Child Care Training Transcript: Student Elizeth De La Cruz

Child Care Training Transcriptstudent Elizeth De La Cruzstudent Id

Child Care Training Transcript Student: Elizeth De la Cruz Student ID: Date: 02/20/2023

Training/Course Hours CEUs Certificate Training Start Date Completion/ Cert Date

CHILD CARE FACILITY PART 1 Behavioral Observation and Screening (BOSR) 6 0./20//27/2017 Child Care Facility Rules & Regulations (FACR) 6 0./05//27/2017 Child Growth and Development (CGDR) 6 0./19//27/2017 Health, Safety and Nutrition (HSAN) /06//15/2017 Identifying and Reporting Child Abuse and Neglect (CAAN) 4 0./18//27/2017

CHILD CARE FACILITY PART 2 Infant and Toddler Appropriate Practices (ITPR) 5 0./26//15/2017 Special Needs Appropriate Practices (SNP) 10 1.0 In-Service 04/03//05/2019 Understanding Developmentally Appropriate Practices (UDAP) 5 0./25//11/2017 IN-SERVICE Challenging Behaviors Awareness and Prevention (CBAP) 5 0.5 In-Service 10/04//04/2022 Early Literacy for Children Age Birth through Three (ELC) 5 0.5 In-Service 01/17//17/2023 Equity and Diversity in ECE (EQDV) 2 In-Service 10/07//07/2022 Florida Child Care Personnel Orientation (CCPO) 5 0.5 In-Service 07/20//20/2022 Trauma-Informed Care for Child Care Professionals (TICC) 5 In-Service 07/11//11/2019 CERTIFICATIONS AND CREDENTIALS Level/Area/VPK Certificate Effective Date Expiration Date Staff Credential Verification Birth-Five /15//15/2025 FCCPC Initial Verification Birth-Five/Birth-Five /15//15/2025

INTRODUCTORY TRAINING REQUIREMENTS Part I Child Care Facility 30 Hour Training Complete: Yes Part II Child Care Facility 10 Hour Training Complete: Yes School-Age Child Care 40 Hour Training Complete: No Family Child Care Home 30 Hour Training Complete: No Early Literacy 5 Hour Training Complete: Yes ADDITIONAL TRAINING AS NEEDED OR APPLICABLE Safe Sleep/Shaken Baby Syndrome Training Complete: Yes Transportation Training Complete: Yes Child Care Personnel Orientation Course Complete: Yes * This course be used to meet Fire Extinguisher, Medication Administration, and Universal Precautions/Exposure Plan training requirements.may

FLORIDA EARLY CARE AND EDUCATION PROFESSIONAL DEVELOPMENT REGISTRY Student: Elizeth De la Cruz Student ID: Date: 02/20/2023

TRAINING/COURSE Hours CEUs Certificate Training Start Date Completion/ Cert Date DOE-DIVISION OF EARLY LEARNING ONLINE Implementing the Florida Standards in the Infant and Toddler Classrooms: Birth thru 2 Yrs Old (SRBT) 5 0./06//07/2019 Overview of the Florida Core Competencies for Early Care and Education (ECE) Practitioners (CCP./11//13/2019 Preventing Expulsion and Suspension in Early Childhood Programs (ESCC) 3 0.3 In-Service 10/06//07/2022

IMPORT -ED COURSES Child Safety and Prevention 2 0./31/2019 Health and Sanitation 2 0./31/2019 Planning for Emergencies 1 0./31/2019 Precautions in Transporting Children 1 0./01/2019 Preventing Child Abuse and Supporting Children in Trauma 2 0./01/2019 Safe Sleep Practices 1 0./02/2019 Safety in the Environment 2 0./02/2019 Supporting Social-Emotional Development: Infant/Toddler 1 0./02/2019 Supporting Social-Emotional Development: Mixed-Age Group 1 0./02/2019 Supporting Social-Emotional Development: Preschool 1 0./02/2019

CORE COMPETENCIES Making the Most of Classroom Interactions - Miami Dade College School of Continuing Ed. 24 2.4 06/06/2019

EMERGENT LITERACY REQUIREMENT Effective Date Expiration Date VPK Instructor Emergent Literacy Course Requirement complete: No

FLORIDA EARLY CARE AND EDUCATION PROFESSIONAL DEVELOPMENT REGISTRY Student: Elizeth De la Cruz Student ID: Date: 02/20/2023

CAREER PATHWAY DESIGNATION Met By Certificate Effective Date Foundation Option 1 - Child Care Facility Option 4 - Introductory Child Care Training -T1 07/13/2019 ECE I/ASE I Option 3 - Birth Through Five Credential -T2 07/20/2020

Paper For Above instruction

Elizeth De La Cruz has demonstrated a comprehensive commitment to early childhood education and child care through extensive training and certification. Her training history reflects a deep engagement with foundational and specialized topics necessary for providing quality care in diverse settings. This paper examines her training credentials, their relevance to her professional development, and the implications for her role as an early childhood caregiver.

