Unlicensed Registered Ministry Workbook

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Unlicensed Registered

Ministry Workbook

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Paths to

QUALITY™

LEVEL 1

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LEVEL 1

Unlicensed Registered Child Care Ministry

Level 1 Unlicensed Registered Child Care Ministries will be able to:

Meet minimum health and safety standards

Develop and implement basic health and safety policies and procedures

Unlicensed Registered Child Care Ministries meet the standards for Level 1 rating providing the following are met:

1. The Registration issued by the Family and Social Services Administration (FSSA), the Division of Family Resources (DFR) is current and in good standing.

2. The ministry meets all CCDF provider eligibility standards.

3. The ministry meets Voluntary Certification Program guidelines in all four categories. If a facility does not serve infants and toddlers, the remaining three categories must be met.

4. The director has completed a Child Development Associate credential (CDA) or early childhood degree or equivalent degree OR the director of the ministry agrees to obtain a minimum of a CDA within three years of beginning Paths to QUALITY and shows progression towards completion each year.

5. The director of the ministry completes a Bureau of Child Care approved professional development on the practice of safe sleep and reducing the risk of SIDS in child care.

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Paths to

QUALITY™

LEVEL 2

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LEVEL 2

Unlicensed Registered Child Care Ministry

Level 2 Unlicensed Registered Child Care Ministries will be able to:

Provide an environment that is welcoming, nurturing, and safe and promotes the physical, emotional, and social well-being of all children Provide a variety of learning materials that reflect the age, interest, and abilities of each child

Provide for children’s language and literacy skill development Provide pertinent program information to families

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WHAT IS THE STANDARD?

Standard 1.

All requirements of level 1 are met

.

REQUIRED EVIDENCE

 Current Registration

 Meets required Voluntary Certification Program guidelines in appropriate categories

 Director’s documentation of receipt of degree or CDA or plan to obtain a minimum of a CDA within three years of beginning Paths to QUALITY  Certificate demonstration completion of an approved professional

development on the practice of safe sleep and reducing the risk of SIDS in child care

 Documentation that all staff receive orientation within 30 days of being hired by the ministry

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WHAT IS THE STANDARD?

Standard 2.

Director receives orientation and trains staff

on the foundations to the Indiana Academic Standards

for Young Children Age Birth to Five.

WHY IS THIS STANDARD IMPORTANT?

The intent of this standard is to ensure that all individuals working with young children in the state of Indiana, understand and incorporate the FOUNDATIONS to the Indiana Academic Standards for Young Children from Birth to Age 5 in their daily practices with young children. By outlining specific skills and concepts and giving examples of instructional strategies, these foundations will support teachers, parents and caregivers as they develop appropriate experiences for young children to help ensure success in kindergarten.

The FOUNDATIONS to the Indiana Academic Standards for Young Children from Birth to Age 5 have been developed by the Indiana Department of

Education in collaborations with individuals with expertise in children birth to age five years and are based on the latest national research and findings for all content areas and domains.

The FOUNDATIONS include the following basic foundations for Infants and Toddlers:

English/Language Arts; which include emerging language, reading, and writing

Mathematics; which includes emerging counting and number concepts Science; which includes exploring a safe environment through the use of

five senses

Social Studies; which includes learning to recognize and respect likenesses and differences

Physical Education/Health; which includes development of increased coordination

Music; which includes listening to and enjoying music Visual Arts; which includes scribbling and finger-painting

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The FOUNDATIONS include the following foundations for Three-Five Year Old Children:

English Language Arts; which includes learning word and name recognition

Mathematics; which includes learning to count, sort, and classify Science; which includes learning to care for plants, animals, and other

living things

Social Studies; which includes distinguishing between the past, present, and future

Physical Education; which includes developing an awareness of and respect for a healthy lifestyle

Music; which includes singing along with familiar songs

Visual Arts; which includes participation in dramatic play activities

 Documentation: Evidence of attendance which includes the instructor’s signature, length of the course, date and an outline or agenda of the “FOUNDATIONS to the Indiana Academic Standards for Young Children from Birth to Age Five” orientation training as per the Education and Training Summary Form (or equivalent form). This is for the Director and Staff.

ASK YOURSELF

Am I familiar with what the State of Indiana’s Department of Education expects my daily practices and teaching strategies to be?

Do all of those who work with children at this center understand what practices help children reach their full potential?

GETTING STARTED

Contact your local Child Care Resource and Referral agency to learn more about FOUNDATIONS professional development in your area.

Register for or make an appointment with your local Child Care Resource and Referral agency for both the director and staff to receive the required training.

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FOLLOW UP STEPS

Attend a FOUNDATIONS training.

Have documentation of your professional development attendance with all the required elements listed above.

Support the staff to attend FOUNDATIONS training.

Have documentation of staff professional development attendance with all the required elements listed above.

Develop a plan to follow up with staff after the FOUNDATIONS training to start implementing what was learned.

IDEAS TO HELP YOU MEET THIS STANDARD

You can find the full copy of the FOUNDATIONS at the following websites:

http://www.doe.in.gov/achievement/curriculum/early-childhood-education or by contacting: The Indiana Educational Resource Center, 800-833-2198

The Child Care Collection is a series of videos designed to help you learn more about caring for children. This site, www.childcarecollection.com has several video clips which will help you learn more about each of the Foundations. Contact your local Child Care Resource & Referral agency to learn more about FOUNDATIONS trainings in your area www.iaccrr.org

GOING FURTHER TO BEST PRACTICE

Make sure all those who work within your setting understand and use the information provided through Indiana’s Academic Standards for Young Children, Birth to Age Five, to plan activities and in day to day routines and practices. It is important to organize your files and paperwork to prepare for your rating visit.

