Suicide Prevention

Early Care and Education Professional Competency Goals for Staff

• 1. Child development, including discipline, guidance, nutrition, injury control and safety
• 3. Child abuse and neglect, including identification and reporting, and meeting the needs of abused and/or neglected children

Afterschool & Youth Development Standards

• 3. Environment & Climate
• 5. Health & Well Being
• 6. Staffing & Professional Development
• 7. Organizational Practices
• 8. Evaluation & Outcomes

Early Care and Education Professional Competency Goals for Directors

• f. Advocacy for the Center, Parents, children and Staff

Out-of-School Time (NMOST) Guiding Principles

• 1. Environmental Safety

Early Childhood Education and Care Department

• 2. Health, safety, nutrition, and infection control
• 5. Learning environment and curriculum implementation
• 6. Assessment of children and programs

Career Development

• 1. Ethics and professionalism in child care

Child Growth and Development

• 2. Interpersonal Relationships
• 5. Health and Safety

Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics

• Career Development

Quality Guidelines for Ohio's Afterschool Programs

• Child Growth and Development

Afterschool Network Quality Standards

• 1. Foster positive relationships between program participants and staff

Early Childhood: Child Care Center Training Topics

• 6. Prevention, signs, and symptoms of child abuse and neglect, including child sexual abuse, and legal reporting requirements

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

• 1. Health and safety
• 8. Detection of child abuse

MOST (Michigan Out-of-School Time) Standards of Quality

• 1. Health, Safety
• 2. Human Relationships

Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce

• 2. Health, safety, and nutrition
• 6. Observation, documentation, and assessment
• 7. Interactions and guidance

After School Program Quality Standards and Indicators

• 1. Health, Safety and the Environment
• 4. Staffing and Professional Development

Afterschool Standards

• 1. Human Relationships
• 4. Safety, Health, and Nutrition

Core Knowledge and Competencies

• 2. Health, Safety and Nutrition
• 3. Observation and Assessment

Afterschool Alliance's Quality Standards

• 1. Planning a safe, healthy learning environment
• 3. Positive ways to support children’s social and emotional development
• 7. Observing and recording children’s behavior

Child Care Centers Professional Growth and Development Training Requirements

• 1. Planning a safe, healthy learning environment (includes nutrition)
• 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
• 7. Observing and recording children’s behavior

Afterschool Network Best Practices

• 1. Prepared Staff
• 6. Promotion of Safety, Health and Wellness

Core Competencies for Early Childhood Practitioners

• 2. Health, safety and nutrition
• 3. Child observation and assessment

Afterschool Alliance Best Practices

• 1. Prepared Staff
• 6. Promotion of Safety, Health and Wellness

All Staff Annual Training

• 4. Health and Safety, Nutrition

Early Learning Staff Professional Development Areas

• All Staff Annual Training

Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit

• 1. Proper supervision of children
• 7. Mandated reporter training

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. Learning Environment and Curriculum (LEC)
• 6. Health, Safety and Nutrition (HSN) 
• 7. Professionalism and Leadership (PL)

Quality Afterschool Guidelines

• 1. Quality Environments
• 2. Supporting Children and Youth
• 4. Safe Environments

Hawaii OST Quality Guidelines

• 1a. Pilina (Relationships) between Staff and Youth
• 2a. Youth Learning and Development
• 3c. Health, Safety, and Emergencies

After School Network

• 1. Relationships — Interactions and Engagement
• 5. Safety

Early Learning and Development Standards

• 3. Health Issues

Virginia Partnership for Out-of-School Time Quality Standards

• 1. Relationships, Culture & Diversity
• 2. Staffing, Volunteers & Professional Development

Child Care VA Standards

• 6. Safe Spaces
• 12. Recognition and Reporting of Child Abuse and Neglect

Guiding Principles for Quality OST Programs

• 1. Safe & Supportive Environment

Early Care and Education Knowledge Base

• 3. Observation, documentation and assessment

Quality Standards for Expanded Learning

• 1. Safe and Supportive Environment
• 5. Healthy Choices and Behaviors

ECE Competencies

• 3. Relationships, Interactions, and Guidance
• 9. Health, Safety, and Nutrition

Core Competencies for Early Childhood Professionals

• 1. Safe Environments

Goals for Program Management and Delivery

• 1. Safe, Healthy, and Orderly Environment

Child Care Facilities: Staff Development Topics

• a. Planning a safe, healthy learning environment
• g. Observing and recording children's behavior

North Carolina Center for Afterschool Programs (NCCAP)

• Goals for Program Management and Delivery

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

• 1. Safety, Health and Nutrition
• 6. Relationships and Interactions

Early Childhood Education: Professional Development Areas

• Annual Training (4) Teacher-child interaction
• Pre-Service 4. Fostering children’s self-esteem

Quality Standards for OST Programs

• 1: Health and Safety

Competencies for Early Childhood Educators and Administrators

• 2. Child observation and assessment
• 5. Health, safety and nutrition

Academic Standards: Essential Skills

• 3. Civic/Interpersonal Skills

OST Quality Guidelines

• 3. Human Relationships
• 5. Staff Qualifications and Training
• 7. Health and Safety Guidelines

School's Out Washington Quality Improvement Standards

• 2. Having positive, meaningful relationships with program staff and youth

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

• 3. Child observation and assessment
• 5. Safety and wellness
• 8. Professional development and leadership
• 11. Other training as appropriate

