| Course Name | Hours | Level | KB | CDA | CCL | FFN | OPI | Series | Type | New | Other |
|---|---|---|---|---|---|---|---|---|---|---|---|
| A Beautiful Mess: Art for Infants and Toddlers | 2 | Beginning | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | Infant and Toddler Care | Facilitated | - | - |
| Active, Willful, Curious, Unpredictable Two-Year-Old Children | 5 | Advanced | Child Development | Understanding principles of child development and learning | - | - | - | Infant and Toddler Care | Facilitated | - | - |
| Alzheimer's Storybook-Using Story books to teach children and adults about Alzheimer's Fully Automated | 3 | Intermediate | Teaching and Engagement | Supporting children's social and emotional development | - | - | - | - | Automated | - | - |
| Around the Table Fully Automated | 2 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | Feeding Reluctant Eaters | Automated | - | - |
| Balanced Blood Sugar for a Balanced Life Fully Automated | 2 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| Behavior and Classroom Management Through a Gender Lens Fully Automated | 2 | Advanced | Teaching and Engagement | Supporting children's social and emotional development | - | - | - | Dr. Gurian's Gender Strategies for Early Childhood (must be completed in order) | Automated | - | - |
| Best Beginnings Scholarship Basics for Providers Fully Automated | 2 | Beginning | Family and Community Partnerships | Managing an effective program operation | - | - | - | - | Automated | - | - |
| Book Buddies Fully Automated | 2 | Advanced | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | - | Automated | - | - |
| Brain Foods | 2 | Intermediate | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Facilitated | Recently Updated | - |
| Budgeting and Saving for Family Child Care Providers Fully Automated | 3 | Intermediate | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | - | Automated | - | Zero to Five Business Connect Courses |
| Building Curriculum Fully Automated | 4 | Intermediate | Child Development | Understanding principles of child development and learning | - | - | - | - | Automated | - | - |
| Building Partnerships with Families Fully Automated | 4 | Beginning | Family and Community Partnerships | Building productive relationships with families | - | - | - | - | Automated | - | - |
| Building Trauma Informed Skills and Safe Spaces | 7 | Advanced | Child Development;Teaching and Engagement | Planning a safe and healthy learning environment;Supporting children's social and emotional development;Understanding principles of child development and learning | - | - | 1 | - | Facilitated | New Courses | Other Free or Reduced-Fee Courses |
| Building Skills Through Block Play Fully Automated | 2 | Beginning | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | - | Automated | Recently Updated | - |
| Child Abuse and Neglect: Mandatory Reporting | 3 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Facilitated | - | Other Free or Reduced-Fee Courses |
| Child Development Associate Certificate (CDA) Registered Apprenticeship Overview Fully Automated | 1 | Beginning | Professionalism | Maintaining a commitment to professionalism | - | - | - | - | Automated | - | Other Free or Reduced-Fee Courses |
| Compliance Matters: FLSA Rules for Child Care Employers Fully Automated | 2 | Advanced | Professionalism | Managing an effective program operation | - | - | - | - | Automated | - | - |
| Creating Nurturing Mealtimes: Overcoming Reluctant Eating Fully Automated | 3 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | Feeding Reluctant Eaters | Automated | - | - |
| Deliberate Designs - Learning and Play Environments Fully Automated | 2 | Intermediate | Curriculum and Learning Environment | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| Developing Competent Eaters Fully Automated | 2 | Intermediate | Child Development | Understanding principles of child development and learning | - | - | - | - | Automated | - | - |
| Developmental Screening: Develop a process to identify and support individual child development, promote family engagement, and enhance program quality | 4 | Advanced | Family and Community Partnerships | Building productive relationships with families | - | - | - | - | Facilitated | - | Other Free or Reduced-Fee Courses |
| Discussing Equity in Early Childhood Education Fully Automated | 4 | Advanced | Professionalism | Maintaining a commitment to professionalism | - | - | - | - | Automated | - | - |
