Learn relational strategies to heal harm and create a culture of connectivity within your organization.
Full Course Description
Foster healing and connection with our Building a Restorative Practice Online Course. This 1.5-hour course equips educators, leaders, and counselors with restorative justice strategies to manage conflict, heal harm, and create connected learning environments. Learn conflict resolution techniques, prosocial behavior support, and storytelling to build relationships and share power. Gain practical guidance for implementing restorative principles, promoting empathy, respect, and mutual understanding. Enroll today to cultivate a restorative culture that transforms conflict into opportunities for growth and celebration.
Course Outcomes
By the end of this course, you will be able to:
Ground your practice in positive mindsets and restorative justice assumptions.
Prevention and behavior management techniques that build on youth assets and support prosocial behavior.
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:
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
6. Professional development and leadership
7. Program planning and development
8. Teaching practices
OST Quality Guidelines
1. Diverstiy, Equity, and Inclusion
3. Human Relationships
6. Youth Development and Engagement
Academic Standards: Essential Skills
3. Civic/Interpersonal Skills
4. Professional Skills
Department of Early Learning and Care: Training
1. Diversity
5. Learning Environments and Curriculum
8. Program Management
Afterschool Network Quality Standards
1. Environment
2. Relationships
4. Programming
Early Childhood Professional Learning Categories
1. Learning Communities
5. Learning Designs
6. Implementation
Network for Youth Success Quality Self-Assessment (QSA) Tool
1. Environment & Climate
2. Administration & Organization
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.
4. Ability to foster academic and non-academic skills and broaden participant horizons.
6. Ability to promote responsible and healthy decision-making among all participants.
School Age Child Care
3. Child Day Care Program Development
4. Safety and Security Procedure
10. Adverse Childhood Experiences, Focused on Understanding Trauma and on Nurturing Resiliency
Afterschool Network Quality Standards
1. Foster positive relationships between program participants and staff
4. Promote high levels of student engagement
5. Provide appropriate levels of structure as well as opportunities for autonomy and choice
Early Childhood: Child Care Center Training Topics
7. Principles of child growth and development, including brain development
After School Program Quality Standards and Indicators
1. Health, Safety and the Environment
2. Relationships
3. Programming and Activities
4. Staffing and Professional Development
Early Learning and Development Standards
2. Social and Emotional Development
Afterschool Standards
1. Human Relationships
3. Programming and Activities
Core Knowledge and Competencies
4. Learning Environment and Curriculum
7. Organizational Development and Administration
Building Blocks for Out-of-School Time Quality
1. Intentional Program Design
2. Supportive Relationships & Environments
3. Youth Voice, Leadership, and Engagement
4. Responsiveness to Culture & Identity
7. Ongoing Staff Support and Volunteer Development
Early Learning eGuidelines Competencies
1. Introduction to Inclusive Child Care
4. Preparing for and Including Young Children in the Child Care Setting
d. Preparing for and Including Young Children in the Child Care Setting
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
Afterschool Alliance's Quality Standards
1. Planning a safe, healthy learning environment
3. Positive ways to support children’s social and emotional development
Child Care Centers Professional Growth and Development Training Requirements
1. Planning a safe, healthy learning environment (includes nutrition)
3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
Afterschool Alliance Best Practices
1. Prepared Staff
2. Intentional Programming
4. Promotion of Varied Youth Engagement
All Staff Annual Training
2. Social and Emotional Development
3. Child Guidance
Director Annual Training
4. Child Guidance
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
Afterschool & Youth Development Standards
1. Programming & Youth Development
3. Environment & Climate
4. Relationships
6. Staffing & Professional Development
7. Organizational Practices
Child Growth and Development
1. Programming and Curriculum
2. Children with special needs
2. Interpersonal Relationships
4. Program Environment
6. Social/emotional development
7. Challenging behaviors
Child Growth and Development
1. Programming and Curriculum
2. Children with special needs
2. Interpersonal Relationships
4. Program Environment
6. Social/emotional development
7. Challenging behaviors
Family/Community Relations
3. Transitioning
4. Cultural diversity/awareness
Career Development
4. Using child care tools
6. Strategic leadership and planning
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
Guidelines for Afterschool, Summer, and Youth Development Programs
1. Relationships
3. Programming and Activities
4. Youth Leadership and Engagement
6. Cultural Competency, Responsiveness, and Inclusion
7. Assessment, Planning, and Program Improvement
8. Staff and Professional Development
Child Care Training Regulations
4. Positive behavior management
6. Supervision of children
21. Providing developmentally appropriate activities and experiences for children
After School Network
1. Relationships — Interactions and Engagement
6. Staffing/Professional Development
