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Early Childhood Ages + Stages: The Science Behind Child + Youth Development

Explore key developmental milestones and learning theories for students from early childhood to adolescence.

This course will take approximately 1.5 hours to complete.

This course satisfies these child care training requirements:

West Virginia Afterschool Program Quality Standards

  • 1. Administration
  • 2. Diversity, Equity and Inclusion
  • 5. Indoor and Outdoor Environments
  • 6. Intentional Relationships
  • 8. Activities

Core Knowledge and Competencies for Early Childhood Professionals

  • 1. Management
  • 2. Child and youth development
  • 3. Child safety, abuse, and neglect

National Afterschool Association Competencies

  • 1. Child and Youth Growth and Development
  • 2. Learning Environment and Curriculum

Core Knowledge and Competencies

  • 1. Child and Youth Growth and Development
  • 3. Observation and Assessment
  • 4. Learning Environment and Curriculum

Afterschool Standards

  • 2. Indoor and Outdoor Environments
  • 3. Programming and Activities
  • 4. Safety, Health, and Nutrition

Child Care Core of Knowledge

  • 1. Child Development

Out-of-School Time Program Quality Standards

  • Administrative Quality Standards
  • Program Quality Standards

Program Quality Standards

  • I. Youth Program Climate
  • II. Youth Development

Administrative Quality Standards

  • I. Youth Program Design and Accountability
  • III. Health, Safety and Program Space
  • IV. Youth Program Staffing and Professional Development

Early Childhood Educator Requirements: Birth to Second Grade

  • 1. Child development
  • 3. Observation and assessment

Early Childhood - Continuing Education

  • 1. Child Development
  • 2. Child Guidance
  • 6. Learning Activities
  • 7. Health and Safety

Afterschool Program Quality Institute

  • 1. Environment
  • 3. Programming
  • 4. Youth Participation and Engagement

Early Care and Education Knowledge Base

  • 1. Child Development
  • 3. Observation, documentation and assessment
  • 4. Teaching and engagement
  • 5. Curriculum and learning environment

Guiding Principles for Quality OST Programs

  • 3. Skill Building
  • 7. Inclusion & Access
  • 9. Quality Staff

Childcare Program: Continuing Education

  • 1. Child development
  • 2. Health and safety or fire safety
  • 3. Caring for children with exceptionalities
  • 4. Nutrition
  • 6. Indoor and outdoor learning environments
  • 7. Behavior guidance
  • 8. Leadership, child care administration, or mentoring
  • 11. Legal issues in child care
  • 12. Child abuse and neglect

Child Care Training Regulations

  • 1. Child Development
  • 2. Routine and emergency health protection of children including health related exclusions
  • 4. Positive behavior management
  • 5. Curriculum development policies and responsibilities
  • 6. Supervision of children
  • 7. Child accident and injury procedures including building and physical premises safety
  • 8. Safe sleep practices
  • 12. Nutrition and food safety including prevention and response to emergencies due to food and allergic reactions
  • 18. Preventing, recognizing, and reporting child abuse and neglect
  • 19. Recognition and response to the symptoms of common childhood illnesses
  • 21. Providing developmentally appropriate activities and experiences for children
  • 22. Inclusion of children with special needs

Guidelines for Afterschool, Summer, and Youth Development Programs

  • 1. Relationships
  • 3. Programming and Activities
  • 6. Cultural Competency, Responsiveness, and Inclusion
  • 7. Assessment, Planning, and Program Improvement
  • 8. Staff and Professional Development

ECE Competencies

  • 1. Child Development and Learning
  • 6. Observation, Screening, Assessment and Documentation

Quality Standards for Expanded Learning

  • 1. Safe and Supportive Environment
  • 2. Active and Engaged Learning
  • 3. Skill Building
  • 5. Healthy Choices and Behaviors
  • 10. Continuous Quality Improvement

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
  • 6. Observation, documentation, and assessment
  • 7. Interactions and guidance
  • 8. Child care center administrative rules

MOST (Michigan Out-of-School Time) Standards of Quality

  • 1. Health, Safety
  • 4. Indoor and Outdoor Environments

Teachers of Early Childhood Education Subject Matter Standards

  • 1. Child Development and Learning
  • 2. Developmentally appropriate learning experiences
  • 4. Assessment, evaluation, and individualization
  • 5. Historical and contemporary development of early childhood education
  • 7. Health, safety, and nutrition
  • 8. Application through clinical experiences