| Early Childhood Essentials | 3 | Beginning | Child Development | Understanding principles of child development and learning | 1 | - | - | - | Facilitated | - | - |
| Employee Recruitment and Retention Fully Automated | 2 | Intermediate | Professionalism | Managing an effective program operation | - | - | - | - | Automated | - | Zero to Five Business Connect Courses |
| E-Pyramid Model Birth-5 Module 1 Fully Automated | 6 | Beginning | Curriculum and Learning Environment;Family and Community Partnerships;Teaching and Engagement | Building productive relationships with families;Planning a safe and healthy learning environment;Supporting children's social and emotional development | - | - | 1 | The Pyramid Model for Promoting Social-Emotional Competence in Infants and Young Children (must be completed in order) | Automated | - | Other Free or Reduced-Fee Courses |
| E-Pyramid Model Birth-5 Module 2 Fully Automated | 6 | Beginning | Curriculum and Learning Environment;Teaching and Engagement | Planning a safe and healthy learning environment;Supporting children's social and emotional development | - | - | 1 | The Pyramid Model for Promoting Social-Emotional Competence in Infants and Young Children (must be completed in order) | Automated | - | Other Free or Reduced-Fee Courses |
| E-Pyramid Model Birth-5 Module 3 Fully Automated | 6 | Beginning | Teaching and Engagement | Supporting children's social and emotional development | - | - | 1 | The Pyramid Model for Promoting Social-Emotional Competence in Infants and Young Children (must be completed in order) | Automated | - | Other Free or Reduced-Fee Courses |
| Ethics in Early Childhood Education Fully Automated | 2 | Intermediate | Professionalism | Maintaining a commitment to professionalism | - | - | 1 | - | Automated | - | - |
| Exceptional Early Childhood Environments Fully Automated | 4 | Advanced | Curriculum and Learning Environment | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| Family Child Care Contracts and Policies Fully Automated | 2 | Intermediate | Family and Community Partnerships | Managing an effective program operation | - | - | - | Tom Copeland's Business Practices | Automated | - | - |
| Family Child Care Marketing Fully Automated | 2 | Intermediate | Family and Community Partnerships | Managing an effective program operation | - | - | - | Tom Copeland's Business Practices | Automated | - | - |
| Family Child Care Record Keeping and Taxes Fully Automated | 2 | Intermediate | Professionalism | Managing an effective program operation | - | - | - | Tom Copeland's Business Practices | Automated | - | - |
| 5x5: Five Key Learning Approaches in the First Five Years Fully Automated | 2 | Beginning | Teaching and Engagement | Understanding principles of child development and learning | - | - | - | - | Automated | New Courses | - |
| From Wonder to Wisdom: Expanding Young Minds Through Purposeful Questioning Fully Automated | 2 | Intermediate | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | - | Automated | New Courses | - |
| Breathing Room: Cultivating Calm through Mindfulness Fully Automated | 2 | Beginning | Teaching and Engagement | Supporting children's social and emotional development | - | - | - | - | Automated | New Courses | - |
| From Here to There: Creative Classroom Transitions Fully Automated | 2 | Beginning | Teaching and Engagement | Understanding principles of child development and learning | - | - | - | - | Automated | New Courses | - |
| Follow the Rules! Classroom Management in Early Childhood Fully Automated | 2 | Beginning | Family and Community Partnerships | Managing an effective program operation | - | - | - | - | Automated | - | - |
| Food Safety in Child Care | 4 | Intermediate | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Facilitated | - | Other Free or Reduced-Fee Courses |
| For Directors: Staffing, Setting expectations, Communication, Observation, and Feedback Fully Automated | 2 | Advanced | Professionalism | Managing an effective program operation | - | - | - | - | Automated | - | - |
| Foundations for Trainers | 2 | Beginning | Professionalism | Maintaining a commitment to professionalism | - | - | - | - | Facilitated | - | - |
| Full Spectrum Support: Including Young Children with Autism | 4 | Advanced | Family and Community Partnerships;Professionalism | Building productive relationships with families;Maintaining a commitment to professionalism | - | - | - | - | Facilitated | - | - |
