Virtual Youth Engagement

National Afterschool Association Competencies

• 1. Child and Youth Growth and Development
• 2. Learning Environment and Curriculum

Childcare Program: Continuing Education

• 1. Child development
• 8. Leadership, child care administration, or mentoring

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

• 5. Program Activities

Teachers of Early Childhood Education Subject Matter Standards

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

Ignite Afterschool

• 1. Intentional Program Design
• 2. Supportive Relationships and Environments

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

Core Competencies for Early Childhood Practitioners

• 1. Child growth and development

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
• 3. Child Guidance

Afterschool Alliance Best Practices

• 1. Prepared Staff
• 2. Intentional Programming
• 4. Promotion of Varied Youth Engagement
• 7. Sustained Student Attendance and Access

Early Learning Staff Professional Development Areas

• All Staff Annual Training

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

• 1. Child growth and development
• 3. Guidance and behavior management
• 12. Age-appropriate activities and planning

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
• 6. Professional development and leadership
• 8. Teaching practices

OST Quality Guidelines

• 3. Human Relationships
• 6. Youth Development and Engagement

Early Childhood Education and Care Department

• 1. Child growth, development, and learning
• 4. Developmentally appropriate content

Out-of-School Time (NMOST) Guiding Principles

• 3. Relationships
• 6. Programming
• 8. Staffing and Professional Development

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
• 11. Other training as appropriate

School's Out Washington Quality Improvement Standards

• 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

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.
• 4. Ability to foster academic and non-academic skills and broaden participant horizons.
• 5. Ability to effectively implement curricula and program activities.

School Age Child Care

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

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

Child Care Training & Education

• Standard 1: Learning Environment/Developmentally Appropriate Practice
• Standard 3: Staff Qualifications and Professional Development

Early Learning eGuidelines Competencies

• 1. Introduction to Inclusive Child Care

Core Knowledge and Competencies for Early Childhood Professionals

• 1. Management

West Virginia Afterschool Program Quality Standards

• 5. Indoor and Outdoor Environments
• 6. Intentional Relationships

Quality Afterschool Guidelines

• 1. Quality Environments
• 4. Safe Environments

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
• 6. Staffing/Professional Development

Guiding Principles for Quality OST Programs

• 1. Safe & Supportive Environment
• 3. Skill Building
• 4. Positive & Empowering Relationships
• 7. Inclusion & Access
• 9. Quality Staff

Early Care and Education Knowledge Base

• 4. Teaching and engagement
• 5. Curriculum and learning environment

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

North Carolina Center for Afterschool Programs (NCCAP)

• Goals for Program Connections
• Goals for Program Management and Delivery
• Goals for Program Participants

Workforce Knowledge and Competencies

• 2. Alignment with CDELS
• 2. Learning Environment and Curriculum (LEC)

Standards for Quality Afterschool Programs

• 2. Ongoing Training and Staff Development
• 4. Positive Youth Development

Program Quality Practices

• 2. Assessment, Planning, and Improvement
• 4. Child and Youth Engagement
• 7. Leadership and Administration
• 8. Professional Development

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

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

Child Growth and Development

• 2. Interpersonal Relationships
• 4. Program Environment

Quality Guidelines for Ohio's Afterschool Programs

• Child Growth and 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

Standards for Quality Afterschool Programs

• 2. Program Management and Staff
• 3. Communication and Interaction
• 4. Program Structure and Activities
• 6. Program Environment

Afterschool Program Quality Guidelines

• 2. Programming
• 5. Professional Development

After School Program Quality Standards and Indicators

• 2. Relationships
• 3. Programming and Activities
• 4. Staffing and Professional Development

Afterschool Quality Standards

• 2. Staff and Youth Relationships
• 3. Youth Participation, Learning, and Engagement
• 7. Staffing and Professional Development

Virginia Partnership for Out-of-School Time Quality Standards

• 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

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
• vi. Creating a classroom environment

Core Competencies for Early Childhood Professionals

• 3. Learning Environments
• 8. Self-Esteem

Afterschool Standards

• 3. Programming and Activities

Core Knowledge and Competencies

• 4. Learning Environment and Curriculum

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

• 3. Programming and Activities
• 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 6. Positive interaction with children

ECE Competencies

• 3. Relationships, Interactions, and Guidance

Quality Standards for Expanded Learning

• 3. Skill Building
• 10. Continuous Quality Improvement

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

Child Care Core of Knowledge

• 5. Professionalism
• 6. Community

Out-of-School Time Program Quality Standards

• Administrative Quality Standards

Administrative Quality Standards

• I. Youth Program Design and Accountability
• IV. Youth Program Staffing and Professional Development

Department of Early Learning and Care: Training

• 7. Personal, Professional & Leadership Development
• 8. Program Management

Quality Standards for Out-of-School Time Programs

• C. Intentional Programming and Activities
• E. Family, School and Community Engagement

Early Childhood Education Professional Learning Standards

• C. Program administration, planning, development, or management

Quality Standards for Nevada OST Programs

• c. Program Management & Professional Development

Division of Early Care and Education: Staff Development

• i. Child growth and development

Early Childhood Professional Development Framework

• Standard I: Designs/Plans Instruction
• Standard II: Creates/Maintains Environments
• Standard VII: Engages in Professional Development