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Leveling Up Behavior Management

Understand challenging youth behavior, reflect on experiences, and implement strategies to promote positive learning spaces.

This course will take approximately 1.5 hours to complete.

This course satisfies these child care training requirements:

Child Care Core of Knowledge

  • 1. Child Development

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 Care and Education Knowledge Base

  • 1. Child Development
  • 4. Teaching and engagement
  • 5. Curriculum and learning environment

Guiding Principles for Quality OST Programs

  • 1. Safe & Supportive Environment
  • 3. Skill Building
  • 5. Youth Voice & Leadership
  • 6. Healthy Choices & Behaviors
  • 9. Quality Staff
  • 11. Collaborative Relationships

Childcare Program: Continuing Education

  • 1. Child development
  • 3. Caring for children with exceptionalities
  • 7. Behavior guidance

Child Care Training Regulations

  • 1. Child Development
  • 4. Positive behavior management
  • 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

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

  • 2. Human Relationships
  • 5. Program Activities

Teachers of Early Childhood Education Subject Matter Standards

  • 1. Child Development and Learning
  • 2. Developmentally appropriate learning experiences
  • 5. Historical and contemporary development of early childhood education

Ignite Afterschool

  • 1. Intentional Program Design
  • 2. Supportive Relationships and Environments
  • 3. Youth Voice and Leadership
  • 6. Organizational Management, Staff Support and Youth Safety

Early Care & Education Professional Development Content Areas

  • 1. Child Development and Learning in Context
  • 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
  • 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum

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

Afterschool & Youth Development Standards

  • 1. Programming & Youth Development
  • 3. Environment & Climate
  • 4. Relationships
  • 6. Staffing & Professional Development
  • 7. Organizational Practices

Core Competencies for Early Childhood Practitioners

  • 1. Child growth and development
  • 5. Learning environments and curriculum
  • 6. Interactions with children

Afterschool Network Best Practices

  • 1. Prepared Staff
  • 4. Promotion of Varied Youth Engagement

All Staff Annual Training

  • 1. Child growth and development
  • 2. Social and Emotional Development
  • 3. Child Guidance

Afterschool Alliance Best Practices

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

Director Annual Training

  • 4. Child Guidance

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

Early Childhood Education and Care Department

  • 1. Child growth, development, and learning
  • 4. Developmentally appropriate content
  • 5. Learning environment and curriculum implementation

Out-of-School Time (NMOST) Guiding Principles

  • 3. Relationships
  • 6. Programming
  • 8. Staffing and Professional Development

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

  • 1. Child/adolescent growth and development
  • 2. Learning environment and curriculum
  • 6. Interactions with children/youth
  • 8. Professional development and leadership
  • 9. Cultural competency and responsiveness
  • 11. Other training as appropriate

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
  • 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

Early Learning and Development Standards

  • 1. Early Childhood Education and Child Development

After School Network

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

Afterschool Network Quality Standards

  • 1. Environment
  • 2. Relationships
  • 4. Programming

Early Childhood Professional Learning Categories

  • 1. Learning Communities
  • 5. Learning Designs
  • 6. Implementation
  • 7. Outcomes

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

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

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.

School Age Child Care

  • 3. Child Day Care Program Development
  • 4. Safety and Security Procedure

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

Child Care Training & Education

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

After School Program Quality Standards and Indicators

  • 1. Health, Safety and the Environment
  • 2. Relationships
  • 3. Programming and Activities
  • 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

Building Blocks for Out-of-School Time Quality

  • 1. Intentional Program Design
  • 2. Supportive Relationships & Environments
  • 3. Youth Voice, Leadership, and Engagement

Early Learning eGuidelines Competencies

  • 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

Program Quality Practices

  • 1. Physical Environment, Curriculum, and Program Activities
  • 2. Assessment, Planning, and Improvement
  • 3. Relationships
  • 4. Child and Youth Engagement
  • 8. Professional 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

