Comprehensive Training Curriculum for Virginia Child Care Workers

Overview: Regulatory Requirements and Curriculum Design

All childcare staff in Virginia must meet specific training requirements set by the Virginia Department of Education (VDOE). This curriculum is designed to ensure full compliance with those regulations while also enriching training with Child Development Associate (CDA) standards and personal development practices. Key components include:

  • Preservice Orientation (10 hours): Within 90 days of hire, staff must complete the state-sponsored Virginia Preservice Training for Child Care Staff – a 10-hour basic health and safety course. In addition, during their first week, new hires receive on-site orientation covering all required topics (detailed below) before working alone with children. This orientation introduces facility policies, emergency procedures, supervision practices, and essential health and safety knowledge. New staff are also expected to obtain pediatric First Aid and CPR certification within their first 30 days, through an approved organization (such as Red Cross or AHA) with an in-person skills demonstration. At least one certified staff member must be present in each classroom, and at least two must be on-site at all times. (CPR/First Aid training hours may count toward the annual training quota.)
  • Annual Training (16 hours): After the first year, Virginia requires all childcare staff to complete a minimum of 16 hours of training annually, in topics appropriate to the ages of children in care. This includes a mandatory 3-hour Health and Safety Update course each year, which covers any new regulations or best practices – the first update must be done within one year of the initial preservice training. The remaining hours can be fulfilled through a variety of professional development activities (workshops, online courses, in-service trainings) that reinforce and expand on core topics such as child development, curriculum, guidance, and program management. In total, the curriculum outlined here provides content well beyond 16 hours, allowing programs to select and emphasize modules as needed to meet the hourly requirements. Special provisions are included for programs with unique needs; for example, staff in therapeutic or special needs programs must get an additional 4 hours of training each year (total 20 hours), with at least 8 hours focused on the care of children with special needs.
  • CDA Competency Standards Integration: This curriculum aligns with the six CDA Competency Standards, ensuring that training is not only legally compliant but also grounded in nationally recognized best practices for early childhood education. Each module notes its connection to relevant CDA goals. For instance, health and safety practices support CDA Standard I (Safe and Healthy Learning Environment); content on interactions and guidance supports CDA Standard III (Social/Emotional Development and Positive Guidance); communication with families is aligned with CDA Standard IV (Productive Relationships with Families); and fostering professional reflection meets CDA Standard VI (Commitment to Professionalism), among others. By embedding CDA standards, the curriculum helps prepare staff who may pursue the CDA credential and ensures a comprehensive focus on child development, effective teaching practices, family engagement, program management, and professionalism.
  • Structure and Delivery: The curriculum is organized into six thematic modules (originally conceived as training “slide” topics) that can be delivered in live training sessions or as self-paced e-learning modules. Each module is fully elaborated with explanatory content, real-world examples, and interactive elements. Trainers can use the material for in-person workshops, complete with discussions and activities, or staff can independently work through modules online at their own pace. The modules incorporate storytelling, reflective questions, and practice scenarios to engage learners. Crucially, there are no placeholders or vague bullet points – each topic is explained in depth, with concrete guidance and examples that translate theory into daily practice. This ensures that whether a staff member is learning in a group seminar or reading through a digital lesson, the content is clear, practical, and actionable.
  • Philosophical and Psychological Enhancements: In addition to regulatory and educational content, the curriculum integrates principles from Stoic philosophy and Positive Psychology to support staff well-being and personal growth. Each module introduces one of four key Stoic habits – daily gratitude, intentional decision-making, morning goal setting & reflection, and focusing on what is within one’s control – through a relatable everyday story. These stories help trainees see the real-life relevance of the principle before discussing how to apply it in the childcare context. Positive Psychology techniques (such as mindfulness, optimism, resilience-building exercises, and strengths-based strategies) are woven throughout to help teachers manage stress, regulate their emotions, stay motivated, and cultivate a positive mindset in the workplace. By caring for the caregivers’ mental and emotional health, we ultimately improve the quality of care given to children. This dual focus on compliance and personal development creates a holistic training experience: staff not only learn what they need to do to meet standards, but why it matters and how to maintain a constructive, reflective attitude on the job.

