Click here for a current schedule of seminars and information on how to register.
More information and options are listed below the seminar descriptions.
Seminars vary from 1.5 hours to 3.0 hours, depending upon the topic, audience, and location. Group discussion is a critical component of all seminars; be prepared to participate in some way.
PITC/ITTI seminars may be taken individually or as part of the 40-hour series leading to program certification. Seminars may be selected in any order and there is no time limit to complete the certification. For certification information, click on the PITC/ITTI tab above.
All PITC/ITTI seminars count toward annual licensing hours and are valuable for all age groups. For example, when do these considerations disappear or become unimportant in a child care setting: environment, routines, temperament, cultural issues, dealing with parents and family, special needs, etc.?
Nearly all PLA-INC. seminars have been approved by a licensing department (Rule 2) and will be accepted by most licensors (Rules 2 and 3) for annual licensing requirements. Many are also suitable for the first 8 hours of training needed for first-year Rule 2 professionals. If you are awarded a grant through your CCR&R, many of these seminars will also count toward those training requirements as well. But, to be sure and to avoid unpleasant surprises, always check with your licensor or grants administrator, respectively, FIRST if you expect to use any seminar from any organization for either your first 8 hours as a new Rule 2 professional or for your grants obligations.
Key: Center for Inclusive Childcare (CICC)
Program for Infant Toddler Caregivers (PITC)
If you would like a seminar about a topic you do not see here, please contact us. We want to be your professional alternative.
Are You MediaWise(TM)?
Those who live or work with children have the power to change the media environment they grow up in. Learn techniques to help support healthy media habits, how media habits can help or hurt a child’s behaviors and school success, help kids monitor their own media environments, and enlist parent support.
Autism - Including Children with Social, Communication, and Behavioral Needs (MNCPD)
This seminar will explore the key
characteristics of Autism Spectrum Disorder and give early childhood
practitioners tools to more effectively include a child with Autism in their
child care setting. Included in
this interactive workshop are myths and facts about Autism as well as practical
strategies and tips for inclusion. (CICC) CC: IV; CD: 3, 8; CBTA: 4, 5, 6, 7
Baby Steps - Keys to My Future
Building Blocks of Early Literacy
Reading outcomes relate to school and life
opportunities. Learn
components of early literacy and how to analyze your environment, create a literacy-rich
environment using everyday materials, and enlist family support. Resource list included. CC: II, CDA: 2. CBTA: 4, 5
The Building Blocks of Children’s Mental Health
Celebrate Your Super Body: Helping Kids Become Healthy and Happy Through Action-packed Organic Puppet Theatre Fun
CPR (Pediatric)
Cost includes in-service certificate and wallet certification card (mailed separately) from the American Heart Association. Suitable for Rule 2 & 3 requirements. CC: VI; CDA: 1
Dancing with Children
Suitable for both parents and caregivers together. Discover how to get in tune and partner with each other, determine everyone’s temperament, and dispense guidance and discipline in a loving and respectful way. This can be presented with or without Christian-based materials.
