Non-instructional Staff: Creating A Positive Climate For Children��(2 hrs)

better kid care (BKC) by PennState

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better kid care by PennState

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required trainings

All students must complete the above trainings.

Week 2-5:

• Non-instructional Staff: Create a Positive Climate for Children (2 hours)
• PYD Foundations: Interactions with Children and Youth (2 hours)
• 911: Responding to Medical Emergencies (1 hour)
• PYD Foundations: Safety and Wellness (2 hours) Optional

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Week: 6-8

• Virginia Department of Social Services’ Child Abuse and Neglect Training (1- 2 hours)
• American Red Cross Adult & Pediatric First Aid/CPR/AED Certification (in-person) (4 hours)

schema questions…

1. Who made you feel supported when you were young?
2. What made school a good or bad place for you?
3. What rules did you have as a child?
4. What makes a classroom feel friendly?
5. What is considered “good behavior” for children?

optional sentence starters

• When I was young, ___ made me feel supported.
• One person who supported me was…

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• School was a good place for me because…
• In my experience, school was…

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• When I was a child, I had rules like…
• One rule I remember is…

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• For me, a friendly classroom has…
• A good classroom environment is…

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• In my culture, children should…
• In my opinion, good behavior is…

Pre-Lesson Questions

1. What does a positive climate mean to you?
2. How do children show they feel safe and happy?
3. Do you remember a teacher who made you feel comfortable? Why?
4. What makes children feel respected?
5. Why is a positive climate important for children?
6. What happens when children feel afraid or stressed?
7. Why do you think a positive climate is important for children?

optional sentence starters

• I think a positive climate is…
• In my opinion, children need…
• From my experience…
• In my country, adults usually…
• A good way to support children is…
• I think a positive climate is important because…
• I believe adults should…
• For children, a good environment means…
• One good way to support children is…

The overall objective of the training is to support emotional, social, and academic growth

What is a positive climate?

a safe, welcoming, and supportive environment

children feel valued, respected, and secure

promotes healthy development and learning

Why a positive climate matters?

• Builds confidence and self-esteem
• Encourages engagement and motivation
• Reduces stress and behavior problems

Emotional Safety

• Children feel safe to express feelings
• No fear of ridicule or punishment
• Adults respond with empathy and care

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Diana Round

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Strong Adult–Child Relationships

• Warm, responsive interactions
• Active listening
• Consistent support and encouragement

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Positive Communication

• Use kind, respectful language
• Encourage questions and ideas
• Acknowledge children's feelings

Active Listening

• Active listening is a fundamental component of positive communication. It means fully focusing on what a child is saying, both verbally and non-verbally, to truly understand their message and feelings.

Give Your Full Attention

• Put away distractions, make eye contact, and physically turn towards the child to show you are engaged.

Listen To Understand, Not Just Reply

Focus on the child's perspective and emotions, rather than formulating your response or judging their words.

Validate Their Feelings

• Acknowledge their emotions without necessarily agreeing with their actions. Use phrases like, "I hear that you're feeling frustrated."

Ask Clarifying Questions

• Gently ask open-ended questions to encourage them to elaborate and ensure you grasp the full context of their message.

Encouragement Over Punishment

Focus on strengths and effort

• Recognize what children do well and the hard work they put in

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Praise positive behavior

• Celebrate good choices and kind actions

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Use guidance instead of harsh discipline

• Teach and redirect rather than punish

Clear Expectations and Routines

• Consistent rules and structure
• Predictable daily schedules
• Helps children feel secure

Inclusive Environment

• Respect cultural and individual differences
• Celebrate diversity
• Ensure every child feels they belong

Supporting Social Skills

• Teach sharing, cooperation, and empathy
• Model positive behavior
• Encourage teamwork and friendship

key takeaways

Safety & Support

A positive climate ensures children feel safe, valued, and supported for healthy development and learning.

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Relationships & Communication

Nurturing adult-child relationships, built on active listening and empathetic communication, are crucial for connection.

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Guidance & Structure

Encouragement over punishment, clear expectations, and consistent routines foster positive behavior and a sense of security.

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Inclusion & Social Skills

An inclusive environment celebrates diversity and helps children develop essential social-emotional skills for life.

Reference

1. Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008).�Classroom Assessment Scoring System (CLASS) Manual.�Baltimore, MD: Paul H. Brookes Publishing.

Widely used for understanding how all adults (including non-instructional staff) contribute to emotional support and positive climate.

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2. National Association for the Education of Young Children (NAEYC). (2020).�Developmentally Appropriate Practice in Early Childhood Programs.�Washington, DC: NAEYC.

Emphasizes the role of all staff—teachers, aides, support staff—in fostering safe, respectful, and nurturing environments.

