
Culturally Responsive Practice in Person and Online
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.
This course will take approximately 2 hours to complete.
This course satisfies these child care training requirements:
School's Out Washington Quality Improvement Standards
- 1. Being welcomed into safe spaces that center their own cultures and communities
- 2. Having positive, meaningful relationships with program staff and youth
- 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
- 5. Having a common language and shared expectations that are aligned with research and best practices for positive youth development and social emotional learning
- 7. Building awareness of structural inequities, including the impact systemic barriers have on young people
- 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
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
- 9. Cultural competency and responsiveness
National Afterschool Association Competencies
- 1. Child and Youth Growth and Development
- 2. Learning Environment and Curriculum
- 6. Cultural Competency and Responsiveness
Core Knowledge and Competencies
- 1. Child and Youth Growth and Development
- 4. Learning Environment and Curriculum
Afterschool Standards
- 1. Human Relationships
- 3. Programming and Activities
Child Care Core of Knowledge
- 1. Child 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
Early Care and Education Knowledge Base
- 1. Child Development
- 2. Family and community partnerships
- 4. Teaching and engagement
- 5. Curriculum and learning environment
- 6. Professionalism
Guiding Principles for Quality OST Programs
- 1. Safe & Supportive Environment
- 3. Skill Building
- 4. Positive & Empowering Relationships
- 9. Quality Staff
- 11. Collaborative Relationships
Childcare Program: Continuing Education
- 1. Child development
- 3. Caring for children with exceptionalities
- 7. Behavior guidance
- 10. Working with families
ECE Competencies
- 1. Child Development and Learning
- 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
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
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
MOST (Michigan Out-of-School Time) Standards of Quality
- 2. Human Relationships
- 5. Program Activities
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
Program Content
- 2. Interpersonal Relations
Afterschool Program Standards
- Program Content
Early Care and Education Professional Competency Goals for Staff
- 1. Child development, including discipline, guidance, nutrition, injury control and safety
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
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
Afterschool Network
- 1. Guidance toward healthy relationships
- 6. Learning environment
- 7. Program planning and evaluation
- 8. Cross-cultural competence
Child Care Training & Education
- Standard 1: Learning Environment/Developmentally Appropriate Practice
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
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
Ignite Afterschool
- 1. Intentional Program Design
- 2. Supportive Relationships and Environments
Teachers of Early Childhood Education Subject Matter Standards
- 3. Relationships with families
- 5. Historical and contemporary development of early childhood education
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 Network Best Practices
- 1. Prepared Staff
- 2. Intentional Programming
- 4. Promotion of Varied Youth Engagement
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
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
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. Alignment with CDELS
- 2. Learning Environment and Curriculum (LEC)
- 3. Positive Interactions (PI)
- 7. Professionalism and Leadership (PL)
Standards for Quality Afterschool Programs
- 2. Ongoing Training and Staff Development
- 4. Positive Youth Development
Quality Afterschool Guidelines
- 1. Quality Environments
- 2. Supporting Children and Youth
- 4. Safe Environments
- 5. Commitment to Quality
- 6. Quality Staff
Hawaii OST Quality Guidelines
- 2a. Youth Learning and Development
- 2b. Staff Professional Development and Leadership
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
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
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
Standards for Quality Afterschool Programs
- 2. Program Management and Staff
- 3. Communication and Interaction
- 4. Program Structure and Activities
- 6. Program Environment
Department of Children and Families (Annual In-Service Training)
- 7. Behavior management
- 16. Guidance and discipline
- 22. Developing special interest centers/spaces and environments
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
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
The National Association for the Education of Young Children (NAEYC) Training
- 4. Planning learning activities
- 6. Linkages with community services
- 7. Communications and relations with families
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
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
- k. Guiding children’s behavior
- r. Business operations
Early Childhood Professional Development Framework
- Standard I: Designs/Plans Instruction
- Standard II: Creates/Maintains Environments
- Standard V: Reflects/Evaluates Teaching/Learning
- Standard VI: Collaborates with Colleagues/Families/Others
- Standard VII: Engages in Professional Development
- Standard VIII: Supports Families
- Standard X: Provides Leadership Within School/Community/Profession
Course Content
Module 1: Course Overview

Course Includes
- 20 Lessons
- 10 Topics
- Course Certificate