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Our vision for families is to:

• Exhibit strength and flexibility when faced with challenges, adversity, and trauma.
• Recognize and value their unique strengths
• Identify themselves as hopeful, optimistic, and confident
• Have strong problem-solving skills
• Practice regular self-care

Families who are resilient bounce back and can provide more nurturing care which in turn promotes secure emotional attachment and healthy development in their children.

This course will involve personal reflection, gathering feedback, and intentional family interactions. Resources will also be provided.

Course Facilitators

If you encounter technical issues with the site, please use the “Contact Us” button at the bottom of the page.

Important Information

This course requires the completion of several activities that will support the implementation of activities to promote parental resilience in your child care classroom and/or program.

Throughout the course, you will be provided resources and information to complete these activities, but you will need to stop the course periodically in order to complete them. These activities include:

• completing a parent survey.
• completing an activity with families.
• providing resources to families.

Salud, Seguridad y Saneamiento

• 922 KAR 2:001. Definitions for 922 KAR Chapter 2. Consultado el 23 de mayo de 2003 en www.lrc.state.ky.us/kar/922/002/001.htm
• 922 KAR 2:100. Certification of family child care homes. Consultado el 22 de agosto de 2018.
• 922 KAR 2:110. Child care facility provider requirements. Consultado el 22 de agosto de 2018.
• 922 KAR 2:120. Child care facility health and safety standards. Consultado el 22 de agosto de 2018.
• American Academy of Pediatrics (2002). Medications – Prescription medicine. Consultado el 15 de junio de 2003 en http://www.medem.com/medlb/article_detaillb.cfm?a rticle_ID=ZZZLJJXTQ7C&sub_cat=19.
• American Academy of Pediatrics, American Public Health Association, & National Resource Center for Health and Safety in Child Care. (2002). Caring for our children: National health and safety performance standards: Guidelines for out-of-home child care (2ª ed.). Elk Grove Village, Illinois: American Academy of Pediatrics.
• American Academy of Pediatrics. (Verano, 1999). Medication administration in child care. Healthy Child Care America. Consultado el 15 de junio de 2003 en http://www.healthychildcare.org/pdf/med_admin.pdf.
• American Academy of Pediatrics. (2002). Common prescription medications. Consultado el 15 de junio de 2003 en ttp://www.medem.com/medlb/article_detaillb.cfm?a rticle_ID=ZZZZWR9OLED&sub_cat=19.
• American Academy of Pediatrics. (2002). The importance of reading the label. Consultado el 15 de junio de 2003 en ttp://www.medem.com/medlb/article_detaillb.cfm?a rticle_ID=ZZZZWR9OLED&sub_cat=19.
• BANANAS Child Care Information & Referral. (1999). Giving medications in child care programs. [Folleto]. Consultado el 15 de junio de 2003 en http://www.bananasinc.org/uploads/1033758397.pdf.
• Diner, P. (1993). Resources for teaching children with diverse abilities: Birth through eight. Orlando, FL: Harcourt Brace & Company.
• Division for Early Childhood (DEC), & National Association for the Education of Young Children (NAEYC). (2000). Including all children: Children with disabilities in early childhood programs [Folleto]. Washington, D.C.: National Association for the Education of Young Children.
• Harms, T., Cryer, D., y Clifford, R.M. (1990). Infant/toddler environment rating scale. New York, NY: Teachers College Press.
• Holmes, S. J., Morrow, A. L. y Pickering, L. K. (1996). Child-care practices: Effects of social change on the epidemiology of infectious diseases and antibiotic resistance. Epidemiol Review, 18, 10-28
• KIDS NOW. (2002). Early childhood professional development: Creating a framework for Kentucky. Frankfort, KY.
• National Institute of Child Health and Human Development (NICHD). Safe to Sleep Campaign, www.nichd.nih.gov/sids.s.
• National Sudden and Unexpected Infant/Child Death and Pregnancy Loss Resource Center, http://www.sidscenter.org.g.
• Safechild.net (sin fecha). Common childhood injuries. Consultado el 2 de junio de 2003.
• Safechild.net. (sin fecha). SIDS. Consultado el 21 de marzo de 2003.
• Safekids.org (sin fecha). Injury facts: airway obstructions. Consultado el 2 de junio de 2003 en www.safekids.org/tier3_cd.cfm?content_item_id=991&folder_id=540.
• Safekids.org (sin fecha). Injury facts: bike injury. Consultado el 2 de junio de 2003 en www.safekids.org/tier3_cd.cfm?content_item_id=101 0&folder_id=540.
• Safekids.org (sin fecha). Injury facts: burns. Consultado el 2 de junio de 2003 en www.safekids.org/tier3_cd.cfm?content_item_id=101 1&folder_id=540.
• Safekids.org (sin fecha). Injury facts: drowning. Consultado el 2 de junio de 2003 en www.safekids.org/tier3_cd.cfm?content_item_id=103 2&folder_id=540.
• Safekids.org (sin fecha). Injury facts: falls. Consultado el 2 de junio de 2003 en www.safekids.org/tier3_cd.cfm?content_item_id=105 0&folder_id=540.
• Safekids.org (sin fecha). Injury facts: motor vehicle occupant injury. Consultado el 2 de junio de 2003 en www.safekids.org/tier3_cd.cfm?content_item_id=113 3&folder_id=540.
• Safekids.org (sin fecha). Pedestrian: why kids are at risk. Consultado el 2 de junio de 2003 en www.safekids.org/tier3_cd.cfm?content_item_id=331&folder_id=175.
• The California Child Care Health Program (1998). Health and safety in the child care setting modules. Consultado el 24 de agosto de 2009 en http://www.ucsfchildcarehealth.org/html/pandr/topics. htm
• The Health Foundation of Greater Cincinnati. (1999). Children’s health issues. Consultado el 14 de abril de 2003 en http://www.healthfoundation.org/publications.
• Trister-Dodge, D., Gosselin-Koralek, D. y Pizzolongo,
• P.J. (1989). Caring for preschool children volume 1. Washington, D.C.: Teaching Strategies, Inc.
• Consumer Product Safety Commission. (1999). CPSC staff study of safety hazards in child care settings. Consultado el 10 de marzo de 2003.