Ignite Afterschool

  • 1. Intentional Program Design
  • 6. Organizational Management, Staff Support and Youth Safety

Early Care & Education Professional Development Content Areas

  • 1. Child Development and Learning in Context
  • 3. Child Observation, Documentation, and Assessment
  • 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
  • 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
  • 6. Professionalism as an Early Childhood Educator
  • 7. Health and Safety

Program Content

  • 1. Physical Environment

Program Management

  • 6. Safety and Health

Afterschool Program Standards

  • Program Content
  • Program Management

Early Care and Education Professional Competency Goals for Staff

  • 1. Child development, including discipline, guidance, nutrition, injury control and safety
  • 3. Child abuse and neglect, including identification and reporting, and meeting the needs of abused and/or neglected children

Afterschool & Youth Development Standards

  • 1. Programming & Youth Development
  • 3. Environment & Climate
  • 6. Staffing & Professional Development

Early Care and Education Professional Competency Goals for Directors

  • a. Early learning standards
  • d. Developmentally appropriate practices

Core Competencies for Early Childhood Practitioners

  • 1. Child growth and development
  • 2. Health, safety and nutrition
  • 3. Child observation and assessment
  • 5. Learning environments and curriculum
  • 6. Interactions with children
  • 7. Program planning, development and evaluation
  • 8. Professionalism and leadership

Afterschool Network Best Practices

  • 1. Prepared Staff
  • 2. Intentional Programming
  • 4. Promotion of Varied Youth Engagement
  • 6. Promotion of Safety, Health and Wellness

All Staff Annual Training

  • 1. Child growth and development
  • 2. Social and Emotional Development
  • 3. Child Guidance
  • 4. Health and Safety, Nutrition
  • 5. Special Needs
  • 6. Professional Development

Director Annual Training

  • 1. Curriculum
  • 2. Nutrition
  • 3. Special Needs
  • 4. Child Guidance
  • 5. Professional Development

Afterschool Alliance Best Practices

  • 1. Prepared Staff
  • 2. Intentional Programming
  • 3. Alignment with School Day
  • 4. Promotion of Varied Youth Engagement
  • 6. Promotion of Safety, Health and Wellness

Early Learning Staff Professional Development Areas

  • All Staff Annual Training
  • Director Annual Training

Department of Social Services, Child Care Services (CCS): Pathway to Professional Development

  • 1. Child growth and development
  • 2. Detecting and reporting child abuse and neglect
  • 3. Guidance and behavior management
  • 4. Food handling techniques
  • 6. Program health and safety
  • 7. Nutrition for children
  • 11. Learning environments
  • 12. Age-appropriate activities and planning
  • 13. Professionalism

Workforce Knowledge and Competencies

  • 1. Child Growth and Development (CGD) 
  • 2. Learning Environment and Curriculum (LEC)
  • 5. Child Observation and Assessment (COA) 

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
  • 3. Safe sleep practices for infants
  • 4. Shaken baby syndrome; which includes prevention (Carter's Law, Act 1208)
  • 5. Appropriately responding to a crying or fussy infant or child
  • 7. Mandated reporter training
  • 14. Nutrition and physical activities
  • 16. Basic child development

Standards for Quality Afterschool Programs

  • 1. Safe and Appropriate Program Environments and Facilities
  • 2. Ongoing Training and Staff Development
  • 4. Positive Youth Development

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
  • 2. Child observation and assessment
  • 6. Professional development and leadership

OST Quality Guidelines

  • 2. Assessment and Evaluation
  • 5. Staff Qualifications and Training
  • 6. Youth Development and Engagement
  • 7. Health and Safety Guidelines

Department of Early Education & Care Standards

  • 1. Child Growth and Development, Birth - 8 Years
  • 4. Child and Classroom Management
  • 5. Advanced or Specialized Early Childhood Education or Development
  • 6. Children with Special Needs, Birth - 16 years
  • 7. Infant and Toddler Development, Care, and Program Planning
  • 10. Supervision or Staff Development in Early Childhood Education
  • 11. Child Observation, Documentation and Assessment

