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Examine key terms and strategies to help students and staff understand, identify, and support mental health.

This course will take approximately 1.5 hours 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
  • 11. Other training as appropriate

Early Care and Education Knowledge Base

  • 1. Child Development
  • 4. Teaching and engagement
  • 5. Curriculum and learning environment
  • 6. Professionalism

Guiding Principles for Quality OST Programs

  • 1. Safe & Supportive Environment
  • 4. Positive & Empowering Relationships
  • 5. Youth Voice & Leadership
  • 7. Inclusion & Access
  • 8. Cultural Responsiveness

Childcare Program: Continuing Education

  • 1. Child development
  • 3. Caring for children with exceptionalities
  • 7. Behavior guidance
  • 8. Leadership, child care administration, or mentoring
  • 11. Legal issues in child care
  • 12. Child abuse and neglect

Child Care Training Regulations

  • 1. Child Development
  • 4. Positive behavior management
  • 6. Supervision of children
  • 18. Preventing, recognizing, and reporting child abuse and neglect
  • 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
  • 2. Health, Safety, and Environment
  • 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

  • 1. Health, Safety
  • 2. Human Relationships
  • 5. Program Activities

Teachers of Early Childhood Education Subject Matter Standards

  • 1. Child Development and Learning
  • 2. Developmentally appropriate learning experiences
  • 4. Assessment, evaluation, and individualization
  • 5. Historical and contemporary development of early childhood education

Ignite Afterschool

  • 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
  • 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
  • 8. Professional Development and Leadership

Program Management

  • 6. Safety and Health

Afterschool Program Standards

  • Program Management

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

  • d. Developmentally appropriate practices

Core Competencies for Early Childhood Practitioners

  • 1. Child growth and development
  • 4. Family and community partnerships
  • 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
  • 4. Promotion of Varied Youth Engagement
  • 7. Sustained Student Attendance and Access

All Staff Annual Training

  • 1. Child growth and development
  • 2. Social and Emotional Development
  • 3. Child Guidance
  • 5. Special Needs
  • 6. Professional Development

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
  • 5. Professional Development

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
  • 13. Professionalism
  • 14. Partnerships with parents
  • 15. Inclusion of all children

Early Childhood Education and Care Department

  • 1. Child growth, development, and learning
  • 3. Family and community collaboration
  • 4. Developmentally appropriate content
  • 5. Learning environment and curriculum implementation
  • 7. Professionalism

Out-of-School Time (NMOST) Guiding Principles

  • 3. Relationships
  • 5. Cultural Relevance
  • 8. Staffing and Professional Development

Department of Early Learning and Care: Training

  • 1. Diversity
  • 2. Family and Community Systems
  • 3. Human Growth and Development
  • 5. Learning Environments and Curriculum
  • 7. Personal, Professional & Leadership Development
  • 8. Program Management
  • 9. Special Needs
  • 10. Understanding and Guiding Behavior

OST Quality Guidelines

  • 1. Diverstiy, Equity, and Inclusion
  • 3. Human Relationships
  • 5. Staff Qualifications and Training
  • 6. Youth Development and Engagement

Competencies for Early Childhood Educators and Administrators

  • 2. Child observation and assessment
  • 4. Guidance
  • 6. Professional development and leadership

Academic Standards: Essential Skills

  • 3. Civic/Interpersonal Skills

Afterschool Network Quality Standards

  • 1. Environment
  • 2. Relationships
  • 4. Programming
  • 5. Health

Early Childhood Professional Learning Categories

  • 1. Learning Communities
  • 2. Leadership
  • 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
  • 8. Parent, Family, & Community Partnerships

School Age Child Care

  • 1. Principles of Childhood Development
  • 2. Nutrition and Health Needs of Infants and Children
  • 3. Child Day Care Program Development

NYC DYCD Core Competencies for Youth Work Professionals

  • 4. Ability to foster academic and non-academic skills and broaden participant horizons.
  • 6. Ability to promote responsible and healthy decision-making among all participants.

Afterschool Quality Standards

  • 1. Environmental Safety, Nutrition, Physical Activity, and Healthy Lifestyle Initiatives
  • 2. Staff and Youth Relationships
  • 3. Youth Participation, Learning, and Engagement
  • 7. Staffing and Professional Development

Standards of Early Learning and Development

  • 3. Quality Child Care and Licensing
  • 4. The Child Care Professional and the Family
  • 6. Positive Discipline and Guidance

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

Early Childhood: Child Care Center Training Topics

  • 8. Prevention of shaken baby syndrome and abusive head trauma, and coping with crying babies

Afterschool Network

  • 1. Guidance toward healthy relationships
  • 3. Health, wellness, and safety

Child Care Training & Education

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

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
  • 5. Cognitive Development

Afterschool Standards

  • 1. Human Relationships
  • 3. Programming and Activities

Core Knowledge and Competencies

  • 3. Observation and Assessment
  • 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
  • 8. Youth Safety and Wellness

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

Core Knowledge and Competencies for Early Childhood Professionals

  • 1. Management
  • 2. Child and youth development
  • 3. Child safety, abuse, and neglect

West Virginia Afterschool Program Quality Standards

  • 2. Diversity, Equity and Inclusion
  • 4. Health, Safety and Nutrition
  • 5. Indoor and Outdoor Environments
  • 6. Intentional Relationships
  • 8. Activities

