Parenting Resource Associates, Inc.
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Because children need adults who care & understand
  
TRAINING & WORKSHOP TOPICS FOR EARLY CHILDHOOD EDUCATORS
Early Childhood Educators face many responsibilities and challenges each day.
Parenting Resource Associates provides consultation to Early Childhood Programs and
Direct Training - AT YOUR SITE - as well as through our

Open-Registration Professional Development Training Workshop Series
PROFESSIONAL DEVELOPMENT TRAINING AREAS: EARLY CHILDHOOD
*Special Needs Training Area

CHILD DEVELOPMENT/INTRODUCTORY LIMIT SETTING
• Infant Development
• Playing with Infants to Promote Growth and Development
• Toddler Development and Limit Setting in the Classroom/Group
• Preschooler Development and Discipline
• Setting Effective Limits: A Workshop for Educators
• Limit Setting with Preschoolers in Groups
• Think Positive! Positive Limit Setting in an Early Childhood Program


CHILD DEVELOPMENT: SPECIAL TOPICS
• Facilitating Language Development in the Classroom: 18 Months to Five Years
• Language Development: Birth to Five Years
• Fostering Self-Esteem in the Classroom
• Teaching and Fostering Problem Solving Skills in Your Early Childhood Setting
• Helping Children Who Struggle with Social Skills*
• Helping Children with Issues of Grief and Loss
• Hot Button Issues in the Toddler Years: Biting, Hitting, Sharing, Potty Training and More!
• Teaching Children to Manage Stress-Calming Techniques in the Classroom
• Understanding and Helping Children with Feelings and Emotions
• Helping Young Children Manage Strong Feelings
• Understanding Preschool Children’s Play
• Understanding and Managing Aggression in the Early Childhood Years*
• Understanding and Meeting the Needs of “Gifted” Children*
• Understanding Children’s Friendships and Social Interactions
• Understanding Children’s Temperaments
• Understanding Children’s Learning Styles *
• Understanding and Responding to the Unique Nature of Boys
• War Toys and Aggressive Play Themes in the Classroom
• Working it Out: Conflict Resolution for a Lifetime
• Working with Young Children in the Age of Media and Technology
• Working with Young Children in Ways that Foster Resiliency


CHILD ABUSE and NEGLECT
• Recognizing/Identifying Signs of Child Abuse *
• Understanding and Recognizing Signs of Sexual Abuse in Young Children: What to look for, What to do
• Working with Children and Families with a History of Abuse *
• Teaching Children About Issues of Safety


SCHOOL-HOME PARTNERSHIPS and PARENT COMMUNICATION
• Beginning a Parent Group in Your Community
• Beyond Identification of Special Needs and Concerns: Working with Parents*
• Building Bridges: Relationships that Work for Teachers, Parents and Children
• Children with Special Needs: Understanding the Reactions and Impact on the Family*
• Planning Parent-Teacher Conferences that Work
• Starting the Year Off Right: Building School-Home Connections that Work for parents teachers and children
• Understanding Parents: A Workshop for Teachers
• Working Effectively with Parents Even When the Topic is Stressful or Sensitive*
• Working Successfully with Parents of Infants in Childcare: Positive Home-School Partnerships
• Working Successfully with Families from Diverse Backgrounds
• Working with Families in Stressful Situations
• Working with Non-Traditional Families
• Working with Parents around Issues of Discipline
• Working with Challenging Parents


CURRICULUM/TEACHING STRATEGIES/PROFESSIONAL SKILLS
• Activities and Practices that Support and Facilitate Language Development
• Art in Early Childhood: Process vs. Product
• Developmentally Appropriate Curriculum and Activities in Programs for Young Children
• Early Literacy in the Preschool Setting
• Early Literacy Development: The Benefits of Reading Aloud to Children
• Easing Transitions in Programs for Young Children
• The Last Year of Preschool: Easing the Transition to Kindergarten for Children and Parents
• Encouraging Children’s Artistic Expression
• Fostering Group Cooperation Through Creative Arts Activities
• Fostering Infant Development through Curriculum
• Fostering Self-Control Through Creative Movement and Music in the Classroom
• Free Play Time That Works for Children and Teachers
• Mathematical Possibilities for Young Children
• Music in the Preschool Curriculum
• Observations and Portfolios: Recording Young Children’s Growth *
• Re-Examining Circle Time: Making Circle Time Work Best for all Children and Teachers
• Setting Up Classrooms That Work for Children and Teachers
• Classroom Design and Arrangement: Making the Most of your Space
• Science with Young Children
• Understanding and Working with the Theory of Multiple Intelligences in Your Early Childhood Classroom
• Using Children’s Literature Effectively in the Preschool Setting
• Yoga: Bringing Harmony, Health, and Education to Children


PROGRAM and PERSONAL GROWTH for EDUCATORS
• Standing Up for Yourself: Communicating Effectively with Colleagues and Parents
• Stress Management for Caretakers: A Personal Growth Workshop
• Caring for the Caregiver: A Workshop for Early Childhood Eduators
• Team and Program Building: Communicating Effectively with Clleagues
• The Newest “Survivor” Challenge: Ultimate Teambuilding


SPECIAL NEEDS*
• Intervening Productively When Preschool Children Have Difficulty with Play*
• Language Differences and Disorders in Young Children*
• Making Inclusion Work in Your Early Preschool Classroom*
• Red Flags: Identifying Children with Developmental Differences in an Early Childhood Group*
• Strategies for Managing Children with Challenging Temperaments in Groups*
• The Impact of Speech and Language delays on Young Children’s Behaviors*
• Understanding and Helping Children with Motor Planning and Motor Planning Problems*
• Understanding and Managing Children with Attentional Challenges*
• Understanding and Working with Autism Spectrum Disorders (PDD, Asbergers Syndrome, Autism, etc.)
• Understanding and Working with Pervasive Developmental Disorder (PDD), An Autism Spectrum Disorder*
• Understanding Sensory Integration and Sensory Integration Problems*
• When to Worry, What to Do: How to Determine When to Refer a Child to Mental Health Services*
• Working with Children for Whom English is a Second Language*
• Writing Social Stories*

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