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Sharing Power with Young People

To develop strategies for sharing power with young people.

Explore practical strategies for recognizing power dynamics, disrupting bias, and creating inclusive environments that elevate youth voice and leadership.

This course will take approximately 2 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

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

Early Care and Education Knowledge Base

  • 1. Child Development
  • 2. Family and community partnerships
  • 4. Teaching and engagement
  • 5. Curriculum and learning environment

Guiding Principles for Quality OST Programs

  • 1. Safe & Supportive Environment
  • 3. Skill Building
  • 4. Positive & Empowering Relationships
  • 5. Youth Voice & Leadership
  • 8. Cultural Responsiveness
  • 9. Quality Staff
  • 11. Collaborative Relationships

Childcare Program: Continuing Education

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

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

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
  • 5. Teaching and learning
  • 7. Interactions and guidance

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
  • 4. Responsiveness to Culture and Identity
  • 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
  • 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
  • 6. Professionalism as an Early Childhood Educator

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

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
  • 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
  • 3. Child Guidance

Director Annual Training

  • 1. Curriculum
  • 4. Child Guidance

Afterschool Alliance Best Practices

  • 1. Prepared Staff
  • 4. Promotion of Varied Youth Engagement
  • 5. Development of Strong Community Partners

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
  • 9. Communication and relations with staff
  • 10. Cultural diversity
  • 11. Learning environments
  • 12. Age-appropriate activities and planning
  • 15. Inclusion of all children

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
  • 4. Family and Community Partnerships
  • 6. Programming
  • 7. Administration and Organizational Development
  • 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
  • 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
  • 11. Other training as appropriate

School's Out Washington Quality Improvement Standards

  • 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
  • 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

Department of Early Learning and Care: Training

  • 1. Diversity
  • 5. Learning Environments and Curriculum
  • 7. Personal, Professional & Leadership Development
  • 8. Program Management
  • 10. Understanding and Guiding Behavior

OST Quality Guidelines

  • 1. Diverstiy, Equity, and Inclusion
  • 3. Human Relationships
  • 6. Youth Development and Engagement

Competencies for Early Childhood Educators and Administrators

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

Early Learning and Development Standards

  • 1. Early Childhood Education and Child Development

After School Network

  • 1. Relationships — Interactions and Engagement
  • 3. Environment
  • 4. Activities and Programming
  • 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
  • 2. Administration & Organization
  • 3. Relationships
  • 4. Staffing & Professional Development
  • 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.
  • 4. Ability to foster academic and non-academic skills and broaden participant horizons.
  • 7. Ability to develop leadership, team-building and self-advocacy skills among participants.

School Age Child Care

  • 1. Principles of Childhood Development
  • 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

Child Care Training & Education

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

Building Blocks for Out-of-School Time Quality

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

Program Quality Practices

  • 1. Physical Environment, Curriculum, and Program Activities
  • 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
  • 2. Steps to advance children’s physical and intellectual development
  • 3. Positive ways to support children’s social and emotional development

Child Care Centers Professional Growth and Development Training Requirements

  • 1. Planning a safe, healthy learning environment (includes nutrition)
  • 2. Steps to advance children’s physical and intellectual development
  • 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)

Child Growth and Development

  • 1. Programming and Curriculum
  • 2. Interpersonal Relationships
  • 7. Challenging behaviors

Family/Community Relations

  • 4. Cultural diversity/awareness

Career Development

  • 6. Strategic leadership and planning

Child Growth and Development

  • 1. Programming and Curriculum
  • 2. Interpersonal Relationships
  • 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 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
  • 2. Learning Environment and Curriculum (LEC)
  • 3. Positive Interactions (PI)
  • 7. Professionalism and Leadership (PL)

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
  • 4. Safe Environments
  • 6. Quality Staff

Hawaii OST Quality Guidelines

  • 2a. Youth Learning and Development

Quality Standards for Expanded Learning

  • 1. Safe and Supportive Environment
  • 3. Skill Building
  • 4. Youth Voice and Leadership
  • 6. Diversity, Access and Equity
  • 10. Continuous Quality Improvement

ECE Competencies

  • 2. Culture, Diversity and Equity
  • 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
  • 7. Creative Learning
  • 8. Self-Esteem
  • 9. Social Development
  • 10. Guidance
  • 12. Program Management

Goals for Program Management and Delivery

  • 1. Safe, Healthy, and Orderly Environment
  • 2. Qualified and Diverse Staff

Goals for Program Connections

  • 4. Positive Participant and Staff Interactions
  • 6. Consistent Participant Attendance

Goals for Program Participants

  • 8. Improved Academics Achievement
  • 9. Greater Creativity and Well-Being

North Carolina Center for Afterschool Programs (NCCAP)

  • Goals for Program Connections
  • Goals for Program Management and Delivery
  • Goals for Program Participants

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
  • 7. Leadership and Professionalism
  • 8. Activities

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

  • 2. Child growth and development
  • 4. Planning learning activities
  • 5. Guidance and discipline techniques
  • 6. Linkages with community services
  • 9. Advocacy for early childhood programs

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

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
  • 22. Developing special interest centers/spaces and environments

After School Program Quality Standards and Indicators

  • 2. Relationships
  • 3. Programming and Activities
  • 4. Staffing and Professional Development

Early Learning and Development Standards

  • 2. Social and Emotional Development

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

  • 2. Staff and Volunteer Management
  • 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 6. Positive interaction with children

Afterschool Quality Standards

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

Virginia Partnership for Out-of-School Time Quality Standards

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

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

Afterschool Standards

  • 3. Programming and Activities

Core Knowledge and Competencies

  • 4. Learning Environment and Curriculum
  • 6. Leadership and Professionalism

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

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

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

  • g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development

Department of Education and Early Development (DEED)

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

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 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 X: Provides Leadership Within School/Community/Profession

Course Content

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Course Includes

  • 23 Lessons
  • 4 Topics
  • 1 Check-in