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Classroom Management-Creating Connections That Matters Infants/Toddlers
Classroom Management-If You Fail To Plan, Then You Plan To Fail (3 And School Age)
Classroom Management-If You Fail To Plan, Then You Plan To Fail (3 And School Age)
Training Format: Face to Face
Level: Advance
Clock Hours: 4
ECE 2.1 - Fostering family engagement in the child’s educational experiences.
ECE 2.2 - Developing partnerships with families.
ECE 4.2 - Using a broad repertoire of developmentally responsive teaching and learning approaches, guided by applicable learning and development standards and individualized for each and every child.
Description: Classroom management develops a set of expectancy used in an organized classroom environment. It includes: setup, routines, rules and consequences. Successful classroom management paves the way for the teacher to engage the students in learning. This training is for staff who has been a child care teacher or in leadership for at least three years.
Classroom Management-If You Fail To Plan, Then You Plan To Fail (3 And School Age)
Classroom Management-If You Fail To Plan, Then You Plan To Fail (3 And School Age)
Classroom Management-If You Fail To Plan, Then You Plan To Fail (3 And School Age)
Training Format: Face to Face
Level: Advance
Clock Hours: 4
ECE 2.1 - Fostering family engagement in the child’s educational experiences.
ECE 2.2 - Developing partnerships with families.
ECE 4.2 - Using a broad repertoire of developmentally responsive teaching and learning approaches, guided by applicable learning and development standards and individualized for each and every child.
Description: Classroom management develops a set of expectancy used in an organized classroom environment. It includes: setup, routines, rules and consequences. Successful classroom management paves the way for the teacher to engage the students in learning. This training is for staff who has been a child care teacher or in leadership for at least three years.
Daily Transition-From Beginning 2 End
Classroom Management-If You Fail To Plan, Then You Plan To Fail (3 And School Age)
Let's Keep Infectious Diseases Out of Our Classrooms
Training Format: Face to Face
Level: Intermediate
Clock Hours: 2
ECE 4.3 - Intentionally planning and preparing a learning environment that nurtures each and every child’s initiative, encourages active exploration of materials, supports engagement with activities, and encourages interactions with others.
Description: Verbal cues are an absolute necessity when encouraging young children to transition from one activity to the next. Practicing and making it fun for the children will support a smooth transition.
Let's Keep Infectious Diseases Out of Our Classrooms
Reviewing the Updated CACFP Meal Pattern for Center and Family
Let's Keep Infectious Diseases Out of Our Classrooms
Training Format: Face to Face
Level: Beginning
Clock Hours: 2
ECE 1.4 - Creates emotionally and physically safe environments for children.
Description: Educators needs to know what infectious disease is and how it can cause harm not only to themselves but adults and children around them.
Musical Tipsy Toes
Reviewing the Updated CACFP Meal Pattern for Center and Family
Reviewing the Updated CACFP Meal Pattern for Center and Family
Training Format: Face to Face
Level: Immediate
Clock Hours: 4
ECE5.1 - Utilizing the GELDS as a framework for growth and development.
ECE5.3 - Utilizing content knowledge in the GELDS Social and Emotional Development domain, selects, implements, and evaluates developmentally appropriate activities for each and every child, taking into consideration cultural context, home language, and individual needs.
ECE5.6 - Utilizing content knowledge in the GELDS Cognitive Processes and General Knowledge domain, as well as all sub-domains, selects, implements, and evaluates developmentally appropriate activities for each and every child, taking into consideration cultural context, home language, and individual needs.
Description: Students will explore ways to increase music in the classrooms. Discovery of music that are developmentally appropriate for different ages will be reviewed. Each person will construct a musical instrument using materials supplied by instructor.
Reviewing the Updated CACFP Meal Pattern for Center and Family
Reviewing the Updated CACFP Meal Pattern for Center and Family
Reviewing the Updated CACFP Meal Pattern for Center and Family
Training: Face to Face
Level: Beginning
Clock Hours: 2
ECE 1.3 - Using developmental knowledge to create healthy, respectful, supportive, and stimulating learning environments and relationships.
Description: Training for center based and family home teachers on the updated CACFP Meal Plans for infants - 12 years of age.