Finally, center directors and training coordinators will find this curriculum practically structured for use. Each module below includes specific content that can be adapted into agendas, handouts, or presentation slides. The modules can be scheduled across a new employee’s first 90 days (to fulfill orientation requirements) and then repeated or built upon during annual in-service days for ongoing training. We suggest ways to reinforce key points (e.g. brief refreshers during staff meetings, or monthly reflective prompts) to create a continuous learning culture. By following this curriculum, a child day center in Virginia can be confident that its staff training program meets all state regulations and fosters high-quality care.

Below we present each module with its objectives, and integration of legal, developmental, and philosophical elements:

  • Module 1: Reflection and Processing
    • The Role of Reflective Practice in Early Childhood Work
      • Morning Centering
      • End-of-Day Reflection
    • Alignment with Standards: By emphasizing reflection and journaling, we address CDA Competency Standard VI: Maintaining a Commitment to Professionalism. Professionalism in early childhood education involves continual growth and self-improvement. A caregiver who regularly reflects on their practice demonstrates the CDA functional area of Professionalism (Functional Area 13) – they are self-aware, ethical, and strive to improve their performance. We also tie into CDA Competency Standard V: Program Management (Functional Area 12), since reflective staff contribute to a well-run program by proactively solving problems and following procedures conscientiously. Virginia’s regulations do not explicitly demand “reflective practice,” but by training staff in these habits we indirectly support many regulatory requirements. For example, one orientation topic is understanding the standards in the licensing regulations that relate to the staff member’s responsibilities. We incorporate that by having staff reflect on how those standards apply in real scenarios, thus ensuring they truly understand and remember their legal duties (like supervision ratios, safety checks, etc.). Reflection also connects to the concept of confidentiality – item 5 in the required orientation topics. We stress that during reflection or team discussions, staff must maintain confidentiality about children and families, discussing issues in professional terms without sharing sensitive personal information outside authorized channels.
      • Reflection Activities and Techniques
    • Conclusion of Module 1: By the end of the Reflection and Processing module, trainees will have practiced setting a daily intention and performing a brief reflective debrief. They’ll understand that these habits are not burdensome timewasters but energizing practices that make them more effective and fulfilled in their role. They are encouraged to integrate these habits into their work routine from day one.
    • Module 2: Mood and Emotional Regulation
      • Emotional Self-Regulation for Caregivers
        • Deep Breathing and Grounding
        • Cognitive Reframing
        • Focus on Control and Action
        • “Pause and Exit” Strategy (When Overwhelmed)
        • Positive Coping and Self-Care
      • Preventing and Managing Acute Stress Situations
        • Crying Babies/Shaken Baby Syndrome Prevention
        • Child Meltdowns and Aggression
        • Emergency Situations
      • Alignment with Standards and Regulations: This module addresses Virginia’s requirement for annual training in “behavior management and positive guidance,” “shaken baby syndrome prevention,” and “handling emergencies”. By focusing on caregiver emotional regulation, we’re laying the groundwork for better guidance of children’s behavior – a regulated adult can implement positive guidance techniques (CDA Standard III) far more effectively than a stressed one. We explicitly cover the mandated content on coping with crying babies and preventing abusive head trauma by equipping staff with both knowledge and coping tools. We fulfill the training on “recognizing and preventing stress responses” which, while not explicitly stated in the regs, is implicit in maintaining a safe environment. Moreover, this ties into CDA Competency Standard III (Support Social/Emotional Development and Provide Positive Guidance). Functional Area 8 (Self) and 9 (Social) under that standard emphasize that caregiver’s model appropriate expression of emotions and help children develop self-regulation. A teacher who master’s their own emotional regulation can model calm problem-solving and teach children how to handle feelings in healthy ways. For example, a preschool teacher might narrate, “I am feeling a little frustrated that our plans changed, but I will take a deep breath, and we’ll find a fun new plan!” – children learn by this example. Additionally, this module touches on CDA Competency Standard I (Safe and Healthy Environment) because maintaining composure is part of keeping the environment safe; an out-of-control caregiver is a safety risk, whereas a calm caregiver prevents escalation of crises.

