Learn three essential tips for effectively working with youth aged 5–18, laying the foundation for deeper engagement.
This course is a short introduction, and each of the tips is part of a longer course from our Change Up Learning library.
Full Course Description
Prepare for success with our Getting Ready to Work With Youth Online Course. This 30-minute course is designed for educators, youth workers, and administrators working with young people ages 5-18. Learn three key tips to create engaging, inclusive, and supportive environments for youth. Develop an asset-based mindset, create dynamic activities, and ensure inclusivity for all participants. By the end, you’ll have practical strategies to integrate student voice and meet the diverse needs of youth. Enroll today to build a positive and engaging experience for every young person.
Course Outcomes
By the end of this course, you will be able to:
Adopt and strengthen an asset-based mindset about working with youth.
Create engaging spaces and activities.
Prepare to effectively include all young people.
CEU Requirements
To receive CEU credit for taking this course, you must:
Pass the knowledge check-ins and complete the entire course.
Complete the course evaluation form at the end of the course.
Upon successful completion, you will receive a certificate showing the CEUs earned.
Change Up Learning requires disclosure of proprietary interests. No staff, instructors, or course developers have proprietary interests related to this course.
This course will take approximately 30 minutes to complete.
This course satisfies these child care training requirements:
Workforce Knowledge and Competencies
1. Child Growth and Development (CGD)
2. Learning Environment and Curriculum (LEC)
4. Positive Interactions (PI)
6. Child Observation and Assessment (COA)
Standards for Quality Afterschool Programs
1. Safe and Appropriate Program Environments and Facilities
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
16. Basic child development
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
7. Program planning and development
8. Teaching practices
OST Quality Guidelines
3. Human Relationships
5. Staff Qualifications and Training
6. Youth Development and Engagement
Standards of Early Learning and Development
1. Childhood Development
3. Quality Child Care and Licensing
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
Early Learning and Development Standards
1. Early Childhood Education and Child Development
After School Network
1. Relationships — Interactions and Engagement
3. Environment
6. Staffing/Professional Development
Afterschool Network Quality Standards
1. Environment
2. Relationships
4. Programming
Early Childhood Professional Learning Categories
1. Learning Communities
7. Outcomes
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
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.
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.
8. Ability to behave professionally.
School Age Child Care
3. Child Day Care Program Development
Career Development
1. Ethics and professionalism in child care
Child Growth and Development
2. Interpersonal Relationships
4. Program Environment
6. Social/emotional development
7. Challenging behaviors
Child Growth and Development
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
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
After School Program Quality Standards and Indicators
1. Health, Safety and the Environment
2. Relationships
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
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
6. Organizational and Leadership Management
7. Ongoing Staff Support and Volunteer Development
Early Learning eGuidelines Competencies
4. Preparing for and Including Young Children in the Child Care Setting
d. Preparing for and Including Young Children in the Child Care Setting
Program Quality Practices
1. Physical Environment, Curriculum, and Program Activities
3. Relationships
4. Child and Youth Engagement
Afterschool Alliance Best Practices
1. Prepared Staff
2. Intentional Programming
3. Alignment with School Day
4. Promotion of Varied Youth Engagement
7. Sustained Student Attendance and Access
All Staff Annual Training
3. Child Guidance
Director Annual Training
4. Child Guidance
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
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
d. Developmentally appropriate practices
e. Professional and leadership development
f. Advocacy for the Center, Parents, children and Staff
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
Child Care Training Regulations
23. Guidelines for volunteers, (partner staff, auxiliary staff, business managers)
Virginia Partnership for Out-of-School Time Quality Standards
1. Relationships, Culture & Diversity
2. Staffing, Volunteers & Professional Development
3. Leadership & Management
5. Active & Engaged Learning
6. Linkages to the School-Day & SOL Standards
8. Environment (Indoor & Outdoor Spaces)
Quality Standards for Expanded Learning
1. Safe and Supportive Environment
2. Active and Engaged Learning
3. Skill Building
4. Youth Voice and Leadership
