The Institute for Education andProfessional Development, Inc.
Course Catalog ~ 2024

298 N. Main Street
PO Box 366
N. Uxbridge, MA 01538
Phone- 508-657-1079
www.iepd.org

iOur Vision:
Children will thrive in early education programs and become healthy, caring, and competent
adults.

IEPD’s Mission:
To provide learning opportunities and support for educators and programs that promotes highquality early childhood education for all children.

IEPD’s Core Values
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Excellence
Transformation
Diversity and Inclusion
People Focus
Collaboration
Advocacy

Our values represent our aspirations for our work. We believe that when we embrace thesevalues, we will fulfill our vision of supporting early childhood educators and program sochildren with grow and learn.
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We are committed to providing the highest quality professional development based uponcurrent research, best practices, including tools educators can use in their work the nextday.
We believe in lifelong learning and support this through a responsive and innovative
approach to training and program support, resulting in lasting systematic change in thefield of early education and care.
We value all dimensions of diversity and seek to help children honor and respect
diversity in our society as we embed this value in each of our services.
Our services are designed to support the educator, child, family and, ultimately, society.
We seek to collaborate with other agencies to support quality programming in earlyeducation and care resulting in better outcomes for children.
Through our work, including participation in advisory boards, we advocate for increasing
the quality of early childhood education for all children with availability for all families.

Overview of Our Services:•High quality, interactive training, as listed in this catalog:
v Courses are designed based upon current research and best practices for the fieldof early education and care and out of school time programs;
v The design and delivery of each course is responsive to the needs of adultlearners;v Course content is based upon current research;v Each course is aligned with Core Competencies;v Each course is facilitated by a Master’s level trainer with experience and

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education in the field of early childhood education;v Continuing Education Units (CEUS): All courses over 5 hours in length areapproved for Continuing Education Units; andv Professional Development Points (PDPs): Available for courses 10 hours or morein length.
Coaching and mentoring services based upon needs, including CDA, and accreditation.
Development of custom training for programs.
Course development.

Continuing Education Units (CEUs)
IEPD offers CEUs for courses conducted within Massachusetts and nationally. This is indicatedby courses in this catalog.
• IEPD courses go through a rigorous IACET review process. IEPD’s CEUs are accepted
across the country for CEU credit.
• As an IACET Accredited Provider, The Institute for Education and Professional
Development, Inc. offers CEUs for its programs that qualify under the ANSI/IACET
standard.
• Participants must attend, participate, and complete the majority of the learning activities
to receive their CEU certificate. Participants must be present for 95% of the course andreceive 75% or better in completing the learning objectives. The following activities
cannot be included in the CEU calculation: Unplanned, unsponsored, and unsupervised
activities such as breaks, non-working meal breaks, and anything promotional in nature.

Consultation Services
We offer consultation services for educators and programs in order to:Ø Identify and implement quality improvements
Ø Assess the environment, support educators, identify family engagement strategies, as wellas other services which support staff development and program quality.
Ø Assistance with projects and/or grants.

Coaching Services
IEPD offers coaching services based upon your needs. We can provide focus on the CDA
review or assistance with the process. IEPD, Inc. has certified CLASSÔ Observers who canoffer CLASSÔ observations and coaching for Infant/Toddler and Pre-K. Jody Figuerido, IEPD
President is certified in TPITOS™, the observation tool for infant and toddler classrooms and the
TPOT™ Observation Tool for Preschool classrooms.
Please let us know your needs and we can design our coaching services to meet them.

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Online Training
IEPD is now offering independent, online training events via the LearnWorlds LMS system. We
have a variety of topics that are CEU’d or training hours awarded. You may take online courses
as an individual or as a group. Individual’s will enroll on their own. Programs may contact
k.lay@iepd.org to schedule a training for your group. Please access our online system using this
URL: https://the-institute-for-education-and-profess.learnworlds.com/pages/home
If you see a course you are interested in that is listed as a face-to-face event, please do nothesitate to ask us about converting it to an online course or webinar presentation!

Training Languages
IEPD offers trainings in English, Spanish, Portuguese, and Chinese. Please look at each training
to see if it is offered in a language other than English. Please contact us with a request fortranslation of a training if you do not see it in a language you would like to offer.

Competency Development
Core competencies address what educators need to know and do to promote quality earlychildhood, afterschool, and youth programming. These competencies serve as a foundation for
decisions and policies, serve to inform professional development activities, and define standards
for early childhood, afterschool, and youth professional development specialists. Learning about
and using the Competencies for professional development planning can help educators learn andgrow in an intentional, purposeful way.
In order to assist educators in determining which professional development opportunities addressthese competencies, each training in this catalog lists broad Core Competencies that will becovered throughout the course.
Massachusetts has outlined 8 areas of competency for early education and out-of-school timeeducators. Other states list similar competencies.
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Understanding the Growth and Development of Children and Youth
Guiding and Interacting with Children and Youth
Partnering with Families and Communities
Health, Safety, and Nutrition
Learning Environments and Implementing Curriculum
Observation, Assessment, and Documentation
Program Planning and Development
Professionalism and Leadership

For additional information on the MA Core Competencies, please refer to:
http://www.eec.state.ma.us/docs1/prof_devel/core_comp_packet.pdf

Non-Discrimination Statement
The Institute for Education and Professional Development, Inc. (IEPD) complies with applicable
federal civil rights laws and does not discriminate on the basis of race, color, national origin, age,iv

disability, religion, creed, political affiliation, sexual orientation or sex (including gender identityand gender stereotyping).

WebsitePlease access the IEPD website at www.iepd.org. The website will provide information on
upcoming training events, links to our newsletters and more information about IEPD.

vContents
UNDERSTANDING THE GROWTH AND DEVELOPMENT OF CHILDREN AND YOUTH ......................1
CHILDREN EXPERIENCING TOXIC STRESS AND TRAUMA .........................................................................................1
IT’S A WONDERFUL DIVERSE WORLD: SUPPORTING DLL CHILDREN AND THEIR FAMILIES ...............................1
TRAUMA-INFORMED PRACTICE FOR OUT OF SCHOOL TIME EDUCATORS .............................................................2
GUIDING AND INTERACTING WITH CHILDREN AND YOUTH .................................................................2
BULLYING PREVENTION IN OUT OF SCHOOL TIME PROGRAMS ..............................................................................2
CHILDREN ON THE AUTISM SPECTRUM ....................................................................................................................3EDUCATING THE HEART: SUPPORTING SOCIAL COMPETENCE OF CHILDREN IN OUT OF SCHOOL TIMEPROGRAMS. .........................................................................................................................................................3
FINDING BALANCE .....................................................................................................................................................3
FOUNDATIONS FOR PROMOTING POSITIVE BEHAVIOR ...........................................................................................4RESPONSIVE ENVIRONMENTS FOR INFANTS AND TODDLERS..................................................................................4
SUPPORTING CHILDREN ON THE AUTISM SPECTRUM IN OUT OF SCHOOL TIME PROGRAMS ...............................4
UNDERSTANDING SENSORY PROCESSING IN EARLY CHILDHOOD DEVELOPMENT .................................................5
PARTNERING WITH FAMILIES AND COMMUNITIES..................................................................................5
CREATING PRODUCTIVE RELATIONSHIPS WITH FAMILIES AND COMMUNITIES ....................................................5
DIVERSITY AND CULTURAL COMPETENCE................................................................................................................5
STRENGTHENING FAMILIES AND THE PROTECTIVE FACTORS .................................................................................6
UNDERSTANDING CHILDREN WITH SPECIAL NEEDS AND THEIR FAMILIES ...........................................................6
HEALTH, SAFETY AND NUTRITION.................................................................................................................6
CHILDREN UNDER STRESS .........................................................................................................................................6
WORKING WITH CHILDREN WITH SPECIAL DIETS, ALLERGIES AND SPECIALIZED FEEDING ISSUES ....................7
LEARNING ENVIRONMENTS AND CURRICULUM.........................................................................................7
CREATING INSPIRING ENVIRONMENTS FOR YOUNG CHILDREN ..............................................................................7
CURRICULUM FOR INFANTS? YES! ............................................................................................................................7
DESIGNING A CHILD-CENTERED CURRICULUM ........................................................................................................8
DESIGNING, TINKERING AND DISCOVERING: STEM EDUCATION FOR CHILDREN BIRTH TO AGE 5.....................8
ENGINEERING FOR PRESCHOOLERS ...................................................................................................................9
FINDING OUR ROOTS: BUILDING MATH AND LANGUAGE AND LITERACY CURRICULUM FOR YOUNG CHILDREN 9FIVE LITTLE KIDS WENT OUT TO PLAY: BUILDING OUTDOOR MATH CURRICULUM FOR YOUNG CHILDREN (05) ...................................................................................................................................................................... 10
FUN WITH MATH: INFANCY THROUGH AGE 5 ....................................................................................................... 10
FUN WITH MATH FOR PRESCHOOLERS .................................................................................................................. 11
JUMPING FOR JOY: PHYSICAL DEVELOPMENT IN NATURE-BASED EARLY EDUCATION ENVIRONMENTS .......... 11vi

