State Approval Info
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1
/early-childhood-education/ece-ceus/course/change-your-perception-their-attitude-31185
Change Your Perception, Change Their Attitude
This course will introduce participants to the concept of neurophysiology, the brain and body’s auto response to stress, and to the development of perception. Leaders will be able to engage in a self-reflective process that helps them understand the influence their perceptions and attitudes can have on the people and programs they lead. In addition, participants will be introduced to the characteristics of passive, aggressive, and assertive behaviors, as well as characteristics and skills associated with Assertive Leadership.
auditory, textual, visual
Change Your Perception, Change Their Attitude
Presented by Kathy Lincoln, MA
Course: #31185Level: Intermediate2 Hours
See All
AK/2.0; AL/2.0; AZ Registry/2.0; CA Registry/2.0; CO/2.0; CT/2.0; DC PDIS/2.0 Professionalism And Advocacy; DE/2.0; FL/2.0; GaPDS-ASO/2.0; HI/2.0; IA Registry/2.0; IACET/0.2; ID Stars/2.0; IL Gateways/2.0 B345755; IN/2.0; KS/2.0; KY ECE-TRIS/2.0; MA/2.0; ME/2.0; MI Registry/2.0; MN/2.0; MO Open/2.0; MSDE/2.0 CKO-157185; NAC/2.0; NC DCDEE/2.0; NE/2.0; NH/2.0; NJCCIS/2.0; NV Registry/2.0; NY/2.0; OH/2.0; OK Registry/2.0; OR/2.0; PA Keys/2.0; SC Endeavors/2.0; SD/2.0; TX/2.0; UT/2.0; VA/2.0; VT NLCCV/2.0; WA STARS/2.0; WI Registry/2.0; WY Stars/2.0
This course will introduce participants to the concept of neurophysiology, the brain and body’s auto response to stress, and to the development of perception. Leaders will be able to engage in a self-reflective process that helps them understand the influence their perceptions and attitudes can have on the people and programs they lead. In addition, participants will be introduced to the characteristics of passive, aggressive, and assertive behaviors, as well as characteristics and skills associated with Assertive Leadership.
2
/early-childhood-education/ece-ceus/course/gardener-s-perspective-on-learning-31165
A Gardener's Perspective on the Learning Environment
This course compares the elements of a garden to those of a classroom, defining the specific role each element plays. Participants are introduced to Howard Gardner’s Theory of Multiple Intelligences, and the contributions that diversity, assessment, and individualized instruction make to the learning environment.
auditory, textual, visual
A Gardener's Perspective on the Learning Environment
Presented by Kathy Lincoln, MA
Course: #31165Level: Introductory1 Hour
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AK/1.0; AL/1.0; AZ Registry/1.0; CA Registry/1.0; CO/1.0; CT/1.0; DE/1.0; FL/1.0; HI/1.0; IA Registry/1.0; IACET/0.1; ID Stars/1.0; IL Gateways/1.0 B345755; IN/1.0; KS/1.0; KY ECE-TRIS/1.0; MA/1.0; ME/1.0; MI Registry/1.0; MN/1.0; MO Open/1.0; NC DCDEE/1.0; NE/1.0; NH/1.0; NJCCIS/1.0; NV Registry/1.0; NY/1.0; OH/1.0; OK Registry/1.0; OR/1.0; PA Keys/1.0; SC Endeavors/1.0; SD/1.0; TX/1.0; UT/1.0; VA/1.0; VT NLCCV/1.0; WA STARS/1.0; WI Registry/1.0; WY Stars/1.0
This course compares the elements of a garden to those of a classroom, defining the specific role each element plays. Participants are introduced to Howard Gardner’s Theory of Multiple Intelligences, and the contributions that diversity, assessment, and individualized instruction make to the learning environment.
3
/early-childhood-education/ece-ceus/course/roger-for-young-children-31176
Roger Technology for Young Children with Hearing Loss
Use of a Roger system at home ensures a young child with hearing loss has more access to speech and language. This course will provide resources to foster use of Roger technology with children in the 0-5 age range in order to increase their exposure to a language rich environment and promote language development.