What You Don't Like My Parenting Style
What You Don't Like My Parenting Style
What You Don't Like My Parenting Style
Training Format: Face to Face
Level: Advanced
Clock Hours: 6
ECE:1.4-Creates emotionally and physically safe environments for children
ECE:2.1-Fostering family engagement in the child’s educational experiences
ECE:2.2-Developing partnerships with families
Description: Review different parenting styles we all process. To get the teachers to understand why and how some parents and children act the way they do.
Eating Healthy, Really
What You Don't Like My Parenting Style
What You Don't Like My Parenting Style
Training Format: Face to Face
Level: Beginning
Clock Hours: 2
ECE:5.2 Utilizing content knowledge in the GELDS Physical Development and Motor Skills domain
Description: Early childhood educators must become role models when providing adequate meals and snacks daily to the children in their care to entice good eating habits.
Director's 40 Hours Benchmark Tools
What You Don't Like My Parenting Style
Director's 40 Hours Benchmark Tools
Training: Face to Face
Level: Beginning
Clock Hours: 40
ADM 1-9
Description: The participants will learn about the education, training, and other requirements to become a director and how to operate a center or family based facility.
Marketing for Success
Multiple Approaches of Teaching through Play
Director's 40 Hours Benchmark Tools
Training: Face to Face
Level: Advance
Clock Hours: 3
ADM-3 To market the program to parents and the community.
Description: Teach participants creative and effective marketing tools to increase profit for their program. They will learn why marketing is a necessity to succeed.
Multiple Approaches of Teaching through Play
Multiple Approaches of Teaching through Play
Multiple Approaches of Teaching through Play
Training: Face to Face
Level: Advance
Clock Hours: 3
ECE:5.4 Utilizing content knowledge in the GELDS Approaches to Play and Learning domain
Description: This training is designed to prepare participants with at least three years of early childhood education additional resources on how a child learns through play.
Respecting the Whole Person
Multiple Approaches of Teaching through Play
Multiple Approaches of Teaching through Play
Training: Face to Face
Level: Intermediate
Clock Hours: 4
ECE:2.2 Developing partnerships with families
ECE:2.3 Utilizing community resources
Description: To become aware of how to give and get respect in child care homes/centers. This training will increase the respect for families as well as teachers.
Child Abuse: Should I Report It?
Transitioning-Moving Right Along (Infants And Toddlers)
Transitioning-Moving Right Along (Infants And Toddlers)
Training: Face to Face
Level: Beginning
Clock Hours: 2
ECE 1.4 Creates emotionally and physically safe environments for children
Description: This training provides information for ECE educators regarding child abuse. Information to help prevent, recognize, and report child abuse and neglect will be discussed.
Transitioning-Moving Right Along (Infants And Toddlers)
Transitioning-Moving Right Along (Infants And Toddlers)
Transitioning-Moving Right Along (Infants And Toddlers)
Training Format: Face-to-Face
Level: Intermediate
Clock Hours: 2
ECE:4.3 - Intentionally planning and preparing a learning environment that nurtures each and every child’s initiative, encourages active exploration of materials, supports engagement with activities, and encourages interactions with others.
Description: Verbal cues are an absolute necessity when encouraging young children to transition from one activity to the next. Practicing and making it fun for the children will support a smooth transition.
Daily Transition-From Beginning 2 End
Transitioning-Moving Right Along (Infants And Toddlers)
Daily Transition-From Beginning 2 End
Training Format: Face-to-Face
Level: Intermediate
Clock Hours: 2
ECE:4.3 - Intentionally planning and preparing a learning environment that nurtures each and every child’s initiative, encourages active exploration of materials, supports engagement with activities, and encourages interactions with others.
Description: Verbal cues are an absolute necessity when encouraging young children to transition from one activity to the next. Practicing and making it fun for the children will support a smooth transition.
Stay Healthy with Handwashing
The Solution to Diapering/Toileting
Daily Transition-From Beginning 2 End
Training: Face to Face
Level: Beginning
Clock Hours: 1
ECE:4.1 Developing positive relationships with each and every child.
Description: Hand washing is a vital part of life to keep diseases at bay. It is important to help everyone stay safe and healthier.
The Solution to Diapering/Toileting
The Solution to Diapering/Toileting
The Solution to Diapering/Toileting
Training: Face to Face
Level: Beginning
Clock Hours: 1
ECE:4.1 Developing positive relationships with each and every child.
Description: Maintaining sanitary conditions from germs through stool and urine, protecting providers and children through hand washing, cleaning diaper/toilet surface, and all other surface touched by everyone.
