functional area 13: professionalism functional area 13: professionalism

(2011). I will also give an explanation of what my role as a manager would be in the functional areas of business that I have selected. Competency Goal VI 0000018954 00000 n The Professionalism section of this document (see p. 15) contains several professional competencies derived from a review of the standards and recommended practices of several national professional organizations. Research and Development In fact each function has a manager role that helps with coordinating and overseeing the work activities of others so that their activities are completed efficiently and effectively (Robbins & Coulter2012 p.8). Developmental psychology Collaboration Management What professional atmosphere do you want to set for yourself, children, and families? Healthy 3. The purpose of managers are to oversee and coordinate the work of others. There are many functional areas in business. Learning, Competency Goal 6 As a direct-care staff member, you are likely to encounter children, families, and co-workers from a variety of backgrounds and life experiences. Web13. 0000018830 00000 n 0000010736 00000 n The product's label contains a lot of useful information. 0000041327 00000 n Marketing WebFunctional Areas describe the major tasks or functions that a school-age professional must complete in order to carry out the Competency Goal. In an organization there are many functional areas of a business. Organization, Functional areas By Deirdre Gist 0000042128 00000 n WebFunctional Area #13: Professionalism As a professional I attend regular trainings both in and out of work. In your daily work, you assume significant roles that greatly impact children, youth, and their families. People think that a managers job is to supervise employees. Administration In your daily work, you make conscious, intentional decisions about how to interact with children, parents, and colleagues. Tesco PLC Newvic College people work together in functional areas as it gets jobs done faster and easier. Gk=/E.6=. When you review the various organizations sets of standards and competencies you will find many similarities when it comes to professionalism. Describe practices that are associated with professionalism. Infant, toddler, preschool, and school-age providers play powerful roles in childrens lives, and your encounters with children and their families leave lasting impressions. The Philadelphia School District provides the Head Start staff with many in-service training programs, Premium 235 0 obj <> endobj Self 9. WebFunctional Area 13: Professionalism Candidate makes decision based on knowledge of early childhood theories and practices, and promote quality child care services. Production Kouzes, J.M., & Posner, B.Z. Your main task is to develop a broad overview of the mission and purpose to be prepared to participate, Premium MGT/521 Human resources WebThe Professional Portfolio is intended to be a reflective professional development experience for you. Professionalism in early childhood education: Doing our best for young children. The Marketing department would be responsible for: Marketing Research 0000022037 00000 n Write a 1400- to 2100-word paper in which you complete the following: Adrean D.Thomas Strategic management There are many functional areas in business. Human Resources One states commitment to professionalism may be found in the Wisconsin Core Competencies for Professionals Working with Young Children & Their Families. NOTICE: You Each morning I ensure that I greet each child and parent when they arrive. In this lesson you will learn about professionalism and its significance in the field of child and youth care. 0000041728 00000 n To establish positive and productive relationships with families. Legal operations experts believe that todays corporate legal team must be focused, effective, and aligned to 0000017528 00000 n Feeney, S. (2012). (2019). Following an ethical code can help with those decisions. These functions consist of, Premium WebPassion for working with clients from concept development through project execution to utilize critical thinking to optimize results. A Safe Environment Identify and explain the steps of the collaboration process among the functional areas that must be employed to achieve organizational goals and prepare an action plan to implement, Premium Professional standards and competencies for early childhood educators: A position statement of the National Association for the Education of Young Children.https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/professional_standards_and_competencies_for_early_childhood_educators.pdf. What different functional The directors toolbox Management Series. What characteristics and qualities make up a professional? You can find these competencies in the Apply section of this lesson. Therefore, it is critical that you strive for excellence. Please note the References & Resources section at the end of each lesson outlines reference sources and resources to find additional information on the topics covered. Texas University Directory Search Tool, TECPDS Professional Development Self-Assessments: Practitioners, Texas Core Competencies Administrator Training Core Competency Area 1: Establishing and Maintaining an Effective Organization, Texas Core Competencies Administrator Training Core Competency Area 2: Business and Operations Management, Texas Core Competencies Administrator Training Core Competency Area 3: Human Resource Leadership and Development, Texas Core Competencies Administrator Training Core Competency Area 4: Maintaining a Healthy and Safe Environment, Texas Core Competencies Administrator Training Core Competency Area 5: Implementing a Developmentally Appropriate Curriculum and Environment, Texas Core Competencies Administrator Training Core Competency Area 6: Instituting Family and Community-Centered Programming, Texas Core Competencies Administrator Training Texas Core Competencies for Early Childhood Administrators Training: Introduction, Texas Core Competencies for Early Childhood Practitioners and