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High-Impact Communication

Use holistic communication strategies to promote healing and empower youth, families, and staff to express their needs and aspirations.

This course will take approximately 2 hours to complete.

This course satisfies these child care training requirements:

West Virginia Afterschool Program Quality Standards

  • 1. Administration
  • 3. Family, School and Community Connection
  • 6. Intentional Relationships
  • 7. Leadership and Professionalism

Core Knowledge and Competencies for Early Childhood Professionals

  • 1. Management

National Afterschool Association Competencies

  • 1. Child and Youth Growth and Development
  • 2. Learning Environment and Curriculum
  • 4. Interactions with Children and Youth

Early Care and Education Knowledge Base

  • 1. Child Development
  • 2. Family and community partnerships
  • 3. Observation, documentation and assessment
  • 4. Teaching and engagement
  • 5. Curriculum and learning environment
  • 6. Professionalism

Guiding Principles for Quality OST Programs

  • 3. Skill Building
  • 5. Youth Voice & Leadership
  • 9. Quality Staff
  • 10. Clear Vision, Mission & Purpose
  • 11. Collaborative Relationships
  • 13. Program Management
  • 14. Sustainability

Childcare Program: Continuing Education

  • 1. Child development
  • 7. Behavior guidance
  • 8. Leadership, child care administration, or mentoring
  • 10. Working with families

Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce

  • 1. Child development and learning
  • 3. Family and community collaboration
  • 4. Program management
  • 5. Teaching and learning
  • 7. Interactions and guidance
  • 8. Child care center administrative rules

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

  • 3. Program Staffing
  • 6. Administration

Teachers of Early Childhood Education Subject Matter Standards

  • 1. Child Development and Learning
  • 3. Relationships with families
  • 6. Professionalism

Ignite Afterschool

  • 3. Youth Voice and Leadership
  • 5. Community Family and Engagement
  • 6. Organizational Management, Staff Support and Youth Safety

Early Care & Education Professional Development Content Areas

  • 1. Child Development and Learning in Context
  • 2. Families - Teacher Partnerships and Community Connections
  • 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
  • 6. Professionalism as an Early Childhood Educator
  • 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

  • 4. Relationships
  • 6. Staffing & Professional Development
  • 7. Organizational Practices
  • 8. Evaluation & Outcomes
  • 9. Family & Community Partnerships

Early Care and Education Professional Competency Goals for Directors

  • b. Business management
  • c. Communication
  • e. Professional and leadership development
  • f. Advocacy for the Center, Parents, children and Staff

Early Childhood Education and Care Department

  • 1. Child growth, development, and learning
  • 3. Family and community collaboration
  • 5. Learning environment and curriculum implementation
  • 7. Professionalism

Out-of-School Time (NMOST) Guiding Principles

  • 3. Relationships
  • 4. Family and Community Partnerships
  • 7. Administration and Organizational Development
  • 8. Staffing and Professional Development

B-3 Continuum

  • 1. Community Partnerships
  • 3. Family Engagement & Parent Leadership
  • 5. Joint Professional Development

Statewide Afterschool Quality Standards

  • 3. Administration
  • 4. Professional Development and Qualifications
  • 5. Family and Community Partnerships

Afterschool Network Quality Standards

  • 1. Environment
  • 2. Relationships
  • 3. Community Involvement
  • 6. Administration

Early Childhood Professional Learning Categories

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

Career Development

  • 1. Ethics and professionalism in child care
  • 6. Strategic leadership and planning
  • 8. Marketing
  • 9. Business practices

Family/Community Relations

  • 1. Working with parents and families
  • 6. Community needs assessment

Child Growth and Development

  • 2. Interpersonal Relationships
  • 3. Professionalism
  • 6. Administrative Practices
  • 6. Social/emotional development
  • 7. Challenging behaviors
  • 10. Family/Community Relations

Child Growth and Development

  • 2. Interpersonal Relationships
  • 3. Professionalism
  • 6. Administrative Practices
  • 6. Social/emotional development
  • 7. Challenging behaviors
  • 10. Family/Community Relations

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

Afterschool Network Quality Standards

  • 1. Foster positive relationships between program participants and staff
  • 4. Promote high levels of student engagement

Early Childhood: Child Care Center Training Topics

  • 6. Prevention, signs, and symptoms of child abuse and neglect, including child sexual abuse, and legal reporting requirements
  • 7. Principles of child growth and development, including brain development

Early Learning eGuidelines Competencies

  • 1. Introduction to Inclusive Child Care
  • 3. Building Relationships with Families
  • 4. Preparing for and Including Young Children in the Child Care Setting
  • c. Building Relationships with Families
  • d. Preparing for and Including Young Children in the Child Care Setting

Building Blocks for Out-of-School Time Quality

  • 5. Community, School and Family Engagement
  • 6. Organizational and Leadership Management
  • 7. Ongoing Staff Support and Volunteer Development

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.

