CDA Bridge Bundle: Family Child Care without Portfolio Review - online course

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CDA Bridge Bundle: Family Child Care without Portfolio Review - $200

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ChildCareEd
IACET accredit provider CEUs

3 CEUs

5/5

The 30-hour Bridge Bundle for Maryland Child Care Providers is a specialized training program designed to help child care professionals in Maryland who already hold a 90-hour certification complete the additional training required to obtain the Child Development Associate's (CDA) Credential. This program is particularly valuable for individuals who have completed the 45-hour Growth and Development training and the 45-hour Curriculum training and are now looking to advance their careers and increase their earning potential in the field of early childhood education.

Here are the key components and details of the 30-hour Bridge Bundle:

  • Target Audience: Maryland child care providers who already possess a 90-hour certification with completion of the 45-hour Growth and Development and 45-hour Curriculum training.
  • Purpose: The primary purpose of this training program is to provide the remaining 30 hours of required training needed to meet the prerequisites for obtaining the Child Development Associate (CDA) Credential.
  • CDA Credential: The Child Development Associate (CDA) Credential is widely recognized in the field of early childhood education and serves as a valuable qualification for professionals seeking career advancement. It demonstrates a commitment to high-quality care and education for young children.
  • Course Content: The 30-hour Bridge Bundle covers essential topics related to early childhood education and development, including:
    • Understanding developmental milestones of young children.
    • Designing and implementing effective learning experiences that encompass social, emotional, cognitive, and physical development.
    • Accommodating children with special needs.
    • Nurturing a professional attitude and approach in the childcare setting.
  • Online Format: The course is offered online, allowing participants to access the training materials and complete the program at their own pace, within a specified timeframe.
  • Interactive Instructor Support: Learners receive support and guidance from instructors throughout the course, ensuring that they can effectively grasp and apply the concepts presented.
  • Resources and Handouts: Participants have access to over 100 resources and handouts that supplement the training content, helping them better understand and apply what they've learned.
  • Career Advancement: Completing the CDA Credential for Preschool teachers opens up new career opportunities and can lead to increased earning potential in the early childhood education field. It signifies a commitment to excellence in providing care and education to young children.

