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Online Learning Modules for Home Visitors

In English and Spanish

These modules cover the following topics:

  • Communicating with Families
  • Trauma-Informed Care
  • Parents with Cognitive Limitations
  • Infant Mental Health
  • Family Play and Infant Development
  • Family Play and Toddler Development
  • Talking with Families About Safe Sleep
  • Talking with Families About Nutrition
  • Physical Activity
Screen shot of module

These free modules are designed for self-paced professional learning. They include videos, printable tip sheets, handouts for families, web-resources, journals, and a focus on self-care. Although the modules were developed specifically for home visitors, they contain information and strategies that may also be of interest to others working in early care and education. The modules are available in English and Spanish.

How to access the modules:

  1. Make sure you are using a supported browser - either Chrome, Edge, Firefox, or Safari.
  2. Create an account to get started - a quick, one-time registration process where you will create a username and password.
  3. Wait to receive an email from Blackboard CourseSites. Once you have student status, you will be able to access the modules at any time. (Don't use the link sent within this email.)
  4. Come back to this page to access the modules.
  5. Should you need more assistance, this tutorial has step-by-step instructions for creating an account and accessing the module.

  • Facilitator Guides been developed for each of the nine learning modules. Each Guide provides some ideas for a trainer or supervisor wishing to facilitate a follow-up discussion with a group of home visitors who have completed the module. It assumes that the facilitator has also completed the module and is familiar with its contents and resources. Facilitators do not have to be content experts to lead the activities and discussions.

  • This project was developed for the Connecticut Office of Early Childhood by the Center for Early Childhood Education in collaboration with the Connecticut Distance Learning Consortium (CTDLC) and Charter Oak State College.

    The development of this work was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under the Maternal, Infant and Early Childhood Home Visiting Innovation grant (# UH4MC30743). This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.