Build your confidence and skills to lead high-quality, hands-on STEM learning experiences that empower youth and spark curiosity through experiential learning and inclusive teaching practices.
Full Course Description
This 90-minute course is designed for line staff in youth programs who want to lead engaging, high-quality STEM activities with confidence. Build your skills to spark curiosity, support exploration, and empower young people through hands-on, inclusive teaching practices. Learn how to guide experiential learning that centers youth voice and fosters problem-solving, creativity, and collaboration. Enroll now to bring STEM to life in your program and help every young person see themselves as a scientist, maker, or innovator!
Course Outcomes
By the end of this course, you will be able to:
Describe the core principles of STEM education and explain why representation and equity matter in STEM learning.
Apply the experiential learning cycle to design and facilitate hands-on STEM activities that engage youth in critical thinking and problem-solving.
Apply the experiential learning cycle to design and facilitate hands-on STEM activities that engage youth in critical thinking and problem-solving.
Adapt STEM Activity Plans to meet the diverse needs, interests, and abilities of your group while promoting inclusive and active learning environments
Adapt STEM Activity Plans to meet the diverse needs, interests, and abilities of your group while promoting inclusive and active learning environments.
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:
National Afterschool Association Competencies
1. Child and Youth Growth and Development
2. Learning Environment and Curriculum
5. Youth Engagement
9. Program Planning and Development
Early Childhood - Continuing Education
1. Child Development
2. Child Guidance
6. Learning Activities
Afterschool Program Quality Institute
1. Environment
3. Programming
4. Youth Participation and Engagement
Childcare Program: Continuing Education
1. Child development
ECE Competencies
1. Child Development and Learning
8. Learning Environments and Curriculum
Quality Standards for Expanded Learning
2. Active and Engaged Learning
3. Skill Building
10. Continuous Quality Improvement
11. Program Management
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
1. Child development and learning
5. Teaching and learning
MOST (Michigan Out-of-School Time) Standards of Quality
5. Program Activities
7. Single-Purpose Programs
Teachers of Early Childhood Education Subject Matter Standards
Early Care & Education Professional Development Content Areas
1. Child Development and Learning in Context
5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
Program Content
3. Curriculum and Activities
Afterschool Program Standards
Program Content
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
7. Program planning and development
OST Quality Guidelines
6. Youth Development and Engagement
Early Childhood Education and Care Department
1. Child growth, development, and learning
4. Developmentally appropriate content
5. Learning environment and curriculum implementation
Out-of-School Time (NMOST) Guiding Principles
6. Programming
8. Staffing and Professional Development
Department of Children, Youth & Families: Child Care Provider Training Requirements
1. Child/adolescent growth and development
2. Learning environment and curriculum
7. Program planning and development
8. Professional development and leadership
11. Other training as appropriate
School's Out Washington Quality Improvement Standards
3. Participating in activities that encourage self-expression and inspire them to discover their passions
4. Engaging in learning opportunities that build academic, life, and career skills
6. Identifying their own strengths and recognizing areas for growth
8. Implementing strategies and practices that are culturally responsive and attuned to the diverse identities and cultures of the young people, families, and communities served
Standards of Early Learning and Development
1. Childhood Development
4. The Child Care Professional and the Family
Afterschool Quality Standards
3. Youth Participation, Learning, and Engagement
5. Programming and Alignment with Regular School Day Learning
7. Staffing and Professional Development
Early Learning and Development Standards
1. Early Childhood Education and Child Development
After School Network
4. Activities and Programming
6. Staffing/Professional Development
Statewide Afterschool Quality Standards
1. Indoor and Outdoor Environments
4. Professional Development and Qualifications
6. Youth Development, Programming, and Activities
B-3 Continuum
5. Joint Professional Development
6. Aligned Curriculum and Instruction
Building Blocks for Out-of-School Time Quality
1. Intentional Program Design
Early Learning eGuidelines Competencies
1. Introduction to Inclusive Child Care
Early Childhood Professional Learning Categories
1. Learning Communities
5. Learning Designs
Afterschool Network Quality Standards
4. Programming
Program Quality Practices
1. Physical Environment, Curriculum, and Program Activities
4. Child and Youth Engagement
8. Professional Development
Afterschool Alliance's Quality Standards
1. Planning a safe, healthy learning environment
2. Steps to advance children’s physical and intellectual development
8. Principles of child growth and development
Child Care Centers Professional Growth and Development Training Requirements
1. Planning a safe, healthy learning environment (includes nutrition)
2. Steps to advance children’s physical and intellectual development
8. Principles of child growth and development
Afterschool Network Best Practices
1. Prepared Staff
2. Intentional Programming
4. Promotion of Varied Youth Engagement
Core Competencies for Early Childhood Practitioners
5. Learning environments and curriculum
7. Program planning, development and evaluation
Afterschool Alliance Best Practices
1. Prepared Staff
2. Intentional Programming
4. Promotion of Varied Youth Engagement
Director Annual Training
5. Professional Development
All Staff Annual Training
6. Professional Development
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
