Building Healthy Relationships

Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce

• 1. Child development and learning
• 3. Family and community collaboration
• 5. Teaching and learning
• 7. Interactions and guidance

Early Care & Education Professional Development Content Areas

• 1. Child Development and Learning in Context
• 2. Families - Teacher Partnerships and Community Connections
• 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
• 6. Professionalism as an Early Childhood Educator
• 8. Professional Development and Leadership

Early Care and Education Professional Competency Goals for Staff

• 1. Child development, including discipline, guidance, nutrition, injury control and safety
• 4. Business related topics, including parental communication, recordkeeping, etc.

Early Care and Education Professional Competency Goals for Directors

• b. Business management
• e. Professional and leadership development
• f. Advocacy for the Center, Parents, children and Staff

Standards of Early Learning and Development

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

Department of Early Learning and Care: Training

• 1. Diversity
• 2. Family and Community Systems
• 5. Learning Environments and Curriculum
• 7. Special Needs
• 8. Understanding and Guiding Behavior

Early Learning eGuidelines Competencies

• 1. Introduction to Inclusive Child Care
• 3. Building Relationships with Families
• 4. Preparing for and Including Young Children in the Child Care Setting
• c. Building Relationships with Families
• d. Preparing for and Including Young Children in the Child Care Setting

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

• 1. Principles of Childhood Development
• 3. Child Day Care Program Development
• 10. Adverse Childhood Experiences, Focused on Understanding Trauma and on Nurturing Resiliency

Early Childhood Professional Learning Categories

• 1. Learning Communities
• 2. Leadership
• 5. Learning Designs
• 6. Implementation

Core Knowledge and Competencies for Early Childhood Professionals

• 1. Management

1. Pilina (Relationships)

• 1a. Pilina (Relationships) between Staff and Youth
• 1b. Pilina (Relationships) between Youth and their Peers
• 1c. Pilina (Relationships) between program and ʻāina & place
• 1d. Pilina (Relationships) between Program and Families
• 1e. Pilina (Relationships) between Programs and Schools

2. Learning and Development

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

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)
• 4. Strategies to establish productive relationships with families (includes communication skills and cross-cultural competence)

Core Competencies for Early Childhood Professionals

• 1. Safe Environments
• 2. Healthy Environments
• 9. Social Development
• 10. Guidance
• 11. Family Relationships
• 13. Professionalism

Family/Community Relations

• 1. Working with parents and families
• 4. Cultural diversity/awareness

Child Growth and Development

• 2. Children with special needs
• 6. Social/emotional development
• 7. Challenging behaviors
• 10. Family/Community Relations

Career Development

• 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

Workforce Knowledge and Competencies

• 2. Alignment with CDELS
• 2. Learning Environment and Curriculum (LEC)
• 3. Positive Interactions (PI)
• 4. Family Engagement (FE) 
• 7. Professionalism and Leadership (PL)
• 8. Collaborative Program Management – (CPM) 

Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit

• 2. Behavioral guidance practices

Early Childhood - Continuing Education

• 2. Child Guidance
• 3. Child Abuse Prevention
• 11. Management/Administrative Education

ECE Competencies

• 2. Culture, Diversity and Equity
• 3. Relationships, Interactions, and Guidance
• 8. Learning Environments and Curriculum
• 12. Administration and Supervision

Early Childhood Educator Requirements: Birth to Second Grade

• 2. Developmental curriculum planning/ environment and curriculum
• 4. Positive behavior management/social-emotional development

Early Care and Education Knowledge Base

• 2. Family and community partnerships
• 4. Teaching and engagement
• 5. Curriculum and learning environment
• 6. Professionalism

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

• 2. Learning environment and curriculum
• 4. Families, communities, and schools
• 6. Interactions with children/youth
• 8. Professional development and leadership
• 10. Youth empowerment

National Afterschool Association Competencies

• 2. Learning Environment and Curriculum
• 4. Interactions with Children and Youth
• 10. Professional Development and Leadership

Early Learning and Development Standards

• 2. Social and Emotional Development

All Staff Annual Training

• 2. Social and Emotional Development
• 3. Child Guidance
• 6. Professional Development

