
The Basics of Restorative Circle Keeping
Design and lead safe, inclusive spaces that build community, facilitate crucial conversations, and repair harm.
Note: This course will guide you on specific techniques for proactively building the skills and relationships students will need when challenges arise. A foundational understanding of Restorative Practice is highly recommended before taking this course.
Suggested pre-work: Building a Restorative Practice
Full Course Description
Foster community and repair harm with our Basics of Restorative Circle Keeping Online Training. This 1-hour course equips leaders, educators, and counselors with the skills to facilitate restorative circles that build community, resolve conflict, and promote healing. Learn to design inclusive spaces centered on joy, storytelling, and shared power, and discover rituals and techniques to enhance circle effectiveness. By the end, you’ll confidently lead restorative discussions and ceremonies, fostering empathy, respect, and connection. Enroll today to transform your approach to community building.
This course will take approximately 1 hour to complete.
This course satisfies these child care training requirements:
School's Out Washington Quality Improvement Standards
- 1. Being welcomed into safe spaces that center their own cultures and communities
- 2. Having positive, meaningful relationships with program staff and youth
- 3. Participating in activities that encourage self-expression and inspire them to discover their passions
- 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 Children, Youth & Families: Child Care Provider Training Requirements
- 1. Child/adolescent growth and development
- 2. Learning environment and curriculum
- 5. Safety and wellness
- 6. Interactions with children/youth
- 8. Professional development and leadership
- 9. Cultural competency and responsiveness
- 10. Youth empowerment
- 11. Other training as appropriate
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
- I. Youth Program Design and Accountability
- III. Health, Safety and Program Space
Early Care and Education Knowledge Base
- 1. Child Development
- 4. Teaching and engagement
Guiding Principles for Quality OST Programs
- 1. Safe & Supportive Environment
- 3. Skill Building
- 4. Positive & Empowering Relationships
- 5. Youth Voice & Leadership
- 7. Inclusion & Access
- 8. Cultural Responsiveness
- 10. Clear Vision, Mission & Purpose
Childcare Program: Continuing Education
- 1. Child development
- 7. Behavior guidance
- 12. Child abuse and neglect
Child Care Training Regulations
- 1. Child Development
- 4. Positive behavior management
- 6. Supervision of children
- 21. Providing developmentally appropriate activities and experiences for children
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
- 5. Teaching and learning
- 7. Interactions and guidance
MOST (Michigan Out-of-School Time) Standards of Quality
- 2. Human Relationships
- 5. Program Activities
Teachers of Early Childhood Education Subject Matter Standards
- 1. Child Development and Learning
- 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
Early Care & Education Professional Development Content Areas
- 1. Child Development and Learning in Context
- 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
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
Afterschool Network Best Practices
- 1. Prepared Staff
- 2. Intentional Programming
- 4. Promotion of Varied Youth Engagement
All Staff Annual Training
- 1. Child growth and development
- 2. Social and Emotional Development
- 3. Child Guidance
Afterschool Alliance Best Practices
- 1. Prepared Staff
- 2. Intentional Programming
- 4. Promotion of Varied Youth Engagement
- 6. Promotion of Safety, Health and Wellness
- 7. Sustained Student Attendance and Access
Director Annual Training
- 4. Child Guidance
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
- 10. Cultural diversity
- 11. Learning environments
- 12. Age-appropriate activities and planning
- 15. Inclusion of all children
Competencies for Early Childhood Educators and Administrators
- 1. Child growth and development, and learning or courses that align with the competency domains of child growth and development
- 4. Guidance
- 6. Professional development and leadership
- 8. Teaching practices
OST Quality Guidelines
- 1. Diverstiy, Equity, and Inclusion
- 3. Human Relationships
- 6. Youth Development and Engagement
Academic Standards: Essential Skills
- 2. Personal Skills
- 3. Civic/Interpersonal Skills
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
- 5. Cultural Relevance
- 6. Programming
- 8. Staffing and Professional Development
Department of Early Learning and Care: Training
- 1. Diversity
- 3. Human Growth and Development
- 5. Learning Environments and Curriculum
- 10. Understanding and Guiding Behavior
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
- 3. Relationships
- 4. Staffing & Professional Development
- 5. Programming & Activities
- 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.
