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Educational and Fun Project-Based Learning

Utilize project-based learning (PBL) to engage youth in meaningful, fun, and academically rigorous experiences.

This course will take approximately 1.5 hours to complete.

This course satisfies these child care training requirements:

Standards for Quality Afterschool Programs

  • 1. Administration and Organization
  • 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)

  • 19. Age-appropriate lesson planning
  • 22. Developing special interest centers/spaces and environments

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

Child Care Training Regulations

  • 1. Child Development
  • 5. Curriculum development policies and responsibilities
  • 6. Supervision of children
  • 21. Providing developmentally appropriate activities and experiences for children

Guidelines for Afterschool, Summer, and Youth Development Programs

  • 3. Programming and Activities
  • 4. Youth Leadership and Engagement
  • 6. Cultural Competency, Responsiveness, and Inclusion
  • 7. Assessment, Planning, and Program Improvement
  • 8. Staff and Professional Development

ECE Competencies

  • 1. Child Development and Learning
  • 2. Culture, Diversity and Equity
  • 8. Learning Environments and Curriculum

Quality Standards for Expanded Learning

  • 1. Safe and Supportive Environment
  • 2. Active and Engaged Learning
  • 3. Skill Building
  • 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
  • 5. Teaching and learning
  • 7. Interactions and guidance

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

  • 1. Health, Safety
  • 4. Indoor and Outdoor Environments
  • 5. Program Activities

Teachers of Early Childhood Education Subject Matter Standards

  • 1. Child Development and Learning
  • 2. Developmentally appropriate learning experiences
  • 4. Assessment, evaluation, and individualization

Ignite Afterschool

  • 1. Intentional Program Design

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
  • 6. Staffing & Professional Development
  • 7. Organizational Practices

Core Competencies for Early Childhood Practitioners

  • 1. Child growth and development
  • 5. Learning environments and curriculum
  • 6. Interactions with children
  • 7. Program planning, development and evaluation

Afterschool Network Best Practices

  • 1. Prepared Staff
  • 2. Intentional Programming
  • 4. Promotion of Varied Youth Engagement
  • 7. Sustained Student Attendance and Access

All Staff Annual Training

  • 1. Child growth and development
  • 2. Social and Emotional Development

Director Annual Training

  • 1. Curriculum
  • 3. Special Needs
  • 4. Child Guidance

Afterschool Alliance Best Practices

  • 1. Prepared Staff
  • 2. Intentional Programming
  • 3. Alignment with School Day
  • 4. Promotion of Varied Youth Engagement

Early Learning Staff Professional Development Areas

  • All Staff Annual Training
  • Director Annual Training

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

  • 1. Child growth and development
  • 10. Cultural diversity
  • 11. Learning environments
  • 12. Age-appropriate activities and planning
  • 15. Inclusion of all children

Workforce Knowledge and Competencies

  • 1. Child Growth and Development (CGD) 
  • 2. Alignment with CDELS
  • 2. Learning Environment and Curriculum (LEC)

Standards for Quality Afterschool Programs

  • 2. Ongoing Training and Staff Development
  • 4. Positive Youth Development

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

  • 14. Nutrition and physical activities

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

OST Quality Guidelines

  • 3. Human Relationships
  • 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

  • 1. Environmental Safety
  • 2. Health, Nutrition and Physical Activity
  • 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
  • 9. Cultural competency and responsiveness

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
  • 5. Having a common language and shared expectations that are aligned with research and best practices for positive youth development and social emotional learning

Standards of Early Learning and Development

  • 1. Childhood Development

Afterschool Quality Standards

  • 2. Staff and Youth Relationships
  • 3. Youth Participation, Learning, and Engagement
  • 5. Programming and Alignment with Regular School Day Learning
  • 6. Administration and Organizational Development
  • 7. Staffing and Professional Development

Department of Early Learning and Care: Training

  • 1. Diversity
  • 5. Learning Environments and Curriculum
  • 7. Personal, Professional & Leadership Development

Early Learning and Development Standards

  • 1. Early Childhood Education and Child Development

After School Network

  • 3. Environment
  • 4. Activities and Programming
  • 6. Staffing/Professional Development
  • 7. Administration/Organization

Afterschool Program Quality Institute

  • 1. Environment
  • 3. Programming
  • 4. Youth Participation and Engagement

Early Childhood - Continuing Education

  • 6. Learning Activities

Afterschool Network Quality Standards

  • 1. Environment
  • 4. Programming

Early Childhood Professional Learning Categories

  • 1. Learning Communities
  • 3. Resources
  • 5. Learning Designs
  • 6. Implementation

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

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

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.
  • 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

  • 3. Child Day Care Program Development

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
  • 4. Literacy
  • 5. Cognitive Development
  • 6. Mathematics
  • 7. Science
  • 8. Social Studies
  • 9. Creative Arts

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
  • 2. Supportive Relationships & Environments
  • 3. Youth Voice, Leadership, and Engagement
  • 5. Community, School and Family Engagement
  • 7. Ongoing Staff Support and Volunteer Development

Early Learning eGuidelines Competencies

  • 1. Introduction to Inclusive Child Care
  • 2. Understanding Child Development in Relation to Disabilities
  • 4. Preparing for and Including Young Children in the Child Care Setting
  • 5. Community Services for Young Children with Disabilities (including Early Intervention services)
  • a. Introduction to Inclusive Child Care
  • d. Preparing for and Including Young Children in the Child Care Setting
  • e. Community Services for Young Children with Disabilities (including Early Intervention services)