LET’S CREATE SOME FUN! PLANNING PLAY OPPORTUNITIES TO PROMOTE DEVELOPMENT IN PRESCHOOL .. 11
LET’S GET MESSY – SENSORY EXPERIENCES IN EARLY CHILDHOOD ................................................................... 12
MAKING CONTACT, REVEALING STRENGTH: SUPPORTING SOCIAL-EMOTIONAL DEVELOPMENT THROUGH
NATURE-BASED EARLY EDUCATION CURRICULUM........................................................................................ 12
OPENING DOORS: SUPPORTING CHILDREN’S BEHAVIOR IN EARLY LEARNING ENVIRONMENTS ....................... 13
PLANNING DEVELOPMENTALLY APPROPRIATE CURRICULUM INFANTS THROUGH AGE 2................................. 13
PRACTICAL WAYS TO PROMOTE LEARNING THROUGH ACTIVE PLAY ................................................................. 13
PROACTIVE APPROACHES TO MANAGING CHALLENGING BEHAVIOR .................................................................. 14
AVAILABLE IN ENGLISH, SPANISH AND PORTUGUESE .......................................................................................... 14
SPARKING DISCOVERY: USING LEARNING CENTERS TO INSPIRE AND ENGAGE ................................................... 14
TALES OF OUTDOOR LEARNING: BUILDING NATURE-BASED LANGUAGE AND LITERACY CURRICULUM FOR
YOUNG CHILDREN AVAILABLE IN SPANISH .................................................................................................... 15
THE ART OF CHILDHOOD: SUPPORTING DEVELOPMENT WITH AN ARTS-RICH CURRICULUM ......................... 15
THE OUTDOOR CLASSROOM .................................................................................................................................. 16
USING A CHILD-CENTERED CURRICULUM APPROACH IN OUT-OF-SCHOOL TIME PROGRAMS .......................... 16
USING THE MASSACHUSETTS EARLY LEARNING GUIDELINES FOR INFANTS AND TODDLERS ............................ 17
USING THE MASSACHUSETTS GUIDELINES FOR PRESCHOOL AND KINDERGARTEN LEARNING EXPERIENCES(GPKLE) ......................................................................................................................................................... 17
WINDOWS AND MIRRORS: USING CHILDREN’S LITERATURE TO SUPPORT YOUR ANTI-BIAS CURRICULUM .... 17
OBSERVATION, ASSESSMENT, AND DOCUMENTATION ........................................................................ 18
JUST THE FACTS PLEASE! OBSERVATION, DOCUMENTATION AND PLANNING THE EARLY CHILDHOOD
CLASSROOM...................................................................................................................................................... 18
USING OBSERVATION TO INFORM BEST PRACTICES............................................................................................. 18
PROGRAM PLANNING AND DEVELOPMENT.............................................................................................. 18
EFFECTIVE AND REFLECTIVE LEADERSHIP AND SUPERVISION ............................................................................ 18
PROFESSIONALISM AND LEADERSHIP ....................................................................................................... 19
BASIC COMPUTER SKILLS FOR EARLY EDUCATION AND CARE PROFESSIONALS ................................................. 19
CHILD DEVELOPMENT ASSOCIATE PROGRAM (CDA) .......................................................................................... 19
DESIGNING PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR YOUR STAFF OR EDUCATORS IN YOURPROGRAM/SYSTEM ......................................................................................................................................... 19
LEADING WITH VISION ........................................................................................................................................... 20
1 TEAM 1 MISSION: WORKING TOGETHER TO STRENGTHEN YOUR PROGRAM .......................................... 20
WORKSHOPS ....................................................................................................................................................... 21
BELONGING, BEING & BECOMING: INTENTIONAL TEACHING IN EC SETTINGS ................................................... 21
BUILDING TEACHING RELATIONSHIPS .................................................................................................................. 21
CAN THE TEACHERS COME OUT TO PLAY? SUPPORTING CHILDREN’S LEARNING THROUGH OUR PLAY ......... 22
COURAGE, HOPE AND RESILIENCE ......................................................................................................................... 22
CREATING COMMUNITY- DEVELOPING YOUR TEAM ........................................................................................... 22
CREATING INSPIRING ENVIRONMENTS FOR YOUNG CHILDREN ........................................................................... 23vii

CULTURALLY RESPONSIVE COACHING ................................................................................................................... 23
DESIGNING, TINKERING AND DISCOVERING: STEM EDUCATION FOR INFANTS AND TODDLERS ...................... 23
DEVELOPMENTALLY APPROPRIATE ACTIVITIES FOR CHILDREN UNDER 2 ........................................................ 24
FROM ROCKING TO READING: LITERACY IN INFANT AND TODDLER SETTINGS .................................................. 24
FROM THE INSIDE OUT: THE POWER OF REFLECTION AND SELF-AWARENESS FROM THE DIRECTOR’STOOLBOX .......................................................................................................................................................... 24
HOPE AND DIRECTION: HELPING CHILDREN UNDERSTAND DIVERSITY ............................................................ 24
HOW? WHAT? WHY? SUPPORTING LANGUAGE AND LITERACY IN PRESCHOOL ................................................ 25
MINDFULNESS MATTERS! SELF-CARE STRATEGIES IN STRESSFUL TIMES............................................................ 25
PARENT OR NEW EDUCATORS WORKSHOP SERIES:............................................................................................. 25
PLANNING FOR PROFESSIONAL DEVELOPMENT .................................................................................................... 26
SCREEN TIME FOR YOUNG CHILDREN .................................................................................................................... 26
TEACHER LEADERS: FINDING THE STRENGTH IN YOU ......................................................................................... 26
TERRIFIC TODDLERS: BUILDING SELF ESTEEM WHILE GUIDING CHALLENGING BEHAVIORS ........................... 27
THE ARNETT CAREGIVER INTERACTION SCALE & RESPONSIVE INTERACTIONS WITH INFANTS & TODDLERS 27
THE ART OF CHILDHOOD: SUPPORTING DEVELOPMENT WITH AN ARTS-RICH CURRICULUM .......................... 27
THE TEACHING PYRAMID OBSERVATION TOOL, OR "TPOT™” OVERVIEW ....................................................... 28
TOOLS FOR TEACHING SOCIAL EMOTIONAL COMPETENCE .................................................................................. 28
USING A CHILD-CENTERED CURRICULUM APPROACH IN OUT OF SCHOOL TIME PROGRAMS ............................ 28
WORKING WITH FAMILIES OF CHILDREN WITH SPECIAL NEEDS ......................................................................... 29
YOU ARE A BRAIN ARCHITECT ............................................................................................................................... 29
IEPD CONTACT INFORMATION ............................................................................................................ 30

viiiUnderstanding the Growth and Development of Children and YouthChildren Experiencing Toxic Stress and Trauma
It is estimated that each year in the United States, there are approximately 5 million children thatexperience some form of traumatic event 1. Traumatic experiences and toxic stress can have a lifelong
impact and there can be physical, psychological and emotional effects on infants and young children.
Many of these effects can manifest as challenging behaviors in young children. We, as early education
providers, can provide children with compassion, support and safety by incorporating trauma-informedcare and practices into our programs and help children to develop resiliency as they continue to growand develop into adults.
100% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom, Webinar OR Online

5 hours
0.5 CEU

Mixed audience

It’s a Wonderful Diverse World: Supporting DLL Children and Their Families
Inherent in supporting dual language learners is the awareness of how preconceived ideas and beliefs
influence educational practices. Educators must be willing to reflect on their unconscious biases andprejudices and be willing to learn about the cultures and home languages of the children in theirprograms (NAEYC, 2021). Respecting and supporting a child’s home language is imperative tohealthy development across domains (WIDA 2021). Many children enter programs in which they needto adjust to a new social and linguistic situation where English is the primary spoken language. In thistraining, participants will learn about the importance of supporting a child’s home language andculture as well as strategies to support all children in language development. By exploring and using
various strategies, including use of the WIDA Early Language Development Standards, participants
will be able to provide a developmentally sound framework to support Dual Language Learners andtheir families in their program.
100% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom

5 hours
0.5 CEU

Mixed audience1Trauma-Informed Practice for Out of School Time Educators
Children who suffer from child traumatic stress are those who have been exposed to one or moretraumas over the course of their lives and develop reactions that persist and affect their daily lives after
the events have ended. Traumatic experiences can set in motion a cascade of changes in children’s
lives that can be challenging and difficult and can leave a legacy of reminders that may persist for
years.1 In this training, OST educators will reflect on current research about the impacts of trauma anduse the information learned to help create an environment and program that supports children’s
resilience.
100% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom

5 hours
0.5 CEUOST Educators and supervisors

Guiding and Interacting with Children and Youth
Bullying Prevention in Out of School Time Programs
One of our basic needs is feeling safe from personal danger and threats2. Without this basic
feeling of safety, a sense of fear pervades action and thinking, resulting in little time for other tasks
besides keeping oneself safe. One if five (20.8%) school age children report being bullied3.
Fortunately, we have seen a decline in school-based bullying since 2005. But, our work is not done.
Some children continue to use their power to control or harm others. The child that is bullied feels
fear, anxiety, embarrassment, loneliness – often resulting in a lack of interest in activities.
Out of school time educators can assist bullying prevention by creating safe environments withpositive social norms. The best prevention is stopping bullying before it starts. In this session, we will
discuss bullying, steps to take in setting up a responsive, safe environment including establishing andenforcing policies and rules, and activities to teach children about bullying. Resources will be
provided on cyberbullying, engaging parents in prevention, and collaborating with the local
community.
100% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Webinar, Online andClassroom

