Lead engaging, effective virtual activities that foster participation and connection.
Full Course Description
Elevate your virtual programming skills with our Virtual Youth Engagement Online Course. This 2-hour course is designed for educators, youth workers, and leaders who want to keep students engaged in online environments. Learn online facilitation techniques, design engaging virtual activities, and foster inclusivity to ensure all youth can participate. The course also covers accessibility practices to create welcoming, effective virtual programs. By the end, you’ll have the tools to maintain student engagement and make your virtual programs both enjoyable and impactful. Enroll today to enhance your skills in virtual youth programming.
Course Outcomes
By the end of this course, you will be able to:
Describe essential aspects of intentional and engaging virtual programming.
Explain strategies for enhancing accessibility and inclusivity within virtual activities.
Demonstrate the use of various facilitation and modification practices to maximize participant engagement.
CEU Requirements
To receive CEU credit for taking this course, you must:
Pass the knowledge check-ins and complete the entire course.
Complete the course evaluation form at the end of the course.
Upon successful completion, you will receive a certificate showing the CEUs earned.
Change Up Learning requires disclosure of proprietary interests. No staff, instructors, or course developers have proprietary interests related to this course.
This course will take approximately 2 hours to complete.
This course satisfies these child care training requirements:
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
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
Early Learning eGuidelines Competencies
1. Introduction to Inclusive Child Care
Core Knowledge and Competencies for Early Childhood Professionals
1. Management
West Virginia Afterschool Program Quality Standards
5. Indoor and Outdoor Environments
6. Intentional Relationships
Afterschool Alliance Best Practices
1. Prepared Staff
2. Intentional Programming
4. Promotion of Varied Youth Engagement
7. Sustained Student Attendance and Access
All Staff Annual Training
3. Child Guidance
Early Learning Staff Professional Development Areas
All Staff Annual Training
Afterschool & Youth Development Standards
1. Programming & Youth Development
3. Environment & Climate
4. Relationships
6. Staffing & Professional Development
7. Organizational Practices
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
Child Care Training Regulations
4. Positive behavior management
6. Supervision of children
21. Providing developmentally appropriate activities and experiences for children
After School Network
1. Relationships — Interactions and Engagement
3. Environment
6. Staffing/Professional Development
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
Program Quality Practices
2. Assessment, Planning, and Improvement
4. Child and Youth Engagement
7. Leadership and Administration
8. Professional Development
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
Program Content
2. Interpersonal Relations
Early Care & Education Professional Development Content Areas
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Afterschool Program Standards
Program Content
Child Growth and Development
2. Interpersonal Relationships
4. Program Environment
Quality Guidelines for Ohio's Afterschool Programs
Child Growth and Development
Standards for Quality Afterschool Programs
2. Knowledgeable and Qualified Program Staff
3. Positive Communication and Interaction
4. Intentional Programming
6. Purposeful Family & Community Engagement
National Afterschool Association Competencies
2. Learning Environment and Curriculum
Workforce Knowledge and Competencies
2. Learning Environment and Curriculum (LEC)
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development
4. Positive Youth 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
2. Positive Connections
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
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
3. Guidance and behavior management
12. Age-appropriate activities and planning
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
4. Curriculum
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
MOST (Michigan Out-of-School Time) Standards of Quality
5. Program Activities
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
5. Teaching and learning
7. Interactions and guidance
Department of Early Learning and Care: Training
7. Personal, Professional & Leadership Development
8. Program Management
Childcare Program: Continuing Education
8. Leadership, child care administration, or mentoring
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
