An Overview of Their Development, Content, and

Application

Core Competencies for Youth Development Professionals

The Core Competencies were developed to:

• Define what professionals need to know and do to provide quality services for youth and families.

• Serve as the foundation for decisions and practices carried out by professionals in all settings.

• Establish a set of standards that support the professionalization of the field.

A Collaborative Effort

• OPEN Initiative

• Missouri Afterschool Network (MASN)

• Kansas Enrichment Network (KEN)

A Collaborative Effort

• Professionals in Kansas and Missouri– Youth workers– Higher education faculty, administrators,

and staff– Federal and state agency personnel– School-age organizations– Community-based trainers

Parallel to the Core Competencies for Early Care and Education Professionals

Eight Content Areas

I – Child/Adolescent Growth and Development

II - Learning Environment and Curriculum

III - Child/Adolescent Observation and Assessment

IV - Families and Communities

V - Health, Safety, and Nutrition

VI - Interactions with Children/Youth

VII - Program Planning and Development

VIII - Professional Development and Leadership

Levels

1 Knowledge and skills expected of a professional new to the field, with minimal specialized training/education.

2 Includes level 1 plus the knowledge and skills commensurate with a Youth Development Credential, a certificate in child/adolescent development, or equivalent training/education.

3 Includes levels 1 and 2 plus knowledge and skills commensurate with an associate’s degree in child/adolescent development.

4 Includes levels 1, 2, and 3 plus knowledge and skills commensurate with a bachelor’s degree in youth development.

5 Includes levels 1, 2, 3, and 4 plus knowledge and skills commensurate with an advanced degree in youth development.

I – Child/Adolescent Growth and Development

• Child/Adolescent Growth and DevelopmentLevel 1 – Is aware of the basic stages of youth development.

Level 2 – Describes specific physical, cognitive, social, and emotional stages of youth development.

Level 3 – Explains physical, cognitive, social, and emotional differences among youth.

Level 4 – Integrates information on growth, development, and learning styles of individuals and applies it to youth in group settings

Level 5 – Articulates, analyzes, evaluates, and/or applies current theories and research related to child/adolescent growth and development.

Understand how youth learn and develop in each of the domains: physical, social, emotional, cognitive, and creative.

II – Learning Environment and Curriculum

• Creating the Learning Environment and General Curriculum

• Promoting Physical Development

• Promoting Cognitive Development

• Promoting Communication Skills

• Promoting Social Development• Promoting Creative Expression

Establish an environment that provides learning experiences that meet each youth’s needs, capabilities, and interests.

III – Child/Adolescent Observation and Assessment

• Child/Adolescent Observation and Assessment

Observe and assess what youth know and can do in order to provide curriculum that meets their developmental and learning needs.

IV – Families and Communities

• Relationships with Families• Use of Community

Resources

Work collaboratively with families and agencies/ organizations to meet the needs of youth and to encourage the community’s involvement with youth development.

V – Health, Safety, and Nutrition

• Knowledge of Regulations• Environmental Safety• Responding to Health Needs of

Youth• Nutrition

Establish and maintain an environment that ensures the healthy development, safety, and nourishment of youth.

VI – Interactions with Children/Youth

• Providing Individual Guidance• Enhancing Group Experiences

Establish supportive relationships with youth and guide them both as individuals and as a part of a group.

VII – Program Planning and Development

• Program Planning and Evaluation

• Personnel Management• Financial Management

Establish, implement, and evaluate youth development programs.

VIII – Professional Development and Leadership

• Displaying Professionalism in Practice

• Ongoing Professional Growth

• Leadership and Advocacy

Serve youth and families in a professional manner and participate in the community as a representative of the youth development field.

How can the Core Competencies be used …

• by Program Staff?

• by Directors/Administrators?

• by Trainers/Agencies?

How can the Core Competencies be used?

• All Staff– Self evaluation – Professional development goal setting– Monitor and record trainings by Core

Competency area

How can the Core Competencies be used?

• Directors/Administrators– Specify requirements for staff job

descriptions– Establish salary scale based on educational

achievement or demonstrated competence

How can the Core Competencies be used?

• Trainers/Agencies– Organize training opportunities– Create a framework for a career

development system

Questions?

• For more information about the Core Competencies for Youth Development Professionals, visit:

www.openinitiative.org

www.moasn.org