Reconocer y denunciar el abuso infantil

• Child Abuse Prevention Council of Sacramento. (Sin fecha). The three R’s of child abuse prevention. Consultado el 30 de enero de 2003.
• Kentucky Department for Community Based Services. Frequently asked questions about child abuse. Consultado el 10 de agosto de 2018
• Kentucky Department for Community Based Services. (2001). Reporting child abuse neglect and dependency: A guide for people who work with Kentucky children. [Folleto]. Frankfort, KY.
• Kentucky Department for Community Based Services. (sin fecha) TWIST (The Worker’s Information SysTem) Child abuse and neglect data by program type 2001. Consultado el 28 de febrero de 2003 en http://www.pcaky.org/publications/twist2001.html
• KIDS NOW. (2011). Overview of Kentucky’s early childhood professional development framework. Frankfort, KY.
• KRS 620.010. Legislative purpose. Consultado en agosto de 2018.
• KRS 620.020. Definitions for chapter. Consultado en agosto de 2018.
• KRS 620.030. Duty to report dependency, neglect or abuse. Consultado en agosto de 2018.
• KRS 620.050. Immunity for good faith actions or reports – Investigations – Confidentiality of reports – Exceptions – Parent’s access to records – Sharing of information with children’s advocacy centers – Confidentiality of interview with child – Exceptions. Consultado en agosto de 2018.
• KRS 620.990. Penalty. Consultado en agosto de 2018.
• Lectric Law Library. (2001). The ‘Lectric Law Library’s lexicon on “good faith”. Consultado el 28 de febrero de 2003 en http://www.lectlaw.com/def/g011.htm
• National Association for the Education of Young Children. (1996). Prevention of child abuse in early childhood settings and the responsibilities of early childhood professionals to prevent child abuse. Consultado el 28 de febrero de 2003 de http://www.naeyc.org/resources/position_statements/pschab98.pdf
• 922 KAR 2:110. Certification of family child care homes. Consultado en agosto de 2018.
• 922 KAR 2:120. Child care facility health and safety standards. Section 1. Consultado en marzo de 2018.
• Team for West Virginia Children. (2001). It shouldn’t hurt to be a child: A guide for early childhood providers in recognizing and reporting child abuse and neglect. Consultado el 13 de febrero de 2003 en http://www.preventchildabusewv.org/TEAM_BOOKLETS/It_Shouldnt_Hurt.pdf
• Training Into Practice Project. (2003). Bend over backwards to minimize the risk of child abuse and neglect. [folleto]. University of Kentucky: Lexington, KY.
• Departamento de Salud y Servicios Humanos de los EE. UU.: The Administration for Children and Families. (2001). The risk and prevention of maltreatment of children with disabilities. Consultado en agosto de 2018.
• Departamento de Salud y Servicios Humanos de los EE. UU.: The Administration for Children and Families. (2002). Child maltreatment 2000. Consultado el 4 de marzo de 2003