auditory, textual, visual
Roger Technology for Young Children with Hearing Loss
Presented by Rebekah Cunningham, PhD
Course: #31176Level: Introductory1 Hour
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AK/1.0; AL/1.0; AZ Registry/1.0; CA Registry/1.0; CO/1.0; CT/1.0; DE/1.0; FL/1.0; GaPDS-ASO/1.0; HI/1.0; IA Registry/1.0; IACET/0.1; ID Stars/1.0; IL Gateways/1.0 B345755; IN/1.0; KS/1.0; KY ECE-TRIS/1.0; MA/1.0; ME/1.0; MI Registry/1.0; MN/1.0; MO Open/1.0; NC DCDEE/1.0; NE/1.0; NH/1.0; NJCCIS/1.0; NV Registry/1.0; NY/1.0; OH/1.0; OK Registry/1.0; OR/1.0; PA Keys/1.0; RESNA/0.1; SC Endeavors/1.0; SD/1.0; TX/1.0; UT/1.0; VA/1.0; VT NLCCV/1.0; WA STARS/1.0; WI Registry/1.0; WY Stars/1.0
Use of a Roger system at home ensures a young child with hearing loss has more access to speech and language. This course will provide resources to foster use of Roger technology with children in the 0-5 age range in order to increase their exposure to a language rich environment and promote language development.
4
/early-childhood-education/ece-ceus/course/unlocking-mystery-selective-mutism-31173
Unlocking the Mystery of Selective Mutism
Selective mutism is a childhood anxiety disorder which results in great difficulty speaking in school or community settings. Dr. Kotrba will provide information on what selective mutism is, how to assess for selective mutism characteristics, and what teachers and caregivers can do to support and help children.
auditory, textual, visual
Unlocking the Mystery of Selective Mutism
Presented by Aimee Kotrba, PhD
Course: #31173Level: Intermediate1 Hour
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AK/1.0; AL/1.0; AZ Registry/1.0; CA Registry/1.0; CO/1.0; CT/1.0; DE/1.0; FL/1.0; GaPDS-ASO/1.0; HI/1.0; IA Registry/1.0; IACET/0.1; ID Stars/1.0; IL Gateways/1.0 B345755; IN/1.0; KS/1.0; KY ECE-TRIS/1.0; MA/1.0; ME/1.0; MI Registry/1.0; MN/1.0; MO Open/1.0; NC DCDEE/1.0; NE/1.0; NH/1.0; NJCCIS/1.0; NV Registry/1.0; NY/1.0; OH/1.0; OK Registry/1.0; OR/1.0; PA Keys/1.0; SC Endeavors/1.0; SD/1.0; TX/1.0; UT/1.0; VA/1.0; VT NLCCV/1.0; WA STARS/1.0; WI Registry/1.0; WY Stars/1.0
Selective mutism is a childhood anxiety disorder which results in great difficulty speaking in school or community settings. Dr. Kotrba will provide information on what selective mutism is, how to assess for selective mutism characteristics, and what teachers and caregivers can do to support and help children.
5
/early-childhood-education/ece-ceus/course/change-your-perception-attitude-part-31164
Change Your Perception, Change Their Attitude: Part 2
This is the second in a two-part course that helps leaders recognize the influence their perceptions and attitudes have on the people and programs they lead. In this segment, participants are introduced to the characteristics of passive, aggressive, and assertive behaviors, as well as characteristics and skills associated with Assertive Leadership.
auditory, textual, visual
Change Your Perception, Change Their Attitude: Part 2
Presented by Kathy Lincoln, MA
Course: #31164Level: Intermediate1 Hour
See All
AK/1.0; AL/1.0; AZ Registry/1.0; CA Registry/1.0; CO/1.0; CT/1.0; DE/1.0; FL/1.0; GaPDS-ASO/1.0; HI/1.0; IA Registry/1.0; IACET/0.1; ID Stars/1.0; IL Gateways/1.0 B345755; IN/1.0; KS/1.0; MA/1.0; ME/1.0; MI Registry/1.0; MN/1.0; MO Open/1.0; NAC/1.0; NC DCDEE/1.0; NE/1.0; NH/1.0; NJCCIS/1.0; NV Registry/1.0; NY/1.0; OH/1.0; OK Registry/1.0; OR/1.0; SD/1.0; TX/1.0; UT/1.0; VA/1.0; VT NLCCV/1.0; WA STARS/1.0; WI Registry/1.0; WY Stars/1.0
This is the second in a two-part course that helps leaders recognize the influence their perceptions and attitudes have on the people and programs they lead. In this segment, participants are introduced to the characteristics of passive, aggressive, and assertive behaviors, as well as characteristics and skills associated with Assertive Leadership.
