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.
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:
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