| Fundamentals of Family, Friend, and Neighbor / Relative Care Exempt Providers | 4 | Beginning | Family and Community Partnerships | Managing an effective program operation | - | 1 | - | - | Facilitated | - | - |
| Gettin' Out There: The How, Why, and Where of Field Trips | 2 | Beginning | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | - | Facilitated | - | - |
| Gluten Free Guide Fully Automated | 3 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | Recently Updated | - |
| Growing Healthy Youngsters from Seed to Plate Fully Automated | 2 | Intermediate | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| Healthy Smiles: Promoting Oral Health in Child Care | 2 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Facilitated | - | Other Free or Reduced-Fee Courses |
| Health and Safety Overview for Family, Friend, and Neighbor | 4 | Beginning | Child Development | Planning a safe and healthy learning environment | - | 1 | - | - | Facilitated | - | - |
| Health and Safety Review 2025-2028 Not the New Staff Orientation | 3 | Intermediate | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Facilitated | - | Other Free or Reduced-Fee Courses |
| High Energy with High Fiber Fully Automated | 2 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| Hot Cheetos and Fruit Loops: Benefits, Drawbacks, and Impacts of Food Processing on Child Nutrition and Health Fully Automated | 2 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| How Boys and Girls Learn Differently Fully Automated | 2 | Advanced | Child Development | Understanding principles of child development and learning | - | - | - | Dr. Gurian's Gender Strategies for Early Childhood (must be completed in order) | Automated | - | - |
| How to Create a Child Care Business Plan Fully Automated | 2 | Intermediate | Professionalism | Maintaining a commitment to professionalism | - | - | - | - | Automated | - | Zero to Five Business Connect Courses |
| How to Make a Profit in Child Care Fully Automated | 2 | Intermediate | Family and Community Partnerships | Managing an effective program operation | - | - | - | - | Facilitated | - | - |
| I DO THAT! Linking Early Childhood Theories to Practice Fully Automated | 3 | Beginning | Professionalism | Maintaining a commitment to professionalism | - | - | - | - | Automated | - | - |
| Inclusion 1 and 2 Enrollment Information | 15 | Advanced | Teaching and Engagement | Maintaining a commitment to professionalism;Supporting children's social and emotional development | - | - | 1 | - | Synchronous | - | Other Free or Reduced-Fee Courses |
| Inexpensive, Safe, Learning and Play Activity Tips from Ms. Sue! Fully Automated | 3 | Beginning | Child Development | Understanding principles of child development and learning | - | - | - | - | Automated | - | - |
| Intentional Teaching - It's Not Just One Thing! 10 Pedagogical Principles to Include in Your Teaching Practice! Fully Automated | 1 | Beginning | Professionalism | Maintaining a commitment to professionalism | - | - | - | - | Automated | New Courses | - |
| Infant Safety Essentials | 2 | Beginning | Child Development | Planning a safe and healthy learning environment | 1 | - | - | Infant and Toddler Care | Facilitated | - | - |
| Introduction to Reggio Emilia Fully Automated | 2 | Beginning | Child Development | Understanding principles of child development and learning | - | - | - | - | Automated | - | - |
| Introduction to Skilled Therapy in a Care Provider Facility and Red Flag Warnings Fully Automated | 2 | Advanced | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| Introduction to the Pyramid Model | 2 | Beginning | Teaching and Engagement | Supporting children's social and emotional development | - | - | 1 | The Pyramid Model for Promoting Social-Emotional Competence in Infants and Young Children (must be completed in order) | Facilitated | - | - |
| Intuitive Eating and Body Positivity in the Classroom Fully Automated | 2 | Intermediate | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| Is This Appropriate? Understanding Developmentally Appropriate Practice in Early Childhood Education | 3 | Intermediate | Professionalism | Maintaining a commitment to professionalism | - | - | - | - | Facilitated | - | - |
| It's Not Magic: Using Curriculum and Assessment | 3 | Advanced | Curriculum and Learning Environment;Observation, Documentation, and Assessment | Advancing children's physical and intellectual development;Observing and recording children's behavior | - | - | - | - | Facilitated | - | - |
