DCYF Participation Guides

The Minnesota Department of Children, Youth, and Families (DCYF) has created participant guides for select courses. These guides are available below. DCYF does not create a participant guide for every course offered in Develop. If you are a trainer seeking curriculum content, please reach out to your trainer support contact.

Participation guides are organized by course topic.

*Note: This page used to be titled DHS Participation Guides

Tip: Use ctrl+f to search the page by course name.

Active Supervision

Active Supervision: A Developmental Perspective Active Supervision: Minnesota’s Diverse Communities Active Supervision: Preventing Child Injuries in Child Care Settings Active Supervision: Provider Self-Care and Privacy Active Supervision: Risk Management for Family Child Care Active Supervision: Safety Planning for Field Trips and Routine Outings Active Supervision: Supporting School Age Children Active Supervision: Strategies for Inclusive Child Care Active Supervision: A Developmental Perspective (Spanish) Active Supervision: Minnesota’s Diverse Communities (Spanish) Active Supervision: Preventing Child Injuries in Child Care Settings (Spanish) Active Supervision: Provider Self-Care and Privacy (Spanish) Active Supervision: Risk Management for Family Child Care (Spanish) Active Supervision: Safety Planning for Field Trips and Routine Outings (Spanish) Active Supervision: Supporting School Age Children (Spanish) Active Supervision: Strategies for Inclusive Child Care (Spanish)

Adult Learning

Adult Learning 1 Adult Learning 2

Assessment

Assessment: Gathering and Using Information Authentic Child Assessment Authentic Child Assessment: Special Considerations

Basics of Licensed Family Child Care for Substitutes

Basics of Licensed Family Child Care for Substitutes

Course Writer

Course Writer 1 Course Writer 2

Culture

How Culturally Diverse Families Teach Their Children to Succeed How Culture Can Influence our Interactions with Children and Families

Curriculum

Early Literacy: How Children Learn Language Implementing Curriculum in Early Childhood Programs Implementing Curriculum in Family Child Care Overview of Curriculum Overview of Curriculum - Español Weaving Literacy into Math and Science Activities

Child Development

Basic Child Development Basic Child Development - Español Child Development: Executive Functioning Skills through the Developmental Domains Child Development: Understanding How Genes and Environment Interact Developmentally Appropriate Behavior Guidance Developmentally Appropriate Behavior Guidance - Español Guiding Children’s Behavior Infant Ages and Stages Introduction to Caring for Young Children: Building Healthy Relationships, Brains, and Bodies Preschool Ages and Stages What is the Study of Child Development

ECIPs

Introduction to the ECIPS: MN Early Learning Standards Plan, Learn, Grow: Using the MN Early Childhood Indicators of Progress (ECIPs) Using the MN Early Childhood Indicators of Progress (ECIPs) for Birth to Three Year Olds Using the MN Early Childhood Indicators of Progress (ECIPs) for Ages 3-5 Years

Health and Safety

Supervising for Safety for Family Child Care Supervising for Safety: Legally Nonlicensed Supervising for Safety CCC - Español Supervising for Safety CCC - Afsoomaali Supervising for Safety FCC - Español Supervising for Safety FCC - Afsoomaali
Health and Safety I - Family Child Care (In-Service) Health and Safety In Service I - FCC - Español Health and Safety In Service I - FCC - Afsoomaali Health and Safety II – Family Child Care Health and Safety In Service II - FCC - Afsoomaali Health and Safety In Service II - FCC - Español Health and Safety Pre-service for Child Care Centers Health and Safety In-Service I - Child Care Centers Health and Safety In-Service II - Child Care Centers

Homelessness

Biological Impacts of Homelessness Our Children and Homelessness Supporting Children Affected by Homelessness

Getting to Know Minnesota’s Knowledge and Competency Framework – for Early Childhood Educators

Getting to Know Minnesota’s Knowledge and Competency Framework – for Early Childhood Educators

Multicultural Child Care

Dual Language Learners Teaching and Learning in a Multicultural Environment The MN Framework for Universal Multicultural Instructional Design What the Experts Say: Diversity and Anti Bias Education

Nutrition

Challenges in Feeding Young Children in Child Care Nutrition in Children From Birth to Six Years Promoting Healthy Eating and Physical Development in Child Care Programs

Observation

Authentic Observation Observation and Documentation: Planning for Individual Needs Observation and Documentation: Using Program Information for Decision Making

RBPD Credential

Session 1 - Introduction to RBPD: Defining RBPD and Competencies Session 2 - Introduction to RBPD: Approaches and Deliver Practices Session 3 - Professionalism: Ethical Practices Session 4 - Professionalism: Equity and Cultural Responsiveness Session 5 - Adult Learning: Theory and Learner Characteristics Session 6 - Adult Learning: Motivating Change Session 7 - Adult Learning: Reflective Practice Session 8 - Co-Creating Relationships: Communication Session 9 - Co-Creating Relationships: Establishing Relationships Session 10 - Co-Creating Relationships: Maintaining Relationships Session 11 - Facilitating Growth and Learning: Planning and Goal Setting Session 12 - Facilitating Growth and Learning: Observation Session 13 - Facilitating Growth and Learning: Feedback and Reflection Session 14 - Assessing and Evaluating Session 15 - Assessment: Tying it all together

SUID/AHT

Reducing the Risk of Abusive Head Trauma Reducing the Risk of Abusive Head Trauma (Spanish) Reducing the Risk of Abusive Head Trauma (Somali) Reducing the Risk of Abusive Head Trauma and Sudden Unexpected Infant Death Sudden Unexpected Infant Death Sudden Unexpected Infant Death (Spanish) Sudden Unexpected Infant Death (Somali)

Supporting Children with Special Needs

Introduction to Special Needs Working with Infants and Toddlers with Special Healthcare Needs Young Children with Developmental Delays

Supporting Families

Create a Family-Centered Program: Families and Stress How to Incorporate Family Feedback into Program Planning and Child Assessments Family Systems Theory in the Context of Early Childhood Settings