Protected: Entry Level Child Care Training

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Modules

(ELCCT) Chapter 1

Lessons

• Entry Level Child Care Training Pretest
• Chapter 1 Overview
• Course Objectives
• Definitions
• Professional Organizations
• Support Organizations
• Chapter 1: Final

(ELCCT) Chapter 2

Lessons

• Chapter 2 Objectives
• Child Care as a Profession
• Child Care as a Profession II
• Definition of Child Care
• Child Care Options
• Licensing
• Purpose and Policy of the Law
• Characteristics of Quality Child Care Programs
• Characteristics of Quality Child Care Programs II
• Quality Criteria
• Responsibilities of a Child Care Teachers
• Characteristics of Effective Child Care Teachers
• Characteristics of Effective Child Care Teachers II
• Characteristics of Effective Child Care Teachers III
• Characteristics of Effective Child Care Teachers IV
• Professionalism in Child Care
• Professionalism in Child Care II
• Professionalism in Child Care III
• Professionalism in Child Care IV
• Professionalism in Child Care V
• Professionalism in Child Care VI
• Rewards and Challenges Associated with Child Care Careers
• Demands Associated with Child Care Careers
• Careers in Child Care
• Chapter 2: Final

(ELCCT) Chapter 3

Lessons

• Chapter 3 Objectives
• Child Growth and Development
• The Meaning of Child Development
• Reasons to Study Child Development
• Sources of Current Information on Child Development
• Principles of Human Growth and Development
• Areas of Human Growth and Development
• Areas of Human Growth and Development II
• Areas of Human Growth and Development III
• Areas of Human Growth and Development IV
• Areas of Human Growth and Development V
• Areas of Human Growth and Development VI
• Areas of Human Growth and Development VII
• Areas of Human Growth and Development VIII
• Chapter 3: First
• Relationship of Play to Child Development
• Relationship of Play to Child Development II
• Relationship of Play to Child Development III
• Chapter 3: Second
• Reasons for Observing and Recording Children’s Behavior
• Reasons for Observing and Recording Children’s Behavior II
• Reasons for Observing and Recording Children’s Behavior III
• Guidelines for Observing Children
• Recording Observations
• Recording Observations II
• Definition of Assessment
• Assessment Portfolio
• Chapter 3: Final

(ELCCT) Chapter 4

Lessons

• Chapter 4 Objectives
• Guiding Children
• Guiding Children II
• Factors Affecting Behavior
• Direct Guidance
• Direct Guidance II
• Positive Guidance
• Chapter 4: First
• Indirect Guidance
• Indirect Guidance II
• Indirect Guidance III
• Promoting Appropriate Behavior
• Expectations For Children’s Behavior
• Setting Limits
• Chapter 4: Second
• Handling Conflict
• Handling Conflict II
• Handling Conflicts III
• Handling Conflicts IV
• Handling Conflict V
• Chapter 4: Third
• Handling Conflict VI
• Handling Conflict VII
• Handling Conflict VIII
• Handling Conflict IX
• Causes of Tension
• Responding to Inappropriate Behavior
• Responding to Inappropriate Behavior II
• Responding To Inappropriate Behavior III
• Responding to Inappropriate Behavior IV
• Responding to Inappropriate Behavior V
• Responding to Inappropriate Behavior VI
• Responding to Negative Behavior VII
• Responding to Inappropriate Behavior VIII
• Chapter 4: Final

