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OST Alignment – Part 2: Social Emotional Learning

Strengthen your capacity to strategically infuse strong, aligned SEL strategies across the school day and out-of-school time (OST) activities

This course will take approximately 1 hour to complete.

This course satisfies these child care training requirements:

  • National Afterschool Association Competencies: 1. Child and Youth Growth and Development
  • National Afterschool Association Competencies: 2. Learning Environment and Curriculum
  • Early Childhood - Continuing Education: 1. Child Development
  • Early Childhood - Continuing Education: 2. Child Guidance
  • Early Childhood - Continuing Education: 3. Child Abuse Prevention
  • Early Childhood - Continuing Education: 6. Learning Activities
  • Early Care and Education Knowledge Base: 1. Child Development
  • Early Care and Education Knowledge Base: 4. Teaching and engagement
  • Early Care and Education Knowledge Base: 5. Curriculum and learning environment
  • Childcare Program: Continuing Education: 1. Child development
  • Childcare Program: Continuing Education: 3. Caring for children with exceptionalities
  • Childcare Program: Continuing Education: 7. Behavior guidance
  • Childcare Program: Continuing Education: 12. Child abuse and neglect
  • Child Care Training Regulations: 1. Child Development
  • Child Care Training Regulations: 4. Positive behavior management
  • Child Care Training Regulations: 5. Curriculum development policies and responsibilities
  • Child Care Training Regulations: 6. Supervision of children
  • Child Care Training Regulations: 21. Providing developmentally appropriate activities and experiences for children
  • ECE Competencies: 1. Child Development and Learning
  • ECE Competencies: 8. Learning Environments and Curriculum
  • Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 1. Child development and learning
  • Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 5. Teaching and learning
  • Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 7. Interactions and guidance
  • Teachers of Early Childhood Education Subject Matter Standards: 1. Child Development and Learning
  • Early Care & Education Professional Development Content Areas: 1. Child Development and Learning in Context
  • Early Care & Education Professional Development Content Areas: 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
  • Early Care & Education Professional Development Content Areas: 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
  • Early Care and Education Professional Competency Goals for Staff: 1. Child development, including discipline, guidance, nutrition, injury control and safety
  • Early Care and Education Professional Competency Goals for Directors: d. Developmentally appropriate practices
  • Early Care and Education Professional Competency Goals for Directors: f. Advocacy for the Center, Parents, children and Staff
  • Core Competencies for Early Childhood Practitioners: 1. Child growth and development
  • Core Competencies for Early Childhood Practitioners: 5. Learning environments and curriculum
  • Core Competencies for Early Childhood Practitioners: 6. Interactions with children
  • Core Competencies for Early Childhood Practitioners: 8. Professionalism and leadership
  • All Staff Annual Training: 1. Child growth and development
  • Director Annual Training: 1. Curriculum
  • All Staff Annual Training: 2. Social and Emotional Development
  • All Staff Annual Training: 3. Child Guidance
  • Director Annual Training: 4. Child Guidance
  • Director Annual Training: 5. Professional Development
  • All Staff Annual Training: 6. Professional Development
  • Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 1. Child growth and development
  • Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 3. Guidance and behavior management
  • Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 11. Learning environments
  • Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 12. Age-appropriate activities and planning
  • Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 13. Professionalism
  • Early Childhood Education and Care Department: 1. Child growth, development, and learning
  • Early Childhood Education and Care Department: 4. Developmentally appropriate content
  • Early Childhood Education and Care Department: 5. Learning environment and curriculum implementation
  • Early Childhood Education and Care Department: 7. Professionalism
  • Department of Children, Youth & Families: Child Care Provider Training Requirements: 1. Child/adolescent growth and development
  • Department of Children, Youth & Families: Child Care Provider Training Requirements: 2. Learning environment and curriculum
  • Department of Children, Youth & Families: Child Care Provider Training Requirements: 6. Interactions with children/youth
  • Department of Children, Youth & Families: Child Care Provider Training Requirements: 9. Cultural competency and responsiveness
  • Standards of Early Learning and Development: 1. Childhood Development
  • Early Learning and Development Standards: 1. Early Childhood Education and Child 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.
  • School Age Child Care: 1. Principles of Childhood Development
  • NYC DYCD Core Competencies for Youth Work Professionals: 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
  • School Age Child Care: 3. Child Day Care Program Development
  • NYC DYCD Core Competencies for Youth Work Professionals: 4. Ability to foster academic and non-academic skills and broaden participant horizons.
  • Program Quality Practices: 1. Physical Environment, Curriculum, and Program Activities
  • Program Quality Practices: 2. Assessment, Planning, and Improvement
  • Program Quality Practices: 3. Relationships
  • Program Quality Practices: 4. Child and Youth Engagement
  • Child Care Centers Professional Growth and Development Training Requirements: 1. Planning a safe, healthy learning environment (includes nutrition)
  • Child Care Centers Professional Growth and Development Training Requirements: 2. Steps to advance children’s physical and intellectual development
  • Child Care Centers Professional Growth and Development Training Requirements: 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
  • Core Competencies for Early Childhood Professionals: 1. Safe Environments
  • Core Competencies for Early Childhood Professionals: 2. Healthy Environments
  • Core Competencies for Early Childhood Professionals: 3. Learning Environments
  • Core Competencies for Early Childhood Professionals: 5. Cognitive Learning
  • Core Competencies for Early Childhood Professionals: 8. Self-Esteem
  • Core Competencies for Early Childhood Professionals: 9. Social Development
  • Core Competencies for Early Childhood Professionals: 10. Guidance
  • Core Competencies for Early Childhood Professionals: 13. Professionalism
  • Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit: 2. Behavioral guidance practices
  • Core Knowledge and Competencies for Early Childhood Professionals: 2. Child and youth development
  • The National Association for the Education of Young Children (NAEYC) Training: 2. Child growth and development
  • The National Association for the Education of Young Children (NAEYC) Training: 5. Guidance and discipline techniques
  • Critical Competencies: 2. Curriculum
  • Early Childhood Educator Requirements: Birth to Second Grade: 2. Developmental curriculum planning/ environment and curriculum
  • Early Childhood Professional Learning Categories: 2. Leadership
  • Early Childhood Professional Learning Categories: 5. Learning Designs
  • Early Childhood Professional Learning Categories: 6. Implementation
  • Department of Early Education & Care Standards: 2. Planning Programs and Environments for Young Children
  • Department of Early Education & Care Standards: 10. Supervision or Staff Development in Early Childhood Education
  • Early Learning and Development Standards: 2. Social and Emotional Development
  • Early Learning and Development Standards: 5. Cognitive Development
  • Quality Standards for OST Programs: 2: Relationships and Interactions
  • Quality Standards for OST Programs: 3: Youth-Centered Program Design
  • Department of Early Learning and Care: Training: 3. Human Growth and Development
  • Department of Early Learning and Care: Training: 5. Learning Environments and Curriculum
  • Department of Early Learning and Care: Training: 7. Special Needs
  • Department of Early Learning and Care: Training: 8. Understanding and Guiding Behavior
  • Family/Community Relations: 3. Transitioning
  • Career Development: 4. Using child care tools
  • Child Growth and Development: 6. Social/emotional development
  • Career Development: 6. Strategic leadership and planning
  • Child Growth and Development: 7. Challenging behaviors
  • Core Knowledge and Competencies: 4. Learning Environment and Curriculum
  • Early Learning eGuidelines Competencies: 4. Preparing for and Including Young Children in the Child Care Setting
  • Early Learning eGuidelines Competencies: a. Introduction to Inclusive Child Care
  • Early Learning eGuidelines Competencies: d. Preparing for and Including Young Children in the Child Care Setting
  • B-3 Continuum: 5. Joint Professional Development
  • Competencies for Early Childhood Educators and Administrators: 6. Professional development and leadership
  • Competencies for Early Childhood Educators and Administrators: 8. Teaching practices
  • Early Childhood: Child Care Center Training Topics: 7. Principles of child growth and development, including brain development
  • Child Care VA Standards: 13. Foundations of Child Development and Approaches to Learning
  • Department of Children and Families (Annual In-Service Training): 16. Guidance and discipline
  • Department of Children and Families (Annual In-Service Training): 19. Age-appropriate lesson planning
  • Department of Children and Families (Annual In-Service Training): 22. Developing special interest centers/spaces and environments
  • Department of Education: Standards for Professional Development: a. Child development and learning
  • Department of Education: Standards for Professional Development: g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
  • Child Care Facilities: Staff Development Topics: a. Planning a safe, healthy learning environment
  • Child Care Facilities: Staff Development Topics: b. Steps to advance children's physical and intellectual development
  • Child Care Facilities: Staff Development Topics: c. Positive ways to support children's social and emotional development
  • Child Care Facilities: Staff Development Topics: i. Learning activities that promote inclusion of children with special needs
  • Early Childhood Education: Professional Development Areas: Annual Training (1) Child growth and development
  • Early Childhood Education: Professional Development Areas: Annual Training (2) Guidance and discipline
  • Early Childhood Education: Professional Development Areas: Annual Training (3) Age-appropriate curriculum
  • Early Childhood Education: Professional Development Areas: Annual Training (4) Teacher-child interaction
  • Early Childhood Education: Professional Development Areas: Pre-Service 1. Developmental stages of children
  • Early Childhood Education: Professional Development Areas: Pre-Service 2. Age-appropriate activities for children
  • Early Childhood Education: Professional Development Areas: Pre-Service 3. Positive guidance and discipline of children
  • Early Childhood Education: Professional Development Areas: Pre-Service 4. Fostering children’s self-esteem
  • Early Childhood Education: Professional Development Areas: Pre-Service 5. Supervision and safety practices in the care of children
  • Early Childhood Education: Professional Development Areas: Pre-Service 6. Positive interaction with children
  • Department of Children & Families: Staff Training Requirements for Childcare Centers: i. Child growth and development
  • Department of Children & Families: Staff Training Requirements for Childcare Centers: ii. Positive guidance and discipline
  • Department of Children & Families: Staff Training Requirements for Childcare Centers: vi. Creating a classroom environment
  • Division of Early Care and Education: Staff Development: i. Child growth and development
  • Division of Early Care and Education: Staff Development: k. Guiding children’s behavior
  • Afterschool Program Quality Guidelines: I. Child/Adolescent Growth and Development
  • Afterschool Program Quality Guidelines: III. Child/Adolescent Observation and Assessment
  • Afterschool Program Quality Guidelines: VI. Interactions with Children/Youth/Others
  • Afterschool Program Quality Guidelines: VIII. Professional Development and Leadership
  • Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 1: Child Development and Learning in Context
  • Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
  • Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
  • Child Care Training & Education: Standard 1: Learning Environment/Developmentally Appropriate Practice
  • Early Childhood Professional Development Framework: Standard I: Designs/Plans Instruction
  • Early Childhood Professional Development Framework: Standard II: Creates/Maintains Environments
  • Early Childhood Professional Development Framework: Standard III: Implements Instruction
  • Early Childhood Professional Development Framework: Standard V: Reflects/Evaluates Teaching/Learning
  • Early Childhood Professional Development Framework: Standard VII: Engages in Professional Development

Course Content

Not Enrolled
This course is currently closed

Course Includes

  • 21 Lessons
  • 2 Check-ins
  • Course Certificate