Make sure that your documentation is in hard copy, that you have an organized filing system designed to maintain confidentiality, and that the documentation is readily available for the review of the rater.

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WHAT IS THE STANDARD?

Standard 3.

Director is a member of a nationally

recognized early childhood organization.

WHY IS THE STANDARD IMPORTANT?

The field of Early Childhood Education includes many organizations that support the professional development of early childhood teachers and promote

improvements in services to young children. Professionals become members of one or more of these associations to help them grow professionally stay current on early childhood issues and participate in group efforts to promote change. Benefits of professional membership mean:

 You can take advantage of the opportunity to network with other

professionals who may be directing or working with young children in child care settings.

 You can have better access to resources including, but not limited to journals, periodicals newsletters, websites and conferences.

 Documentation: Current membership card and/or letter, demonstrating membership is current. Membership resources, such as journals or periodicals must also be available for review.

 The organization must focus on topics relevant to the provision of care for young children and you must be able to demonstrate this.

ASK YOURSELF

What kinds of things do I need to read, access or attend that would further my professional development best?

What are the organizational options for my professional development?

GETTING STARTED

Contact your local Child Care Resource and Referral agency to obtain a list of the options for organizations from which you might choose.

Choose from the organizational options and send in the membership requirements.

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FOLLOW UP STEPS

File the membership card and/or letter to validate membership and the expiration date of that membership.

Keep the journals or periodicals that are part of the organizational membership in an easily accessed location.

Partial listings of national organizations that work on behalf of or have a focus on early childhood are available on the following websites: www.nccic.org

and www.cdacouncil.org

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WHAT IS THE STANDARD?

Standard 4.

Program has a written philosophy and

goals for children.

The intent of this standard is to ensure that the child care center has a written philosophy that helps to guide the activities that are planned for the children. Goals for the children should be both developmentally appropriate and individually appropriate.

Within the written philosophy, it is recommended that you also include the center’s philosophy on guidance and discipline, as well as define the center’s philosophy about “teaching” young children.

A philosophy differs from curriculum in that a curriculum is what you do with the children…the activities, experiences, etc. that you provide for the children. The philosophy determines which curriculum approach you might use.

Why is the written philosophy important?

The written philosophy identifies, at a minimum, the following to guide the choice of daily activities and experiences for the children.

Knowledge of child development and learning Knowledge of each child’s growth and development Knowledge of the social and cultural context

Use of multiple sources of knowledge in professional decision making

 Documentation: The written philosophy and goals are available for review.

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ASK YOURSELF

Why does our center believe the choices/decisions we are making are appropriate to the children in our center? to the individual child in any classroom?

What do we believe is true about how children develop? Where did we get that information? Are we consistent with what our field of study has found out about how children develop and learn?

Given what we believe to be true about children, are the goals in our center consistent with those beliefs?

GETTING STARTED

Make a draft of what you believe about children. (Tip: It would be a positive step to do this with your staff, as well.)

From the things you believe about children, create the goals that connect to those beliefs.

FOLLOW UP STEPS

Create a written philosophy and goals from the ideas you brainstormed in your draft.

Keep the philosophy in an easily accessed location.

What does it look like?

Perhaps you have stated in your philosophy that you believe children develop at varying rates from child to child. Then your goal might be to offer many experiences that are open ended to allow each child to have experiences at their levels. [For example, in practice, instead of having all the children make the same thing with play dough, the children would be allowed to create in their own way at their own levels.] Your philosophy guided your goals (and, eventually, by having a written philosophy with goals, it will guide what will happen in the classroom with the children).

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The National Association for the Education of Young Children (NAEYC) can provide you with information to include in your written philosophy and goals, www.naeyc.org.

Before enrolling children in the center, go over your philosophy with parents. Make sure that their values and goals for their children are compatible with the centers.

After enrollment, review the written philosophy and goals for children with parents. Make sure parents understand what they will see in your center and give each family a copy for their own reference.

Post the written philosophy in an area where other relevant information is kept for families to easily view.

Compare your written philosophy and goals to the FOUNDATIONS to the Indiana Academic Standard for Young Children Birth to 5. Modify your goals to coincide with the Academic Standards.

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WHAT IS THE STANDARD?

Standard 5.

Director has a current CDA or equivalent

certificate, or an early childhood degree or equivalent

degree.

Staff education is one of the highest predictors of quality in a child care setting. Research demonstrates that adults with training in early childhood education provide higher quality programs for young children, implement more appropriate activities, and do a better job of preparing children for school and life.

The standard can be met through either a Child Development Associate (CDA) Credential, Associate Degree in Early Childhood Education / Child Development or Bachelor Degree in Early Childhood Education / Child Development.

Equivalencies for each of these options are also accepted to meet the standard.

The equivalency definitions are included in the appendix. Look below in “Ideas for meeting this standard” for information on financial support of completing these credentials and degrees.

 Documentation: Child Development Associate credential or equivalent certificate for review, with current expiration date OR

 Transcript for early childhood degree or equivalent degree OR

 Education and Professional development Summary Form (or equivalent form) completed in the director’s file including transcripts, curriculum schedule, certificates or other written documents.

ASK YOURSELF

What types of professional development would most benefit me, my staff, and the program?

Where and how can I or my staff obtain the professional development that will provide CEUs or college credit?

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GETTING STARTED

Visit The Council for Professional Recognition’s website www.cdacouncil.org to learn more about how to earn a CDA.

If needed, identify the most beneficial types of professional development. To assist in determining what you or your staff need, contact T.E.A.C.H. Early Childhood ® INDIANA at 1.800.657.7577 www.iaeyc.org

Contact T.E.A.C.H. Early Childhood ® INDIANA Project or Indiana Non Formal CDA Project for financial support of training opportunities. Refer to the appendix for information on T.E.A.C.H. Early Childhood ® INDIANA and Non Formal CDA Project.