Practice and Reinforcement:

  • During live training, we incorporate scenario-based role plays: small groups get a scenario card (e.g., “Two children are fighting and you feel yourself getting angry – what do you do?” or “It’s 5:30pm, you’re alone in the room with one crying baby and you feel overwhelmed”) and they act out a response using one of the techniques (breathing, reframing thought aloud, calling for help). We debrief each role play, highlighting what techniques were used and reinforcing positive choices. We also use visual aids – a poster of “Keep Calm and Child Care On” with bullet reminders of steps (like an icon of lungs for “breathe”, a brain for “reframe”, a phone for “call help”, etc.) can be placed in the break room as a quick reminder.
  • In summary, Module 2 empowers childcare providers with the insight that while they cannot control every difficult situation, they can control their own mindset and responses, which in turn greatly influences outcomes. By mastering emotional regulation, teachers create a more positive atmosphere for the children and themselves. As Epictetus said, “It’s not what happens to you, but how you react to it that matters.” And as modern psychology confirms, being able to interrupt rumination and re-engage with situations adaptively is a hallmark of healthy emotional regulation. Our teachers leave this module with both philosophical wisdom and practical skills to maintain their cool, even amidst the beautiful chaos of early childhood education.
  • Module 3: Team Building
    • Fostering a Supportive Team Culture
    • Open, Respectful Communication
    • Gratitude and Recognition
    • Collaborative Reflection and Problem-Solving
    • Understanding Roles and Chain of Command
    • Conflict Resolution and Feedback
    • Team Building Activities
    • Positive Work Environment and Its Impact
    • Leadership’s Role
  • Outcomes of Module 3:
    • After this module, staff should feel equipped to contribute to a positive team environment. They will have practiced expressing gratitude and giving constructive feedback. They’ll know the importance of open communication and have some tools for resolving conflicts professionally. They’ll also ideally feel a sense of camaraderie starting to form even among the training cohort – we often see that sharing personal stories of gratitude or working together on a fun task in training breaks down walls.
    • A healthy team is not just a “nice to have” – it directly affects the quality-of-care children receive. Therefore, investing time in team building during training is essential. A quote often shared is “No one can whistle a symphony. It takes a whole orchestra to play it.” In our context, one teacher alone cannot run a quality childcare program – it takes the whole staff working in harmony. By integrating gratitude and strong team practices, we create an “orchestra” that not only meets standards but creates a joyful place for children to grow.
  • Module 4: Intentional Interactions
  • Purposeful Interactions and Positive Guidance
  • Positive Guidance Techniques
    • Using Positive Language
    • Tone and Attitude
    • Offering Choices
    • Redirection
    • Natural and Logical Consequences
    • Modeling and Narrating
  • Developmentally Appropriate Practice
  • In addition, we integrate CDA Competency Standard II: Advancing Children’s Physical and Intellectual Development, and Standard III: Supporting Social and Emotional Development. This demonstrates how deliberate interactions foster children’s growth across all areas.
  • Active Engagement vs. Passive Supervision
  • Intentional Interactions in Daily Routines
  • Morning Greeting
  • Circle Time/Group Activities
  • Transitions
  • Mealtimes
  • Nap Time
  • Conflict Moments
  • Feedback and Encouragement

Philosophical Integration: We connect Stoic intentionality by encouraging teachers to remember their core purpose or virtue as a caregiver: to be patient, to be kind, to nurture growth.

Regulatory Compliance: While much of this module is about quality enhancement, it does cover required areas like guidance/discipline. Virginia standards require that staff use positive methods of guidance and do not use forbidden punishment (like physical punishment, withholding food, etc.). We make clear what is not allowed (never spanking, never belittling or shaming, no cruel/unusual discipline – these are likely in the regs and common sense/professional ethics). Instead, we’ve given positive alternatives. We tie this to the licensing standards for behavior guidance and the center’s discipline policy (which staff would have been oriented to per orientation topic on guidance). Staff sign acknowledgement that they will use only approved guidance techniques. By practicing those techniques here, we ensure they understand what that means. We also incorporate any Virginia-specific frameworks (for example, Virginia’s early childhood program guidelines encourage social-emotional teaching; any resources from VDSS or VDOE on appropriate discipline can be referenced).

CDA and Professional Alignment: These practices directly align with CDA Functional Areas 7 (Creative), 8 (Self), 9 (Social), 10 (Guidance) under Competency Goals II and III. For instance, by intentionally engaging in play and conversation, teachers advance children’s communication and creativity (Functional Area 6: Communication, and 7: Creative – in CDA II). By guiding behavior positively, they meet Functional Area 10: Guidance, under CDA III. We mention to trainees pursuing CDA that the anecdotes and techniques they’re learning can be used as examples in their CDA competency statements and portfolio – thus our training serves dual purpose of prepping them for that credential if desired.

