Goal 2: Support professionals to provide high quality services to children 0-5 and their families


Outcome 2A

Providers Have The Knowledge, Skills And Capacity To Identify Concerns Early And Link Families To Appropriate Resources

Indicator 1: Screening [more]

Number of agencies and providers who began screening or are now trained to screen for

  • Maternal Depression
  • Child Developmental Concerns
  • Substance Abuse
  • Domestic Violence
 2009-2010 Results
  • 4 Trainings on ASQ and ASQ-SE
  • 2 User groups for ASQ trainers
  • 9 Grantees conducted child development screenings; for 3 of the 9, this was a new activity
  • 2 Grantees trained staff to begin screening children

Outcome 2B

Providers Offer Integrated, Culturally Appropriate Services That Use Proven Approaches

Indicator 1: Trainings, TA, Consultations [more]

Summary of reach of trainings, technical assistance and consultations to providers who serve families with children 0 to 5 years of age including:

  • Total number of providers participating
  • Topics of trainings
  • Disciplines represented among participating providers
2009-2010 Results
2-year Harris ECMH Training:
  • 11 MHCs were trained
  • 2 ECE providers
  • 21 providers who came from disciplines such as social work, social service, public health or nursing


Total N of ECE providers trained (unduplicated)  =  1135; 370 center based providers; 320  FCC


N of ECE providers trained in other topics: 1,610

(discipline unknown)


Topics of ECE provider training:


Raising Happy and confident children

Circle Tine

Taxes and Record keeping in FCC

Health & safety

Emergency Preparation for child care providers

Infant Massage

Serving multicultural families

Stress reduction

Social/emotional development

Environmental education

First aid kits

Health & Safety

Train the trainer

Music, movement and dramatics


Speech and Language development

Winter celebrations around the world

Retirement planning


Anxiety in young children

Challenging behavior

Cooking curriculum

Power of play

Science curriculum

Singing and Signing

How to talk so kids will listen

How to successfully advertise child care program

Curriculum on a budget

Resourceful teacher


Other training topics:

ASQ , ASQ-SE and updates to 4Ps Plus (FSS Contractors)

Accountability: client survey, conducting focus groups (grants)

Pathways referral system

ECC Online training


Child Development

Emerging communities

Kindergarten & ECE conference

Parent kits

Practical strategies for developmentally oriented pediatrics

Children with special needs

Family financial fitness

Motivational interviewing

Talking to parents about child development


Impact of addiction on children and families

Using 2-1-1 to locate vital AC services

Indicator 2: Changes in Knowledge, Skills, Attitude [more]

Number of service providers receiving TA, consultations and trainings who demonstrate changes in knowledge, skills and/or attitude


Before training on serving multicultural families, 40% of ECE providers attending training rated their knowledge of the topic “good – excellent” compared to 93% following training


Prior to training on children’s challenging behavior, only 13% of participants strongly agreed with the statement, “I have successful strategies to use when working with children with challenging behavior,” compared to 24% participants who strongly agreed with this statement following training. 

Indicator 3: Changes in Practice [more]

Number of service providers receiving TA, consultations and trainings who report changes in practice


2009-2010 Results

A discussion group followed 3 weeks after training on serving multicultural families. One activity a provider used was to have children make self-portraits with crayons


Following training on using play in math and science curricula, providers were asked to report what they would do with their class. Twelve of the fifteen providers in attendance gave specific examples of a game they would play to assist children with math and science concepts.  For example, most of them talked about a variety of counting games to help them learn to tell time.


A 3-part training series on children’s social-emotional development for Chinese providers offered an alternative way of communicating with children. One provider shared how she was more understanding with parents who were harsh with their children. She tried to validate the parent’s feeling first by saying, “I know you are tired from hard day at work,” and then explained what their child might be feeling.


Another provider was also able to “recognize the positive side of a child in front of a critical mother.” She talked with the mother about encouraging the child and she said the parent responded well to this.

Indicator 4: Workforce Diversity [more]

Description of workforce development activities designed to increase the number of providers that reflect the diversity of clients served by programs in Alameda County

How Do We Compare?
In 2006, race/ethnicity of Alameda County Children 0-5



Children served by F5AC Corps AA Program


2009-2010 Results

Reflective Facilitators in Training (RFIT) program is part of the Harris ECMH Training  and focused on developing the leadership skills of providers of color – 7 providers were trained this year


Race/ethnicity of 343 children served by agencies participating in Harris Training:


Hispanic/Latino: 19%

Asian: 3%

White: 22%

African American/Black: 30%

Multi-Race 11%

Other: 15%


Primary languages spoken by 239 children served by agencies participating in Harris Training:


English: 69%

Spanish: 27%

Cantonese, Punjabi, Thai, Mandarin, Urdu: <1%


ECE providers who received training (of 198 who completed demographic questionnaire):


Hispanic/Latino: 50%

Asian: 24%


African Amer/Black: 12%

Multi-race: <1%





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