Gain insight into the research and methods behind boosting youth engagement and belonging and walk away with strategies to spark a child’s passion for learning and cultivate a sense of belonging in classrooms and programs.
This course will take approximately 1.5 hours to complete.
This course satisfies these child care training requirements:
- Critical Competencies: 1. Child Development
- Maryland: Critical Competencies
- : Maryland
- 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
- Early Care and Education Knowledge Base: 6. Professionalism
- Montana: Early Care and Education Knowledge Base
- : Montana
- Childcare Program: Continuing Education: 1. Child development
- Childcare Program: Continuing Education: 6. Indoor and outdoor learning environments
- Childcare Program: Continuing Education: 7. Behavior guidance
- New Hampshire: Childcare Program: Continuing Education
- : New Hampshire
- Child Care Training Regulations: 1. Child Development
- Child Care Training Regulations: 4. Positive behavior management
- Child Care Training Regulations: 6. Supervision of children
- Child Care Training Regulations: 21. Providing developmentally appropriate activities and experiences for children
- Child Care Training Regulations: 22. Inclusion of children with special needs
- Vermont: Child Care Training Regulations
- : Vermont
- ECE Competencies: 1. Child Development and Learning
- ECE Competencies: 2. Culture, Diversity and Equity
- ECE Competencies: 3. Relationships, Interactions, and Guidance
- ECE Competencies: 7. Special Needs and Inclusion
- ECE Competencies: 8. Learning Environments and Curriculum
- : California
- California: ECE Competencies
- 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
- Michigan: Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
- : Michigan
- Teachers of Early Childhood Education Subject Matter Standards: 1. Child Development and Learning
- Teachers of Early Childhood Education Subject Matter Standards: 2. Developmentally appropriate learning experiences
- : Minnesota
- Minnesota: Teachers of Early Childhood Education Subject Matter Standards
- 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 & Education Professional Development Content Areas: 6. Professionalism as an Early Childhood Educator
- Early Care & Education Professional Development Content Areas: 8. Professional Development and Leadership
- Missouri: Early Care & Education Professional Development Content Areas
- : Missouri
- 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: 7. Program planning, development and evaluation
- Core Competencies for Early Childhood Practitioners: 8. Professionalism and leadership
- Oklahoma: Core Competencies for Early Childhood Practitioners
- : Oklahoma
- All Staff Annual Training: 1. Child growth and development
- 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
- South Carolina: All Staff Annual Training
- South Carolina: Director Annual Training
- : South Carolina
- 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: 9. Communication and relations with staff
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 10. Cultural diversity
- 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: 13. Professionalism
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 15. Inclusion of all children
- South Dakota: Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
- : South Dakota
- 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
- New Mexico: Early Childhood Education and Care Department
- : New Mexico
- 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: 4. Families, communities, and schools
- 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: 8. Professional development and leadership
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 10. Youth empowerment
- Washington: Department of Children, Youth & Families: Child Care Provider Training Requirements
- : Washington
- Department of Early Learning and Care: Training: 1. Diversity
- 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
- Oregon: Department of Early Learning and Care: Training
- : Oregon
- Career Development: 1. Ethics and professionalism in child care
- Child Growth and Development: 2. Children with special needs
- Family/Community Relations: 4. Cultural diversity/awareness
- 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
- Ohio: Career Development
- Ohio: Child Growth and Development
- Ohio: Family/Community Relations
- : Ohio
- Early Learning eGuidelines Competencies: 1. Introduction to Inclusive Child Care
- 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
- Idaho: Early Learning eGuidelines Competencies
- : Idaho
- 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.
- NYC DYCD Core Competencies for Youth Work Professionals: 7. Ability to develop leadership, team-building and self-advocacy skills among participants.
- : New York
- New York: NYC DYCD Core Competencies for Youth Work Professionals
- New York: School Age Child Care
- Early Childhood Professional Learning Categories: 1. Learning Communities
- Early Childhood Professional Learning Categories: 5. Learning Designs
- Early Childhood Professional Learning Categories: 6. Implementation
- Tennessee: Early Childhood Professional Learning Categories
- : Tennessee
- 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
- Program Quality Practices: 5. Families and Communities
- Program Quality Practices: 7. Leadership and Administration
- Program Quality Practices: 8. Professional Development
- Wyoming: Program Quality Practices
- : Wyoming
- Hawaii: 1. Pilina (Relationships)
- 1. Pilina (Relationships): 1b. Pilina (Relationships) between Youth and their Peers
- Hawaii: 2.Learning and Development
- 2.Learning and Development: 2a. Youth Learning and Development
- 2.Learning and Development: 2b. Staff Professional Development and Leadership
- : Hawaii
- 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: 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
- Iowa: Child Care Centers Professional Growth and Development Training Requirements
- : Iowa
- 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: 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: 12. Program Management
- Nebraska: Core Competencies for Early Childhood Professionals
- : Nebraska
- Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit: 2. Behavioral guidance practices
- : Arkansas
- Arkansas: Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
- 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: 4. Planning learning activities
- The National Association for the Education of Young Children (NAEYC) Training: 5. Guidance and discipline techniques
- The National Association for the Education of Young Children (NAEYC) Training: 10. Professional issues
