Our Early Childhood Department has courses which meet Parent Aware Training Requirements

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1 Our Early Childhood Department has courses which meet Parent Aware Training Requirements 1

2 Parent Aware Indicator Requiring Training Parent Aware Training Requirements & Alignment with Mesabi Range College Early Childhood/Early Childhood Program Star Level 1 Training Requirements completed at least 8 hours of child development training. MN Core Competency Area Relevant Training Content Training Completed (Applicable Mesabi Range College Courses) I. Child Growth and Development Brain development Factors influencing child growth and outcomes in early childhood Stages and milestones of growth On track and atypical child growth Teaching to encourage growth at every age Learning environments for every age Schedules and transitions Adapting care settings and materials for children with special needs (4 credits = 64 hours) 2

3 completed at least 2 hours of training on authentic observation practices. The role of observation and documentation Observation and documentation strategies (4 credits=64 hours) Star Level 2 Training Requirements completed a total of at least 8 hours of training on the Minnesota Early Childhood Indicators of Progress (ECIPs). Star Level 3/4 Training Requirements Uses a curriculum that is aligned with the Early Childhood Indicators of Progress (ECIPs), and all lead child care providers have completed at least 8 hours of training on implementing curriculum* *required for all ages to achieve 3 stars or higher. Minnesota s Early Childhood Indicators of Progress (ECIPs) ECIPs as a framework for understanding child growth ECIPs Domains/Components ECIPs aligned curriculum strategies ECIPs-based setting and program planning and evaluating Continuing cycle of observation, assessment, curriculum planning and documentation Communication with parents Individualized curriculum, including for children with special needs and for children who are dual language learners Integrated curriculum that includes all developmental domains models and approaches EDUC 1515: Foundational Issues in Early Childhood EDUC 1515: Foundational Issues in Early Childhood TAIA 1204: Communicating Constructively with Diverse Families ( 2 credits=32 hours) 3

4 at least 4 hours of training or equivalent coaching on children s developmental disabilities, special health care needs, and behavioral challenges. I. Child Growth and Development IV. Interactions with Children Developmentally appropriate teaching strategies Elements of a curriculum and selection of a curriculum Common birth defects and special health care needs Common conditions which delay or modify the course of children s healthy development Screening children for potential disabilities and eligibility for intervention services in Minnesota Inclusion of children with disabilities Age-specific behavioral expectations Challenging behavior EDUC 2414: Infant & Toddler Instructional Strategies EDUC 2514: Preschool Instructional Strategies TAIA 1220: Teaching Children with Challenging Behaviors at least 4 hours of training or equivalent coaching on supporting social-emotional development, language, literacy, mathematical thinking and physical development in young children. I. Child Growth and Development Social-emotional growth and attachment Language acquisition; providing a language-rich environment Supporting bi-lingual learning Early literacy in early (4 credits = 64 hours) EDUC 1515: Foundational Issues in Early Childhood 4

5 Demonstrates the ability to communicate program information in parent s primary language (for example, through on-site staff, qualified volunteers, an interpreter service or translated materials) and all lead child care providers have completed at least 6 hours of training in working with families from different cultures and socioeconomic levels. childhood: print awareness, sounds of speech, phonemic awareness, phonics, fluency, vocabulary, spelling, writing and text comprehension Mathematical thinking; play as a vehicle for developing children s understanding of mathematics Physical growth V. Families and Communities Communication with all parents and families Diverse parenting practices, family values and customs, familycentered care Cultural sensitivity Parent communication and involvement TAIA 2208: Assisting with Language & Literacy TAIA 2212: Assisting with Math & Science ( 3 credits = 48 hours) Communicating Constructively with Diverse Families (2 credits = 32 hours) Conducts assessment using an approved tool with all children at least twice per year in at least the following domains: social emotional, language and literacy, mathematical thinking and physical development; and all lead child care providers have completed at least 8 hours of training on authentic child assessment. The purpose and value and use of formal and informal observation and assessment tools and strategies. Observation tools and appropriate methods of observation Difference between objective and subjective recording of information 5

6 Assessment: using and collecting Information Partnerships with parents; sharing concerns with parents Assessment use with children with special needs Assessment use with bilingual learners Specifics of a selected assessment Understanding and choosing of an assessment TAIA 1204: Communicating Constructively with Diverse Families (2 credits = 32 hours) completed at least 3 hours of training on child nutrition, or the program participates in the Minnesota Child and Adult Care Food Program (CACFP). VI. Health, Safety and Nutrition Nutrition, learning and behavior New, My Plate dietary guidelines Safe food storage and preparation Calm and healthy mealtimes: influencing children s food choices and intake Teaching children and families about good nutrition Incorporating cultural and other individual preferences into meal planning TAIA 1218: Health, Safety, & Nutrition 6

7 completed at least 3 hours of training within the past two years on obesity prevention, including developmentally appropriate physical activities for young children. * *Subpart B: Promoting Physical Development VI. Health, Safety and Nutrition Childhood obesity: causes, impact and prevention American Academy of Pediatrics guidelines for physical activity Obesity and health: parent education and support Obesity prevention and physical activity TAIA 1218: Health, Safety, & Nutrition 7