Program Quality Practices

  • 1. Physical Environment, Curriculum, and Program Activities
  • 2. Assessment, Planning, and Improvement
  • 4. Child and Youth Engagement
  • 8. Professional Development

Child Growth and Development

  • 1. Programming and Curriculum
  • 2. Children with special needs
  • 4. Program Environment
  • 6. Social/emotional development
  • 7. Challenging behaviors

Child Growth and Development

  • 1. Programming and Curriculum
  • 2. Children with special needs
  • 4. Program Environment
  • 6. Social/emotional development
  • 7. Challenging behaviors

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

Quality Guidelines for Ohio's Afterschool Programs

  • Child Growth and 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

  • 1c. Pilina (Relationships) between program and ʻāina & place
  • 1d. Pilina (Relationships) between Program and Families
  • 1e. Pilina (Relationships) between Programs and Schools
  • 1f. Pilina (Relationships) between Program and Community
  • 2b. Staff Professional Development and Leadership
  • 3a. Program Administration for Staff
  • 3b. Policies and Procedures

Goals for Program Management and Delivery

  • 1. Safe, Healthy, and Orderly Environment
  • 2. Qualified and Diverse Staff
  • 3. Opportunities to Learn in Diverse Environments

Goals for Program Connections

  • 6. Consistent Participant Attendance

Goals for Program Participants

  • 7. Greater Personal Responsibility
  • 8. Improved Academics Achievement
  • 9. Greater Creativity and Well-Being

Child Care Facilities: Staff Development Topics

  • a. Planning a safe, healthy learning environment
  • b. Steps to advance children's physical and intellectual development
  • c. Positive ways to support children's social and emotional development
  • i. Learning activities that promote inclusion of children with special needs

North Carolina Center for Afterschool Programs (NCCAP)

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

Guiding Principles for Quality OST Programs

  • 2. Active & Engaged Learning
  • 3. Skill Building
  • 7. Inclusion & Access
  • 9. Quality Staff

Early Care and Education Knowledge Base

  • 4. Teaching and engagement
  • 5. Curriculum and learning environment

Core Knowledge and Competencies for Early Childhood Professionals

  • 2. Child and youth development

West Virginia Afterschool Program Quality Standards

  • 2. Diversity, Equity and Inclusion
  • 5. Indoor and Outdoor Environments
  • 8. Activities

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

  • 2. Child growth and development
  • 4. Planning learning activities

Early Childhood Educator Requirements: Birth to Second Grade

  • 2. Developmental curriculum planning/ environment and curriculum

Afterschool & Out-of-School Time Professional Network

  • 2. Healthy Behaviors: Nutrition and Physical Activity
  • 4. Indoor and Outdoor Environment
  • 5. Programming and Activities

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

  • i. Child growth and development
  • ii. Positive guidance and discipline
  • v. Program planning and development
  • vi. Creating a classroom environment

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
  • 5. Provide appropriate levels of structure as well as opportunities for autonomy and choice

Early Childhood: Child Care Center Training Topics

  • 7. Principles of child growth and development, including brain development

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

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

  • 2. Positive Connections
  • 4. Activities

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
  • Standard 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum

Afterschool Program Quality Guidelines

  • 2. Programming

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

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

Afterschool Alliance's Quality Standards

  • 2. Steps to advance children’s physical and intellectual development
  • 3. Positive ways to support children’s social and emotional development
  • 8. Principles of child growth and development

Child Care Centers Professional Growth and Development Training Requirements

  • 2. Steps to advance children’s physical and intellectual development
  • 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
  • 8. Principles of child growth and development

Childcare Program: Continuing Education

  • 3. Caring for children with exceptionalities
  • 6. Indoor and outdoor learning environments
  • 7. Behavior guidance

Core Competencies for Early Childhood Professionals

  • 3. Learning Environments
  • 5. Cognitive Learning
  • 7. Creative Learning
  • 9. Social Development
  • 10. Guidance

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

  • 3. Programming and Activities
  • 7. School Linkages

Early Childhood Education: Professional Development Areas

  • Annual Training (1) Child growth and development
  • Annual Training (3) Age-appropriate curriculum
  • In-Service 3. Understanding early childhood brain development.
  • Pre-Service 2. Age-appropriate activities for children
  • Pre-Service 4. Fostering children’s self-esteem
  • Pre-Service 6. Positive interaction with children

Quality Standards for OST Programs

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

Early Care & Education Professional Development Content Areas

  • 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
  • 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
  • 6. Professionalism as an Early Childhood Educator

Afterschool Network

  • 5. Curriculum and activities
  • 6. Learning environment
  • 7. Program planning and evaluation

Child Care Training & Education

  • Standard 1: Learning Environment/Developmentally Appropriate Practice

Department of Education: Standards for Professional Development

  • a. Child development and learning
  • 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
  • i. Play theory and creativity

Quality Standards for Nevada OST Programs

  • a. Youth Development & Social Emotional Learning
  • c. Program Management & Professional Development
  • d. Program Structure, Curriculum & Activities

Department of Education and Early Development (DEED)

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

Quality Standards for Out-of-School Time Programs

  • C. Intentional Programming and Activities

Division of Early Care and Education: Staff Development

  • i. Child growth and development
  • j. Caring for children with disabilities
  • 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 VII: Engages in Professional Development

Course Content

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Course Includes

  • 24 Lessons
  • 6 Topics
  • 2 Check-ins