This course will take approximately 2 hours to complete.
This course satisfies these child care training requirements:
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National Afterschool Association Competencies
1. Child and Youth Growth and Development 2. Learning Environment and Curriculum Childcare Program: Continuing Education
1. Child development 8. Leadership, child care administration, or mentoring Child Care Training Regulations
1. Child Development 4. Positive behavior management 6. Supervision of children 21. Providing developmentally appropriate activities and experiences for children Guidelines for Afterschool, Summer, and Youth Development Programs
1. Relationships 3. Programming and Activities 4. Youth Leadership and Engagement 6. Cultural Competency, Responsiveness, and Inclusion 7. Assessment, Planning, and Program Improvement 8. Staff and Professional Development Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
1. Child development and learning 5. Teaching and learning 7. Interactions and guidance MOST (Michigan Out-of-School Time) Standards of Quality
Teachers of Early Childhood Education Subject Matter Standards
1. Child Development and Learning 2. Developmentally appropriate learning experiences 5. Historical and contemporary development of early childhood education Ignite Afterschool
1. Intentional Program Design 2. Supportive Relationships and Environments Early Care & Education Professional Development Content Areas
1. Child Development and Learning in Context 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices Program Content
2. Interpersonal Relations Afterschool Program Standards
Early Care and Education Professional Competency Goals for Staff
1. Child development, including discipline, guidance, nutrition, injury control and safety Afterschool & Youth Development Standards
1. Programming & Youth Development 3. Environment & Climate 4. Relationships 6. Staffing & Professional Development 7. Organizational Practices Core Competencies for Early Childhood Practitioners
1. Child growth and development Afterschool Network Best Practices
1. Prepared Staff 4. Promotion of Varied Youth Engagement 7. Sustained Student Attendance and Access All Staff Annual Training
1. Child growth and development 3. Child Guidance Afterschool Alliance Best Practices
1. Prepared Staff 2. Intentional Programming 4. Promotion of Varied Youth Engagement 7. Sustained Student Attendance and Access Early Learning Staff Professional Development Areas
All Staff Annual Training Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
1. Child growth and development 3. Guidance and behavior management 12. Age-appropriate activities and planning Competencies for Early Childhood Educators and Administrators
1. Child growth and development, and learning or courses that align with the competency domains of child growth and development 6. Professional development and leadership 8. Teaching practices OST Quality Guidelines
3. Human Relationships 6. Youth Development and Engagement Early Childhood Education and Care Department
1. Child growth, development, and learning 4. Developmentally appropriate content Out-of-School Time (NMOST) Guiding Principles
3. Relationships 6. Programming 8. Staffing and Professional Development Department of Children, Youth & Families: Child Care Provider Training Requirements
1. Child/adolescent growth and development 2. Learning environment and curriculum 6. Interactions with children/youth 8. Professional development and leadership 9. Cultural competency and responsiveness 11. Other training as appropriate School's Out Washington Quality Improvement Standards
2. Having positive, meaningful relationships with program staff and youth 3. Participating in activities that encourage self-expression and inspire them to discover their passions Afterschool Network Quality Standards
1. Environment 2. Relationships 4. Programming Early Childhood Professional Learning Categories
1. Learning Communities 5. Learning Designs 6. Implementation 7. Outcomes Network for Youth Success Quality Self-Assessment (QSA) Tool
1. Environment & Climate 3. Relationships 4. Staffing & Professional Development 5. Programming & Activities 7. Youth Participation & Engagement to Care NYC DYCD Core Competencies for Youth Work Professionals
1. Knowledge of the principles and practices of child and youth development and ability to use this knowledge to achieve the goals of the program. 4. Ability to foster academic and non-academic skills and broaden participant horizons. 5. Ability to effectively implement curricula and program activities. School Age Child Care
1. Principles of Childhood Development 3. Child Day Care Program Development Afterschool Network Quality Standards
1. Foster positive relationships between program participants and staff 4. Promote high levels of student engagement 5. Provide appropriate levels of structure as well as opportunities for autonomy and choice Afterschool Network
1. Guidance toward healthy relationships 7. Program planning and evaluation Child Care Training & Education
Standard 1: Learning Environment/Developmentally Appropriate Practice Standard 3: Staff Qualifications and Professional Development Early Learning eGuidelines Competencies
1. Introduction to Inclusive Child Care Core Knowledge and Competencies for Early Childhood Professionals
West Virginia Afterschool Program Quality Standards
5. Indoor and Outdoor Environments 6. Intentional Relationships After School Network
