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.
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.
Course Outcomes
By the end of this course, you will be able to:
Explore the foundational components of circles and circle keeping.
Differentiate between personal habits and community rituals.
Identify practical applications for centering joy, sharing stories, and sharing power with young people in intentional spaces.
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 1 hour to complete.
This course satisfies these child care training requirements:
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
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
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
All Staff Annual Training
2. Social and Emotional Development
3. Child Guidance
Director Annual Training
4. Child Guidance
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
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
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. Learning Environment and Curriculum (LEC)
4. Positive Interactions (PI)
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
6. Supervision of children
21. Providing developmentally appropriate activities and experiences for children
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
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
MOST (Michigan Out-of-School Time) Standards of Quality
2. Human Relationships
5. Program Activities
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
5. Teaching and learning
7. Interactions and guidance
Program Content
2. Interpersonal Relations
Early Care & Education Professional Development Content Areas
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
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
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
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
Hawaii OST Quality Guidelines
2a. Youth Learning and Development
2b. Staff Professional Development and Leadership
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
3. Guidance and behavior management
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
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
Core Knowledge Areas, DC Division of Early Learning Training Categories
4. Curriculum
5. Inclusive Practices
8. Diversity: Family, Language, Culture and Society
11. Social-Emotional Development and Mental Health
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
12. Child abuse and neglect
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
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
Division of Early Care and Education: Staff Development
