assessment is an essential but often overlooked part of STEM learning in after school programs. This module features interactive experiences and resources to help facilitators learn skills to include authentic assessment of youth STEM learning experiences. This is one of 20 STEM facilitation skills that help STEM click for school-age children and youth. (K4.8 C2) 2 hours

Managing active children during science and engineering projects can be challenging even for seasoned out-of-school time staff. Learn how to structure STEM experiences and space for the most positive group interactions and learning. Through the advice of experts and front line staff, this module provides resources for safe, engaging group time during STEM experiences. Planning checklists and several activity instructions are included in this module. (K2.13 C2) 2 hours

El diseño del ambiente puede afectar la forma en la que los jóvenes participan y experimentan la ciencia, la ingeniería, y el aprendizaje de las matemáticas en un programa de tiempo fuera de la escuela. Aprenda cómo configurar el espacio y organizar los materiales para maximizar la participación de los jóvenes, y vea las estrategias de los practicantes que incluyen el uso creativo del espacio interior y al aire libre y sobre los materiales de composición abierta. Aprenda formas de crear espacios asequibles para el cuestionamiento y la investigación que se diferencien de los entornos escolares tradicionales. (K2.4 C2) 2 hours

How staff arrange the environment can impact the way youth engage and experience science, engineering, and math learning in an out-of-school time program. Learn how to set up space and arrange materials to maximize youth involvement. Strategies from practitioners include creative use of outdoor and indoor space and use of open-ended materials. Learn how to create affordable spaces of wonder and inquiry that differ from traditional school environments. (K2.4 C2) 2 hours

Out-of-school time staff build programs with engaging activities for youth. However, they may miss an important element in the STEM inquiry experience: the process of reflecting on STEM activities to make a more meaningful learning experience. This module contains examples of facilitators’ language and several STEM experiences to try. This is one of 20 STEM facilitation skills that, when woven together, create a rich learning environment allowing STEM to click for children. (K2.15 C2) 2 hours

Hacer preguntas, probar ideas y ver cómo funcionan las cosas, de eso se trata la investigación científica. El personal de programas de tiempo fuera de la escuela (OST) apoya a los jóvenes en este proceso mediante el modelado de estas habilidades para los niños bajo su cuidado. Los adultos que saben que los descubrimientos no suelen suceder en un orden lineal pueden cumplir con los niños en cualquier momento en que surja su curiosidad y guiarles en investigaciones más profundas. Este módulo incluye ejemplos de video y recursos descargables para equipar al proveedor en este papel de capacitación. (K2.15 C2) 2 hours

Asking questions, trying ideas, and seeing how things work--that’s what scientific inquiry is all about. Out of school personnel support youth in this process by modeling these skills to the children in their care. Knowing that discoveries don’t usually happen in a linear order allows adults to meet children wherever their curiosity emerges and to guide them to deeper investigations. This module includes video examples and downloadable resources to equip the provider in this coaching role. (K2.15 C2) 2 hours

El personal de tiempo fuera del horario escolar (OST) tiene una oportunidad única para impactar el aprendizaje de las ciencias, tecnología, ingeniería y matemáticas (STEM) de los niños en edad escolar. Este módulo cuenta con experiencias interactivas, folletos de recursos, y videos para ayudar al personal a prepararse para facilitar las experiencias de STEM para satisfacer los intereses y niveles de desarrollo de los jóvenes y proporcionar un aprendizaje de STEM para los jóvenes y el personal. Este módulo es parte de las veinte competencias de Click2Science diseñadas para ayudar al personal de primera línea a facilitar las experiencias de STEM. (K2.14 C2) 2 hours

Out-of-school (OST) time staff have a unique opportunity to impact the science, technology, engineering, and math (STEM) skills of school-age children. This module features interactive experiences, resource handouts, and videos to help staff prepare to facilitate STEM experiences to meet the interests and developmental levels of youth and provide STEM learning for youth and staff. This module is part of the twenty Click2Science skills designed to help frontline staff facilitate STEM experiences. (K2.14 C2) 2 hours

