Sharing Power with Young People
To develop strategies for sharing power with young people.
Learn how to effectively share power with young people in our two-hour online course. Designed for educators and youth workers, this course explores power dynamics in youth-adult interactions, offering practical strategies to foster equity, disrupt bias, and empower youth voices.
Full Course Description
Uplift the next generation by learning to share power effectively with young people in our Sharing Power with Young People online course. This two-hour course, designed for educators and youth workers, explores power dynamics in youth-adult interactions and provides strategies for fostering more equitable and empowering environments. You’ll learn to disrupt biases, minimize ageist interactions, and see real-world examples of power sharing in practice. By the end, you’ll have a plan to implement these strategies, creating inclusive spaces that elevate youth voices and leadership. Enroll today to transform your approach and empower youth.
This course will take approximately 2 hours to complete.
This course satisfies these child care training requirements:
- Critical Competencies: 1. Child Development
- Maryland: Critical Competencies
- : Maryland
- Early Care and Education Knowledge Base: 1. Child Development
- Early Care and Education Knowledge Base: 2. Family and community partnerships
- Early Care and Education Knowledge Base: 4. Teaching and engagement
- Early Care and Education Knowledge Base: 5. Curriculum and learning environment
- Montana: Early Care and Education Knowledge Base
- : Montana
- Childcare Program: Continuing Education: 1. Child development
- Childcare Program: Continuing Education: 7. Behavior guidance
- Childcare Program: Continuing Education: 8. Leadership, child care administration, or mentoring
- Childcare Program: Continuing Education: 10. Working with families
- New Hampshire: Childcare Program: Continuing Education
- : New Hampshire
- Child Care Training Regulations: 1. Child Development
- Child Care Training Regulations: 4. Positive behavior management
- Child Care Training Regulations: 5. Curriculum development policies and responsibilities
- Child Care Training Regulations: 6. Supervision of children
- Child Care Training Regulations: 21. Providing developmentally appropriate activities and experiences for children
- Child Care Training Regulations: 22. Inclusion of children with special needs
- Vermont: Child Care Training Regulations
- : Vermont
- Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 1. Child development and learning
- Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 3. Family and community collaboration
- Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 5. Teaching and learning
- Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 7. Interactions and guidance
- Michigan: Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
- : Michigan
- Teachers of Early Childhood Education Subject Matter Standards: 1. Child Development and Learning
- Teachers of Early Childhood Education Subject Matter Standards: 2. Developmentally appropriate learning experiences
- Teachers of Early Childhood Education Subject Matter Standards: 5. Historical and contemporary development of early childhood education
- : Minnesota
- Minnesota: Teachers of Early Childhood Education Subject Matter Standards
- Early Care & Education Professional Development Content Areas: 1. Child Development and Learning in Context
- Early Care & Education Professional Development Content Areas: 2. Families - Teacher Partnerships and Community Connections
- Early Care & Education Professional Development Content Areas: 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
- Early Care & Education Professional Development Content Areas: 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
- Early Care & Education Professional Development Content Areas: 6. Professionalism as an Early Childhood Educator
- Missouri: Early Care & Education Professional Development Content Areas
- : Missouri
- Early Care and Education Professional Competency Goals for Staff: 1. Child development, including discipline, guidance, nutrition, injury control and safety
- Georgia: Early Care and Education Professional Competency Goals for Directors
- Georgia: Early Care and Education Professional Competency Goals for Staff
- Early Care and Education Professional Competency Goals for Directors: f. Advocacy for the Center, Parents, children and Staff
- : Georgia
- Core Competencies for Early Childhood Practitioners: 1. Child growth and development
- Core Competencies for Early Childhood Practitioners: 5. Learning environments and curriculum
- Core Competencies for Early Childhood Practitioners: 6. Interactions with children