Contact your local Child Care Resource and Referral agency and Indiana AEYC office for training opportunities. www.iaccrr.org

Check the early childhood meeting place calendar

www.earlychildhoodmeetingplace.org

Find dates/times that will be most advantageous for those needing the training.

FOLLOW UP STEPS

Follow up to make sure that registrations, paperwork, etc. are completed to allow attendance at training events.

Collect and maintain documentation of all training completed by all staff members.

Complete the PTQ Training Summary Form (or similar form) for professional development for each staff member. If you are currently pursuing accreditation, be sure to use a form that is acceptable by the accrediting body to eliminate the need to complete two forms.

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Scholarships and Financial Incentives through Indiana AEYC: The Indiana Association for the Education of Young Children, Inc. (Indiana AEYC) offers financial assistance for professional development through the T.E.A.C.H. Early Childhood® INDIANA (credit based) and the Indiana Non Formal CDA projects (non credit based). Both projects pay for the majority of the CDA training classes (credit based and non credit based), required texts, and the CDA Assessment. Additionally T.E.A.C.H. Early Childhood ® INDIANA provides financial support for obtaining Associate and Bachelor degrees in Early

Childhood / Child Development. Upon completion of training, a bonus is awarded to the individual. For additional information please contact IAEYC at 317-356-6884 or 800-657-7577 or email: [email protected]

Make sure you are using the PTQ Training Summary Form (or similar form) for each staff member to document all training. Staff training can be documented using a sign in sheet for staff members that are dated,

showing the number of hours of training and the topic of the training. Take advantage of trainings and presentations at your local Child Care Resource & Referral agency, Indiana AEYC local chapter training events, and the Indiana Early Childhood Conference held each spring.

Understand the CDA renewal procedures as well as information for pursuing a degree in order to assist your staff.

Provide opportunities for staff to share information gained from professional development experiences.

Keep a posting of upcoming training events in a central location for staff to review.

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WHAT IS THE STANDARD?

Standard 6.

25% of teaching staff, including the director,

have either a current Child Development Associate

credential (CDA) or equivalent certificate or an early

childhood degree or equivalent or have completed 45

clock hours of educational training leading to an Early

Childhood/ Child Development degree or CDA

credential.

 Documentation: Child Development Associate credential or equivalent certificate for review, with current expiration date OR

 Official transcript for early childhood degree or equivalent degree OR  Education and Professional development Summary Form (or equivalent

form) completed in the director’s file including transcripts, curriculum schedule, certificates or other written documents.

ASK YOURSELF

What types of professional development would most benefit me, my staff, and the program?

Where and how can I or my staff obtain the professional development that will provide CEUs or college credit?

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GETTING STARTED

If needed, identify the most beneficial types of professional development. To assist in determining what you or your staff need, contact T.E.A.C.H. Early Childhood ® INDIANA at 1.800.657.7577 www.iaeyc.org

Contact your local Child Care Resource and Referral agency and Indiana AEYC office for training opportunities www.iaccrr.org

Contact T.E.A.C.H. Early Childhood ® INDIANA Project or Indiana Non Formal CDA Project for financial support of training opportunities. Refer to the appendix for information on T.E.A.C.H. Early Childhood ® INDIANA and Non Formal CDA Project.

FOLLOW UP STEPS

Follow up to make sure that registrations, paperwork, etc. are completed to allow attendance at training events.

Collect and maintain documentation of all training completed by all staff members.

Complete the PTQ Training Summary Form (or similar form) for professional development for each staff member. If you are currently pursuing accreditation, be sure to use a form that is acceptable by the accrediting body to eliminate the need to complete two forms.

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Scholarships and Financial Incentives through Indiana AEYC: The Indiana Association for the Education of Young Children, Inc. (Indiana AEYC) offers financial assistance for professional development through the T.E.A.C.H. Early Childhood® INDIANA (credit based) and the Indiana Non Formal CDA projects (non credit based). Both projects pay for the majority of the CDA training classes (credit based and non credit based), required texts, and the CDA Assessment. Additionally T.E.A.C.H. Early Childhood ® INDIANA provides financial support for obtaining Associate and Bachelor degrees in Early

Childhood / Child Development. Upon completion of training, a bonus is awarded to the individual. For additional information please contact IAEYC at 317-356-6884 or 800-657-7577 or email: [email protected]

Make sure you are using the PTQ Training Summary Form (or similar form) for each staff member to document all training. Staff training can be documented using a sign in sheet for staff members that are dated,

showing the number of hours of training and the topic of the training. Take advantage of trainings and presentations at your local Child Care Resource & Referral agency, Indiana AEYC local chapter training events, and the Indiana Early Childhood Conference held each spring.

Understand the CDA renewal procedures as well as information for pursuing a degree in order to assist your staff.

Provide opportunities for staff to share information gained from professional development experiences.

Keep a posting of upcoming training events in a central location for staff to review.

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WHAT IS THE STANDARD?

Standard 7

. At least 50% of teaching staff participate

annually in a minimum of 15 clock hours of educational

or in-service professional development focused on

topics relevant to early childhood.

 Documentation: PTQ Training Summary Form(or equivalent) for each staff member counted in child/staff ratio

ASK YOURSELF

What types of professional development in relevant early childhood topics would most benefit the staff, family or children?

How many hours of service training do my staff already have that meets the in-service training requirements?

Is any of my staff currently enrolled in early childhood credit-based training that would also count towards in-service training? If an individual is working towards an early childhood / child development degree (AA or BS), any course work taken as a part of that degree program can meet the criteria for in-service training hours.

Is any of my staff currently enrolled in non-formal CDA training that would also count towards in-service training?

