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Responsible Adult Course 4-1


Course Cost $85

Section 29 of the Community Care Licensing regulation states:

  • To qualify for employment in a community care facility as a Responsible Adult a person must be:
      • a) 19 years old.
      • b) Be able to provide care and mature guidance to children
      • c) Have completed a course, or combination of courses , of at least 20 hours in child development, guidance, health and safety, or nutrition, and
      • d) Have relevant work experience.

This course will qualify you to work in

  • In an Occasional Licensed Child Care
  • In a School Age Licensed Group Child Care
  • As a replacement (substitute) for ECE Assistants (for less than 30 days) in a licensed group childcare centre or preschool.

1 Child Behaviour 1-2


As caregivers, whether parent or teacher, we are sometimes quick to judge the behaviour of a child without first thinking of the underlying cause of the behaviour.

We should consider that a young child could be woken out of a sound sleep in the morning, forced to dress and have breakfast, loaded into a car or bus and trundled off to daycare.

2 Helping children express anger 1-3


What provokes children to get angry?

How can parents or Educators help children cope with their anger, and help them express it appropriately?

Everyone loses his temper once in a while. Something makes you so mad that you cannot control your anger. You lash out physically and verbally at the person or situation that is opposing you.

3 Exploring Development 3-1


How do children develop?
If a woman has a baby with one man, divorces him, and then has a baby with a second man, are both children the same developmentally?
Do they crawl, walk, and speak at the same time?
Do they look alike?
Each child has his/her own genetic blueprint such as hair color, height, bone structure, skin texture, nails, teeth etc, Heredity is information inherited from the parents which forms the genetic blueprint.

4 Stress in Children 5-6


What is Stress?

Stress is the way our bodies respond to the demands that are placed upon us by our environment, relationships, perceptions and interpretations of events and issues in our lives. When stress occurs, the brain signals the body to get ready to meet the challenge by stimulating the autonomic nervous system.

5 The Challenging Child 5-1



Where to start? What to do? These were questions frequently asked when I was working in Supported Child Care.
As an infant development consultant I worked directly with the family in the home. I also worked as a Supported child care consultant, instructor and coordinator of programs in group and school settings.

6 Learning through Play 1-1


Value of Play


Playing helps children concentrate, to reason and organize their thinking. In doing so they learn to problem solve


The child learns to give and take, to take turns, to share and co-operate. During social play the child reveals his personality strengths and weaknesses.

7 Playing with simple equipment 2-2


From the time a baby is born his muscle development is apparent. You can watch a baby waving his arms and stretching his legs.
At first his movements are all over the place, but gradually he learns to control and coordinate his body.
Soon he will be stretching, grabbing, pulling, pushing, crawling and later walking.

8 Outdoor Play 5-7


The great thing about using the cheap recycled “stuff” is that it doesn’t come with instructions or a set of directions, or a “right way” to use it. It is all up to the child’s imagination. The playground becomes rich with possibilities for play as children can decide to transform a cardboard box into a castle, or a lion’s cage, all in one afternoon.

9 Perception and Motor Control 1-4


It is a fundamental need for every child to be on the go. Unfortunately, in our electronic world, children often spend a great deal of time participating in activities which involve only mental skills. This is cause for concern.

What level of gross motor skills should a child be able to achieve by the age of 6?

What is symmetrical control, static and dynamic balance?

How do we help children develop language skills?

10 Sensory System 3-2


Sensory integration occurs automatically. It begins in utero as the fetal brain senses movement of the mother’s body.

The brain is primary a sensory processing machine, it senses things and gets meaning directly from sensations. Information enters our brain from all parts of our body at every moment.

11 Muscular and Gross Motor development 3-3



A young child’s physical growth begins as muscles gain strength with use, and children gradually develop coordination. The development of muscular control is the first step.

When we observe a young child from infancy onwards we look for the basic requirements for normal development.


Voluntary or Skeletal Muscles.

12 Fine Motor Control 3-4


The definition of “Fine Motor” is orderly progression that is deliberate and controlled movements requiring both muscle development and maturation of the central nervous system.