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3. Hamre, B. K., & Pianta, R. C. (2007).�Learning opportunities in preschool and early elementary classrooms.�Early Childhood Research Quarterly, 22(4), 409–426.

Highlights how adult–child interactions shape emotional climate beyond direct instruction.

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4. Centers for Disease Control and Prevention (CDC). (2019).�Whole School, Whole Community, Whole Child (WSCC) Model.

Recognizes non-instructional staff (bus drivers, cafeteria workers, aides) as key contributors to children’s emotional safety and school climate.

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5. Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009).�School climate: Research, policy, practice, and teacher education.�Teachers College Record, 111(1), 180–213.

Discusses how positive school climate is built collectively by all adults in the school setting.

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6. Durlak, J. A., et al. (2011).�The impact of enhancing students’ social and emotional learning.�Child Development, 82(1), 405–432.

Supports the idea that consistent, positive interactions from all staff improve children’s social-emotional outcomes.

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Part 2

PYD Foundations: Interactions with Children and Youth 

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The overall objective of the training is to build strengths, foster potential, and empower the next generation.

schema questions…

1. When was the last time you interacted with a child or young person?
2. How do children usually respond to you?
3. What kinds of conversations do you have with children?
4. How did adults talk to you when you were young?

optional sentence starters

• The last time I interacted with a child was…
• Recently, I talked to a child when…

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• When I talk to children, they often…
• Children usually respond to me by…

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• I usually talk to children about…
• My conversations with children are often about…

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• When I was young, adults talked to me…
• In my childhood, adults usually…

pre-lesson questions

1. How do teachers usually interact with children?
2. What makes a teacher easy or difficult to talk to?
3. How do adults show respect to children at school?
4. How do children show respect to adults?

optional sentence starters

• In my experience, teachers…
• Most teachers talk to children in a… way.

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• For me, it is easier to talk to a teacher who…
• I feel comfortable speaking to a teacher when…

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• One way adults respect children is…
• Adults show respect by listening to…

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• Children can show respect when they…
• In my culture, children show respect by…

What is Positive Youth Development (PYD)?

• Positive Youth Development represents a fundamental shift in how we view and work with young people. Rather than focusing on problems to fix, PYD recognizes youth as individuals bursting with potential, capable of remarkable growth and contribution.

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• This intentional, pro-social approach emphasizes enhancing inherent strengths through carefully designed positive experiences, meaningful relationships, and supportive environments that allow young people to thrive.

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• Developed collaboratively by the Interagency Working Group on Youth Programs, this framework reflects insights from over 25 federal agencies committed to youth success.

The Science Behind PYD: Key Theories

Maslow's Hierarchy of Needs

• Youth development builds from the ground up. Before youth can reach their full potential, their fundamental needs for safety, belonging, and self-esteem must be satisfied. Growth happens in stages.

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Bronfenbrenner's Ecological Model

• Development unfolds through dynamic, reciprocal interactions across multiple systems—from immediate family and peers to schools, neighborhoods, and broader cultural contexts. Youth shape and are shaped by their environments.

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Neuroscience & Brain Development

• Modern brain science reveals that youth development is remarkably dynamic and malleable. The interplay between biological factors and environmental experiences creates countless pathways for growth and adaptation.

The 5 Cs of PYD: Building Blocks of Thriving Youth

These interconnected dimensions form the foundation of positive youth development, working together to create thriving individuals who contribute meaningfully to society.

The 5 Cs of PYD: Building Blocks of Thriving Youth

Competence

Developing cognitive, social, and vocational skills that enable success across academic, interpersonal, and professional settings

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Confidence

Building strong self-worth, internal sense of capability, and positive self-perception across multiple domains

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Connection

Fostering positive, meaningful bonds with peers, family, adults, and community institutions that provide support and belonging

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Character

Cultivating personal responsibility, moral integrity, respect for cultural values, and strong ethical foundations

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Caring

Developing empathy, compassion for others, and commitment to social justice and community well-being

When youth develop all five Cs, they achieve the sixth C: Contribution—actively giving back to their families, communities, and society.

Why Interactions Matter: Youth as Active Participants

Youth Have Agency

• Young people are not passive recipients of services or information. They possess the capacity and right to actively shape their own developmental trajectories, make meaningful choices, and influence their environments.

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Relationships as Foundation

• Positive, authentic adult-youth relationships serve as the cornerstone of development. These connections foster trust, provide essential support, model healthy interactions, and create safe spaces for youth to take risks and develop leadership.

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Authentic Engagement Builds Capacity

• When adults engage youth genuinely—listening to their perspectives, valuing their input, and sharing decision-making power—young people develop critical voice, enhance problem-solving skills, and build confidence in their abilities to create change.

