This is intended to serve as a guide only and is not a prescriptive curriculum.

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INSTRUCTOR’S GUIDE COURSE FIVE

BEST PRACTICES FOR CHILDREN AND FAMILIES IN EARLY CHILDHOOD PROGRAMS

This is intended to serve as a guide only and is not a prescriptive curriculum.

1999

Prepared from materials developed by Gwen Morgan

Wheelock College Center for Career Development in Early Care and Education Wisconsin Partners in Change Project

Edited by Harriet Alger Revised January 2006

Pam Boulton, EdD Chip Donohue, PhD

Jere Wallden, MS Jane Robinson BS Updated January 2012

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The Registry Administrator Credential At-a-Glance

Course Description

This is the fifth of six courses designed to prepare participants to receive a credential as a child care administrator. Like the other five courses, it is developed to meet the needs of those who are employed or would like to be employed as administrators in child care programs, Head Start, nursery schools, school age programs, family child care, child welfare service agencies, public and private schools, and other early care and education programs.

This course covers child care as a family friendly community; integration of child growth and development principles into all aspects of the program; establishing and maintaining quality in program; developing partnerships with families; multi-cultural and anti-bias approaches in curriculum, materials, activities and relationships; space design and equipment. 3 credits.

Course Topics/Subtopics

Child Development Theories

• Child growth and development: major theories, principles and practices

• Integrating child growth and development principles and practices into program curriculum, schedule and activities

Course 1 Administration and Supervision Course 2 Operations Management Course 3 Financial Management Course 4 External Environments Course 5

Best Practice Course 6 Leadership Quality Programs for Children and Families Systems and Systems Thinking Financial Management Strategic Thinking and Planning Child Development Theories Vision and Planning The Many Roles

of the

Administrator

Management Theory

Budgets Regulatory Laws and Quality Child Development Research Reflective Practice The Role of Policy Assessing Business Practices

Tools Marketing Curriculum Leadership Supervision Stakeholders Financial

Planning for Quality Grants and Fundraising Environments Integration of Concepts and Skills Partnerships with Parents Regulatory Laws/Legal Issues Social Programmatic Issues Family Engagement Theories of Change Changes in Systems

Policy Issues and Advocacy

Community Outreach and Collaboration

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Child Development Research

• Concern for the development of the whole child: physically, socially, emotionally, morally, intellectually and artistically

Curriculum

• Integrating multi-cultural and anti-bias curriculum, materials and activities into all aspects of program

• Using licensing, funding and accreditation to set program standards Environments

• Designing and/or adapting space for early care and education programs

• Choosing supplies and equipment to promote healthy growth and development and quality programs

• Utilizing environmental rating scales Family Engagement

• Establishing and maintaining good communication and partnerships with families; involving families in all aspects of the program

Course Topics/Resources At-a-Glance

BOLD Resources are REQUIRED

Course Topic Subtopics Resources Child Development

Theories

Theories Practices and

Principles

Models of Learning and Teaching

Critical issues in early childhood professional development

The Child’s Job: Talking to Parents About Child Development

“Who’s the Boss? Young Children’s Power and Influence in an Early Childhood Classroom Child Development

Research

Whole child Brain research

How to Build a Babies Brain Linking Brain Principles to Higher Quality EC

Education

Policy Brief: Brain Development and Early Learning

Societal Change and the Growing Divide Between Knowing and Understanding Brain Research and Its Implications for Early Childhood Programs – Applying Research to Our Work

How Singing Songs with Infants and Toddlers Helps Brain Development

Wisconsin Model Early Learning Standards High Quality child care: Luxury Option or

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Standard Equipment Curriculum Materials/Equipment

Activities Multi-cultural Anti-bias

Anti-bias and Inclusive Case Studies Use Simple Questions to Guide Decisions about DAP

Issues of Diversity Looking In, Looking Out: Redefining Child Care

and Early Education in a Diverse Society Wake Up and Smell the Demographics

Transforming for Diversity

From Theme-based to Emergent Curriculum Brain Research, Infant Learning, and Child Care Curriculum

Early Childhood Curriculum Models – Why, What and How Programs Use Them

Strategies for Dual Language Learners Chopsticks and Counting Chips

Where we Stand on Curriculum Assessment and Program Evaluation

Multiple Perspectives on Quality of EC Programs

Rethinking Holidays from an Anti-Bias Perspective

Environments Rating scales Empowering places

and spaces

Designing Empowering Environments for Children, Parents and Teachers

Designs for living and learning: Transforming early childhood environments.

