CDA Home Visitor Credential Birth to 5 - online course

1. Describe common myths and misconceptions about time management in child care.
2. Explain the importance of using contracts and employee training & screening procedures.
3. Give examples of strategies to prevent traumatic brain injuries in infants and young children.
4. Demonstrate an understanding of the importance of print knowledge.
5. Demonstrate an understanding of how genetics and environment influence child growth and development.
6. Identify resources addressing health, safety and nutrition topics (CPR, 911, CDC, WIC, Poison Control)
7. Identify strategies to assist children with food allergies/feeding concerns.
8. Identify recommended medical and immunization schedules for children birth through age three
9. Demonstrate an understanding of how appropriate material and equipment promotes play.
10. Demonstrate assessment techniques to track skill development and individual need.
11. Demonstrate knowledge of appropriate child abuse reporting process
12. Demonstrate an understanding of how available materials and equipment guide activity development
13. Identify strategies for integrating culture and diversity into an infant and toddler program
14. Identify strategies for effective communication with families.
15. Give examples of ways to apply and model ethical behavior and professional integrity with all children and youth.
16. Give examples of ways to apply and model ethical behavior and professional integrity with community members and organizations.
17. Give examples of ways to apply and model ethical behavior and professional integrity with families.
18. Identify the importance of professional development for child care professionals and strategies to make meaningful choices.
19. Identify and contemplate bias and explore anti-bias approaches that support working with children and families.
20. Give examples of appropriate sensory activities for infants and toddlers.
21. Define the term multiculturalism and how it relates to the child's environment.
22. Demonstrate an understanding of translating assessment and observational information into short and long term goal development
23. Identify strategies to prevent Adverse Childhood Experiences
24. Demonstrate an understanding of the value and importance of complex characteristics of children’s families and communities
25. Demonstrate an understanding of brain development in young children.
26. Demonstrate understanding of brain development in young children.
27. Identify the symptoms and signs of poor time management in the child care environment.
28. Demonstrate an understanding of ethical conduct: Statement of Commitment & Preamble
29. Demonstrate an understanding of the overall cost of child care
30. Demonstrate understanding of children's general knowledge that supports emerging math skills
31. Identify staff evaluation tools and evaluation timelines that will assist with staff supervision and monitoring performance
32. Explain the possible signs, causes, and results of TBI in early childhood
33. Demonstrate the elements of positive respectful relationships that include warm, nurturing interactions with children.