Prácticas recomendadas

• https://chfs.ky.gov/agencies/os/oig/drcc/Documents/922KAR2100.pdf Certification of Family Child-Care Homes. Consultado el 23 de agosto de 2018
• https://chfs.ky.gov/agencies/os/oig/drcc/Documents/922KAR2120.pdf Child care facility health and safety standards. Consultado el 23 de agosto de 2018
• Allen, K.E. y Marotz, LR. (1989). Developmental profiles: Birth to six. Albany, NY: Delmar Publishers, Inc.
• American Academy of Pediatrics, American Public Health Association, & National Resource Center for Health and Safety in Child Care. (2002). Caring for our children: National health and safety performance standards: Guidelines for out-of-home child care (2ª ed.). El. k Grove Village, Illinois: American Academy of Pediatrics.
• Bender, J., Elder, B., Flatter, C. (1984). Half a childhood: Time for school-age child care. Nashville, TN: School Age NOTES.
• Brain Net. (sin fecha). Brain development. Consultado el 5 de mayo de 2003 en www.brainnet.wa.gov.
• Bredekamp, ​​S. y Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs, revised edition. Washington, D.C.: National Association for the Education of Young Children.
• Brunson Phillips, C. (Ed.). (1991) Essentials for child development associates working with young children. Washington, D.C.: The Council for Professional Recognition.
• Carder, S. (2002). The impact of parent/family involvement on student outcomes: An annotated bibliography of research from the past decade. Consultado el 30 de junio de 2009
• Crary, E. (1993). Without spanking or spoiling: A practical approach to toddler and preschool guidance. Seattle, WA: Parenting Press, Inc.
• Diner, P. (1993). Resources for teaching children with diverse abilities: Birth through eight. Orlando, FL: Harcourt Brace & Company.
• Dodge, D. y Colker, L. (1991). Creative curriculum for family child care. Washington, D.C.: Teaching Strategies, Inc.
• Dodge, D., Colker, L., Heroman, C. y Bickart, T. (2002). Creative curriculum for preschool. Washington, D.C.: Teaching Strategies, Inc.
• Fromberg, D. P. (2003). The professional and social status of the early childhood educator. En Isenberg, J. P., Jalongo, M. R. Major trends and issues in early childhood education: Challenges, controversies, and insights. NY: Teachers College Press.
• Harms, T., Clifford, R.M. y Cryer, D. (1998). Early childhood environment rating scale revised editin (Edición revisada de la escala de calificación del entorno de la primera infancia). New York: Teachers College Press.
• Henderson, A. y Berla, N., Eds (1994). A new generation of evidence: The family is critical to student achievement. Washington, D.C.: Center for Law and Education. Consultado el 30 de junio de 2009 en http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/66/e0.pdf.
• Isenberg, J. P. y Jalongo, M. R. (Eds.). (2003). Major trends and issues in early childhood education: Challenges, controversies, and insights. (2nd ed.). New York: Teachers College Press.
• Jorde-Bloom, P. (1982). Avoiding burnout: Strategies for managing time, space and people in early childhood education. Nashville, TN: School-Age NOTES.

Pasos finales para completar la ECOOL

Felicitaciones, ha completado los requisitos del curso. Algunos elementos adicionales antes de recibir su certificado.

ECE-TRIS

¿Ya ha creado una cuenta personal en ECE-TRIS? Asegúrese de crear una cuenta lo antes posible siguiendo las instrucciones que se encuentran al comienzo de este curso.

Su registro de formación individual en ECE-TRIS se actualizará en un plazo de 10 días* con el crédito del curso. ECE-TRIS es un registro de capacitación para proveedores de educación y cuidado en la primera infancia, y le brinda acceso las 24 horas del día, los 7 días de la semana, a su registro de aprendizaje profesional.

* No tener una cuenta ECE-TRIS podría resultar en que el crédito por completar la ECOOL no se agregue a su portafolio de desarrollo profesional de manera oportuna.

Preguntas

Si tiene preguntas adicionales sobre el contenido, no dude en enviar un correo electrónico a registration@lsv.uky.edu y el personal adecuado se comunicará con usted.

Certificado

Un certificado de reconocimiento de finalización estará disponible después de que haya completado todas las lecciones restantes. Estará disponible en la página final del curso, después de hacer clic en enviar, y estará disponible a través de la pestaña  “my courses (mis cursos)” en HDI Learning. Si no está disponible, no ha completado todas las secciones de esta capacitación. Este no es un certificado oficial, su registro de formación oficial está disponible en ECE-TRIS.