Caring Spaces, Learning Places: Children’s Environments that Work

The Role of Culture in Designing Child Care Facilities – Creating Culturally Reflective Environments

Breaking the Code: Changing Our Thinking About Children’s Environments

Great Places to Be a Baby: Infants’ and Toddlers’ Learning Environments

Reflecting, Discussing, Exploring: Questions and follow-up Activities for Environments That Inspire ITERS

ECERS FCCERS SACERS

Family Engagement Family support How Family Friendly is your Center Our Family Friendly History Embracing the Values of Family Support

‘You Are Welcome’

Recommendations for Improving Services to Infants, Toddlers and their Families

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Considering Our Curriculum in Working with Families

Little Listeners in an uncertain World: Coping Strategies for You and Your Young Child After Traumatic Events

Child Retention in Wisconsin Child Care Settings: Understanding the Attitudes, Beliefs, and Behaviors that Impact Expulsion and Retention in Early Care and Education (SFTA) Family Friendly Child Care Audit Tool From Parents to Partners

Course Objectives

Students will demonstrate the following:

• Knowledge of child development theories and principles and the ability to apply them to quality programming

• Knowledge of curriculum standards and early learning standards

• Knowledge of licensing, funding and accreditation requirements for quality programs and ability to apply them to program planning

• Knowledge of professional and ethical guidelines for best practice in early care and education programs and the ability to apply them to program planning

• Ability to plan for the development of the whole child physically, socially, emotionally, intellectually and artistically

• Ability to plan for and implement a family-centered child care community

• Understanding of diverse cultures of families served, and ability to apply this understanding to recruitment, staff development, organizational relationships, and program planning

• Knowledge of how to establish and maintain good communication and partnerships with families, and to promote strong and meaningful family involvement in the program

• Ability to plan for integration of a competent curriculum, materials and activities into all aspects of the program

• Knowledge of design principles and practices for the use of space in early care and education programs

• Ability to choose developmentally appropriate supplies and equipment for early care and education programs

• Understanding of program evaluation and ability to apply it for program improvement • Knowledge of environmental rating scales – ITERS, ECERS, FECERS

Course Requirements

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Class Sessions

Each class described below is for a three-hour session with an appropriate mid-class break. The length of sessions can vary according to the time span and format of the course (semester, one week intensive, etc.) but must meet for 36-54 hours for 3 credits with the number of class hours dependent on the requirements of the higher education institution offering the course.

The credential course sequence should be offered in formats and at sites easily accessible for the majority of the prospective students, most of whom who will already be working in early childhood or related fields. Online and other distance learning methods, evening courses, weekend courses and intensive short courses with the required number of hours are formats that have been

successful.

The sequence of the material will be different in the intensive format from the sequence in the semester format. One major difference is the use of different strategies in creating a laboratory for learning about group development. The intensive format provides daily opportunities for this purpose where the semester course, with its long intervals between sessions, requires team-building and reflective experiences as part of each session. Specific suggestions on this and other differences of approach between intensive and semester formats are included in this guide.

Advance Preparation

• Review the course topics and objectives

• Prepare course outline and calendar for the course format being used

• If you choose to use outside experts in your course, you will need to arrange for local individuals within your area

• Mail any materials that you expect students to bring to class or complete prior to class. This includes books and materials that the students need to purchase

• Copy materials on the Registry Project Preparation Guide and any other materials that you will be using

Resource Support

Materials and articles are available by contacting The Registry or visiting the Registry site at http://www.the-registry.org/Credentials/Administrator/Documents/

Other materials may be obtained by contacting the Wisconsin Child Care Information Center. For more information about child care and Wisconsin Child Care Information Center services, please contact the CCIC staff via email at [email protected] or by calling 800-362-7353 or 608-224-5388.

* Articles available through Child Care Information Exchange website http://ccie.com/exchangeaccess/

Once students have purchased the WI Registry Package they can access On Demand Articles by following these instructions:

1. Visit the website: www.childcareexchange.com 2. Click on 'log in' in upper right corner

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4. First time visitors will need to create an account by entering the same email that was used to purchase the package.

