Child Care Health Advocate Credit and Non Credit Program

As a collaborative partner with the Early Childhood Education Linkage System (ECELS/Healthy Child Care Pennsylvania), the Center for Healthcare Education provides health professionals with consultation, training and technical assistance to improve early childhood education programs within the Commonwealth of Pennsylvania.

Child Care Health Advocate – Credit Program

Child Care Health Advocate (EARL160) – Health advocates are early childhood practitioners (directors, lead teacher, family child care providers) who see to it that their program integrates best practices in health, safety and nutrition, even though they may not perform those practices directly themselves. The course is intended to prepare the Child Care Practitioner to function in the role of a Child Care Health Advocate (CCHA). The course will address 15 different health and safety modules as a resource for child care directors, teachers, assistant teachers and child care practitioners. The Child Care Health Advocate who will be working in a child care setting will learn to assess, identify and prioritize health and safety needs of children and staff. Available online or on-campus. View the current course offering information (PDF).

Non-Credit Courses include:

  • Fire Safety Awareness
  • Playground & Active Play Safety
  • Emergency Preparedness: Practicing for Performance
  • Security Procedures for ChildCare Facilities
  • OSHA Blood Borne Pathogens
  • Infant and Toddler
  • Asthma
  • Pediatric CPR
  • Common Illness
  • Safe Medications
  • Children w/Special Needs
  • Childhood Obesity
  • Pediatric First Aid
  • Inclusion – Exclusion
  • Color Me Healthy
  • Health & Safety Trends
  • Child Abuse & Neglect
  • Food Allergies
  • Immunizations
  • Oral Health
  • Healthy Snacks
  • Stress & Wellness
  • Current Issues in Children’s Health
  • Personal Care Routines
  • Diapering Procedures
  • Flu Overview
  • Train the Trainer Willing to Teach
  • Color Me Healthy
  • Healthy Children Healthy Smiles
  • Healthy Outcomes for Young Children: Medication Administration in Early Education and Childcare Settings

View descriptions and registration information about currently available health and safety courses for child care providers.

Source: Northampton Community College Serving the Lehigh Valley and beyond.

Bridging the Word Gap, One Baby at a Time | Administration for Children and Families


By Shantel Meek, PhD, Policy Advisor for Early Childhood Development

Today, the White House released a video message by President Obama stressing the importance of learning and development in the earliest years of life and pledging his partnership in making sure every single child has access to adequate support, equal opportunity, and a fair shot to fulfill his or her dreams.

In particular, he discusses the “30 million word gap”– the early disparities between low- and higher- income children in the number of words they hear– and how high quality early learning experience can help us close that gap. The release of the President’s video is part of a campaign organized in partnership with Too Small to Fail, a joint initiative of the Bill, Hillary & Chelsea Clinton Foundation and Next Generation, to raise awareness of the importance of closing the word gap. Videos by Secretary Hillary Clinton, former Senate Majority Leader Bill Frist, and Cindy McCain, each focused on the positive influences that the early language environment, characterized by talking, reading, and singing to babies, can have on child outcomes, were also released.

As most of you know, the beginning years of a child’s life are critical for building the early foundation needed for success in school and later in life. During these years, children’s brains are developing rapidly, influenced by the richness of their experiences at home, in early learning settings, and elsewhere in the community. Unfortunately, not all children get the rich early learning experiences that facilitate school readiness and success later in life. In fact, disparities in cognitive, social, behavioral, and health outcomes, between lower-income children and their more affluent peers, are evident as early as 9 months of age and may grow over time Halle et al., 2009.

Source: The Family Room Blog, Administration for Children and Families, U.S. Department of Health and Human Services

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Using Early Childhood Education to Bridge the Digital Divide


Technology literacy plays an important role in a child’s ability to succeed in school and later life. Yet, despite rapid growth in society’s use of digital technology, many children in low-income families in the United States are not able to access and use technology in the same ways as their more-advantaged peers. This means they have fewer opportunities to learn, explore, and communicate digitally, and fewer chances to develop the workforce skills they will need to succeed in later life. Early childhood education can play a valuable role in ensuring that low-income children can access technology and learn how to use it. However, there are a number of important issues that need to be addressed. This Perspective frames a discussion on these subjects by exploring the role of early childhood education in bridging the digital divide. We highlight five key questions that need to be considered in the discussion of integrating technology into early childhood education.

Source: RAND

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Caring for Infants and Toddlers in Early Care and Education (I/T)-National Resource Center


The National Resource Center for Health and Safety in Child Care and Early Education (NRC) is pleased to announce the release of Caring for Infants and Toddlers in Early Care and Education (I/T).

I/T is a collection of 232 nationally recognized health and safety standards applicable to the infant and toddler population in early care and education settings. These materials and the associated 11 Appendices are a subset of materials available in Caring for Our Children: National Health and Safety Performance Standards; Guidelines for Early Care and Education Programs, 3rd Edition (CFOC3). These materials have been selected for inclusion because they are of particular relevance to the care of the youngest children.

This valuable resource was developed with our collaborative partners, the American Academy of Pediatrics (AAP) and the American Public Health Association (APHA), as well as 41 stakeholders representing 34 organizations who reviewed and validated the chosen standards. Support for this project was provided through a cooperative agreement with the U.S. Department of Health and Human Services, Health Resources and Services Administration, Maternal and Child Health Bureau.

The intended audiences for this document are:

  • Early care and education caregivers/teachers who can implement these strategies to provide a safe and healthy environments for infants and toddlers in early care and education settings, while simultaneously supporting and partnering with families during this critical stage of development;
  • State regulators and policy makers who can promote the adoption of these standards in this collection in their state licensing standards in an effort to promote best practices within programs that serve the infant/toddler population;
  • Health, mental health and education consultants, infant/toddler specialists, trainers and other health professionals who can promote these standards to early care and education caregivers/teachers;
  • Parents/guardians who can access and petition the use of these standards in their child’s early care and education setting; and
  • Early care and education academic degree program administrators who can enhance their infant/toddler curriculum.

Source: National Resource Center for Health and Safety in Child Care and Early Education

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