Professional Development
Stevens Supportive Educational Service trainers are Approved with The Pennsylvania Quality Assurance System (PQAS). The Pennsylvania Quality Assurance System (PQAS) is a statewide system that approves early childhood trainers and their trainings. Trainers listed on the Professional Development Registry have gone through an approval process that is defined by a set of qualifications which include early childhood expertise and experience, and knowledge of adult learning theories and principles. Trainers are registered in this system as a Master Degree trainers in Early Childhood Education, approved to provide training for Practitioners in the following Core Knowledge and Skills areas in the state of Pennsylvania:
Child Growth and Development.
Children’s fun, stimulating and successful learning experiences in their early childhood and school-age programs are dependent on their early childhood and school-age professionals’ knowledge and application of basic child development. Professionals must understand the inter-dependence of each key area of learning and how to provide meaningful and relevant experiences for children that are developmentally appropriate, individualized to accommodate each child’s needs and interests, and be respectful of the families’ diverse values and cultures.
Curriculum & Learning Experiences
Children construct knowledge when there is a balance of curriculum, instruction and environment that is reflective of children’s developmental needs, abilities and interests. Early childhood and school-age professionals must utilize their knowledge of child development and each child’s individualized needs and interests to design learning spaces and age, cultural and linguistically appropriate experiences that guide and facilitate children’s physical, social and emotional, and cognitive learning.
Families, Schools and Community Collaboration and Partnerships;
The partnerships that early childhood and school-age professionals develop with families are critical to supporting children’s successful and confident growth and educational experiences in the out-of-home setting. Children thrive when their learning professionals and family members work together to embed culture and values within the children’s school experience and to develop ongoing, respectful and reciprocal communication strategies. Early childhood and school-age professionals must be aware of community resources and help families to make those connections when needed
Observation and Assessment
A comprehensive assessment approach within an early childhood or school-age program combines assessment of children, the environment, staff, and the program itself to ensure continuous quality and responsiveness to its children and families, and the community. Early childhood and school-age professionals must be knowledgeable about the types of assessments and their uses in order to implement regular and systematic methods for observing, documenting, and interpreting data, ensuring that children receive individualized and developmentally appropriate experiences to support their growth and learning.
Communication
Professionals’ strong interpersonal communication skills and knowledge about ways in which children acquire language and literacy skills are critical ingredients in today’s early childhood and school-age classrooms. Professionals must use effective communication strategies, including the use of digital media and literacy-rich environments, to cultivate their relationships with families, peers, and children and to support children’s learning and interactions with others.
Professionalism & Leadership
Today’s early childhood and school-age professionals must demonstrate a commitment to the profession that extends beyond the learning environment in which they work. In addition to the provision of ethical and high-quality learning experiences for children, a pledge to lifelong learning and advocacy for the children and families they serve assures the field its very reputation of an essential societal profession.
Health, Safety, and Nutrition
Children’s healthy and safe experiences in the early years are the foundation for their successful growth and learning. Early childhood and school age professionals must work in partnership with children’s families and be knowledgeable about their community to ensure that children’s and nutritional needs are met so that they are able to develop socially, emotionally, cognitively, and physically. Children must feel safe in their learning environments and professionals must adhere to relevant regulations and recommended practices in the context of families’ cultural traditions and children’s special needs.
Program Organization and Administration
Successful early childhood and school-age programs are those with forward-thinking leaders who design and manage systems that foster a positive organizational climate that supports staff, children, and families. Skilled administrators/directors adopt a continuous quality improvement philosophy that utilizes data, current research, and best practice to provide responsive services for the children and families in their care.
Stevens Supportive Educational Service offers Pennsylvania and other states several individual courses in early childhood education and best business practices. The classes encourage reflection on individual teaching or professional style. Each course shares simple ideas to transfer new knowledge to daily work. We continue develop new courses and consistently update existing content based on the latest research to keep courses engaging, current and relevant. Curriculum development is directed by our dedicated professional team with advanced degrees to ensure the highest quality course content.