Whether you're a new teacher looking for ideas on setting up age-appropriate learning environments or a seasoned Head Start or child care professional working to build supply and access to quality services, we have a course for you! To find a course that matches your interests, check out the list of available trainings below.
| CDA Subject Area I: Planning a Safe and Healthy Learning Environment | This course shows you how to create learning spaces that are safe, healthy, and fun for children, staff, and families. It focuses on key principles for creating effective indoor and outdoor learning environments. You'll also learn to select materials, plan curricula, and set up a daily schedule for the children in your group. |
| CDA Subject Area II: Advancing Children's Physical and Intellectual Development | This course covers important parts of children's development. You'll discover how children grow, learn, and communicate, and why creativity is important. |
| CDA Subject Area III: Supporting Children's Social and Emotional Development | This course explores how young children manage emotions and build social skills. You'll discover positive guidance techniques to help build a caring environment, boost self-regulation, and promote respectful communication. |
| CDA Subject Area IV: Building Productive Relationships with Families | This course discusses various family structures and ways to build strong partnerships with each family. You'll learn how to enhance family engagement, improve communication, and help families support their child's development at home. You'll also gain strategies to discuss concerns about a child's development with families and how to support families of children with disabilities. |
| CDA Subject Area V: Managing an Effective Program | This course covers what you do every day to give children the best program possible. It highlights the ongoing cycle of curriculum planning. It focuses on planning for individual children and groups. You'll learn about using data to guide your planning. You'll also learn about teamwork inside and outside your program. If you're a CDA Candidate, take the Subject Area VII course first. Then, take this course. |
| CDA Subject Area VI: Maintaining a Commitment to Professionalism | This course focuses on using research-based practices and the Code of Ethical Conduct. It will help you serve children and families better. It also focuses on the value of professional affiliations and development opportunities. These increase your knowledge and skills, and they benefit you, children, and families. |
| CDA Subject Area VII: Observing and Recording Children's Behavior | This course explores how ongoing and responsive observation helps guide teaching and learning. It covers how to collect and interpret information about children's progress, including dual language learners and children with disabilities. You will learn about screening, documenting, and tracking development, as well as how to share this information with families. |
| CDA Subject Area VIII: Understanding Principles of Child Development and Learning | This course gives a unified look at how young children grow, develop, and learn—from prenatal stages through age five. You will explore developmental theories, milestones, and the impact of culture, language, and environment. You will review developmentally appropriate practices for young children and learn strategies to support the transition to kindergarten. |
| Coordinating Comprehensive Services | The goal of the module is for participants to reflect on why coordinating comprehensive services matters and how to use relevant information and resources to improve systems and services for successful implementation through EHS-CC Partnerships. |
| How to Use Reflective Supervision with Family Services Professionals | This course equips family service supervisors with practical tools to conduct reflective supervision—a supportive, structured approach that strengthens staff practice, promotes professional growth, and helps teams navigate challenging work. You'll learn exactly what to do before, during, and after reflective supervision sessions, with step-by-step guidance you can apply right away. The course also includes ready-to-use resources, like a conversation guide and a reflective supervision log, to help you plan sessions, stay organized, and track follow-up. |
| Introduction to Reflective Supervision for Family Services Professionals | Discover how reflective supervision can strengthen your support for staff and enhance services for families. This course introduces reflective supervision and highlights the many ways it can benefit Head Start programs—building connection, boosting staff growth, and creating space to problem-solve and reflect on practice. You'll also explore practical, doable ideas for getting started right away. |
| Overview of the Head Start Home-Based Program (BHVS) | In this module of the Beginning Home Visitor Series, you will learn how home visitors support parents as they provide high-quality early learning experiences for their children. |
| Addressing Infant and Toddler Behaviors That Challenge Adults | All infant and toddler behaviors have meaning, even if adults sometimes find those behaviors challenging. Hear from Beth Zack, Ph.D., Institute for Learning & Brain Sciences at the University of Washington, about why it's important to reframe how we think about challenging behavior to behavior as a form of communication. Learn about some of the developmental reasons why young children behave in ways that are challenging to adults and how those behaviors relate to the learning domains outlined in the Head Start Early Learning Outcomes Framework (ELOF). Discover key strategies for addressing behaviors adults find challenging and learn how to support infants and toddlers when they exhibit these behaviors. |
| Approaches to Individualizing (BTS-P) | What to do? Mia, Carlos, and Shonna all have different needs! Learn different individualizing strategies to help engage children in your classroom: teach-assess-adjust, curriculum modifications, and embedded learning. This unit also introduces intensive, individualized teaching. |
| Bang! Squish! Leap! Supporting the A in STEAM with Infants and Toddlers (2025) | Just like science, technology, engineering, and math, engaging with the arts involves creativity, problem-solving, and structured exploration. Hear from Amelia Bachleda, Ph.D., Institute for Learning & Brain Sciences at the University of Washington, about the skills children build as they bounce to music or scribble on a page. Learn how to integrate the arts into activities that support school readiness across the Head Start Early Learning Outcomes Framework (ELOF) domains. Discover strategies for scaffolding and supporting children's learning and development through the arts. Review four key environmental elements that support learning through the arts. |
| Being a Professional (BTS-IT) | This module will help you recognize the assets that make you a skilled professional with important responsibilities in your program for infants and toddlers. Your main role is to provide relationship-based care to infants and toddlers while building partnerships with their families. With the input and involvement of families, you ensure that infants and toddlers receive the support they need to develop, grow, and learn. Essentially, being a professional infant and toddler educator means putting into practice all the elements of the 'House Framework.' |