5 hours
0.5 CEU
2.5-hour workshop

Mixed audience

1

National Child Traumatic Stress Network, “About Child Trauma”. https://www.nctsn.org/what-is-child-trauma/aboutchild-trauma
2
Maslow, A.H. (1943). "A theory of human motivation". Psychological Review. 50 (4): 370–96. doi:10.1037/h0054346.
3
National Center on Educational Statistics. (2016). Indicators of school crime and safety: 2016. U.S. Department of
Education.
2

Children on the Autism Spectrum
With 1 in 68 children in the US being diagnosed with autism spectrum disorders (Centers for Disease
Control, 2014) it is increasingly important for childcare providers to learn more about supportingchildren with autism. This session will provide participants with detailed information including typicalbehaviors and interaction styles of a child with ASD and the challenges and stressors to the family witha child with ASD. Participants will examine examples of adaptations to communication, environment,
and interactions to support the inclusion of a child with ASD. Participants will receive a collection of
resources for use in your early childhood program.
100% of this training addresses the issues of “diverse learners”.
FormatHours/ CEU

Target Audience

Classroom, Webinar OR
Online5 hours
0.5 CEU

Mixed audience

Educating the Heart: Supporting Social Competence of Children in Out of School Time
Programs
By supporting the social and emotional development of school-age children, we are helping improveself-perception and social behavior. An out of school time program that has a balance of activities andfocuses on individual needs, reduces the incidence of at-risk behaviors4. In this online course,
participants will learn strategies for supporting school age children in their development of social andemotional skills. These skills include self-awareness, self-management, social awareness, relationshipskills, and responsible decision-making.5
100% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom, Webinar OR
Online5 hours
0.5 CEUOut of School Time Teachers,
directors and administrators

Finding Balance
Adults and children may experience stress and even, symptoms of anxiety during their life. Families
and teachers may observe changes in children’s (or their own) mood or behavior, in sleep and eating
patterns, expression of physical discomfort or signs of illness, and/or isolation or withdrawal and othersigns of stress or anxiety6. Helping children cope with stress and managing your own anxiety in ahealthy way are important! In this workshop, we will consider concrete approaches to managing
stress. This workshop includes 4 hours of self-paced learning over a 16-day period, followed by a 1hour “theory to practice” session showcasing your learning.
100% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Hybrid (Webinar and online)

4 hours online & 1-hour live
webinar
0.5 CEU

Early education and care and out ofschool time teachers andadministrators.

4

Afterschool Alliance. (2014, Feb.). Taking a dive deeper into afterschool: Positive outcomes and promising
practices. Washington, DC: Author.

5
6

CASEL. (2017). Social and emotional learning. Retrieved from https://casel.org/core-competencies/

Hagin, S. (2020, August).Coronavirus, kids and signs of stress. Lifespan.
Retrieved from https://www.lifespan.org/lifespan-living/coronavirus-kids-andsigns-stress.
3Foundations for Promoting Positive Behavior
Available in Spanish (classroom & webinar)

Challenging behavior can be a result of a need for social and emotional skill development. Using the
Pyramid Model, participants will explore the importance of establishing and maintaining positive
relationships and designing an environment and activities that promote social and emotional skill
development. During this training, participants will learn and practice techniques that promote positive
behavior and prevent challenging behavior. Resources adapted from The Center on the Social andEmotional Foundations for Early Learning (CSEFEL) will be shared with participants for use supportingchildren’s social and emotional development.
100% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom, Webinar OR
Online5 hours
0.5 CEU

Mixed audience

Responsive Environments for Infants and Toddlers
Available in Spanish (Classroom or webinar)

In order to establish a strong foundation for success in life, infants and toddlers need supportive andnurturing interactions with the adults who care for them. In this session, participants will learn strategies
to provide a responsive environment in all settings that offer infant and toddler care. This will include
reflection on the participant’s role as an educator and strategies designed to foster responsive
relationships with the children and families in the program.
20% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom, Webinar
OR Online

5 hours
0.5 CEU

Mixed audience

Supporting Children on the Autism Spectrum in Out of School Time Programs
Autism Spectrum Disorder (ASD) is a complex developmental disability that typically appears
during early childhood and affects a person’s ability to communicate and interact with others.7 ASD isa spectrum disorder that affects individuals differently and to varying degrees. With a 15 percent
increase in the prevalence of autism in young children, or 1 in 59 of children in the United States8, it isimportant for educators to learn about ASD and strategies to support a child with ASD in his/her
program.
During this session, educators will learn about supporting children with ASD in out of school time
settings. Participants will learn about ASD, explore ways to collaborate with parents/families andschools, and consider strategies to meet the unique needs of a child with ASD in the OST setting.
100% of this training addresses the issues of “diverse learners.”
FormatHours/ CEU

Target Audience

Classroom, Webinar OR Online

5 hours
0.5 CEUOST Educators and supervisors

7

The Autism Society. (2016). What is autism? Retrieved from http://www.autism-society.org/what-is/
Autism Speaks. (2018, April 26). CDC increases estimate of autism’s prevalence by 15 percent, to 1 in 59 children.
Retrieved from https://bit.ly/2C03c91.

84Understanding Sensory Processing in Early Childhood Development
Sensory Processing (also referred to as sensory integration or SI) is a term that is used to describe theway the nervous system gets messages from the senses and converts them into appropriate motor andbehavioral responses. Sensory Processing Disorder (SPD) refers to a condition that exists when signals
do not get organized into appropriate responses. It has been referred to as a neurological “traffic jam”.
One research study states that 1 in every 6 children experience sensory symptoms that affect aspects ofeveryday life functions (Ben-Sasson, Caerter, Briggs-Gowen, 2009). In this course participants will
explore methods that early childhood educators can incorporate into their programs that support andbuild resiliency in children with SPD.
100% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom, Webinar OR Online

5 hours
0.5 CEU

Mixed audience

Partnering with Families and Communities
Creating Productive Relationships with Families and Communities
Available in Spanish

Relationships form the framework of quality early education and care programming in a setting wherechildren feel safe and secure. Use of respectful collaboration results in continuity of care for the child.
Throughout this training, participants will explore strategies to form productive relationships withfamilies, which benefit the child, family, and educator. Participants will discuss the benefits ofpartnerships for all involved including the positive effect on children’s development.
75% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom, Webinar OR Online

5 hours.5 CEUs

Mixed audience

Diversity and Cultural Competence
Culturally competent educators have knowledge about ethnic and cultural diversity that enables themto provide culturally responsive programming for the children and families they serve. According todevelopmentally appropriate practice (NAEYC, 2009), educators should be culturally and socially
responsive as well as respectful of the social and cultural context of the children in the program. The
goal of this session is for participants to gain a broader perspective of cultural diversity; consider how
it impacts experiences, beliefs, values, and practices; and implement culturally responsive approaches
to support all children and families. This will be facilitated through reflection, sharing, andconsideration of innovative strategies designed to support and is responsive to families and children of
all cultures and ethnic backgrounds.
100% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom, Webinar OR
Online5 hours
0.5 CEU

Mixed audience5Strengthening Families and the Protective Factors
Available in Spanish and Chinese

The Strengthening Families approach was developed by The Center for the Study of Social Policy(CSSP) after conducting research on early care and education programs across the country. Starting in
2001, the CSSP began documenting the role early education and care programs can have in the reductionof child abuse and neglect. As a result of this study, a new framework and approach to the prevention of
abuse and neglect emerged. The researchers found a positive link between good early childhood
education and care programs and the reduction of abuse and neglect. This training will include a historyof the Strengthening Families Approach, risk and protective factors, strategies to support families, andthe early childhood educator self-assessment.
FormatHours/ CEU

Target Audience

Classroom (Available in English,
Spanish, & Chinese) OR
Online (Available in English)

5 hours
0.5 CEU

Mixed audience

Understanding Children with Special Needs and Their Families
Available in Spanish

As more early education and care programs include children with special needs, it is important for
educators and staff to understand who these children are, the needs of the child and family, and theeducational and therapeutic services they typically receive. This course offers an overview of children
with special needs and is especially suited for early education and care providers who have not yet
included children with special needs in their programs. Information will be offered on Early Intervention
and the IFSP, Special Education and the IEP, and the impact on families of having a child with special
needs.
100% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom, Webinar OR Online

5 hours
0.5 CEU

Mixed audience

Health, Safety and Nutrition
Children under Stress
Available in Spanish & Portuguese

Researchers from the University of Michigan identified that stress in children ranks in the top five childhealth concerns (C.S. Mott Children’s Hospital 2010). Some stress is both normal and in fact healthy,
as it gives us opportunities for growth, such as fear of the dark and finding strategies to manage that fear.
Stress in moderation supports the learning process, however, when stress causes imbalance in a child’slife, it can have life-long negative consequences. Children react in many ways to stress. In this course,
we will identify some of the causes of extreme stress in children, such as grief, illness, poverty, abuse,
witnessing violence, and other traumas. Participants will review different strategies to help young
children cope with chronic stress.
100% of this training addresses the issues of “diverse learners.”
FormatHours/ CEU

Target Audience

Classroom (Available in English,
Spanish or Portuguese),
Webinar (Available in English &5 hours
0.5 CEUs

Mixed audience

Spanish), OR Online (Available in
English)6

Working with Children with Special Diets, Allergies and Specialized Feeding Issues
Available in Spanish