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

  • 2. Administration & Organization
  • 4. Staffing & Professional Development
  • 6. Establishes Strong Links to the School Day
  • 8. Parent, Family, & Community Partnerships
  • 9. Program Sustainability & Growth
  • 10. Measuring Outcomes & Evaluation

School Age Child Care

  • 5. Business Record Maintenance and Management

Afterschool Alliance's Quality Standards

  • 1. Planning a safe, healthy learning environment
  • 3. Positive ways to support children’s social and emotional development
  • 4. Strategies to establish productive relationships with families
  • 5. Strategies to manage an effective program operation
  • 6. Maintaining a commitment to professionalism

Child Care Centers Professional Growth and Development Training Requirements

  • 1. Planning a safe, healthy learning environment (includes nutrition)
  • 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
  • 4. Strategies to establish productive relationships with families (includes communication skills and cross-cultural competence)
  • 5. Strategies to manage an effective program operation (includes business practices)
  • 6. Maintaining a commitment to professionalism

Afterschool Network Best Practices

  • 1. Prepared Staff

Core Competencies for Early Childhood Practitioners

  • 4. Family and community partnerships
  • 5. Learning environments and curriculum
  • 6. Interactions with children
  • 7. Program planning, development and evaluation
  • 8. Professionalism and leadership

Afterschool Alliance Best Practices

  • 1. Prepared Staff
  • 5. Development of Strong Community Partners

All Staff Annual Training

  • 2. Social and Emotional Development
  • 3. Child Guidance
  • 6. Professional Development
  • 7. Program Administration

Director Annual Training

  • 4. Child Guidance
  • 5. Professional Development

Early Learning Staff Professional Development Areas

  • All Staff Annual Training
  • Director Annual Training

Guidelines for Afterschool, Summer, and Youth Development Programs

  • 1. Relationships
  • 4. Youth Leadership and Engagement
  • 5. Family, School, and Community
  • 6. Cultural Competency, Responsiveness, and Inclusion
  • 8. Staff and Professional Development
  • 9. Administration and Program Management

Child Care Training Regulations

  • 4. Positive behavior management
  • 10. Emergency Response Plan and emergency procedures
  • 13. Recordkeeping, including daily attendance procedures
  • 17. Respectful engagement of families, including daily communication with parents about their child’s activities
  • 18. Preventing, recognizing, and reporting child abuse and neglect

After School Network

  • 1. Relationships — Interactions and Engagement
  • 2. Family and Community Partnerships
  • 3. Environment
  • 6. Staffing/Professional Development
  • 8. Sustainability and Evaluation

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

  • 1: Structure and Management
  • 2. Positive Connections

Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)

  • Standard 2: Family-Teacher Partnerships and Community Connections
  • Standard 3: Child Observation, Documentation, and Assessment
  • Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
  • Standard 6: Professionalism as an Early Childhood Educator

Hawaii OST Quality Guidelines

  • 1a. Pilina (Relationships) between Staff and Youth
  • 1b. Pilina (Relationships) between Youth and their Peers
  • 1d. Pilina (Relationships) between Program and Families
  • 1e. Pilina (Relationships) between Programs and Schools
  • 2a. Youth Learning and Development
  • 2b. Staff Professional Development and Leadership
  • 3a. Program Administration for Staff
  • 3b. Policies and Procedures

Quality Afterschool Guidelines

  • 3. Engaging Families
  • 5. Commitment to Quality
  • 6. Quality Staff

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

  • 2. Behavioral guidance practices

Workforce Knowledge and Competencies

  • 2. Learning Environment and Curriculum (LEC)
  • 3. Positive Interactions (PI)
  • 4. Family Engagement (FE) 
  • 7. Professionalism and Leadership (PL)

Standards for Quality Afterschool Programs

  • 2. Ongoing Training and Staff Development
  • 5. Community Partnerships

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

  • 2. Child growth and development
  • 6. Linkages with community services
  • 7. Communications and relations with families
  • 9. Advocacy for early childhood programs
  • 10. Professional issues

Early Childhood Educator Requirements: Birth to Second Grade

  • 2. Developmental curriculum planning/ environment and curriculum
  • 6. Family and community
  • 7. Professionalism
  • 8. Management and administration

Department of Early Learning and Care: Training

  • 2. Family and Community Systems
  • 5. Learning Environments and Curriculum
  • 7. Personal, Professional & Leadership Development

School's Out Washington Quality Improvement Standards

  • 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

Department of Children, Youth & Families: Child Care Provider Training Requirements

  • 2. Learning environment and curriculum
  • 4. Families, communities, and schools
  • 6. Interactions with children/youth
  • 7. Program planning and development
  • 8. Professional development and leadership
  • 9. Cultural competency and responsiveness

Standards for Quality Afterschool Programs

  • 2. Program Management and Staff
  • 3. Communication and Interaction

Department of Children and Families (Annual In-Service Training)

  • 7. Behavior management
  • 8. Working with families
  • 16. Guidance and discipline
  • 18. Leadership development/program management and child care personnel supervision

Afterschool Program Quality Guidelines

  • 2. Programming
  • 4. Family Involvement

After School Program Quality Standards and Indicators

  • 2. Relationships
  • 4. Staffing and Professional Development

Afterschool Program Quality Institute

  • 2. Relationships and Connections

Early Childhood - Continuing Education

  • 3. Child Abuse Prevention
  • 6. Learning Activities
  • 11. Management/Administrative Education

