Advancing Equity and Inclusion , Getting Started , Meeting the Moment , Youth Development ,

Equitable and Inclusive Approaches to Social-Emotional Learning

Recognize and avoid common pitfalls when applying SEL strategies through an equity-focused lens.

Full Course Description

Enhance your social-emotional learning (SEL) practices with our Equitable and Inclusive Approaches to SEL Online Course. This 1-hour course equips leaders, counselors, and educators with strategies to implement SEL effectively while addressing equity. Explore potential pitfalls, learn culturally responsive practices, and integrate equity into SEL using five key strategies. By the end, you’ll deliver inclusive SEL programs that support every student. Enroll today to align SEL with equity and create transformative educational experiences.

This course will take approximately 1 hour 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
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
6. Identifying their own strengths and recognizing areas for growth
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

1. Child/adolescent growth and development
2. Learning environment and curriculum
5. Safety and wellness
6. Interactions with children/youth
8. Professional development and leadership
9. Cultural competency and responsiveness

Early Care and Education Knowledge Base

1. Child Development
4. Teaching and engagement
5. Curriculum and learning environment
6. Professionalism

Guiding Principles for Quality OST Programs

1. Safe & Supportive Environment
4. Positive & Empowering Relationships
5. Youth Voice & Leadership
6. Healthy Choices & Behaviors
9. Quality Staff
11. Collaborative Relationships

Childcare Program: Continuing Education

1. Child development
3. Caring for children with exceptionalities
7. Behavior guidance
12. Child abuse and neglect

Child Care Training Regulations

1. Child Development
4. Positive behavior management
5. Curriculum development policies and responsibilities
6. Supervision of children
21. Providing developmentally appropriate activities and experiences for children
22. Inclusion of children with special needs

Guidelines for Afterschool, Summer, and Youth Development Programs

1. Relationships
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
3. Relationships, Interactions, and Guidance
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
5. Teaching and learning
7. Interactions and guidance

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

1. Health, Safety
2. Human Relationships
5. Program Activities

Teachers of Early Childhood Education Subject Matter Standards

1. Child Development and Learning
5. Historical and contemporary development of early childhood education

Ignite Afterschool

1. Intentional Program Design
2. Supportive Relationships and Environments
3. Youth Voice and Leadership

Early Care & Education Professional Development Content Areas

1. Child Development and Learning in Context
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
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
4. Business related topics, including parental communication, recordkeeping, etc.

Afterschool & Youth Development Standards

1. Programming & Youth Development
3. Environment & Climate
4. Relationships
5. Health & Well Being
6. Staffing & Professional Development
7. Organizational Practices

Early Care and Education Professional Competency Goals for Directors

b. Business management
c. Communication
f. Advocacy for the Center, Parents, children and Staff

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
8. Professionalism and leadership

Afterschool Network Best Practices

1. Prepared Staff
2. Intentional Programming
4. Promotion of Varied Youth Engagement

All Staff Annual Training

1. Child growth and development
2. Social and Emotional Development
3. Child Guidance
6. Professional Development

Director Annual Training

1. Curriculum
4. Child Guidance
5. Professional Development

Afterschool Alliance Best Practices

1. Prepared Staff
2. Intentional Programming
3. Alignment with School Day
4. Promotion of Varied Youth Engagement
6. Promotion of Safety, Health and Wellness
7. Sustained Student Attendance and Access

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
3. Guidance and behavior management
10. Cultural diversity
11. Learning environments
12. Age-appropriate activities and planning
13. Professionalism
15. Inclusion of all children

Early Childhood Education and Care Department

1. Child growth, development, and learning
4. Developmentally appropriate content
5. Learning environment and curriculum implementation
6. Assessment of children and programs
7. Professionalism

Out-of-School Time (NMOST) Guiding Principles

1. Environmental Safety
3. Relationships
7. Administration and Organizational Development
8. Staffing and Professional Development

Department of Early Learning and Care: Training

1. Diversity
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

Competencies for Early Childhood Educators and Administrators

2. Child observation and assessment
6. Professional development and leadership
8. Teaching practices

Academic Standards: Essential Skills

2. Personal Skills
3. Civic/Interpersonal Skills

Early Learning and Development Standards

1. Early Childhood Education and Child Development

After School Network

1. Relationships — Interactions and Engagement
3. Environment
4. Activities and Programming
6. Staffing/Professional Development

Afterschool Network Quality Standards

1. Environment
2. Relationships
4. Programming

Early Childhood Professional Learning Categories

1. Learning Communities
2. Leadership
5. Learning Designs
6. Implementation

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

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.