Food allergies affect 1 in 13 children in the United States; with young children being affected the most9.
Food allergies, food sensitivities and other feeding issues are an increasing concern for early educationand care programs. Participants will be introduced to the health and safety needs of children with special
dietary needs and ways to support these children and collaborate with families and healthprofessionals. Participants will begin to develop their own individual health care plan for children withspecial diets, allergies, and specialized feeding issues in their program.
100% of this training addresses the issues of “diverse learners.”
FormatClassroom (Available in English
or Spanish) OR
Webinar & Online (Available in

Hours/ CEU
5 hours
0.5 CEU

Target Audience
Mixed audience
Supervisors/ directors

English)Learning Environments and Curriculum
Creating Inspiring Environments for Young Children
Available in Spanish

Aesthetically pleasing early childhood environments benefit children, educators, and families. Creating
this special environment requires more than adding “things” to the space, it involves considering yourspace, the function of the space, and the needs and interests of those that are in that space. In this training,participants will consider what they already have in their classroom or program and how to enrich thisspace using the Seven Principles of Design as a guide. We will explore inspiring spaces, the Seven
Principles of Design, and cultivating inspiring children’s spaces, and discuss how to make sure thesespaces meet licensing regulations and keep children safe. Bring your creativity, an open mind, and ideas
to share!
50% of this training addresses the issues of “diverse learners.”
FormatHours/ CEU

Target Audience

Classroom, Webinar OR
Online5 hours
0.5 CEU

Mixed audience

Curriculum for Infants? Yes!
During the first years of life, infants are growing exponentially in all areas of development. During
this time, a baby’s brain will grow and develop more than any time in his/her life. Experiences andinteractions influence the quality of this growth and development. During this training, participants
will explore multiple ways to support an infant’s development through the provision of relevant andengaging learning experiences, materials, and responsive interactions.
25% of this training addresses the issues of “diverse learners.”

9

FormatHours/ CEU

Target Audience

Classroom, Webinar OR
Online5 hours
0.5 CEU

Mixed audience

Gupta, R.S., Springston, B.A., Warrier, M.R. et. al. (2011). The prevalence, severity, and distribution of food allergies in
the United States. Pediatrics. Retrieved from, http://tinyurl.com/pqyqtqn
7

Designing a Child-Centered Curriculum
Available in Spanish

Quality early education and care programs offer learning experiences that reflect children’s ages,
developmental level, and interests. Participants will be guided through the design and use ofdevelopmentally appropriate curriculum. Topics include planning open-ended activities, following
children’s interests, using knowledge about the children to plan curriculum, and working with multiaged groups.
100% of this training addresses the issues of “diverse learners.”
FormatHours/ CEU

Target Audience

Classroom

5 hours
0.5 CEU

Mixed audience

Designing, Tinkering and Discovering: STEM Education for Children Birth to Age 5“Science makes people reach selflessly for truth and objectivity; it teaches people to accept reality,with wonder and admiration, not to mention the deep awe and joy that the natural order of things
brings to the true scientist.” ~ Lise Meitner, Physicist
The acronym STEM (Science, Technology, Engineering and Math) has become a commonlyused word in education. Parents and educators are enthusiastic about the prospect of teaching children
to think like scientists, engineers, and mathematicians. Children use STEM skills from birth as they
make sense of and react to the world around them. Teachers of young children can help children
develop critical thinking, problem-solving, and reasoning skills through hands-on STEM activities.
These skills will help children in their daily lives now and as they grow and develop.
In this training, educators of children age birth to five years old will explore the need for robust
STEM early education founded on the EEC STEM Guidelines. Ideas for supporting development of
STEM skills will be explored through use of various STEM resources. Finally, participants will shareideas and plan for STEM activities across the curriculum.
25% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom, Webinar OR
Online5 hours
0.5 CEU
2.5-hour Workshop

Mixed audience8Engineering for Preschoolers
The field of education, in general, and early education in particular, is placing greater and greater
emphasis on the importance of STEM education. This includes Science, Technology, Engineering,and Mathematics. According to NAEYC, “research shows that the earlier we guide and support
children's wonder about the world--and thereby identify opportunities for children to acquire
foundational STEM skills--the more successful they are in all areas of learning later on.”10 This
training focuses on the E in STEM, the areas of curriculum that focus on engineering concepts: design,
tools and machines, problem solving, and critical thinking. During this training, educators will build afoundational understanding of engineering concepts and importance in child development, and thenapply their understanding to designing their own developmentally appropriate engineering activities.
100% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom OR Webinar

5 hours
0.5 CEU

Mixed audience

Finding our Roots: Building Math and Language and Literacy Curriculum for YoungChildren
Educators know that young children, learn best when they are engaged, having fun, and free fromstress and anxiety.11 With this in mind, early childhood educators can choose to create curriculum forchildren that aims to encourage these feelings for children, while also giving them the freedom tomove their bodies, breathe fresh air, and engage deeply with the natural world around them. While anoutdoor classroom is an ideal place for big body movement play and life science explorations, it canalso be utilized as an inspiring and engaging place to explore math, language, and literacy concepts.
This training will support educators in reviewing what the benefits of outdoor learning, targeting skillsin these curriculum areas for young children, and building curriculum to support young learners in an
outdoor classroom environment.
100% of this training addresses the issues of “diverse learners.”
FormatHours/ CEU

Target Audience

Webinar OR Online

5 hours.5 CEU

Mixed audience

10

NAEYC, “Science, Technology, Engineering and Math Resources for Early Childhood”, http://www.naeyc.org/STEM

11

S. Brown, et al. “Supporting Anxious Children in the Preschool Classroom”, Young Children, Vol. 75, No. 3, (2020)9

Five Little Kids Went Out to Play: Building Outdoor Math Curriculum for Young Children(0-5) Available in Spanish
A simple walk in the woods, a spin around the neighborhood, or simply time spent playing in abackyard space can expose children to limitless opportunities for math play. Count steps, trees, orbugs. Compare lengths of sticks or build patterns with acorns and rocks. Identify shapes found innature or make some of your own using natural materials. The possibilities are endless.
Educators know that young children, learn best when they are engaged, having fun, and free fromstress and anxiety.12 With this in mind, early childhood educators can choose to create curriculum forchildren that aims to encourage these feelings for children, while also giving them the freedom tomove their bodies, breathe fresh air, and engage deeply with the natural world around them. In thisworkshop, educators of young children, infants through older preschoolers, will discuss the benefits ofoutdoor play and learning, explore math concepts and how we can build math skills outdoors, andapply new understanding to outdoor math curriculum development.
100% of this training addresses the issues of “diverse learners.”
FormatHours/ CEU

Target Audience

Webinar OR Online

2.5 hours
0.25 CEU

Mixed audience

Fun with Math: Infancy through Age 5This course provides information and resources for participants to help young children (0-5) develop
an understanding of math concept areas of early mathematics as stipulated in the MA Early Learning
Guidelines for Infants and Toddlers, the MA Guidelines for Preschool Learning Experiences, and theMassachusetts Curriculum Frameworks for Mathematics. Participants will examine the guiding
principles and experience the standards for mathematical practice. In addition, participants will gain aclear vision of a math rich learning environment that includes children’s literature and materials
consistent with developmentally appropriate curriculum. Participants will develop high quality,
engaging teaching support strategies that promote explorations and understanding of mathematics.
20% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom OR Webinar

5 hours
0.5 CEU

Mixed audience

12

S. Brown, et al. “Supporting Anxious Children in the Preschool Classroom”, Young Children, Vol. 75, No. 3, (2020)
10

Fun with Math for Preschoolers
Young learners’ future understanding of math requires an early foundation.8 Early math learning canbe engaging and fun! Participants will experience activities that support all five math content areas
and math standards and review the path of children’s learning in this area. Activities will also include
the development of a math rich learning environment and strategies to support math learning into eacharea of the program throughout the day. Participants will develop resources they can take back to theirprograms to use with the children.
20% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom OR Webinar

5 hours
0.5 CEU

Mixed audience

Jumping for Joy: Physical Development in Nature-Based Early Education Environments
Available in Spanish

It should come as no surprise that healthy physical development for children and outdoor play go
hand in hand. Anyone who spends time with young children can see the benefits of playing outdoors
immediately: children move their bodies with fewer restrictions, investigate the many wonders of thenatural world, use big muscles to play, and raise their voices to shout with joy. However, evenseasoned educators may be surprised to learn just how crucial outdoor play is, and the many surprising
ways that time spent in nature can benefit physical development in children. Building curriculum
outdoors is not without challenges, as teachers must navigate potential obstacles presented by weather,safety, and curriculum demands.
In this workshop, educators will dive deep into the benefits of nature play for children, explore therelationship between outdoor curriculum and physical skill development, and experiment with building
curriculum to meet the needs of the children they serve. Opportunities will be given for collaborationand discussion with other educators across the field of ECE, along with the sharing of new resources
for rich curriculum development.
100% of this training addresses the issues of “diverse learners.”
FormatHours/ CEU

Target Audience

Webinar or Online (English)

2.5 hours
0.25 CEU

Mixed audience

Let’s Create Some Fun! Planning Play Opportunities to Promote Development in Preschool
Play is critical in supporting a child’s healthy growth and development. While interacting with children
during play, educators can facilitate and reinforce specific skill development. This course will provide
guidance on intentional practices for educators to scaffold children’s learning through play. Participants
will broaden their understanding of the importance of play for young children. After completing thiscourse, educators will be able to apply strategies that scaffold children’s development and learning
through healthy interactions and play.
20% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom, Webinar OR
Online5 hours
0.5 CEU

