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Introduction to Equity and Inclusion

Learn about the central tenets of Diversity, Equity, and Inclusion (DEI) and practices that promote social justice in your personal and professional life. 

This course will take approximately 2 hours 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
  • 5. Having a common language and shared expectations that are aligned with research and best practices for positive youth development and social emotional learning
  • 7. Building awareness of structural inequities, including the impact systemic barriers have on young people
  • 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
  • 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
  • 10. Youth empowerment

Early Care and Education Knowledge Base

  • 1. Child Development
  • 2. Family and community partnerships
  • 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
  • 7. Inclusion & Access
  • 8. Cultural Responsiveness
  • 9. Quality Staff
  • 10. Clear Vision, Mission & Purpose
  • 11. Collaborative Relationships

Childcare Program: Continuing Education

  • 1. Child development
  • 3. Caring for children with exceptionalities
  • 7. Behavior guidance
  • 8. Leadership, child care administration, or mentoring
  • 10. Working with families
  • 11. Legal issues in child care

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
  • 3. Family and community collaboration
  • 4. Program management
  • 5. Teaching and learning
  • 7. Interactions and guidance

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

  • 2. Human Relationships
  • 5. Program Activities

Teachers of Early Childhood Education Subject Matter Standards

  • 1. Child Development and Learning
  • 3. Relationships with families
  • 5. Historical and contemporary development of early childhood education
  • 6. Professionalism

Ignite Afterschool

  • 1. Intentional Program Design
  • 2. Supportive Relationships and Environments
  • 4. Responsiveness to Culture and Identity

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
  • 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
  • 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

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

  • f. Advocacy for the Center, Parents, children and Staff

Core Competencies for Early Childhood Practitioners

  • 1. Child growth and development
  • 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 Network Best Practices

  • 1. Prepared Staff
  • 2. Intentional Programming
  • 4. Promotion of Varied Youth Engagement
  • 7. Sustained Student Attendance and Access

All Staff Annual Training

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

Director Annual Training

  • 1. Curriculum
  • 4. Child Guidance
  • 5. Professional Development

Afterschool Alliance Best Practices

  • 1. Prepared Staff
  • 2. Intentional Programming
  • 4. Promotion of Varied Youth Engagement
  • 6. Promotion of Safety, Health and Wellness

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
  • 8. Program management and regulation
  • 9. Communication and relations with staff
  • 10. Cultural diversity
  • 11. Learning environments
  • 13. Professionalism
  • 14. Partnerships with parents
  • 15. Inclusion of all children

Early Childhood Education and Care Department

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

Out-of-School Time (NMOST) Guiding Principles

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

Department of Early Learning and Care: Training

  • 1. Diversity
  • 2. Family and Community Systems
  • 5. Learning Environments and Curriculum
  • 7. Personal, Professional & Leadership Development
  • 8. Program Management

OST Quality Guidelines

  • 1. Diverstiy, Equity, and Inclusion
  • 3. Human Relationships
  • 4. Partnerships
  • 5. Staff Qualifications and Training
  • 6. Youth Development and Engagement

Academic Standards: Essential Skills

  • 2. Personal Skills
  • 3. Civic/Interpersonal Skills

Competencies for Early Childhood Educators and Administrators

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

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
  • 2. Administration & Organization
  • 3. Relationships
  • 4. Staffing & Professional Development
  • 6. Establishes Strong Links to the School Day
  • 7. Youth Participation & Engagement to Care
  • 8. Parent, Family, & Community Partnerships
  • 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.
  • 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
  • 5. Business Record Maintenance and Management

Afterschool Network Quality Standards

  • 1. Foster positive relationships between program participants and staff
  • 4. Promote high levels of student engagement
  • 5. Provide appropriate levels of structure as well as opportunities for autonomy and choice

Afterschool Network

  • 1. Guidance toward healthy relationships
  • 6. Learning environment
  • 7. Program planning and evaluation
  • 8. Cross-cultural competence

Child Care Training & Education

  • Standard 4: Administration and Business Practices

After School Program Quality Standards and Indicators

  • 1. Health, Safety and the Environment
  • 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
  • 6. Leadership and Professionalism
  • 7. Organizational Development and Administration

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
  • 6. Organizational and Leadership Management
  • 7. Ongoing Staff Support and Volunteer Development

Early Learning eGuidelines Competencies

  • 1. Introduction to Inclusive Child Care
  • 4. Preparing for and Including Young Children in the Child Care Setting
  • a. Introduction to Inclusive Child Care
  • d. Preparing for and Including Young Children in the Child Care Setting

