Understand and integrate culturally responsive practices into youth programs, minimize bias, build trust, and apply culture as a teaching tool—even in virtual spaces.
Full Course Description
Enhance your educational impact with our Culturally Responsive Practice In Person and Online Online Course. This 2-hour course is designed for educators, youth workers, and coaches committed to creating inclusive, culturally responsive environments. Learn strategies to integrate cultural relevance into both in-person and online youth programs. The course covers the importance of culturally responsive teaching, practical techniques for inclusive practices, and strategies to connect lessons to cultural references. By the end, you’ll be equipped to create supportive, engaging environments that honor diverse identities. Enroll today to strengthen your ability to foster meaningful, inclusive youth programs.
Course Outcomes
By the end of this course, you will be able to:
Describe what culturally responsive teaching is and why it’s important.
Reflect on your own lens and demonstrate ways to create inclusive environments for all.
Implement strategies for culturally responsive practice in both online and offline activities.
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 2 hours to complete.
This course satisfies these child care training requirements:
Early Childhood Education and Care Department
1. Child growth, development, and learning
3. Family and community collaboration
4. Developmentally appropriate content
5. Learning environment and curriculum implementation
7. Professionalism
Out-of-School Time (NMOST) Guiding Principles
3. Relationships
4. Family and Community Partnerships
5. Cultural Relevance
6. Programming
7. Administration and Organizational Development
8. Staffing and Professional Development
Department of Early Learning and Care: Training
1. Diversity
2. Family and Community Systems
5. Learning Environments and Curriculum
7. Personal, Professional & Leadership Development
8. Program Management
OST Quality Guidelines
1. Diverstiy, Equity, and Inclusion
3. Human Relationships
5. Staff Qualifications and Training
6. Youth Development and Engagement
Academic Standards: Essential Skills
3. Civic/Interpersonal Skills
Competencies for Early Childhood Educators and Administrators
4. Guidance
6. Professional development and leadership
7. Program planning and development
8. Teaching practices
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
3. Relationships
4. Staffing & Professional Development
5. Programming & Activities
6. Establishes Strong Links to the School Day
7. Youth Participation & Engagement to Care
8. Parent, Family, & Community Partnerships
9. Program Sustainability & Growth
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.
5. Ability to effectively implement curricula and program activities.
School Age Child Care
1. Principles of Childhood Development
3. Child Day Care Program Development
Career Development
1. Ethics and professionalism in child care
6. Strategic leadership and planning
Child Growth and Development
1. Programming and Curriculum
4. Program Environment
6. Social/emotional development
7. Challenging behaviors
10. Family/Community Relations
Family/Community Relations
1. Working with parents and families
Child Growth and Development
1. Programming and Curriculum
4. Program Environment
6. Social/emotional development
7. Challenging behaviors
10. Family/Community Relations
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
Afterschool Network Quality Standards
1. Foster positive relationships between program participants and staff
2. Offer a blend of academic and developmental skill-building activities
4. Promote high levels of student engagement
5. Provide appropriate levels of structure as well as opportunities for autonomy and choice
After School Program Quality Standards and Indicators
1. Health, Safety and the Environment
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
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
5. Community, School and Family Engagement
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
a. Introduction to Inclusive Child Care
d. Preparing for and Including Young Children in the Child Care Setting
Core Knowledge and Competencies for Early Childhood Professionals
1. Management
West Virginia Afterschool Program Quality Standards
2. Diversity, Equity and Inclusion
5. Indoor and Outdoor Environments
6. Intentional Relationships
7. Leadership and Professionalism
8. Activities
Program Quality Practices
1. Physical Environment, Curriculum, and Program Activities
2. Assessment, Planning, and Improvement
3. Relationships
4. Child and Youth Engagement
5. Families and Communities
7. Leadership and Administration
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
4. Strategies to establish productive relationships with families
5. Strategies to manage an effective program operation
6. Maintaining a commitment to professionalism
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)
5. Strategies to manage an effective program operation (includes business practices)