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GETTING STARTED

If needed, identify the most beneficial types of professional development.

Contact your local Child Care Resource and Referral agency and Indiana AEYC office for training opportunities.

Contact T.E.A.C.H. Early Childhood ® INDIANA Project or Indiana Non Formal CDA Project for support of training opportunities. Refer to the appendix for information on T.E.A.C.H. Early Childhood ® INDIANA and Non Formal CDA Project.

FOLLOW UP STEPS

Follow up with staff to make sure that registrations, paperwork, etc. are

completed and submitted to facilitate attendance at professional development events.

Collect and file required documentation for all staff that completes professional development activities or classes.

Add to the PTQ Training Summary Form (or equivalent) for each staff person, each time they attend professional development activity or class.

Store all training documents in an easily accessed location. If you are involved in accreditation, the training files can be maintained together for both PTQ and accreditation. A duplication of training records is not necessary.

You can find professional development opportunities by searching the Early Childhood Meeting Place website: www.earlychildhoodmeetingplace.org

Professional development plans developed during staff evaluations can be helpful in planning topics and professional development activities for you and your staff. Your PTQ mentor or quality advisor can be of assistance in locating or providing training to meet your program’s needs.

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 Inclusive Care Note! There are specially designed professional development opportunities to help you include children with disabilities in your setting.

Information about caring for children with a specific disability, such as autism, asthma or diabetes, adapting your environment to meet the needs of children with special needs, and identifying supports for your program and the families of the children, are topics that should be considered. Contact your local Child Care Resource & Referral agency’s Inclusion Specialist the Early Childhood Center at the Indiana Institute on Disability and Community, First Steps or your local school corporation’s special education department to learn more!

 Infant/Toddler Note! If your center cares for infants and toddlers, seek out professional developments and opportunities focused specifically on providing care. Your local Child Care Resource & Referral agency’s Infant/Toddler

Specialist or you can visit Zero to Three website (www.zerotothree.org) for more

information on caring for infants or toddlers.

GOING TO BEST PRACTICE

Have staff share with other staff about the things learned in each professional development event.

Follow up with each staff member to see how the professional development has affected their daily activities in the classroom.

Keep a posting of upcoming professional development events in a central location.

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WHAT IS THE STANDARD?

Standard 8.

A system is in place for communicating

pertinent information to families daily and at an annual

conference.

Communicating with families is important to help you build a trusting relationship with families. Establishing a system for daily communication allows the

opportunity to exchange information in the morning and the evening.

Teachers have a system in place for communicating important information daily with families, both at arrival and departure time. At arrival time, you may want to gather information about how the child slept that evening or how the child is feeling. At departure time, you may want to share information about special activities the child engaged in during the day or how the child ate.

This daily communication can include oral communication with the family, but might also include other creative ideas such as a communication notebook, a bulletin board that displays daily activities. Other forms of communication can include weekly or monthly newsletters, phone calls or emails to parents.

In addition to daily communication, teachers should have a process in place for scheduling, at least annually, conferences with each family. The purpose of annual conferences is to discuss the progress and development of each child, share significant events, and communicate any concerns.

Remember: Serious problems and concerns should not be discussed with families during daily communication. When these concerns arise, the teacher and/or director should instead immediately schedule a private conference with the family.

DAILY COMMUNICATION

 Observation: Upon arrival and departure, rater will observe oral and/or written communication with each child’s family.

 Optional documentation: The rater will look for daily note sheets or other examples of ongoing communication with each child’s family.

 Interview: Describe your system for daily communication of pertinent information to all families.

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FAMILY CONFERENCES

 Documentation: Schedule of last year’s family conferences for the past twelve months, if applicable, and schedule of anticipated upcoming family conferences for the next twelve months.

 Interview: Describe your system for conducting annual family conferences for each child.

ASK YOURSELF

What specific information would each staff member find helpful to have communicated about each child each day? How could that best be communicated?

What specific information would each family wish to have communicated about their child each day? How could that best be communicated?

When would family conferences work best for all those involved? How will we make that happen?

GETTING STARTED

Involving the staff and families whenever possible, determine the most important information needed to help each child’s needs/experiences/progress.

Create a list of how each specific piece of information could best be communicated (a checklist, a conversation, a notebook, a bulletin board, newsletter, email, etc.).

FOLLOW UP STEPS

From the brainstorming, create a plan for what will be communicated at arrival and departure and what system could be used to communicate each item. Use a variety of methods to communicate.

Create a classroom calendar of family conference dates/times with each classroom teaching staff.

Follow up with the communication system chosen by observing staff at arrival and departure times.

Communicate, early and often, about the family conferences dates/times. Check below (“Ideas to Help You Meet This Standard”) for items that will help create success in communication.

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Use the bibliography section that corresponds to this standard and select resources on communicating with parents. Many books have reproducible materials.

Internet sites such as redleafinstitute.org and nccic.org can also be a valuable resource.

Visit your local Child Care Resource & Referral agency lending library to preview or check out materials.

Daily Communication

Make sure to create a system so you can communicate with each family at arrival and departure times. Such as daily sheets, newsletters, email, and family conferences.

Use daily communication sheets and regular notes home to communicate with families

Create a communication board which is somewhere near the spot where children’s individual items are stored, such as their cubbies. This can serve as a method to keep families informed of daily activities, special events, and other useful information.

Try a communication notebook as a method to communicate with families. Regular Communication

Use a variety of methods to share child related information with families throughout the year.

You might want to consider creating a family newsletter as a way to keep families informed.

Gather useful resources, such as health & safety information and make it available to families.

For those parents who work, you can occasionally send emails to let them know what is going on during the day.

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Family Conferences

Clearly define your goals for the conference. Let families know it is to discuss important information about their child.

