In Texas, the Department of Family and Protective Services (DFPS)
regulates the training of people who work in home- and center-based
training meet criteria? DFPS recognizes clock hours
or continuing education units (CEU) from various sources including
1) workshops offered by local school districts, colleges or
universities, or child care licensing; 2) conferences; 3) self-instructional
materials; and 4) planned learning opportunities. See minimum
standards, §746.1317 for center-based care and §747.1315
for home-based care for further details.
must include specifically stated learning objectives; a curriculum,
which includes experiential or applied activities; an assessment
to determine whether the person has met the objectives; and
a certificate of successful completion.
DFPS approve training resources or trainers for clock hours? No.
It’s your responsibility to obtain relevant training
from reliable resources. DFPS does recommend, however, that
you preview all training materials and ask trainers to verify
their knowledge of the subject—both experience and education,
and training qualifications.
is instructor-led training? This is usually a class led by an instructor,
who communicates and interacts with learners by answering questions, providing
feedback, and offering guidance or information on resources. Advantages include
getting a break from the isolation of your work, networking and support, sharing
knowledge, and learning about different practices in early care and education.
is self-instructional training? This is training in which an individual
works alone, at her own pace, to complete lessons or modules without the direction,
assistance, or feedback of an instructor. That is why CPR and first aid training
cannot be obtained through self-instructional training.
DFPS limits the number of
annual training hours you can obtain from self-instructional materials. Check
your minimum standards for details on these limitations; for home-based care,
see §747.1325. For center-based care, see §746.1327.
do I verify training for DFPS? To be counted toward compliance with
minimum standards, the trainer or training source should provide you with a
certificate or letter showing: your name, date of the training, title or subject
of the training, the trainer’s name or the training source for self-instructional
training, and the length of the training specified in clock hours, CEU’s,
or college credit hours.
Keep all documentation in
a safe place like a file cabinet or personnel file. DFPS licensing representatives
may ask to review self-instructional materials to ensure training criteria
are met. Do not mail your documentation to child care licensing or to the Texas
Child Care Quarterly.
I use Texas Child Care for self-instructional training? Yes. DFPS will
recognize two clock hours of self-instructional training credit from this issue,
provided you do the following: 1. Review the checklist at right. 2. Study all
articles that relate to your work with children. 3. Respond to the checklist
with documented evidence (written descriptions, photographs, and charts, for
example). Continue to study the article until you can provide documentation
and answer “Yes” to each skill. 4. Attach a copy of the checklist
or a cover page to your documentation. Be sure to include your name, the date
you completed the documentation, and identify the issue and titles of the articles
Learning objectives and evaluation checklist
I hate math: What we want young children
NOT to learn (page
I can tell in writing the story of my relationship to math.
I can list at least four ways to break the cycle of negative
attitudes toward math.
I can document with pictures, anecdotal records, and lesson
plans the ways in which I foster and support meaningful and authentic
Old-fashioned games for timeless fun (page 10)
I can list five ways in which games support children’s
cognitive, social, language, emotional, and physical development.
I can list in writing the ways I ensure safety in children’s
I can document with pictures, lesson plans, and activity logs
children’s participation in at least five of the activities
described in this article.
The achievement gap: What early childhood
educators need to know (page 14)
I can provide in writing a definition of achievement gap and
tell why it’s important for early childhood education.
I can tell in writing why closing the achievement gap has implications
for the national economy.
I can list in writing at least five programs that have been
successful in narrowing or closing the achievement gap.
Discovering the power of the pen: Awakening
the author within (page 24)
I can describe in writing what I remember about learning to
I can list the significant milestones of literacy development.
I can document with pictures, videos, and work samples the
ways in which I’ve observed children engage in writing
Putting the power in action: Teaching
young children “how
to” write (page 28)
I can give evidence in pictures and lesson plans of how I compose
and use morning messages.
I can describe in writing the “I do, we do, you do” processes
and why they are effective.
I can provide examples of completed journal writing rating
scales for the children in my group.