Smart Horizons Online Education Center – Smart Horizons’/NACCRRA online training courses are designed to help early childhood professionals complete annual training requirements and acquire required training hours for those seeking a Child Development Associate (CDA) credential, CDA credential renewal or in-service training. Our courses provide a variety of engaging topics designed specifically for the early childhood professional.

Child Care Aware of America: A national organization whose mission is to promote national policies and partnerships to advance the development and learning of all children and to provide vision, leadership, and support to community Child Care Resource & Referral organizations.

Indiana Association for the Education of Young Children: (IAEYC) – An organization whose mission is to promote and support quality child care and education for all young children birth through age eight in Indiana. IAEYC also provides scholarships to early childhood teachers or directors for professional development via its T.E.A.C.H. program.

Early Learners: A statewide organization whose mission is to work with its member agencies at a local, state and national level to provide, coordinate and advocate for a strong statewide system of child care resource and referral.

Council for Professional Recognition: Home of the Child Development Associate (CDA) National Credentialing Program, and related professional improvement opportunities that contribute to the field of early childhood education.

Indiana Academy of Out-of-School Learning: This catalog includes hundreds of online courses, including a 36-course series aligned with the IN Afterschool Standards and Specialty Standards with in-depth curriculum content, interactivity, and certificates.

ZERO TO THREE: is a national, nonprofit organization that provides parents, professionals and policymakers the knowledge and know-how to nurture early development.

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL): is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country.

Ooey Gooey -a silly name, a serious message: Ooey Gooey is a resource for parents and childcare providers with a focus on child-centered, play-based curriculum.

Parenting Counts: is the research-based family of products developed by Talaris Institute to support parents and caregivers in raising socially and emotionally healthy children.

Indiana Perinatal Network: Our mission is to lead Indiana to improve the health of all mothers and babies. IPN provides resources for mothers and families on topics such as prenatal care and breastfeeding, offer the latest information and education to healthcare providers, and promote sound public policies.

Safe to Sleep: public education campaign.

Tom Copeland: The Nation’s Leading Expert on the Business of Family Child Care.

The National Association for Family Child Care (NAFCC)  is the only professional association dedicated specifically to promoting high-quality early childhood experiences in the unique environment of family child care programs. NAFCC works on behalf of the one million family child care providers operating nationwide.

BY5: The leading organization for early childhood awareness in Muncie and Delaware County, Indiana. Through a variety of task force and volunteer efforts, we improve opportunities for children aged 0-5 to reach their developmental potential.

The Hope Initiative: a Community Group in New Castle, Henry County, Indiana, USA that is working to provide dignity for all.

The Early Childhood Systems Building Resource Guide is designed to support Child Care and Development Fund (CCDF) State Administrators (SAs) in their pursuit of system-building initiatives.

Supporting Dual Language Learners:

University of Washington, I-LABS resources:

Federal resources:

California Department of Education resources:

  • State Early Learning and Development Standards: California Preschool Learning Foundations, Volume I (2008) – describes what children typically know and are able to do; one of the four domains is English Language Development (ELD) which focuses on the four skill areas: listening, speaking, reading, and writing and adheres to three proficiency levels (beginning, middle, and later).
  • Instructional Strategies for Educators: California Preschool Curriculum Framework, Volume I (2010) is the companion to the California Preschool Learning Foundations (above) with instructional strategies, planning opportunities, and resources on routines, environments, and materials for child care and preschool educators. The ELD domain provides specific strategies on modified language, use of the child’s home language, and various literacy development activities.
  • California Early Childhood Educator Competencies (2012) describes the necessary knowledge, skills and dispositions of Early Childhood Educators. The Dual-Language Development Performance Area outlines dual language program models and strategies, development of the home language and English, relationships with families, and observation and assessment. Videos of each of the competency area is found at: http://www.cde.ca.gov/sp/cd/re/ececomps.asp.
  • Technical Assistance: California’s Best Practices for Preschool Dual Language Learners Project (2012-2013) produced a series of six overview papers emphasizing new developments and research on best practices for DLL children. The content has informed the forthcoming edition of the California Preschool Program Guidelines (2014) publication. A DVD is also planned to visually illustrate the best practices for DLL children.
  • Assessment: Desired Results and Developmental Profile (DRDP© 2015) is an observational tool designed to document children’s progress and families in achieving desirable outcomes. The four ELD measures: (1) comprehension of English (receptive English), (2) self-expression in English (expressive English), (3) understanding and response to English literacy activities, (4) symbol, letter, and print knowledge in English) adhere to four developmental levels (exploring, developing, building, and integrating). Providers tailor curriculum planning and improvement strategies on results.
  • Family Child Care at Its Best is a project operated by UC Davis’ The Center in Excellence in Child Development that delivers high-quality, university-based education to licensed family child care home providers statewide. Courses are available in English, Spanish, Chinese, Russian, Arabic, and Farsi. One of the courses is “Supporting Young Bilinguals.”

The QRIS Compendium is a comprehensive resource for administrators, policy makers, researchers, technical assistance providers and others for information about all of the QRIS operating in the US and its territories. Features of the 2014 QRIS Compendium include: information on topics like rating, use of observational tools, and indicators; full state and locality QRIS profiles; functionality to create customizable data reports about specific QRIS data elements; and useful analysis of some of the key facts about QRIS in 2014.

Build Initiative: Focuses on helping state leaders create and sustain comprehensive, equitable statewide systems change.

Child Trends: is the nation’s leading nonprofit research organization focused exclusively on improving the lives and prospects of children, youth, and their families. For 36 years, decision makers have relied on our rigorous research, unbiased analyses, and clear communications to improve public policies and interventions that serve children and families.

Continuous Quality Improvement Report