- Core Competencies for Early Childhood Practitioners: 7. Program planning, development and evaluation
- Oklahoma: Core Competencies for Early Childhood Practitioners
- : Oklahoma
- All Staff Annual Training: 1. Child growth and development
- Director Annual Training: 1. Curriculum
- All Staff Annual Training: 3. Child Guidance
- Director Annual Training: 4. Child Guidance
- South Carolina: All Staff Annual Training
- South Carolina: Director Annual Training
- : South Carolina
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 1. Child growth and development
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 3. Guidance and behavior management
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 9. Communication and relations with staff
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 10. Cultural diversity
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 11. Learning environments
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 12. Age-appropriate activities and planning
- Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 15. Inclusion of all children
- South Dakota: Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
- : South Dakota
- Early Childhood Education and Care Department: 1. Child growth, development, and learning
- Early Childhood Education and Care Department: 4. Developmentally appropriate content
- Early Childhood Education and Care Department: 5. Learning environment and curriculum implementation
- New Mexico: Early Childhood Education and Care Department
- : New Mexico
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 1. Child/adolescent growth and development
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 2. Learning environment and curriculum
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 4. Families, communities, and schools
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 6. Interactions with children/youth
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 7. Program planning and development
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 8. Professional development and leadership
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 9. Cultural competency and responsiveness
- Department of Children, Youth & Families: Child Care Provider Training Requirements: 10. Youth empowerment
- Washington: Department of Children, Youth & Families: Child Care Provider Training Requirements
- : Washington
- Department of Early Learning and Care: Training: 1. Diversity
- Department of Early Learning and Care: Training: 5. Learning Environments and Curriculum
- Department of Early Learning and Care: Training: 8. Understanding and Guiding Behavior
- Oregon: Department of Early Learning and Care: Training
- : Oregon
- Early Learning and Development Standards: 1. Early Childhood Education and Child Development
- : Connecticut
- Connecticut: Early Learning and Development Standards
- Early Learning eGuidelines Competencies: 1. Introduction to Inclusive Child Care
- Early Learning eGuidelines Competencies: 4. Preparing for and Including Young Children in the Child Care Setting
- Early Learning eGuidelines Competencies: a. Introduction to Inclusive Child Care
- Early Learning eGuidelines Competencies: d. Preparing for and Including Young Children in the Child Care Setting
- Idaho: Early Learning eGuidelines Competencies
- : Idaho
- 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.
- School Age Child Care: 1. Principles of Childhood Development
- NYC DYCD Core Competencies for Youth Work Professionals: 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
- School Age Child Care: 3. Child Day Care Program Development
- NYC DYCD Core Competencies for Youth Work Professionals: 4. Ability to foster academic and non-academic skills and broaden participant horizons.
- School Age Child Care: 4. Safety and Security Procedure
- NYC DYCD Core Competencies for Youth Work Professionals: 7. Ability to develop leadership, team-building and self-advocacy skills among participants.
- : New York
- New York: NYC DYCD Core Competencies for Youth Work Professionals
- New York: School Age Child Care
- Early Childhood Professional Learning Categories: 1. Learning Communities
- Early Childhood Professional Learning Categories: 5. Learning Designs
- Early Childhood Professional Learning Categories: 6. Implementation
- Tennessee: Early Childhood Professional Learning Categories
- : Tennessee
- Program Quality Practices: 1. Physical Environment, Curriculum, and Program Activities
- Program Quality Practices: 3. Relationships
- Program Quality Practices: 4. Child and Youth Engagement
- Program Quality Practices: 5. Families and Communities
- Program Quality Practices: 7. Leadership and Administration
- Program Quality Practices: 8. Professional Development
- Wyoming: Program Quality Practices