Mixed audience11

Let’s Get Messy – Sensory Experiences in Early Childhood
Sensory play is a proven way to build cognitive or thinking skills in young children13. Sensory playstimulates learning in all areas of development. You may ask, “What is sensory play?” Sensory playis play that provides an opportunity for children to use all of their senses14. Consider what a child does
when s/he notices something – they look at it, pick it up, perhaps put it in their mouth, smell it, shake it– does it make a sound? In this training, we will review the importance of sensory play, constructvarious sensory activities to support children’s development and participants will design a packet forfamilies to encourage sensory play at home.
100% of this training addresses the issues of “diverse learners.”
FormatClassroom, Webinar OR
OnlineHours/ CEU
2 hours.2 CEU

Target Audience
Mixed audience

Making Contact, Revealing Strength: Supporting Social-Emotional Development ThroughNature-based Early Education Curriculum
Available in Spanish

Maria Montessori, the groundbreaking child development theorist, said of children and their wayof learning, “The things [they] see are not just remembered, they form a part of [their] soul.”
Montessori, like many other practitioners in the field of early education, saw the value in incorporating
nature play into children’s lives. She believed that children should have opportunities to “run outsidewhen it is raining…rest peacefully when a tree invites them to sleep beneath its shade, and shout andlaugh when the sun wakes them in the morning.” This philosophy reflects the deep understanding of
the relationship between nature play and children’s social-emotional well-being, which continues to be
confirmed by modern psychological research.
Current research on the impact of nature play on children finds that time spent in nature provides
many benefits to children, including improving social relations, self-discipline, creativity and problem
solving, and buffering the impacts of life stress.[1] In this workshop, educators of young children can
explore current research about the benefits of nature play for young children, refresh theirunderstandings about best practices for supporting social-emotional development, and apply theirunderstandings to create rich curriculum to support development in a nature-based or outdoor learning
environment.
100% of this training addresses the issues of “diverse learners.”
FormatWebinar OR
Online (Spanish & English)

13

Hours/ CEU
2.5 hours.25 CEU

Target Audience
Mixed audience

Education.com. (2020, Jan. 23). Using sensory play to support brain development. [Blog]. Retrieved fromhttps://blog.education.com/2020/01/23/using-sensory-play-to-support-brain-development/
14
Only about Children. (2020, July 28). Exploring the benefits of sensory play for young children. OAC. Retrieved fromhttps://tinyurl.com/y39sz8b3.
12

Opening Doors: Supporting Children’s Behavior in Early Learning Environments
Any early educator can share stories of the multitude of challenges throughout a young child's day
in an early education and care environment. Many factors can contribute to challenging behavior andinteractions with other children and staff, including children's developmental levels, environmental
factors, family dynamics, and unique child needs. And yet, "children need to feel that they belong in
the classroom—and it is incumbent upon their teachers to make them feel welcome and safe. As earlychildhood educators, we are perfectly situated to give children the caring support they need to seethemselves as worthwhile and capable of loving, being loved, and being successful in school and inlife."15 (Edge, 2019)
This five-hour training will address a broad scope of how educators can support children who findparticular challenges in an early learning environment. In this widely encompassing training,educators will affirm a commitment to building supportive and nurturing learning environments andidentify concrete strategies to apply to their work with children, families, and colleagues.
100% of this training addresses the issues of “diverse learners.”
FormatHours/ CEU

Target Audience

Classroom OR Online

5 hours
0.5 CEU

Mixed audience

Planning Developmentally Appropriate Curriculum Infants through Age 2
Every infant and toddler need positive early learning experiences to foster their intellectual as well associal and emotional development (Zero to Three, 2014). During this time, experiences andinteractions lay the foundation for later school success. In order to offer a high-quality program,infants and toddlers need individualized, responsive and stimulating developmentally appropriate
experiences that occur throughout the day. In this session, participants will revisit infant/toddler
development and explore providing sensory learning experiences based upon each child’s needs.
50% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom, Webinar OR
Online5 hours
0.5 CEU

Mixed audience

Practical Ways to Promote Learning through Active Play
Available in Spanish

It is recommended to provide children with at least 60 minutes of physical activity every day. During
this training, participants will explore the benefits of physical activity for children and strategies to meetthis regulation in fun, and appropriate ways. Participants will participate in and design activities thatcan be used inside and/or outside, design a safe and appropriate movement-learning environment, anddiscuss the relationship between movement and learning. Resources will be emailed to the host site
and/or educators before the training date.
20% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom OR Webinar

5 hours
0.5 CEU

Mixed audience"What’s Love Got to Do with It? Relationships and Reflection in Early Childhood Programs", Edge, E.E.
(2019). Young Children, NAEYC.

15

13

Proactive Approaches to Managing Challenging Behavior
Available in English, Spanish and Portuguese

Many educators in early childhood programs list concerns about challenging behavior among theirgreatest struggles in their work. According to recent research in state-subsidized early education
programs, 6.67 preschoolers are expelled per 1,000 enrolled. Although this rate is lower than what has
been reported in previous years, the prekindergarten expulsion rate is 3.2 times the rate for K-12 students,
indicating early educators need resources and support to address the needs of many children.16 Yet earlychildhood education programs have a unique opportunity to support children in their social-emotional
development, to provide a positive and supportive environment that encourages pro-social behavior, andto give young children the chance to begin their school years with the tools to be successful learners. In
this session, participants will reflect on personal experiences with managing challenging behavior,discuss social-emotional development of young children, and learn about and plan innovative ways tosupport pro-social development in their learning environments.
100% of this training addresses the issues of “diverse learners”
FormatClassroom OR Webinar

Hours/ CEU
5 hours

Target Audience
Mixed audience

Sparking Discovery: Using Learning Centers to Inspire and Engage
Early childhood theorists Piaget, Erikson and Vygotsky emphasized the importance of play insupporting children’s development. Research tells us that young children learn best in an active, handson and “minds on” environment that provides them with developmentally appropriate materials,
activities, and quality interaction with others17. Interesting and engaging learning centers within earlychildhood classrooms provide children with creative play opportunities. These learning centers canserve to support children’s language development, problem-solving skills, social and emotional skills.
Set up appropriately, learning centers provide each child with the opportunity to work at his/herdevelopmental level and to be successful.
In this 5-hour training, participants will explore the value of learning centers in the preschoolclassroom, discuss ways in which learning centers should be created, maintained and adjusted
according to the interests of the children, identify developmentally appropriate materials that should
be included in centers and the role of the educator in observing, documenting and creating learning
centers.

75% of this training addresses the issues of “diverse learners.”
FormatClassroom, Webinar OR
Online16

Hours/ CEU
5 hours

Target Audience
Mixed audience

Gilliam, W.S. (2017), “Prekindergarteners Left Behind: Expulsion Rates in State Prekindergarten Systems”

17

NAEYC. (2016). A high-quality program for your preschooler. Retrieved from https://www.naeyc.org/ourwork/families/high-quality-program-for-preschooler.
14

Tales of Outdoor Learning: Building Nature-based Language and Literacy Curriculum for
Young Children Available in Spanish
Anyone who has spent time in nature knows the power that outdoor spaces have to inspire, teach,and spark imagination. Throughout history, writers, poets, and thinkers have looked to the natural
world as a source of wonder and a place to expand ideas. Young children are no different. Educators
know that young children, learn best when they are engaged, having fun, and free from stress andanxiety.18 With this in mind, early childhood educators can choose to create curriculum for childrenthat aims to encourage these feelings for children, while also giving them the freedom to move theirbodies, breathe fresh air, and engage deeply with the natural world around them.
Teachers of young children, from infants to older preschoolers, can build engaging learning
environments outdoors, giving children access to fresh air and space to move while exploring language
and literacy concepts needed for pre-reading and writing activities. This workshop will support
educators in reviewing what the benefits of outdoor learning, targeting skills in language and literacy
learning areas for young children, and building curriculum to support young learners in an outdoor
classroom environment.
100% of this training addresses the issues of “diverse learners.”
FormatHours/ CEU

Target Audience

Webinar OR Online

2.5 hour
0.25 CEU

Mixed Audience

The Art of Childhood: Supporting Development with an Arts-Rich Curriculum
Available in English, Spanish and Portuguese

Pablo Picasso knew the value of the arts in young children's lives when he said that "Every child is an
artist. The problem is how to remain an artist once we grow up." Educators and caregivers of young
children may be in agreement with Picasso – particularly those who have seen the toddler, up to his
elbows in finger paint, intent on a project, or a preschooler twirling around the classroom with scarves,
dancing to the music in her head. Educators may know informally that exploration of art, music,
dance, and drama brings children joy. However, there is now evidence to suggest that the arts canbring much more to children. A recent study[1] found that low-income children who attended a Head
Start program that included daily experiences with music, dance, and visual arts demonstrated morecognitive gains overall than children who did not attend an arts rich program. Equally important, thechildren showed greater gains in social-emotional development as well. In this training, participants
will review research and information from the field of early childhood that outlines the importance ofarts education for healthy child development. They will reflect on their current practice and approachto arts education, and engage in creating and designing an arts activity that will support development
across domains and integrate their new understanding of arts curriculum design.
25% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom,
Webinar OR Online