| Leading the Way: Defining Your Leadership Role in Early Childhood Fully Automated | 4 | Beginning | Professionalism | Maintaining a commitment to professionalism | - | - | - | - | Automated | - | - |
| Let's Do a Project! – Including The Project Approach in the Early Childhood Curriculum Fully Automated | 2 | Beginning | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | - | Automated | - | - |
| Let's Talk Quality! | 2 | Beginning | Teaching and Engagement | Supporting children's social and emotional development | - | - | - | - | Automated | New Courses | Other Free or Reduced-Fee Courses |
| Let's Think About It! Fostering Critical Thinking Skills in Early Childhood | 3 | Intermediate | Child Development | Understanding principles of child development and learning | - | - | - | - | Facilitated | - | - |
| Lil' Kids Cook Too! Fully Automated | 2 | Intermediate | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| Look Who's Talking: Language Development in Infants and Toddlers Fully Automated | 2 | Intermediate | Child Development | Understanding principles of child development and learning | - | - | - | Infant and Toddler Care;Language Development | Automated | - | - |
| Look Who's Talking Too: Language and Literacy Development in Preschoolers Fully Automated | 2 | Intermediate | Child Development | Understanding principles of child development and learning | - | - | - | Language Development | Automated | - | - |
| Loose Parts - Explorations with Infants and Toddlers Fully Automated | 2 | Advanced | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | Infant and Toddler Care;Loose Parts | Facilitated | - | - |
| Loose Parts - Inspired Play Experiences with Found Objects Fully Automated | 4 | Intermediate | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | Loose Parts | Facilitated | - | - |
| Loose Parts - STEM Explorations Fully Automated | 2 | Advanced | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | Loose Parts | Automated | - | - |
| Making Math Count Fully Automated | 2 | Beginning | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | - | Automated | Recently Updated | - |
| Marketing Community and Family Engagement in Child Care Programs Fully Automated | 1 | Intermediate | Professionalism | Maintaining a commitment to professionalism | - | - | - | - | Automated | - | Zero to Five Business Connect Courses |
| Medication Administration in Child Care Part 1 Fully Automated | 3 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | Administering Medicine in Child Care (must be completed in order) | Automated | - | Other Free or Reduced-Fee Courses |
| Medication Administration in Child Care Part 2 | 3 | Intermediate | Child Development | Planning a safe and healthy learning environment | - | - | - | Administering Medicine in Child Care (must be completed in order) | Facilitated | - | Other Free or Reduced-Fee Courses |
| Mental Health Resilience for Child Care Workers Fully Automated | 8 | Advanced | Child Development;Family and Community Partnerships;Professionalism;Teaching and Engagement | Building productive relationships with families;Maintaining a commitment to professionalism;Planning a safe and healthy learning environment;Supporting children's social and emotional development | - | - | - | - | Automated | - | Other Free or Reduced-Fee Courses |
| M'mm-M'mm Good! Creative Snacks! Fully Automated | 2 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | Recently Updated | - |
| Montana Early Learning Standards | 3 | Beginning | Child Development | Understanding principles of child development and learning | - | - | - | - | Facilitated | - | Other Free or Reduced-Fee Courses |
| Montana Moves Fully Automated | 2 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| Montessori Math: What is it any way? Fully Automated | 3 | Intermediate | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | - | Automated | - | - |
| Mood and Food Fully Automated | 2 | Advanced | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | Recently Updated | - |
| New Staff Health and Safety Orientation | 6 | Beginning | Child Development | Planning a safe and healthy learning environment | 1 | - | - | - | Facilitated | - | - |
| No Child Left Inside! Fully Automated | 3 | Intermediate | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | - | Automated | - | - |
| Not Your Grandma's Pressure Cooker! | 4 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Facilitated | - | - |
