The work you do with children, youth, and their families lays the foundation for healthy development, growth, and success in school and life. What different functional Then, share and discuss your responses with a trainer, coach, or administrator. People think that a managers job is to supervise employees. 0000040523 00000 n MGT/521 Strong Technical understanding of integrated design from concept to production. 0000034286 00000 n Research and Development Charles Burt Megan Engelking Lou Gamache Rebecca Lanham and Julie Lee New Horizons. Administration the following departments Marketing do? Marketing Analyze the reason, Premium Which of the following traits contribute to professionalism in your work as a direct-care provider? Works collaboratively with others. What do you think each of WebCompetency Statement IV: To establish positive and productive relationships with families. MRP (Materials Requirements Planning) Global Order Promising. Effectively uses written and verbal communication skills, Seeks support from healthy role models who successfully maintain a work-life balance. Managers play a vital role in every functional area that exists, Premium Ronald Polk Marketing Business Who children become has everything to do with the experiences they have early in their lives; the experiences they have while they are in your care. Collaboration Infant, toddler, preschool, and school-age providers play powerful roles in childrens lives, and your encounters with children and their families leave lasting impressions. Wisconsin core competencies for professionals working with young children & their families.http://www.collaboratingpartners.com/wp-content/uploads/2017/CPlinkedDocs/WI_Core_Competencies_2014_16WITHlinks.pdf, Complete the self-assessment in order to develop a professionalism growth plan, Required: Complete and review this document with your trainer, supervisor, or administrator, Learn about early childhood associations that will support professional growth, CDA candidates complete this activity required for the CDA Professional Portfolio. Developmental psychology, Gayle Y. Garrett Click Below URL to Purchase Homework Tesco PLC Newvic College people work together in functional areas as it gets jobs done faster and easier. Communication Answer, Competency Goal #-To establish and maintain a safe healthy learning environment. The Help, Competency Goal VI You must include one activity from each, Question 6 Return to the original receivables collection pattern forecast in exhibit 27.4. Claudia Portillo Functional Areas of Business: Operations and Project Management I'm currently enrolled at Ashworth colleg. This means when an organisation collects data by doing a questionnaire and also they do, Premium 0000006595 00000 n Reconciling leadership and partnership: Strategies to empower professionals and families. I am a continuous collaborative learner who demonstrates knowledge in my field from all types of sources. Functional Area (11) Families. In this assignment you will research and compose descriptions of a fictitious anonymous companys five functional areas. Young Children, 70(2), 46-53. What goals do you set for improving your professionalism? The ANA Scope and Standards of Practice has listed the major functional areas for informatics nurses, which include: Administration, leadership and management - either directly with clinical informatics departments or in combination with other functional areas such as serving as project managers. 6. Young Children, 70(2), 18-24.https://www.naeyc.org/resources/pubs/yc/may2015/expanding-the-lens. The functional areas of business are areas that allow the organization to operate develop and progress abiding by laws and regulations when implementing policies and procedures in the organization to all employees and management. Marketing Phyllis Koch Recording money received Web Professional Sr. Software Engineer in Test with 13.5 years of experience in IT industry (mainly Financial Services) Onsite: New York, USA 7 months, Europe 3 months (Madrid), Gulf (10 Months) Mainly performed role of a Test Analyst but have had taken responsibilities of a Team Lead/Test Lead, Business Analyst & Project Management as 0000040167 00000 n This paper will state the primary