Setting a schedule and sticking to it and having clear goals for each conference will help you guide the conference and stay focused on the child’s needs.

Conferences should be scheduled with each child’s family at least annually.

Make sure you have appropriate written material to review with families. Make sure you schedule conferences at times that are convenient for

families, perhaps during lunch hours or in the evening.

You can keep a portfolio or file outlining the child’s growth and

development throughout the year, as well as a series of individual child observations.

Refer parents to other professionals when needed for the well-being and development of their child.

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WHAT IS THE STANDARD?

Standard 9.

An advisory board is in place to provide

input and support to the director.

Advisory boards can be helpful to the successful operation of a child care program. The advisory board might be responsible for assisting in the strategic planning for the center and ensuring the provision of quality care. The advisory board can help the director respond to the needs of children and parents. The director is responsible for scheduling the advisory board meetings and keeping the advisory board informed. The advisory board secretary can create agendas and keep minutes.

Establishing and maintaining an advisory board will take some time. Once established, the advisory board will be helpful to the overall operation of your center.

 Documentation: Evidence of a roster of members, meeting minutes, agenda, or schedule of meetings.

ASK YOURSELF

Given the philosophy of our program, who would best help advise us in meeting our goals?

What kind of support do I, as the director, need from an advisory board?

GETTING STARTED

Make a list of your ideal advisory board. (You don’t need names at this point. Instead, do you wish to have a nurse? an accountant? a teacher? family members/how many? etc.)

Think about exactly what tasks you want the advisory board to fulfill. Who will it be? What are their roles?

What do I consider ideal support from an advisory board?

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FOLLOW UP STEPS

Create a list of expectations or “job description” for advisory board members. Begin to contact people who fall in the desired categories for advisory board membership. Keep a roster of the names, contact information for each volunteer. Once members have volunteered, create a first meeting agenda which includes a calendar of meeting times/dates.

File copies of the advisory board minutes.

See the bibliographic references to help with this standard.

In establishing an advisory board, include both community members and parents.

Make sure you clearly define your expectations for the board. You can do this by developing written advisory board responsibilities and defining requirements of advisory board members

The director can be a member of the advisory board, but does not have to be responsible for the facilitation. The advisory board can have officers such as a chairperson, vice chairperson, and secretary

When recruiting advisory board members, recruit members who have something to contribute to your center. For instance, community members who have expertise in fundraising, public relations, and the special

education system, might be important members of your advisory board Invite prospective board members to visit your center, tour the program, and discuss with you your center’s mission and goals

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WHAT IS THE STANDARD?

Standard 10.

Written policies and a child care contract

is established and implemented with families. The

contract should be signed by the parent and must

contain all the indicators.

WHY IS THIS STANDARD IMPORTANT?

Having all the parties involved in a child care arrangements understand what is expected, what responsibilities all parties have in the arrangement and all fees and policies prevents misunderstandings and challenges. It also ensures that all parties have clarity regarding their roles. In addition, it protects all those

concerned.

INDICATORS REQUIRED IN THE WRITTEN POLICIES AND CHILD CARE CONTRACT:

Indicator 1: Persons authorized to pick up a child

Indicator 2: Illness policies including reasons for exclusion Indicator 3: Guidance and discipline policy

Indicator 4: Medication administration policy Indicator 5: Written emergency plan

Indicator 6: Policy regarding parent conferences, visits and open door policy Indicator 7: Information on transportation and field trips

Indicator 8: Hours care is provided Indicator 9: Late pick up policy

Indicator 10: Payments and fee schedule

Indicator 11: Vacation policies for both provider and family vacations Indicator 12: Sick leave policies for both provider and children’s illness Indicator 13: Alternate care/substitute policies

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Indicator 14: Termination of care policy

Indicator 15: Child information including special needs, fears or food Preferences/allergies

All indicators of Standard 10 must be met for this standard to be considered complete:

 Documentation: Written policies and a child care contract that address indicators 1 - 15 are available to review in hard copy. Documentation that all parents of enrolled children understand and indicate acceptance, by signature, of the program’s written policies and child care contract.  Additional Documentation: Policies regarding parent conferences, visits

and unscheduled visits by custodial parent or guardian of a child permitted at any time the program is in operation have been explained to the

parent(s).

 Additional Documentation: Registration or childhood information form, completed by parent, contains information about any individual needs, fears, food preferences or allergies the child may have or special accommodations which may be required.

ASK YOURSELF

What benefits are there to all parties having a written contract in place?

GETTING STARTED

Decide on policies for each indicator (1 – 15) before beginning your written contract.

Contact resources (American Academy of Pediatrics [http://www.aap.org]; local CCR&R; National Child Care Information Center or NCCIC [http://www.nccic.org] for how to begin the contract process

Design your contract as well as a form for families to sign indicating their understanding of its terms.

FOLLOW UP

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Check out the American Academy of Pediatrics website, http://www.aap.org

Work with your mentor, quality advisor, or contact your local Child Care

Resource & Referral agency to obtain samples of contracts and policies used by other programs.

The National Child Care Information Center (NCCIC) includes information regarding the operation of a family child care program, www.nccic.org

The Child Care Business Management section of the National Network for Child Care web site provides information on such topics as budget and finance,

business plans and goals, fundraising and grants, marketing, provider-parent relations, and policies and contracts. It can be found online at www.nncc.org by browsing Articles & Resources, and choosing the Child Care Business

Management topic.

Update your policies at least annually and notify the families immediately and in writing of any changes.

Audit your children’s files at least every three months. This will allow you to see if all information is current.

Make sure you adhere to your policies and procedures for all children and families. Consistency is the key.

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WHAT IS THE STANDARD?

Standard 11a.

