This course will take approximately 1.5 hours to complete.
This course satisfies these child care training requirements:
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ECE Competencies
1. Child Development and Learning 3. Relationships, Interactions, and Guidance 8. Learning Environments and Curriculum Quality Standards for Expanded Learning
1. Safe and Supportive Environment 2. Active and Engaged Learning 7. Quality Staff 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 Ignite Afterschool
1. Intentional Program Design Early Care & Education Professional Development Content Areas
1. Child Development and Learning in Context 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices Program Content
3. Curriculum and Activities Afterschool Program Standards
Director Annual Training
Afterschool Alliance Best Practices
1. Prepared Staff 2. Intentional Programming 4. Promotion of Varied Youth Engagement All Staff Annual Training
6. Professional Development Early Learning Staff Professional Development Areas
All Staff Annual Training Director Annual Training Early Learning and Development Standards
1. Early Childhood Education and Child Development After School Network
1. Relationships — Interactions and Engagement 4. Activities and Programming 6. Staffing/Professional Development Building Blocks for Out-of-School Time Quality
1. Intentional Program Design 3. Youth Voice, Leadership, and Engagement 7. Ongoing Staff Support and Volunteer Development 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
3. Child Day Care Program Development Network for Youth Success Quality Self-Assessment (QSA) Tool
4. Staffing & Professional Development 5. Programming & Activities 7. Youth Participation & Engagement to Care Early Childhood Professional Learning Categories
1. Learning Communities 5. Learning Designs Afterschool Network Quality Standards
Program Quality Practices
1. Physical Environment, Curriculum, and Program Activities 4. Child and Youth Engagement 8. Professional Development Afterschool Alliance's Quality Standards
1. Planning a safe, healthy learning environment 6. Maintaining a commitment to professionalism Child Care Centers Professional Growth and Development Training Requirements
1. Planning a safe, healthy learning environment (includes nutrition) 6. Maintaining a commitment to professionalism Afterschool Network Best Practices
1. Prepared Staff 2. Intentional Programming 4. Promotion of Varied Youth Engagement Core Competencies for Early Childhood Practitioners
5. Learning environments and curriculum 7. Program planning, development and evaluation Afterschool & Youth Development Standards
1. Programming & Youth Development 3. Environment & Climate 6. Staffing & Professional Development 7. Organizational Practices Early Care and Education Professional Competency Goals for Directors
d. Developmentally appropriate practices e. Professional and leadership development Child Growth and Development
1. Programming and Curriculum Family/Community Relations
Career Development
6. Strategic leadership and planning Quality Guidelines for Ohio's Afterschool Programs
Child Growth and Development Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics
Family/Community Relations Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
1. Proper supervision of children 2. Behavioral guidance practices Workforce Knowledge and Competencies
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development 4. Positive Youth Development Hawaii OST Quality Guidelines
1a. Pilina (Relationships) between Staff and Youth 2a. Youth Learning and Development 2b. Staff Professional Development and Leadership Guiding Principles for Quality OST Programs
2. Active & Engaged Learning 9. Quality Staff 13. Program Management Early Care and Education Knowledge Base
5. Curriculum and learning environment Core Knowledge and Competencies for Early Childhood Professionals
2. Child and youth development West Virginia Afterschool Program Quality Standards
Child Care Core of Knowledge
Out-of-School Time Program Quality Standards
Administrative Quality Standards Program Quality Standards Program Quality Standards
Administrative Quality Standards
I. Youth Program Design and Accountability IV. Youth Program Staffing and Professional Development Early Childhood Educator Requirements: Birth to Second Grade
2. Developmental curriculum planning/ environment and curriculum 4. Positive behavior management/social-emotional development 7. Professionalism National Afterschool Association Competencies
2. Learning Environment and Curriculum 4. Interactions with Children and Youth 9. Program Planning and Development Department of Children, Youth & Families: Child Care Provider Training Requirements