| Brilliant Bilingual Infants and Toddlers | Did you know that a baby's brain is perfectly primed to learn not only one but two or more languages? In this BabyTalks course, learn about infants' and toddlers' amazing capacity to learn multiple languages. Explore the brain science behind dual language learning and the ripple effects it has on cognitive functioning. Discover strategies you can use to support children who are dual language learners across learning environments from birth to 3 years. |
| Building Social and Emotional Learning Every Day | Supporting children's social and emotional learning should be thought of as a "Teaching All Day, Every Day" goal. This one-hour, microlearning course highlights the "Why, What, and How" of social and emotional development and learning. It gives an overview of social and emotional development and milestones. It reviews social and emotional competencies using the Early Learning Outcomes Framework. It also highlights the Pyramid Model for Promoting Social and Emotional Competence in Infants and Young Children. |
| Building the Brain: Supporting Children's Early Brain Development | Children's earliest experiences lay the foundation for a lifetime of learning and development. In this course, discover the basics of brain development and how early experiences shape the architecture of a child's brain. Learn more about the importance of back-and-forth interactions and explore strategies that support this period of rapid growth. |
| Building the Bridge Transition to Kindergarten 3-Day Challenge | In this 3-day iPD challenge, educators learn about and then can practice 3 specific transitions to kindergarten practices following the IRA (information, relationships, alignment) framework. |
| Celebrating DLLs: Spring Into Practice | This four-module micro-learning course helps participants learn about the latest research and evidence-based practices to support children who are dual language learners and their families. Module one will cover common questions and scenarios participants may encounter in their work with DLLs. Module two help participants to identify key practices and components needed to build a welcoming learning environment for children who are dual language learners and their families. Module three covers best practices for family engagement. Module four summarizes the content from modules 1-3 and provides participants with a framework for planning and implementing improved practices. |
| Child Development Part Two (BHVS) | In this course, you will learn about the five broad areas of early learning and how promoting development in these areas will prepare children for school. |
| Child Development- Part One (BHVS) | In this course, you will learn some of the basics of child development to support your work. Some of the topics will include brain development, child development milestones, cultural influences on development, and the developmental needs of dual language learners. |
| Effective Practice Guides: Infants and Toddlers | The Head Start Early Learning Outcomes Framework (ELOF) Effective Practice Guides provide information about domain-specific teaching practices that support children's development, birth to five. This course focuses on infant/toddler domains, sub-domains, and goals. It offers an interactive e-learning experience that is based on the guides and organized around the same four components of learning:
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| Effective Practice Guides: Preschoolers | The Head Start Early Learning Outcomes Framework (ELOF) Effective Practice Guides provide information about domain-specific teaching practices that support children's development, birth to five. This course focuses on preschool domains, sub-domains, and goals. It offers an interactive e-learning experience that is based on the guides and organized around the same four components of learning:
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| Guiding Children's Behavior (BTS-P) | How will you manage a whole classroom of children? Learn to create your own classroom rules, develop your expectations for the children's behavior, teach those expectations, and redirect children when their actions are unsafe or disruptive. |
| How Infants Think and Feel: What the Research Tells Us, Part 1 | This course begins a three-part series that explores development from the child's perspective as it changes across the first three years of life. This first course focuses on research that uncovers the remarkable ways infants think and feel during the earliest stage of development. It also presents promising practices and strategies for helping infant development during this period. |
| How Infants and Toddlers Think and Feel: What the Research Tells Us, Part 2 | This course continues a three-part series that explores development from the child's perspective as it changes across the first three years of life. This second course focuses on research that uncovers the strategies older infants and young toddlers use during the second year. It also presents promising practices and strategies for helping development during this period. |
| How Toddlers Think and Feel: What the Research Tells Us, Part 3 | This course completes a three-part series that explores development from the child's perspective as it changes across the first three years of life. This third course focuses on 25-36 months, a period that is sometimes known as "The Terrible Twos." But that phrase couldn't be more wrong! Explore with us as we shift our focus from the twos "being terrible" to a time of amazing growth and development. Learn promising practices and strategies for helping development during this period. |
| Instructional Interactions (BTS-P) | Do you know how to interact with young children to encourage learning? Discover different ways to engage young children in conversation, support their play, and "scaffold" their learning to help them move to the next skill level. |
| It All Adds Up: Math and the Preschool Child | Early math opportunities exist throughout the day--in all your classroom activities and routines! This course will help you bring out these math experiences and equip you with resources and tools that will "mathematize" your space in four areas: numbers and operations, geometry and spatial sense, patterns, and measurement. Take this course to find out how it all adds up! |
| Learning Environment (BTS-IT) | This module shows you how to make indoor and outdoor environments safe, healthy, and comfortable for children and adults. It also shows you how to provide a learning environment that promotes exploration, play, interaction, and school readiness. |
| Learning the Ropes (BTS-P) | New teachers face many responsibilities! Learn to prepare for your first day, week, and month in a Head Start classroom, manage the paperwork and establish your priorities for each day. |
| Learning to Teach Number Recognition and Subitizing Using Learning Trajectories | This learning experience introduces the Learning Trajectories to strengthen education staff's understanding of children's mathematical thinking and to inform and improve teaching and home visiting practices. The learning experience provides information and hands-on learning opportunities that will support education staff in understanding children's development of mathematical thinking and how to provide specific, intentional teaching practices to support children as they learn. |