Director Annual Training

• 4. Child Guidance
• 5. Professional Development

Early Learning Staff Professional Development Areas

• All Staff Annual Training
• Director Annual Training

Quality Standards for OST Programs

• 2: Relationships and Interactions
• 3: Youth-Centered Program Design
• 4: Leadership and Management

Early Childhood Education and Care Department

• 3. Family and community collaboration
• 5. Learning environment and curriculum implementation
• 7. Professionalism

B-3 Continuum

• 3. Family Engagement & Parent Leadership
• 5. Joint Professional Development

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

• 3. Guidance and behavior management
• 9. Communication and relations with staff
• 10. Cultural diversity
• 11. Learning environments
• 12. Age-appropriate activities and planning
• 13. Professionalism
• 14. Partnerships with parents
• 15. Inclusion of all children

OST Quality Guidelines

• 3. Human Relationships
• 4. Partnerships
• 6. Youth Development and Engagement

Competencies for Early Childhood Educators and Administrators

• 4. Guidance
• 6. Professional development and leadership
• 7. Program planning and development
• 8. Teaching practices

Program Quality Practices

• 3. Relationships
• 4. Child and Youth Engagement
• 5. Families and Communities
• 7. Leadership and Administration
• 8. Professional Development

Teachers of Early Childhood Education Subject Matter Standards

• 3. Relationships with families

Department of Early Education & Care Standards

• 4. Child and Classroom Management
• 10. Supervision or Staff Development in Early Childhood Education

Core Competencies for Early Childhood Practitioners

• 4. Family and community partnerships
• 5. Learning environments and curriculum
• 6. Interactions with children
• 7. Program planning, development and evaluation
• 8. Professionalism and leadership

Core Knowledge and Competencies

• 4. Learning Environment and Curriculum
• 6. Leadership and Professionalism

Child Care Training Regulations

• 4. Positive behavior management
• 6. Supervision of children
• 21. Providing developmentally appropriate activities and experiences for children

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

• 5. Guidance and discipline techniques
• 6. Linkages with community services
• 7. Communications and relations with families
• 9. Advocacy for early childhood programs
• 10. Professional issues

Child Care Core of Knowledge

• 6. Community

Childcare Program: Continuing Education

• 7. Behavior guidance
• 10. Working with families

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

• 7. Behavior management
• 8. Working with families
• 16. Guidance and discipline
• 22. Developing special interest centers/spaces and environments

Child Care VA Standards

• 10. Inclusion of All Children
• 13. Foundations of Child Development and Approaches to Learning

Child Care Facilities: Staff Development Topics

• a. Planning a safe, healthy learning environment
• c. Positive ways to support children's social and emotional development
• f. Maintaining a commitment to professionalism

Afterschool Program Quality Guidelines

• II. Learning Environment and Curriculum
• IV. Interactions with Families and Communities
• VI. Interactions with Children/Youth/Others
• VII. Program Planning and Development
• VIII. Professional Development and Leadership

Department of Education and Early Development (DEED)

• Biennial and Quadrennial Requirements: 3. Equity Training for Educators

Early Childhood Education: Professional Development Areas

• Annual Training (2) Guidance and discipline
• Annual Training (4) Teacher-child interaction
• Pre-Service 3. Positive guidance and discipline of children
• Pre-Service 6. Positive interaction with children

Early Childhood Education Professional Learning Standards

• C. Program administration, planning, development, or management

Child Care Training & Education

• Standard 1: Learning Environment/Developmentally Appropriate Practice

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

• ii. Positive guidance and discipline
• iv. Family involvement and communication with families
• v. Program planning and development
• vi. Creating a classroom environment

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
• h. Culturally and linguistically responsive pedagogy

Division of Early Care and Education: Staff Development

• k. Guiding children’s behavior

Early Childhood Professional Development Framework

• Standard I: Designs/Plans Instruction
• Standard II: Creates/Maintains Environments
• Standard V: Reflects/Evaluates Teaching/Learning
• Standard VII: Engages in Professional Development
• Standard VIII: Supports Families
• Standard X: Provides Leadership Within School/Community/Profession

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