PITC Regional Support Network - Training and Coaching
The PITC Regional Support Network (RSN) offers subsidized training, mentoring and coaching in the PITC Philosophy to groups of infant/toddler care teachers, administrators, and family child care providers throughout California.
English, Spanish, and Chinese
Cost may vary based on the modality of the coaching (in-person, hybrid, virtual) 
In partnership with the California Department of Social Services (CDSS), Child Care and Development Division (CCDD), the PITC Regional Support Network (RSN) provides subsidized training in California, funded by federal child care and development monies earmarked for infant and toddler program capacity building.
Through PITC training courses and technical assistance, RSN participants learn a responsive, relationship-based approach to infant and toddler care and education. The PITC Regional Support Network offers subsidized online and on-site training, mentoring and coaching in the PITC philosophy to groups of infant and toddler care educators, administrators, and family child care providers throughout California.
Funds are limited and distributed based on the number of infants and toddlers in each county. If you would like to connect with a Regional Coordinator to learn more about the availability of PITC training in your area, click here.
For organizations outside of California interested in training and coaching, services and fees can be negotiated based on programmatic needs. For more information contact Arlene Paxton at apaxton@wested.org.
Licensed and license-exempt (e.g., Cal-SAFE) center-based programs serving children birth to three with at least 5 participants (including a program administrator) are eligible to apply for PITC Regional Support Network training. Participants must work with children at least 20 hours a week to qualify to participate in training and be eligible for professional growth incentives. There is a minimum of 5 staff, and maximum of 10, per group. PITC RSN requires verification from the center to determine eligibility for services. Verification includes:
- A copy of the center's license, AND
- A list of infant/toddler staff who are cleared as part of the license
Note: If the program is license-exempt, documentation that the participants have Trust Line clearance or other fingerprint clearances will be requested.
Please submit a completed application to the Regional Coordinator in your area.
Download center-based application: Regional Support Network Application (Center-Based Only)
Resource and Referral Agencies, Family Child Care Associations and groups of licensed family child care providers caring for children birth to three, at least 20 hours a week, are eligible to apply for PITC Regional Support Network training. There is a minimum of 5 providers, and maximum of 10, per group. The RSN will require verification from each participant that they are providing care. Verification could include:
- A copy of the FCC license, OR
- Documentation of Trust Line clearance
Download: Parent Verification Letter of FCC Services
Please submit a completed application to the Regional Coordinator in your area.
Download FCC application: Regional Support Network Application (R&R, FCC Associations)
Download FCC application (Spanish-Language Version): Regional Support Network Application (R&R, FCC Associations) - Spanish-Language Version
Review Process
Applications for Services are reviewed upon receipt by the PITC Regional Support Network Regional Coordinator. Each application is reviewed based on its completeness. If for some reason the application does not meet the requirements to receive subsidized services through the Regional Support Network program, a fee-for-service option is available.
If you need assistance in completing the application or have questions about PITC RSN Services, contact your assigned PITC RSN Coordinator. Please submit a completed application to the Regional Coordinator in your area.
A confirmation letter will be sent to you when a PITC RSN Infant/Toddler Specialist has been matched to your organization. Accompanying the confirmation letter will be a Host Organization Policies and Procedures Packet.
Note* for organizations outside of California interested in training and coaching, services and fees can be negotiated based on programmatic needs. For more information contact Arlene Paxton at apaxton@wested.org.
The virtual and on-site training and coaching, conducted by experienced PITC certified infant/toddler specialists, is tailored to the individual needs of each participating program and includes a comprehensive series of videos and active adult learning strategies. Trainers mentor and coach program staff on implementing the PITC philosophy and essential policies to promote high quality responsive, relationship-based infant and toddler care.
Division of Continuing and Global Education. Coaching services linked to the courses below are also available to support the implementation of the training content into daily caregiving practices. If you are interested in learning more about our training and coaching services click here to connect with a PITC Regional Coordinator in your area.
Course Descriptions
This course focuses on the Program for Infant/Toddler Care (PITC) approach to infant/toddler care and provides a framework for responsive, relationship-based
caregiving practices that address specifically, how to support healthy development and learning in group care settings and can be delivered in multiple formats.
The course includes an exploration of early brain development, temperament, social-emotional development, socialization, and guidance with infants and toddlers as well as the study of infant/toddler environments, primary caregiving, continuity of care, small groups, individualized care, and caregiving routines as curriculum. The course also includes a study of best practices to support inclusive care, and strategies to provide culturally responsive care, while emphasizing the importance of creating partnerships with families and the role of culture in the development of the very young child.
The PITC Infant & Toddler Group Care: 3-Unit Course is offered online throughout the year, with start dates in January, May, and September.
This course is about the Infant/Toddler Reflective Curriculum Planning Process and is intended for infant/toddler care teachers, family child care providers, and infant/toddler program administrators. This course will focus on observation, documentation, reflection and implementation.
This course focuses on facilitating and supporting language development and communication with infants and toddlers, using the Program for Infant/Toddler Care (PITC) approach to group care. It is intended for infant/toddler care teachers, family child care providers, and infant/toddler program administrators.
This course is about the Infant/Toddler Reflective Curriculum Planning Process as described in the California Infant/Toddler Curriculum Framework. The framework is based on current research on how infants and toddlers learn and develop in four domains: social-emotional, language, cognitive and perceptual and motor development. The content focuses on reflection, observation strategies and tools, documentation strategies and tools, planning and implementation of a reflective curriculum to support children’s learning from birth to age three.
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What people are saying...
“I gained invaluable insights and am eager to apply everything I learned in my role as both a caregiver and teacher. The class was clear, focused, and easy to follow, and I truly enjoyed reading my classmates ideas and shared experiences. It was enlightening to see their unique perspectives on various topics.”
“The course was highly informative, providing valuable knowledge that I can directly apply in my work with children. I learned a lot of practical skills and strategies that will enhance my ability to support and engage with them effectively.”
“I really enjoyed how I was able to directly put in practice what I had learned in this course. For example, when we were learning about students with challenging behaviors, I was able to implement what I had learned, which was to look at the bigger picture and analyze the root problems of the child’s behavior. I was able to de-escalate one of many future situations.”