Classroom environments are welcoming,

nurturing, and safe for children to have interactions and

experiences that promote their physical, social and

emotional well-being.

WHAT IS THE INDICATOR OF THIS STANDARD?

Standard 11a. Indicator 1.

Children are under adult supervision

at all times.

WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT?

For the child’s safety, physical and emotional, adults must be available at all times.

In addition to this evidence, the evidence for all 13 indicators in Standard 11a must be met.

 Observation: All children are observed having the teacher’s attention and no child is left unattended or in a place where observation would be minimal or non-existent.

 Interview: Describe how the room arrangements facilitate observation and adult attention.

ASK YOURSELF

At what times or in what areas would supervision become harder for the adults in this environment?

GETTING STARTED

Observe in each classroom and try to discover physical boundaries that hinder or eliminate ease in adult supervision.

Brainstorm (with the staff, if possible) ways/systems through which children might be moved safely from one location to another (e.g., from the classroom to the playground).

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FOLLOW UP STEPS

Have lead teachers do a “walk through” of the places where boundaries pose a risk to safe supervision. Compare notes from your own walk through and problem solve together how to create the safest possible environment for supervision purposes.

Help lead teachers to understand and to implement a safe supervision plan when children are taken from one location to another in groups.

IDEAS TO HELP YOU MEET THESE INDICATORS OF THE STANDARD

Make “spot checks” to ensure all children are observed and supervised at all times.

Facilitate a community based center in which all adults feel not only responsible for all the children, but for everyone’s safety throughout the center.

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WHAT IS THE STANDARD?

Standard 11a.

Classroom environments are welcoming,

nurturing, and safe for children to have interactions and

experiences that promote their physical, social and

emotional well-being.

WHAT IS THE INDICATOR OF THIS STANDARD?

Standard 11a. Indicator 2. Each child and his/her family are warmly acknowledged upon arrival and departure.

NOTE: “Warmly” is defined as positive verbal and non-verbal

acknowledgement.

To acknowledge the child and his/her family with positive verbal and non-verbal behaviors gives the child/family “evidence” of your positive, warm regard. The message to them is that they matter to the center/classroom community and that you notice/value them when they are on site. This sets a positive tone for the child entering and the parent departing. It also sets a positive tone at the end of the day (to have been given acknowledgement when leaving the program) to have a sense of the relationships which have been established.

 Observation: Warmly means the child and his/her family are

acknowledged upon arrival and departure with either a positive verbal or non-verbal acknowledgement.

 Interview: Can you describe what happens when children arrive and leave?

**INFANT/TODDLER NOTE! Discussing routines with families will help to decrease anxiety throughout the day. Infants and toddlers may experience separation anxiety and will need extra time and attention, especially during the first few days at child care and during stressful times.

ASK YOURSELF

What behaviors would “say” to the child and his/her family that they are noticed, welcome and positively regarded?

Is this kind of welcome and goodbye behavior given to all families equally and consistently?

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GETTING STARTED

Observe the arrivals and departures in all rooms in the centers routinely. Consider what would give the most positive message and build the strongest rapport with the child and his/her family.

FOLLOW UP STEPS

Make periodic checks to see if optimal positive interactions are happening at arrival and departure.

Support the staff, whenever possible, during these times with your presence, encouragement and help.

IDEAS TO HELP YOU MEET THIS INDICATOR OF THE STANDARD

Have easy access, in each classroom, to the plans for the day to reduce anxiety for parents as they leave.

Have classrooms set up in inviting manner that encourages children to wish to enter and parents relaxed in leaving.

Encourage parents to spend time helping transition their child at arrival and departure times.

Talk with children about their feelings to comfort them during arrival time. Try to greet each parent and child by name upon arrival and departure. What does it look like?

When the child arrives, the teacher can say something of specific interest to the child to help entry and to relieve anxiety for the parent partners (“I know how much you like to build with blocks. Look at our block area today! There are blocks just waiting for an amazing builder to make something special!”)

When a child leaves, the teacher can ask if the child would prefer a hug, a high five or just a “warm goodbye” (looking in the child’s eyes and saying, “I’m glad we had time to be together today. I can’t wait until we have a chance to have more fun tomorrow. Have a great night with your family!”)

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WHAT IS THE STANDARD?

Standard 11a.

Classroom environments are welcoming,

nurturing, and safe for children to have interactions and

experiences that promote their physical, social and

emotional well-being.

WHAT IS THE INDICATOR OF THIS STANDARD?

Standard 11a. Indicator 3.

Each child feels safe, accepted and

protected. This is supported by daily practices that reinforce

respect for people, feelings, ideas and materials.

The intent of the indicator is to demonstrate an environment that allows all children the opportunity to grow and learn to their optimal potential, to develop close child/teacher relationships, and to promote interactions with other children which are respectful and cooperative.

 Observation: The teaching staff demonstrates behaviors such as physical affection, eye contact, tone of voice, and smiles. Teaching staff’s voice expresses caring, empathy, and concern. Daily practices by the teaching staff reinforce respect for people, feelings, ideas, and materials so that each child feels safe, accepted and protected.

 Interview: Describe the program’s philosophy for ensuring respect for people, feelings, ideas and materials.

**INFANT/TODDLER NOTE! To help the child feel more comfortable in your classroom, allow children to bring items from home which may offer comfort throughout the day. Try to make a conscious effort to allow infants to play where other infants can be seen, gently introduce strangers, and avoid startling and loud sounds and movements.

*INCLUSIVE CARE NOTE! Use first person language (“ours, we”) and include materials that reflect an inclusive environment.

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ASK YOURSELF

What helps a child play productively?

What times during the day might all children need special care or concern? What are the ways in which children might be actively responsible for materials? How can a caregiver demonstrate empathy?

