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Explore core concepts that raise awareness about Sexual Orientation, Gender Identity, and Expression (SOGIE) and support inclusion for LGBTQ+ youth programs.

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
  • 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
  • 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

Administrative Quality Standards

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

Early Care and Education Knowledge Base

  • 1. Child Development
  • 2. Family and community partnerships
  • 4. Teaching and engagement
  • 5. Curriculum and learning environment

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
  • 10. Working with families
  • 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
  • 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
  • 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

ECE Competencies

  • 1. Child Development and Learning
  • 2. Culture, Diversity and Equity
  • 3. Relationships, Interactions, and Guidance
  • 7. Special Needs and Inclusion
  • 8. Learning Environments and Curriculum

Quality Standards for Expanded Learning

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

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

  • 1. Child development and learning
  • 3. Family and community collaboration
  • 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
  • 7. Single-Purpose Programs

Teachers of Early Childhood Education Subject Matter Standards

  • 1. Child Development and Learning
  • 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

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
  • 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
  • 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
  • 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
  • 4. Family and Community Partnerships
  • 5. Cultural Relevance
  • 8. Staffing and Professional Development

Department of Early Learning and Care: Training

  • 1. Diversity
  • 2. Family and Community Systems
  • 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
  • 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

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

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.

School Age Child Care

  • 1. Principles of Childhood Development
  • 3. Child Day Care Program Development

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

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

Afterschool Network

  • 1. Guidance toward healthy relationships
  • 7. Program planning and evaluation
  • 8. Cross-cultural competence

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

  • 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

West Virginia Afterschool Program Quality Standards

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

Program Quality Practices

  • 1. Physical Environment, Curriculum, and Program Activities
  • 2. Assessment, Planning, and Improvement
  • 3. Relationships
  • 4. Child and Youth Engagement
  • 7. Leadership and Administration
  • 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
  • 4. Strategies to establish productive relationships with families
  • 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)
  • 4. Strategies to establish productive relationships with families (includes communication skills and cross-cultural competence)
  • 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

  • 2b. Staff Professional Development and Leadership

After School Network

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

Early Learning and Development Standards

  • 2. Licensing and regulations
  • 4. Nutrition

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

Core Competencies for Early Childhood Professionals

  • 1. Safe Environments
  • 2. Healthy Environments
  • 3. Learning Environments
  • 6. Communication
  • 8. Self-Esteem
  • 9. Social Development
  • 10. Guidance
  • 11. Family Relationships
  • 12. Program Management
  • 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

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
  • 6. Linkages with community services
  • 7. Communications and relations with families

Early Childhood - Continuing Education

  • 2. Child Guidance
  • 6. Learning Activities

Afterschool Program Quality Institute

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

Child Growth and Development

  • 2. Interpersonal Relationships
  • 6. Social/emotional development
  • 7. Challenging behaviors

Family/Community Relations

  • 4. Cultural diversity/awareness

Child Growth and Development

  • 2. Interpersonal Relationships
  • 6. Social/emotional development
  • 7. Challenging behaviors

Career Development

  • 6. Strategic leadership and planning

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

  • Child Growth and Development
  • Family/Community Relations

Quality Guidelines for Ohio's Afterschool Programs

  • Child Growth and Development

National Afterschool Association Competencies

  • 2. Learning Environment and Curriculum
  • 6. Cultural Competency and Responsiveness

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
  • a. Diverse Learners

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 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices

Standards for Quality Afterschool Programs

  • 2. Program Management and Staff
  • 3. Communication and Interaction
  • 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

Quality Standards for OST Programs

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

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
  • iv. Family involvement and communication with families
  • 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

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

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

Department of Education and Early Development (DEED)

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

Quality Standards for Nevada OST Programs

  • c. Program Management & Professional Development

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

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 I: Designs/Plans Instruction
  • Standard II: Creates/Maintains Environments
  • Standard V: Reflects/Evaluates Teaching/Learning
  • Standard VI: Collaborates with Colleagues/Families/Others
  • Standard VIII: Supports Families
  • Standard X: Provides Leadership Within School/Community/Profession

Course Content

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Course Includes

  • 17 Lessons
  • 7 Topics
  • 1 Check-in
  • Course Certificate