| Observation: The Why, What, When, Who, Where, How, and Then | 6 | Advanced | Observation, Documentation, and Assessment | Observing and recording children's behavior | - | - | - | - | Facilitated | - | - |
| Open Ended Art: The Power of the Process Fully Automated | 2 | Beginning | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | - | Automated | Recently Updated | - |
| Outdoor Environments Fully Automated | 6 | Intermediate | Curriculum and Learning Environment | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| Parent and Employee Handbooks: The policies and procedures you should include in both Fully Automated | 1 | Beginning | Professionalism | Maintaining a commitment to professionalism | - | - | - | - | Automated | - | Zero to Five Business Connect Courses |
| Pathway to Kindergarten | 4 | Intermediate | Child Development;Curriculum and Learning Environment | Advancing children's physical and intellectual development;Understanding principles of child development and learning | - | - | 1 | - | Facilitated | - | - |
| Pillars of Health Fully Automated | 2 | Intermediate | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| Positive Guidance in Early Childhood Settings Fully Automated | 4 | Intermediate | Teaching and Engagement | Supporting children's social and emotional development | - | - | - | - | Automated | - | - |
| Poetry in Motion: Physical Literacy in Early Childhood | 5 | Beginning | Child Development;Curriculum and Learning Environment | Understanding principles of child development and learning;Advancing children's physical and intellectual development | - | - | - | - | Automated | New Courses | Other Free or Reduced-Fee Courses |
| Print It! Early Literacy Printing Activities Fully Automated | 3 | Beginning | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | Early Literacy Activities | Automated | - | - |
| Program Management Essentials Fully Automated | 2 | Beginning | Professionalism | Managing an effective program operation | - | - | - | - | Automated | - | Other Free or Reduced-Fee Courses |
| Read It! Early Literacy Reading Activities Fully Automated | 2 | Intermediate | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | Early Literacy Activities | Automated | - | - |
| Responsive Lesson Planning for Infants and Toddlers Fully Automated | 2 | Intermediate | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | Infant and Toddler Care | Facilitated | - | - |
| Sensory Eating Fully Automated | 2 | Intermediate | Child Development | Planning a safe and healthy learning environment | - | - | - | Feeding Reluctant Eaters | Automated | - | - |
| Small Business Resiliency Fully Automated | 2 | Intermediate | Professionalism | Maintaining a commitment to professionalism | - | - | - | - | Automated | - | Zero to Five Business Connect Courses |
| Sources, Signals, and Solutions: Food Allergies and Intolerances Fully Automated | 2 | Intermediate | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| Staying Healthy Fully Automated | 2 | Intermediate | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| Strategies for Teaching our Youngest Boys and Girls Fully Automated | 2 | Advanced | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | Dr. Gurian's Gender Strategies for Early Childhood (must be completed in order) | Automated | - | - |
| Stretching Your Food Dollars Fully Automated | 2 | Beginning | Family and Community Partnerships | Managing an effective program operation | - | - | - | Stretching Your Food Dollars | Automated | - | - |
| Stretching Your Food Dollars Two: A Practical Guide Fully Automated | 2 | Beginning | Family and Community Partnerships | Managing an effective program operation | - | - | - | Stretching Your Food Dollars | Automated | - | - |
| Strike a Spark! Learning Experiences that Spark Young Children's Interests! Fully Automated | 2 | Beginning | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | - | Automated | - | - |
| Supporting Children and Families Experiencing Homelessness | 4 | Intermediate | Family and Community Partnerships | Building productive relationships with families | - | - | 1 | - | Facilitated | - | Other Free or Reduced-Fee Courses |
| Terrific Twos: A Survival Guide Fully Automated | 2 | Beginning | Child Development | Understanding principles of child development and learning | - | - | - | Infant and Toddler Care | Automated | - | - |