34. Identify and demonstrate an understanding of the content requirements for staff orientation.
35. Identify resources that provide information/referral assistance.
36. Identify coaching prerequisites.
37. List the characteristics of effective coaches.
38. Identify the characteristics of personalities of effective coaches.
39. Distinguish between the personalities of coaches and mentors
40. Identify if coaching and mentoring is for you.
41. Demonstrate an understanding of the different learning styles of adult learners.
42. Identify the components of active listening skills.
43. Describe nonverbal communication as it relates to coaching and mentoring.
44. Explain intercultural communication as it relates to coaching and mentoring.
45. Explain the value of self-evaluation and reflection.
46. Define SMART goals and describe its historical context.
47. Demonstrate understanding of the importance of professional etiquette while coaching and mentoring.
48. List strategies for coaches and mentors on how to apply DEI practices in child care.
49. Identify strategies for coaching and mentoring individuals with challenging personalities.
50. Demonstrate understanding of how to write effect SMART Goals.
51. Recognize the impact of unexpected changes on children and youth.
52. Describe the importance of providing opportunities for children to practice independence.
53. Explain the benefits of setting goals in a coaching/mentoring program.
54. Identify and use strategies for effective communication with community and colleagues.
55. Demonstrate an understanding of the importance of establishing realistic expectations for behavior.
56. Demonstrate the importance of using various strategies to develop language and communication skills.
57. Describe the importance of responding sensitively to differences in individual communication styles.
58. Demonstrate an understanding of approaching parents as equal partners in learning.
59. Demonstrate an understanding of using community resources for referrals.
60. Recognize the importance of maintaining confidentiality and privacy in communication with families.
61. Recognize the importance of maintaining confidentiality and privacy in communication with staff.
62. Describe ways child care professionals can support advocacy issues.
63. Identify the differences between developmental screening and assessments.
64. Recognize the importance of the use of developmental screenings.
65. Recognize the importance of accurate and efficient documentation of observations and assessments.
66. List community resources, supports, and referrals for fetal alcohol syndrome.
67. Identify coaching and mentoring strategies.
68. Describe the history of early childhood education in the U.S.
69. Identify the misconception that classroom curriculum is more important than social relationships.
70. Demonstrate understanding of developing positive relationships with childcare families
71. Identify strategies for providing appropriate care for infants and toddlers with chronic health issues
72. Explain the consequences for children experiencing negative interactions and vocal tones in the classroom.
73. Describe the five critical needs for children to develop optimal emotional health
74. Describe new methods to increase the positive emotional climate within a childcare program.
75. Demonstrate an understanding of the physical, emotional, and motor development in children five to twelve years of age
76. Identify significant events surrounding the evolution of early childhood education in America.
77. Identify appropriate activities for children birth through age three
78. Identify and use community resources to support learning.
79. Demonstrate an understanding of content areas and how they are related to child development.
80. Identify the features of effective instruction for print knowledge.
81. Give examples of strategies caregivers can teach young children to cope with grief in healthy ways.
82. Identify resources that will assist with record keeping.
83. Identify practices for managing Illnesses, diseases, allergies, and medication in child care.
84. Identify safe practices with infants including SIDS, Abusive Head Trauma, and SBS.
85. Describe the role of a CDA home visitor and include examples of home visitors.
86. Demonstrate an understanding of facilitating resources and activities for families.
87. Identify Home Visitor program models and characteristics of effective models.
88. Demonstrate an understanding of the Tribal Maternal, Infant, and Early Childhood Home Visiting program.
89. Identify the importance of documenting the home visitor's work with the family.
90. List the key components of an action plan for families.
91. Identify the importance of maintaining cultural sensitivity while working with families during home visiting.
92. Describe the components of the ASQ.
93. Identify common tools and strategies in completing a comprehensive family assessment.
94. Identify ways home visitors work across the child welfare continuum.
95. Identify statistics on child and family well-being in relation to home visiting programs.
96. Identify the ways Home visitors take on the role of coach or mentor with families.
97. Demonstrate understanding of how home visitors can stay safe while visiting homes.
98. Describe the rights of children and families and their relation to home visiting.
99. Describe strategies and experiences to promote collaboration between child and youth care professionals and programs and other professionals involved in the care and education of all children and youth.
100. Define shaken baby syndrome and abusive head trauma
101. Give examples of ways to show respect for family differences.
102. Distinguish different families’ expectations of childcare and what they want from the program.
103. Define Adverse Childhood Experiences and identify its effects on child development
104. Define culture and cultural competency
105. Recognizing and preventing shaken baby syndrome
106. Recognize the importance of problem solving and conflict resolution strategies with community members and families
107. Recognize strategies for effective conferences with families.
108. List which professions are mandated reporters.
109. List the steps to complete a report on abuse and neglect.
110. List safety risks for infants and toddlers and strategies to diminish these risks.
111. List resources and the referral process for preschoolers with a suspected/diagnosed disability.
112. Describe infant/toddler nutritional needs.
113. Describe the difference between unintentional injuries and nonfatal injuries children can experience.
114. Describe the steps teachers should take to identifying challenging behaviors.
115. Explain appropriate crib guidelines for caregivers to ensure safe sleep for infants and young toddlers.
116. Identify ways to reflect on one's own personal perspectives with courage and/or humility
117. Identify ways to interact respectfully and appropriately in a variety of cultural contexts
118. Identify ways to examine child behavior to prepare for guidance.
119. Identify ways to help parents and infants/toddlers handle separation and attachment.
120. Identify theorists of guidance and discipline
121. Give examples of strategies teachers can use to communicate with parents regarding challenging behaviors.
122. Define and identify common signs and behaviors of children and youth with depression.
123. Identify Jean Piaget's stages of cognitive development.
124. Identify theory and theorist in relation to child development.
125. Define and identify common signs and behaviors of children and youth with developmental disabilities.
126. Define and identify common signs and behaviors of children and youth with ADHD.
127. List community resources, supports, and referrals for ADHD.
128. Identify factors that influence learning.
129. List community resources, support, and referrals for developmental disabilities.
130. Identify similarities between major theories.
131. Demonstrate an understanding of prenatal development and its impact on child development.
132. Define and identify common signs and behaviors of children and youth with hearing loss.
133. Demonstrate understanding of inclusionary practices for autism spectrum disorder in the child care setting.
134. Demonstrate an understanding of how the community in which a child lives influences development
135. Describe the importance of social emotional skill development in children entering kindergarten.
136. Define and identify common signs and behaviors of children and youth with conduct disorder.
137. Demonstrate an understanding of how to support all children and youth at times of change, transition, or separation.
138. Illustrate ways to apply the essentials of using supportive social learning to handle behavior issues.
139. Demonstrate an understanding of how learning experiences develop emerging skills
140. Identify strategies to increase scientific inquiry in the infant and toddler classroom
141. Define resilience and identify ways it helps young children overcome toxic stressors.
142. Give examples of ways to collaborate with other professionals involved in the care and education of all children and youth.
143. Define healthy practices to mitigate the spread of germs and decrease the likelihood of SIDS in infants and toddlers.
