Educational and Fun Project-Based Learning
Utilize project-based learning (PBL) to engage youth in meaningful, fun, and academically rigorous experiences.
Full Course Description
Transform your classroom with our Educational and Fun Project-Based Learning (PBL) online course. This 1.5-hour course is designed for educators, CBO staff, and youth workers to create engaging, youth-led learning experiences aligned with academic standards. You’ll learn to design PBL activities that foster critical thinking, problem-solving, and student-centered learning. The course guides you through planning, implementing, and assessing PBL projects that are both educational and fun. Enroll today to inspire your students with meaningful, hands-on learning that meets academic goals.
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