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

  • 2. Staff and Volunteer Management
  • 5. Family Engagement and Community Partnerships
  • 6. Relationships and Interactions

Early Childhood Education: Professional Development Areas

  • Annual Training (2) Guidance and discipline
  • Annual Training (3) Age-appropriate curriculum
  • Annual Training (4) Teacher-child interaction
  • Pre-Service 2. Age-appropriate activities for children
  • Pre-Service 3. Positive guidance and discipline of children
  • Pre-Service 5. Supervision and safety practices in the care of children
  • Pre-Service 6. Positive interaction with children

Virginia Partnership for Out-of-School Time Quality Standards

  • 2. Staffing, Volunteers & Professional Development
  • 3. Leadership & Management

Quality Standards for OST Programs

  • 2: Relationships and Interactions
  • 4: Leadership and Management

Competencies for Early Childhood Educators and Administrators

  • 3. Family and community partnership
  • 4. Guidance
  • 6. Professional development and leadership
  • 7. Program planning and development
  • 8. Teaching practices

OST Quality Guidelines

  • 3. Human Relationships
  • 4. Partnerships
  • 5. Staff Qualifications and Training
  • 6. Youth Development and Engagement

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

  • 3. Guidance and behavior management
  • 8. Program management and regulation
  • 9. Communication and relations with staff
  • 11. Learning environments
  • 13. Professionalism
  • 14. Partnerships with parents

Afterschool & Out-of-School Time Professional Network

  • 3. Human Relationships

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

  • i. Child growth and development
  • ii. Positive guidance and discipline
  • iv. Family involvement and communication with families
  • v. Program planning and development
  • vi. Creating a classroom environment

Program Quality Practices

  • 3. Relationships
  • 4. Child and Youth Engagement
  • 5. Families and Communities
  • 7. Leadership and Administration
  • 8. Professional Development

ECE Competencies

  • 3. Relationships, Interactions, and Guidance
  • 4. Family and Community Engagement
  • 8. Learning Environments and Curriculum
  • 10. Leadership in Early Childhood Education
  • 11. Professionalism
  • 12. Administration and Supervision

Quality Standards for Expanded Learning

  • 3. Skill Building
  • 4. Youth Voice and Leadership
  • 7. Quality Staff
  • 8. Clear Vision, Mission and Purpose
  • 9. Collaborative Partnerships
  • 10. Continuous Quality Improvement

Afterschool Quality Standards

  • 3. Youth Participation, Learning, and Engagement
  • 4. Family and Community Partnerships
  • 6. Administration and Organizational Development

Standards of Early Learning and Development

  • 4. The Child Care Professional and the Family

Core Knowledge and Competencies

  • 4. Learning Environment and Curriculum
  • 5. Family and Community Engagement
  • 6. Leadership and Professionalism

Afterschool Standards

  • 5. Administration

Core Competencies for Early Childhood Professionals

  • 6. Communication
  • 8. Self-Esteem
  • 9. Social Development
  • 10. Guidance
  • 11. Family Relationships
  • 12. Program Management
  • 13. Professionalism

Child Care Core of Knowledge

  • 6. Community

Out-of-School Time Program Quality Standards

  • Administrative Quality Standards

Administrative Quality Standards

  • II. Youth Program Leadership and Sustainability
  • IV. Youth Program Staffing and Professional Development

Afterschool Network

  • 9. Connecting with families, schools, and communities
  • 10. Professionalism

Child Care Training & Education

  • Standard 4: Administration and Business Practices

Department of Early Education & Care Standards

  • 9. Family and Community
  • 10. Supervision or Staff Development in Early Childhood Education
  • 12. Child Care Administration

Quality Standards for Out-of-School Time Programs

  • C. Intentional Programming and Activities
  • E. Family, School and Community Engagement
  • F. Program Management

Early Childhood Education Professional Learning Standards

  • C. Program administration, planning, development, or management

Child Care Facilities: Staff Development Topics

  • c. Positive ways to support children's social and emotional development
  • d. Strategies to establish productive relationships with families
  • e. Strategies to manage an effective program operation
  • f. Maintaining a commitment to professionalism

Quality Standards for Nevada OST Programs

  • 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

Division of Early Care and Education: Staff Development

  • r. Business operations

Early Childhood Professional Development Framework

  • Standard I: Designs/Plans Instruction
  • Standard II: Creates/Maintains Environments
  • Standard III: Implements Instruction
  • Standard IV: Assesses & Communicates Learning Results
  • Standard V: Reflects/Evaluates Teaching/Learning
  • Standard VI: Collaborates with Colleagues/Families/Others
  • Standard VII: Engages in Professional Development
  • Standard VIII: Supports Families
  • Standard X: Provides Leadership Within School/Community/Profession

Course Content

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Module 1: Course Overview

Module 2: Why Good Communication Matters
Module 3: Strategies for Impactful and Healing-Centered Communcation
Module 4: Applications of Good Communication
Module 5: Wrapping Up
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Course Includes

  • 29 Lessons
  • 3 Topics
  • 5 Check-ins
  • Course Certificate