We need to be aware of the skills of the young child and plan activities accordingly.

We provide a Milestone List of fine motor control.

13 Personal Skills 3-6


Personal skills consist of six sections of skills:


  • Self Care
  • Dressing
  • Eating
  • Toileting
  • Attention Span
  • Behaviour


These skills are innate to each child and will vary in each child depending on the opportunity the child has to learn skills of independence.

14 Social Skills 3-7


The definition of socialization is for the child to learn new skills that enable him to fit into society. Children who are skilled at social interaction tend to be more confident of their own ability and social attributes.

The single best childhood predictor of adult adaptation is not IQ, school grades or classroom behaviour, but rather the adequacy with which the child gets along with other children.

15 Communication Skills 3-8


Communication is a process starting with a person who wishes to share or send a message to a person who in turn receives the message.

Caregivers can help children develop good speech and language skills by understanding speech and language patterns and the correct terminology.

16 Drug affected babies 6-3



What is Neonatal Abstinence Syndrome? As caregivers we will most likely have interactions with children who were born addicted to opioids(Drugs). In this workshop you can learn What are opioids and what are the signs and symptoms of NAS. What are the most common side effects of drug exposure? Learn how drugs affect pregnancy. Some suggestions on how a child care facilitator can assist in promoting optimal development.

17 Fetal Alcohol Syndrome 6-4



What is FASD? What are some of the characteristics of children with Fetal Alcohol Syndrome? Some guidelines to help you and the child gain a better understanding, and how to deal with issues that may arise. Learn what some of the common misconceptions are relating to FAS.

18 Learning Disabilities 6-5



What is a learning disability? Some include Dyslexia, Dysgraphia, Dyscalculia, also specific learning disorders (SLD’s). Workshop provides input on identification of some learning disabilities.

19 Behavioural Disorders 6-6



All young children can be naughty, defiant and impulsive from time to time which is perfectly normal. However, some children have extremely challenging behaviours that are outside the norm for their age. Some disorders covered in this workshop are tics, stuttering, anxiety disorders, disruptive behaviour, sleeping problems, oppositional defiant disorder, conduct disorder and ADHD.

20 Cognitive development 3-5


Two words we hear often in early childhood development are:

Nature – the child’s biological makeup

Nurture – the environmental influence

Cognitive development is the process of acquiring intelligence and increasingly advanced thought and problem solving ability from infancy to adulthood.

21 Music is all around us 1-5


Music is in our everyday lives. What are children learning when they are involved in musical activities and why should children be encouraged to participate in music?

How do you get children to listen?

Percussion and instruments – and how to make some.

How can music help in transition times?

22 Early Childhood with Infants 2-1



When do people start speaking and walking? When do they stop getting taller? In what ways are newborn infants different from newborns?

The human body is constantly changing. From the moment an infant is born, his or her brain, organs, and muscles begin to grow and change.

Early Childhood Development refers to the first stage in the human lifespan: from birth to age 5. During the early childhood stage a child grows from a helpless newborn into an intelligent, curious, energetic, kindergartner. In the process the child builds a foundation for lifelong physical, intellectual and emotional development.

23 Storytelling 3-9


Developmental appropriateness is the first factor to consider when preparing to tell a story. All children can listen to stories starting in infancy. Books for infants and toddlers have very basic story lines and simple colourful illustrations. A typical infant may have only a few hardboard or quilt cushioned like pages. The story may be something like a tour through a farmyard to learn about animal sounds.

24 Block Play 3-10


Block Play

Even with the electronic age, children still love blocks.

Not only children. Look how many adults build with Lego. Lego comes out with new block sets all the time.

So we ask ourselves what children learn from blocks apart from seeing how high they can stack them before they fall down.


Children develop large motor control from lifting and carrying blocks, stretching to place a block up high, and returning the blocks to the shelves when they have finished. They develop fine motor skills by turning around the small blocks to fit one on top of the other, or set up animals and people, or roll a ball or marble down a ramp. Co-ordination. Balance. Spatial orientation. Body awareness, hand-eye coordination, sensory exploration, and visual perception.