5 hours
0.5 CEU

Mixed Audience18

S. Brown, et al. “Supporting Anxious Children in the Preschool Classroom”, Young Children, Vol. 75, No. 3, (2020)
15

The Outdoor Classroom
It is no surprise to educators of young children that time spent outdoors is good for children. Outdoor
play offers a wealth of benefits for children – fresh air, room to run and develop gross motor skills, andopportunities to engage with the natural world in wondrous and surprising ways. As educators, wehave the opportunity to create learning environments that take children back outdoors, creating spaces
where children have the chance to learn in and from the world around them. This training will support
educators in understanding the importance of an Outdoor Classroom, reviewing guidelines and bestpractices for outdoor learning, and designing a curriculum that utilizes the outdoors as a crucial pieceof ECE curriculum.
100% of this training addresses the issues of “diverse learners.”
FormatHours/ CEU

Target Audience

Classroom, Webinar OR
Online5 hours
0.5 CEU

Mixed Audience

Using a Child-Centered Curriculum Approach in Out-of-School Time Programs
Curriculum should offer experiences that help children learn about themselves and the world aroundthem.19 Planning for curriculum is based upon the educator’s observations of and conversations withchildren regarding their needs, strengths and interests. This is the foundation of curriculum
development that serves to engage children in learning. This shifts the role of the educator from theone imparting the knowledge to the one enhancing learning by working with the children and guiding
them! We will focus on the importance of helping children build confidence in their abilities andincrease engagement in learning using a child-centered approach in afterschool program planning.
Join us as we weave together strategies to support learning by exploring children and educator’s
strengths and talents, interests and needs, and program goals.
25% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom OR Online

5 hours.5 CEUOut of school time educators

19Child Care Aware. (2015). Curriculum. Retrieved from, http://childcareaware.org/child-careproviders/program-planning/curriculum.
16

Using the Massachusetts Early Learning Guidelines for Infants and Toddlers
Available in Spanish and Portuguese

The first three years of life are a time of rapid brain development and learning. Knowledge of how to
support learning and put this into practice is critically important for infants and toddlers to reach theiroptimal potential. Join us as we look at the foundational elements of infant and toddler care by exploring
The Early Learning Guidelines for Infants and Toddlers. Activities will include an exploration of brain
development, relationships, and learning activities designed to support learning for infants and toddlers
by using the ELG.
Please Note: Educators must bring their guideline books with them or host will be asked to supply.

10% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom (Available in English,

5 hours/0.5 CEU Classroom

Mixed audience

Spanish and Portuguese)

Using the Massachusetts Guidelines for Preschool and Kindergarten Learning Experiences(GPKLE)
The Massachusetts Guidelines for Preschool Learning Experiences (GPKLE)reflect the Department of
Early Education and Care’s commitment to quality. Research on brain development supports the valueof high-quality early childhood education programs for young children. The guidelines are aligned withthe 2019 revised Massachusetts Curriculum Frameworks for Pre-K through Grade 12. In this 5-hourtraining, participants will review the principles and structure of the guidelines. Participants will conduct
observations and review scenarios to explore the guidelines and plan curriculum that builds on children’sinterests, skills, and experiences.
Please Note: Educators must bring their guideline books with them or host will be asked to supply.

30% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom & Online

5 hours
0.5 CEU

Infant, toddler, preschool, and school
age educators for younger children

Windows and Mirrors: Using Children’s Literature to Support your Anti-Bias Curriculum
Available in Portuguese
Early educators have long looked to children’s literature as a tool for supporting children indeveloping their understanding of the world around them. Picture books have the power to expose
readers to new ideas and new ways of seeing, and to provide windows into the lives of those who may
have a different background than our own.
In this five-hour blended learning workshop, we will explore new ways of building curriculum thatanswers questions about race and racism and helps children make sense of a world that can often
confuse and overwhelm. Through the lens of children’s literature, educators will grow in theirunderstanding and professionalism, while also supporting high quality curriculum development. Witha mix of live discussion and independent study, early educators can learn how to use the power ofchildren's literature to teach, inspire, and encourage compassion.
100% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Hybrid (Webinar, online &independent work)

5 hours
0.5 CEU

Early childhood educators andcaregivers of children aged birththrough 5.
17

Observation, Assessment, and Documentation
Just the Facts Please! Observation, Documentation and Planning the Early Childhood
Classroom
Planning learning experiences that are grounded in children’s authentic interests and developmental
needs is essential for the success of all early childhood classrooms. In this 5-hour training,participants will engage in interactive discussions and hands-on activities that help them to understandthe need for consistent and authentic observation of the children in their classrooms. Throughout thiscourse participants will follow planning cycle starting with the most important step of making
objective observations. From here, participants will learn to document their observations, and will use
their observations to plan engaging learning experiences for the children in their classroom
FormatHours/ CEU

Target Audience

Classroom

5 hours
0.5 CEU

Early Childhood Educators

Using Observation to Inform Best Practices
Available in Spanish, Portuguese and Chinese

In this 5-hour training, participants will explore the value of using developmental milestones in theobservation and assessment process; why observation of children is important, what should beobserved and documented, and methods for collecting observations and work samples. Additionally,
participants will practice how to interpret the data to inform curriculum, assessment of children’sdevelopment, and plan for program improvements.
25% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom

5 hours
0.5 CEU

Early Childhood Educators

Program Planning and Development
Effective and Reflective Leadership and Supervision
A supervisor’s role in an organization is central and complex. This role requires certain abilities andqualities including the capacity to reflect and connect including reflection on current strengths andareas for growth. In this session, participants will consider the current climate of their program, reflect
upon their qualities and approaches to leadership, discuss their role in improving the organizational
climate, and steps to move toward a more cohesive and healthier program.
50% of this training addresses the issues of “diverse learners”
FormatClassroom, Webinar OR
OnlineHours/ CEU
5 hours.5 CEU

Target Audience
Mixed audience18Professionalism and Leadership
Basic Computer Skills for Early Education and Care Professionals
Available in Spanish and Chinese

In order to access resources, communicate effectively and participate in EEC grant initiatives,
educators must have basic computer skills. This course will offer the skills needed to use email, search
the Internet, utilize websites in our field, and access key EEC Internet interfaces. Helpful word
processing tools will be shared as well as creative ways to use your computer to enhance your program
quality.
Host should have a computer lab reserved for this training.
FormatHours/ CEU

Target Audience

Classroom/Computer Lab

5 hours
0.5 CEU

Mixed audience

Child Development Associate Program (CDA)
Available in Spanish

IEPD, Inc. has designed a 120-hour Child Development Associate (CDA) Credential course for center
based and family childcare educators who are interested in attaining the national CDA credential.
Course content meets the CDA Professional Education Requirements in each of the eight CDA Subject
Areas. Assignments to meet CDA application requirements are integrated throughout the course andinclude completion of the Candidate’s Professional Portfolio, Summary of CDA Education, Family
Questionnaire Summary, Reflective Statements of Competence, and the Professional Philosophy
Statement. At the conclusion of the course, the instructor will review application requirements
including submitting the CDA application, requesting a Professional Development Specialist, andpreparing for the CDA Exam.
FormatHours/ CEU

Target Audience

Classroom OR Webinar
available in English andSpanish120 hours
12.0 CEU

Mixed audience

Designing Professional Development Opportunities for Your Staff or Educators in yourProgram/System
Administrators are often charged with providing training for their staff. In this series, administrators
will learn how to develop training that meets the needs of staff. Participants will identify desired learning
outcomes using Bloom’s verbs and align content and activities to achieve those outcomes. During thiscourse, participants will design a training description, training outline, and evaluation. They will leave
with recommendations for completing the outline including accessing content and activity ideas
FormatHours/ CEU

Target Audience

Classroom

5 hours.5 CEU

Mixed audience19

Leading with Vision
Articulating a vision for one’s work is the first step in the process of focused leadership. This processincludes engaging in ongoing critical self-reflection, assessing one’s vision in relation to practice,including staff and families, and designing a process to achieve the vision. To work towards a vision,leaders must consider the dimensions involved which include recognizing differences and supporting
diversity in communication, interaction styles, and expectations. The path to attaining a vision for
one’s work is an ongoing process involving internal and external steps. This training will assist leaders
in defining, critiquing, and moving toward their vision for their work with children and families.
100% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Distance Learning& Online

5 hours
0.5 CEU

Directors, supervisors,
coordinators of an early educationand care program

1 Team 1 Mission: Working Together to Strengthen Your Program
Working together as a team with one common mission, the children in your program thriving offers
many unique challenges. Often when starting with a new teaching team or coming back together after
a challenging school year it can be difficult to jump back into the team mentality. In order to work as
a team affectively each educator must be able to identify that they offer unique skills as does their teammembers. Being open to learning about oneself and others can be beneficial. In this training the teachingteam will engage in in-person activities which highlight the different areas that are essential to working
together as a team. The activities will be active events working with each other followed by reflection
and discussion. A large space would be needed to present this training, such as a gymnasium, cafeteria
or an outdoor field (weather permitting).
25% of this training addresses the issues of “diverse learners”
FormatHours/ CEU

