Getting Ready to Work With Youth

This course satisfies these child care training requirements:

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• Core Knowledge and Competencies: 1. Child and Youth Growth and Development
• Core Knowledge and Competencies: 4. Learning Environment and Curriculum
• Indiana: Core Knowledge and Competencies
• : Indiana

• Early Childhood - Continuing Education: 1. Child Development
• Early Childhood - Continuing Education: 2. Child Guidance
• Louisiana: Early Childhood - Continuing Education
• : Louisiana

• Early Care and Education Knowledge Base: 1. Child Development
• Early Care and Education Knowledge Base: 4. Teaching and engagement
• Early Care and Education Knowledge Base: 6. Professionalism
• Montana: Early Care and Education Knowledge Base
• : Montana

• Child Care Training Regulations: 1. Child Development
• Vermont: Child Care Training Regulations
• : Vermont

• ECE Competencies: 1. Child Development and Learning
• ECE Competencies: 3. Relationships, Interactions, and Guidance
• ECE Competencies: 10. Leadership in Early Childhood Education
• : California
• California: ECE Competencies

• Early Care & Education Professional Development Content Areas: 1. Child Development and Learning in Context
• Early Care & Education Professional Development Content Areas: 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
• Early Care & Education Professional Development Content Areas: 6. Professionalism as an Early Childhood Educator
• Missouri: Early Care & Education Professional Development Content Areas
• : Missouri

• Early Care and Education Professional Competency Goals for Staff: 1. Child development, including discipline, guidance, nutrition, injury control and safety
• Early Care and Education Professional Competency Goals for Directors: d. Developmentally appropriate practices
• Early Care and Education Professional Competency Goals for Directors: e. Professional and leadership development
• Georgia: Early Care and Education Professional Competency Goals for Directors
• Georgia: Early Care and Education Professional Competency Goals for Staff
• Early Care and Education Professional Competency Goals for Directors: f. Advocacy for the Center, Parents, children and Staff
• : Georgia

• 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
• Competencies for Early Childhood Educators and Administrators: 7. Program planning and development
• Competencies for Early Childhood Educators and Administrators: 8. Teaching practices
• : Colorado
• Colorado: Competencies for Early Childhood Educators and Administrators

• Standards of Early Learning and Development: 1. Childhood Development
• Standards of Early Learning and Development: 3. Quality Child Care and Licensing
• : Alabama
• Alabama: Standards of Early Learning and Development

• Early Learning and Development Standards: 1. Early Childhood Education and Child Development
• : Connecticut
• Connecticut: Early Learning and Development Standards

• Early Childhood Professional Learning Categories: 1. Learning Communities
• Tennessee: Early Childhood Professional Learning Categories
• : Tennessee

• Hawaii: 1. Pilina (Relationships)
• 1. Pilina (Relationships): 1a. Pilina (Relationships) between Staff and Youth
• Hawaii: 2.Learning and Development
• 2.Learning and Development: 2a. Youth Learning and Development
• : Hawaii

• Core Knowledge and Competencies for Early Childhood Professionals: 2. Child and youth development
• West Virginia: Core Knowledge and Competencies for Early Childhood Professionals
• : West Virginia

• Teachers of Early Childhood Education Subject Matter Standards: 2. Developmentally appropriate learning experiences
• Teachers of Early Childhood Education Subject Matter Standards: 5. Historical and contemporary development of early childhood education
• : Minnesota
• Minnesota: Teachers of Early Childhood Education Subject Matter Standards

• National Afterschool Association Competencies: 2. Learning Environment and Curriculum
• National Afterschool Association Competencies: 4. Interactions with Children and Youth
• National Afterschool Association Competencies: 5. Youth Engagement
• : National
• National: National Afterschool Association Competencies

• Department of Children, Youth & Families: Child Care Provider Training Requirements: 2. Learning environment and curriculum
• Department of Children, Youth & Families: Child Care Provider Training Requirements: 6. Interactions with children/youth
• Washington: Department of Children, Youth & Families: Child Care Provider Training Requirements
• : Washington

• Department of Early Education & Care Standards: 2. Planning Programs and Environments for Young Children
• Massachusetts: Department of Early Education & Care Standards
• : Massachusetts

• Quality Standards for OST Programs: 2: Relationships and Interactions
• : North Dakota
• North Dakota: Quality Standards for OST Programs

• School Age Child Care: 3. Child Day Care Program Development
• : New York
• New York: School Age Child Care