A Different Point of View
Increase your sensitivity to disabilities and develop an understanding of personal safety issues. Each person brings unique strengths and needs to your setting. Learn to observe carefully in order to meet each child’s needs. Be prepared to actively participate; dress comfortably. (CICC)
First Aid
Cost includes in-service certificate and wallet certification card (mailed separately) from the American Heart Association. Suitable for Rule 2 & 3 requirements. CC: VI; CDA: 1
Getting to Know You
During this interactive seminar, you will learn strategies to uncover the hidden strengths in others, increase your awareness of stereotypes, and discuss implementing various approaches to help each child be successful. Be prepared to actively participate; there will be plenty of moving around. Bring teen-age helpers who are or want to be leaders, e.g., faith groups, scouting, schools. (CICC)
Inclusion: It's Developmentally Appropriate Care for All Children! (MNCPD)
In this seminar, participants will examine key concepts of developmentally appropriate inclusive care, including the important role of the caregiver in the creation of an encouraging environment. The primary focus of this training is enhancing the participant’s skills in observation and encouraging and fostering positive social interaction as well as learning to promote productive play within child care settings. The benefits and challenges of including children with special needs in community care will be explored thoroughly throughout this training. {From the Center for Inclusive Child Care (CICC)} CC: II; CDA: 1
It's All About Environment (MNCPD)
What does the early childhood environment say to children? this seminar will examine the physical and social environments and their effect on children's behavior. Learn how to prevent and guide children's behaviors through hands-on activities and practical strategies. (CICC) C: I, CDA: 1, 3
It's Circle Time Again
During circle time, children learn what it means to be part of a classroom community and develop the skills to participate effectively in a group. We’ll examine your use of circle time and how you can use it to set the tone for the day and even reduce overall discipline challenges. Bring one successful activity you use and one challenge you face implementing circle time.
Making Music - Even If You're not a Musician (MNCPD)
More Alike than Different (MNCPD)
The focus of this
interactive and challenging workshop is on ability awareness and respect for
diversity. Participants will look
at the myths that influence and affect one’s own attitudes about children with
special needs and how that applies to child care practice, including a look at
children’s books on special needs.
The training emphasizes the importance of supporting all children in
their development for a positive sense of self-worth. (CICC)
Mother Nature's Wisdom
Our Natural Wonders - An Introduction to Environmental EducationThese hands-on seminars introduce you to the benefits of incorporating nature into your curriculum. Review activities from Project Learning Tree, Project Wet, and Project Wild: three environmental education programs aligned with Minnesota K-12 and Head Start Learning Standards and ECIPS. Learn how to integrate environmental education into science, math, art, literacy, and motor activities and adapt activities to multiple age groups. Dress comfortably and for the weather because we will be up out of our seats and going outside. Curriculum resources may be available for purchase.
Everybody Needs a Home! (MNCPD)
Recent research suggests that learning is more likely to become ingrained when children utilize their whole bodies. Participate in several activities exploring animal habitats, how all animals impact the environment, and how we can live harmoniously. Based on Project WILD, an inter-disciplinary conservation and environmental education program. CC: II, CDA: 2
Increasing evidence indicates children exhibit higher self-esteem, less stress, better concentration, and more creativity when they spend time outside. We’ll review research and actively preview nature-based activities from Project Learning Tree (PLT), an international award-winning environmental education program. Let’s get kids off the couch and away from TV and video games! CC: II, CDA: 2
"Wa-ter" We Trying to Learn Here?
Learn the benefits of environmental education. Actively preview nature-based activities and practice outdoor teaching skills that help children learn, gain an awareness of, and develop values about water from various cultural perspectives using the Minnesota Project WET curriculum. CC: II, CDA: 2
Networking: We're All in This Together!
Program for Infant Toddler Caregivers (PITC) (formerly ITTI) - Module I
Getting in Tune/Responsive Caregiving: Knowing how to read and respond appropriately to an infant or toddler is critical to sensitive caregiving. Explore the technique of watch, ask, and adapt to read infant/toddler behavioral messages.
Guidance and Discipline: This session addresses appropriate ways to set limits for infants and toddlers with challenging behaviors as well as how to guide the development of their social skills.
Social Emotional Growth & Socialization: How does a child develop emotionally and what does that look like? How can you contribute to the emotional growth of a child? Learn the answers to these questions and leave with strategies you can implement right away.
Supporting Emotional Strengths in Young Children (NEW PITC) (MNCPD)
Infants
go through social-emotional stages as they grow, setting the foundation
for growth in later childhood and adulthood. Caregivers who understand
these stages and infants' necessary experiences will more effectively
support infants' and toddlers' developing self-regulation and
self-esteem.