Core Knowledge and Competencies for Early Childhood Professionals

  • 1. Management
  • 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

Program Quality Practices

  • 1. Physical Environment, Curriculum, and Program Activities
  • 2. Assessment, Planning, and Improvement
  • 3. Relationships
  • 4. Child and Youth Engagement
  • 5. Families and Communities
  • 7. Leadership and Administration
  • 8. Professional Development

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

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)

Child Growth and Development

  • 1. Programming and Curriculum
  • 4. Program Environment
  • 6. Social/emotional development
  • 7. Challenging behaviors
  • 10. Family/Community Relations

Family/Community Relations

  • 1. Working with parents and families
  • 4. Cultural diversity/awareness

Child Growth and Development

  • 1. Programming and Curriculum
  • 4. Program Environment
  • 6. Social/emotional development
  • 7. Challenging behaviors
  • 10. Family/Community Relations

Career Development

  • 6. Strategic leadership and planning

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

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

  • 1. Proper supervision of children
  • 2. Behavioral guidance practices

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)

Quality Afterschool Guidelines

  • 1. Quality Environments
  • 2. Supporting Children and Youth
  • 4. Safe Environments
  • 5. Commitment to Quality
  • 6. Quality Staff
  • 9. Hawai'i Nei (Culture & History)

Hawaii OST Quality Guidelines

  • 2b. Staff Professional Development and Leadership

After School Network

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

Virginia Partnership for Out-of-School Time Quality Standards

  • 1. Relationships, Culture & Diversity
  • 2. Staffing, Volunteers & Professional Development
  • 8. Environment (Indoor & Outdoor Spaces)

Child Care VA Standards

  • 10. Inclusion of All Children
  • 13. Foundations of Child Development and Approaches to Learning

Core Competencies for Early Childhood Professionals

  • 1. Safe Environments
  • 2. Healthy Environments
  • 3. Learning Environments
  • 6. Communication
  • 8. Self-Esteem
  • 9. Social Development
  • 10. Guidance
  • 11. Family Relationships
  • 12. Program Management
  • 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
  • 6. Consistent Participant Attendance

Goals for Program Participants

  • 7. Greater Personal Responsibility
  • 9. Greater Creativity and Well-Being

Child Care Facilities: Staff Development Topics

  • a. Planning a safe, healthy learning environment
  • 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

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

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

Early Childhood - Continuing Education

  • 2. Child Guidance
  • 6. Learning Activities
  • 11. Management/Administrative Education

Afterschool Program Quality Institute

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

Early Childhood Educator Requirements: Birth to Second Grade

  • 2. Developmental curriculum planning/ environment and curriculum

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)

  • 16. Guidance and discipline
  • 18. Leadership development/program management and child care personnel supervision

Afterschool Program Quality Guidelines

  • 2. Programming
  • 4. Family Involvement

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

  • 2. Staff and Volunteer Management
  • 3. Programming and Activities
  • 4. Diversity and Inclusion in Programming
  • 6. Relationships and Interactions

Early Childhood Education: Professional Development Areas

  • Annual Training (1) Child growth and development
  • Annual Training (2) Guidance and discipline
  • Annual Training (4) Teacher-child interaction
  • 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

Afterschool Quality Standards

  • 2. Staff and Youth Relationships
  • 3. Youth Participation, Learning, and Engagement
  • 6. Administration and Organizational Development
  • 7. Staffing and Professional Development

Quality Standards for OST Programs

  • 2: Relationships and Interactions
  • 3: Youth-Centered Program Design
  • 4: Leadership and Management

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

Department of Early Education & Care Standards

  • 4. Child and Classroom Management
  • 10. Supervision or Staff Development in Early Childhood Education
  • a. Diverse Learners

Statewide Afterschool Quality Standards

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

B-3 Continuum

  • 5. Joint Professional Development

Child Care Core of Knowledge

  • 6. Community

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
  • IV. Youth Program Staffing and Professional Development

Quality Standards for Out-of-School Time Programs

  • A. Safe and Healthy Environments
  • B. Positive Relationships
  • C. Intentional Programming and Activities
  • D. Equity and Inclusion
  • E. Family, School and Community Engagement

Early Childhood Education Professional Learning Standards

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

Department of Education and Early Development (DEED)

  • Biennial and Quadrennial Requirements: 3. Equity Training for Educators

Quality Standards for Nevada OST Programs

  • c. Program Management & Professional Development
  • d. Program Structure, Curriculum & Activities

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

  • i. Child growth and development
  • k. Guiding children’s behavior
  • r. Business operations

Early Childhood Professional Development Framework

  • Standard I: Designs/Plans Instruction
  • Standard II: Creates/Maintains Environments
  • 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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Course Includes

  • 34 Lessons
  • 3 Topics
  • 1 Check-in
  • Course Certificate