Target Audience

Classroom Only

5 hours
0.5 CEU

Mixed Audience

20Workshops

IEPD is pleased to offer the following 2, 2.5, 3- and 4-hour workshops for you. The same quality andworkmanship are put into these programs as into our 5-hour CEU trainings. You will receive a
training certificate upon successful completion. As with all of our trainings, the sessions are provided
by a Master Trainer that includes an interactive presentation, handouts, and Certificates ofAttendance.
Please Note: Beginning December 1, 2022, all 2, 2.5 or 3-hour workshops will be offeredvirtually via zoom. IEPD webinars are created to be interactive and informative. If you would like tooffer two workshops at your program in one day (for example AM & PM), IEPD will be able toprovide those workshops in person or via webinar.
Belonging, Being & Becoming: Intentional Teaching in EC Settings
When adults make decisions based on what known about child development in general, along with theneeds of the children in their care, they can plan with intention. They learn about children throughobservation and authentic assessment, then use that data in order to select effective teaching behaviors
that are well-matched to the children in their care. (The Center for Early Childhood Education, n.d.).
In this workshop, we will consider children’s interests, strengths, and areas of growth when planning
curriculum. Educators will discuss how to encourage children to explore through open-ended materials
and activities. We will explore how to extend children’s efforts by asking questions and joining inplay.
Webinar

Hours/ CEU

Target Audience

2 Hours

Mixed audience

Building Teaching Relationships
This workshop is for adults who work with children in various ways such as: new teachers or assistants,
a coach, troop leader, religious educator, teach of music, sports, or other positions as a volunteer or in apaid position. In this session, participants will deepen their understanding of child development; explore
ways to support children who are frustrated, discouraged, or upset; discuss behavior management
strategies and methods of providing constructive criticism that encourages skill development and selfesteem; and apply these strategies to build positive teaching relationships with children.
Webinar

Hours/ CEU

Target Audience

2.5 Hours

Mixed audience21

Can the Teachers Come Out to Play? Supporting Children’s Learning through Our Play
Ralph Waldo Emerson said, “It is a happy talent to know how to play.” In this very hands-on workshop,
adapted from the NAEYC publication From Play to Practice, by Marcia L. Nell and Walter F. Drew,
teachers will have the opportunity to engage in play experiences with open-ended materials.
Participants will use reflective practices surrounding their play, embarking on a journey to rethink theirapproach to supporting children’s learning. We will discuss the role of play in children’s development,
examine the relationship between preschool learning standards and play, and explore how celebrating
the play experience can enhance curriculum and enrich the classroom experience. This workshop is
intended to inspire, rejuvenate, and strengthen the vision of early childhood teachers and administrators,
while reinforcing the importance of play in early childhood development and learning.
Webinar OR Online

Hours/ CEU

Target Audience

2.5 hours

Mixed audience

Courage, Hope and Resilience
Resilience has been defined as the capacity to recover quickly from difficulties; or a person’s
ability to bounce back after a significant setbacki ii. It has also been termed as the psychologicalquality that allows some people who have been knocked down adversities in life to “spring back” andcome back at least as strong as before iii.
Being resilient is helpful for one’s own well-being and that of others. Yet, in challenging times,
resilience is tested. These sessions are designed to support educators in their work, to help them
become more resilient and to share these strategies with children and families. We will start with andcontinue to promote self-care and focusing on what you can control to help you through almost any
storm. Join us as we build our own resilience to enable us to care for ourselves and support thechildren & families we work with.
60% of this training addresses the issues of “diverse learners”
Webinar

Hours/ CEU

Target Audience

2 or 3 hours

Mixed audience

Creating Community- Developing your TEAM
Creating a sense of community is a critical aspect of generating a positive attitude in the workplace.
When there is a strong sense of community, people are more supportive of each other and the goals of
the program. By establishing, maintaining and valuing relationships between and with staff, leaders canhelp create a workplace environment that people enjoy being a part of and that helps programs thrive.
In this training, participants will reflect on preferences for communication and collaboration, thepreferences and personalities of staff, and methods for building community using this foundational
knowledge.
Webinar & Online

Hours/ CEU

Target Audience

2.5 hours• Mixed Audience22

Creating Inspiring Environments for Young Children
Aesthetically pleasing early childhood environments benefit children, educators, and families.
Creating this special environment requires more than adding “things” to the space, it involves
considering your space, the function of the space, and the needs and interests of those that are in thatspace. In this training, participants will consider what they already have in their classroom or programand how to enrich this space using the Seven Principles of Design as a guide. We will explore
inspiring spaces, the Seven Principles of Design, and cultivating inspiring children’s spaces. Bring
your creativity, an open mind, and ideas to share!
Webinar

Hours/ CEU

Target Audience

2 hours

Mixed audience

Culturally Responsive Coaching
High quality early childhood education helps children form a firm foundation for learning, resulting in
positive outcomes.20 Professional development and coaching helps educators to achieve this level ofquality. The additional support of a skilled, caring and knowledgeable professional or “coach,” resultsin educators who are more likely to change and improve their practice.21 In this session, we will
review the diverse needs of educators and culturally responsive coaching that can be integrated intocurrent practice for a more respectful and effective approach to coaching.
Webinar

Hours/ CEU

Target Audience

2 hours

Mixed audience

Designing, Tinkering and Discovering: STEM Education for Infants and Toddlers
The acronym STEM (Science, Technology, Engineering and Math) has become a buzz word ineducation. Parents and educators are enthusiastic about the prospect of teaching children to think likescientists, engineers, and mathematicians, and early childhood education is no exception. Children use
STEM skills from birth as they make sense of and react to the world around them, and teachers ofyoung children can help children develop critical thinking, problem solving, and reasoning skills thatthey will need from a young age. It is becoming increasingly clear that the world will present
problems to children that haven’t been invented yet, and that today’s children will be tomorrow’s
adults who need these critical skills to move through the world successfully.
In this workshop, educators of infants and toddlers will explore the need for robust STEM earlyeducation, understand what cognitive skills children are developing in STEM curricula, and work toapply their new understandings to their work in their classrooms in engaging and developmentally
appropriate ways.
Webinar

20

Hours/ CEU

Target Audience

2.5 hour workshop

Mixed audience

Figuerido, J. (2012). Culturally responsive professional development for Latinas in family child care.
ProQuest.
21
First Five: Almeda County. (2011). Effective Coaching in early care and education: Training Manual. Author.
23

Developmentally Appropriate Activities for Children Under 2
Every infant and toddler need positive early learning experiences to foster their intellectual as well associal and emotional development (Zero to Three, 2014). During this time, experiences and interactions
lay the foundation for later school success. In order to offer a high-quality program, infants and toddlers
need individualized, responsive and stimulating developmentally appropriate experiences that occur
throughout the day. In this session, participants will revisit infant/toddler development and explore
providing sensory learning experiences based upon each child’s needs.
Webinar

Hours/ CEU

Target Audience

2-hour workshop

Mixed audience

From Rocking to Reading: Literacy in Infant and Toddler Settings
It is never too early to start reading with children22. There are numerous benefits to reading to infants
and toddlers. These include bonding, social/emotional development, and language development. In thistraining, participants will explore the stages of literacy development and discuss the importance ofreading to infant and toddlers. They will learn reading strategies as well as how to identify appropriate
books for this age group.
Webinar OR Online

Hours/ CEU

Target Audience

2 hours

Mixed audience

From the Inside Out: The Power of Reflection and Self-Awareness from The Director’s
ToolboxDuring this free, self-guided workshop, participants are going to consider their view and current status
as a leader in the field of education. Educators often hesitate to identify themselves as leaders, despite
their role in managing a classroom, program, or organization. In this session, participants will begin
with developing a self-awareness of who we are as leaders as “the most effective leaders must be selfaware” according to Paula Jorde Bloom. “From the Inside Out” is a book written by Paul Jorde Bloom
and is part of the Director’s Toolbox – a management series for early childhood administrators.
OnlineHours/ CEU

Target Audience

1 hourDirector’s and Administrators

Hope and Direction: Helping Children Understand Diversity
Available in Spanish
Children notice differences in others starting at birth. This includes awareness of variances in physicalappearance and abilities, gender, culture, and families (Derman-Sparks, L., 2009 & York, S., 2016).
Teachers may notice that children use stereotypes and social labels when interacting with others (oravoiding them). As cognitive abilities advance, children question differences regarding race andculture. During this time, a child’s experiences and perceptions influence the development of
acceptance or prejudice.
Webinar OR Online

Hours/ CEU

Target Audience

2 hours OR
2.5 hours

Mixed audience22

National Education Association. (2013). Tips for reading to infants and toddlers. Retrieved from,http://www.nea.org/grants/13330.htm
24

How? What? Why? Supporting Language and Literacy in Preschool
Our interactions with children and the learning experiences we provide serve to promote each child's
language and literacy development. Interactions include asking questions, extending language andhaving conversations with children. Learning experiences should be intentionally planned in response
to learning goals and children's identified strengths, needs, and interests. In this session, we will
explore setting up engaging learning opportunities including; centers, books, games, and manipulatives
that support language and literacy development.
Webinar

Hours/ CEU

Target Audience

2.5 hours

Mixed audience

Mindfulness Matters! Self-care strategies in stressful times
In times of stress, self-care through the lens of mindfulness, can help us stay grounded and calm andimprove our interactions with others. Explore how mindfulness increases awareness, connection,
insight, and purpose. Enrich your daily work and personal life by learning some new strategies andexercises to expand kindness, reflective practices, and mindfulness. The training includes a 75-minutesession to learn about and explore mindfulness practices, followed by a 45 minute practice at homewith a related journal assignment completed for 2 hours of training credit.
Webinar

