The ZERO TO THREE Critical Competencies for Infant-Toddler Educators™ Professional Development Mini-Series: Supporting Cognitive Development provides opportunities for infant-toddler educators to explore, understand, and practice critical interactions with infants and toddlers that support and nurture their cognitive development and learning. The series is designed for educators who work in home or center-based group settings with infants and/or toddlers. The series includes four modules focused on:facilitating exploration and concept development; building meaningful curriculum; promoting imitation, symbolic representation, and play; and supporting reasoning and problem solving.
|Training approved for||
|Registration deadline||Apr 13, 2019|
|Number of open seats||-5|
|Event Owner||Child Care Resource Center|
|Sponsor Phone||(440) 242-0413|
|Target Audience||Classroom Staff / Teacher,Staff working with children with special needs,Program Administrator,Family Child Care|
|Age Groups related to content||Infants,Toddlers|
|Core Knowledge Area||N/A|
|Child Development Associate Area||To advance physical and intellectual competence|
|Early Learning and Development Standards||Cognitive Development and General Knowledge|
Become familiar with the content, structure, and learning expectations of the ZERO TO THREE Critical Competencies for Infant-Toddler Educators™ model and professional development series
Explore the innate drives, tendencies, and cognitive capacities that allow children to build knowledge through observation and exploration.
Recognize behaviors that indicate a young child is gathering information and building an understanding of concepts or processes.
Identify and analyze teaching strategies and practices that support, facilitate, and extend all children’s exploration and concept development, including those learning multiple languages.
Identify multiple ways to intentionally extend a child’s exploration or knowledge of a concept.
Gain understanding of the elements and processes of an age-appropriate, meaningful curriculum for infants and toddlers.
Explore strategies for building connections with families that support infants‘ and toddlers’ learning and development.
Recognize imitation, symbolic representation, and pretend play as important cognitive processes that support early learning and development.
Identify teaching behaviors that encourage, strengthen, and extend these cognitive abilities.
Recognize additional considerations to support the learning of children from diverse populations through imitation, symbolic representation, and play.
Gain understanding of the development of reasoning and problem-solving capabilities in infants and toddlers.
Identify teaching behaviors that support emerging reasoning and problem solving skills.
Recognize additional considerations for supporting reasoning and prole-solving skills in children from special populations.
Present an example of personally meaningful gains in knowledge and skill during the Critical Competencies professional development mini-series and identify intentions and action steps for building on the knowledge and skills gained.