School Age Child Care

1. Principles of Childhood Development
3. Child Day Care Program Development
10. Adverse Childhood Experiences, Focused on Understanding Trauma and on Nurturing Resiliency

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

Early Childhood: Child Care Center Training Topics

7. Principles of child growth and development, including brain development
8. Prevention of shaken baby syndrome and abusive head trauma, and coping with crying babies

Afterschool Network

1. Guidance toward healthy relationships
5. Curriculum and activities
6. Learning environment
7. Program planning and evaluation

Child Care Training & Education

Standard 1: Learning Environment/Developmentally Appropriate Practice

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
5. Cognitive 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
8. Youth Safety and Wellness

Early Learning eGuidelines Competencies

1. Introduction to Inclusive Child Care
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
3. Relationships
4. Child and Youth Engagement
6. Safety, Health, and Wellness
8. Professional Development

Afterschool Alliance's Quality Standards

1. Planning a safe, healthy learning environment
2. Steps to advance children’s physical and intellectual development
3. Positive ways to support children’s social and emotional development

Child Care Centers Professional Growth and Development Training Requirements

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

Child Growth and Development

1. Programming and Curriculum
2. Interpersonal Relationships
4. Program Environment
6. Social/emotional development
7. Challenging behaviors

Family/Community Relations

3. Transitioning
4. Cultural diversity/awareness

Career Development

4. Using child care tools
6. Strategic leadership and planning

Child Growth and Development

1. Programming and Curriculum
2. Interpersonal Relationships
4. Program Environment
6. Social/emotional development
7. Challenging behaviors

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

Quality Afterschool Guidelines

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

Hawaii OST Quality Guidelines

2a. Youth Learning and Development
2b. Staff Professional Development and Leadership

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

Standards for Quality Afterschool Programs

1. Safe and Appropriate Program Environments and Facilities
2. Ongoing Training and Staff Development
4. Positive Youth Development

Workforce Knowledge and Competencies

2. Alignment with CDELS
2. Learning Environment and Curriculum (LEC)
3. Positive Interactions (PI)
7. Professionalism and Leadership (PL)

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

2. Behavioral guidance practices

Core Competencies for Early Childhood Professionals

1. Safe Environments
2. Healthy Environments
3. Learning Environments
8. Self-Esteem
9. Social Development
10. Guidance
13. Professionalism

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

4. Positive Participant and Staff Interactions

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

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
6. Intentional Relationships
8. Activities

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

2. Child growth and development
5. Guidance and discipline techniques

Early Childhood - Continuing Education

2. Child Guidance
3. Child Abuse Prevention
6. Learning Activities

Afterschool Program Quality Institute

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

Child Care Core of Knowledge

2. Curriculum

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

Early Childhood Educator Requirements: Birth to Second Grade

2. Developmental curriculum planning/ environment and curriculum
4. Positive behavior management/social-emotional 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
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
19. Age-appropriate lesson planning
22. Developing special interest centers/spaces and environments

Afterschool Program Quality Guidelines

2. Programming

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

Afterschool & Out-of-School Time Professional Network

3. Human Relationships
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

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
7. School Linkages

Early Childhood Education: Professional Development Areas

Annual Training (1) Child growth and development
Annual Training (2) Guidance and discipline
Annual Training (3) Age-appropriate curriculum
Annual Training (4) Teacher-child interaction
Pre-Service 1. Developmental stages of children
Pre-Service 2. Age-appropriate activities for children
Pre-Service 3. Positive guidance and discipline of children
Pre-Service 4. Fostering children’s self-esteem
Pre-Service 5. Supervision and safety practices in the care of children
Pre-Service 6. Positive interaction with children

Statewide Afterschool Quality Standards

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

B-3 Continuum

5. Joint Professional Development

National Afterschool Association Competencies

6. Cultural Competency and Responsiveness

Department of Education: Standards for Professional Development

a. Child development and learning
g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
h. Culturally and linguistically responsive pedagogy

Quality Standards for Nevada OST Programs