- : Wyoming
- Child Care Centers Professional Growth and Development Training Requirements: 1. Planning a safe, healthy learning environment (includes nutrition)
- Child Care Centers Professional Growth and Development Training Requirements: 2. Steps to advance children’s physical and intellectual 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)
- Iowa: Child Care Centers Professional Growth and Development Training Requirements
- : Iowa
- Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit: 1. Proper supervision of children
- Workforce Knowledge and Competencies: 2. Alignment with CDELS
- 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)
- Workforce Knowledge and Competencies: 3. Positive Interactions (PI)
- Workforce Knowledge and Competencies: 7. Professionalism and Leadership (PL)
- : Arkansas
- Arkansas: Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
- Arkansas: Workforce Knowledge and Competencies
- Core Competencies for Early Childhood Professionals: 1. Safe Environments
- Core Competencies for Early Childhood Professionals: 2. Healthy Environments
- Core Competencies for Early Childhood Professionals: 3. Learning Environments
- Core Competencies for Early Childhood Professionals: 7. Creative Learning
- Core Competencies for Early Childhood Professionals: 8. Self-Esteem
- Core Competencies for Early Childhood Professionals: 9. Social Development
- Core Competencies for Early Childhood Professionals: 10. Guidance
- Core Competencies for Early Childhood Professionals: 12. Program Management
- Nebraska: Core Competencies for Early Childhood Professionals
- : Nebraska
- Core Knowledge and Competencies for Early Childhood Professionals: 2. Child and youth development
- West Virginia: Core Knowledge and Competencies for Early Childhood Professionals
- : West Virginia
- The National Association for the Education of Young Children (NAEYC) Training: 2. Child growth and development
- The National Association for the Education of Young Children (NAEYC) Training: 4. Planning learning activities
- The National Association for the Education of Young Children (NAEYC) Training: 5. Guidance and discipline techniques
- The National Association for the Education of Young Children (NAEYC) Training: 6. Linkages with community services
- The National Association for the Education of Young Children (NAEYC) Training: 9. Advocacy for early childhood programs
- : Mississippi
- Mississippi: The National Association for the Education of Young Children (NAEYC) Training
- Early Childhood - Continuing Education: 2. Child Guidance
- Early Childhood - Continuing Education: 6. Learning Activities
- Louisiana: Early Childhood - Continuing Education
- : Louisiana
- ECE Competencies: 2. Culture, Diversity and Equity
- ECE Competencies: 3. Relationships, Interactions, and Guidance
- ECE Competencies: 8. Learning Environments and Curriculum
- : California
- California: ECE Competencies
- Early Childhood Educator Requirements: Birth to Second Grade: 2. Developmental curriculum planning/ environment and curriculum
- Early Childhood Educator Requirements: Birth to Second Grade: 4. Positive behavior management/social-emotional development
- : Delaware
- Delaware: Early Childhood Educator Requirements: Birth to Second Grade
- Department of Early Education & Care Standards: 2. Planning Programs and Environments for Young Children
- Department of Early Education & Care Standards: 4. Child and Classroom Management
- Department of Early Education & Care Standards: 10. Supervision or Staff Development in Early Childhood Education
- Massachusetts: Department of Early Education & Care Standards
- : Massachusetts
- Early Learning and Development Standards: 2. Social and Emotional Development
- Rhode Island: Early Learning and Development Standards
- : Rhode Island
- Hawaii: 2.Learning and Development
- 2.Learning and Development: 2a. Youth Learning and Development
- : Hawaii
- Quality Standards for OST Programs: 2: Relationships and Interactions
- Quality Standards for OST Programs: 3: Youth-Centered Program Design
- Quality Standards for OST Programs: 4: Leadership and Management
- : North Dakota
- North Dakota: Quality Standards for OST Programs
- Competencies for Early Childhood Educators and Administrators: 3. Family and community partnership
- Competencies for Early Childhood Educators and Administrators: 4. Guidance
- Competencies for Early Childhood Educators and Administrators: 6. Professional development and leadership
- Competencies for Early Childhood Educators and Administrators: 8. Teaching practices
- : Colorado
- Colorado: Competencies for Early Childhood Educators and Administrators
- Family/Community Relations: 4. Cultural diversity/awareness
- Career Development: 6. Strategic leadership and planning