25 Pre-Reading Skills 5-2


Pre Reading Skills-When to begin? What you can do to encourage it. How to help babies develop necessary skills.

Is the child at the expected level of development for reading? Perception. Phonology. Pre reading activities.

A 2 hour Certificate of Completion is issued for this workshop.

26 Sand play and Therapy 5-3


Sand play and Therapy-Sand play and how it has been used for many years for therapy. Ideas for sand play.

What is sand therapy? Effectiveness of sand play in development. Table of experiences and intended learning outcomes.

A 2 hour Certificate of Completion is issued for this workshop.

27 How Children learn 5-4


How children learn-An overview of how children develop and learn.

From the birth of a baby to what influences a child’s learning environment. Positive and Negative reinforcement. What is egocentric?

A 2 hour Certificate of Completion is issued for this workshop.

28 Evolving Curriculum 6-1



What actually is curriculum?

How Early Childhood Curriculum differs from a traditional Curriculum.

What domains in curriculum for the beginning stages underpin? What is the role of the teacher.

A 2 hour Certificate of Completion is issued for this workshop.

29 Toys and Electronics 6-2



Appropriate toys for children. Are war toys acceptable? Toys and Sex Stereotyping. How much should TV and Electronics have a place in a child’s life? Top Favourite Apps. Study on internet addiction in children.

A 2 hour Certificate of Completion is issued for this workshop.


30 Characteristics of Successful Learning 6-7



Different ways children learn and reflect in their activities. Creating and thinking critically. Areas of learning and development.

A 2 hour Certificate of Completion is issued for this workshop.

31 Truth and Imagination 6-8



Can children tell the difference between truth and imagination? Do they believe Santa and Fairies are real people? Does a child lie to increase their social popularity?

Are imaginary friends a concern?

A 2 hour Certificate of Completion is issued for this workshop.

32 Health and Safety 2-3


Children can injure themselves in a variety of ways both indoors and outdoors.

Some injuries result from children’s natural curiosity, but more often injuries are caused by simple accidents that could have been avoided.

We have to ensure that we have all of our safety issues covered and have to remember that children are at a different eye level than we are and can see things we don’t.

This workshop will guide you where typical accidents occur and what you can do to prevent them.

A 2 1/2 hour Certificate of Completion is issued for this workshop.

33 Creative Development 6-10




Children should be continually developing their imagination and creativity across the curriculum. Their curiosity and disposition to learn should be stimulated by everyday sensory experiences, both indoors and outdoors. Children should engage in creative, imaginative and expressive activities in art, craft, design, music, dance and movement.

34 Knowledge of the World 6-11




Knowledge and Understanding of the World relates to children’s everyday lives, their homes, families, other people, the local environment and community, and the wider world.

35 Observing Children 6-12




It is essential that caregivers working with children have an understanding of child development and the needs of children. By observing children carefully to note their progress, involvement and enjoyment, as well as focusing on the attainment of predetermined outcomes, caregivers should be able to plan a more appropriate curriculum that supports children’s development according to individual needs.

36 Separation Anxiety in Children 6-13


Separation Anxiety in Children

Separation anxiety is a part of the normal developmental process in children. It’s perfectly fine for a child under the age of 6 to be anxious and fearful about separating from their parent or caregiver, to whom they are emotionally attached. However, if the symptoms intensify beyond what’s healthy or if the condition persists beyond the age of 6 then it’s possible that the child may have separation anxiety disorder.

37 Physical Development 6-15


Physical development

Physical development focuses on increasing the skill and performance of the body.

Physical and Cognitive development are closely linked especially during the early years.

Problems with a child’s physical development may be an indication of that the child may have some learning difficulties.

This course offers a certificate for 2 hours

38 Children and Diversity 6-16


Children and Diversity

We are different, we are the same.

Diversity activities teach children to respect and celebrate the differences in all people.

Learning about different cultural aspects offers new experiences for children.

It also helps them realize that we are all humans despite differences in how we look or dress, or what we eat or celebrate.

This course offers a certificate for 2 hours.