| Math is Everywhere: Supporting Math Skills in Infants and Toddlers (2025) | Early math skills are essential to children's school readiness and later learning. Hear from Beth Zack, P.h.D., Institute for Learning & Brain Sciences at the University of Washington, about why it's important to foster math skills beginning in infancy. Learn about the math skills and concepts children begin to understand as infants and toddlers and how they support school readiness across the Head Start Early Learning Outcomes Framework (ELOF) domains. Discover activities and strategies for scaffolding and supporting children as they build math skills during everyday routines and learning experiences. Review four key effective practices that support early math learning. |
| Nature-Based Learning and the Preschool Child | In this video-based course, we examine the benefits of nature-based learning and explore activities that support outdoor learning and play. Discover what experts say about using nature as a tool to support children's development across Head Start Early Learning Outcomes Framework (ELOF) domains and learn how to incorporate science, technology, engineering, art, and math (STEAM) into activities outdoors. So, grab your shoes and let's head outside! |
| Building Strong Foundations: Teaching Social and Emotional Skills | This course focuses on the Targeted Social and Emotional Skills tier of the Pyramid Model. In this course, participants will learn the importance of teaching social and emotional skills, identify the Stages of Learning and how they relate to teaching social and emotional skills to young children, and identify strategies and materials to teach social and emotional skills in group care settings. This course includes strategies that participants can apply with families, as well as a self-coaching section for participants to reflect on their social and emotional practices and develop an action plan to try out a new strategy. |
| Creating Supportive Environments for Social and Emotional Learning | In this one-hour course, participants will explore the significance of fostering supportive and engaging environments for infants, toddlers, and preschoolers. The course provides strategies for implementing these environments in group care settings. It has knowledge checks and self-coaching tips to help participants apply what they've learned. |
| Imaginative Play as a Window into the Developing Mind | From astronauts to rockstars, preschoolers' imaginations are boundless. But what can we learn from their adventures in the pretend world? Join Marie Baeta, MA, to explore how imaginative play acts as a developmental support and provides educators with insight into children's inner world. Learn strategies for encouraging imaginative play, as well as tips for navigating its joys and challenges. |
| Mindfulness in Head Start Settings | This learning module is for early childhood educators and program directors interested in exploring mindfulness as a way to support staff and the children in their care. It includes interviews with early childhood educators from the Tucson Child-Parent Centers, recommendations from clinical psychologists Luci Hackbert and Dominique Charlot-Swilley, and a video of three-year-olds engaged in mindfulness practices. There are links to apps and online training and examples of practices for users to try on their own or with colleagues. |
| PBC Coach Competencies Focus: Data and Coaching | Using data in coaching provides targeted coaching to help education staff use effective practices. The Head Start Program Performance Standards—or HSPPS—and Practice Based Coaching—or PBC—Coach Competencies require and encourage coaches to use data to align coachees with program performance goals. These modules provide guidance for using data to support identification of shared goals, gathering information during focused observations, supporting reflection and providing effective feedback. |
| Practice-Based Coaching: Review and Practice | Practice-Based Coaching, or PBC, supports coachees' use of effective teaching practices in early childhood settings. In this course, you can apply your knowledge of the PBC components and strategies through case studies. |
| Supporting Early Learning with American Sign Language | Want to know how using America Sign Language (ASL) can support young children's early language development? Discover the benefits of using ASL with children and how it supports development across learning domains. Learn some basic ASL signs. Leave with strategies to use ASL in your setting. |
| Supporting Preschoolers' Growing Executive Function | Executive function is an umbrella term for a suite of skills that help us focus, control our impulses, plan, think creatively, and adapt. Executive function skills are critically important for success in school and learning across domains. In fact, research shows that self-regulation and executive function are strong predictors of academic achievement. However, young children are just beginning to develop these skills and need adult support to learn them. In this course, learn about the latest research related to preschoolers developing executive functioning skills. Then, explore strategies to help both preschoolers and adults practice these critical cognitive and self-regulation skills. |
| The Basics of Early Language Development | Have you ever wondered how babies go from learning sounds to saying or signing their first words and forming sentences? Want to refresh your knowledge on the basics of infant and toddler language learning? Join this course to explore classic and new research findings on early language learning. Discover strategies to support children's language development across the first three years of life. |
| The Magic of Music for Infants and Toddlers | Dive into the world of rhythm and beats and learn how music supports the development of infants and toddlers. Discover the research behind the magic of music and learn new strategies for engaging young children in musical experiences. |
| Observing and Assessing Young Children | Learn how to observe children carefully and use what you see to plan better lessons and help them grow. This course teaches you practical skills for writing down observations clearly, organizing them, and turning them into tools that improve your teaching—whether you're new to early childhood education or looking to strengthen your skills. |
| Ongoing Assessment (BTS-IT) | This module focuses on how Head Start infant and toddler teachers can gather and use ongoing assessment data about young children to track their progress and to inform their teaching practices. |
| Ongoing Assessment (BTS-P) | Are the children in your class learning and growing? How will you know? Learn about ongoing assessment—when you observe, collect, and interpret information to document progress, and then adjust your lessons and activities to improve your teaching. |
| Planning for Learning (BTS-IT) | This module focuses on how infant and toddler teachers can plan to support young children's development and learning. |
| Planning for Learning (BTS-P) | What do you do before, during, and after class time to engage the children in your class? Learn to gather information from families, set goals, introduce activities and routines, and then review your day and make adjustments for the future. |