Sensory Processing
The Solution to Diapering/Toileting
The Solution to Diapering/Toileting
Training: Face to Face
Level: Beginning
Clock Hours: 2
ECE:1.2 Using knowledge of the multiple influences on development and learning to create inclusive and responsive learning environments
ADM-5 To maintain and develop the facility and equipment.
Description: To lend support to early child care educators in learning about the issue’s children have with sensory processing and how to support the children’s needs.
Site Content
Best Practices For Healthier Children
Scribbles, Drawings, and Paintings-Writing Readiness
Health and Safety Orientation Training - 10 Hours
Training Format: Face to Face
Training Level: Intermediate
Clock hours: 4
ECE 1.4 - Creates emotionally and physically safe environments for children.
ECE4.1 - Developing positive relationships with each and every child.
Description: Educators must remember that children are placed in our care to protect and care for them. We should make sure to help meet their health needs indoors and outdoors.
Health and Safety Orientation Training - 10 Hours
Scribbles, Drawings, and Paintings-Writing Readiness
Health and Safety Orientation Training - 10 Hours
Training Format: Face to Face
Training Level: Beginning
Clock Hours: 10
ECE1.3 - Using developmental knowledge to create healthy, respectful, supportive, and stimulating learning environments and relationships.
ECE1.4 - Creates emotionally and physically safe environments for children.
ECE4.2 - Using a broad repertoire of developmentally responsive teaching and learning approaches, guided by applicable learning and development standards and individualized for each and every child.
ECE5.1 - Utilizing the GELDS as a framework for growth and development.
ECE6.1 - Engaging in professional and ethical behavior.
ADM-1 - To develop and maintain an effective organization.
ADM-5 - To maintain and develop the facility and equipment.
Description: This Health and Safety Orientation 10 hours training meets the expectation and requirements for Georgia Training Approval and the Child Care Development Fund (CCDF) .
Scribbles, Drawings, and Paintings-Writing Readiness
Scribbles, Drawings, and Paintings-Writing Readiness
Scribbles, Drawings, and Paintings-Writing Readiness
Training Format: Face to Face
Level: Beginning
Clock Hours: 2
ECE 5.1 - Utilizing the GELDS as a framework for growth and development.
ECE5.2 - Utilizing content knowledge in the GELDS Physical Development and Motor Skills domain, selects, implements, and evaluates developmentally appropriate activities for each and every child, taking into consideration cultural context, home language, and individual needs.
Description: Instructing teachers on why it is so important for children to be allowed to scribble, draw and paint at a young age. The stages and benefits children go through before actually writing.
STEM: Exploring Our World Through Little Eyes (3-5)
Stem: Exploring Our World Through Little Eyes (Infants And Toddlers)
Scribbles, Drawings, and Paintings-Writing Readiness
Training Format: Face to Face
Level: Beginning
Clock Hours: 3
ECE1.1 - Using knowledge of young children’s characteristics, culture and linguistic backgrounds, and their needs to plan appropriate and responsive learning experiences.
ECE 5.6 - Utilizing content knowledge in the GELDS Cognitive Processes and General Knowledge domain, as well as all sub-domains, selects, implements, and evaluates developmentally appropriate activities for each and every child, taking into consideration cultural context, home language, and individual needs.
Description: Children need opportunities to interact with nature and science. Nature and science can be provided both inside and outside by using natural objects, living things, books, pictures, games or toys, and science too.
Stem: Exploring Our World Through Little Eyes (Infants And Toddlers)
Stem: Exploring Our World Through Little Eyes (Infants And Toddlers)
Stem: Exploring Our World Through Little Eyes (Infants And Toddlers)
Training Format: Face to Face
Level: Beginning
Clock Hours: 3
ECE1.1 - Using knowledge of young children’s characteristics, culture and linguistic backgrounds, and their needs to plan appropriate and responsive learning experiences.
ECE 5.6 - Utilizing content knowledge in the GELDS Cognitive Processes and General Knowledge domain, as well as all sub-domains, selects, implements, and evaluates developmentally appropriate activities for each and every child, taking into consideration cultural context, home language, and individual needs.
Description: Children need opportunities to interact with nature and science. Nature and science can be provided both inside and outside by using natural objects, living things, books, pictures, games or toys, and science tools.