Identify resources to assist and support families #1848


Identify resources to assist and support families

Find resources to assist and support families in early childhood education and child care centers. Discover local, state, and national organizations that offer information and referral assistance to staff and parents.

Trainings incorporating this outcome


Related Outcomes

  1. Identify and contemplate bias and explore anti-bias approaches that support working with children and families.
  2. Identify examples of how to share breastfeeding policies / breastfeeding support to families and staff
  3. Identify and use community resources to support learning.
  4. Identify resources that provide information/referral assistance.
  5. Identify factors that may influence learning for a child in the family child care environment.
  6. List community resources, supports, and referrals for conduct disorder.
  7. Identify the importance of maintaining cultural sensitivity while working with families during home visiting.
  8. List community resources, supports, and referrals for cerebral palsy.
  9. Identify the components of a lesson plan for the family child care setting
  10. Identify strategies to assist children with food allergies/feeding concerns.
  11. Identify strategies to assist children with food allergies/feeding concerns
  12. Identify the role of family in society
  13. Identifies the aspects of establishing a family child care business
  14. Identify the importance of documenting the home visitor's work with the family.
  15. Demonstrate an understanding of how to implement an Individual Family Support Plan.
  16. Identify ways to support children’s development using the arts.
  17. Identify statistics on child and family well-being in relation to home visiting programs.
  18. List community resources, supports, and referrals for fetal alcohol syndrome.
  19. List community resources, supports, and referrals for autism spectrum disorder.
  20. Identify resources for referral and specialized services.
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