# CTE Resource Center - Verso - Early Childhood, Education, and Services II Task 331413337

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Complete the state-approved child-abuse course and assessment.

Definition

Complete the state-approved child abuse reporting and identification course and assessment. Completion should include navigating the Child Abuse and Neglect Recognition and Intervention Training Curriculum Guidelines.

Process/Skill Questions

Thinking
  • What are the reasons that an early childhood professional must complete the state-approved child abuse course?
  • What are the consequences of not reporting child abuse?
  • What are the signs of child abuse?
  • When does the teacher or director report suspected abuse?
  • How does one define child abuse?
Communication
  • What criteria should be used to ensure that all providers comply with child abuse training?
  • How can the importance of child abuse recognition be communicated to staff, parents, and children?
  • What is the reporting process the early childhood professional must follow if they suspect abuse?
Leadership
  • What will be the outcome if the child abuse training is not observed?
  • What are the local, state, and federal laws pertaining to child abuse?
  • How can the management of an early childhood center reach out to parents and caregivers to ensure a child is safe from child abuse?
Management
  • What are the mandated reporting procedures regarding child abuse?
  • What are the warning signs that are indicative of child abuse?

Related Standards of Learning

English

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

A Better You

 

Family Ties

 

Take the Lead

 

Working on Working

 

FCCLA: STAR Events (2019)

Advocacy

 

Career Investigation

 

Check the national website for Skill Events

 

Check the national website for online events

 

Entrepreneurship

 

Illustrated Talk

 

National Programs in Action

 

National Standards for Family and Consumer Sciences Education

4.4.5

Document symptoms of abuse and neglect and use appropriate procedures to report suspected abuse or neglect to the designated authorities.