| Playful Learning Environments for Infants and Toddlers | Play is an important part of childhood. It also supports infants' and toddlers' learning across early learning domains. Learn how to incorporate more playful learning activities into your program. Examine techniques for creating play-friendly environments, learn how to scaffold playful learning activities, and develop strategies for effectively managing play. |
| Practice-Based Coaching | Participants will navigate 5 interactive modules to learn about Practice-Based Coaching (PBC). All 5 modules include examples from all program options (Head Start Preschool, Early Head Start, Home Visiting, and Family Child Care). At the end of each module, participants will test their knowledge of PBC. |
| Professional Development (BHVS) | Learn about the foundational training you need and how reflective practice can help you support families. In addition, learn about your expectations and responsibilities and the standards and policies of working with families in the Head Start home-based program option. |
| Responsive Learning Environments for Infants and Toddlers (2025) | This course discusses environments: the spaces educators create for children and families. Learning environments are everywhere! A learning environment can be outside in a play area or in nature, in a classroom, or at home. In this course learners will review four key components to a responsive learning environment. These include 1) the supportive adults, 2) environments that are safe and welcoming, 3) supporting children's ability to explore and follow their own interests and ideas, and 4) environments that are engaging but not overwhelming. Throughout the course learners will explore how engaging and responsive learning environments help infants and toddlers achieve school readiness and learn strategies to create these environments in their programs. |
| Screening and Assessment (BHVS) | In this course, you will learn about the importance of screening and assessment and why it must occur early. You will learn how to use assessment to individualize and plan with parents, as well as serve children with disabilities and dual language learners. We'll also cover the role of comprehensive services when needs are identified. |
| Setting Up the Classroom (BTS-P) | Design your classroom to encourage children's learning—and discourage problems—with these three important topics: 1) arrange the activity areas in your classroom, 2) choose the supplies and 3) select what to post on your classroom walls. |
| Social and Emotional Support (BTS-P) | Make your classroom a safe place for children to learn and grow! Learn how to build positive relationships with children, help them use words to describe their emotions, promote children's social skills, and create a caring classroom community. |
| Strategies for Teaching American Sign Language | This course highlights the benefits of using American Sign Language (ASL) with babies and toddlers. It reviews three key strategies central to teaching ASL. You will learn basic ASL signs and discover resources to continue your learning. |
| Supporting a Secure Parent-Child Relationship (BHVS) | In this course, you will learn about the importance of a secure attachment and discover ways to support attachment through parent-child interactions. |
| Supporting Continuity of Care | The goal for the module is for participants to reflect on why supporting continuity of care matters and how to use relevant information and resources to improve systems and services for successful implementation through EHS-CC Partnerships. |
| Supporting Infant and Toddler Peer Relationships | Children are born with the amazing ability to form strong bonds with their caregivers, but how do we help infants and toddlers prepare for peer relationships? In this BabyTalks course, learn how infants' and toddlers' experience with others shapes their understanding of themselves and their relationships with peers. Explore research findings about how children build peer relationships. Discover strategies to help infants and toddlers build healthy peer relationships. |
| Supporting Infants and Toddlers with Disabilities or Suspected Delays | Young children vary in their skills, interests, backgrounds, and abilities. Effective teaching requires individualized instruction and chances for all children to access, participate, and thrive in early learning settings. This course focuses on two key strategies: 1) individualizing environments and 2) individualizing interactions to support infants and toddlers with disabilities or suspected delays. |
| Supporting Infants' and Toddlers' Development (BTS-IT) | This module, Supporting Infants' and Toddlers' Development, introduces the Head Start Early Learning Outcomes Framework, known as the ELOF. It also provides basic information about brain development from birth to age three and review how children in this age group learn best. |
| Supporting Messy Play with Infants and Toddlers (2025) | Messy play provides fantastic learning opportunities, but it can also be challenging to facilitate. Learn how to handle this tension and get the most out of messy play. Examine the specific skills infants and toddlers get from messy play and learn effective practices for managing the mess while getting the most out of this rich learning activity. |
| Teacher Time: The Responsive Environment (Infant and Toddler) | This series for teachers and family child care providers focuses on implementing curriculum in a responsive infant and toddler program. You will explore the three R's (Respect, Reflect, and Relate). You will think about how the HSELOF looks in your own responsive early learning environment. At the end of each module, you will be able to print your reflections. You can share this document with your supervisor or coach to create a personalized action plan for implementing what you have learned. |
| Teacher Time: The Responsive Environment (Preschool) | This series for teachers and family child care providers focuses on implementing curriculum in a responsive preschool program. You will focus on making your program more culturally and linguistically responsive by building the curriculum and instructional decision-making around preschool children's knowledge, skills and interests. At the end of each module, you will be able to print your reflections. You can share this document with your supervisor or coach to create a personalized action plan for implementing what you have learned. |
| The Home Visitor's Role - Supporting the Parent (BHVS) | In this module, you will engage in an interactive overview of the Head Start home-based program option. |
| The Science Behind Social and Emotional Development | This course presents research that demonstrates how our earliest relationships are at the heart of social and emotional development. It describes some of the science behind early social and emotional development in infants and toddlers. It shows how social and emotional development supports learning across the Head Start Early Learning Outcomes Framework (ELOF) domains. It also presents relationship-building strategies to support infants' and toddlers' social and emotional development. |
| Time for Play | Everyone benefits when we make Time For Play. Engaging in playful activities improves children and adults' mental, physical, and cognitive health. This series of short videos is full of simple ideas you can use to create playful experiences for yourself and the children in your care. |