6
/early-childhood-education/ece-ceus/course/change-your-perception-their-attitude-31163
Change Your Perception, Change Their Attitude: Part 1
This course will introduce participants to the concept of neurophysiology, the brain and body’s auto response to stress, and to the development of perception. Leaders will be able to engage in a self-reflective process that helps them understand the influence their perceptions and attitudes can have on the people and programs they lead.
auditory, textual, visual
Change Your Perception, Change Their Attitude: Part 1
Presented by Kathy Lincoln, MA
Course: #31163Level: Intermediate1 Hour
See All
AK/1.0; AL/1.0; AZ Registry/1.0; CA Registry/1.0; CO/1.0; CT/1.0; DE/1.0; FL/1.0; GaPDS-ASO/1.0; HI/1.0; IA Registry/1.0; IACET/0.1; ID Stars/1.0; IL Gateways/1.0 B345755; IN/1.0; KS/1.0; MA/1.0; ME/1.0; MI Registry/1.0; MN/1.0; MO Open/1.0; NAC/1.0; NC DCDEE/1.0; NE/1.0; NH/1.0; NJCCIS/1.0; NV Registry/1.0; NY/1.0; OH/1.0; OK Registry/1.0; OR/1.0; SD/1.0; TX/1.0; UT/1.0; VA/1.0; VT NLCCV/1.0; WA STARS/1.0; WI Registry/1.0; WY Stars/1.0
This course will introduce participants to the concept of neurophysiology, the brain and body’s auto response to stress, and to the development of perception. Leaders will be able to engage in a self-reflective process that helps them understand the influence their perceptions and attitudes can have on the people and programs they lead.
7
/early-childhood-education/ece-ceus/course/developmental-monitoring-screening-31149
Developmental Monitoring and Screening
This training will look at what developmental monitoring is, why developmental monitoring is so important, and where teachers and providers can access checklists and screening tools to help determine if a child is developing on target. It will briefly discuss what is developmentally appropriate for children 12 months – 5 years old. Lastly, the course will discuss where to refer families when a child is at risk for developmental delay.
auditory, textual, visual
Developmental Monitoring and Screening
Presented by Liz Moore, MEd
Course: #31149Level: Introductory1 Hour
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AK/1.0; AL/1.0; AZ Registry/1.0; CA Registry/1.0; CO/1.0; CT/1.0; DE/1.0; FL/1.0; HI/1.0; IA Registry/1.0; IACET/0.1; ID Stars/1.0; IL Gateways/1.0 B345755; IN/1.0; KS/1.0; KY ECE-TRIS/1.0; MA/1.0; ME/1.0; MI Registry/1.0; MN/1.0; MO Open/1.0; NC DCDEE/1.0; NE/1.0; NH/1.0; NJCCIS/1.0; NV Registry/1.0; NY/1.0; OH/1.0; OK Registry/1.0; OR/1.0; PA Keys/1.0; SC Endeavors/1.0; SD/1.0; TX/1.0; UT/1.0; VA/1.0; VT NLCCV/1.0; WA STARS/1.0; WI Registry/1.0; WY Stars/1.0
This training will look at what developmental monitoring is, why developmental monitoring is so important, and where teachers and providers can access checklists and screening tools to help determine if a child is developing on target. It will briefly discuss what is developmentally appropriate for children 12 months – 5 years old. Lastly, the course will discuss where to refer families when a child is at risk for developmental delay.
8
/early-childhood-education/ece-ceus/course/developmental-foundations-of-handwriting-31154
Developmental Foundations of Handwriting
The skill of handwriting requires postural control, motor control, bilateral coordination, visual perception, visual motor skills, grip patterns, language development and social emotional skills. This course is designed to delve into each of area to understand child development in context to handwriting. The main focus is on developmental activities for each foundational skill area to promote prewriting skills.