El personal de OST y los voluntarios pueden apoyar intencionalmente la fase de pruebas y repetición de pruebas de las experiencias de ciencia e ingeniería para nutrir esta habilidad en los jóvenes de hoy. Las personas que se sienten cómodas con las pruebas y la repetición de pruebas están en mejores condiciones de conseguir trabajo que requiere habilidades de STEM del siglo 21 (ciencia, tecnología, ingeniería y matemáticas). Aprenda los conceptos básicos sobre las pruebas durante una experiencia de investigación y vea ejemplos de pruebas de entornos de OST. Pruebe una experiencia de STEM simple que el personal pueda utilizar para introducir la idea de probar variables de ensayo con los niños. (K2.15 C2) 2 hours

El personal y los voluntarios de tiempo fuera del horario escolar (OST) tienen la oportunidad única de impactar la ciencia, la tecnología, la ingeniería y las matemáticas de los niños. Esta lección es parte de las veinte habilidades de Click2Science diseñadas para ayudar al personal de primera línea a facilitar experiencias de STEM. Esta lección cuenta con experiencias interactivas y folletos para la selección de actividades de STEM para satisfacer los intereses y niveles de desarrollo de la juventud, proporcionando oportunidades de aprendizaje STEM para los jóvenes y el personal, y para la búsqueda de recursos para las actividades. (K2.9 C1) 2 hours

Out-of-school time (OST) staff and volunteers have a unique opportunity to impact the science, technology, engineering, and math skills of children. This lesson is part of the twenty Click2Science skills designed to help frontline staff facilitate STEM experiences. This lesson features interactive experiences and handouts for selecting STEM activities to meet the interests and developmental levels of youth, providing STEM learning opportunities for youth and staff, and finding activity resources. (K2.9 C1) 2 hours

Out-of-school time leaders can have a unique impact on the science, technology, engineering, and math skills of school-age children. This lesson is one of 20 Click2Science lessons designed to help frontline staff facilitate STEM experiences. Through both basic and “stretch” experiences, handouts, and videos learners will gain new strategies for sparking children’s interests and maintaining their participation in STEM investigations. (K2.1 C2) 2 hours

Documenting learning can be a burden at times, especially in an active out-of-school-time setting where children are coming and going throughout the program time. Yet showing evidence of learning may be the lifeline to a program’s funding and survival. In this module, review practical examples of the “why,” “what,” and “how” of STEM processes documentation. Learn how to seamlessly document learning and how to involve children in recording their own understanding and accomplishments. (K4.14 C2) 2 hours

People who are comfortable with testing and retesting are better equipped for 21st Century STEM work. OST staff and volunteers can intentionally support the testing and retesting phase of science and engineering experiences to nurture this attitude in today’s youth. Learn the basics about testing during an inquiry experience and view examples of testing from OST settings. Try a simple STEM experience that staff can use to introduce the idea of testing variables to children. (K2.15 C2) 2 hours

The goal of supporting educators in their work with young children is to strengthen their skills and practices so that they become better educators. Providing quality professional development through coaching and mentoring is a key factor in improving the knowledge and practice of those caring for children, and in improving outcomes for children. In this lesson, coaching will be discussed as a way to support staff professional development, and as a way to support strong child outcomes. (D6.12 C2) 2 Hours

Communication is critical in helping children develop language and social emotional skills, and connects to all other domains of learning. This lesson provides child care practitioners with communication tips for infants and toddlers, preschoolers, and school age children. Good communication skills help children adjust to transitions, enhance their play and learning experiences, build relationships, and help children learn to solve problems. (K5.1 C1, CDA 3) 2 hours

Community-based services provide families and children with needed resources and information. Early care and education (ECE) professionals who learn about their community’s resources, and connect families with these resources, provide an important bridge to services. Family engagement is foundational to supporting this process. ECE professionals who build relationships with families are better able to communicate with, collaborate with, and provide information to families. (K3.4 C1, CDA4) 2 hours

Children’s books can benefit young children in many ways in addition to building early literacy skills. They can satisfy children’s curiosity, help them think through tough situations, and support their growing understanding of themselves, other people, and the world around them. This lesson explores many different ways that children’s books can be used with children from military families to connect to the military parts of their lives. (K5.4 C1, CDA3) 1 hour

