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ERIC Number: ED414993
Record Type: Non-Journal
Publication Date: 1996
Pages: 939
Abstractor: N/A
Reference Count: N/A
ISBN: 1-879537-25-7
Caring for Preschool Children: A Competency-Based Training Program. Volumes I and II. Second Edition [and] a Trainer's Guide.
Dodge, Diane Trister; Koralek, Derry Gosselin; Pizzolongo, Peter J.; Al-Salam, Debra
The "Caring for Preschool Children" program was designed as a personalized training program to help adults working with preschool children acquire the skills and knowledge needed to provide a high quality preschool program. This two-volume training manual is comprised of 13 modules corresponding to the areas of the Child Development Associate Competency Standards, each containing an overview, self-assessments, learning activities, answer sheets, and a glossary. The modules are: (1) "Safe," preventing, and responding to accidents and injuries; (2) "Healthy," including promoting wellness and reducing the spread of disease, and helping children develop habits that promote good hygiene and nutrition; (3) "Learning Environment," encouraging play and exploration, and planning and implementing schedules, routines, and transitions that meet children's needs; (4) "Physical," providing materials, equipment, and opportunities for gross and fine motor development and encouraging physical fitness; (5) "Cognitive," encouraging children to explore and construct knowledge about their world, and helping children to develop confidence in their ability to think and solve problems; (6) "Communication," helping children use language meaningfully and providing materials and experiences that support emerging literacy skills; (7) "Creative," encouraging exploration and experimentation, offering materials and activities, and showing respect for children's ideas; (8) "Self," developing positive relationships with children and helping them accept and appreciate themselves and others; (9) "Social," helping children develop social skills, get along with others, and express their feelings; (10) "Guidance," encouraging self-discipline and using positive methods to guide children; (11) "Families," sharing information with parents about their child's experiences and development, supporting families, and offering several options for parent participation; (12) "Program Management," learning about each child, following policies and procedures, and teaming; and (13) "Professionalism," assessing one's performance and applying professional ethics. The trainer's guide provides a detailed description of the trainer's role in guiding teachers through the learning activities and includes suggestions for providing feedback and encouraging teachers to extend their learning. Answer sheets and observation forms for assessment, and tracking forms to record each teacher's progress are included. Chapter 1 of the guide discusses the need for an organized system for staff development, the components of a professional development system, and the importance of linking training to professional development and program improvement. Chapter 2 gives an overview of the training materials, content, and approach. Chapter 3 presents suggestions for managing the training programs, including completing an orientation and providing feedback. Chapter 4 discusses strategies for effective group training sessions. Section 5 presents information on assessing teachers' progress through the modules. Appendices contain forms for the trainers' use. (KDFB)
Teaching Strategies, Inc., P.O. Box 42243, Washington, DC 20015; phone: 800-637-3652; e-mail:
Publication Type: Guides - Classroom - Learner; Guides - Classroom - Teacher; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A