Cyberbullying Awareness and Action: A Guide for Youth Professionals

Early Care & Education Professional Development Content Areas

• 1. Child Development and Learning in Context
• 7. Health and Safety

Program Content

• 2. Interpersonal Relations

Program Management

• 6. Safety and Health

Afterschool Program Standards

• Program Content
• Program Management

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

Network for Youth Success Quality Self-Assessment (QSA) Tool

• 1. Environment & Climate
• 3. Relationships
• 4. Staffing & Professional Development
• 5. Programming & Activities
• 7. Youth Participation & Engagement to Care

NYC DYCD Core Competencies for Youth Work Professionals

• 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
• 6. Ability to promote responsible and healthy decision-making among all participants.
• 7. Ability to develop leadership, team-building and self-advocacy skills among participants.

School Age Child Care

• 10. Adverse Childhood Experiences, Focused on Understanding Trauma and on Nurturing Resiliency

Out-of-School Time (NMOST) Guiding Principles

• 1. Environmental Safety
• 3. Relationships
• 6. Programming
• 8. Staffing and Professional Development

Early Childhood Education and Care Department

• 2. Health, safety, nutrition, and infection control

Afterschool Quality Standards

• 1. Environmental Safety, Nutrition, Physical Activity, and Healthy Lifestyle Initiatives
• 2. Staff and Youth Relationships
• 3. Youth Participation, Learning, and Engagement
• 7. Staffing and Professional Development

Standards of Early Learning and Development

• 2. Health, Safety and Universal Precautions
• 6. Positive Discipline and Guidance

Career Development

• 1. Ethics and professionalism in child care

Child Growth and Development

• 2. Interpersonal Relationships
• 4. Program Environment
• 5. Health and Safety
• 7. Challenging behaviors

Child Growth and Development

• 2. Interpersonal Relationships
• 4. Program Environment
• 5. Health and Safety
• 7. Challenging behaviors

Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics

• Career Development
• Child Growth and Development

Quality Guidelines for Ohio's Afterschool Programs

• Child Growth and Development

Afterschool Network Quality Standards

• 1. Foster positive relationships between program participants and staff

Early Childhood: Child Care Center Training Topics

• 6. Prevention, signs, and symptoms of child abuse and neglect, including child sexual abuse, and legal reporting requirements

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

• 1. Health and safety
• 7. Behavior management
• 16. Guidance and discipline
• 17. Computer technology
• 23. Other course areas relating to child care or child care management

Standards for Quality Afterschool Programs

• 2. Program Management and Staff
• 3. Communication and Interaction
• 5. Health, Safety and Nutrition
• 6. Program Environment

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

• 1. Health and safety
• 5. Guidance and discipline techniques
• 8. Detection of child abuse

MOST (Michigan Out-of-School Time) Standards of Quality

• 1. Health, Safety
• 2. Human Relationships

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

• 2. Health, safety, and nutrition
• 5. Teaching and learning
• 7. Interactions and guidance

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

• 2. Health, Safety and Nutrition

Early Childhood Professional Learning Categories

• 1. Learning Communities

Afterschool Network Quality Standards

• 2. Relationships
• 4. Programming
• 5. Health

Afterschool Alliance's Quality Standards

• 1. Planning a safe, healthy learning environment

Child Care Centers Professional Growth and Development Training Requirements

• 1. Planning a safe, healthy learning environment (includes nutrition)

Afterschool Network Best Practices

• 1. Prepared Staff
• 4. Promotion of Varied Youth Engagement
• 6. Promotion of Safety, Health and Wellness

Core Competencies for Early Childhood Practitioners

• 2. Health, safety and nutrition

Afterschool Alliance Best Practices

• 1. Prepared Staff
• 4. Promotion of Varied Youth Engagement
• 6. Promotion of Safety, Health and Wellness

All Staff Annual Training

• 2. Social and Emotional Development
• 3. Child Guidance
• 4. Health and Safety, Nutrition

Director Annual Training

• 4. Child Guidance

Early Learning Staff Professional Development Areas

• All Staff Annual Training
• Director Annual Training

Quality Afterschool Guidelines

• 1. Quality Environments
• 2. Supporting Children and Youth
• 4. Safe Environments
• 6. Quality Staff

Hawaii OST Quality Guidelines

• 1b. Pilina (Relationships) between Youth and their Peers
• 3c. Health, Safety, and Emergencies

Guidelines for Afterschool, Summer, and Youth Development Programs

• 1. Relationships
• 2. Health, Safety, and Environment
• 3. Programming and Activities
• 4. Youth Leadership and Engagement
• 7. Assessment, Planning, and Program Improvement
• 8. Staff and Professional Development

Child Care Training Regulations

• 4. Positive behavior management
• 6. Supervision of children

After School Network

• 1. Relationships — Interactions and Engagement
• 3. Environment
• 5. Safety
• 6. Staffing/Professional Development

Guiding Principles for Quality OST Programs

• 1. Safe & Supportive Environment
• 3. Skill Building
• 4. Positive & Empowering Relationships
• 6. Healthy Choices & Behaviors

Standards for Quality Afterschool Programs

• 1. Safe and Appropriate Program Environments and Facilities
• 2. Ongoing Training and Staff Development

Workforce Knowledge and Competencies

• 2. Alignment with CDELS
• 2. Learning Environment and Curriculum (LEC)
• 6. Health, Safety and Nutrition (HSN) 