CC: I; CDA: 3, 8
Temperament: Each child is born with a unique temperament; these tendencies play a major role in his behavior. This seminar will provide you with an overview of temperament by presenting the different temperament traits and types along with strategies to effectively respond to individual children and other people in our lives.
Program for Infant Toddler Caregivers (PITC) (formerly ITTI) - Module II
Environments: How the space where children play and are cared for is organized has a powerful influence over the way children and adults behave and interact. Learn how thoughtful arrangements of activity areas can create pleasant and engaging contexts for the various activities and routines of the day.
Organizing Infant and Toddler Groups: How do we create intimacy in group care that focuses on the infant’s and toddler’s crucial need for security with primary caregivers? Learn how to provide a base for the child’s social emotional development as well as foster all other learning.
Respectful Care: What is high quality infant and toddler care? How can we care for very young children in ways that work with their developmental changes? Learn how providing respectful personal care helps infants and toddlers develop into competent authentic adults.
Routines: Daily routines are at the center of sensitive caregiving. They provide important opportunities for one-on-one interaction between the caregiver and the child during which both learning and the deepening of emotional bonds can take place. There is no need to always hurry through these critical interactions.
Program for Infant Toddler Caregivers (PITC) (formerly ITTI) - Module III
Ages of Infancy: Explore your role in under-standing the needs of infants and toddlers, their issues with security, exploration, and identity development throughout their early childhood.
Discoveries of Cognitive Development and Learning: Caregivers can facilitate learning by observing and responding to infant’s cues and play, using caregiving routines as opportunities for exploration and interaction and providing an environment rich in materials for discovery.
Language Development: Learn to promote healthy communication and language development in young children. How do infants and toddlers perceive their surroundings and how can we best interact and communicate with them?
Special Needs: We All Have Them!: Receive insight into the lives of those with disabilities and those who care for them. We all have special needs; some are more obvious than others or more ‘acceptable’ than others. We’ll share some history of the Americans with Disabilities Act and how providers can effectively and sensitively include those with special needs.
Special Needs: What Are You Afraid Of?: Now that you know what ‘inclusion’ means, let’s work on ways to make your program comfortable for all the children who attend. There’ll be lots of discussion and plenty of re-sources to take with you. We’ll also review material from ‘We All Have Them!’
The Next Step: Including the Infant in the Curriculum (What Are They Interested in Learning?): In this interactive seminar, we will explore ways to plan activities for infants through preschoolers based on their abilities and interests as well as how to effectively utilize those teachable moments. We will also discuss common misconceptions and how the early learning experiences and interventions you provide impact the child's brain development and future learning.
Program for Infant Toddler Caregivers (PITC) (formerly ITTI - Module IV
Acknowledge, Ask, Adapt: Explore how to sensitively support the development of infants and toddlers from families whose beliefs about children and child rearing practices differ from your own
Creating Partnerships with Parents: Learn how to form and maintain successful relation-ships with parents and other caregivers that will enhance the experiences of children and their families. It’s more than just a contract.
Cultural Diversity for Sensitive Infant Care: How does one become more aware of one's own culture and its influence on one’s child caring practices? How does one learn to be more understanding and respectful of different perspectives and solve issues that might arise? Good skills to hone for all types of discussions.
Responding to Families in Culturally Sensitive Ways: Caregivers serve a variety of families whose circumstances and life styles may differ from their own. How can you be more responsive to the needs of family members while becoming aware of how your past experiences affect your present interactions?
Program for Infant Toddler Caregivers (PITC) (formerly ITTI) - Module V: Beginning Together
There has been much attention given to building capacity in infant toddler caregiving. Capacity includes quality as well as increased numbers of caregivers. Young children with disabilities or at-risk for disabilities have not always been carefully and thoughtfully include in these efforts. Beginning Together is a model that will support the inclusion of infants and toddlers with disabilities and special needs while at the same time enhancing the quality for all children.
Me, Too!: Creating an environment that works for everyone requires a thoughtful, sensitive, and reflective approach. Explore strategies for adapting your environment (space, toys, activities, routines) to the ever-changing needs of the children.