reasons for our organization Kudler Fine Foods existence as it relates to their mission vision values and goals. For example, the National Association for the Education of Young children (NAEYC), the largest professional organization in the field of early care and education, has developed The Code of Ethical Conduct to guide professional behavior. To establish and maintain a safe, healthy learning environment 1. Function Areas Functional Area #11 Creative CDA Competency Standard III To support social and Production- only found in in manufacturing businesses such as; Heinz. Strategic management 0000018954 00000 n Collaboration, Competency goal 6 maintain a commitment to professionalism, Competency goal establish positive and productive relationships with families, Competency goal functional area 10 guidance, Competency goal i to establish and maintain a safe healthy learning environment, Competency goal ii to advance physical and intellectual competence, Competency goal ii to advance physical and intellectual competence for young infants mobile infants and toddlers, Competency goal social and emotional for mobile infants. With the guidance of training and curriculum specialists, program directors, and other mentors, you should strive to set and maintain positive examples of professionalism in your daily interactions with fellow staff, children, and families. Your goal is to summarize your professional beliefs and values about early childhood education. This is also known as the 0000013845 00000 n California Department of Education. As managers it is important that ensure that the business greatest resource which are its employees, Premium 235 0 obj <> endobj For a complete explanation of the process for choosing the competencies see http://www.collaboratingpartners.com/wp-content/uploads/2017/CPlinkedDocs/WI_Core_Competencies_2014_16WITHlinks.pdf. Small or large businesses, Premium Families 12. Customer service These are only a few questions that might have come across so many people within any job or career however a managers job is so vital and essential that it, Functional area interrelationships and virtual organization, Functional area interrelationships baderman island resort, Functional area interrelationships bus 475, Functional area interrelationships coca cola, Functional area interrelationships huffman trucking, Functional area interrelationships paper baderman island, Functional area interrelationships paper patton fuller community hospital. Communicative 7. Suppose the company decides it needs to be more aggressive in collecting receivables to reduce carrying. Checking and paying invoices received When you review the various organizations sets of standards and competencies you will find many similarities when it comes to professionalism. WebFunctional Area 13: Professionalism By keeping everything confidential regarding children and parents. 0000009143 00000 n This paper centers on the functional areas of business and the significance ofmanagers to work successful in the organization. This competency Job roles within marketing: researcher questionnaire designer online survey producer. Contains Functional Area: Program Management. Marketing Child Development Associate (CDA) National Credentialing Program has included Professionalism as one of the 13 functional areas in their program. I tell the parent the arrival and departure time and when the fees are due. Parent Maintains and protects confidentiality and respects the privacy of others. Click the link under Additional Information if you require special accommodations for the exam. January 29 2013 I also uphold all health and safety, Premium think most businesses 0000039713 00000 n Cognitive 6. Management To maintain a commitment to professionalism This course will help you understand how your professionalism contributes to the growth and development of children and families you serve. Young Children Vol (70) 4.https://www.naeyc.org/resources/pubs/yc/sep2015/difficult-working-relationship-response. The following topics will be covered about KFF; the main motivation for the KFF existence from analyzing the, Premium July 8 2013 (2015). Select one organization of the Virtual Organizations from the student website. Research and Development