Afterschool & Youth Development Standards
1. Programming & Youth Development
Early Care and Education Professional Competency Goals for Directors
d. Developmentally appropriate practices
Child Growth and Development
1. Programming and Curriculum
4. Brain development
8. Cognitive development
Child Growth and Development
1. Programming and Curriculum
4. Brain development
8. Cognitive development
Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics
Child Growth and Development
Quality Guidelines for Ohio's Afterschool Programs
Child Growth and Development
Hawaii OST Quality Guidelines
1c. Pilina (Relationships) between program and ʻāina & place
2a. Youth Learning and Development
Guiding Principles for Quality OST Programs
2. Active & Engaged Learning
3. Skill Building
Early Care and Education Knowledge Base
4. Teaching and engagement
5. Curriculum and learning environment
Workforce Knowledge and Competencies
2. Alignment with CDELS
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development
4. Positive Youth Development
Afterschool Network
2. Child and adolescent development
5. Curriculum and activities
6. Learning environment
7. Program planning and evaluation
Child Care Training & Education
Standard 1: Learning Environment/Developmentally Appropriate Practice
Standard 3: Staff Qualifications and Professional Development
Core Knowledge and Competencies for Early Childhood Professionals
2. Child and youth development
West Virginia Afterschool Program Quality Standards
5. Indoor and Outdoor Environments
8. Activities
Child Care Core of Knowledge
2. Curriculum
Out-of-School Time Program Quality Standards
Administrative Quality Standards
Program Quality Standards
Administrative Quality Standards
I. Youth Program Design and Accountability
IV. Youth Program Staffing and Professional Development
Program Quality Standards
II. Youth Development
Early Childhood Educator Requirements: Birth to Second Grade
2. Developmental curriculum planning/ environment and curriculum
Afterschool Standards
2. Indoor and Outdoor Environments
3. Programming and Activities
Core Knowledge and Competencies
4. Learning Environment and Curriculum
Afterschool Network Quality Standards
2. Offer a blend of academic and developmental skill-building activities
4. Promote high levels of student engagement
Department of Early Education & Care Standards
2. Planning Programs and Environments for Young Children
Afterschool Program Quality Guidelines
2. Programming
5. Professional Development
Virginia Partnership for Out-of-School Time Quality Standards
2. Staffing, Volunteers & Professional Development
5. Active & Engaged Learning
8. Environment (Indoor & Outdoor Spaces)
Child Care VA Standards
13. Foundations of Child Development and Approaches to Learning
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.
5. Ability to effectively implement curricula and program activities.
Network for Youth Success Quality Self-Assessment (QSA) Tool
4. Staffing & Professional Development
5. Programming & Activities
Core Competencies for Early Childhood Professionals
3. Learning Environments
5. Cognitive Learning
7. Creative Learning
Guidelines for Afterschool, Summer, and Youth Development Programs
3. Programming and Activities
7. Assessment, Planning, and Program Improvement
8. Staff and Professional Development
Child Care Training Regulations
5. Curriculum development policies and responsibilities
21. Providing developmentally appropriate activities and experiences for children
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
3. Programming and Activities
Early Childhood Education: Professional Development Areas
Annual Training (3) Age-appropriate curriculum
Pre-Service 2. Age-appropriate activities for children
After School Program Quality Standards and Indicators
3. Programming and Activities
Early Learning and Development Standards
5. Cognitive Development
Quality Standards for OST Programs
3: Youth-Centered Program Design
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
4. Activities
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Core Knowledge Areas, DC Division of Early Learning Training Categories
4. Curriculum
6. Learning Environments
The National Association for the Education of Young Children (NAEYC) Training
4. Planning learning activities
Standards for Quality Afterschool Programs
4. Program Structure and Activities
6. Program Environment
Department of Children and Families (Annual In-Service Training)
9. Design and use of child-oriented space
19. Age-appropriate lesson planning
22. Developing special interest centers/spaces and environments
23. Other course areas relating to child care or child care management
Department of Early Learning and Care: Training
5. Learning Environments and Curriculum
Afterschool & Out-of-School Time Professional Network
5. Programming and Activities
Department of Children & Families: Staff Training Requirements for Childcare Centers
v. Program planning and development
vi. Creating a classroom environment
viii. Physical education or recreational activities for children
Goals for Program Participants
8. Improved Academics Achievement
9. Greater Creativity and Well-Being
Child Care Facilities: Staff Development Topics
b. Steps to advance children's physical and intellectual development
North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Participants
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
11. Learning environments
12. Age-appropriate activities and planning
Department of Education: Standards for Professional Development
a. Child development and learning
i. Play theory and creativity
Quality Standards for Nevada OST Programs
d. Program Structure, Curriculum & Activities
Early Childhood Education Professional Learning Standards
A. Child Growth and Development
C. Program administration, planning, development, or management
Quality Standards for Out-of-School Time Programs
C. Intentional Programming and Activities
F. Program Management
Division of Early Care and Education: Staff Development
i. Child growth and development
m. Physical activity
s. Any other topic that promotes child development or protects children’s health or safety
Early Childhood Professional Development Framework