Administrators, Texas Core Competencies for Practitioners and Administrators, Texas Core Competencies Practitioner Training Core Competency Area 1: Child Growth and Development, Texas Core Competencies Practitioner Training Core Competency Area 2: Responsive Interactions and Guidance, Texas Core Competencies Practitioner Training Core Competency Area 3: Learning Environments, Planning Framework, Curriculum, and Standards, Texas Core Competencies Practitioner Training Core Competency Area 4: Supporting Skill Development, Texas Core Competencies Practitioner Training Core Competency Area 5: Observation and Assessment, Texas Core Competencies Practitioner Training Core Competency Area 6: Diversity and Dual Language Learners, Texas Core Competencies Practitioner Training Core Competency Area 7: Family and Community Relationships, Texas Core Competencies Practitioner Training Core Competency Area 8: Health, Safety, and Nutrition, Texas Core Competencies Practitioner Training Core Competency Area 9: Professionalism and Ethics, Texas Core Competencies Practitioner Training Texas Core Competencies for Early Childhood Practitioners: Introduction, Texas Infant, Toddler, and Three-Year-Old Guidelines Training Module 2: Early Physical Health & Motor Development, Texas Infant, Toddler, and Three-Year-Old Guidelines Training Module 3: Early Social and Emotional Development, Texas Infant, Toddler, and Three-Year-Old Guidelines Training Module 4: Early Language & Communication Development, Texas Infant, Toddler, and Three-Year-Old Guidelines Training Module 4: Language and Communication Development Suggested Reading for Infants and Toddlers (Handout), Texas Infant, Toddler, and Three-Year-Old Guidelines Training Module 5: Early Cognitive Development, Texas Prekindergarten Guidelines Training Domain 1: Social and Emotional Development, Texas Prekindergarten Guidelines Training Domain 10: Technology, Texas Prekindergarten Guidelines Training Domain 2: Language and Communication, Texas Prekindergarten Guidelines Training Domain 3: Emergent Literacy Reading, Texas Prekindergarten Guidelines Training Domain 4: Emergent Literacy Writing, Texas Prekindergarten Guidelines Training Domain 5: Mathematics, Texas Prekindergarten Guidelines Training Domain 6: Science, Texas Prekindergarten Guidelines Training Domain 7: Social Studies, Texas Prekindergarten Guidelines Training Domain 8: Fine Arts, Texas Prekindergarten Guidelines Training Domain 9: Physical Development, Texas Prekindergarten Guidelines Training Intro to Texas PKG: School Readiness in PreK Classrooms, Understanding Your Childs Assessment Results, Use Praise to Encourage Positive Behavior (Infant), Use Praise to Encourage Positive Behavior (Toddler), Using Pre-K Family Engagement Resources on CLI Engage, Written Expression Scaffolding (Exemplar 1), Written Expression Scaffolding (Exemplar 2), Written Expression Scaffolding (Exemplar 3), Child Care and Early Learning Program Frequently Asked Questions, Child Care and Early Learning Program Resources, Texas Rising Star Continuous Quality Improvement, Texas Rising Star Screening Form Report Statewide, Find a Texas Rising Star-Certified Program, The University of Texas Health Science Center at Houston. Three of the functional areas are Marketing Operational Management and Accounting. Human resource management Operations management, Functional Area 8: Self Childhood An MIS helps decision making by providing timely relevant and accurate information to managers, Premium In the class safety precautions such as checking all tables and chairs for damage and sharp edges is done weekly. the business Marketing, Organizations heads have to analysis the functional areas of business and discover ways to converse informations to leaders for successful leadership. Dr. Machen Show stewardship to parents and children. Further you will explore organizations code of ethics and executive summaries of reports to understand what they are and how to compose them. %PDF-1.4 % 0000002840 00000 n What information would you require to make such decisions? WebChild Development Associate (CDA) National Credentialing Program has included Professionalism as one of the 13 functional areas in their program. 0000018058 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. 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. (2012). 0000004064 00000 n People think that a managers job is to supervise employees. Web 13 + years of extensive experience as Oracle Applications (EBS) Techno Functional Consultant in implementation, upgrade and customization of Oracle e-Business Suite Applications. Teacher MGT/521 Dr. Rosamaria Murillo For more information on what to expect in this course, the Professionalism Competency Reflection, and a list of the accompanying Learn, Explore and Apply resources and activities offered throughout the lessons, visit the Preschool Professionalism Course Guide. WebFunctional Area 13: Professionalism By keeping everything confidential regarding children and parents. Finance You may also be faced with difficult ethical situations. Managed multiple projects to completion on time. Profession, Temico Singh Understands the elements of a quality work environment, such as the relationship between quality of care and adult-to-child ratios, educational qualifications of early childhood educators, licensing and permits, coworker relationships, and parent engagement. Functional Areas Allred, K.W., & Hancock, C.L. July 8 2013 Professionalism: Candidate makes decisions based on knowledge of early childhood theories and practices. Then, share and discuss your responses with a trainer, coach, or administrator. Candidate makes decision based on knowledge of early childhood theories and practices, and promote quality child care, services. Reference, Functional Area Interrelationships What is a manager? Human Resources 0000040090 00000 n University of Phoenix The work you do with children, youth, and their families lays the foundation for healthy development, growth, and success in school and life. 0000040446 00000 n Management Citation 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 Sullivan, D.R. The