Managing Transitions by Keeping Kids Engaged

ECE Competencies

• 1. Child Development and Learning
• 3. Relationships, Interactions, and Guidance
• 8. Learning Environments and Curriculum

Quality Standards for Expanded Learning

• 1. Safe and Supportive Environment
• 2. Active and Engaged Learning
• 7. Quality Staff

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

• 1. Child development and learning
• 5. Teaching and learning
• 7. Interactions and guidance

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

• 5. Program Activities

Teachers of Early Childhood Education Subject Matter Standards

• 1. Child Development and Learning
• 2. Developmentally appropriate learning experiences

Ignite Afterschool

• 1. Intentional Program Design

Early Care & Education Professional Development Content Areas

• 1. Child Development and Learning in Context
• 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices

Program Content

• 3. Curriculum and Activities

Afterschool Program Standards

• Program Content

Director Annual Training

• 1. Curriculum

Afterschool Alliance Best Practices

• 1. Prepared Staff
• 2. Intentional Programming
• 4. Promotion of Varied Youth Engagement

All Staff Annual Training

• 6. Professional Development

Early Learning Staff Professional Development Areas

• All Staff Annual Training
• Director Annual Training

Early Learning and Development Standards

• 1. Early Childhood Education and Child Development

After School Network

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

Building Blocks for Out-of-School Time Quality

• 1. Intentional Program Design
• 3. Youth Voice, Leadership, and Engagement
• 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.
• 4. Ability to foster academic and non-academic skills and broaden participant horizons.
• 5. Ability to effectively implement curricula and program activities.

School Age Child Care

• 3. Child Day Care Program Development

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

• 4. Staffing & Professional Development
• 5. Programming & Activities
• 7. Youth Participation & Engagement to Care

Early Childhood Professional Learning Categories

• 1. Learning Communities
• 5. Learning Designs

Afterschool Network Quality Standards

• 4. Programming

Program Quality Practices

• 1. Physical Environment, Curriculum, and Program Activities
• 4. Child and Youth Engagement
• 8. Professional Development

Afterschool Alliance's Quality Standards

• 1. Planning a safe, healthy learning environment
• 6. Maintaining a commitment to professionalism

Child Care Centers Professional Growth and Development Training Requirements

• 1. Planning a safe, healthy learning environment (includes nutrition)
• 6. Maintaining a commitment to professionalism

Afterschool Network Best Practices

• 1. Prepared Staff
• 2. Intentional Programming
• 4. Promotion of Varied Youth Engagement

Core Competencies for Early Childhood Practitioners

• 5. Learning environments and curriculum
• 7. Program planning, development and evaluation

Afterschool & Youth Development Standards

• 1. Programming & Youth Development
• 3. Environment & Climate
• 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

Child Growth and Development

• 1. Programming and Curriculum

Family/Community Relations

• 3. Transitioning

Career Development

• 6. Strategic leadership and planning

Quality Guidelines for Ohio's Afterschool Programs

• Child Growth and Development

Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics

• Family/Community Relations

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

Workforce Knowledge and Competencies

• 2. Alignment with CDELS

Standards for Quality Afterschool Programs

• 2. Ongoing Training and Staff Development
• 4. Positive Youth Development

Quality Afterschool Guidelines

• 1. Quality Environments
• 2. Supporting Children and Youth
• 5. Commitment to Quality
• 6. Quality Staff

Hawaii OST Quality Guidelines

• 1a. Pilina (Relationships) between Staff and Youth
• 2a. Youth Learning and Development
• 2b. Staff Professional Development and Leadership

Guiding Principles for Quality OST Programs

• 2. Active & Engaged Learning
• 9. Quality Staff
• 13. Program Management

Early Care and Education Knowledge Base

• 5. Curriculum and learning environment

Core Knowledge and Competencies for Early Childhood Professionals

• 2. Child and youth development

West Virginia Afterschool Program Quality Standards

• 8. Activities

Child Care Core of Knowledge

• 2. Curriculum

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

Early Childhood Educator Requirements: Birth to Second Grade

• 2. Developmental curriculum planning/ environment and curriculum
• 4. Positive behavior management/social-emotional development
• 7. Professionalism