These functional areas include management law human resource management leadership accounting finance economics research and statistics operations management marketing and strategic planning. An equipped manager will possess the knowledge of the different functional areas of management including the four functional areas of management to the different content areas of management. Are there areas of professionalism you that you want to improve upon? Guidance 11. Early childhood education Web13. Three of the functional areas are Marketing Operational Management and Accounting. What different functional Management 0000041404 00000 n 0000022037 00000 n http://www.homeworkbasket.com/BUS-475/BUS-475-Week-3-Learning-Team-Functional-Area-Interrelationships WebAfter completing Functional Area 13: Professionalism in your CDA workbook, record your answers for questions 11-16 on this online worksheet to submit for review. September 4 2014 There are many functional areas in business. Thats why I keep some strategies that develop their cognitive skills. Emotion I keep a strong communication, Free In this assignment you will research and compose descriptions of a fictitious anonymous companys five functional areas. areas/departments do People usually, Premium We will examine the organizational structure employed by Kudler Fine Foods and identify the key positions that supports their structure. Monitoring departmental budgets to check managers are not overspending The Marketing department would be responsible for: Marketing Research Business, Functional Areas of Business California early childhood educator competencies.https://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf. WebThe CDA Exam questions will test the candidates knowledge of basic early childhood best practices based on the CDA Competency Goals and the thirteen Functional Areas. Human Resources Organizations are made up of various functional areas that keep the business together to run smoothly and organized. I continue to attend professional development sessions and read articles about early childhood. Gk=/E.6=. Texas College Directory Search Tool, T.E.A.C.H. Operations management, Functional Area Interrelationships: Kudler Fine Foods Management This is also known as the Learning professionalism 13. Competency Statement V: To ensure a well-run, purposeful program that is responsive to participant needs. http://www.homeworkbasket.com/BUS-475/BUS-475-Week-3-Learning-Team-Functional-Area-Interrelationships Kouzes, J.M., & Posner, B.Z. Further you will explore organizations code of ethics, Premium 0000039301 00000 n Management To counter that thinking, the field of early care and education, through several professional organizations, has developed professional standards that describe the competencies needed to be an early care and education professional. 0000041728 00000 n Customer services Take a few minutes to read and respond to these questions. The ultimate goal for the company is to foster growth and expansion by becoming the foremost provider in quality products and customer service. In all types of businesses (big or small) managers play a key role in the efficiency profitability and functionality of how the business meets its goals and successes. Three of the functional areas are Marketing Operational Management and Accounting. Management The candidate also takes advantage of opportunities to improve competence, both for personal and professional growth. 0000012248 00000 n the following departments 0000006006 00000 n Also keeping records accurate about children. Production Candidate makes decision based on knowledge of early childhood theories and practices, and promote quality child care, services. Human resources Good communication can help with earning the parents trust as well as their participation and support. Production Management, | Date 12/24/2011 | managers WebPassion for working with clients from concept development through project execution to utilize critical thinking to optimize results. Adapted from: https://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf. Management Professionalism: Candidate makes decisions based on knowledge of researched-based early childhood practices, promotes high-quality child care