6. Maintaining a commitment to professionalism
Afterschool Alliance Best Practices
1. Prepared Staff
2. Intentional Programming
4. Promotion of Varied Youth Engagement
7. Sustained Student Attendance and Access
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
Afterschool & Youth Development Standards
1. Programming & Youth Development
3. Environment & Climate
4. Relationships
6. Staffing & Professional Development
7. Organizational Practices
Early Care and Education Professional Competency Goals for Directors
f. Advocacy for the Center, Parents, children and Staff
Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
1. Proper supervision of children
Workforce Knowledge and Competencies
2. Learning Environment and Curriculum (LEC)
4. Positive Interactions (PI)
8. Professionalism and Leadership (PL)
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development
4. Positive Youth Development
Guidelines for Afterschool, Summer, and Youth Development Programs
1. Relationships
3. Programming and Activities
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
3. Environment
4. Activities and Programming
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
10. Continuous Quality Improvement
ECE Competencies
2. Culture, Diversity and Equity
3. Relationships, Interactions, and Guidance
4. Family and Community Engagement
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
11. Family Relationships
12. Program Management
13. Professionalism
Early Childhood - Continuing Education
2. Child Guidance
6. Learning Activities
Afterschool Program Quality Institute
2. Relationships and Connections
3. Programming
4. Youth Participation and Engagement
Early Childhood Educator Requirements: Birth to Second Grade
2. Developmental curriculum planning/ environment and curriculum
Early Care & Education Professional Development Content Areas
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
Program Content
2. Interpersonal Relations
Afterschool Program Standards
Program Content
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
3. Family and community collaboration
5. Teaching and learning
Standards for Quality Afterschool Programs
2. Knowledgeable and Qualified Program Staff
3. Positive Communication and Interaction
4. Intentional Programming
6. Purposeful Family & Community Engagement
National Afterschool Association Competencies
2. Learning Environment and Curriculum
6. Cultural Competency and Responsiveness
Department of Early Education & Care Standards
2. Planning Programs and Environments for Young Children
4. Child and Classroom Management
10. Supervision or Staff Development in Early Childhood Education
a. Diverse Learners
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
4. Family Involvement
Goals for Program Management and Delivery
2. Qualified and Diverse Staff
3. Opportunities to Learn in Diverse Environments
Goals for Program Connections
4. Positive Participant and Staff Interactions
Goals for Program Participants
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 Connections
Goals for Program Management and Delivery
Goals for Program Participants
Afterschool Quality Standards
2. Staff and Youth Relationships
3. Youth Participation, Learning, and Engagement
5. Programming and Alignment with Regular School Day Learning
7. Staffing and Professional Development
Quality Standards for OST Programs
2: Relationships and Interactions
3: Youth-Centered Program Design
4: Leadership and Management
Hawaii OST Quality Guidelines
2a. Youth Learning and Development
2b. Staff Professional Development and Leadership
Childcare Program: Continuing Education
3. Caring for children with exceptionalities
7. Behavior guidance
10. Working with families
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
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
iv. Family involvement and communication with families
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 (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
Core Knowledge Areas, DC Division of Early Learning Training Categories
4. Curriculum
5. Inclusive Practices
6. Learning Environments
7. Building Family and Community Relationships
8. Diversity: Family, Language, Culture and Society
Statewide Afterschool Quality Standards
4. Professional Development and Qualifications
5. Family and Community Partnerships
6. Youth Development, Programming, and Activities
B-3 Continuum
5. Joint Professional Development
Quality Standards for Out-of-School Time Programs
A. Safe and Healthy Environments
C. Intentional Programming and Activities
D. Equity and Inclusion
E. Family, School and Community Engagement
F. Program Management
Early Childhood Education Professional Learning Standards
C. Program administration, planning, development, or management
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
Quality Standards for Nevada OST Programs
c. Program Management & Professional Development
Department of Education: Standards for Professional Development
f. Strategies for working with children with disabilities
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