7. Quality Staff
ECE Competencies
3. Relationships, Interactions, and Guidance
10. Leadership in Early Childhood Education
Hawaii OST Quality Guidelines
1a. Pilina (Relationships) between Staff and Youth
2a. Youth Learning and Development
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
7. Leadership and Professionalism
8. Activities
Early Childhood - Continuing Education
2. Child Guidance
Afterschool Program Quality Institute
2. Relationships and Connections
3. Programming
4. Youth Participation and Engagement
MOST (Michigan Out-of-School Time) Standards of Quality
2. Human Relationships
5. Program Activities
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
5. Teaching and learning
7. Interactions and guidance
Program Content
2. Interpersonal Relations
Early Care & Education Professional Development Content Areas
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
6. Professionalism as an Early Childhood Educator
Afterschool Program Standards
Program Content
Standards for Quality Afterschool Programs
2. Knowledgeable and Qualified Program Staff
3. Positive Communication and Interaction
4. Intentional Programming
6. Purposeful Family & Community Engagement
National Afterschool Association Competencies
2. Learning Environment and Curriculum
4. Interactions with Children and Youth
5. Youth Engagement
Core Knowledge Areas, DC Division of Early Learning Training Categories
2. Observing, Documenting and Assessing to Support Young Children and Families
5. Inclusive Practices
6. Learning Environments
8. Diversity: Family, Language, Culture and Society
10. Professionalism and Advocacy
Department of Early Education & Care Standards
2. Planning Programs and Environments for Young Children
4. Child and Classroom Management
5. Advanced or Specialized Early Childhood Education or Development
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
2. Positive Connections
Afterschool Program Quality Guidelines
2. Programming
3. Relationships
5. Professional Development
Goals for Program Management and Delivery
2. Qualified and Diverse Staff
Goals for Program Connections
4. Positive Participant and Staff Interactions
6. Consistent Participant Attendance
Goals for Program Participants
7. Greater Personal Responsibility
8. Improved Academics Achievement
Child Care Facilities: Staff Development Topics
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
Quality Standards for OST Programs
2: Relationships and Interactions
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
3. Guidance and behavior management
11. Learning environments
12. Age-appropriate activities and planning
Afterschool & Out-of-School Time Professional Network
3. Human Relationships
5. Programming and Activities
Department of Children & Families: Staff Training Requirements for Childcare Centers
vi. Creating a classroom environment
Core Competencies for Early Childhood Professionals
3. Learning Environments
10. Guidance
Afterschool Alliance's Quality Standards
3. Positive ways to support children’s social and emotional development
6. Maintaining a commitment to professionalism
7. Observing and recording children’s behavior
Child Care Centers Professional Growth and Development Training Requirements
3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
6. Maintaining a commitment to professionalism
7. Observing and recording children’s behavior
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 (2) Guidance and discipline
Annual Training (4) Teacher-child interaction
Pre-Service 3. Positive guidance and discipline of children
Pre-Service 6. Positive interaction with children
Out-of-School Time (NMOST) Guiding Principles
3. Relationships
6. Programming
7. Administration and Organizational Development
8. Staffing and Professional Development
Early Childhood Education and Care Department
5. Learning environment and curriculum implementation
Statewide Afterschool Quality Standards
4. Professional Development and Qualifications
6. Youth Development, Programming, and Activities
B-3 Continuum
5. Joint Professional Development
Early Childhood Educator Requirements: Birth to Second Grade
5. Health, safety, physical activity, and nutrition
Childcare Program: Continuing Education
8. Leadership, child care administration, or mentoring
Department of Early Learning and Care: Training
10. Understanding and Guiding Behavior
Early Childhood Education Professional Learning Standards
A. Child Growth and Development
C. Program administration, planning, development, or management
Quality Standards for Out-of-School Time Programs
B. Positive Relationships
C. Intentional Programming and Activities
E. Family, School and Community Engagement
Quality Standards for Nevada OST Programs
a. Youth Development & Social Emotional Learning
c. Program Management & Professional Development
Department of Education: Standards for Professional Development
g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic 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
II. Youth Program Leadership and Sustainability
IV. Youth Program Staffing and Professional Development
Division of Early Care and Education: Staff Development