  • Putting it into Practice
  • Outcome of Module 4: Staff should emerge with a robust set of positive guidance strategies and a mindset of being a teacher in every interaction (rather than just a rule enforcer or babysitter). They should feel empowered that they have many tools to shape behavior and learning, kindly and effectively. They also see the link between their moment-to-moment decisions and the bigger picture: children who feel safe and understood will gradually adopt the behaviors we model and expect. An oft-quoted guideline: “Guide with love, not fear.” By acting intentionally with compassion and clarity, teachers help children internalize rules out of understanding, not fear of punishment – leading to better long-term outcomes in self-regulation.
  • Module 5: Active Awareness
    • Vigilant Supervision: “Eyes-On” At All Times
      • Strategic Positioning
      • Constant Scanning
      • Active Listening
      • Anticipation of Children’s Behavior
      • Engaging and Interacting
      • Regular Counting and Checking
    • Health and Safety Awareness
      • Infection Control
      • Allergy Awareness
      • Safe Sleep for Infants
      • Hazard and Materials Handling
      • Emergency Preparedness
      • Emotional Awareness of Children

Mindfulness and Present Moment: We incorporate a bit of mindfulness practice in this module to help teachers cultivate the mental focus needed for active awareness. A short breathing or sensory exercise can demonstrate how being fully present sharpens observation.

Documentation and Accountability: To ensure active supervision is happening, many programs have policies like using face counts, supervision checklists, etc. We teach staff that part of their professional duty is to honestly and consistently complete these.

Alignment with Standards and Regulations: This module addresses Virginia’s requirement for annual training in “behavior management and positive guidance,” “shaken baby syndrome prevention,” and “handling emergencies”. By focusing on caregiver emotional regulation, we’re laying the groundwork for better guidance of children’s behavior – a regulated adult can implement positive guidance techniques (CDA Standard III) far more effectively than a stressed one. We explicitly cover the mandated content on coping with crying babies and preventing abusive head trauma by equipping staff with both knowledge and coping tools. We fulfill the training on “recognizing and preventing stress responses” which, while not explicitly stated in the regs, is implicit in maintaining a safe environment. Moreover, this ties into CDA Competency Standard III (Support Social/Emotional Development and Provide Positive Guidance). Functional Area 8 (Self) and 9 (Social) under that standard emphasize that caregivers model appropriate expression of emotions and help children develop self-regulation.

By the end of Module 5, our goal is that each staff member treats vigilant supervision as second nature. They will understand that active awareness is an ongoing process – not something you do once and relax. It requires maintaining a “head on a swivel” (as some coaches say – always looking around), combined with a calm, focused mind.

  • Module 6: Care Coordination
    • Partnering with Families
      • Daily Communication
      • Listening to Families
      • Cultural Sensitivity
      • Family Involvement
      • Documentation and Sharing
    • Working with Colleagues and Team Coordination
      • Team Handoffs
      • Cross-Class or Program Coordination
      • Record-Keeping
    • Collaborating with Specialists and Services
      • Early Intervention and Special Needs
      • Child Protective Services (CPS) and Mandated Reporting
      • Transition to Kindergarten or Other Programs

Case Management Mindset: Particularly for children with higher needs, a teacher might act like a case manager – keeping track of different pieces. We advise keeping a communication notebook or file for each child with special notes (like records of all parent conferences, copies of assessments, ISP/IEP plans, etc.), so information is organized.

  • Professional Boundaries and Support
    • While we encourage close partnerships, we also clarify boundaries. For instance, staff should be friendly but professional – they shouldn’t become a family’s personal counselor beyond their expertise, nor give medical or diagnostic opinions (stick to observations: “I notice Johnny doesn’t respond when we call his name; maybe you could mention that to his pediatrician” rather than “I think Johnny has autism”).