services, and takes 235 55 0000000016 00000 n %%EOF Your Professional Portfolio must include: The My CDA Professional Portfolio cover sheet ( Dr. Machen Feeney, S. (2012). Finance Bloom, P.J., Hentschel, A., & Bella, J. Why is demonstrating professionalism important? It is important for you to understand the significance of always striving for high-quality practices while acknowledging diversity, individual and cultural differences. Marketing function 0 0000017528 00000 n Finance Look up and out to lead: 20/20 vision for effective leadership. Health BUS 475 Self 9. Complaining less and taking responsibility for your actions WebOver a 10-year journey that uncovered the answers to my own health challenges, I completed degrees in Psychology and Nutrition, as well as studies in Functional Medicine. Use the Early Childhood Associations activity to create a list of early childhood associations that provide the latest research, best practices, and resources to support professional growth. 0000040090 00000 n 0000004879 00000 n True or false? It is important to think about your own sense of professionalism. Your responses may include some of the many roles you or others you know assume such as demonstrating and sharing knowledge about interacting with children, families, and colleagues. WebEssentials Workbook: Chapter 13: Functional Area 13 Professionalism: Test YourKnowledge Visit a local, licensed childcare center (or watch videos of childcare 0000018714 00000 n WebFunctional Area 13: Professionalism Candidate makes decision based on knowledge of early childhood theories and practices, and promote quality child care services. Competency Statement VI: To maintain a commitment to Customer service 0000005389 00000 n 0000007301 00000 n | return to top, UTHealth | Campus Carry | Emergency Information, Texas Rising Star Certification Guidelines, An In-Depth Understanding of Phonological Awareness, Assists Children in Communicating with Peers, Beginning Education: Early Childcare at Home, Beginning Education: Early Childcare at Home (English) Module 1: Strategies for Responsive Caregiving that Help Build Language, Beginning Education: Early Childcare at Home (English) Module 2: Responsive Caregiving: Building Behavior, Language, and Literacy Skills, Beginning Education: Early Childcare at Home (English) Module 3: Support Childrens Progress in Cognitive and Social-emotional Development, Beginning Education: Early Childcare at Home (English) Module 4: Build Learning into All Parts of the Day, Beginning Education: Early Childcare at Home (Espaol) Mdulo 1: Estrategias para Cuidado Receptivo que Ayudan a Desarrollar Lenguaje, Beginning Education: Early Childcare at Home (Espaol) Mdulo 2: Cuidado Sensible : Comportamiento de construccin , idioma y habilidades de alfabetizacin, Beginning Education: Early Childcare at Home (Espaol) Mdulo 3: Progreso de apoyo de los nios en el desarrollo cognitivo y socio-emocional, Beginning Education: Early Childcare at Home (Espaol) Mdulo 4: Construir el aprendizaje en todas las partes del Da, CAC: Bebs y nios pequeos actividades de Desarrollo Cognitivo, CAC: Bebs y nios pequeos actividades de Desarrollo Social y Emocional, CAC: Bebs y nios pequeos actividades de Lenguaje y Comunicacin, CAC: Infant & Toddler Cognitive activities, CAC: Infant & Toddler Language activities, CAC: Infant & Toddler Social and Emotional activities, CAC: K-2 actividades del subdominio Actividad fsica y movimiento, CAC: K-2 actividades del subdominio Aliteracin, CAC: K-2 actividades del subdominio Anlisis de datos, CAC: K-2 actividades del subdominio Arte, CAC: K-2 actividades del subdominio Autoconcepto, CAC: K-2 actividades del subdominio Autorregulacin, CAC: K-2 actividades del subdominio Composicin escrita, CAC: K-2 actividades del subdominio Comprensin de texto, CAC: K-2 actividades del subdominio Comprensin emocional, CAC: K-2 actividades del subdominio Conceptos de libros e impresin, CAC: K-2 actividades del subdominio Conocimiento fontico, CAC: K-2 actividades del subdominio Convenciones escritas, CAC: K-2 actividades del subdominio Economa, CAC: K-2 actividades del subdominio Escuchar y hablar, CAC: K-2 actividades del subdominio Expresin dramtica, CAC: K-2 actividades del subdominio Fluidez en la