Healthy food is essential for everyone’s well-being. Child care providers play a key role in helping children get needed nourishment and also develop healthy habits. Cooking knowledge and skills enable early care and education professionals to provide healthy, low-cost options for children, to engage in cooking activities with children, and to encourage healthy eating at home. This module introduces many hands-on activities to help improve skills in planning and preparing meals for children. (K7.3 C1, CDA2) 2 hours

This lesson focuses on involving senior adults in child care and education programs. Discover the benefits to the children, senior adults, your program, and you when seniors are involved. (K3.4 C1, CDA 3) 2 hours

Special moments should occur more often than celebrating children’s birthdays or when developmental milestones are reached. This lesson will help you discover how to create special moments with infants and toddlers every day. Learn how to turn diaper changing and other routine tasks into special moments that you share with each child. (K2.2 C2, CDA 3) 2 hours

Culture influences every aspect of a child’s development and learning. As classrooms and society become more culturally diverse, there is a need for early educators to embrace cultural understanding – to be culturally aware, culturally sensitive, culturally responsive, and culturally competent. This lesson explores how educators can reflect on and cultivate practices to build cultural understanding and culturally competent approaches to working with children and families. (K3.2 C1, CDA 4) 2 hours

This lesson explores curriculum development for early childhood programs. Identify factors to consider when selecting activities, lessons, and resources for young children. Learn strategies for effectively implementing curriculum to support children’s learning and skill development. (K2.9 C1, CDA 5) 2 hours

Important life skills for children include learning effective ways to handle their anger. This lesson takes a developmental look at anger. Examine the common roots of angry feelings in children, infants, preschoolers, and in adult caregivers. Learn strategies to handle anger in positive ways and to reduce anger triggers in your program. (K2.13 C1, CDA 3) 2 hours

Bed bugs are commonly introduced into child care settings, and may become established without proper preventive steps. Although bed bugs do not cause disease, they are considered a threat to health and safety, and they alarm staff and families. This module provides information, activities, and guidelines to assist child care providers in the prevention and safe elimination of bed bugs, and in how to communicate effectively about bed bugs with staff and families. (K7.1 C1, CDA1) 2 hours

It is often the permanent trauma children face, such as death or loss, that challenges early educators and caregivers. What should we do or say? What do children really understand about death? Death stops educators in their tracks and reminds them how little their background in education or life experiences prepare them for understanding and responding to the children in their care. Although child care professionals are not experts in grief counseling and support, there are strategies to consider for supporting children. (K1.2 C2, CDA 3) 2 hours

Many children who have a parent serving in the military live through the experience of having that parent leave on deployment.

(for Center Directors) This lesson focuses on involving senior adults in child care and education programs. Information includes how to recruit and train senior volunteers, prepare staff, and integrate senior adults into the curriculum. Discover the many benefits to both the children and adults in your program. (D3.7 C2) 2 hours

(for Center Directors) Emergency situations can happen at any time. Child care facilities need to have a written plan in place, so staff, children, and families are prepared to handle any emergency situation that may arise. This lesson is a guide to assist you in developing an emergency preparedness plan for your facility. (D8.3 C1) 2 hours

This lesson explores what it means to implement Developmentally Appropriate Practice (DAP) in programs and in teaching. Learn about what factors to consider when determining which activities, lessons, and materials are appropriate for a group and for the children in the group. (K2.14 C1, CDA 8) 2 hours

Children who are learning more than one language are a large and growing group of children in early childhood education programs. This module provides an overview of the cognitive, social-emotional and language development of dual language learners (DLLs) as well as examples of how early childhood professionals can support children. Through the content, videos, and reflection assignments, professionals will begin to identify ways to support DLLs in their own care settings. (K5.3 C1, CDA8) 2 hours

Early Intervention (EI) consists of services and supports designed to help children who have developmental delays/special needs, and their families. Because early educators work so closely with children, they play an important role in identifying and supporting children’s developmental strengths and challenges. This module focuses on understanding Early Intervention services and the pivotal role early education providers play as part of the EI team. Awareness of EI helps! (K1.3 C2, CDA 8) 2 hours

Early intervention (EI) consists of services and supports designed to help children who have a developmental delay or special need, and their families.