Hawaii OST Quality Guidelines

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

Quality Standards for Expanded Learning

  • 1. Safe and Supportive Environment
  • 3. Skill Building
  • 4. Youth Voice and Leadership
  • 5. Healthy Choices and Behaviors
  • 10. Continuous Quality Improvement

ECE Competencies

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

Core Competencies for Early Childhood Professionals

  • 1. Safe Environments
  • 2. Healthy Environments
  • 3. Learning Environments
  • 8. Self-Esteem
  • 9. Social Development
  • 10. Guidance

Core Knowledge and Competencies for Early Childhood Professionals

  • 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

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

  • 2. Child growth and development
  • 5. Guidance and discipline techniques

Early Childhood - Continuing Education

  • 2. Child Guidance
  • 6. Learning Activities

Afterschool Program Quality Institute

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

Early Childhood Educator Requirements: Birth to Second Grade

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

Child Growth and Development

  • 2. Interpersonal Relationships
  • 4. Program Environment
  • 6. Social/emotional development
  • 7. Challenging behaviors

Family/Community Relations

  • 3. Transitioning

Career Development

  • 4. Using child care tools
  • 6. Strategic leadership and planning

Child Growth and Development

  • 2. Interpersonal Relationships
  • 4. Program Environment
  • 6. Social/emotional development
  • 7. Challenging behaviors

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 Early Education & Care Standards

  • 2. Planning Programs and Environments for Young Children
  • 4. Child and Classroom Management
  • 10. Supervision or Staff Development in Early Childhood Education

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)

  • 7. Behavior management
  • 16. Guidance and discipline

Goals for Program Management and Delivery

  • 2. Qualified and Diverse Staff

Goals for Program Participants

  • 7. Greater Personal Responsibility
  • 8. Improved Academics Achievement
  • 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 Management and Delivery
  • Goals for Program Participants

Afterschool Quality Standards

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

Standards of Early Learning and Development

  • 6. Positive Discipline and Guidance

Virginia Partnership for Out-of-School Time Quality Standards

  • 2. Staffing, Volunteers & Professional Development
  • 5. Active & Engaged Learning
  • 8. Environment (Indoor & Outdoor Spaces)

Child Care VA Standards

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

Quality Standards for OST Programs

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

OST Quality Guidelines

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

Competencies for Early Childhood Educators and Administrators

  • 6. Professional development and leadership
  • 8. Teaching practices

Afterschool & Out-of-School Time Professional Network

  • 3. Human Relationships
  • 5. Programming and Activities

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

  • i. Child growth and development
  • ii. Positive guidance and discipline
  • vi. Creating a classroom environment

Afterschool Alliance's Quality Standards

  • 3. Positive ways to support children’s social and emotional development
  • 8. Principles of child growth and development

Child Care Centers Professional Growth and Development Training Requirements

  • 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
  • 8. Principles of child growth and development

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

  • 3. Programming and Activities
  • 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 Program Quality Guidelines

  • 3. Relationships
  • 5. Professional Development

Statewide Afterschool Quality Standards

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

B-3 Continuum

  • 5. Joint Professional Development

Department of Early Learning and Care: Training

  • 5. Learning Environments and Curriculum
  • 9. Special Needs
  • 10. Understanding and Guiding Behavior

Quality Standards for Nevada OST Programs

  • a. Youth Development & Social Emotional Learning
  • c. Program Management & Professional Development
  • d. Program Structure, Curriculum & Activities

Department of Education: Standards for Professional Development

  • f. Strategies for working with children with disabilities
  • g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development

Quality Standards for Out-of-School Time Programs

  • B. Positive Relationships
  • C. Intentional Programming and Activities
  • D. Equity and Inclusion

Division of Early Care and Education: Staff Development

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

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

Course Content

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Course Includes

  • 27 Lessons
  • 2 Topics
  • 2 Check-ins
  • Course Certificate