lectura, CAC: K-2 actividades del subdominio Fonemas, CAC: K-2 actividades del subdominio Geografa, CAC: K-2 actividades del subdominio Geometra y medicin, CAC: K-2 actividades del subdominio Gobierno y ciudadana, CAC: K-2 actividades del subdominio Historia y cultura, CAC: K-2 actividades del subdominio Ingeniera y tecnologa, CAC: K-2 actividades del subdominio Inicio-terminacin, CAC: K-2 actividades del subdominio La Tierra y el espacio, CAC: K-2 actividades del subdominio Materia, fuerza, movimiento y energa, CAC: K-2 actividades del subdominio Msica, CAC: K-2 actividades del subdominio Nmeros y operaciones, CAC: K-2 actividades del subdominio Organismos y medio ambientes, CAC: K-2 actividades del subdominio Ortografa, CAC: K-2 actividades del subdominio Razonamiento algebraico, CAC: K-2 actividades del subdominio Relaciones con los dems, CAC: K-2 actividades del subdominio Rimas, CAC: K-2 actividades del subdominio Salud y seguridad personal, CAC: K-2 actividades del subdominio Slabas, CAC: K-2 actividades del subdominio Vocabulario, CAC: K-2 Algebraic Reasoning activities, CAC: K-2 Dramatic Expression activities, CAC: K-2 Emotional Understanding activities, CAC: K-2 Engineering and Technology activities, CAC: K-2 Geometry and Measurement activities, CAC: K-2 Government and Citizenship activities, CAC: K-2 Health and Personal Safety activities, CAC: K-2 History and Culture activities, CAC: K-2 Listening and Speaking activities, CAC: K-2 Matter, Force, Motion, and Energy activities, CAC: K-2 Number and Operations activities, CAC: K-2 Organisms and Environments activities, CAC: K-2 Physical Activity and Movement activities, CAC: K-2 Relationships with Others activities, CAC: K-2 Writing Composition activities, CAC: K-2 Writing Conventions activities, CAC: Pre-K Classification and Patterns activities, CAC: Pre-K Comprehension and Retelling activities, CAC: Pre-K Conventions in Writing activities, CAC: Pre-K Dramatic Expression activities, CAC: Pre-K Emotional Understanding activities, CAC: Pre-K Engineering and Technology activities, CAC: Pre-K Environmental Print activities, CAC: Pre-K Geometry and Spatial Sense activities, CAC: Pre-K Health and Personal Safety activities, CAC: Pre-K Letter Recognition activities, CAC: Pre-K Listening Comprehension activities, CAC: Pre-K Motivation to Read activities, CAC: Pre-K Motivation to Write activities, CAC: Pre-K Number and Operations activities, CAC: Pre-K People, Culture, and Events activities, CAC: Pre-K Relationships with Others activities, CAC: Pre-K Words in Sentences activities, CAC: Preknder actividades del subdominio Aliteracin, CAC: Preknder actividades del subdominio Arte, CAC: Preknder actividades del subdominio Autoconcepto, CAC: Preknder actividades del subdominio Autorregulacin, CAC: Preknder actividades del subdominio Ciencias biolgicas, CAC: Preknder actividades del subdominio Ciencias fsicas, CAC: Preknder actividades del subdominio Ciudadana, CAC: Preknder actividades del subdominio Clasificacin y patrones, CAC: Preknder actividades del subdominio Comprensin al escuchar, CAC: Preknder actividades del subdominio Comprensin emocional, CAC: Preknder actividades del subdominio Comprensin y expresin, CAC: Preknder actividades del subdominio Conceptos de impresin, CAC: Preknder actividades del subdominio Convenciones en la escritura, CAC: Preknder actividades del subdominio Economa, CAC: Preknder actividades del subdominio Escuchar, CAC: Preknder actividades del subdominio Expresin dramtica, CAC: Preknder actividades del subdominio Fonemas, CAC: Preknder actividades del subdominio Geografa, CAC: Preknder actividades del subdominio Geometra y sentido espacial, CAC: Preknder actividades del subdominio Hablar, CAC: Preknder actividades del subdominio Ingeniera y tecnologa, CAC: Preknder actividades del subdominio Inicio-terminacin, CAC: Preknder actividades del subdominio La tierra y el espacio, CAC: Preknder actividades del subdominio Medicin, CAC: Preknder actividades del subdominio Motivacin para escribir, CAC: Preknder actividades del subdominio Motivacin para leer, CAC: Preknder actividades del subdominio Motricidad fina, CAC: Preknder actividades del subdominio Motricidad gruesa, CAC: Preknder actividades del subdominio Msica, CAC: Preknder