Early Head Start’s publication, Observation: The Heart of Individualizing Care provides information on what observation is, goals of observation, using observation, setting up systems to support observation, reflecting on observation, responding based on observation. Although it is targeted toward use with infants and toddlers, it provides information that can be reused, revised, and remixed to address observation more broadly as it is in the public domain.

In 1991, the Head Start Bureau published the Multicultural Principles for Head Start Programs information memorandum and resource handbook (hereafter referred to as the Multicultural Principles) following two years of work by the Head Start Multicultural Task Force. Its purpose was to “stand as a challenge” to programs to “focus efforts on individualizing services so that every child and family feels respected and valued and is able to grow in accepting and appreciating difference” (Administration for Children, Youth, and Families 1991, 3). The memorandum presented this challenge to programs:

Effective Head Start programming requires understanding, respect, and responsiveness to the cultures of all people, but particularly to those of enrolled children and families. (Administration for Children, Youth, and Families 1991, 5)

This statement implies that Head Start programs are effective when their systems and services reflect well­developed understandings of the cultures of enrolled families. Furthermore, individual staff members must be able to demonstrate their respect for, and respond to, all of the different cultures within their service area. The Multicultural Principles also recognized that program staff and administrators are rooted in their own cultures. Culture is, therefore, a fundamental feature of Head Start program systems and services.

This e-resource is aimed at guiding and supporting human services students through their placements.

This e-resource is aimed at guiding your overall learning and supporting you during your placement. It is important to note that this book is not a textbook. Rather, it is an information resource that will scaffold your learning as you move from the initial stages of your placement to the final few days. Topics covered include those that are immediately relevant to your placement (such as identifying learning activities) as well as hands-on, self-paced activities that will help you reflect on your learnings and develop skills necessary for your career in the human services. It is however also important to note that entire books have been written about the topics that are covered in the resource. Therefore, you will find relevant references and readings are provided throughout. If you are interested in a particular topic you are encouraged to refer to the references and readings during your placement and your future study.

In terms of the e-resource structure, the resource is made up of three modules.  The aim is to cover content relevant to the beginning, middle and end of your placement journey. As we work through the modules, we will cover content in the area of learning styles, supervision, values and more.

Further, each module includes topics that you need to Understand, Examine and tasks to Complete. Click on the image below to explore the topics that will be covered in each module.

The mission of the Assistive Technology Act Technical Assistance and Training Center (AT3) is to increase access to and acquisition of assistive technologies by individuals with disabilities across the lifespan.

The Assistive Technology Act Training and Technical Assistance Center(AT3/AT3 Center) is a project funded under grant award # 90ATTA0001 by the U.S. Department of Health and Human Services Administration for Community Living (ACL). AT3 provides technical assistance and supports to State Assistive Technology (AT) Programs funded under Section 4 of the Assistive Technology Act of 1998, as amended (P.L. 108-364). The AT3 Center is a sponsored project of the Association of Assistive Technology Act Programs (ATAP) The information on this website does not necessarily reflect the position or policy of ACL, and no official endorsement should be inferred.

There are several textbooks for students whose majors include internships in human services, broadly defi­­­ned, such as case management, counseling, criminal justice, and social work. Most of these books are written in an academic format. Typically, it involves an introduction to a theoretical orientation that concerns working with others followed by a series of chapters devoted to learning professional skills associated with a given discipline. This approach is fine, as far as it goes, but also has two drawbacks. One is that the texts are usually sold by main stream publishers, which means they are expensive. Another is that they seldom address what might be described as the experiential dimension of the internship that most beginners face on their own. This new book addresses both concerns. The fact that it is offered as a free text addresses the first issue, of course, but the second one requires a new approach. It began with asking students to talk about what they experienced when going through their first internship and what they would tell others about how to make it a successful one. That work led to a structured narrative about basic practical topics, such as finding an internship, getting started there, making effective use of supervision, understanding ethics, appreciating cultural diversity, becoming competent, and completing the internship. The text includes descriptions, suggestions, and exercises. It may be used as either a primary course text or, due to its relative brevity, a supplemental one. Although the lead editor is an experienced clinician and professor who has supervised internships for a variety of human services majors over many years, the book was written with and for students to make it more readable and more useful.

The Office of Head Start contracted to create the Early Childhood Learning & Knowledge Center as a repository to support all Head Start Program Guidelines. In this section, four briefs support Head Start programs and other early learning partners, including school districts, to create smooth transitions for children and families. Each brief focuses on a level of the transition: children and families, early educators (teachers, family child care owners, assistant teachers or paraeducators), early childhood education partners (school districts, state preschool, centers, and homes), or programs/ policies/ practices (alignment, tools).

An examination of a variety of mathematical concepts which focus on solving problems, interpreting data, and applications. This course includes topics such as tables, graphs, basic statistics, geometric measures, and consumer mathematics. This course fulfills the BCC mathematics requirement ONLY for the Criminal Justice, Fire Science, and Human Services programs.

During the first five years, children constantly acquire new skills and knowledge. Caregivers who know what children can do and how they can get hurt can protect them from injury.1

All children develop differently. Staff individualize their approach because "children have different rates of development as well as individual interests, temperaments, languages, cultural backgrounds and learning styles." Ongoing child assessment helps staff determine each child’s developmental level.

This tool provides safety tips for early childhood staff working with young children in classroom environments. Each section includes a description of development and safety tips organized by daily routines. Some tips apply to all children. Others address the developmental needs of children in a specific age group. If children in your classroom fit more than one developmental level, review the safety tips for each.

Safe and supportive environments are critical to shaping children's overall development, including nutrition habits. Children living in unsafe or unstable environments that don't support healthy eating, physical activity, or adequate sleep may experience poorer health outcomes, affecting their ability to be ready for school. Learn about the environmental factors that impact children's health. Find out how programs can tailor health services to help children build better nutrition habits and experience improved health.

Note: The survey and certificate mentioned were only available to participants of the live webinar.