Early Childhood Education and Care Department

  • 1. Child growth, development, and learning
  • 2. Health, safety, nutrition, and infection control
  • 4. Developmentally appropriate content
  • 5. Learning environment and curriculum implementation
  • 6. Assessment of children and programs
  • 7. Professionalism

Out-of-School Time (NMOST) Guiding Principles

  • 1. Environmental Safety
  • 2. Health, Nutrition and Physical Activity
  • 6. Programming
  • 8. Staffing and Professional Development

Child Growth and Development

  • 1. Child nutrition
  • 1. Programming and Curriculum
  • 2. Children with special needs
  • 4. Brain development
  • 4. Program Environment
  • 5. Benefits of outdoor play and gross motor activities
  • 6. Social/emotional development
  • 7. Challenging behaviors
  • 8. Cognitive development
  • 9. Health and wellness

Career Development

  • 1. Ethics and professionalism in child care
  • 4. Using child care tools
  • 6. Strategic leadership and planning

Child Growth and Development

  • 1. Child nutrition
  • 1. Programming and Curriculum
  • 2. Children with special needs
  • 4. Brain development
  • 4. Program Environment
  • 5. Benefits of outdoor play and gross motor activities
  • 6. Social/emotional development
  • 7. Challenging behaviors
  • 8. Cognitive development
  • 9. Health and wellness

Family/Community Relations

  • 2. Community health, pediatrics or social services resources for children and families
  • 3. Transitioning

Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics

  • Career Development
  • Child Growth and Development
  • Family/Community Relations

Quality Guidelines for Ohio's Afterschool Programs

  • Child Growth and Development

Department of Children, Youth & Families: Child Care Provider Training Requirements

  • 1. Child/adolescent growth and development
  • 2. Learning environment and curriculum
  • 3. Child observation and assessment
  • 5. Safety and wellness
  • 6. Interactions with children/youth
  • 7. Program planning and development

School's Out Washington Quality Improvement Standards

  • 2. Having positive, meaningful relationships with program staff and youth
  • 4. Engaging in learning opportunities that build academic, life, and career skills

Standards of Early Learning and Development

  • 1. Childhood Development
  • 4. The Child Care Professional and the Family
  • 6. Positive Discipline and Guidance

Afterschool Quality Standards

  • 1. Environmental Safety, Nutrition, Physical Activity, and Healthy Lifestyle Initiatives
  • 2. Staff and Youth Relationships
  • 3. Youth Participation, Learning, and Engagement
  • 5. Programming and Alignment with Regular School Day Learning
  • 6. Administration and Organizational Development
  • 7. Staffing and Professional Development

Early Learning and Development Standards

  • 1. Early Childhood Education and Child Development
  • 8. Programming for Children with Disabilities or Special Health Care Needs

After School Network

  • 4. Activities and Programming
  • 5. Safety
  • 6. Staffing/Professional Development
  • 8. Sustainability and Evaluation

Afterschool Network Quality Standards

  • 1. Environment
  • 2. Relationships
  • 4. Programming

Early Childhood Professional Learning Categories

  • 1. Learning Communities
  • 3. Resources
  • 4. Data
  • 5. Learning Designs
  • 6. Implementation
  • 7. Outcomes

Network for Youth Success Quality Self-Assessment (QSA) Tool

  • 1. Environment & Climate
  • 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.
  • 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
  • 5. Ability to effectively implement curricula and program activities.

School Age Child Care

  • 1. Principles of Childhood Development
  • 3. Child Day Care Program Development

The National Association for the Education of Young Children (NAEYC) Training

  • 1. Health and safety
  • 2. Child growth and development
  • 3. Nutrition
  • 4. Planning learning activities
  • 8. Detection of child abuse

After School Program Quality Standards and Indicators

  • 1. Health, Safety and the Environment
  • 3. Programming and Activities
  • 4. Staffing and Professional Development

Early Learning and Development Standards

  • 1. Physical Health and Motor Development
  • 2. Social and Emotional Development
  • 3. Language Development
  • 5. Cognitive Development