144. Demonstrate an understanding of typical and atypical development from birth to age 2..
145. Identify the stages and milestones of development from birth to age 2.
146. Demonstrate appropriate caregiver responses to different infant/toddler temperaments.
147. Explain effective strategies to guide children’s technology use and combat the media’s influence.
148. Identify resources for referral and specialized services.
149. Describe the stages of emotional development in young children.
150. Give examples of tools that record and communicate critical information to other staff and families.
151. Give examples of developmentally appropriate musical activities for children.
152. List resources and the referral process for infants and toddlers with a suspected/diagnosed disability.
153. Define mental health and its Indicators in infants and young children.
154. Identify strategies for working with children with special needs.
155. Demonstrate understanding of the components of a curriculum.
156. Identify the components of positive relationships with children, co-workers and families.
157. Demonstrate an understanding of how to foster self-regulation skills in children.
158. Recognize that children develop independence at different stages.
159. Demonstrate an understanding of potential violations of confidentiality and take steps to reduce the risk of occurrence.
160. Demonstrate an understanding of typical and atypical development from age 2 to 5.
161. Identify causes of obesity in children.
162. Identify curriculums specific to children birth through age three
163. Identify different types of barriers for mixed ages with disabilities and ways to adapt curriculum to fit their needs.
164. Identify examples of appropriate activities for different ages.
165. Demonstrate an understanding of how positive guidance promotes sound social and emotional development.
166. Demonstrate understanding of positive alternatives of timeouts and certain disciplining techniques based on best practices.
167. Distinguish appropriate indoor safety concerns
168. Define the meaning of professionalism in child care.
169. Give examples of ways to apply and model ethical behavior and professional integrity with staff and administrators.
170. Identify strategies to make connections and interact substantively with those who are different from oneself
171. Identify significant events surrounding the evolution of early childhood education throughout the world.
172. Identify strategies to listen while withholding judgement about the new or unfamiliar
173. Identify the nutritional needs of children aged four and above.
174. Explain the role of respect in children’s behavior.
175. Demonstrate knowledge of appropriate reporting process.
176. Define basic skills children should have when they begin kindergarten
177. Demonstrate an understanding of how to implement an Individual Family Support Plan.
178. Define social emotional development in young children
179. Identify effective strategies for interviewing potential new staff.
180. Explain the importance of two-way communication.
181. Demonstrate understanding of developing strategies for involving parents in the child care setting.
182. Give examples of strategies caregivers can use to ensure safe sleeping habits and the prevention of SIDS/SUIDS in infants.
183. List the most common reasons why infants and toddlers bite.
184. Identify the signs of child abuse and neglect.
185. Demonstrate understanding of using assessment and observation for short and long term goal development for special needs
186. Demonstrate an understanding of how chronic illness can affect development.
187. Identify the importance of math instruction with young children.
188. Demonstrate communication skills that enable intercultural communication, including effective listening skills
189. Define and identify common signs and behaviors of children and youth with Autism Spectrum Disorder.
190. Define and identify common signs and behaviors of children and youth with anxiety.
191. Demonstrate an understanding of emergent curriculum.
192. Demonstrate understanding of scaffolding as a method for individualized learning.
193. Demonstrate understanding of the dynamics and the importance of a relationship between a parent and professional (.5 hr).
194. Demonstrate understanding of the importance of parent/caregiver relationship
195. Describe the stages of grief and the different ways children react to grief and stress.
196. Identify assessment tools.
197. List strategies to collaborate with specialists to administer developmental screenings.
198. Recognize the importance and components of an effective parent questionnaire.
199. Distinguish between praise and encouragement.
200. Identify resources for referral and services for the school-age setting.
201. Explains how materials and experiences support the developmental needs of young children.
202. Identify different learning styles of young children
203. Identify the different learning concepts related to block play.
204. Identify the role of family in society
205. Identify appropriate practices for children.
206. Identify adaptations to materials and equipment for children with diagnosed special needs or delay
207. Identify types of supervision.
208. Demonstrate an understanding of diverse perspectives, and navigate the ambiguity and complexity that comes with that.
209. Demonstrate an understanding of how to be open to new perspectives and diverse others.
210. Describe ways child care professionals can display leadership with families and the community.
211. Explain various methods of providing performance feedback in coaching and mentoring.
212. List strategies to implement SMART goals.
213. Describe the steps to use when collaborative coaching with teachers are not a match.
214. Identify the components of the CDA Home Visitor Professional Portfolio and strategies for completion.
215. Identify parenting styles and the influence those styles have on child development
216. Describe open-ended art concepts.
217. Give examples of ways for families to be included and represented in the classroom, even when they are not physically present.
218. Give examples of new open-ended art techniques to use with children.
219. Demonstrate an understanding of the information that should be communicated regularly with staff, parents, and the community
220. Demonstrate methods to address gender stereotypes and sexism in the classroom related to children’s math abilities

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:

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No prerequisites are required for the completion of this course.