Practical Strategies for Working with Youth (Ages 5-18)

Honor Individual Differences

• Recognize that each young person develops uniquely. Consider developmental stages, cultural backgrounds, learning styles, and individual strengths when designing interactions and programs.

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Foster Youth Leadership

• Design opportunities for youth to lead initiatives, make decisions, and take on meaningful responsibilities. Leadership development happens through practice, not observation.

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Practical Strategies for Working with Youth (Ages 5-18)

Create Safe, Inclusive Spaces

• Establish environments where youth feel physically and emotionally secure, respected, and valued. Ensure spaces reflect diversity and communicate that all young people belong.

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Support Through Scaffolding

• Use experiential learning approaches that provide appropriate support while gradually increasing challenge. Allow youth to learn by doing, reflecting, and applying knowledge in real contexts.

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Measuring Success: Outcomes of PYD Approaches

Research consistently demonstrates that youth participating in quality PYD programs experience significant positive outcomes across multiple life domains.

Measuring Success: Outcomes of PYD Approaches

Personal Growth

• Enhanced resilience and adaptive coping
• Stronger leadership capabilities
• Increased self-efficacy and confidence
• Development of critical thinking skills

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Measuring Success: Outcomes of PYD Approaches

Health & Well-Being

• Improved mental health outcomes
• Reduced risk behaviors
• Better physical health practices
• Enhanced emotional regulation

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Measuring Success: Outcomes of PYD Approaches

Achievement & Purpose

• Higher academic performance
• Greater civic engagement
• Stronger sense of purpose and hope
• Meaningful community contribution

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The Power of Positive Interactions

Every interaction with youth is an opportunity to build strengths and foster thriving.

Positive Youth Development provides more than just a framework—it offers a comprehensive roadmap for empowering young people to discover and realize their full potential. The evidence is clear: when we invest in strengths-based approaches, create supportive environments, and build authentic relationships, youth don't just survive—they thrive.

Conclusion

Let's dedicate ourselves to creating communities, programs, and spaces where every child and young person has the opportunity to flourish, contribute, and become the best version of themselves.

Reference

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Non-instructional Staff: Create a Positive Climate for Children

All adults working in early childhood and school-age education settings need to know how to support a developmentally appropriate environment for the children in their care. This includes non-instructional staff such as bus drivers, cafeteria workers, maintenance staff, office staff, and volunteers. They should understand the stages of child development and be responsive to individual and cultural differences. They should know how to interact appropriately with children, co-workers, and families. They need to know program safety procedures and be prepared for emergencies.

Module Information

• This module contains information on current research and video scenarios from after school professionals. You will complete activities and handouts throughout the module that help you apply the information to your program.
• As you work through this module there are handouts to download and print. Some handouts are fillable PDFs where responses or information can be typed and printed. Or you can choose to print the blank handouts and complete them by hand.

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• The handouts contain activities, additional ways to enhance learning, information to share with colleagues or families, and strategies to apply what you learned to your program.

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• Be prepared to take notes as you work on the module to organize your thoughts and capture ideas. Use paper and pencil or open the “TAKE-Back” form handout, below, to type notes on your computer.

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• With all Better Kid Care On Demand modules, you can stop at any time and resume the module where you left off to allow time to apply what you learn to your work with children and families.

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• Better Kid Care encourages you to discuss your ideas with other early care and education or after school professionals in your area and online through the discussion forums offered at the end of this module. This is a great way to get support and to continue to process the ideas presented.

Module Objectives

• Describe the stages and characteristics of child development from birth through age eighteen.

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• Explain the attitudes, knowledge, and skills that non-instructional staff need to gain in order to establish appropriate adult-child interactions.

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• Identify differences between children and youth that may be due to individual and/or cultural perspectives.

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• Point to program policies and safety procedures that are necessary for the non-instructional staff to know.

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• Summarize the emergency plan for the early education or
• school-age program.

Reference

1. PYD Foundations: Interactions with Children and Youth — Better Kid Care Course

A training module that focuses on intentional communication, fostering positive interactions, group management, stress management, and conflict resolution within youth settings — especially ages 5–18.

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2. Foundational Theory & Principles of PYD2.

Key Principles of Positive Youth Development — youth.gov

Lists core principles that define the PYD approach, such as strength-based practice, youth engagement, intentionality, and community involvement.3. Principles of Positive Youth Development — ACT for Youth

Explains how PYD intentionally engages youth across multiple social systems (family, school, community) and focuses on supportive adult–youth relationships.

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3. Principles of Positive Youth Development — ACT for Youth�Explains how PYD intentionally engages youth across multiple social systems (family, school, community) and focuses on supportive adult–youth relationships.

Thank You!