Afterschool Alliance's Quality Standards

  • 1. Planning a safe, healthy learning environment
  • 3. Positive ways to support children’s social and emotional development
  • 8. Principles of child growth and development

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)
  • 8. Principles of 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
  • 4. Positive Youth Development

Workforce Knowledge and Competencies

  • 2. Alignment with CDELS
  • 2. Learning Environment and Curriculum (LEC)
  • 3. Positive Interactions (PI)
  • 5. Child Observation and Assessment (COA) 

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
  • 3c. Health, Safety, and Emergencies

After School Network

  • 1. Relationships — Interactions and Engagement
  • 3. Environment
  • 5. Safety
  • 6. Staffing/Professional Development

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
  • 5. Active & Engaged Learning
  • 7. Health, Nutrition & Physical Fitness
  • 8. Environment (Indoor & Outdoor Spaces)

Child Care VA Standards

  • 10. Inclusion of All Children
  • 12. Recognition and Reporting of Child Abuse and Neglect
  • 13. Foundations of Child Development and Approaches to Learning

Quality Standards for Expanded Learning

  • 1. Safe and Supportive Environment
  • 3. Skill Building
  • 4. Youth Voice and Leadership
  • 5. Healthy Choices and Behaviors
  • 6. Diversity, Access and Equity
  • 7. Quality Staff

ECE Competencies

  • 2. Culture, Diversity and Equity
  • 3. Relationships, Interactions, and Guidance
  • 7. Special Needs and Inclusion

Core Competencies for Early Childhood Professionals

  • 1. Safe Environments
  • 2. Healthy Environments
  • 3. Learning Environments
  • 5. Cognitive Learning
  • 6. Communication
  • 8. Self-Esteem
  • 9. Social Development
  • 10. Guidance
  • 13. Professionalism

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
  • 6. Consistent Participant Attendance

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

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

  • 1. Safety, Health and Nutrition
  • 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 1. Developmental stages of children
  • Pre-Service 3. Positive guidance and discipline of children
  • Pre-Service 4. Fostering children’s self-esteem
  • Pre-Service 6. Positive interaction with children

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
  • 10. Professional issues

Early Childhood - Continuing Education

  • 2. Child Guidance
  • 3. Child Abuse Prevention
  • 11. Management/Administrative Education

Afterschool Program Quality Institute

  • 2. Relationships and Connections
  • 4. Youth Participation and Engagement

Child Growth and Development

  • 2. Children with special needs
  • 2. Interpersonal Relationships
  • 5. Health and Safety
  • 6. Social/emotional development
  • 7. Challenging behaviors
  • 8. Cognitive development
  • 9. Health and wellness

Child Growth and Development

  • 2. Children with special needs
  • 2. Interpersonal Relationships
  • 5. Health and Safety
  • 6. Social/emotional development
  • 7. Challenging behaviors
  • 8. Cognitive development
  • 9. Health and wellness

Career Development

  • 6. Strategic leadership and planning

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

  • Career Development
  • Child Growth and Development

Quality Guidelines for Ohio's Afterschool Programs

  • Child Growth and Development

B-3 Continuum

  • 2. Comprehensive Services
  • 5. Joint Professional Development

Statewide Afterschool Quality Standards

  • 4. Professional Development and Qualifications
  • 6. Youth Development, Programming, and Activities

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
  • 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
  • 5. Health, Safety and Nutrition
  • 6. Program Environment

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

  • 7. Behavior management
  • 16. Guidance and discipline

Quality Standards for OST Programs

  • 2: Relationships and Interactions
  • 3: Youth-Centered Program Design
  • 4: Leadership and Management

Child Care Core of Knowledge

  • 3. Health, Safety, and Nutrition

Out-of-School Time Program Quality Standards

  • Administrative Quality Standards

Administrative Quality Standards

  • III. Health, Safety and Program Space
  • IV. Youth Program Staffing and Professional Development

Afterschool & Out-of-School Time Professional Network

  • 3. Human Relationships
  • 5. Programming and Activities
  • 6. Safety and Environmental Health

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

  • i. Child growth and development
  • ii. Positive guidance and discipline
  • iv. Family involvement and communication with families
  • v. Program planning and development
  • vi. Creating a classroom environment

Afterschool Program Quality Guidelines

  • 3. Relationships
  • 5. Professional Development

Program Quality Practices

  • 7. Leadership and Administration
  • 8. 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

Early Childhood Education Professional Learning Standards

  • C. Program administration, planning, development, or management
  • D. Availability of community services and resources, including those available to children with special needs

Department of Education and Early Development (DEED)

  • Biennial and Quadrennial Requirements: 3. Equity Training for Educators

Quality Standards for Nevada OST Programs

  • b. Health, Safety and Security of the Physical Environment
  • c. Program Management & Professional Development

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
  • r. Business operations

Early Childhood Professional Development Framework

  • Standard II: Creates/Maintains Environments
  • Standard V: Reflects/Evaluates Teaching/Learning
  • Standard VII: Engages in Professional Development
  • Standard VIII: Supports Families
  • Standard X: Provides Leadership Within School/Community/Profession

Course Content

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Course Includes

  • 22 Lessons
  • 3 Topics
  • 1 Check-in
  • Course Certificate