1. Relationships — Interactions and Engagement 3. Environment 6. Staffing/Professional Development Guiding Principles for Quality OST Programs
1. Safe & Supportive Environment 3. Skill Building 4. Positive & Empowering Relationships 7. Inclusion & Access 9. Quality Staff Early Care and Education Knowledge Base
4. Teaching and engagement 5. Curriculum and learning environment Goals for Program Management and Delivery
1. Safe, Healthy, and Orderly Environment 2. Qualified and Diverse Staff 3. Opportunities to Learn in Diverse Environments Goals for Program Connections
4. Positive Participant and Staff Interactions 6. Consistent Participant Attendance Goals for Program Participants
9. Greater Creativity and Well-Being Child Care Facilities: Staff Development Topics
a. Planning a safe, healthy learning environment North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Connections Goals for Program Management and Delivery Goals for Program Participants Workforce Knowledge and Competencies
2. Alignment with CDELS 2. Learning Environment and Curriculum (LEC) Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development 4. Positive Youth Development Program Quality Practices
2. Assessment, Planning, and Improvement 4. Child and Youth Engagement 7. Leadership and Administration 8. Professional Development The National Association for the Education of Young Children (NAEYC) Training
2. Child growth and development 4. Planning learning activities 5. Guidance and discipline techniques Early Childhood - Continuing Education
2. Child Guidance 6. Learning Activities Afterschool Program Quality Institute
2. Relationships and Connections 3. Programming 4. Youth Participation and Engagement Early Childhood Educator Requirements: Birth to Second Grade
2. Developmental curriculum planning/ environment and curriculum Child Growth and Development
2. Interpersonal Relationships 4. Program Environment Quality Guidelines for Ohio's Afterschool Programs
Child Growth and Development Department of Early Education & Care Standards
2. Planning Programs and Environments for Young Children 10. Supervision or Staff Development in Early Childhood Education Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
Standards for Quality Afterschool Programs
2. Program Management and Staff 3. Communication and Interaction 4. Program Structure and Activities 6. Program Environment Afterschool Program Quality Guidelines
2. Programming 5. Professional Development After School Program Quality Standards and Indicators
2. Relationships 3. Programming and Activities 4. Staffing and Professional Development Afterschool Quality Standards
2. Staff and Youth Relationships 3. Youth Participation, Learning, and Engagement 7. Staffing and Professional Development Virginia Partnership for Out-of-School Time Quality Standards
2. Staffing, Volunteers & Professional Development 5. Active & Engaged Learning 8. Environment (Indoor & Outdoor Spaces) Child Care VA Standards
10. Inclusion of All Children 13. Foundations of Child Development and Approaches to Learning Hawaii OST Quality Guidelines
2a. Youth Learning and Development 2b. Staff Professional Development and Leadership Afterschool & Out-of-School Time Professional Network
3. Human Relationships 5. Programming and Activities Department of Children & Families: Staff Training Requirements for Childcare Centers
i. Child growth and development vi. Creating a classroom environment Core Competencies for Early Childhood Professionals
3. Learning Environments 8. Self-Esteem Afterschool Standards
3. Programming and Activities Core Knowledge and Competencies
4. Learning Environment and Curriculum Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
3. Programming and Activities 6. Relationships and Interactions Early Childhood Education: Professional Development Areas
Annual Training (1) Child growth and development Annual Training (2) Guidance and discipline Annual Training (4) Teacher-child interaction Pre-Service 3. Positive guidance and discipline of children Pre-Service 6. Positive interaction with children ECE Competencies
3. Relationships, Interactions, and Guidance Quality Standards for Expanded Learning
3. Skill Building 10. Continuous Quality Improvement Quality Standards for OST Programs
3: Youth-Centered Program Design Core Knowledge Areas, DC Division of Early Learning Training Categories
Statewide Afterschool Quality Standards
4. Professional Development and Qualifications 6. Youth Development, Programming, and Activities B-3 Continuum
5. Joint Professional Development Child Care Core of Knowledge
5. Professionalism 6. Community Out-of-School Time Program Quality Standards
Administrative Quality Standards Administrative Quality Standards
I. Youth Program Design and Accountability IV. Youth Program Staffing and Professional Development Department of Early Learning and Care: Training
7. Personal, Professional & Leadership Development 8. Program Management Quality Standards for Out-of-School Time Programs
C. Intentional Programming and Activities E. Family, School and Community Engagement Early Childhood Education Professional Learning Standards
C. Program administration, planning, development, or management Quality Standards for Nevada OST Programs
c. Program Management & Professional Development Division of Early Care and Education: Staff Development
i. Child growth and development Early Childhood Professional Development Framework
Standard I: Designs/Plans Instruction Standard II: Creates/Maintains Environments Standard VII: Engages in Professional Development 