Setting the Stage: What Part Do You Play?: Caregivers strive to provide a safe, welcoming environment for all children so they may fully and actively participate. Each person caring for the child brings his/her own history, ideas, attitudes, and questions to the table. We will explore the critical importance of maintaining confidentiality, building trust, facilitating communication, handling concerns, acknowledging emotions, accessing information, as well as careful observation of the child within the cultural boundaries of the family and program and your role in achieving a sensitive balance. An overview of IDEA is included.
Do You See What I See?: Responsive care is built around a child’s individual routines and his family’s cultural values. It is also the heart of successful inclusion of children with special needs. We’ll discuss perceptions and assumptions that color our observations and how we can get the rest of the story.
Building Relationships: Roadblocks or Bridges?: Building relationships is one of the most important aspects of successfully including all children in your child care setting. The quality of the partnership between the family, caregivers, and specialists supporting the child may be impeded by “roadblocks”. Learn strategies to promote successful teaming and collaboration, thus promoting an improved quality of life for the child and family.
Raising Empowered Children (MNCPD)
Sensory Processing Disorder (MNCPD)
SIDS and Shaken Baby Syndrome (MNCPD)
Reducing the Risk of Sudden Infant Death Syndrome and Shaken Baby Syndrome (MNCPD)
SIDS is the leading cause of death in infants under
age one. Learn the facts about SIDS and learn how to reduce the risk of
SIDS in the child care setting. Important information on Shaken Baby
Syndrome will also be covered.
CC: VI; CDA: 1; CBTA: 1
Show Me Yours and I’ll Show You Mine! (MNCPD)
(Understanding and Responding to the Sexual Behavior of Children)
So How Do I Get Them To Read My Newsletter?
Bring newsletters you receive (good and ??) to critique. Learn practical tips for creating an exciting publication, one that will be read, not recycled. Great session for association staff, too.
To Market, to Market
Learn practical ideas to build and maintain your child care business. Many cost little or no money. We’ll brainstorm for more ideas.
Understanding and Responding to the Sexual Behavior of Children
Part 1: Discuss why kids become abusive and how it can be prevented. We'll consider adult roles, risk factors, deficits, attitudes, thinking patterns, and cultural concerns to define goals for healthy sexual development. CC: IV: CDA: 3
Part 2: From a very young age, children are exposed to high levels of sexual messages that put them at risk. Further your understanding of children’s early sexual behaviors, explore basic assumptions about sexual learning and how to respond, and define universal goals for healthy sexual development. CC: IV: CDA: 3
Wakanheza Project
Learn how to reach out in stressful situations to be supportive and lend a hand. Learn tools that work for you in any environment to reduce tension and barriers that lead to harsh or even abusive words or actions. Bring teen-age helpers who are or want to be leaders, e.g., faith groups, scouting, schools.
When to Expect and When to be Concerned (MNCPD)
This interactive seminar will provide an overview of the red flags for developmental delays in young children, how to share developmental concerns with families, and local referral resources. Attendees will receive useful information describing typical child development and red flags for atypical development and other resource information. (CICC) CC: IV; CD: 3, 8;
The Six Keys: Strategies for Promoting Children’s Mental Health in Early Childhood Programs
~ written by Cindy Croft
CDA Content Area 3: Social Emotional Development
CDA Content Area 8: Principles of Child Growth and Development
(From the Center for Inclusive Child Care)
What’s All the Fuss About a Child's Emotional Development? (MNCPD)
~Key 1 Early Childhood Mental Health: Why Your Role Matters!