Statewide Afterschool Quality Standards

  • 1. Indoor and Outdoor Environments
  • 2. Safety, Health, and Nutrition
  • 4. Professional Development and Qualifications
  • 6. Youth Development, Programming, and Activities

B-3 Continuum

  • 4. Supported Transitions
  • 5. Joint Professional Development
  • 6. Aligned Curriculum and Instruction
  • 7. Aligned Assessments
  • 8. Data-driven Improvement

Building Blocks for Out-of-School Time Quality

  • 1. Intentional Program Design
  • 2. Supportive Relationships & Environments
  • 7. Ongoing Staff Support and Volunteer Development
  • 8. Youth Safety and Wellness

Early Learning eGuidelines Competencies

  • 1. Introduction to Inclusive Child Care
  • 2. Understanding Child Development in Relation to Disabilities
  • 4. Preparing for and Including Young Children in the Child Care Setting
  • 5. Community Services for Young Children with Disabilities (including Early Intervention services)
  • a. Introduction to Inclusive Child Care
  • b. Understanding Child Development in Relation to Disabilities
  • d. Preparing for and Including Young Children in the Child Care Setting
  • e. Community Services for Young Children with Disabilities (including Early Intervention services)

Afterschool Program Quality Guidelines

  • 1. Operations
  • 2. Programming
  • 3. Relationships

Program Quality Practices

  • 1. Physical Environment, Curriculum, and Program Activities
  • 2. Assessment, Planning, and Improvement
  • 3. Relationships
  • 4. Child and Youth Engagement
  • 6. Safety, Health, and Wellness
  • 8. Professional Development

Core Competencies for Early Childhood Professionals

  • 1. Safe Environments
  • 2. Healthy Environments
  • 3. Learning Environments
  • 4. Physical Development
  • 5. Cognitive Learning
  • 7. Creative Learning
  • 9. Social Development
  • 10. Guidance
  • 12. Program Management
  • 13. Professionalism

Goals for Program Management and Delivery

  • 1. Safe, Healthy, and Orderly Environment
  • 2. Qualified and Diverse Staff

Goals for Program Participants

  • 8. Improved Academics Achievement

Child Care Facilities: Staff Development Topics

  • b. Steps to advance children's physical and intellectual development
  • c. Positive ways to support children's social and emotional development
  • g. Observing and recording children's behavior
  • h. Principles of child growth and development
  • i. Learning activities that promote inclusion of children with special needs

North Carolina Center for Afterschool Programs (NCCAP)

  • Goals for Program Management and Delivery
  • Goals for Program Participants

Quality Standards for OST Programs

  • 1: Health and Safety
  • 3: Youth-Centered Program Design

Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool

  • 1: Structure and Management
  • 3. Safety and Health
  • 4. Activities

Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)

  • Standard 1: Child Development and Learning in Context
  • Standard 3: Child Observation, Documentation, and Assessment
  • Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
  • Standard 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum

Afterschool Network

  • 2. Child and adolescent development
  • 3. Health, wellness, and safety
  • 4. Observation and assessment
  • 6. Learning environment
  • 7. Program planning and evaluation

Child Care Training & Education

  • Standard 6: Child and Youth Assessment

Afterschool & Out-of-School Time Professional Network

  • 2. Healthy Behaviors: Nutrition and Physical Activity
  • 4. Indoor and Outdoor Environment
  • 5. Programming and Activities

Department of Children & Families: Staff Training Requirements for Childcare Centers

  • i. Child growth and development
  • ii. Positive guidance and discipline
  • iii. Nutrition and good eating habits
  • v. Program planning and development
  • vi. Creating a classroom environment
  • vii. Health and safety procedures, including recognition of illness and disease and training in basic infection control techniques

Standards for Quality Afterschool Programs

  • 2. Program Management and Staff
  • 3. Communication and Interaction
  • 4. Program Structure and Activities
  • 6. Program Environment

Department of Children and Families (Annual In-Service Training)

  • 5. Child development – typical and atypical
  • 13. Working with children with disabilities in child care
  • 16. Guidance and discipline
  • 19. Age-appropriate lesson planning
  • 22. Developing special interest centers/spaces and environments

Virginia Partnership for Out-of-School Time Quality Standards

  • 2. Staffing, Volunteers & Professional Development
  • 3. Leadership & Management
  • 5. Active & Engaged Learning
  • 7. Health, Nutrition & Physical Fitness
  • 8. Environment (Indoor & Outdoor Spaces)