Childcare Program: Continuing Education

• 2. Health and safety or fire safety
• 12. Child abuse and neglect

Standards of Early Learning and Development

• 2. Health, Safety and Universal Precautions
• 6. Positive Discipline and Guidance

Afterschool Quality Standards

• 2. Staff and Youth Relationships
• 4. Family and Community Partnerships
• 7. Staffing and Professional Development

Guidelines for Afterschool, Summer, and Youth Development Programs

• 2. Health, Safety, and Environment
• 8. Staff and Professional Development

Child Care Training Regulations

• 2. Routine and emergency health protection of children including health related exclusions
• 18. Preventing, recognizing, and reporting child abuse and neglect
• 25. Staffing plans and definitions of related duties to include opening and closing procedures

Program Content

• 2. Interpersonal Relations

Early Care & Education Professional Development Content Areas

• 3. Child Observation, Documentation, and Assessment
• 7. Health and Safety

Program Management

• 6. Safety and Health

Afterschool Program Standards

• Program Content
• Program Management

Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool

• 2. Positive Connections
• 3. Safety and Health

Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)

• Standard 3: Child Observation, Documentation, and Assessment

Afterschool Network Quality Standards

• 2. Relationships

Afterschool Program Quality Institute

• 2. Relationships and Connections

Early Childhood - Continuing Education

• 3. Child Abuse Prevention
• 7. Health and Safety

Statewide Afterschool Quality Standards

• 2. Safety, Health, and Nutrition
• 4. Professional Development and Qualifications

B-3 Continuum

• 5. Joint Professional Development

Building Blocks for Out-of-School Time Quality

• 2. Supportive Relationships & Environments
• 8. Youth Safety and Wellness

Ignite Afterschool

• 2. Supportive Relationships and Environments

Teachers of Early Childhood Education Subject Matter Standards

• 4. Assessment, evaluation, and individualization
• 7. Health, safety, and nutrition

Core Knowledge and Competencies for Early Childhood Professionals

• 3. Child safety, abuse, and neglect

West Virginia Afterschool Program Quality Standards

• 4. Health, Safety and Nutrition

National Afterschool Association Competencies

• 3. Child/Youth Observation and Assessment
• 4. Interactions with Children and Youth
• 8. Safety and Wellness

Department of Social Services, Child Care Services (CCS): Pathway to Professional Development

• 3. Guidance and behavior management
• 6. Program health and safety

Child Care Core of Knowledge

• 3. Health, Safety, and Nutrition

Out-of-School Time Program Quality Standards

• Administrative Quality Standards
• Program Quality Standards

Program Quality Standards

• III. Family/Caring Adult and Community Engagement

Administrative Quality Standards

• III. Health, Safety and Program Space

Afterschool Network

• 3. Health, wellness, and safety
• 4. Observation and assessment

Child Care Training & Education

• Standard 3: Staff Qualifications and Professional Development
• Standard 7: Health, Safety, Nutrition, and Physical Activity

Afterschool & Out-of-School Time Professional Network

• 3. Human Relationships
• 6. Safety and Environmental Health

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

• ii. Positive guidance and discipline

Early Childhood Educator Requirements: Birth to Second Grade

• 3. Observation and assessment
• 5. Health, safety, physical activity, and nutrition

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

• 3. Relationships
• 4. Staffing & Professional Development

School Age Child Care

• 4. Safety and Security Procedure
• 6. Child Abuse and Maltreatment Identification and Prevention
• 10. Adverse Childhood Experiences, Focused on Understanding Trauma and on Nurturing Resiliency

NYC DYCD Core Competencies for Youth Work Professionals

• 6. Ability to promote responsible and healthy decision-making among all participants.

Department of Early Learning and Care: Training

• 4. Health Safety and Nutrition
• 6. Observation and Assessment
• 10. Understanding and Guiding Behavior

Standards for Quality Afterschool Programs

• 5. Health, Safety and Nutrition

Department of Children and Families (Annual In-Service Training)

• 10. Community, health and social service resources

Afterschool Program Quality Guidelines

• 5. Professional Development

Program Quality Practices

• 6. Safety, Health, and Wellness
• 8. Professional Development

Department of Early Education & Care Standards

• 8. Health and Safety in Early Childhood
• 11. Child Observation, Documentation and Assessment

Quality Standards for Out-of-School Time Programs

• A. Safe and Healthy Environments
• C. Intentional Programming and Activities
• F. Program Management

Early Childhood Education Professional Learning Standards

• B. Health and Safety Issues
• C. Program administration, planning, development, or management

Department of Education and Early Development (DEED)

• Biennial and Quadrennial Requirements: 1. Domestic Violence & Sexual Assault Training for Educators
• Mandatory Trainings: 1. Sexual abuse awareness and prevention
• Mandatory Trainings: 3. Dating violence awareness and prevention (Must be approved by DEED)
• Teacher Certification Requirements: 2. Domestic Violence & Sexual Assault Training for Educators (eLearning course: Domestic Violence & Sexual Assault Training for Educators)

Quality Standards for Nevada OST Programs

• b. Health, Safety and Security of the Physical Environment

Division of Early Care and Education: Staff Development

• o. Identification and reporting of suspected child abuse or neglect
• s. Any other topic that promotes child development or protects children’s health or safety