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.
Course Outcomes
By the end of this course, you will be able to:
Discuss power hierarchies in spaces where youth and adults interact.
Explore strategies for disrupting bias when working with youth.
Analyze examples of power sharing in practice.
CEU Requirements
To receive CEU credit for taking this course, you must:
Pass the knowledge check-ins and complete the entire course.
Complete the course evaluation form at the end of the course.
Upon successful completion, you will receive a certificate showing the CEUs earned.
Change Up Learning requires disclosure of proprietary interests. No staff, instructors, or course developers have proprietary interests related to this course.
This course will take approximately 2 hours to complete.
This course satisfies these child care training requirements:
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
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
All Staff Annual Training
3. Child Guidance
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
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
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)
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
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. Learning Environment and Curriculum (LEC)
4. Positive Interactions (PI)
8. Professionalism and Leadership (PL)
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development
4. Positive Youth Development
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
Child Care Training Regulations
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
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
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
Early Care & Education Professional Development Content Areas
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
Standards for Quality Afterschool Programs
2. Knowledgeable and Qualified Program Staff
3. Positive Communication and Interaction
4. Intentional Programming
6. Purposeful Family & Community Engagement
Core Knowledge Areas, DC Division of Early Learning Training Categories
2. Observing, Documenting and Assessing to Support Young Children and Families
4. Curriculum
5. Inclusive Practices
6. Learning Environments
11. Social-Emotional Development and Mental Health
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
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
Hawaii OST Quality Guidelines
2a. Youth Learning and Development
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
3. Family and community collaboration
5. Teaching and learning
7. Interactions and guidance
Department of Social Services, Child Care Services (CCS): Pathway to Professional 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
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
Childcare Program: Continuing Education
7. Behavior guidance
8. Leadership, child care administration, or mentoring
10. Working with families
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
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
Department of Education and Early Development (DEED)
Biennial and Quadrennial Requirements: 3. Equity Training for Educators
Division of Early Care and Education: Staff Development