| Using Routines and Transitions to Support Relationships and Learning (BTS-IT) | This module focuses on how Head Start infant and toddler teachers can use program routines and transitions to support children's relationships and learning. We'll also look at strategies you can use to make sure your approach to routines and transitions within your curriculum is effective. It's important to note that routines and transitions are part of what you do with children every day! Through your curriculum's structure and your intentional teaching practices, routines and transitions occur naturally. This module shows you how to use routines and transitions to create valuable learning opportunities for infants and toddlers in your care. |
| Working as a Team (BTS-IT) | This module offers ideas that ensure you and your colleagues work together to meet the needs of very young children and support their families. It also introduces Head Start program service areas and staff who provide comprehensive services. It describes a way to individualize to meet each child's interests and needs. It also reviews confidentiality and professional ethics. |
| All About Relationships | This one-hour micro-learning course reviews the Nurturing and Responsive Relationships component of the Pyramid Model for Promoting Social and Emotional Competence in Infants and Young Children. It describes the importance of relationships in the early childhood years. It includes practice scenarios to identify ways you can strengthen relationships with children, families, and colleagues. It offers strategies for building and maintaining nurturing, responsive relationships. |
| Applied Learning: Supporting Children and Families Experiencing Homelessness | This course helps Head Start staff to strengthen support for families experiencing homelessness—so children and families can access the stability, connection, and opportunities Head Start provides. You'll apply key knowledge and practical strategies across education, family services, and community partnerships. The course brings learning to life through a case story featuring eight staff members in a fictional Head Start program, offering relatable scenarios and ideas you can use in your own work. |
| Building Partnerships with Families | Family Services Professionals and other staff who work with families can dive into this four-module learning series to strengthen and refresh their approach to family engagement. You'll explore practical, people-centered strategies grounded in strengths-based attitudes, relationship-based practices, and reflective practice—with ideas you can use right away to build trust, deepen partnerships, and support families' goals. |
| Building Positive and Engaging Relationships with Families (BHVS) | In this Beginning Home Visitor course, you will learn how positive, mutually respectful relationships allow families to engage and benefit fully from Head Start Preschool and Early Head Start home-based services. You build positive and engaging relationships when you focus on families' strengths and your shared commitment to the child's and family's overall well-being and success. |
| Challenging Situations (BHVS) | In this course, you will learn about the impact of stress and trauma on families and their children's development. You walk away with strategies that identify and address risks. |
| Families and Home Visiting (BTS-P) | Do you know about the important role of families in Head Start, and how to partner with them? Learn some of the ways teachers can build relationships with families. Also, find out how to plan and prepare for your first home visit so it can be successful. |
| Home Visitor e-Institute: Leave the Bag Challenge | This course consists of four interactive 10-minute lessons for home visitors. This course help home visitors support parents' use of everyday home materials to foster their child's development and learning. At the end of each lesson, participants get a challenge to put into action during their visits to families. |
| Home Visitor Self-Care (BHVS) | In this course, you will learn about the importance of home visitor safety and self-care. You will explore how you can take care of yourself physically and emotionally, as a learner and as a professional in this work. |
| Introduction to the Family Services Role in Head Start and Early Head Start Programs | This course is a welcoming starting point for new family services staff—and a helpful reset for experienced team members. It highlights the essential knowledge, role expectations, and go-to resources that support effective family services work, along with practical strategies for building strong, respectful relationships with families from day one. |
| Measuring What Matters | Using data is a powerful way to celebrate progress, spot opportunities, and strengthen Parent, Family, and Community Engagement (PFCE). This nine-module online learning series helps you build confidence using data. Through interactive activities, the series will help you use data to inform your decisions and enhance your work with children and families. |
| Relationship-Based Practice (BTS-IT) | This module focuses on the reciprocal teacher-child relationships and their importance in children's development. It reviews terms connected to relationship-based practice. It addresses influences that can impact the ability to form relationships. It offers strategies to promote positive relationships with children's families as well as between teachers and children. |
| Sharing the Caring with Families (BTS-IT) | This module focuses on the importance of engaging parents and families in their children's early learning program. It provides practical ideas you can use to form partnerships with families, conduct home visits, and engage individual families. |
| Supporting Healing and Resilience for Family Services Staff | This course builds a strong foundation in trauma, healing, and resilience for staff who partner with families every day. You'll explore how trauma can affect adults and children—and, just as importantly, how supportive relationships and practical strategies can foster healing and strengthen resilience. You'll learn real-world ways to use trauma-informed care in Head Start settings—supporting your own well-being while creating safer, more responsive interactions with families and colleagues. |
| The Family Partnership Process: Goal-Setting with Families | This course explores the knowledge, skills, and practices needed for family services professionals to engage in the family partnership process and goal-setting with families. The course identifies the six phases of the family partnership process and helps staff learn to apply the seven steps for setting and reaching goals with families. |
| Active Supervision in Early Childhood Programs | This two-part course will help you learn about and implement the six strategies of active supervision. These strategies allow children to explore their environments safely and ensure children are never left alone. In Module 1, Six Strategies of Active Supervision, discover why active supervision is essential to keeping children safe and learn the six strategies of active supervision. In Module 2, Implementing Active Supervision, explore more strategies to implement active supervision in all early childhood settings. Learn about using redundant systems, managing your attention, and improving personal wellness so you can effectively supervise children. |