5. As students create an account, they will identify a password

6. Once the account has been created, click on 'My Account' to allow access to Articles On Demand.

** Article/activities available in the Handout section See Weblinks for additional resources.

Activities

The activities listed here are suggested but not required. Information about how the activity may be used is included.

The activities are grouped by topic not listed in a particular order and may be used as they fit into the course design and format. It is important, however, that activities be presented in the course for which they are listed to prevent duplication of materials.

Orientation to the Course

In the intensive format, introductions are usually more successful if they are done a few at a time rather than all at once if there are more than 15 students. It is also important in the intensive format for members of the class to learn each other’s names more rapidly than in the semester format. The timetable for learning names in a semester course should be the same number of class sessions as in the intensive course, even though the length of time between sessions will be greater.

Icebreakers are important to help people feel more comfortable and to develop a cohesive group. This applies to online and distance education courses as well as all formats. Here is a link for ideas on icebreakers. Some ideas work better for certain class formats but others can be adapted to fit more than one type of format.

Training Games Icebreakers:

http://training-games.com/pdf/40FreeIceBreakers.pdf

Child Development Theories

History of Early Childhood Field

Talking Points

• Review child development and family development theory. Start with concepts from Piaget and Erickson that everyone knows and accepts. Then go to the idea of a holistic approach to all aspects of development, stressing the role of the family

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• Scientists study children from different perspectives, i.e. cognitive development, social development, emotional development, physical development, moral development. Illustrate with a chart of these types of research. Early Childhood professionals and practitioners believe that they cannot be separated. We insist on looking at the whole child (Use quotes from L.K. Frank)

• Discuss recent brain development research and its importance to the work of child care. Use Newsweek article May 1996. Quote Brazelton that his group can tell that an infant has

decided not to succeed by the age of 9 months • Basic concepts of the early childhood field:

o whole child, aspects of development simultaneous and intertwined o unique child

o child in context of family, families as partners o developmental appropriateness

o care inseparable from education

o child-initiated action, prepared environment

Resources

• Model of Learning and Teaching **

• Zaslow, M. & I. Martinez-Beck. (2006). Critical issues in early childhood professional

development. Baltimore: Paul H. Brooks publishing Company.

• Greenman,, J (2007) The Child’s Job: Talking to Parents About Child Development *

• Lee, Y. and Recchia, S (2008) “Who’s the Boss? Young Children’s Power and Influence in an

Early Childhood Classroom, Early Childhood Research and Practice, Vol. 10, No. 1 pp. (9).

Child Development Research

Research

Have students explore the latest research on brain development and early childhood. Discuss implications of the latest research.

Resources

• How to Build a Babies Brain **

• Rushton, S (2011) Linking Brain Principles to High-Quality Early Childhood Education * • Policy Brief: Brain Development and Early Learning

http://www.wccf.org/pdf/brain_dev_and_early_learning.pdf

• Elkind, D (2011) Societal Change and the Growing Divide Between Knowing and

Understanding *

• Schiller, P (2001) Brain Research and Its Implications for Early Childhood Programs – Applying

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• Hannaford, C How Singing Songs with Infants and Toddlers Helps Brain Development

http://www.jackstreet.com/jackstreet/KIAT.hannaford.cfm

• Steering Committee (2008) Wisconsin Model Early Learning Standards, Second Edition. WI

Department of Public Instruction

• High Quality Child Care: Luxury Option of Standard Equipment

http://oldweb.naeyc.org/ece/1997/02.pdf

Curriculum

Center Visits

Visit other centers as a group or individually. View their brochure and family handbook: do they have a family perspective or a program? Discuss the center visits regarding creativity,

individuality, and diversity.

Talking Points

• Physical development, health and safety • Social/emotional development

o Nurturing, caring

o Autonomy vs. dependence • Cognitive/intellectual development

o Exploration and discovery: learning about their world o Thinking/ problem-solving

o Communication: verbal, body language, reading and writing • Creativity, individuality, diversity

• DAP (Developmentally Appropriate Practice • Play

Multicultural work with Families

Visit or talk about a center to assess multicultural aspects of the curriculum.

