Supporting Children’s Growth and Development

An understanding of child development is the foundation of the early childhood profession. Effective and responsive teaching requires knowledge of how current practice is developed from researched theory. In order to provide appropriate early experiences for young children, educators need a working knowledge of the developmental milestones and domains associated with children’s learning. In this course, participants will discuss some of the theories of child development and the developmental milestones for children from birth through age 8. Participants will also explore the developmental domains associated with planning developmentally appropriate learning experiences for the whole child.
Upon enrollment in this 45 hour, 4.5 IACET approved CEU'd training, you will have 4 months to complete all course content and submit your evaluation for each session. Once the training is successfully completed within that timeframe, a CEU certificate will be issued within 2 weeks.

75% or 11.25 hours, of this course addresses the topics of “diverse learners”

For Massachusetts Residents
: according to MA Department of Early Education and Care, a college-level Child Growth and Development course is needed to meet teacher requirements. This online course serves as an orientation for new staff and/or as needed for any staff.  Participants, upon successful completion of this course, will receive 4.5 IACET Continuing Education Unit Credits that are accepted toward educator's annual professional development requirements.

Participants outside of Massachusetts:  
Please check with your governing or licensing authority for information regarding this course counting towards certification.

The Institute for Education and Professional Development, Inc. is accredited by the International Accreditors for Continuing Education and Training (IACET) and offers IACET CEUs for its learning events that comply with the ANSI/IACET Continuing Education and Training Standard. IACET is recognized internationally as a standard development organization and accrediting body that promotes quality of continuing education and training.

Learning Objectives
Section 1

After completing this training, participants should be able to:

  • Define child development
  • Describe theories of child development and learning
  • List and discuss development domains
  • Identify milestones for birth through age 8

Learning Objectives
Section 2

After completing this training, participants should be able to:

  • Define the term developmentally appropriate practice
  • Describe the 3 fundamental considerations for deciding if an activity is developmentally appropriate
  • Define physical development
  • Design an activity that supports children’s physical development, including modifications for children with special needs.
  • Define cognitive development
  • List and describe the stages of play
  • Explain the importance of play in children’s cognitive development
  • Design an activity that supports children’s cognitive development, including modifications for children with special needs.
  • Articulate methods that support dual language learners in understanding and speaking both English and their home language
  • Identify the factors to consider when choosing books for young children
  • Outline the importance of supporting children’s creativity through the use of open-ended materials.
  • Design an activity that supports development of children’s creativity include modifications for children with special needs

Learning Objectives
Section 3

After completing this training, participants should be able to:
  • Define social and emotional development;
  • Describe the elements of early childhood social and emotional development;
  • List the components of the CSEFEL Teaching Pyramid model.
  • Describe the importance of building relationships with infants and young children;
  • Identify strategies for building nurturing and responsive relationships with young children.
  • Identify communicative behaviors in infants and young children.
  • Observe young children for communicative behavior and its function.
  • Describe an environment that supports social and emotional development in infants, toddlers, and preschoolers;
  • Plan for routines and transitions to promote the social and emotional development of infants and young children.
  • Describe the importance of being intentional about teaching social and emotional skills including when to teach them.
  • Identify strategies for teaching friendship, problem-solving, and self-regulation in both infants and young children.
  • Describe how a child’s challenging behavior can interfere with his/her ability to learn, engage, and explore;
  • Identify triggers for challenging behavior and describe the use of prevention strategies to address these triggers.
The Institute for Education and Professional Development, Inc.

The Institute for Education and Professional Development, Inc. was established in 2005 to provide professional development and consultation services to early childhood programs and educators. We work collaboratively with programs, educators, and agencies to improve the quality of education and care for young children and families.

IEPD has master instructors who provide training, coaching and mentoring services. Each of the IEPD instructors receives training on adult learning principles, training design and delivery, and evaluation. All of the IEPD instructors have worked in the field of early childhood education, bringing their own experiences and "lessons learned" to the training.

Our trainings are fun, engaging, and are filled with important information and resources. We want to work with you, hear your stories, successes and challenges, and provide assistance to help you in your work.
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