Hours/ CEU

Target Audience

2 hours

Mixed audience

Parent or New Educators Workshop Series:
Each Workshop session will be focused on a developmental domain with a focus on developmentally
appropriate expectations and practices. Woven throughout each session will be strategies oninteractions and child guidance that promote each child’s self-esteem.
Each session will include:• What to expect of your child at each age with a focus on appropriate expectations• Discussion of challenges one may face as a parent or guardian of the child at that specific age.
• A hands-on activity that parents/guardians can do with their child/children• Resource list: Parents will receive a short list of children’s books that are related to thedevelopmental domain broken down for each age group.
Workshop Series – can be presented as a series or individually: Birth to Age 4
1. Letting your child express him/herself while building self-esteem (Social and Emotional
Development)
2. Your child is communicating (Language and Literacy)
3. My child is growing and learning (Cognitive Development)
4. Healthy Kids (Physical Development and Well-being)
Hours

Target Audience

2-hour workshops

Parents or Guardians
New Educators

25

Planning for Professional Development
Available in Spanish

The educator is the primary factor in quality of programming for young children. By reflecting on
individual strengths and challenges, educators can design a professional development plan that meets
his/her individual needs. This, in turn, impacts the educator’s work with young children and families
through ongoing development of knowledge and skills. In this training, participants will reflect uponcurrent abilities, goals and needs, discuss the mission of his/her program, review EEC templates forplanning, and align this information to develop an Individual Professional Development Plan.
Hours/ CEU

Target Audience

2 hours

Mixed audience

Screen Time for Young Children
With an increase in electronics, children (and adults) have increased their “screen time” significantly.
As a result, the American Academy of Pediatrics recommends limiting the duration, content, and use of
screen time in our homes and programs23. Also, their “best practices” are reflected in the Environmental
Rating Scale (FCCRs)24. During this session, participants will learn about the research on this topic,
methods to limit screen time, and implementation of these recommended practices in programs.
Hours/ CEU

Target Audience

2 hours

Center based, preschool,
infant/toddler and family childcare

Teacher Leaders: Finding the Strength in You
Ask a group of early educators how many of them consider themselves leaders in their work, andone may get a variety of answers. Administrators and classroom lead teachers may clearly seemthemselves in leadership positions, while teachers who are newer to the profession may not yet identify
as leaders. However, the concept of teacher-leadership is not necessarily tied to a job title or a role inan educational setting. The National Education Association (NEA) (2011) describes teacher leaders
as, "experienced professionals who have earned the respect of their students and colleagues and havegained a set of skills that enable them to work effectively and collaboratively with colleagues... [They]
want to remain closely connected to the classroom and students but are willing to assume new
responsibilities that afford them leadership opportunities in or outside the classroom while stillteaching full or part-time.”
In this workshop, educators will explore concepts of leadership and advocacy, while making
connections with other educators and reflecting on how they can grow as leaders in their field.

23

Hours/ CEU

Target Audience

2 hours + .5-hour assignment

Mixed audience

American Academy of Pediatrics. (2009). Caring for your baby and young child: Birth to age five. New York City:
NY: Bantam Books
24
Harms, T., Cryer, D., & Clifford, R.M. (2007). Family child care environment rating scale. New York, NY: Teachers
College Press.
26

Terrific Toddlers: Building Self Esteem While Guiding Challenging Behaviors
As toddlers assert their independence and gain mastery over themselves and their environment, theyoften exhibit behaviors that pose challenges for early childhood educators. During this 2 hour training
strategies for guiding these behaviors will be identified. Topics will include toddler social/emotional
development, typical toddler behaviors, educator strategies that guide behaviors while building selfesteem, and talking with parents.
Webinar OR Online

Hours/ CEU

Target Audience

2 hours

Toddler early education and care
professionals including centerbased and family childcare
educators

The Arnett Caregiver Interaction Scale & Responsive Interactions with Infants & Toddlers
Brain development research indicates that the degree of responsive caregiving that children receive as
infants and toddlers positively affects the architecture of the brain itself, thereby promoting healthy
development. All children need to be cared for by individuals who genuinely care for them and are
responsive to their needs. Responsive interactions are provided by parents and caregivers who are
nurturing within the context of protective and stable relationships. In this training, participants will
review the developmental needs of infants and toddlers and the elements of supportive interactions.
Within the context of the Arnett Caregiver Interaction Scale, participants will consider individual
needs and how to encourage, nurture, and guide each child. The components of the Arnett Caregiver
Interaction Scale will be used to frame the session and participants will learn how to use the Arnett as
an assessment tool and identify strengths and areas for growth.
Hours/ CEU

Target Audience

2.5-3 hours

Mixed audience

The Art of Childhood: Supporting Development with an Arts-Rich Curriculum
Exploration of art, music, dance, and drama bring us and our children joy. We all know it, but now
research confirms and suggests that the arts can bring so much more to children. A recent study25
showed Head Start children whose daily experience included music, dance, and visual arts
demonstrated more cognitive gains overall than children who did not attend an arts-richprogram. Equally important, the children also showed greater gains in social/ emotional development
as well. Hold on to your paintbrush Picasso; this workshop will review the ECE research emphasizing
the importance of arts education for healthy child development. Participants will reflect on theirpractice and create arts activities that support development across domains, integrating an arts
curriculum design.
Webinar OR Online

Hours/ CEU

Target Audience

2.5 hours

Mixed audience

25“The art of Head Start: Intensive arts integration associated with advantage in school readiness for economicallydisadvantaged children”, Brown, E.D., Garnett, M.L., Velazquez-Martin, B.M., Mellor, T.J.,
2017, Early Childhood Research Quarterly.
27

The Teaching Pyramid Observation Tool, or "TPOT™” Overview
The Teaching Pyramid Observation Tool, or "TPOT™", was developed by The Center on theSocial and Emotional Foundations for Early Learning (CSEFEL) and The Technical Assistance Centeron the Social-Emotional Interventions for Young Children (TACSEI). The TPOT™ is an instrument
to measure practitioners' implementation of teaching and behavior support practices associated with
the Pyramid Model for Promoting Social and Emotional Competence of Young Children (as cited in
the TPOT™ for Preschool Classrooms Manual, 2014).
In this training, participants will be introduced to the TPOT™ Observation Tool for Preschool
Classrooms. Participants will reflect on children’s social and emotional learning, explore the Pyramid
Model by Tiers, participate in reflection activities for each Tier, and set goals based upon thesereflections. Following this section, the presenter will explain the observation process, interview withthe teaching team and the follow up coaching session.
Hours/ CEU

Target Audience

1.5-2 hours

Mixed audience

Tools for Teaching Social Emotional Competence
Available in Spanish

Children need a strong foundation of social and emotional competency to be successful in school.
During this session, participants will explore research and materials from The Center for Social andEmotional Foundations for Early Learning (CSEFEL). They will also learn practical, hands-on
techniques and activities to help children develop social and emotional competence.
Hours/ CEU

Target Audience

2.5 hours
2 hours

Mixed audience

Using a Child-Centered Curriculum Approach in Out of School Time Programs
Curriculum should offer experiences that help children learn about themselves and the world
around them.26 Planning for the curriculum is based upon the educator’s observations of andconversations with children regarding their needs, strengths and interests. This is the foundation of
curriculum development that serves to engage children in learning. This shifts the role of the educatorfrom the one imparting the knowledge to the one enhancing learning by working with the children andguiding them!
In this workshop, we focus on the importance of helping children build confidence in theirabilities and increase engagement in learning using a child-centered approach in afterschool program
planning. A child-centered approach focuses on planning based upon children’s interests and uniqueneeds as well as integrating the educator’s talents and interests in planning. Join us as we weave
together strategies to support learning by exploring children and educator’s strengths and talents,
interests and needs, and program goals. We will also explore how to engage families and access
community resources as a comprehensive approach to curriculum planning.
Webinar OR Online

Hours/ CEU

Target Audience

2 hours

Out of School Time Teachers,
Directors and Administrators

26

Child Care Aware. (2015). Curriculum. Retrieved from, http://childcareaware.org/child-careproviders/program-planning/curriculum.
28

Working with Families of Children with Special Needs
It is important to establish effective partnerships will all families. Yet, effective engagement with afamily who has a child with special needs can be challenging. This can be due to multiple factors. In
this session, participants will gain insight into the family’s perspective including strategies forsupporting concerns from the educator/program and/or the family, methods for effective
communication, steps to support families as they seek and receive services, and use of a strength based
approach and sharing the child’s strengths with his/her family.
Webinar OR Online

Hours/ CEU

Target Audience

2 hours

Mixed audience

You are a Brain Architect
Quality early childhood care and education has a positive impact on children. The child’s brain grows
more during the first 5 years of life than any other time. High quality care has a positive impact onchildren’s development. During this training, we will discuss ways educators can positively influencea child’s brain development using structural and process supports. The framework for the session
includes the Infant/Toddler and Early Childhood Environment Rating Scales.
Hours/ CEU

Target Audience

2 hours

Mixed audience

29

IEPD Contact Information
Please contact uswith any questions and/or suggestions.
Phone: 508-657-1079•

Jody Figuerido

President

j.figuerido@iepd.org•

Katrina Lay

Operations Manager

k.lay@iepd.org

iOxford Dictionaries. (2021). Re-sil-ience. Retrieved fromhttps://search.yahoo.com/search?fr=mcafee&type=E210US714G0&p=Resilience

ii

Merriam-Webster. (2021). Resilience. Retrieved from https://www.merriam-webster.com/dictionary/resilience.
iii. Psychology Today. (2021). Resilience. Retrieved from https://www.psychologytoday.com/us/basics/resilience30