• Use Louise Derman-Sparks Anti-Bias Curriculum and/or other recent publications

• Show and discuss the video: Essential Connections: Ten Keys to Culturally Sensitive Child Care. The video is available from Wisconsin Child Care Information Center at 608-224-6173 • Show continuum of attitudes on culture: racism, color-blind, tourist, multi-cultural, cultural

democracy

Multiple Intelligences

Use Gardner’s work on multiple intelligences Anti-Bias and Inclusive Case Studies **

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Resources

• Looking In, Looking Out: Redefining Child Care and Early Education in a Diverse Society ** • Issues of Diversity **

• Use Simple Questions to Guide Decisions about DAP **

• Transforming for Diversity http://cecl.nl.edu/public/issues/dlsu11.pdf • Hernandez, L, (2009) Wake Up and Smell the Demographics *

• Beyond the Journal (2003) Chopsticks and Counting Chips

http://www.naeyc.org/files/yc/file/200305/Chopsticks_Bodrova.pdf

• Kashin, D (2011) From Theme-based to Emergent Curriculum*

• Katz, L.(1999) Multiple Perspectives on the Quality of Early Childhood Programs

http://eric.ed.gov/PDFS/ED428868.pdf

• Lally, J (1998) Brain Research, Infant Learning, and Child Care Curriculum*

• Trister-Dodge, D (2004) Early Childhood Curriculum Models – Why, What and How Programs

Use Them *

• Where we Stand on Curriculum, Assessment and Program Evaluation

http://www.naeyc.org/files/naeyc/file/positions/StandCurrAss.pdf

• Bisson, J Rethinking Holidays from an Anti-Bias Perspective

http://faculty.weber.edu/rwong/edu3200/Eng-RethinkingHolidays.pdf

• Nemeth, K Strategies for Dual Language Learners

http://www.jackstreet.com/jackStreet/WMBKnaeyc.Nemeth.cfm

Environments

Space Utilization

Design of space for child care: existing centers and new buildings; indoor/outdoor. Video or slide presentation should be secured, if available. Visit a center to assess space and space utilization.

Resources

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• Curtis, D., & Carter, M. (2003). Designs for living and learning: Transforming early childhood

environments. St. Paul, MN: Redleaf Press.

• Greenman, J. (2005). Caring Spaces, Learning Places: Children’s Environments that Work.

Redmond, WA: Exchange Press.

• Stoecklin, V (2001) The Role of Culture in Designing Child Care Facilities – Creating Culturally

Reflective Environments *

• Duncan, S (2011) Breaking the Code: Changing Our Thinking About Children’s Environments * • Greenman, J (2004) Great Places to Be a Baby: Infants’ and Toddlers’ Learning

Environments*

• Friedman, S (2005, May) Reflecting, Discussing, Exploring: Questions and follow-up Activities

for Environments That Inspire. Young Children on the Web, pp. 1-7.

• The Early Childhood Environment Rating Scale – Revised (ECERS-R) • The Infant/Toddler Environment Rating Scale – Revised (ITERS-R)

• The Family Child Care Environment Rating Scale – Revised (FCCERS-R) • The School-Age Care Environment Rating Scale (SACERS)

Family Engagement

Talking Points

• Child care as community

• In a good child care program, each group of children, their families, and their caregivers constitute a little community. People in the community know each other well and care about each other. They have figured out rules for living together and most of the time they live by the rules. Both children and adults intervene when someone goes outside these rules

• Good teachers and caregivers know how to facilitate the development of a new group

• Discuss ways of helping children join the group and ways of making separation easy for both children and families

• Focus on ways to build a group using names, individuals, team building, development of rules and conflict resolution

• Use family-friendly audit tool from Work/Family Directions (1997)

• A director also needs skills in community building: helping staff and families to feel supported by the community, building teams, helping to resolve conflicts, facilitating communication among staff and families

• Very few centers have succeeded in fully realizing the potential for community in their programs, especially in making families an integral part of the community. Most very good centers have achieved community for children and staff

Family-Centered Directors

Talking Points

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• Part day/full day programs • Models for mildly ill children

• Family supportive add-on services

• Family’s need to understand the program for their child

Family-Centered Assignment

How family centered is your early care and education program? Develop a written analysis that covers relevant topics that may include the following:

• Family Friendly Audit

• Staff/family relations: can staff empathize with working family members? Are there any unresolved conflicts/ disagreements on values?

• Process of enrollment and separation • Day to day communication with families • More formal reporting to families

• Ways used to seek family input

• Family-centered ways of delivering child care

• Delivering other family-centered services that help family members balance work and family responsibilities

• Advice and help to family members on raising children, work/family issues • Referrals to other community services that families might need

• Jobs in your program for members of the community, with training and opportunity for advancement

Discuss the analyses of participants’ programs regarding family-centered practices.