| “THAT'S SCARY!” Supporting Young Children During Scary Times Fully Automated | 2 | Intermediate | Child Development | Understanding principles of child development and learning | - | - | - | - | Automated | - | - |
| The Importance of Healthy Fats for Developing Minds and Bodies Fully Automated | 2 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| The Sandbox Project Fully Automated | 2 | Beginning | Curriculum and Learning Environment;Teaching and Engagement | Advancing children's physical and intellectual development;Understanding principles of child development and learning | - | - | 1 | - | Facilitated | - | Other Free or Reduced-Fee Courses |
| The Secret of the Child: The Montessori Philosophy Fully Automated | 2 | Advanced | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | - | Automated | - | - |
| Together We Grow | 3 | Beginning | Child Development | Understanding principles of child development and learning | 1 | - | - | - | Facilitated | - | - |
| Top Tips for Tiny Tummies | 2 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | Infant and Toddler Care | Facilitated | - | - |
| Training Strategies | 3 | Advanced | Professionalism | Maintaining a commitment to professionalism | - | - | - | - | Facilitated | - | - |
| Train That Brain Fully Automated | 2 | Intermediate | Professionalism | Maintaining a commitment to professionalism | - | - | - | - | Automated | - | - |
| Trauma-Informed Care and The Pyramid Model Fully Automated | 6 | Intermediate | Professionalism;Teaching and Engagement | Maintaining a commitment to professionalism;Supporting children's social and emotional development;Understanding principles of child development and learning | - | - | 1 | - | Facilitated | - | Other Free or Reduced-Fee Courses |
| Tune in to Temperament: Supporting children's development by looking through a temperament lens Fully Automated | 3 | Intermediate | Child Development | Understanding principles of child development and learning | - | - | - | - | Automated | - | - |
| Twelve-Minute Risk Management Fully Automated | 2 | Intermediate | Professionalism | Managing an effective program operation | - | - | - | - | Automated | - | Zero to Five Business Connect Courses |
| Understanding Income, Expenses, & Record Keeping for reporting to the IRS Fully Automated | 3 | Intermediate | Professionalism | Managing an effective program operation | - | - | - | - | Automated | - | Zero to Five Business Connect Courses |
| Vegetable Variety Fully Automated | 2 | Beginning | Child Development | Planning a safe and healthy learning environment | - | - | - | - | Automated | - | - |
| Wellness: Taking Care of Yourself Fully Automated | 2 | Intermediate | Professionalism | Maintaining a commitment to professionalism | - | - | - | - | Automated | - | Other Free or Reduced-Fee Courses |
| What's With This Biting? | 3 | Intermediate | Teaching and Engagement | Supporting children's social and emotional development | - | - | - | Infant and Toddler Care | Facilitated | - | - |
| What's Your Intention? Applying Intentionality to Your Early Childhood Practice Fully Automated | 2 | Intermediate | Professionalism | Maintaining a commitment to professionalism | - | - | 1 | - | Automated | - | - |
| Write It! Early Literacy Writing Activities Fully Automated | 3 | Beginning | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | 1 | Early Literacy Activities | Automated | - | - |
| YIKES Disaster Planning: Emergency Preparedness | 2 | Beginning | Professionalism | Managing an effective program operation | - | - | - | - | Facilitated | - | Other Free or Reduced-Fee Courses |
| Your Road to Leadership as an Early Childhood Educator Fully Automated | 2 | Beginning | Professionalism | Maintaining a commitment to professionalism | - | - | - | The Educator's Role in Successful Program Management | Automated | - | - |
| Your Road to Professionalism as an Early Childhood Educator Fully Automated | 2 | Beginning | Professionalism | Maintaining a commitment to professionalism | - | - | - | The Educator's Role in Successful Program Management | Automated | - | - |
| Creating Asthma-Friendly Child Care Fully Automated | 2 | Intermediate | Curriculum and Learning Environment | Planning a safe and healthy learning environment | - | - | - | - | Automated | New Courses | - |
| Child and Family Centered Environments (Home-Based Programs) Fully Automated | 1.5 | Beginning | Curriculum and Learning Environment | Planning a safe and healthy learning environment | - | - | - | - | Automated | New Courses | Spark Montana Courses |
