Use attention-getting strategies, transition tools, and activity structures to create focused, engaging, and smooth-flowing learning environments.
Full Course Description
This 90-minute course is designed for line staff in youth programs who want to boost engagement and create smooth, structured learning environments. Learn how to use attention-getters, transition tools, and activity structures that keep young people focused and involved from start to finish. Walk away with practical techniques to manage energy, minimize downtime, and make every moment count. Enroll now to lead with confidence and keep the learning flowing!
Course Outcomes
By the end of this course, you will be able to:
Lead three short (5–20 minute) activities that keep youth engaged across age groups and energy levels
Apply five transition strategies that reduce downtime and support smooth activity shifts in both school-day and afterschool settings.
Incorporate two reflective prompts and two youth-choice opportunities into an activity plan.
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 1.5 hours to complete.
This course satisfies these child care training requirements:
Director Annual Training
1. Curriculum
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
4. Programming
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 & 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
3. Transitioning
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
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development
4. Positive Youth Development
Quality Standards for Expanded Learning
1. Safe and Supportive Environment
2. Active and Engaged Learning
7. Quality Staff
ECE Competencies
3. Relationships, Interactions, and Guidance
8. Learning Environments and Curriculum
Hawaii OST Quality Guidelines
1a. Pilina (Relationships) between Staff and Youth
2a. Youth Learning and Development
2b. Staff Professional Development and Leadership
Core Knowledge and Competencies for Early Childhood Professionals
2. Child and youth development
West Virginia Afterschool Program Quality Standards
8. Activities
Child Care Core of Knowledge
2. Curriculum
Out-of-School Time Program Quality Standards
Administrative Quality Standards
Program Quality Standards
Program Quality Standards
I. Youth Program Climate
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
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
Program Content
3. Curriculum and Activities
Early Care & Education Professional Development Content Areas
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Afterschool Program Standards
Program Content
Core Competencies for Early Childhood Professionals
3. Learning Environments
Standards for Quality Afterschool Programs
3. Positive Communication and Interaction
4. Intentional Programming
Afterschool Program Quality Institute
3. Programming
4. Youth Participation and Engagement
Early Childhood - Continuing Education
6. Learning Activities
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
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
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
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
4. Activities
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
4. Professional Skills
OST Quality Guidelines
5. Staff Qualifications and Training
6. Youth Development and Engagement
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
Department of Early Learning and Care: Training
5. Learning Environments and Curriculum
7. Personal, Professional & Leadership 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
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