Virginia Partnership for Out-of-School Time Quality Standards
1. Relationships, Culture & Diversity
2. Staffing, Volunteers & Professional Development
5. Active & Engaged Learning
8. Environment (Indoor & Outdoor Spaces)
Child Care VA Standards
10. Inclusion of All Children
13. Foundations of Child Development and Approaches to Learning
Quality Standards for Expanded Learning
1. Safe and Supportive Environment
3. Skill Building
4. Youth Voice and Leadership
5. Healthy Choices and Behaviors
6. Diversity, Access and Equity
9. Collaborative Partnerships
10. Continuous Quality Improvement
ECE Competencies
3. Relationships, Interactions, and Guidance
7. Special Needs and Inclusion
8. Learning Environments and Curriculum
Core Competencies for Early Childhood Professionals
1. Safe Environments
2. Healthy Environments
3. Learning Environments
8. Self-Esteem
9. Social Development
10. Guidance
12. Program Management
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)
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development
4. Positive Youth Development
Early Childhood - Continuing Education
2. Child Guidance
6. Learning Activities
Afterschool Program Quality Institute
2. Relationships and Connections
4. Youth Participation and Engagement
Early Childhood Educator Requirements: Birth to Second Grade
2. Developmental curriculum planning/ environment and curriculum
4. Positive behavior management/social-emotional development
West Virginia Afterschool Program Quality Standards
2. Diversity, Equity and Inclusion
5. Indoor and Outdoor Environments
6. Intentional Relationships
8. Activities
MOST (Michigan Out-of-School Time) Standards of Quality
2. Human Relationships
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
Standards for Quality Afterschool Programs
2. Knowledgeable and Qualified Program Staff
3. Positive Communication and Interaction
4. Intentional Programming
6. Purposeful Family & Community Engagement
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
2. Positive Connections
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
Standard 1: Child Development and Learning in Context
Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Afterschool Program Quality Guidelines
2. Programming
Goals for Program Management and Delivery
2. Qualified and Diverse Staff
Goals for Program Participants
8. Improved Academics Achievement
9. Greater Creativity and Well-Being
Child Care Facilities: Staff Development Topics
a. Planning a safe, healthy learning environment
c. Positive ways to support children's social and emotional development
North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Management and Delivery
Goals for Program Participants
Afterschool Quality Standards
2. Staff and Youth Relationships
5. Programming and Alignment with Regular School Day Learning
6. Administration and Organizational Development
8. Evaluation for Continuous Quality Improvement
Standards of Early Learning and Development
6. Positive Discipline and Guidance
Hawaii OST Quality Guidelines
2a. Youth Learning and Development
2b. Staff Professional Development and Leadership
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
3. Guidance and behavior management
10. Cultural diversity
11. Learning environments
15. Inclusion of all children
Afterschool & Out-of-School Time Professional Network
3. Human Relationships
5. Programming and Activities
Department of Children & Families: Staff Training Requirements for Childcare Centers
ii. Positive guidance and discipline
v. Program planning and development
vi. Creating a classroom environment
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
3. Programming and Activities
4. Diversity and Inclusion in Programming
6. Relationships and Interactions
Early Childhood Education: Professional Development Areas
Annual Training (1) Child growth and development
Annual Training (2) Guidance and discipline
Annual Training (4) Teacher-child interaction
Pre-Service 3. Positive guidance and discipline of children
Pre-Service 4. Fostering children’s self-esteem
Pre-Service 6. Positive interaction with children
Out-of-School Time (NMOST) Guiding Principles
3. Relationships
6. Programming
7. Administration and Organizational Development
8. Staffing and Professional Development
Early Childhood Education and Care Department
5. Learning environment and curriculum implementation
Quality Standards for OST Programs
3: Youth-Centered Program Design
Core Knowledge Areas, DC Division of Early Learning Training Categories
4. Curriculum
5. Inclusive Practices
6. Learning Environments
8. Diversity: Family, Language, Culture and Society
Early Care & Education Professional Development Content Areas
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Statewide Afterschool Quality Standards
4. Professional Development and Qualifications
6. Youth Development, Programming, and Activities
B-3 Continuum
5. Joint Professional Development
National Afterschool Association Competencies
6. Cultural Competency and Responsiveness
Childcare Program: Continuing Education
7. Behavior guidance
Department of Early Education & Care Standards
10. Supervision or Staff Development in Early Childhood Education
Quality Standards for Out-of-School Time Programs
A. Safe and Healthy Environments
B. Positive Relationships
D. Equity and Inclusion
Quality Standards for Nevada OST Programs
a. Youth Development & Social Emotional Learning
c. Program Management & Professional Development
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
Department of Education and Early Development (DEED)
Biennial and Quadrennial Requirements: 3. Equity Training for Educators
Division of Early Care and Education: Staff Development