| Brushing Teeth in an Early Childhood Program and at Home | During this training, you will learn how to prevent tooth decay and the steps involved in the toothbrushing process. This includes gathering supplies, brushing teeth, and safely handling and storing toothbrushes. The course also includes information about how to work with families to develop good toothbrushing habits at home. These strategies promote optimal oral health, which is important for children's growth and development, speech, self-esteem, school readiness, and school performance. |
| Cultivating Wellness: Strategies to Improve Your Health and Well-being | As a valuable staff member in an early childhood program, the work you do is important and can be both rewarding and demanding. The purpose of this new course is to give you strategies to cultivate your health and well-being. In the course, you'll learn about the eight dimensions of staff wellness. You will also learn about activities that support the eight wellness dimensions and begin designing your Personal Wellness Plan. |
| Foundations of Infant and Early Childhood Mental Health Consultation | The course has three modules. In Module 1: The Role of the Infant and Early Childhood Mental Health Consultant, you will learn about the role of an IECMH consultant. You will review foundational knowledge in five key areas of IECMHC and identify which areas offer you opportunities to gain increased knowledge. You will also explore the core competencies of IECMHC. In Module 2: Building Important Consultative Relationships, you will learn about reflective practice in the supervisor-supervisee relationship. You will also explore the important role of the IECMH consultant in working with families. You will have an opportunity to explore how culture (e.g., beliefs, values, attitudes, and experiences) shapes relationships and behaviors, as well as how it influences settings and communities in meaningful ways. In Module 3: Levels of Infant and Early Childhood Mental Health Consultation, you will explore the tasks and best practices associated with providing consultation at the program level, in classrooms and homes, and with children and families. You will also learn about how IECMHC programs fit into early childhood systems at the state, territory, or tribal level. |
| iLookOut for Child Abuse (2025) | iLookOut is an online, interactive training program that uses video-based storyline scenarios. Learners respond to questions within the scenarios as well as didactic questions. Questions within the scenarios provide context in the form of interactions with children, parents, and co-workers (played by actors), and learners must decide how best to respond to the situation. Didactic questions are multiple-choice questions that branch learners to learning materials based on their answers. |
| iLookOut: Substance Use Disorder and the Family | iLookOut: Substance Use Disorder and the Family is an online, interactive course that uses videos, reading, and quizzes to teach and assess learning. Learners experience a detailed overview of SUD and how SUD affects those who have it and the people close to them, particularly young children. Resources are mentioned throughout the course and included in downloadable handouts. |
| Injury Prevention in Early Childhood Programs | This two-part course will help you make sure your early childhood program is a safe place for children to grow, learn, and explore. In Module 1, Understanding Childhood Injuries, you'll learn how injuries are related to children's developmental stages and the types of injuries that can happen in early childhood programs. In Module 2, Preventing Injuries with a Culture of Safety, you'll learn strategies to reduce the risk of injuries. This module describes the 10 actions that work together to create a culture of safety. |
| Moving with the Brain in Mind, Part 1: How Movement Supports Brain Development | I Am Moving, I Am Learning (IMIL) is a Head Start initiative focused on physical activity and nutrition. IMIL helps educators add activities to their daily routine to increase quality physical movement and teach children about healthy food choices. This course introduces the component of IMIL called Moving with the Brain in Mind. In this module, How Movement Supports Brain Development, you will learn about how movement supports early brain development. In Module 2, Movement Skills That Support Learning, you will learn about specific types of activities to encourage movement that supports learning. |
| Moving with the Brain in Mind, Part 2: Movement Activities that Build Skills for Learning | I Am Moving, I Am Learning (IMIL) is a Head Start initiative focused on physical activity and nutrition. IMIL helps educators add activities to their daily routine to increase quality physical movement and teach children about healthy food choices. This module, Movement Skills That Support Learning, is the second of two modules that introduce you to the component of IMIL called Moving with the Brain in Mind. In this module, you'll learn about specific types of activities to encourage movement that supports learning. Before you complete this module, be sure to complete Module 1, How Movement Supports Brain Development, to learn how movement can help build neural networks in young children's brains. |
| Nutrition Building Blocks | I Am Moving, I Am Learning (IMIL) is a Head Start initiative focused on physical activity and nutrition. IMIL helps educators add activities to their daily routine that increase quality physical movement and teach children about healthy food choices. In Part 1, Healthy Nutrition Messages, learn how healthy eating practices for young children support brain and body development and create a strong foundation for school success. This module includes messages and practices learners can share with staff and families to help young children build a lifetime of healthy nutrition. In Part 2, Nutrition Experiences in Daily Routines, explore strategies to include healthy nutrition experiences in daily routines for children using music, books, and activities. |
| Preventing Infectious Diseases in Early Childhood Programs Part 1: How Infectious Diseases Spread and Policies to Reduce Transmission | Preventing Infectious Diseases in Early Childhood Programs is an online, interactive two-part learning course that provides information on reducing the risk of infectious diseases in Head Start and child care settings. In this module, How Infectious Diseases Spread and Policies to Reduce Transmission, learn about disease transmission routes and about policies that reduce the risk of spreading infectious diseases in early childhood programs. Once you complete Part 1, continue to Part 2, Practices to Prevent Infectious Diseases, to learn about practices, routines, habits, and components of the environment that reduce the risk of spreading diseases in early childhood programs. |
| Preventing Infectious Diseases in Early Childhood Programs Part 2: Practices to Prevent Infectious Diseases | Preventing Infectious Diseases in Early Childhood Programs is an online, interactive two-part learning course that provides information on reducing the risk of infectious diseases in Head Start and child care settings. This module, Practices to Prevent Infectious Diseases, is the second of two modules. Before you complete this module, be sure to complete Part 1, How Infectious Diseases Spread and Policies to Reduce Transmission. In Part 2, you'll learn about practices, routines, habits, and components of the environment that reduce the risk of spreading diseases in early childhood programs. |