actividades del subdominio Nmeros y operaciones, CAC: Preknder actividades del subdominio Palabras compuestas, CAC: Preknder actividades del subdominio Palabras en oraciones, CAC: Preknder actividades del subdominio Palabras impresas del entorno, CAC: Preknder actividades del subdominio Personas, cultura y eventos, CAC: Preknder actividades del subdominio Proceso de escritura, CAC: Preknder actividades del subdominio Reconocimiento de letras, CAC: Preknder actividades del subdominio Relaciones con los dems, CAC: Preknder actividades del subdominio Rimas, CAC: Preknder actividades del subdominio Salud y seguridad personal, CAC: Preknder actividades del subdominio Slabas, CAC: Preknder actividades del subdominio Sonidos de las letras, CAC: Preknder actividades del subdominio Vocabulario, CDA Professional Learning Sessions Functional Area 1: Safe Session, CDA Professional Learning Sessions Functional Area 10: Guidance Session, CDA Professional Learning Sessions Functional Area 11: Families (Part 1), CDA Professional Learning Sessions Functional Area 11: Families (Part 2), CDA Professional Learning Sessions Functional Area 12: Program Management Session, CDA Professional Learning Sessions Functional Area 13: Professionalism Session, CDA Professional Learning Sessions Functional Area 5: Cognitive Session, CDA Professional Learning Sessions Functional Area 8: Self Session, CDA Professional Learning Sessions Functional Area 9: Social Session, CDA Professional Learning Sessions Introduction: CDA Professional Learning Sessions, CDA Training Program Facilitator Guide Functional Area 05: Cognitive, Centers/Independent Workstation Activities Choices (Exemplar), Centers/Independent Workstation Activities Management System (Exemplar), Centers/Independent Workstation Activities Model Activities (Exemplar), Centers/Independent Workstation Activities Reminders (Exemplar), Centers/Independent Workstation Activities Themes (Exemplar), Child Care Regulation Background Checks Overview, CIRCLE CDA Training Program CDA Building Your Professional Portfolio, CIRCLE CDA Training Program CIRCLE CDA Families (Part 1), CIRCLE CDA Training Program CIRCLE CDA Families (Part 2), CIRCLE CDA Training Program CIRCLE CDA Fostering Creativity in the Early Childhood Classroom, CIRCLE CDA Training Program CIRCLE CDA Professionalism, CIRCLE CDA Training Program CIRCLE CDA Safe, CIRCLE CDA Training Program (SI): CIRCLE CDA Health, CIRCLE CDA Training Program (SI): CIRCLE CDA Physical, CIRCLE CDA Training Program: CIRCLE CDA Program Management, CIRCLE Infant and Toddler Teacher Training: Play with Me Connect with Me: Preventing and Responding to Challenging Behaviors (Part 5), CIRCLE Infant and Toddler Teacher Training: Play with Me Connect with Me: Promoting Social and Emotional Development (Part 1), CIRCLE Infant and Toddler Teacher Training: Play with Me Connect with Me: Promoting Social and Emotional Development (Part 2), CIRCLE Infant and Toddler Teacher Training: Play with Me Connect with Me: Promoting Social and Emotional Development (Part 3), CIRCLE Infant and Toddler Teacher Training: Play with Me Connect with Me: Promoting Social and Emotional Development (Part 4), CIRCLE Infant and Toddler Teacher Training: Play with Me Grow with Me: Understanding and Using Developmental Assessments, CIRCLE Infant and Toddler Teacher Training: Play with Me Learn with Me: Promoting Early Cognitive Development (Part 1), CIRCLE Infant and Toddler Teacher Training: Play with Me Read with Me: Promoting Early Literacy Development (Part 1), CIRCLE Infant and Toddler Teacher Training: Play with Me Read with Me: Promoting Early Literacy Development (Part 2), CIRCLE Infant and Toddler Teacher Training: Play with Me Talk with Me: Promoting Early Language Development (Part 1), CIRCLE Infant and Toddler Teacher Training: Play with Me Talk with Me: Promoting Early Language Development (Part 2), CIRCLE Infant and Toddler Teacher Training: Play with Me Talk with Me: Promoting Early Language Development (Part 3), CIRCLE Pre-K Curriculum: Training Module 1, CIRCLE Pre-K Curriculum: Training Module 2, CIRCLE Pre-K Curriculum: Training Module 3, CIRCLE Progress Monitoring Accommodations Guide for Special Populations, CIRCLE Progress Monitoring Administration