auditory, textual, visual
Developmental Foundations of Handwriting
Presented by Dena Bishop, OTR/L
Course: #31154Level: Introductory2 Hours
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AK/2.0; AL/2.0; AZ Registry/2.0; CA Registry/2.0; CO/2.0; CT/2.0; DC PDIS/2.0 Child Growth And Development; DE/2.0; FL/2.0; GaPDS-ASO/2.0; HI/2.0; IA Registry/2.0; IACET/0.2; ID Stars/2.0; IL Gateways/2.0 B345755; IN/2.0; KS/2.0; KY ECE-TRIS/2.0; MA/2.0; ME/2.0; MI Registry/2.0; MN/2.0; MO Open/2.0; MSDE/2.0 CKO-157185; NC DCDEE/2.0; NE/2.0; NH/2.0; NJCCIS/2.0; NV Registry/2.0; NY/2.0; OH/2.0; OK Registry/2.0; OR/2.0; PA Keys/2.0; SC Endeavors/2.0; SD/2.0; TX/2.0; UT/2.0; VA/2.0; VT NLCCV/2.0; WA STARS/2.0; WI Registry/2.0; WY Stars/2.0
The skill of handwriting requires postural control, motor control, bilateral coordination, visual perception, visual motor skills, grip patterns, language development and social emotional skills. This course is designed to delve into each of area to understand child development in context to handwriting. The main focus is on developmental activities for each foundational skill area to promote prewriting skills.
9
/early-childhood-education/ece-ceus/course/active-supervision-for-infants-toddlers-31155
Active Supervision for Infants, Toddlers, and Preschoolers
Keeping children safe requires intentional, careful supervision. Participants will learn 6 steps to active supervision and how they can be used with infants and toddlers as they rapidly develop new skills and take new risks. In addition, participants will learn about keeping preschoolers safe through the everyday routines of a center and other events that can change those routines.
auditory, textual, visual
Active Supervision for Infants, Toddlers, and Preschoolers
Presented by Amanda Schwartz, PhD
Course: #31155Level: Introductory2 Hours
See All
AK/2.0; AL/2.0; AZ Registry/2.0; CA Registry/2.0; CO/2.0; CT/2.0; DC PDIS/2.0 Health Safety And Nutrition; DE/2.0; FL/2.0; GaPDS-ASO/2.0; HI/2.0; IA Registry/2.0; IACET/0.2; ID Stars/2.0; IL Gateways/2.0 B345755; IN/2.0; KS/2.0; KY ECE-TRIS/2.0; MA/2.0; ME/2.0; MI Registry/2.0; MN/2.0; MO Open/2.0; MSDE/2.0 CKO-157185; NC DCDEE/2.0; NE/2.0; NH/2.0; NJCCIS/2.0; NV Registry/2.0; NY/2.0; OH/2.0; OK Registry/2.0; OR/2.0; SC Endeavors/2.0; SD/2.0; TX/2.0; UT/2.0; VA/2.0; VT NLCCV/2.0; WA STARS/2.0; WI Registry/2.0; WY Stars/2.0
Keeping children safe requires intentional, careful supervision. Participants will learn 6 steps to active supervision and how they can be used with infants and toddlers as they rapidly develop new skills and take new risks. In addition, participants will learn about keeping preschoolers safe through the everyday routines of a center and other events that can change those routines.
10
/early-childhood-education/ece-ceus/course/screening-assessment-and-evaluation-31156
Screening, Assessment, and Evaluation
From a child's first day in a program, staff gather information about the best ways to meet his or her needs. Make screening, assessment, and evaluation part of your program's culture to improve teaching, individualizing, and, when necessary, identifying a child for additional services. This course details these processes for administrators and teaching staff.
auditory, textual, visual
Screening, Assessment, and Evaluation
Presented by Amanda Schwartz, PhD
Course: #31156Level: Intermediate2 Hours
See All
AK/2.0; AL/2.0; AZ Registry/2.0; CA Registry/2.0; CO/2.0; CT/2.0; DC PDIS/2.0 Observing Documenting And Assessing To Support Young Children And Families; DE/2.0; FL/2.0; GaPDS-ASO/2.0; HI/2.0; IA Registry/2.0; IACET/0.2; ID Stars/2.0; IL Gateways/2.0 B345755; IN/2.0; KS/2.0; KY ECE-TRIS/2.0; MA/2.0; ME/2.0; MI Registry/2.0; MN/2.0; MO Open/2.0; MSDE/2.0 CKO-157185; NC DCDEE/2.0; NE/2.0; NH/2.0; NJCCIS/2.0; NV Registry/2.0; NY/2.0; OH/2.0; OK Registry/2.0; OR/2.0; SC Endeavors/2.0; SD/2.0; TX/2.0; UT/2.0; VA/2.0; VT NLCCV/2.0; WA STARS/2.0; WI Registry/2.0; WY Stars/2.0
From a child's first day in a program, staff gather information about the best ways to meet his or her needs. Make screening, assessment, and evaluation part of your program's culture to improve teaching, individualizing, and, when necessary, identifying a child for additional services. This course details these processes for administrators and teaching staff.