- Child Growth and Development: 7. Challenging behaviors
- Ohio: Career Development
- Ohio: Child Growth and Development
- Ohio: Family/Community Relations
- : Ohio
- Core Knowledge and Competencies: 4. Learning Environment and Curriculum
- Core Knowledge and Competencies: 6. Leadership and Professionalism
- Indiana: Core Knowledge and Competencies
- : Indiana
- B-3 Continuum: 5. Joint Professional Development
- Illinois: B-3 Continuum
- : Illinois
- Department of Children and Families (Annual In-Service Training): 7. Behavior management
- Department of Children and Families (Annual In-Service Training): 16. Guidance and discipline
- Department of Children and Families (Annual In-Service Training): 22. Developing special interest centers/spaces and environments
- Florida: Department of Children and Families (Annual In-Service Training)
- : Florida
- Child Care VA Standards: 10. Inclusion of All Children
- Child Care VA Standards: 13. Foundations of Child Development and Approaches to Learning
- Virginia: Child Care VA Standards
- : Virginia
- Kansas: Afterschool Program Quality Guidelines
- Afterschool Program Quality Guidelines: I. Child/Adolescent Growth and Development
- Afterschool Program Quality Guidelines: II. Learning Environment and Curriculum
- : Kansas
- Afterschool Program Quality Guidelines: VI. Interactions with Children/Youth/Others
- Afterschool Program Quality Guidelines: VIII. Professional Development and Leadership
- : Alaska
- Department of Education and Early Development (DEED): Biennial and Quadrennial Requirements: 3. Equity Training for Educators
- Alaska: Department of Education and Early Development (DEED)
- Early Childhood Education: Professional Development Areas: Annual Training (1) Child growth and development
- Early Childhood Education: Professional Development Areas: Annual Training (2) Guidance and discipline
- Early Childhood Education: Professional Development Areas: Annual Training (4) Teacher-child interaction
- Texas: Early Childhood Education: Professional Development Areas
- Early Childhood Education: Professional Development Areas: Pre-Service 3. Positive guidance and discipline of children
- Early Childhood Education: Professional Development Areas: Pre-Service 4. Fostering children’s self-esteem
- Early Childhood Education: Professional Development Areas: Pre-Service 6. Positive interaction with children
- : Texas
- Maine: Child Care Training & Education
- : Maine
- Child Care Training & Education: Standard 1: Learning Environment/Developmentally Appropriate Practice
- New Jersey: Department of Children & Families: Staff Training Requirements for Childcare Centers
- Department of Children & Families: Staff Training Requirements for Childcare Centers: i. Child growth and development
- Department of Children & Families: Staff Training Requirements for Childcare Centers: ii. Positive guidance and discipline
- : New Jersey
- Department of Children & Families: Staff Training Requirements for Childcare Centers: v. Program planning and development
- Department of Children & Families: Staff Training Requirements for Childcare Centers: vi. Creating a classroom environment
- Nevada: Department of Education: Standards for Professional Development
- 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
- : Nevada
- Wisconsin: Division of Early Care and Education: Staff Development
- Division of Early Care and Education: Staff Development: i. Child growth and development
- Division of Early Care and Education: Staff Development: k. Guiding children’s behavior
- Division of Early Care and Education: Staff Development: r. Business operations
- : Wisconsin
- Kentucky: Early Childhood Professional Development Framework
- : Kentucky
- Early Childhood Professional Development Framework: Standard I: Designs/Plans Instruction
- Early Childhood Professional Development Framework: Standard II: Creates/Maintains Environments
- Early Childhood Professional Development Framework: Standard IV: Assesses & Communicates Learning Results
- Early Childhood Professional Development Framework: Standard V: Reflects/Evaluates Teaching/Learning
- Early Childhood Professional Development Framework: Standard VI: Collaborates with Colleagues/Families/Others
- Early Childhood Professional Development Framework: Standard VII: Engages in Professional Development
- Early Childhood Professional Development Framework: Standard X: Provides Leadership Within School/Community/Profession
- : Pennsylvania
- Pennsylvania: Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
- Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 1: Child Development and Learning in Context
- Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Course Content
Module 1: Course Overview
Course Includes
- 23 Lessons
- 4 Topics
- 1 Check-in
- Course Certificate