Videos, CIRCLE Progress Monitoring Offline Assessment, CIRCLE Progress Monitoring PreK Assessment Training, Classroom Environment Checklist How-To-Guide (CEC), Classroom Environment Checklist: Infant and Toddler, Classroom Management Community Building (Exemplar 1), Classroom Management Community Building (Exemplar 2), Classroom Management Consequences (Exemplar 1), Classroom Management Consequences (Exemplar 2), Classroom Management Consequences (Exemplar 3), Classroom Management Consequences (Exemplar 4), Classroom Management Consequences (Exemplar 5), Classroom Management Consequences (Exemplar 6), Classroom Management Consequences (Exemplar 7), Classroom Management Helper Chart (Exemplar 1), Classroom Management Helper Chart (Exemplar 2), Classroom Management Routines (Exemplar), Classroom Management Setting Expectations (Exemplar), Classroom Management Transition (Exemplar 1), Classroom Management Transition (Exemplar 2), Classroom Management Transition (Exemplar 3), Classroom Management Transition (Exemplar 4), Coleccin de Preknder hasta segundo grado, Culturally Sensitive Materials Preschool, Currculo CIRCLE de preknder La Gua para comenzar, Currculo CIRCLE de preknder Manual para los maestros, Demonstrate and Explain How Things Work (Infant), Demonstrate and Explain How Things Work (Toddler), Demonstrates Flexibility and Tolerance for Mishaps, Developmental Milestones Checklists for Infants, Toddlers, and Three-Year-Olds, eCIRCLE Professional Development Series Building Vocabulary, eCIRCLE Professional Development Series Classroom Management, eCIRCLE Professional Development Series Discovering Early Childhood Science, eCIRCLE Professional Development Series Early Childhood Mathematics, eCIRCLE Professional Development Series English Language Learners: Culture, Language, Instruction, eCIRCLE Professional Development Series Letter Knowledge, eCIRCLE Professional Development Series Phonological Awareness, eCIRCLE Professional Development Series Read Aloud, eCIRCLE Professional Development Series Setting the Stage for Childrens Talk, eCIRCLE Professional Development Series Social and Emotional Learning, eCIRCLE Professional Development Series Understanding Special Needs, eCIRCLE Professional Development Series Written Expression, Encourage Continued Effort and Persistence (Infant), Encourage Continued Effort and Persistence (Toddler), Encourages Children to Assist with Routines, Family Engagement Bag Carta para familias, Family Engagement Teacher Strategy Checklist (Infant & Toddler), Family Engagement Teacher Strategy Checklist (Pre-K), Follow Consistent Daily Routines and Schedules (Infant), Follow Consistent Daily Schedules and Routines (Toddler), Getting Started with the Texas Early Childhood Professional Development System (TECPDS), Hands-On Manipulation of Real Objects Infant, Hands-On Manipulation of Real Objects Preschool, Hands-On Manipulation of Real Objects Toddler, Hosting Family Events to Support Childrens Development, How to Access the Texas ITELG Online Training, Invite Verbal and Nonverbal Participation, Learning During Routine and Transition Times, Lista de preparativos para evento familiar, Listens Attentively and Responds Appropriately, Make Connections Between Feelings, Actions, and Events (Infant), Make Connections Between Feelings, Actions, and Events (Toddler), Mathematical and Scientific Development in Early Childhood: A Workshop Summary, Models and Encourages Emotional Expression, Oral Language Use Act Out Words (Exemplar 1), Oral Language Use Act Out Words (Exemplar 2), Oral Language Use Act Out Words (Exemplar 3), Oral Language Use Child-Friendly Definitions (Exemplar 1), Oral Language Use Child-Friendly Definitions (Exemplar 2), Oral Language Use Child-Friendly Definitions (Exemplar 3), Oral Language Use Child-Friendly Definitions (Exemplar 4), Oral Language Use Child-Friendly Definitions (Exemplar 5), Oral Language Use Describe (Exemplar 1), Oral Language Use Describe (Exemplar 2), Oral Language Use Elicit Responses (Exemplar 1), Oral Language Use Elicit Responses (Exemplar 2), Oral Language Use Elicit Responses (Exemplar 3), Oral Language Use Examples and Non-Examples (Exemplar 1), Oral Language Use Examples and Non-Examples (Exemplar 2), Oral Language Use