Departments
Study guide

In Texas, the Department of Family and Protective Services (DFPS) regulates the training of people who work in home- and center-based facilities.
Must 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.
All training 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.
Does 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.
What 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.
What 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.
How 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.
Can 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 you studied.

Learning objectives and evaluation checklist

Infant health and safety: Test what you know (page 2)
I can provide written answers to the quiz at the start of the article—and evidence of any necessary corrections made.
I can describe in writing the proper sequence for changing infant diapers.
I can document my efforts to communicate with the families of the babies in my care about proper health and safety routines and practices.

As American as apple pie: Helping children understand and celebrate patriotism (page 8)
I can describe in writing and give examples of at least three historical events that evoke patriotism.
I can provide written anecdotal records that highlight the ways I help children understand the concepts of patriot, country, nationality, and patriotism.
I can document with photos, lesson plans, portfolio entries, journals, and anecdotal records children’s participation in at least six activities described in this article.

Talking with children about water safety (page 18)
I can document with photos, lesson plans, portfolio entries, journals, and anecdotal records children’s participation in at least two water safety activities.
I can document with photos, lesson plans, portfolio entries, journals, and anecdotal records the ways in which I help children learn to be safe around water.

Developmental stuttering: A transition between early talking and eloquent speech (page 24)
I can provide written anecdotal evidence of how I responsibly communicate with the children in my care.
I can describe in writing at least three causes and appropriate responses to a child’s developmental stuttering.
I can document my efforts to communicate with families about typical language development, potential red flags, and appropriate conversation practices.

Numeracy and literacy: Picture books and numbers (page 30)
I can document with photos, lesson plans, portfolio entries, journals, and anecdotal records children’s participation in at least six activities described in this article.
I can provide evidence of activity planning for at least three new literacy, numeracy, and movement activities based on children’s picture books.

Move it: Build self-esteem and self-efficacy while fighting childhood obesity (page 38)
I can describe in writing at least three significant research findings that support the need for physical exercise.
I can describe in writing my understanding of how self-efficacy, self-concept, and self-esteem are related.
I can document with photos, lesson plans, portfolio entries, journals, and anecdotal records children’s participation in indoor and outdoor physical activities.