| Beyond the Senses: Processing Variations Explained Fully Automated | 1 | Beginning | Child Development | Understanding principles of child development and learning | - | - | - | - | Automated | New Courses | Spark Montana Courses |
| Educating Families on the Importance of Play Fully Automated | 1 | Beginning | Child Development | Understanding principles of child development and learning | - | - | - | - | Automated | New Courses | Spark Montana Courses |
| The True Cost of Turnover Fully Automated | 1 | Advanced | Professionalism | Managing an effective program operation | - | - | - | - | Automated | New Courses | Spark Montana Courses |
| Pyramid Model for Family and Group Child Cares Module 1 Fully Automated | 7 | Beginning | Family and Community Partnerships;Teaching and Engagement | Building productive relationships with families;Supporting children's social and emotional development;Understanding principles of child development and learning | - | - | - | Pyramid Model for Family and Group Providers | Automated | New Courses | Other Free or Reduced-Fee Courses |
| Pyramid Model for Family and Group Child Cares Module 2 Fully Automated | 7 | Beginning | Child Development;Curriculum and Learning Environment;Teaching and Engagement | Planning a safe and healthy learning environment;Supporting children's social and emotional development;Understanding principles of child development and learning | - | - | - | Pyramid Model for Family and Group Providers | Automated | New Courses | Other Free or Reduced-Fee Courses |
| Pyramid Model for Family and Group Child Cares Module 3 Fully Automated | 4 | Beginning | Observation, Documentation, and Assessment;Professionalism;Teaching and Engagement | Managing an effective program operation;Observing and recording children's behavior;Supporting children's social and emotional development | - | - | - | Pyramid Model for Family and Group Providers | Automated | New Courses | Other Free or Reduced-Fee Courses |
| Expanding Language Modeling to Meet Best Practices Fully Automated | 1 | Beginning | Child Development | Understanding principles of child development and learning | - | - | - | - | Automated | New Courses | Spark Montana Courses |
| Observation and Assessment: Identifying Developmental Red Flags Fully Automated | 1 | Beginning | Observation, Documentation, and Assessment | Observing and recording children's behavior | - | - | - | - | Automated | New Courses | Spark Montana Courses |
| Enhancing Your Outdoor Learning Environment Fully Automated | 1 | Beginning | Curriculum and Learning Environment | Advancing children's physical and intellectual development | - | - | - | - | Automated | New Courses | Spark Montana Courses |
| Exploring Trauma Informed Care in Practice | 1 | Beginning | Child Development | Understanding principles of child development and learning | - | - | - | - | Automated | New Courses | Spark Montana Courses |
| Play-Based Learning - It's Not Just One Thing! 10 Pedagogical Principles to Include in Your Teaching Practice! Fully Automated | 1 | Beginning | Teaching and Engagement | Understanding principles of child development and learning | - | - | - | It's Not Just One Thing! | Automated | New Courses | - |
| Using Narration to Identify and Promote Prosocial Behavior Fully Automated | 1.5 | Beginning | Child Development | Supporting children's social and emotional development | - | - | - | - | Automated | New Courses | Spark Montana Courses |
| Building Equal Partnerships with Families Fully Automated | 1 | Beginning | Family and Community Partnerships | Building productive relationships with families | - | - | - | - | Automated | New Courses | Spark Montana Courses |
| Mindfulness for Children and Adult Caregivers Fully Automated | 1 | Beginning | Child Development | Supporting children's social and emotional development | - | - | - | - | Automated | New Courses | Spark Montana Courses |
| Montana Mentors in Early Childhood Education | 20 | Advanced | Child Development;Family and Community Partnerships;Teaching and Engagement;Curriculum and Learning Environment;Professionalism | Understanding the principles of child development and learning;Managing an effective program operation;Supporting children's social and emotional development;Planning a safe and healthy learning environment;Maintaining a commitment to professionalism | - | - | - | - | Facilitated | - | - |
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