National Afterschool Association Competencies

• 2. Learning Environment and Curriculum
• 4. Interactions with Children and Youth
• 9. Program Planning and Development

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

• 2. Learning environment and curriculum
• 6. Interactions with children/youth
• 7. Program planning and development
• 8. Professional development and leadership
• 11. Other training as appropriate

Department of Early Education & Care Standards

• 2. Planning Programs and Environments for Young Children
• 4. Child and Classroom Management

Afterschool Program Quality Guidelines

• 2. Programming
• 5. Professional Development

Virginia Partnership for Out-of-School Time Quality Standards

• 2. Staffing, Volunteers & Professional Development
• 5. Active & Engaged Learning

Standards for Quality Afterschool Programs

• 3. Communication and Interaction
• 4. Program Structure and Activities

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

• 7. Behavior management
• 16. Guidance and discipline

Core Competencies for Early Childhood Professionals

• 3. Learning Environments

Afterschool Program Quality Institute

• 3. Programming
• 4. Youth Participation and Engagement

Early Childhood - Continuing Education

• 6. Learning Activities

Afterschool Standards

• 3. Programming and Activities

Core Knowledge and Competencies

• 4. Learning Environment and Curriculum

Guidelines for Afterschool, Summer, and Youth Development Programs

• 3. Programming and Activities
• 4. Youth Leadership and Engagement
• 8. Staff and Professional Development

Child Care Training Regulations

• 6. Supervision of children

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

• 3. Programming and Activities

Early Childhood Education: Professional Development Areas

• Annual Training (4) Teacher-child interaction
• Pre-Service 2. Age-appropriate activities for children
• Pre-Service 6. Positive interaction with children

After School Program Quality Standards and Indicators

• 3. Programming and Activities

Afterschool Quality Standards

• 3. Youth Participation, Learning, and Engagement

Standards of Early Learning and Development

• 6. Positive Discipline and Guidance

Quality Standards for OST Programs

• 3: Youth-Centered Program Design

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

• 4. Activities

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

• Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices

Early Childhood Education and Care Department

• 4. Developmentally appropriate content
• 5. Learning environment and curriculum implementation

Out-of-School Time (NMOST) Guiding Principles

• 6. Programming
• 8. Staffing and Professional Development

Competencies for Early Childhood Educators and Administrators

• 4. Guidance
• 6. Professional development and leadership
• 7. Program planning and development
• 8. Teaching practices

Academic Standards: Essential Skills

• 4. Professional Skills

OST Quality Guidelines

• 5. Staff Qualifications and Training
• 6. Youth Development and Engagement

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

• 4. Planning learning activities

Statewide Afterschool Quality Standards

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

B-3 Continuum

• 4. Supported Transitions
• 5. Joint Professional Development

Afterschool Network

• 5. Curriculum and activities
• 6. Learning environment
• 7. Program planning and evaluation

Child Care Training & Education

• Standard 1: Learning Environment/Developmentally Appropriate Practice
• Standard 3: Staff Qualifications and Professional Development

Department of Early Learning and Care: Training

• 5. Learning Environments and Curriculum
• 7. Personal, Professional & Leadership Development

Afterschool & Out-of-School Time Professional Network

• 5. Programming and Activities

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

• v. Program planning and development
• vi. Creating a classroom environment

Goals for Program Participants

• 8. Improved Academics Achievement

Child Care Facilities: Staff Development Topics

• b. Steps to advance children's physical and intellectual development

North Carolina Center for Afterschool Programs (NCCAP)

• Goals for Program Participants

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

• 11. Learning environments
• 12. Age-appropriate activities and planning

Quality Standards for Out-of-School Time Programs

• C. Intentional Programming and Activities
• F. Program Management

Early Childhood Education Professional Learning Standards

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

Quality Standards for Nevada OST Programs

• d. Program Structure, Curriculum & Activities

Division of Early Care and Education: Staff Development

• k. Guiding children’s behavior
• s. Any other topic that promotes child development or protects children’s health or safety

Early Childhood Professional Development Framework

• Standard I: Designs/Plans Instruction
• Standard II: Creates/Maintains Environments
• Standard III: Implements Instruction
• Standard V: Reflects/Evaluates Teaching/Learning
• Standard VII: Engages in Professional Development