In this workshop, participants will discover ways in which their early childhood role can nurture the emotional development of young children through interactions, practices, and modeling in order to build secure attachment relationships. Participants will examine what mental health means in young children and discuss specific strategies for providing consistency, responsiveness, and security in an emotionally healthy setting. CC: IV; CDA: 3, 8; CBTA: 4, 5, 6, 7
How Do We Give Children a Good Start? (MNCPD)
~Key 2 Know the Key Emotional Milestones
This seminar focuses on the important emotional milestones caregivers can help children achieve as the foundation for positive mental health. This class will discuss how to use social and emotional development checklists to identify where children are in their development and look at strategies to support them as they progress to the next social/emotional milestone. CC: IV; CDA: 3, 8; CBTA: 4, 5, 6, 7
~Key 2 Emotional Development: Acquired Skills Needed by All Children (MNCPD)
This seminar, based on the work of Dr. Bruce Perry, will describe the six acquired skills needed by all children for positive emotional development including attachment, self-regulation, affiliation, awareness, tolerance, and respect. Participants will examine strategies for achieving success for children’s skill development in each of these core areas. CC: IV; CDA: 3, 8; CBTA: 4, 5, 6, 7
Why Do Children Act the Way They Do? (MNCPD)
~Key 3 Understand How a Child is "Wired"
How to Teach Children to Know Their Own Engines (MNCPD)
~Key 4 A Look at Your Environment
Do you see children who struggle with their emotions? This workshop will examine specific strategies for promoting self-regulation skills in young children through environmental supports in the early childhood setting and how impulse-control relates to their positive mental health. Participants will have the opportunity to explore key characteristics of the physical and emotional environment that can encourage children to learn to identify and express their feelings through everyday activities. CC: IV; CDA: 3, 8; CBTA: 4, 5, 6, 7
Supporting Resilience in Children (MNCPD)
This seminar examines characteristics of resiliency and its key relationship to children’s mental health. Participants will explore the role resiliency plays as a critical factor in how children who are at risk will handle stress, react or adapt to negative situations, and overcome obstacles in their emotional growth. Participants will develop practical strategies for improving their environment and programming to enhance and support resiliency in young children. CC: IV; CDA: 3, 8; CBTA: 4, 5, 6, 7
Making and Keeping Friends (MNCPD)
This seminar will examine the important relationship between mental health and social development. Participants will explore key ‘friendship skills’ and social competencies needed for children to be successful in their social relationships. Strategies will include how to use activities to promote prosocial skills to avoid aggression and build self-esteem in all children. CC: IV; CDA: 3, 8; CBTA: 4, 5, 6, 7
Tools for Promoting Children's Mental Health in Early Childhood Programs (MNCPD)
This session will offer ‘tools’ for early childhood educators and caregivers to promote the positive emotional health of young children in their programs. Participants will look at the practical applications of these necessary skills, including building community within child care, tuning in to each child and helping children understand their own feelings, as well as other key strategies within the early childhood environment. CC: IV; CDA: 3, 8; CBTA: 4, 5, 6, 7
Supporting Minnesota's Children and Families During a Military Deployment** (MNCPD)
Participants in the seminar will learn about the unique needs of children and families who are experiencing a military deployment. The stages of deployment will be outlined alongside the related effects on children. Tips and techniques to assist the children who are dealing with a separation will also be shared.
Supporting Minnesota's Children and Families During Reunions** (MNCPD)
While deployed parents are away, children continue to grow and family roles change. Welcoming home mom or dad can be an exciting time, but it can also be stressful. This seminar will examine the stages of reintegration (or homecoming), the stressors of reunions, and methods to support children and families as they welcome home their military service members.
Impact of Grief, Loss, and Trauma on Children and Youth (MNCPD)
Participants in this seminar will come to identify the unique issues impacting National Guard and Reserve families, particularly children and youth. This seminar offers an understanding of loss and trauma and the potential academic and behavioral changes related to these experiences. Participants will also gain strategies to support these children and youth.
Fostering Resilience in Children and Youth (MNCPD)
"Where do I start fostering resiliency in children?" "What are the most important things to do?" "How long should it take to see results?" These are the types of questions that caregivers have about the topic or resiliency. This seminar will define the concept of resilience while identifying risk factors, protective factors, and developmental assets. Finally, this seminar will highlight the four basic steps involved in fostering resilience in children and youth.