Quality Standards for Expanded Learning

• 1. Safe and Supportive Environment
• 3. Skill Building
• 5. Healthy Choices and Behaviors
• 10. Continuous Quality Improvement

ECE Competencies

• 3. Relationships, Interactions, and Guidance
• 9. Health, Safety, and Nutrition

Core Competencies for Early Childhood Professionals

• 1. Safe Environments
• 2. Healthy Environments
• 9. Social Development

Goals for Program Management and Delivery

• 1. Safe, Healthy, and Orderly Environment
• 2. Qualified and Diverse Staff

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

North Carolina Center for Afterschool Programs (NCCAP)

• Goals for Program Connections
• Goals for Program Management and Delivery
• Goals for Program Participants

Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality

• 1. Safety, Health and Nutrition
• 3. Programming and Activities
• 6. Relationships and Interactions

Early Childhood Education: Professional Development Areas

• Pre-Service 3. Positive guidance and discipline of children
• Pre-Service 4. Fostering children’s self-esteem

Quality Standards for OST Programs

• 1: Health and Safety

Early Childhood - Continuing Education

• 2. Child Guidance
• 3. Child Abuse Prevention

Afterschool Program Quality Institute

• 2. Relationships and Connections
• 3. Programming
• 4. Youth Participation and Engagement

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

• 2. Detecting and reporting child abuse and neglect
• 3. Guidance and behavior management
• 6. Program health and safety
• 11. Learning environments

School's Out Washington Quality Improvement Standards

• 2. Having positive, meaningful relationships with program staff and youth
• 6. Identifying their own strengths and recognizing areas for growth
• 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

• 5. Safety and wellness
• 8. Professional development and leadership
• 10. Youth empowerment
• 11. Other training as appropriate

Childcare Program: Continuing Education

• 2. Health and safety or fire safety
• 7. Behavior guidance
• 12. Child abuse and neglect

Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool

• 2. Positive Connections
• 3. Safety and Health

Afterschool Program Quality Guidelines

• 2. Programming
• 3. Relationships
• 5. Professional Development

Virginia Partnership for Out-of-School Time Quality Standards

• 2. Staffing, Volunteers & Professional Development
• 7. Health, Nutrition & Physical Fitness
• 8. Environment (Indoor & Outdoor Spaces)

Child Care VA Standards

• 6. Safe Spaces

Building Blocks for Out-of-School Time Quality

• 2. Supportive Relationships & Environments
• 3. Youth Voice, Leadership, and Engagement
• 7. Ongoing Staff Support and Volunteer Development
• 8. Youth Safety and Wellness

Ignite Afterschool

• 2. Supportive Relationships and Environments
• 6. Organizational Management, Staff Support and Youth Safety

Teachers of Early Childhood Education Subject Matter Standards

• 7. Health, safety, and nutrition

Core Knowledge and Competencies for Early Childhood Professionals

• 3. Child safety, abuse, and neglect

West Virginia Afterschool Program Quality Standards

• 4. Health, Safety and Nutrition
• 5. Indoor and Outdoor Environments
• 6. Intentional Relationships
• 8. Activities

Academic Standards: Essential Skills

• 3. Civic/Interpersonal Skills

OST Quality Guidelines

• 3. Human Relationships
• 5. Staff Qualifications and Training
• 6. Youth Development and Engagement

Competencies for Early Childhood Educators and Administrators

• 5. Health, safety and nutrition

Child Care Core of Knowledge

• 3. Health, Safety, and Nutrition

Out-of-School Time Program Quality Standards

• Administrative Quality Standards
• Program Quality Standards

Program Quality Standards

• I. Youth Program Climate

Administrative Quality Standards

• III. Health, Safety and Program Space
• IV. Youth Program Staffing and Professional Development

Afterschool & Out-of-School Time Professional Network

• 3. Human Relationships
• 5. Programming and Activities
• 6. Safety and Environmental Health

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

• ii. Positive guidance and discipline

Department of Early Learning and Care: Training

• 4. Health Safety and Nutrition
• 10. Understanding and Guiding Behavior

Early Childhood Educator Requirements: Birth to Second Grade

• 4. Positive behavior management/social-emotional development

Statewide Afterschool Quality Standards

• 4. Professional Development and Qualifications
• 6. Youth Development, Programming, and Activities

Program Quality Practices

• 5. Families and Communities
• 8. Professional Development

Afterschool Network

• 6. Learning environment

Child Care Training & Education

• Standard 3: Staff Qualifications and Professional Development
• Standard 7: Health, Safety, Nutrition, and Physical Activity

National Afterschool Association Competencies

• 8. Safety and Wellness

Quality Standards for Out-of-School Time Programs

• A. Safe and Healthy Environments
• C. Intentional Programming and Activities

Early Childhood Education Professional Learning Standards

• B. Health and Safety Issues

Quality Standards for Nevada OST Programs

• a. Youth Development & Social Emotional Learning
• b. Health, Safety and Security of the Physical Environment
• c. Program Management & Professional Development
• d. Program Structure, Curriculum & Activities

Division of Early Care and Education: Staff Development

• k. Guiding children’s behavior
• o. Identification and reporting of suspected child abuse or neglect
• s. Any other topic that promotes child development or protects children’s health or safety

Early Childhood Professional Development Framework

• Standard IX: Demonstrates Implementation of Technology