2. Learning environment and curriculum 6. Interactions with children/youth 7. Program planning and development 8. Professional development and leadership 11. Other training as appropriate Core Knowledge Areas, DC Division of Early Learning Training Categories
2. Observing, Documenting and Assessing to Support Young Children and Families 4. Curriculum 6. Learning Environments 9. Program Management, Operation and Evaluation Department of Early Education & Care Standards
2. Planning Programs and Environments for Young Children 4. Child and Classroom Management Afterschool Program Quality Guidelines
2. Programming 5. Professional Development Virginia Partnership for Out-of-School Time Quality Standards
2. Staffing, Volunteers & Professional Development 5. Active & Engaged Learning Standards for Quality Afterschool Programs
3. Communication and Interaction 4. Program Structure and Activities Department of Children and Families (Annual In-Service Training)
7. Behavior management 16. Guidance and discipline Core Competencies for Early Childhood Professionals
Afterschool Program Quality Institute
3. Programming 4. Youth Participation and Engagement Early Childhood - Continuing Education
Afterschool Standards
3. Programming and Activities Core Knowledge and Competencies
4. Learning Environment and Curriculum After School Program Quality Standards and Indicators
3. Programming and Activities Guidelines for Afterschool, Summer, and Youth Development Programs
3. Programming and Activities 4. Youth Leadership and Engagement 8. Staff and Professional Development Child Care Training Regulations
6. Supervision of children Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
3. Programming and Activities Early Childhood Education: Professional Development Areas
Annual Training (4) Teacher-child interaction Pre-Service 2. Age-appropriate activities for children Pre-Service 6. Positive interaction with children Afterschool Quality Standards
3. Youth Participation, Learning, and Engagement Standards of Early Learning and Development
6. Positive Discipline and Guidance Quality Standards for OST Programs
3: Youth-Centered Program Design Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices Early Childhood Education and Care Department
4. Developmentally appropriate content 5. Learning environment and curriculum implementation Out-of-School Time (NMOST) Guiding Principles
6. Programming 8. Staffing and Professional Development Competencies for Early Childhood Educators and Administrators
4. Guidance 6. Professional development and leadership 7. Program planning and development 8. Teaching practices Academic Standards: Essential Skills
OST Quality Guidelines
5. Staff Qualifications and Training 6. Youth Development and Engagement The National Association for the Education of Young Children (NAEYC) Training
4. Planning learning activities Statewide Afterschool Quality Standards
4. Professional Development and Qualifications 6. Youth Development, Programming, and Activities B-3 Continuum
4. Supported Transitions 5. Joint Professional Development Afterschool Network
5. Curriculum and activities 6. Learning environment 7. Program planning and evaluation Child Care Training & Education
Standard 1: Learning Environment/Developmentally Appropriate Practice Standard 3: Staff Qualifications and Professional Development Department of Early Learning and Care: Training
5. Learning Environments and Curriculum 7. Personal, Professional & Leadership Development Afterschool & Out-of-School Time Professional Network
5. Programming and Activities Department of Children & Families: Staff Training Requirements for Childcare Centers
v. Program planning and development vi. Creating a classroom environment Goals for Program Participants
8. Improved Academics Achievement Child Care Facilities: Staff Development Topics
b. Steps to advance children's physical and intellectual development North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Participants Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
11. Learning environments 12. Age-appropriate activities and planning Quality Standards for Out-of-School Time Programs
C. Intentional Programming and Activities F. Program Management Early Childhood Education Professional Learning Standards
C. Program administration, planning, development, or management Quality Standards for Nevada OST Programs
d. Program Structure, Curriculum & Activities Division of Early Care and Education: Staff Development
k. Guiding children’s behavior s. Any other topic that promotes child development or protects children’s health or safety Early Childhood Professional Development Framework
Standard I: Designs/Plans Instruction Standard II: Creates/Maintains Environments Standard III: Implements Instruction Standard V: Reflects/Evaluates Teaching/Learning Standard VII: Engages in Professional Development 