Really great caregivers don't have all the answers to children's questions. They turn those questions around to get children thinking and exploring. This lesson offers ways to help children develop their reasoning and problem solving skills. (K1.8 C1, CDA 2) 2 hours

This lesson provides steps in beginning a professional path. Explore the many meanings of professionalism and distinguish how to represent a professional image. Find out what is expected and required of you as an early childhood professional. (K6.1 C1, CDA 6) 1 hour

This lesson takes a deeper look at professionalism and prepares you for professional growth by describing important early childhood professional terms, planning for quality professional development, reviewing the role of mentorship, and generating written professional development plans. (K6.4 C1, CDA 6) 1 hour

Before learning to read and write, children need to develop a variety of important foundational skills. These emergent literacy skills develop over time and are important in a child’s journey to becoming a successful reader and writer. Learn developmentally appropriate ways to promote and enhance the development of children’s emergent literacy skills. (K5.5 C1, CDA 2) 2 hours

Engaged families, when families and their children’s early programs develop an ongoing partnership to promote children’s healthy development and learning, is a major ingredient of children’s positive academic outcomes. Learn what program and family factors to consider as families engage with the program, different ways to engage families in children’s learning, and how to build partnerships with families. (K3.6 C1, CDA4) 2 hours

Each individual who works in the field of early childhood care and education has responsibilities and moral obligations toward children, families, colleagues, and the community. Learn how the NAEYC Code of Ethical Conduct can be applied to work with young children and their families and how it provides a common framework for the moral, ethical commitments of educators. (K6.6 C1, CDA6) 2 hours

Learn ways to bring out nurturing, caring behaviors in children to create a classroom community where children support each other. Learn how to use non-competitive games to foster acceptance of all children. Identify the strengths and weaknesses for both you and the children in your program, and how to put the strengths to good use creating a sense of acceptance and community. (K1.1 C2, CDA 3) 2 hours

Help children become backyard scientists using outdoor activities for children, and learn activities for gardening with children. In this lesson, discover the top five plants for children, create a nature explorer’s kit, and help children learn about insects and the advantages of composting. (K2.14 C2, CDA 2) 2 hours

Executive function skills are a broad set of skills that support the process of thinking and learning. Growing research shares the importance of executive function skills as critical building blocks in learning and as predictors of school achievement. Early childhood teachers play a central role in promoting executive function skills. How? Think play. Complex and intentional play, such as dramatic play and partner play, can be the springboard to inviting many executive function skills to be practiced and mastered. (K1.4 C2, CDA 2) 2 hours

Mixed-age groupings expand learning opportunities for children of differing developmental skills and stages. Adults in mixed-age child care programs can learn more about the children in their care, and can support learning in intentional ways, through observation of multiage interactions. Explore advantages, challenges, and unique concerns of working with mixed-age groups. (K2.1 C1, CDA1) 2 hours

The series is a basic overview for family child care practitioners. Consists of the "Home-Based Caregiver Orientation" and six additional lessons for a total of 15 hours of professional development to reach STAR level 1. (K6.6 C1, CDA 6) 15 hours

Family child care programs are in a unique position to support quality family engagement practices that contribute to positive outcomes for children and families. Strong family engagement is critical, not supplemental, in promoting children’s healthy development, learning, and wellness. Learn how to build positive partnerships with families, work through challenges to family engagement, and improve the quality of care for children and families in your family child care program. (K3.1 C1 CDA4) 2 hours

Family child care providers play an important role in the health of young children in their care. This module focuses on action steps suggested by thought leaders, researchers, practitioners, and policy makers at the Healthy Kids, Healthy Future Summit (2016). These collected next steps are opportunities for early care and education settings, and specifically the family child care setting, to support healthy weight in young children and improve provider wellness. (K7.3 C2, CDA2) 2 hours

This lesson focuses on appropriate business practices for family child care. Emphasis is on marketing, setting fees, contracts with parents, record keeping, finances, and program planning. (K8.2 C1 CDA5) 2 hour