Boosting Engagement and Belonging

This course satisfies these child care training requirements:

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• 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

• Workforce Knowledge and Competencies: 2. Alignment with CDELS
• Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit: 2. Behavioral guidance practices
• Workforce Knowledge and Competencies: 2. Learning Environment and Curriculum (LEC)
• Workforce Knowledge and Competencies: 3. Positive Interactions (PI)
• Workforce Knowledge and Competencies: 4. Family Engagement (FE) 
• Workforce Knowledge and Competencies: 8. Collaborative Program Management – (CPM) 
• : Arkansas
• Arkansas: Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
• Arkansas: Workforce Knowledge and Competencies

• 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

• CO OST Quality Guidelines: 3. Human Relationships
• Competencies for Early Childhood Educators and Administrators: 4. Guidance
• CO OST Quality Guidelines: 4. Partnerships
• Competencies for Early Childhood Educators and Administrators: 6. Professional development and leadership
• CO OST Quality Guidelines: 6. Youth Development and Engagement
• Competencies for Early Childhood Educators and Administrators: 7. Program planning and development
• Competencies for Early Childhood Educators and Administrators: 8. Teaching practices
• Colorado: CO OST Quality Guidelines
• : Colorado
• Colorado: Competencies for Early Childhood Educators and Administrators

• 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

• 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