High-Impact Communication

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

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

Teachers of Early Childhood Education Subject Matter Standards

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

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

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.

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

B-3 Continuum

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

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

• 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

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

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

• 5. Business Record Maintenance and Management

Early Childhood Professional Learning Categories

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

Core Knowledge and Competencies for Early Childhood Professionals

• 1. Management

1. Pilina (Relationships)

• 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

2. Learning and Development

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

3. Administration of Program

• 3a. Program Administration for Staff
• 3b. Policies and Procedures

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

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)

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. Special Needs

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

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

Quality Standards for OST Programs

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

Early Childhood - Continuing Education

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

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

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

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

Core Knowledge and Competencies

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

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

Standards of Early Learning and Development

• 4. The Child Care Professional and the Family

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

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

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

Department of Early Education & Care Standards

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

Afterschool Program Quality Guidelines

• II. Learning Environment and Curriculum
• IV. Interactions with Families and Communities
• VI. Interactions with Children/Youth/Others
• VII. Program Planning and Development
• VIII. Professional Development and Leadership

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

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

Child Care Training & Education

• Standard 4: Administration and Business Practices

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

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

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