Afterschool Network Quality Standards
- 1. Foster positive relationships between program participants and staff
- 4. Promote high levels of student engagement
Afterschool Network
- 1. Guidance toward healthy relationships
- 5. Curriculum and activities
- 6. Learning environment
- 7. Program planning and evaluation
Child Care Training & Education
- Standard 1: Learning Environment/Developmentally Appropriate Practice
- Standard 3: Staff Qualifications and Professional Development
After School Program Quality Standards and Indicators
- 1. Health, Safety and the Environment
- 2. Relationships
- 3. Programming and Activities
- 4. Staffing and Professional Development
Early Learning and Development Standards
- 2. Social and Emotional Development
Afterschool Standards
- 1. Human Relationships
- 3. Programming and Activities
Core Knowledge and Competencies
- 4. Learning Environment and Curriculum
Building Blocks for Out-of-School Time Quality
- 1. Intentional Program Design
- 2. Supportive Relationships & Environments
- 3. Youth Voice, Leadership, and Engagement
- 4. Responsiveness to Culture & Identity
- 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
- d. Preparing for and Including Young Children in the Child Care Setting
Program Quality Practices
- 1. Physical Environment, Curriculum, and Program Activities
- 2. Assessment, Planning, and Improvement
- 4. Child and Youth Engagement
- 6. Safety, Health, and Wellness
- 8. Professional Development
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
Child Growth and Development
- 1. Programming and Curriculum
- 2. Interpersonal Relationships
- 4. Program Environment
- 6. Social/emotional development
- 7. Challenging behaviors
Family/Community Relations
- 3. Transitioning
Career Development
- 4. Using child care tools
- 6. Strategic leadership and planning
Child Growth and Development
- 1. Programming and Curriculum
- 2. Interpersonal Relationships
- 4. Program Environment
- 6. Social/emotional development
- 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
Standards for Quality Afterschool Programs
- 1. Safe and Appropriate Program Environments and Facilities
Workforce Knowledge and Competencies
- 2. Alignment with CDELS
- 2. Learning Environment and Curriculum (LEC)
- 3. Positive Interactions (PI)
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
- 2b. Staff Professional Development and Leadership
After School Network
- 1. Relationships — Interactions and Engagement
- 3. Environment
- 4. Activities and Programming
- 6. Staffing/Professional Development
Virginia Partnership for Out-of-School Time Quality Standards
- 1. Relationships, Culture & Diversity
- 2. Staffing, Volunteers & Professional Development
- 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 Expanded Learning
- 1. Safe and Supportive Environment
- 2. Active and Engaged Learning
- 3. Skill Building
- 4. Youth Voice and Leadership
- 5. Healthy Choices and Behaviors
- 6. Diversity, Access and Equity
ECE Competencies
- 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
Goals for Program Management and Delivery
- 1. Safe, Healthy, and Orderly Environment
- 2. Qualified and Diverse Staff
- 3. Opportunities to Learn in Diverse Environments
Goals for Program Connections
- 4. Positive Participant and Staff Interactions
Goals for Program Participants
- 9. Greater Creativity and Well-Being
Child Care Facilities: Staff Development Topics
- a. Planning a safe, healthy learning environment
- c. Positive ways to support children's social and emotional development
North Carolina Center for Afterschool Programs (NCCAP)
- Goals for Program Connections
- Goals for Program Management and Delivery
- Goals for Program Participants
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
- 1: Structure and Management
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
- Standard 6: Professionalism as an Early Childhood Educator
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
- 8. Activities
The National Association for the Education of Young Children (NAEYC) Training
- 2. Child growth and development
- 5. Guidance and discipline techniques
Early Childhood - Continuing Education
- 2. Child Guidance
- 6. Learning Activities
Afterschool Program Quality Institute
- 2. Relationships and Connections
- 3. Programming
- 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
National Afterschool Association Competencies
- 2. Learning Environment and Curriculum
- 4. Interactions with Children and Youth
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
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
Afterschool Program Quality Guidelines
- 2. Programming
- 3. Relationships
- 5. Professional Development
Afterschool Quality Standards
- 2. Staff and Youth Relationships
- 3. Youth Participation, Learning, and Engagement
- 7. Staffing and Professional Development
Standards of Early Learning and Development
- 6. Positive Discipline and Guidance
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
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
- 3. Programming and Activities
- 4. Diversity and Inclusion in Programming
- 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
Quality Standards for OST Programs
- 3: Youth-Centered Program Design
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
- d. Program Structure, Curriculum & Activities
Department of Education: Standards for Professional Development
- f. Strategies for working with children with disabilities
- g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
Division of Early Care and Education: Staff Development
- i. Child growth and development
- k. Guiding children’s behavior
Early Childhood Professional Development Framework
- Standard I: Designs/Plans Instruction
- Standard II: Creates/Maintains Environments
- Standard V: Reflects/Evaluates Teaching/Learning
- Standard VII: Engages in Professional Development
- Standard VIII: Supports Families
Course Content
Module 1: Course Overview

Course Includes
- 19 Lessons
- 10 Topics
- 1 Check-in
- Course Certificate