Her training transcript reveals that Elizeth has completed significant portions of child care training, including Part I Child Care Facility 30-hour training and Part II 10-hour training, which are prerequisites for working in licensed child care facilities. These courses cover essential areas such as behavioral observation, screening, child growth and development, and health, safety, and nutrition, indicating a solid grounding in the core principles of early childhood education. These foundational courses prepare caregivers to promote healthy development and ensure safety within child care environments, aligning with state regulations and best practices (National Association for the Education of Young Children, 2020).

In addition, Elizeth has pursued specialized training in areas such as infant and toddler appropriate practices, understanding developmentally appropriate practices, challenging behaviors, early literacy, and diversity and equity in early childhood education. These courses underscore her awareness of the importance of developmentally appropriate practices tailored to various age groups and individual needs, recognizing the importance of supporting social-emotional development, supporting trauma-affected children, and fostering inclusive classrooms (Barnett et al., 2017; National Center on Early Childhood Development, Teaching, and Learning, 2016).

Her certifications further attest to her professional status, including her birth-five credential valid through 2025, which indicates she has met the state's requirements for working with children from birth to age five. The FCCPC initial verification signifies her ongoing commitment to professional improvement and adherence to regulatory standards (Division of Early Learning, 2023). Her completion of the Florida Child Care Personnel Orientation ensures she is familiar with policies, procedures, and state regulations essential for maintaining compliance and promoting high standards of care (Florida Department of Children and Families, 2019).

Elizeth has also completed several essential training modules related to health and safety, emergency planning, child abuse prevention, safe sleep, transportation safety, and social-emotional development. The broad scope of these trainings highlights her comprehensive understanding of the risks children face and the best practices to mitigate these risks. For example, her safe sleep and shaken baby syndrome training reflect a focus on critical infant safety issues supported by research (American Academy of Pediatrics, 2016). Furthermore, her training in trauma support demonstrates her awareness of the diverse needs of children and her commitment to fostering resilience and emotional well-being (Christensen & Amatea, 2018).

Her involvement in quality improvement initiatives, such as the Florida Standards implementation and core competencies, indicates her proactive approach to aligning her practices with state standards and enhancing educational quality. The emphasis on classroom interactions and social-emotional development aligns with contemporary research advocating for responsive caregiving and nurturing relationships as foundational to early learning (National Institute for Early Education Research, 2020).

Despite her extensive training, Elizeth has not completed the emergent literacy course required for full early childhood educator certification, which is essential to support literacy development in young children effectively. Continuing professional development in emergent literacy is crucial, as early language and literacy skills have long-term impacts on academic success (Senechal & LeFevre, 2014). Her ongoing pursuit of certification and additional training demonstrates her dedication to advancing her skills and staying current with best practices.

Overall, Elizeth's training records reflect a well-rounded, dedicated professional committed to providing high-quality care and early education. Her focus on health, safety, developmental appropriateness, diversity, and social-emotional well-being prepares her to meet the complex needs of young children and foster an inclusive, safe, and stimulating learning environment. As she continues to grow professionally, completing emerging literacy training and engaging in ongoing education will further enhance her capacity to support children's holistic development, which is aligned with current research emphasizing comprehensive early childhood professional development (Sheridan et al., 2020).

References

• American Academy of Pediatrics. (2016). Sleep-related infant deaths: Updated guidelines for safe sleep environments. Pediatrics, 138(5), e20162938.
• Barnett, S., Morgan, P., Hustedt, J. T., & Zvoica, P. (2017). Supporting social-emotional development in early childhood: Practical approaches. Early Childhood Education Journal, 45(4), 453-461.
• Christensen, D., & Amatea, E. (2018). Trauma-informed teaching practices and early childhood development: An integrative review. Journal of Early Childhood Research, 16(3), 267-280.
• Division of Early Learning. (2023). Child Care Credential Verification. Florida Department of Education.
• Florida Department of Children and Families. (2019). Child Care Personnel Orientation Course. State Regulations.
• National Association for the Education of Young Children. (2020). Developmentally appropriate practice in early childhood programs serving children from birth through Age 8 (4th ed.). NAEYC.
• National Center on Early Childhood Development, Teaching, and Learning. (2016). Supporting social-emotional development in early childhood. U.S. Department of Health & Human Services.
• National Institute for Early Education Research. (2020). The importance of responsive caregiving practices. NIEER Report.
• Senechal, M., & LeFevre, J. A. (2014). Early literacy development. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy Research (pp. 315-330). Guilford Publications.