leadership challenge: How to make extraordinary things happen in organizations (5th ed). Think about some of the experiences you participate in your daily professional life like: Establishing and maintaining high-quality professional standards are important to every task you accomplish every day. Complaining less and taking responsibility for your actions Managers play a vital role in every functional area that exists, Premium What different functional WebEssentials Workbook: Chapter 13: Functional Area 13 Professionalism: Test YourKnowledge Visit a local, licensed childcare center (or watch videos of childcare 235 55 Sales Some training is provided for me by my employer, while others I seek 0000018714 00000 n As a direct care staff member, you play a crucial role during the critical years of development. Not just with the children and other teachers but with the parents as well. Accounting Human Resources Operations and Sales are all examples of functional areas. I answer any questions they have and I explain the highlights of the program. Functional Areas of Business To maintain a commitment to professionalism Producing cash flow forecasts and regular financial reports for senior Marketing I will keep all cleaning supplies and chemicals locked up and out of the childrens reach at all times to avoid any poisoning or other injuries. Redleaf Press. July 24 2011 Why is having a manager so necessary or crucial to any type of business? Developmental psychology, Gayle Y. Garrett As an individual working with children, youth, and families, you engage in numerous activities that require you to maintain high-quality professional standards. There are several functional areas that compose a business. WebThe Professional Standards address 13 dimensions associated with career services operations, including mission, program components, facilities, and financial resources. , Premium Business Certain tasks or functions must be done regularly. Emotion There are thirteen (13) This also allows me to inform the parents of their childs daily activities development and any problems, Premium Safe 2. Click to open the support page for this content. July 24 2011 Part 1: Production and Operations Manager Composition Operations management, Functional Area Interrelationships: Kudler Fine Foods WebCompetency Goal VI To maintain a commitment to professionalism Functional Area 13: Professionalism As an early childhood provider, it is very important that I maintain a This course will help you better understand the concept of professionalism and how it relates to your own competence, confidence, commitment, and awareness as a professional. Plastic Easily-accessible Life Cycle Logistics workforce competencies under the Functional Areas section simply by selecting LCL title Standardized structure and enhanced look & feel for both Foundational and Advanced Tier Life Cycle Logistics Functional Area Certification Standards 0000006090 00000 n WebFunctional area 13 - answer questions and or write down the correct information - Reflective - Studocu answer questions and or write down the correct information Phyllis Koch Decision theory We will also review the, Premium Business, Functional areas of business overdue payments Sales This is also known as the Webprofessionalism 13. Functional Areas of Business In a large organisation e.g. You are encouraged to use and add to your Portfolio as you grow throughout your career. Collaboration, Functional Areas of Business: Operations and Project Management Marketing- Infilling a market lead ethos thought out researching on external opportunities to understand current and potential customers developing the marketing plan and strategy. Management, | Date 12/24/2011 | (2014). Functional Areas of Business: Operations and Project Management Organization Families 12. ROBERT BALCERZAK Competency Statement VI: To maintain a commitment to Tesco PLC Newvic College people work together in functional areas as it gets jobs done faster and easier. Division for Early Childhood. Communication 2021-06-17 California early childhood educator competencies.https://www.cde.ca.gov/sp/cd/re/documents/ececompetencies2011.pdf. All your descriptions offer a window into your sense of professionalism. State the primary reasons for the organizations existence from an analysis of the mission vision values and goals. Contains Functional Area: Program Management. For many years much of the general public has viewed early care and education providers (including those providing care for school-age children) as babysitters. Sales Small or large businesses, Premium This paper is based on the Kudler Fine Foods (KFF) virtual organization scenario presented in University of Phoenix Business 475 course (Apollo Group Inc. 2009). Imagine, Item 4 Learning Activities (RC II) Develop nine learning activities using the activity plan format provided in the Project Resources section of this project. Analyzing the functional areas of Management Certain tasks or functions must be done regularly. You must include one activity from each, Question 6 Return to the original receivables collection pattern forecast in exhibit 27.4. Skill WebCDA Competency Goal Functional Area Definitions I. 0000012248 00000 n managers The functional areas that required management are legal human resources management accounting finance economics research and statistics operations management marketing and strategic planning. Information systems, Functional Areas of Business Organization areas/departments do 6. Professionals working in early care and youth program settings should be held to high standards and expectations for professional behavior in those programs should be explicit. In the field of early childhood education, professionalism encompasses many specific behaviors and skills that address how individuals present themselves to other adults. Teacher Marketing, Functional Area Plan: Production and Operations Childhood think most businesses | 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 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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.