(ELCCT) Chapter 5

Lessons

• Chapter 5 Objectives
• Developmentally Appropriate Practice
• Definition of Developmentally Appropriate Practice
• Definition of Developmentally Appropriate Practice II
• Definition of Developmentally Appropriate Practice III
• Definition of Developmentally Appropriate Practice IV
• Guidelines for Developmentally Appropriate Practice
• Guidelines for Bias-Free Learning Centers
• Guidelines for Bias-Free Learning Centers II
• Guidelines for Bias-Free Learning Centers III
• Guidelines for Bias-Free Learning Centers IV
• Chapter 5: First
• Developmentally Appropriate Practice for Infants, Toddlers, Preschoolers, and School-age Children
• Developmentally Appropriate Practice for Infants, Toddlers, Preschoolers, and School-age Children II
• Developmentally Appropriate Practice for Infants, Toddlers, Preschoolers, and School-age Children III
• Developmentally Appropriate Practice for Infants, Toddlers, Preschoolers, and School-age Children IV
• Developmentally Appropriate Practice for Infants, Toddlers, Preschoolers, and School-age Children V
• Chapter 5: Second
• Guidelines for Working with Children with Special Needs I
• Guidelines for Working with Children with Special Needs II
• Creating an Inclusive Environment
• Concepts Related to Special Needs
• Ways to Analyze Children’s Books for Appropriateness
• Chapter 5: Final

(ELCCT) Chapter 6

Lessons

• Objectives
• Guiding Children’s Health
• Promoting Good Health
• Promoting Good Health II
• Promoting Good Health III
• Promoting Good Health IV
• Promoting Good Health V
• Promoting Good Health VI
• Promoting Good Health VII
• Promoting Good Health VIII
• Promoting Good Health IX
• Promoting Good Health X
• Promoting Good Health XI
• Chapter 6: First
• Preventing Illness
• Preventing Illness II
• Preventing Illness III
• Preventing Illness IV
• Preventing Illness V
• Preventing Illness VI
• Preventing Illness VII
• Preventing Illness VIII
• Preventing Illness IX
• Children’s Emotional Health
• Children’s Emotional Health II
• Chapter 6: Second
• Teacher’s Health
• Teacher’s Health II
• Special Health Conditions
• Special Health Conditions II
• Chapter 6: Third

(ELCCT) Chapter 7

Lessons

• Objectives
• Handling Emergencies
• Handling Emergencies II
• Responding to Emergencies
• Responding to Emergencies II
• Responding to Emergencies III
• Responding To Emergencies IV
• Responding to Emergencies V
• Liability in Child Care
• Liability in Child Care II
• Handling Child Abuse as an Emergency
• Handling Child Abuse as an Emergency II
• Chapter 7: First
• Sudden Infant Death Syndrome
• Sudden Infant Death Syndrome II
• Chapter 7: Second

(ELCCT) Chapter 8

Lessons

• Objectives
• Guiding Children’s Safety
• Guiding Children’s Safety II
• Guiding Children’s Safety III
• Guiding Children’s Safety IV
• Safety Objectives for Child Care
• Written Safety Policy
• Indoor Safety
• Indoor Safety II
• Chapter 8: First
• Outdoor Safety
• Safety for Specific Situations
• Fire Safety
• Fire Safety II
• Fire Safety III
• Weather or Disaster Preparedness
• Transportation Safety
• Field Trip Safety
• Teaching Children About Safety
• Teaching Children About Safety II
• Teaching Children About Safety III
• Maintaining A Safe Environment
• Maintaining a Safe Environment II
• Review Safety Objectives For Child Care
• Chapter 8: Second

(ELCCT) Chapter 9

Lessons

• Entry Level Child Care Training Final Exam
• Objectives
• Communication
• Communication II
• Methods of Communication
• Nonverbal Communication
• Nonverbal Communication II
• Verbal Communication
• Verbal Communication II
• Verbal Communication III
• Listening Skills
• Listening Skills II
• Modeling Good Communication Skills
• Communicating with Children
• Communicating with Parents
• Communicating with Parents II
• Communicating with Parents III
• Chapter 9: First
• Communication of Staff
• Communication of Staff II
• Record Keeping in Child Care
• Director’s Point of View
• Record Keeping in Child Care II
• Recording Keeping in Child Care III
• Chapter 9: Second
• Values and Ideals Printable PDF
• Oklahoma DHS Registry Information for ELCCT