$20.00 off any of our Initial Online Director Courses Coupon Code: MYDISCOUNT2020
A day care center director is responsible for the day-to-day operations, employee relations, and to ensure the safety of the children in care.
A credential from The McKee Group will ensure that you receive the quality training that will prepare you for this journey. Our program is one of the few that are recognized by State Child Care Licensing and will qualify you under Minimum Standards.
What are the requirements to become a Director?
In order to qualify as a day care director, you must meet all state licensing requirements, including:
1. 21 years of age
2. High School diploma or GED
3. Two years of experience working in a licensed child care center (paid or non-paid)
4. Copy of the State Minimum Standards
Are you ready to take your career to the next level? Here at The McKee Group Child Care Consulting would like to assist you. The Child Development Associate (CDA) Credential™ is the most widely recognized credential in early childhood education (ECE) and is a key stepping stone on the path of career advancement in ECE. Our courses are recognized by Child Care Licensing and the CDA Council.
Becoming a CDA is a big commitment, but one that creates confident practitioners with command of today’s best practices for teaching young children.
Benefits of The Child Development Associate (CDA) Credential™
We offer online clock hours in Child Development and Business Management.
Our courses can be purchased individually or in bundles.
Attention Directors/Owners: Do you have several employees and need a subscription?
We also offer unlimited access to clock hours for convenience of training your staff annually.
What are the required clock hours for child care employees?
The 24 clock hours of annual training must be relevant to the age of the children for whom the caregiver provides care.
(b) At least six clock hours of the annual training hours must be in one or more of the following topics:
(1) Child growth and development;
(2) Guidance and discipline;
(3) Age-appropriate curriculum; and
(4) Teacher-child interaction.
(c) At least one clock hour of the annual training hours must focus on prevention, recognition, and reporting of child maltreatment, including:
(1) Factors indicating a child is at risk for abuse or neglect;
(2) Warning signs indicating a child may be a victim of abuse or neglect;
(3) Procedures for reporting child abuse or neglect; and
(4) Community organizations that have training programs available to employees, children, and parents.
(d) If a caregiver provides care for children younger than 24 months of age, one clock hour of the annual training hours must cover the following topics:
(1) Recognizing and preventing shaken baby syndrome and abusive head trauma;
(2) Understanding and using safe sleep practices and preventing sudden infant death syndrome (SIDS); and
(3) Understanding early childhood brain development.
(e) While there are no clock hour requirements for the topics in this subsection, the annual training hours must also include training on the following topics:
(1) Emergency preparedness;
(2) Preventing and controlling the spread of communicable diseases, including immunizations;
(3) Administering medication
(4) Preventing and responding to emergencies due to food or an allergic reaction;
(5) Understanding building and physical premises safety, including identification and protection from hazards that can cause bodily injury such as electrical hazards, bodies of water, and vehicular traffic; and
(6) Handling, storing, and disposing of hazardous materials
(f) The remaining annual training hours must be in one or more of the following topics:
(1) Care of children with special needs;
(2) Child health (for example, nutrition and physical activity);
(4) Risk management;
(5) Identification and care of ill children;
(6) Cultural diversity for children and families;
(7) Professional development (for example, effective communication with families and time and stress management);
(8) Topics relevant to the particular age group the caregiver is assigned (for example, caregivers assigned to an infant or toddler group should receive training on biting and toilet training);
(9) Planning developmentally appropriate learning activities;
(10) Observation and assessment;
(11) Attachment and responsive care giving; and
(12) Minimum standards and how they apply to the caregiver.
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