| Strategies for Improving Organizational Health Literacy in Early Childhood Programs | This course introduces you to the concept of health literacy and helps you understand how to use health literacy practices in early childhood programs. |
| Supervisión activa en programas para la primera infancia | Este curso en dos partes le ayudará a conocer y aplicar las seis estrategias de la supervisión activa. Estas estrategias permiten a los niños explorar su entorno con seguridad y garantizan que nunca se queden solos. Obtenga información sobre cómo utilizar sistemas redundantes, controlar su atención y mejorar su bienestar personal para poder supervisar a los niños con eficacia. |
| Building Supply and Access to Quality Service | The goal of the module is for participants to reflect on why building supply and access to quality services matters and how to use relevant information and resources to improve systems and services for successful implementation through EHS-CC Partnerships. |
| Financial Essentials 1: The Grant Application Process | This course explores the five-year program planning cycle and how it informs program design and service delivery. Participants will learn how to identify and gather the data and documents needed to complete a grant application. |
| Financial Essentials 2: Phases of Budget Development | This course covers planning, building a budget, review and submission, and finally, approval and implementation. Participants will learn the steps to take when developing and implementing a budget that supports program goals and priorities. |
| Financial Essentials 3: Cost Allocation and Cost Principles | This course also covers how to classify costs and how to build a cost allocation plan. Participants will learn how cost allocation principles and practices help programs organize their funding sources and comply with federal regulations. |
| Financial Essentials 4: Internal Controls, Closeout, and Reporting | This course covers the grant closeout process; it examines federal reporting and the annual report to the public. Participants will learn how internal controls support a program's financial reporting and guide the closeout of their grant. |
| Financial Essentials 5: Audit Preparation, Procurement, and Results | This course explores audit regulations and guidelines, how to procure audit services, and how to prepare for an audit and interpret its results. Participants will learn how audits can help programs take assess compliance and plan for corrective actions as appropriate. |
| Head Start Leadership and Governance: Values, Regulations, and Skills* | This interactive training module offers activities and real-world scenarios. Management staff, governing body/Tribal Council, and Policy Council members can use this tool to refine their governance knowledge and leadership skills. |
| 5R's for Early Learning Leadership Course Series | Strong early learning leaders influence and sustain positive changes that improve child outcomes. In this session, learn about high-impact markers of effective early learning leaders that NCECDTL calls the 5Rs – Responsive Relationships, Reason, Resources, Reflective Dialogue, and Recognition. This training experience explores what these practices look like in a variety of settings, and how a commitment to intentional leadership sets the stage for effective teaching and learning. |
| Enhancing Workforce and Professional Development | The goal of the module is for participants to reflect on why enhancing workforce and professional development matters and how to use relevant information and resources to improve systems and services for successful implementation through EHS-CC Partnerships. |
| Management Matters: Cost Allocation | After completing Cost Allocation, participants will understand the importance of cost allocation, why it matters and the regulations that govern it. They will be able to identify which costs are reasonable, allocable, and necessary, classify expenses as direct or indirect, and apply the steps to develop a compliant cost allocation plan. |
| Management Matters: Non-Federal Match | After completing Non-Federal Match, participants will be able to explain the purpose of non-federal match, determine which costs are allowable, value and document donated goods and services, incorporate non-federal match into program planning, and identify when match funds may be disallowed. |
| Natural Disasters and Head Start Facilities: Assess, Plan, Respond, Recover | After completing Natural Disasters and Head Start Facilities module, participants will be able to identify the eight steps of facility risk assessment and planning, enhance facilities to withstand natural disasters, establish emergency protocols, and implement efficient response and recovery measures. |
| Assessment Data for Education Managers | Ongoing child assessment in a Head Start program is part of a comprehensive assessment system and coordinated approach to supporting all children's development and learning, birth to 5. Assessment Data for Education Managers is a one-hour course designed to help early learning leaders effectively analyze, use, and share child outcome data for program planning. Case studies provide opportunities to apply strategies reviewed in the course. |
| Self-Assessment: Your Annual Journey | After completing Self-Assessment: Your Annual Journey, participants will understand the benefits of planning and conducting the required annual self-assessment, identify key goals and objectives for each step of the process, and confidently carry out a full self-assessment. |
| Social Media Essentials for Getting Head Start Programs Connected | Upon completing the Social Media Essentials course, participants will be able to establish a social media profile, develop a social media plan, connect to Facebook, Twitter, and LinkedIn, while tailoring each platform to showcase a program's strengths and services. |
| Sustainability Planning and Head Start Programs: Strategies for Success | After completing Sustainability Planning, participants will be able to identify two types of sustainability planning and four characteristics of sustainable programs, align sustainability planning with the five year planning cycle, and identify three paths an organization can take during a funding shortfall. |
| Ambiente de aprendizaje (BTS-IT) | Este módulo le muestra cómo hacer que los entornos interiores y exteriores sean seguros, saludables y cómodos tanto para niños como para adultos. También le enseña a proporcionar un entorno de aprendizaje que fomente la exploración, el juego, la interacción y la preparación escolar. Objetivos de aprendizaje:
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| Apoyar al desarrollo de bebés y niños pequeños (BTS-IT) | Este módulo, *Apoyo al desarrollo de bebés y niños pequeños*, presenta el Marco de Resultados de Aprendizaje Temprano de Head Start para Niños, conocido como ELOF, también ofrece información básica sobre el desarrollo cerebral desde el nacimiento hasta los tres años de edad y revisamos la manera en que los niños de este grupo de edad aprenden mejor. Objetivos de aprendizaje:
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| Apoyo a la sanación y la resiliencia para el personal de los servicios familiares | Este curso presenta conocimientos esenciales sobre el trauma, la sanación y la resiliencia para el personal que trabaja con las familias. El curso explora el impacto del trauma, así como estrategias para la sanación y la resiliencia que el personal puede poner en práctica para sí mismo y en su trabajo con las familias. |
