Define sedentary activities, including screen time, and their impact and identify time limits per day
Central Objective: Define sedentary activities (including screen time), explain their impact on early childhood development, and identify practical daily time limits. Supporting Elements: Define and provide real-world examples of structured activities, and establish clear standards for daily time spent in sedentary and structured activities in early childhood education and child care centers.Trainings incorporating this outcome
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Alabama (2) Alaska (2) Alberta (2) Arizona (2) Australia (2) British Columbia (2) California (2) Colorado (2) Connecticut (2) Delaware (2) District of Columbia (2) Florida (2) Georgia (1) Hawaii (2) Idaho (2) Illinois (1) Indiana (2) Iowa (2) Jamaica (2) Kansas (2) Louisiana (2) Maine (2) Manitoba (2) Maryland (2) Massachusetts (2) Michigan (2) Minnesota (1) Mississippi (2) Missouri (1) Montana (2) Nebraska (2) Nevada (1) New Hampshire (2) New Jersey (1) New Mexico (2) New York (2) Newfoundland and Labrador (2) North Dakota (2) Ohio (2) Oklahoma (2) Ontario (2) Oregon (2) Pennsylvania (2) Puerto Rico (2) Rhode Island (2) Saskatchewan (2) South Carolina (2) South Dakota (2) Texas (2) Thailand (2) United Kingdom (2) Utah (2) Vermont (2) Virgin Islands (2) Virginia (2) Washington (2) West Virginia (2) Wisconsin (2) Wyoming (1)
6 hours courses
0.6 CEUs2 hours courses
Related Outcomes
- Define unstructured activity and provide set standards for time spent per day.
- Define and provide examples of structured activity and set standards for time spent per day
- Identify appropriate practices for identify and demonstrate an children: Identify examples of appropriate activities for different ages
- Identify appropriate practices for identify and demonstrate an children: Define Developmentally Appropriate Practice
- Define what transition times are and when they occur during the day in the classroom.
- Identify appropriate practices for identify and demonstrate an children: Identify importance of individual planning
- Define and identify common signs and behaviors of children and youth with developmental disabilities.
- Identify criteria that should be considered when choosing appropriate transition activities.
- Identify community organizations that are available for enrichment activities: sites for field trips, community service organizations, etc.
- Define and identify common signs and behaviors of children and youth with anxiety.
- Identify safety activities to perform during the field trip
- Identify the differences between developmental screening and assessments.
- Define Developmental screening
- Define and identify the components of developmentally appropriate practice
- Define self-esteem and identify how it relates to art.
- Define and identify common signs and behaviors of children and youth with Autism Spectrum Disorder.
- Identify examples of appropriate activities for different ages.
- Identify the difference between teacher/child directed activities
- Identify materials and activities to promote learning in the outdoor classroom.
- Identify activities related to communicating schedules with parents, forms and permissions
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