• All Staff Annual Training: 3. Child Guidance
• Director Annual Training: 4. Child Guidance
• South Carolina: All Staff Annual Training
• South Carolina: Director Annual Training
• : South Carolina

• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 3. Guidance and behavior management
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 11. Learning environments
• Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 12. Age-appropriate activities and planning
• South Dakota: Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
• : South Dakota

• Core Competencies for Early Childhood Professionals: 3. Learning Environments
• Core Competencies for Early Childhood Professionals: 10. Guidance
• Nebraska: Core Competencies for Early Childhood Professionals
• : Nebraska

• Child Care Centers Professional Growth and Development Training Requirements: 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
• Child Care Centers Professional Growth and Development Training Requirements: 6. Maintaining a commitment to professionalism
• Child Care Centers Professional Growth and Development Training Requirements: 7. Observing and recording children’s behavior
• Iowa: Child Care Centers Professional Growth and Development Training Requirements
• : Iowa

• Program Quality Practices: 3. Relationships
• Program Quality Practices: 4. Child and Youth Engagement
• Wyoming: Program Quality Practices
• : Wyoming

• Early Learning eGuidelines Competencies: 4. Preparing for and Including Young Children in the Child Care Setting
• Early Learning eGuidelines Competencies: d. Preparing for and Including Young Children in the Child Care Setting
• Idaho: Early Learning eGuidelines Competencies
• : Idaho

• The National Association for the Education of Young Children (NAEYC) Training: 5. Guidance and discipline techniques
• : Mississippi
• Mississippi: The National Association for the Education of Young Children (NAEYC) Training

• Early Childhood Educator Requirements: Birth to Second Grade: 5. Health, safety, physical activity, and nutrition
• : Delaware
• Delaware: Early Childhood Educator Requirements: Birth to Second Grade

• B-3 Continuum: 5. Joint Professional Development
• Illinois: B-3 Continuum
• : Illinois

• Early Childhood Education and Care Department: 5. Learning environment and curriculum implementation
• New Mexico: Early Childhood Education and Care Department
• : New Mexico

• Core Competencies for Early Childhood Practitioners: 5. Learning environments and curriculum
• Core Competencies for Early Childhood Practitioners: 6. Interactions with children
• Core Competencies for Early Childhood Practitioners: 7. Program planning, development and evaluation
• Oklahoma: Core Competencies for Early Childhood Practitioners
• : Oklahoma

• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 5. Teaching and learning
• Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 7. Interactions and guidance
• Michigan: Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
• : Michigan

• Childcare Program: Continuing Education: 8. Leadership, child care administration, or mentoring
• New Hampshire: Childcare Program: Continuing Education
• : New Hampshire

• Department of Early Learning and Care: Training: 8. Understanding and Guiding Behavior
• Oregon: Department of Early Learning and Care: Training
• : Oregon

• Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit: 16. Basic child development
• : Arkansas
• Arkansas: Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit

• Department of Children and Families (Annual In-Service Training): 19. Age-appropriate lesson planning
• Department of Children and Families (Annual In-Service Training): 23. Other course areas relating to child care or child care management
• Florida: Department of Children and Families (Annual In-Service Training)
• : Florida

• Early Childhood Education Professional Learning Standards: A. Child Growth and Development
• : Arizona
• Early Childhood Education Professional Learning Standards: C. Program administration, planning, development, or management
• Arizona: Early Childhood Education Professional Learning Standards

• Kansas: Afterschool Program Quality Guidelines
• Afterschool Program Quality Guidelines: I. Child/Adolescent Growth and Development
• : Kansas
• Afterschool Program Quality Guidelines: VI. Interactions with Children/Youth/Others
• Afterschool Program Quality Guidelines: VII. Program Planning and Development

• Child Care Facilities: Staff Development Topics: c. Positive ways to support children's social and emotional development
• North Carolina: Child Care Facilities: Staff Development Topics
• : North Carolina

• New Jersey: Department of Children & Families: Staff Training Requirements for Childcare Centers
• : New Jersey
• Department of Children & Families: Staff Training Requirements for Childcare Centers: vi. Creating a classroom environment

• Nevada: Department of Education: Standards for 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
• : Nevada

• Wisconsin: Division of Early Care and Education: Staff Development
• Division of Early Care and Education: Staff Development: k. Guiding children’s behavior
• : Wisconsin

• Texas: Early Childhood Education: Professional Development Areas
• Early Childhood Education: Professional Development Areas: Pre-Service 3. Positive guidance and discipline of children
• Early Childhood Education: Professional Development Areas: Pre-Service 6. Positive interaction with children
• : Texas