| Apoyo para niños y familias que están experimentando la carencia de hogar | Mejore su conocimiento sobre la carencia de hogar en la familia y la definición de "falta de hogar" de la Ley McKinney-Vento de Ayuda a Personas Sin Hogar en lo que respecta a los niños y jóvenes. |
| Aprendizaje aplicado: Apoyo para niños y familias con carencia de hogar | Este curso está diseñado para mejorar el reclutamiento, la matrícula y el apoyo a las familias y los niños que experimentan carencia de hogar en los programas Head Start. Este curso ayuda al personal de Head Start a aplicar los conocimientos sobre el servicio a las familias que experimentan carencia de hogar para mejorar la obtención de resultados positivos a través de la educación en la primera infancia, la familia y los servicios comunitarios. |
| Autoevaluación: su viaje anual | Al finalizar "Autoevaluación: su viaje anual", los participantes conocerán el proceso de nueve fases para la autoevaluación anual de Head Start, practicarán sus pasos clave y recibirán consejos prácticos para planificarla, priorizar problemas, conformar el equipo y llevarla a cabo. |
| Capacitación de Liderazgo y gobernanza en Head Start | Al finalizar "Capacitación de Liderazgo y gobernanza en Head Start", los participantes identificarán la misión, visión y valores; la normativa clave que guía las decisiones del programa; y al menos tres derechos y responsabilidades de las entidades de gobierno. |
| Coaching basado en la práctica | En este módulo, discutiremos el proceso que establece los objetivos compartidos y la planificación de las medidas. Las personas que reciben la instrucción y los instructores colaboran para seleccionar y escribir las metas. Para ello, primero hay que recopilar información sobre las prácticas docentes en el entorno de la práctica: con qué frecuencia se llevan a cabo determinadas prácticas, con qué calidad y con qué confianza se siente el profesional al utilizarlas. Esto se conoce como evaluación de necesidades y establece las bases de todo el trabajo que queda por delante. |
| Compartir el cuidado con las familias (BTS-IT) | Este módulo se centra en la importancia de involucrar a los padres y las familias en el programa de aprendizaje temprano de sus hijos. Ofrece ideas prácticas que usted puede utilizar para establecer alianzas con las familias, realizar visitas domiciliarias e involucrar a cada familia. |
| El proceso de asociación con la familia | Este curso explora los conocimientos, habilidades y prácticas que necesitan los profesionales de servicios familiares para participar en el proceso de asociación con la familia y en el establecimiento de metas con las familias. El curso identifica las seis fases del proceso de asociación con la familia y ayuda al personal a aprender a implementar los siete pasos para fijar y alcanzar metas con las familias. |
| Evaluación continua (BTS-IT) | Este módulo se centra en cómo los maestros de Head Start que trabajan con bebés y niños pequeños pueden recopilar y utilizar datos de evaluación continua sobre los niños para dar seguimiento a su progreso e informar sus prácticas de enseñanza. |
| Fondos de contrapartida no federales | Al finalizar "Fondos de contrapartida no federales", los participantes comprenderán su finalidad y costos permitidos, sabrán valorar, documentar y dar seguimiento a donaciones, y podrán integrarla en la planificación del programa e identificar desautorizaciones o la necesidad de solicitar una exención. |
| iLookOut: Estoy atento/a al abuso infantil (2025) | iLookOut es un programa interactivo de capacitación en el internet que presenta escenarios en videos. Los estudiantes responden preguntas dentro de los escenarios como también preguntas didácticas. Las preguntas dentro de los escenarios ofrecen contexto en forma de interacciones con los niños, los padres, y los colegas (papeles actuados por actores), y los estudiantes tienen que decidir cómo mejor responder las situaciones. Las preguntas didácticas, que son de opción múltiple, enlazan a los estudiantes con materias de aprendizaje depende de sus respuestas. Favor de notar que este programa de aprendizaje puede ser pausado y reanudado, incluso en múltiples sesiones. |
| Introducción a la función de los Servicios Familiares en los programas Head Start y Early Head Start | Cada módulo mejora la base de conocimientos esenciales de los servicios familiares y aclara las expectativas sobre la función. También proporciona estrategias y recursos para ayudar al personal de servicios familiares a realizar eficazmente su trabajo e interactuar con las familias. |
| La gestión es importante: Asignación de costos | Al finalizar "La gestión es importante: Asignación de costos", los participantes podrán explicar la importancia de la asignación de costos y la normativa que la regula, identificar los costos razonables, asignables y necesarios, y clasificar los gastos como directos o indirectos y como de programa o administrativos. |
| Planificación del aprendizaje (BTS-IT) | Este módulo se centra en cómo los educadores de bebés y niños pequeños pueden planificar para apoyar el desarrollo y el aprendizaje de los niños. |
| Práctica basada en la relación (BTS-IT) | Este módulo se centra en cómo los educadores de bebés y niños pequeños utilizan relaciones cálidas y positivas para cuidar a los niños y establecer alianzas con las familias y los colegas. |
| Ser un profesional (BTS-IT) | Este módulo le ayudará a reconocer las cualidades que le convierten en un profesional competente con responsabilidades importantes en su programa para bebés y niños pequeños. Su función principal consiste en brindar una atención centrada en los vínculos afectivos a los bebés y niños pequeños, mientras establece relaciones de colaboración con sus familias. Con el aporte y la participación de las familias, usted garantiza que los bebés y niños pequeños reciban el apoyo necesario para desarrollarse, crecer y aprender. En esencia, ser un profesional de la educación de bebés y niños pequeños significa poner en práctica todos los elementos del «Marco de la Casa» (House Framework). |
| Trabajo en equipo (BTS-IT) | Este módulo ofrece perspectivas que garantizan que usted y sus colegas trabajen de manera conjunta para satisfacer las necesidades de los niños muy pequeños y brindar apoyo a sus familias. Asimismo, presenta las áreas de servicio del programa Head Start y al personal encargado de proporcionar servicios integrales. Describe una metodología para individualizar la atención, a fin de responder a los intereses y necesidades de cada niño. Por último, aborda los temas de la confidencialidad y la ética profesional. |
| Uso de rutinas y transiciones para apoyar el aprendizaje (BTS-IT) | Este módulo se centra en cómo los maestros de Head Start que trabajan con bebés y niños pequeños pueden utilizar las rutinas y transiciones del programa para favorecer las relaciones y el aprendizaje de los niños. También examinaremos estrategias que usted puede emplear para asegurar que su enfoque respecto a las rutinas y transiciones, dentro de su plan de estudios, resulte eficaz. ¡Es importante tener presente que las rutinas y transiciones forman parte de lo que se realiza con los niños a diario! Gracias a la estructura de su plan de estudios y a sus prácticas de enseñanza intencionales, las rutinas y transiciones surgen de manera natural. Este módulo le muestra cómo utilizar las rutinas y transiciones para generar valiosas oportunidades de aprendizaje para los bebés y niños pequeños que están a su cargo. |