Living in the New Normal: Supporting Children Through Trauma and Loss
(LINN™)
Living in the New Normal is predicated on the belief that children are courageous and resilient and that these skills can be strengthened through deliberate encouragement by the adults in their lives. This in-service will examine the nature of grief, identify the signs of stress in children and youth, and help caregivers develop strategies for supporting military children and families through trauma and loss.
NOTE 1: These presentations are focused on the children and their needs during a separation from a military parent. Due to current world standings, children are experiencing unfamiliar stress that can affect all areas of their lives. This series is not intended to address personal views of the war.
NOTE 2: This series is open to everyone. The cost may be reimbursed upon completion to any respite care provider who serves military families. Providers must be registered as a respite care site with MN CCR&R to receive this reimbursement. Pre-registration is required. To be eligible for any reimbursement, you must pre-register AND contact Julie W. at juliew@mnchildcare.org.
**Taking at least one of these three seminars is a prerequisite for taking either of the last three seminars.
******************************************************
Coming Together to Support Babies and Toddlers During a Deployment (MNCPD)
Deployment can take a heavy toll on military families. As parents of young children cope with their own feelings, it is easy for them to lose sight of what their babies and toddlers may be experiencing. Although often unable to express themselves well, babies and toddlers do miss the active duty parent and need help getting through this difficult period. This course will identify common challenges that babies and toddlers experience during a deployment, describe the cycle of deployment, the deployment spiral, behaviors that babies and toddlers may exhibit, and define strategies for supporting babies, toddlers, and families during a deployment.
CC: II; CDA: 3 or 4; CBTA:
Coming Together to Support Babies and Toddlers During a Homecoming (MNCPD)
A military homecoming is a paradox. It can be a wonderfully joyous occasion and it can also be an extremely frustrating and challenging experience. This course will examine the factors that can make homecomings challenging, define the invisible injuries of war, describe typical reactions of babies, toddlers, and families to invisible injuries of war, examine the risk of emotional trauma for babies and toddlers when a military parent dies, and identify the emotion of grief.
CC: II; CDA: 3 or 4; CBTA:
Customized Training
Seminars can be held in your home or center. You choose the topic and we help you set a date. We can also help you make arrangements to hold a seminar in a public place such as a library, coffee house, or library. Weekday, evening, and Saturday arrangements are possible.
You can create your own invitation list so you always know the people in attendance. Or you can open it to your community and take advantage of the complimentary promotion for your home business or center.
Call or email today for more information.
On-Site Consultation or On-Site Training
A consultant can come to your site (family child care home or child care center) and talk with you (individually or in small groups) about space/furnishings, language/learning activities, daily routines, relating with parents, cultural concerns, or children with special needs. You choose the topic based on what you would like to learn. You can receive training credit in the comfort of your home or facility. Day and evening times available. Invite friends, colleagues, (and even parents!) and host trainings in your home or facility. No traffic or weather hassles! Call for details.
If you would like a seminar about a topic you do not see here, please contact us. We want to be your professional alternative.
Professional Learning Alternatives, Inc. is a nonprofit training and advocacy resource for caregivers, parents, and those interested in supporting the development and education of young children.
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Regional Child Care Services/Grants in Minnesota
Child Care Services Grants will likely be available from your CCR&R in the fall. Check with your local CCR&R for applications and for assistance in completing the forms. In some regions, you may download them from their web site when they are available. If someone you know does not have access to the Internet, advise them to call their CCR&R now to be placed on a mailing list. This action will slightly speed the mailing process so they have as much time as possible to complete the form and return it. You may return them by USPS mail or deliver them in person. Electronic mail submissions are not accepted. The application forms are different this year. Be sure to read them carefully and complete every section! This includes copies of training certificates, bids, pictures, etc. as directed.