Family-Centered Plan

Using the analysis made of family friendly practices and services in your program, write a plan for the future that addresses the following:

• What improvements are needed to make your program more family friendly? What strategies will you use to make these improvements?

• Family-centered directors

• Best practices for family friendly services o part day, full day options o models for mildly ill children o family friendly add-on services

o family’s need to understand and help to plan the program for their child • Review Unrelated Business Income idea from Financial Management course

• Brochure and family handbook: do they have a family perspective or a program perspective

Supporting Families

The early childhood program as part of the family’s environment vs. the family as part of the program’s environment. Role play situations with directors and family members.

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Talking Points

• Communication with families

• What families really want—review research. • Teacher knows child really well

• Teacher is warm and caring • Child is happy

• Child is safe • Child is learning

• Child is helped to get along with other children

Staff Training

Talking Points

• Building both child and family focus into all competency areas

• CDA competencies with family focus: integration into all competency areas • Family relations as an issue in staff development and personal growth • Boundaries:

o Continuum of family roles: o Purchaser of services

o Family involvement, participation o Family education

o Family empowerment, control

o What family relations should be the responsibilities of director? Staff? o Different approaches of different programs

Specialized Help for Families

Referring families to community services. It is important to find resources that provide hope, growth opportunities, respect, not just therapy or dead ends.

• Child abuse and neglect • Family violence

• Special needs of child: physical and mental health, language, cognitive • Need for social services for families

• Job opportunities or education opportunities for family members

Families and Quality

Talking Points

• Discuss the importance of the families in development, importance of family partnership with staff. Use Dorothy Keister’s concepts on self-esteem in “Who Am I?” and the interactive co-evolution theories of development

• General concepts of development in scientific study apply to the development of families as well

• Include some key points on family development. Invite an expert on this to come as guest lecturer.

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• The concept of caring is generally missing from our literature but is essential to development (see Morgan teaching notes on caring)

• Resources that directors can use for quality developmental services, using existing best practices tools to improve quality:

o APHA/AAP standards

o NAEYC accreditation standards o CDA criteria for competencies of staff o Harms and Clifford rating scales o DAP guidelines

o Anti-bias curriculum

o Try to locate resources on family development

• Beyond standards, achieving quality by changing hearts and minds: o Staff training

o Concepts of motivations and change o Concepts of continuous improvement o Concepts of caring

o Concepts of education

o The skill of communication: among staff and with families

Establishing Meaningful Partnerships with Families

Talking Points

• Quality depends on a partnership with families • Discuss major conflict areas:

o Policies on children’s illnesses

o Policies on families late in picking up children o Policies on family involvement

o Values conflicts between staff and families over child behavior, concern for “academics” in the curriculum

• Discuss ways in which centers/programs can help families better understand the content of the teaching programs. Contrast US programs with Reggio Emilia where families and staff share a sophisticated understanding of the program

• Give the group an introduction to presentation skills. See Margie Currie and Margie Carter (1996). Spreading the News, NAEYC

• Discuss partners perspective: Families and child care supplement one another and work together with focus on the unique individual child

• Share some good solutions to current issues between families and staff. Discuss ways in which staff can help parents understand the program i.e. posting children’s work with attractive presentation or framing and captioning; developing a slide show that describes activities and the reasons for them and shows the children enrolled in learning situations

• Refer back to history of our field as family centered

• Discussion of observation skills and why they are important. How to observe in ways that report facts, not judgments. Preparation for visiting centers and using ECERS & ITERS, Harms and Clifford or other checklists/rating scales

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Role Plays: Family Roles and Relationships in Child Care

Talking Points

• Barriers to communication with families include a we-they orientation that pits staff against families.