GETTING STARTED

Encourage all teachers to consider the times of the day when rapport, responsibility and empathy can be encouraged.

Transition times are hard times for young children. This would be a time when the teacher might predict a need to show empathy and concern with respectful practices and comments. A respectful practice might be giving children a “warning” before the schedule changes (“Five more minutes before we will be cleaning up,

everyone!”) A respectful, empathetic comment could be something like, “It can be hard to stop sometimes. I can see that you are still interested in art. Art is important and you are, too! We can put your creation right here in a safe place and we’ll know it will be ready for you when we have time for you to finish it later.”

Model the kinds of respectful behaviors you wish the teachers to demonstrate with each other, the families and the children.

If a teacher is having a hard day, model the kind of empathy you wish him/her to demonstrate with the children. (“Some days are so hard. You seem to feel wiped out today. Remember that you’re a great teacher who just had a tough day. Be sure and get some rest tonight. I really care that you are o.k.!”)

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FOLLOW UP STEPS

Support the staff in respectful, kind and empathetic interactions.

Point out those times when you observe respect and concern for the children being positively demonstrated.

IDEAS TO HELP YOU MEET THIS INDICATOR OF THE STANDARD

You can find lists of children’s books that can help you support positive relationships and respect of each other

Center for Social and Emotional Foundations for Early Learning,

http://csefel.vanderbilt.edu/

Teacher has established a special place, within the line of supervision, designed to allow one or two children the opportunity to play and have privacy, such as a quiet corner. This space is available for all children throughout much of the day.

Teacher makes available activities for use by one or two children in designated private areas.

Teacher is in plain view of children at all times.

Remember to use children’s names throughout the day.

Look for books at the library that support the ideas of respect for one another, problem-solving, and getting along.

Make sure to include professional development on how to do this with all assistant teachers.

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WHAT IS THE STANDARD?

Standard 11a.

Classroom environments are welcoming,

nurturing, and safe for children to have interactions and

experiences that promote their physical, social and

emotional well-being.

WHAT IS THIS INDICATOR OF THE STANDARD?

Standard 11a. Indicator 4.

The environment includes

representation of each child and family (including all age

groups, abilities, and cultures), which might include books,

pictures, photographs, music/songs, games, toys, dress up

clothes/materials, and foods.

The intent of this indicator is to foster a sense of belonging with the children. Children should begin to have an understanding about the differences of each other.

 Observation: The environment includes the representation of age groups, abilities, and cultures, such as music/songs, games, toys, dress up

clothes/ materials, and food.

 Interview: How do you include representation the children and families that you provide for?

ASK YOURSELF

What are the characteristics that define our cultural experience as human beings?

In looking around the center, do you see every single child and family represented in multiple ways (photos, posters, books, materials, dress up clothes/materials, dolls, etc.)? Is there any exception? Did you consider family configuration (e.g., grandmothers as primary caregivers, families without male figures, interracial families, etc.)?

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GETTING STARTED

Do a “walk through” of each classroom with the roster of children in that class in hand. Check off each name when you have found items that would create a place where the child could see himself/herself reflected in a material or visual aid.

FOLLOW UP STEPS

After the “walk through” to determine the need, find items that obviously represent the children who might not have been represented already in each classroom.

IDEAS TO HELP YOU MEET THIS INDICATOR OF THIS STANDARD

Be sure that you understand what makes up culture and representations that are appropriate to cultural experiences. Developmentally Appropriate Practice in

Early Childhood Programs: Serving Children from Birth through Age 8, 3rd edition

and other articles/websites included in the bibliography for this standard can help you have a clearer understanding of those things that are considered to be

indicators of a child’s sense of belonging in the classroom community.

Encourage each family to bring family photographs. Display pictures of children and their families, at eye level, throughout the caring

environment.

Create a family scrap book, which includes information about each child and his/her family and is shared in the environment.

Teacher will encourage families to share their gifts and talents. For example, a family whose grandmother speaks Spanish might visit weekly to teach the children new words and phrases in Spanish.

Materials and activities are reflective of both traditional and contemporary cultural beliefs and/or customs.

When reading a book that has many cultural/ethnic groups represented in the illustrations, the teacher might point that out by saying something like, “What are you noticing about the

children in this picture?” (This is a good assessment for what the children DO notice, too! Misconceptions can be addressed, if needed.)

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 Inclusive Care Note! : Display representations of children with disabilities in multiple ways throughout your setting even if you currently do not have children with disabilities enrolled. Examples might include, but are not limited to, soft dolls, small vinyl dolls that depict people with disabilities to be used as

manipulatives, posters, books, actual pieces of equipment used by children with special needs as appropriate, puzzles and many others.

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WHAT IS THE STANDARD?

Standard 11a.

Classroom environments are welcoming,

nurturing, and safe for children to have interactions and

experiences that promote their physical, social and

emotional well-being.

WHAT IS THE INDICATOR OF THIS STANDARD?

Standard 11a. Indicator 5.

A place for storage of each child’s

personal belongings and possessions is labeled with the child’s

name.

For each child to have a sense of ownership and to take personal responsibility for his/her possessions, having a place of his/her own are an important

component of each classroom.

 Observation: Each child has a specially labeled space, such as a cubby, basket or bag, to hold individual belongings. If a bag is used it must not pose a safety hazard.

ASK YOURSELF

Where can personally labeled space, such as a cubby, basket or bag, to cubbies or baskets be placed in each classroom?

How can labels be appropriately affixed to be durable and long lasting?

GETTING STARTED

Obtain appropriately sized and safe containers/cubbies for each child.

Support the lead teachers to find an easily accessible and logistically reasonable location for each container.

Support the lead teachers to find durable, personal and legible labels for each container.