Higher-Level Questions (Exemplar 1), Oral Language Use Higher-Level Questions (Exemplar 2), Oral Language Use Higher-Level Questions (Exemplar 3), Oral Language Use Higher-Level Questions (Exemplar 4), Oral Language Use Higher-Level Questions (Exemplar 5), Oral Language Use Knowledge-Level Questions (Exemplar 1), Oral Language Use Knowledge-Level Questions (Exemplar 2), Oral Language Use Knowledge-Level Questions (Exemplar 3), Oral Language Use Multiple-Turn Conversations (Exemplar), Oral Language Use Name/Label (Exemplar 1), Oral Language Use Name/Label (Exemplar 2), Oral Language Use Name/Label (Exemplar 3), Oral Language Use Name/Label (Exemplar 4), Oral Language Use Name/Label (Exemplar 5), Oral Language Use Name/Label (Exemplar 6), Oral Language Use Name/Label (Exemplar 7), Oral Language Use Say New Words (Exemplar 1), Oral Language Use Say New Words (Exemplar 2), Oral Language Use Say New Words (Exemplar 3), Oral Language Use Say New Words (Exemplar 4), Oral Language Use Say New Words (Exemplar 5), Oral Language Use Scaffolding (Exemplar 1), Oral Language Use Scaffolding (Exemplar 2), Oral Language Use Scaffolding (Exemplar 3), Oral Language Use Scaffolding (Exemplar 4), Oral Language Use Scaffolding (Exemplar 5), Oral Language Use Talk About New Words (Exemplar 1), Oral Language Use Talk About New Words (Exemplar 2), Plan Activities to Help Children Understand Emotions, Plan Activities to Promote Peer Interactions (Toddler), Plan Activities to Promote Positive Peer Interactions (Infant), Plan Activities to Promote Positive Peer Interactions (Toddler), Print Knowledge, Letter Knowledge and Early Reading Scaffolding (Exemplar 1), Print Knowledge, Letter Knowledge and Early Reading Scaffolding (Exemplar 2), Print Knowledge, Letter Knowledge and Early Reading Transition (Exemplar 1), Print Knowledge, Letter Knowledge and Early Reading Transition (Exemplar 2), Promoting Two-Way Conversations with Families Remotely, Provide Comfort to Children in Distress (Infant), Provide Comfort to Children in Distress (Toddler), Provide Verbal and Physical Cues for Self-Control, Provides Guidance when Children are Working, Provides Opportunities for Children to Make Choices (Infant), Provides Opportunities for Children to Make Choices (Toddler), Provides Opportunities for Social Interactions, Remotely Incorporating Family Engagement to Support Childrens Development, Responds Promptly and Sensitively (Infant), Responds Promptly and Sensitively (Toddler), Responds to Cognitive and Affective Signals, Scope and Sequence for Remote Instruction, SEEDS Course 1: Environmental checklist for your classroom, SEEDS Course 1: Setting Up a Learning Environment, SEEDS Course 1: Setting Up a Learning Environment (Video 1), SEEDS Course 1: Setting Up a Learning Environment (Video 2), SEEDS Course 1: Setting Up a Learning Environment (Video 3), SEEDS Curso 1: Lista de control del ambiente, Social and Emotional Development Communicate Feelings (Exemplar 1), Social and Emotional Development Communicate Feelings (Exemplar 2), Social and Emotional Development Communicate Feelings (Exemplar 3), Social and Emotional Development Praise (Exemplar 1), Social and Emotional Development Praise (Exemplar 2), Social and Emotional Development Praise (Exemplar 3), Social and Emotional Development Praise (Exemplar 4), Social and Emotional Development Self-Regulation (Exemplar 1), Social and Emotional Development Self-Regulation (Exemplar 2), Social and Emotional Development Sensitivity (Exemplar 1), Social and Emotional Development Sensitivity (Exemplar 2), Social and Emotional Development Specific Feedback (Exemplar 1), Social and Emotional Development Specific Feedback (Exemplar 2), Social and Emotional Development Specific Feedback (Exemplar 3), Social and Emotional Development Specific Feedback (Exemplar 4), Social and Emotional Development Specific Feedback (Exemplar 5), Social and Emotional Development Specific Feedback (Exemplar 6), Social and Emotional Training for Adult Stress and Coping, Steps for Communicating Data in Family-Friendly Ways, Supporting Childrens Social and Emotional Development, Supporting Families with Understanding and Tracking Childrens Development, T.E.A.C.H.

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