- : Mississippi
- Mississippi: The National Association for the Education of Young Children (NAEYC) Training
- Early Childhood - Continuing Education: 2. Child Guidance
- Early Childhood - Continuing Education: 6. Learning Activities
- Louisiana: Early Childhood - Continuing Education
- : Louisiana
- Early Childhood Educator Requirements: Birth to Second Grade: 2. Developmental curriculum planning/ environment and curriculum
- Early Childhood Educator Requirements: Birth to Second Grade: 4. Positive behavior management/social-emotional development
- : Delaware
- Delaware: Early Childhood Educator Requirements: Birth to Second Grade
- National Afterschool Association Competencies: 2. Learning Environment and Curriculum
- National Afterschool Association Competencies: 4. Interactions with Children and Youth
- National Afterschool Association Competencies: 6. Cultural Competency and Responsiveness
- : National
- National: National Afterschool Association Competencies
- Department of Early Education & Care Standards: 2. Planning Programs and Environments for Young Children
- Department of Early Education & Care Standards: 4. Child and Classroom Management
- Department of Early Education & Care Standards: 10. Supervision or Staff Development in Early Childhood Education
- Massachusetts: Department of Early Education & Care Standards
- : Massachusetts
- Early Learning and Development Standards: 2. Social and Emotional Development
- Rhode Island: Early Learning and Development Standards
- : Rhode Island
- Quality Standards for OST Programs: 2: Relationships and Interactions
- Quality Standards for OST Programs: 3: Youth-Centered Program Design
- Quality Standards for OST Programs: 4: Leadership and Management
- : North Dakota
- North Dakota: Quality Standards for OST Programs
- Standards of Early Learning and Development: 3. Quality Child Care and Licensing
- Standards of Early Learning and Development: 6. Positive Discipline and Guidance
- : Alabama
- Alabama: Standards of Early Learning and Development
- Competencies for Early Childhood Educators and Administrators: 4. Guidance
- Competencies for Early Childhood Educators and Administrators: 6. Professional development and leadership
- Competencies for Early Childhood Educators and Administrators: 7. Program planning and development
- Competencies for Early Childhood Educators and Administrators: 8. Teaching practices
- : Colorado
- Colorado: Competencies for Early Childhood Educators and Administrators
- Core Knowledge and Competencies: 4. Learning Environment and Curriculum
- Core Knowledge and Competencies: 6. Leadership and Professionalism
- Core Knowledge and Competencies: 7. Organizational Development and Administration
- Indiana: Core Knowledge and Competencies
- : Indiana
- B-3 Continuum: 5. Joint Professional Development
- Illinois: B-3 Continuum
- : Illinois
- Early Childhood: Child Care Center Training Topics: 7. Principles of child growth and development, including brain development
- Utah: Early Childhood: Child Care Center Training Topics
- : Utah
- Child Care VA Standards: 10. Inclusion of All Children
- Child Care VA Standards: 13. Foundations of Child Development and Approaches to Learning
- Virginia: Child Care VA Standards
- : Virginia
- Department of Children and Families (Annual In-Service Training): 16. Guidance and discipline
- Department of Children and Families (Annual In-Service Training): 22. Developing special interest centers/spaces and environments
- Florida: Department of Children and Families (Annual In-Service Training)
- : Florida
- Child Care Facilities: Staff Development Topics: a. Planning a safe, healthy learning environment
- Child Care Facilities: Staff Development Topics: c. Positive ways to support children's social and emotional development
- North Carolina: Child Care Facilities: Staff Development Topics
- : North Carolina
- Kansas: Afterschool Program Quality Guidelines
- Afterschool Program Quality Guidelines: II. Learning Environment and Curriculum
- Afterschool Program Quality Guidelines: IV. Interactions with Families and Communities
- : Kansas
- Afterschool Program Quality Guidelines: VI. Interactions with Children/Youth/Others
- Afterschool Program Quality Guidelines: VII. Program Planning and Development
- Afterschool Program Quality Guidelines: VIII. Professional Development and Leadership
- : Alaska
- Department of Education and Early Development (DEED): Biennial and Quadrennial Requirements: 3. Equity Training for Educators
- Alaska: Department of Education and Early Development (DEED)
- 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 (4) Teacher-child interaction
- Texas: Early Childhood Education: Professional Development Areas
- 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 6. Positive interaction with children
- : Texas
- Maine: Child Care Training & Education
- : Maine
- Child Care Training & Education: Standard 1: Learning Environment/Developmentally Appropriate Practice
- New Jersey: Department of Children & Families: Staff Training Requirements for Childcare Centers
- 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
- : New Jersey
- Department of Children & Families: Staff Training Requirements for Childcare Centers: v. Program planning and development
- Department of Children & Families: Staff Training Requirements for Childcare Centers: vi. Creating a classroom environment
- Nevada: Department of Education: Standards for Professional Development
- 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
- Department of Education: Standards for Professional Development: h. Culturally and linguistically responsive pedagogy
- Department of Education: Standards for Professional Development: i. Play theory and creativity
- : Nevada
- Wisconsin: Division of Early Care and Education: Staff Development
- 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
- : Wisconsin
- Kentucky: Early Childhood Professional Development Framework
- : Kentucky
- 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 VII: Engages in Professional Development
- Early Childhood Professional Development Framework: Standard X: Provides Leadership Within School/Community/Profession
- Early Care and Education Professional Competency Goals for Directors: f. Advocacy for the Center, Parents, children and Staff
- : Pennsylvania
- Pennsylvania: Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
- 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
Course Content
Expand All
Course Overview
2 Topics
Expand
Lesson Content
0% Complete
0/2 Steps
Lesson Content
Lesson Content
0% Complete
0/1 Steps
Lesson Content
0% Complete
0/1 Steps
Preview this Course
Login
Accessing this course requires a login. Please enter your credentials below!