Child Care VA Standards

  • 3. Food and Allergic Reactions
  • 4. Shaken Baby Syndrome/Abusive Head Trauma
  • 5. Safe Sleep and SUIDS Prevention
  • 6. Safe Spaces
  • 13. Foundations of Child Development and Approaches to Learning

Child Care Centers Professional Growth and Development Training Requirements

  • 2. Steps to advance children’s physical and intellectual development
  • 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
  • 7. Observing and recording children’s behavior
  • 8. Principles of child growth and development

Afterschool Alliance's Quality Standards

  • 2. Steps to advance children’s physical and intellectual development
  • 3. Positive ways to support children’s social and emotional development
  • 7. Observing and recording children’s behavior
  • 8. Principles of child growth and development

Quality Afterschool Guidelines

  • 2. Supporting Children and Youth
  • 4. Safe Environments
  • 5. Commitment to Quality

Hawaii OST Quality Guidelines

  • 2a. Youth Learning and Development
  • 2b. Staff Professional Development and Leadership

Department of Early Learning and Care: Training

  • 3. Human Growth and Development
  • 4. Health Safety and Nutrition
  • 5. Learning Environments and Curriculum
  • 6. Observation and Assessment
  • 7. Personal, Professional & Leadership Development
  • 8. Program Management

Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality

  • 3. Programming and Activities
  • 6. Relationships and Interactions
  • 7. School Linkages

Early Childhood Education: Professional Development Areas

  • Annual Training (1) Child growth and development
  • Annual Training (2) Guidance and discipline
  • Annual Training (3) Age-appropriate curriculum
  • Annual Training (4) Teacher-child interaction
  • In-Service 3. Understanding early childhood brain development.
  • Pre-Service 1. Developmental stages of children
  • Pre-Service 2. Age-appropriate activities for children
  • Pre-Service 3. Positive guidance and discipline of children
  • Pre-Service 4. Fostering children’s self-esteem
  • Pre-Service 5. Supervision and safety practices in the care of children
  • Pre-Service 6. Positive interaction with children

Early Childhood: Child Care Center Training Topics

  • 4. Children with special needs
  • 7. Principles of child growth and development, including brain development

Afterschool Network Quality Standards

  • 4. Promote high levels of student engagement
  • 5. Provide appropriate levels of structure as well as opportunities for autonomy and choice

Department of Education: Standards for Professional Development

  • a. Child development and learning
  • f. Strategies for working with children with disabilities
  • i. Play theory and creativity

Quality Standards for Nevada OST Programs

  • a. Youth Development & Social Emotional Learning
  • b. Health, Safety and Security of the Physical Environment
  • c. Program Management & Professional Development
  • d. Program Structure, Curriculum & Activities

Early Childhood Education Professional Learning Standards

  • A. Child Growth and Development
  • D. Availability of community services and resources, including those available to children with special needs

Quality Standards for Out-of-School Time Programs

  • A. Safe and Healthy Environments
  • C. Intentional Programming and Activities

Department of Education and Early Development (DEED)

  • Annual Requirements: 2. Special Education Training for Aides
  • Mandatory Trainings: 1. Sexual abuse awareness and prevention
  • Periodic Requirements: 2. Special Education Training for Staff

Division of Early Care and Education: Staff Development

  • c. Prevention of and response to emergencies due to food and allergic reactions
  • i. Child growth and development
  • j. Caring for children with disabilities
  • L. Nutrition
  • o. Identification and reporting of suspected child abuse or neglect
  • r. Business operations

Early Childhood Professional Development Framework

  • Standard I: Designs/Plans Instruction
  • Standard II: Creates/Maintains Environments
  • Standard III: Implements Instruction
  • Standard IV: Assesses & Communicates Learning Results
  • Standard V: Reflects/Evaluates Teaching/Learning
  • Standard VI: Collaborates with Colleagues/Families/Others
  • Standard VII: Engages in Professional Development
  • Standard VIII: Supports Families

Course Content

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Course Includes

  • 18 Lessons
  • 10 Topics
  • 3 Check-ins
  • Course Certificate