• Customer orientation in child care

• Most child care programs can improve the marketing of their service to families and can provide higher quality by tuning in on family needs

• Communication requires listening for the other person’s message, not just focusing on the one we are sending. Families are our customers and our service should reflect that we listened to them and heard about what they need from us

• Key question is whether we are program-centered or family-centered, i.e. do we see families as supportive of the life of the program or do we see the program as supportive of the families’ lives, helping them to be good family members and good working people

Resources

• How Family Friendly is Your Center ** • Our Family Friendly History**

• Embracing the Values of Family Support**

• Family Friendly Child Care Audit Tool

http://www.abcdependentcare.com/docs/family-friendly-audit-tool.pdf

• Kennedy, A (2008) ‘You Are Welcome’: an Ethical Approach to Child Care * • Recommendations for Improving Services to Infants, Toddlers and their Families

http://www.wccf.org/pdf/ece_infant_toddler_spring-2011.pdf

• Carter, M (2000) Considering Our Curriculum in Working with Families * • Keyser, J (2006) From Parents to Partners; Redleaf Press

• Child Retention in Wisconsin Child Care Settings: Understanding the Attitudes, Beliefs, and

Behaviors that Impact Expulsion and Retention in Early Care and Education (SFTA) http://csefel.vanderbilt.edu/resources/states/wi_retention_expulsion_survey.pdf

Websites for Best Practices

http://www.cde.state.co.us/resultsmatter/RMVideoSeries.htm Free videos directors can use to enhance teacher training

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http://www.ckfwi.org/toolbox.html

Covering Kids & Families has developed the Toolbox to help schools and community organizations connect uninsured families to BadgerCare+, Wisconsin’s public health insurance program.

http://www.collaboratingpartners.com/

Collaborating Partners has information on WMELS, curriculum and assessment, 4K, disabilities, and professional development.

Weblinks

http://www.dpi.state.wi.us/ccic/

WI Child Care Information Center http://www.naeyc.org/newsroom/NAEYCradio NAEYC Radio

http://cecl.nl.edu/

National Louis University, McCormick Center for Early Childhood Leadership

http://www.the-registry.org/ The Registry

http://ccie.com/exchangeaccess/ Child Care Exchange Log in

http://cecl.nl.edu/radio/mccormickradio.html McCormick Radio

http://eclkc.ohs.acf.hhs.gov/hslc

Early Childhood Learning and Knowledge Center (Office of Head Start)

http://www.nncc.org/

National Network for Child Care

http://www.wccf.org/

WI Council on Children and Families

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Collaborating Partners

http://www.naccrra.org/

National Association of Child Care Resource and Referral Agencies

http://www.earlychildhoodwebinars.org/presentations/ Free webinars on early childhood issues.

http://www.cde.state.co.us/resultsmatter/RMVideoSeries.htm Results Matter Videos: Improving Academic Achievement

http://www.ccw.org/index.php?option=com_content&task=view&id=12&Itemid=41 Center for Child Care Workforce

http://nccic.acf.hhs.gov/advanced-search/library

National Child Care Information and Technical Assistance Center

http://www.zerotothree.org/ Zero to Three

FAMILY

http://www.iamyourchild.com/ Parents Action for Children

http://www.strengtheningfamiliesprogram.org/ Strengthening Families

http://www.dhs.wisconsin.gov/

WI Department of Health Services

http://www.wiimh.org/

WI Alliance for Infant Mental Health

http://csefel.vanderbilt.edu/

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http://www.childwelfare.gov/

Child Welfare – Protecting Children

http://www.aecf.org/MajorInitiatives/KIDSCOUNT.aspx

Annie E. Casey Foundation – Helping Vulnerable kids and families succeed

MANAGEMENT

http://managementhelp.org/ Management Help

http://www.missionstatements.com/

Large variety of mission statements

http://hr.blr.com/

Compliance tools for Human Resources

http://www.mindtools.com/

Skills and techniques for personal effectiveness, stress management, creativity, problem solving, and memory improvement.

LEADERSHIP

http://www.ted.com/

TED Talks – search leadership or any other topic to find intriguing presentations on any topic

Connections: AC Credential and WI YoungStar

4 Regulatory Competencies

• Education –

o Lead Teachers, Directors, Family Providers

• Environment and Curriculum –

o Self-Assessment and Quality Improvement Plan;

o Environment Rating Scales (ITERS, ECERS, FCCERS) o WMELS

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• Business and Professional Practices – o Yearly Budget planning and assessment o Review of Tax Records

o Parent Handbooks

o Employment Policy and Procedures o Model Work Standards

o Professional Development (Staff Evaluations, Professional Development Plans) o Staff Benefits (Salary scale, health insurance, paid vacation/sick)

o Parent Involvement

• Child Health and Wellness – o Nutritious meals

o Health and Safety Standards o Physical activity

o Social/Emotional Development training

o Family Protective Factors/Strengthening Families training

This is intended to serve as a guide only and is not a prescriptive curriculum.