B. Objectives / Learning Outcomes:
By the end of this training, the learner will be able to:
  1. Define differentiated instruction in early childhood education and describe how it may look in the classroom.
  2. Identify and contemplate bias and explore anti-bias approaches that support working with children and families.
  3. Demonstrate an understanding of translating assessment and observational information into short and long term goal development
  4. Explain typical and atypical development.
  5. Identify the differences between developmental screening and assessments.
  6. Recognize the importance of the use of developmental screenings.
  7. Define and identify common signs and behaviors of children and youth with anxiety.
  8. Demonstrate understanding of inclusionary practices for anxiety in the child care setting.
  9. Demonstrate understanding of inclusionary practices for depression in the childcare setting.
  10. Define and identify common signs and behaviors of children and youth with ADHD.
  11. Demonstrate understanding of inclusionary practices for developmental disabilities in the childcare setting.
  12. Demonstrate understanding of inclusionary practices for ADHD in the child care setting.
  13. Define and identify common signs and behaviors of children and youth with Autism Spectrum Disorder.
  14. Demonstrate understanding of inclusionary practices for autism spectrum disorder in the child care setting.
  15. Define and identify common signs and behaviors of children and youth with fetal alcohol syndrome.
  16. Demonstrate understanding of inclusionary practices for fetal alcohol syndrome in the childcare setting.
  17. Demonstrate understanding of inclusionary practices for cerebral palsy in the child care setting.
  18. List community resources, supports, and referrals for fetal alcohol syndrome.
  19. List community resources, supports, and referrals for conduct disorder.
  20. Describe the components of the ASQ.
  21. Give examples of what educators can submit as samples for children’s portfolios.
  22. Define Adverse Childhood Experiences and identify its effects on child development
  23. Demonstrate understanding of using assessment and observations for short and long term goal development for ages birth to three.
  24. Recognize the needs of individualized learning for infants and toddlers.
  25. Recognize the importance of knowing the stages of development.
  26. Recognize the importance of problem solving and conflict resolution strategies with community members and families
  27. Recognize the differences between major theories.
  28. Explain how theory is reflective in the child care environment.
  29. Identify theorists of guidance and discipline
  30. List community resources, supports, and referrals for anxiety.
  31. Define and identify common signs and behaviors of children and youth with depression.
  32. Identify the different types of portfolios used in child care programs, and the appropriate portfolio components for each type.
  33. List community resources, supports, and referrals for depression.
  34. Define and identify common signs and behaviors of children and youth with developmental disabilities.
  35. List community resources, supports, and referrals for ADHD.
  36. Define and identify common signs and behaviors of children and youth with cerebral palsy.
  37. List community resources, supports, and referrals for autism spectrum disorder.
  38. List community resources, support, and referrals for developmental disabilities.
  39. List community resources, supports, and referrals for cerebral palsy.
  40. Demonstrate how theory is reflective in the child care environment for infants and toddlers.
  41. Define and identify common signs and behaviors of children and youth with conduct disorder.
  42. Demonstrate understanding of inclusionary practices for conduct disorder in the child care setting.
  43. Define resilience and identify ways it helps young children overcome toxic stressors.
  44. Give examples of ways to collaborate with other professionals involved in the care and education of all children and youth.
  45. Describe the stages of emotional development in young children.
  46. Give examples of tools that record and communicate critical information to other staff and families.
  47. Identify strategies for working with children with special needs.
  48. Demonstrate an understanding of how to implement an Individual Education Plan.
  49. Describe ways to analyze classrooms for an anti-bias approach.
  50. Define the similarities between major theories.
  51. Identify effective strategies for interviewing potential new staff.
  52. Identify the components of a lesson plan for the family child care setting
  53. Define the Cycle of Inquiry and how it can be used to plan emergent curriculum.
  54. Demonstrate an understanding of emergent curriculum.
  55. Describe the stages of grief and the different ways children react to grief and stress.
  56. Identify characteristics of project based learning in the classroom environment and curriculum
  57. Identify assessment tools.
  58. List strategies to collaborate with specialists to administer developmental screenings.
  59. Identify communication issues that are common in the early care and education environment
  60. Describe Piaget’s sensorimotor and preoperational stages of cognitive development.
Criteria to earn CEUs:
Certificates are awarded when the following criteria have been met by the learner:
  1. Class has been paid in full
  2. All material has been reviewed
  3. All review questions and final test have been completed with a passing score of 80% or higher.
Learning Assessment Method:
Learners will be assessed through questions after every section is completed. Learners will not be allowed to proceed to the next section of the training until all questions have been answered correctly. Learners will be presented with a final test composed of true/false and multiple choice questions. Upon successful completion of the training, learners will receive their certificate by email.

Learning Methodology:
Online material will be presented in the form of slides, accompanied with speech. Videos will be used to demonstrate ideas and concepts. Charts and tables will be used for illustration.

Logistics/Required Technology:
A stable internet connection is required for the completion of this course. Users are highly encouraged to take their online course on Google Chrome on either a laptop or desktop computer. Speakers and/or headphones are also required to hear speech.

Payment Policy:
Payments need to be made in full. No refunds will be issued after starting the class.

Proprietary or conflict of interest disclosure:
Unless otherwise stated in the course description none of H & H subject matter experts and editor has any conflict or proprietary interests related to the material they prepared in this course.

Support Services:
Please visit our contact us page
Please read carefully:

You are purchasing a session of an online training that includes online assessments. Your certificate will be emailed to you once you pass the final exam with a passing grade of 80%.

Your certificate will bear the name you provided to us when you signed up. For support and questions regarding the material presented in this class please contact us at [email protected]. Please consult our frequently asked questions page for other questions or feel free to contact us.

No prerequisites are required for the completion of this course.


Information about this training

Hours breakdown

10.5 CD/13.5 SN/3 PRO/3 CUR

Topics / Categories

Maryland
Family Child Care
Group Admin
Basic
Approved States
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