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FOLLOW UP STEPS

Have a system in place to communicate when new children come or children move out of the center, so that new cubbies/baskets can be labeled before their first day in the center.

Area should be accessible for all children and conveniently located, so as not to disrupt daily activities.

Area should be clearly labeled with the child’s first name and a picture for easy identification.

Keep in mind this area is for storing child’s personal belongings. Any personal or private information should be treated in a confidential manner and not placed in plain view or easy access by others.

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WHAT IS THE STANDARD?

Standard 11a.

Classroom environments are welcoming,

nurturing, and safe for children to have interactions and

experiences that promote their physical, social and

emotional well-being.

WHAT IS THE INDICATOR OF THIS STANDARD?

Standard 11a. Indicator 6.

Teachers communicate with and

listen to children (both verbal and non-verbal messages) with

lots of one-on-one attention throughout the day and usually at

eye-level, including time when the teacher is down on the floor

with the children.

Young children need and their development is enriched by one-to-one attention. In group care, it is particularly important that each child’s needs are met and that each child feels personal and individual positive care/concern for his/her well-being. Being at their level is critical for direct communication and for rapport building. Eye-to-eye contact gives each child the message that he/she is seen and is valued.

 Observation: The teaching is observed communicating with and listening to children with lots of one-on-one attention. Teaching staff is consistently observed at eye level with the children and is observed, whenever

possible, spending time down on the floor with children.

ASK YOURSELF

How often, as a teacher speaks with the children, is direct eye contact made? Are the teachers being observed with or near the children?

GETTING STARTED

Observe each classroom directly and specifically for teacher-child eye contact and for direct interactions/direct contact with children during varied times of the day.

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FOLLOW UP STEPS

Challenge the staff to consider how many times/ways they can have

conversations with the children. Support their creative choices (e.g., as children are climbing on a climber or while tying shoes).

Consider a discussion about “active listening” during a staff meeting.

Read resources that help you to better understand the high level of benefits to positive communication. (e.g., Together We’re Better: Establishing a Co-Active Learning Environment by Bev Bos and other in the bibliography).

Contact your local Child Care Resource and Referral agency for training(s) and/or resources on positive communication skills.

Use meals and snacks as time for conversation. Sit with the children and encourage them to talk about events of the day and talk about things children are interested in.

Provide materials that encourage children to communicate in a variety of interest centers. Small figures and animals in the block area, puppets and flannel board pieces in the book area, toys for dramatic play outdoors and indoors. Get down on their level in these interest centers.

Balance listening and talking appropriately for age and abilities of children during communication activities and allow time for children to respond. Ask children questions to encourage them to give longer and more

complex answers. For younger children ask “what” and “where” questions and for older children ask “why” and “how” questions.

Talk to children about ideas related to their play, asking questions and adding information to extend children’s thinking.

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WHAT IS THE STANDARD?

Standard 11a.

Classroom environments are welcoming,

nurturing, and safe for children to have interactions and

experiences that promote their physical, social and

emotional well-being.

WHAT IS THE INDICATOR OF THIS STANDARD?

Standard 11a. Indicator 7.

Children’s ideas, requests, and

questions are acknowledged with a verbal response or physical

gesture.

WHY IS THIS INDICATOR FOR THE STANDARD IMPORTANT?

In order for children to believe they are seen, heard and valued, their ideas, requests and questions must be acknowledged. Such acknowledgments help children sense their value to the teacher and to the classroom community.

 Observation: Teaching staff is observed responding positively to children’s ideas, requests and questions.

ASK YOURSELF

What is the message to a child if direct ideas, requests and questions are ignored?

GETTING STARTED

Observe each classroom directly and specifically for teacher responses to children’s ideas, requests and questions.

If a child wishes to have water in the dry sand, encourage the idea while evaluating the practice itself. (e.g., “What a great idea! We can find out a lot about sand by putting water in it! If we put water in all of the sand, though, we won’t have any sand for dry sand ideas. Let’s find a way to put water in the sand that only takes some of it.”) By protecting the child’s idea, you have not only responded to the idea, but you have also encouraged the child to know ideas are not wrong. It is how we implement the idea that may need evaluation.

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FOLLOW UP STEPS

If, during the initial observation, you saw challenges or concerns with how the teacher(s) responded to the children’s ideas, requests or questions, support the staff to find more appropriate responses.

Model appropriate responses when you are with the children in each classroom or in common areas of the center.

Taking the ideas and questions of the children and building curriculum or further discussion from them not only is responding to those

ideas/questions, it is saying how valuable the adults in the classroom community feel those ideas are.

If a child has noticed a worm crossing the sidewalk, you might have a unit of study or a project about worms or dirt. Reference how that study has begun (e.g., “Remember when Suzanne saw the worm on the playground sidewalk after it rained. We wanted to find out more about that. So, at the science center today, there are worms in a fishbowl. It will be fun to see what we can find out about them. Thanks for the great idea, Suzanne!”)

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WHAT IS THE STANDARD?

Standard 11a.

Classroom environments are welcoming,

nurturing, and safe for children to have interactions and

experiences that promote their physical, social and

emotional well-being.

WHAT IS THE INDICATOR OF THIS STANDARD?

Standard 11a. Indicator 8.

Children’s feelings are

acknowledged with an accepting, non-critical verbal response or

physical gesture.

Young children need to be accepted as growing, positively-intended, capable persons. Being given that respect and regard helps children feel empowered to become independent, confident and adjusted individuals.

 Observation: Teaching staff is observed responding to children in non-critical, accepting manner. Verbal responses and physical gestures are positive.

ASK YOURSELF

How does any person with whom I come in contact respond to consistent negative or critical responses/gestures? What effect would such an experience have on young children?

GETTING STARTED

Support and acknowledge positive statements you hear as you walk through the center.