Outcome of Module 6: Trainees should come away seeing parents and external professionals as partners rather than outsiders. They will know the importance of clear, respectful communication and consistency between home and school. They’ll also be aware of their responsibility to advocate for the child’s needs by linking with additional services when needed. In a way, this module ties everything together: a well-trained, self-regulated, reflective, team-oriented caregiver (from previous modules) will naturally be better at building trust with families and coordinating care. We often end by saying: “It takes a village to raise a child – and as childcare providers, we are a key part of that village.” We want our staff to take pride in that role and approach families with confidence and humility, knowing that working together yields the best outcome for the children we all care about.

Conclusion and Continuing Development

Through these six comprehensive modules – Reflection and Processing, Mood and Emotional Regulation, Team Building, Intentional Interactions, Active Awareness, and Care Coordination – this training curriculum has equipped Virginia childcare workers with the knowledge, skills, and mindset to excel in their vital roles. We have interwoven VDOE regulatory requirements at every step to ensure full compliance: new staff will complete their 10-hour orientation addressing all required health, safety, and policy topics; all staff will engage in at least 16 hours of annual training (including the mandated 3-hour health and safety update) to reinforce and deepen their expertise; and everyone maintains up-to-date CPR and First Aid certifications with confidence in emergency response. By aligning content with CDA competency standards, we’ve also ensured that our training isn’t just about meeting minimum standards but about striving for quality that meets national benchmarks in early education.

This curriculum is designed for practical implementation. Center directors can schedule the modules across onboarding and annual in-services or offer them in shorter chunks during staff meetings for ongoing development. The material supports both live interactive training – with role-plays, group discussions, and hands-on practice – and self-paced learning – with reading, reflection prompts, and scenario exercises that staff can complete individually. The included stories and examples make the concepts relatable, and trainers are encouraged to add their own real-life examples from the center to personalize the experience. All handouts, checklists, and reference materials (like emergency plan summaries, medication administration steps, etc.) should be provided so staff have resources to consult on the job.

Fostering a Culture of Growth: The end of training is really a beginning. We encourage programs to nurture the habits introduced: daily reflections can become a routine part of staff meetings, gratitude circles can continue weekly, and peer observations can be used periodically for supportive feedback on interactions or supervision practices. By doing so, the center creates a culture where learning is continuous and everyone – children and adults – is growing. The Stoic principles we introduced (gratitude, intentionality, reflection, focusing on what one can control) can help staff maintain a positive outlook and resilience in the face of the day-to-day stresses of childcare. The Positive Psychology techniques (like mindfulness, reframing, and strength-based approaches) will support their well-being and, by extension, benefit the children with calmer, happier caregivers.

Evaluation and Feedback: To ensure the training’s effectiveness, we recommend assessing staff knowledge and skills periodically. This could be through simple quizzes, scenario responses, or observations and coaching sessions on the floor. Solicit feedback from staff about the training – what modules were most useful, any topics they feel they need more help with, etc. Also, observe outcomes: e.g., has there been a reduction in accidents or incidents? Are parents reporting improved communication? Use this data to adjust future training – the curriculum is a living document that can be tweaked to fit the unique needs of your program and any new regulations or research that emerge. With VDOE updates each year, incorporate the latest content from the Annual Health and Safety Update courses into your training to stay current.

Commitment to Professionalism: Ultimately, this comprehensive curriculum underscores that working in early childhood education is a professional career that requires specialized knowledge, skills, and dispositions. By completing this training, our staff demonstrate a commitment to professionalism (CDA Standard VI) – they are not “babysitters” but educated practitioners who understand child development, implement curriculum intentionally, ensure safety vigilantly, and collaborate with families and colleagues ethically. We encourage staff to pursue further professional development beyond this curriculum – whether that’s obtaining the CDA credential, attending conferences, or simply staying curious and reading up on early childhood topics.

In conclusion, a childcare center that fully implements this training program can be confident that its team is prepared, competent, and compassionate. The educators will be able to create a nurturing, stimulating, and safe environment where children can thrive. They will meet and exceed Virginia’s standards, not just for compliance but for quality. And just as importantly, the staff will have the personal tools – drawn from the wisdom of philosophy and the science of psychology – to maintain their own well-being and sense of purpose in this challenging but incredibly meaningful field. Together, through reflective practice, emotional resilience, teamwork, intentional teaching, active awareness, and strong coordination, we build a program where children are safe, learning, and loved, and where teachers find joy and pride in the important work they do every day.