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| Qualifications for directors | Must be at least 21 years of age and have one of the following: associates, bachelors, or graduate degree from an accredited collage with 12 semester credit hours of early childhood development course current or a valid national certification such as a child development associate credential (CDA) |
| Qualifications for caregiving (lead teachers) | Must be at least 18 years of age and be able to independently care for children |
| Qualifications for assistant caregiver-to-child(support teacher) | Must be at least 16 years of age and must work under the immediate supervision of a caregiver who is at least 18 years of age. Maybe included in caregiver to cild ratios, but shall not be left unsupervised with children. |
| Maintain the number of caregiver-to-child | Ratios |
| Ratio 1:7 with a maximum of 14 in a room | 2 year old group |
| Birth-23 month ratio | 1:4 with a maximum on 8 in a room |
| Ratio of 1:15 with a maximum of 30 in a room | 4 year old group |
| 3 year old ratio | 1:12 with a maximum of 24 in a room |
| School age ratio | 1:20 with a maximum of 24 in a room |
| At all times caregivers are to maintain | Active supervision of each child |
| Set up the environment so staff member in space position yourselves so that you can | supervise and be accessible to children at all times |
| If there is more that one stall member in a space, position yourselves so that you can | observe and see children at all times |
| Define Scan and Count | staff do a head count so they always know how many children are in their care and what they are doing |
| Listen for specific sounds or the absence of them that could | indicate a potential danger |
| Staff uses what they know about their children to | assist in the care of children |
| When the staff engages and reflects, they can use this to work together to | anticipate children's Behavior and potential challenges |
| Establish, follow and ensure that all staff and volunteers follow a | written health and safety plan to protect the children |
| All children have an admission, health assessment (medical information like allergies), and immunizations form | kept on file and updated regularly |
| keep children's records and personal information | confidential |
| # of square feet of indoor space for each child | 35 |
| # of square feet of outdoor space for each child | 40 |
| # of working toilet for every 15 children | 1 |
| all areas of the facility (indoor and outdoor) are kept | safe, in good repair and free from hazards |
| Outdoor area is enclosed by | fence, wall or natural barrier |
| Provider shall ensure that no child is subjected to | physical emotional, or sexual abuse while in care |
| Any person who witnesses or suspects that a child has been subjected to abuse, neglect, or exploitation shall immediatly | notify Child Protective Services or law enforcement |
| Inform parents, children and those who interact with the children of the center's behavior by using | expectations and how any misbehavior will be handled |
| Individuals who interact with the children shall guide the children's behavior by using | positive reinforcement, redirection and by setting clear limits that promote children's ability to become self-disciplined |
| When it is needed to stop children from injuring themselves or others, or form destroying properties caregivers shall | use gentle, passive restraint with children |
| Interactions with the children shall not include | restraining a child's movement by binding, tying, or any other form of restriction that exceeds gentle, passive restraint. |
| All harmful objects and hazards are to be | inaccessible to children |
| Items with small parts or that fit through a paper towel tube are too small for children under | the age of two |
| A first-aid kit must be kept in the center / with the children and include at least supplies like | antiseptic, bandages, tweezers |
| These emergency drills are conducted monthly and every 6 months. | fire and disaster drills |
| Health and safety plans are located in the center and followed by the staff, children and parents in the event of an | emergency or disaster |
| Parents will be asked to sign for and receive a written report of | every incident, accident, or injury involving their child |
| key factors in preventing or reducing the spread of illness | keeping the facility clean and sanitary, and washing hands |
| Toys and materials (bedding, dress-up clothing, etc,) should be | cleaned weekly or more often if needed for example if a toy is in a child's mouth |
| Use warm water. Run water over hands to remove soil before applying soap. Use liquid soap and rub hands together to create soapy lather, Rub hands for at least 20 seconds including back of hands, between fingernails and under fingernails. rinse hands and dry with a single-use or cloth towel. These are the steps for | The hand washing procedure |
| Hand washing is required to be done | Before handling or preparing food or bottles. Before and after eating meals and snack or feeding a child. After using the toilet of helping a child use the toilet. After contact with a body fluid. When coming in from outdoors or arriving at work. After cleaning up or taking out garabage. |
| Policy for caring for children who are ill | A child who is ill with an infectious disease may not be cared for at the center except when the child shows signs of illness after arriving at the center and/or is not capable of participating in activities due to the illness. |
| During diapering/toileting practices, first-aid and when handling food - when you are touching anything that is wrt and not yours are all guideline for when you should | Wear gloves |
| Each child age 2 years and older is offered a meal or snack | At least once every 3 hours |
| Providers should be aware of and follow | food allergies and sensitivites |
| Food is served in | Dishes or napkin and not placed on a bare table |
| Physical abuse | Physical Indicators: unexplained bruises, unexplained burns, confinements and unexplained welts. Behavioral Indicators: children are easily frightened, wary of physical contact, afraid to go home, destructive to themselves or others. |
| Physical Indicators: Bed-wetting, soiling and chronic constipation. Behavioral Indicators: withdrawn or depressed, passive or aggressive behavior, lack of eye contact with adults, knowledge of sexual acts beyond their years | Sexual |
| Physical Indicators: physical delays, ulcers, developmental lags and habit disorders. Behavioral Indicators: poor self-esteem, difficulty expressing feelings, and problems with relationships | Emotional |
| Neglect | Physical Indicators: abandonment, starvation, lack of supervision, lack of medical care, frequent absenteeism/tardiness and poor hygiene. Behavioral Indicators: stealing, begging, being self-destructive, failure to thrive those that lack "fixed, regular and adequate nighttime residence." |
| Requires any person who has reason to believe a child has been subjected to abuse or neglect to immediately notify DCFS. Failure to obey the Utah Child Abuse Reporting Law, constitutes a class B misdemeanor | Utah Child Abuse Reporting Law |
| The best way to stop abuse and neglect is to | Report it when it is suspected or known |
| Shaken Baby Syndrome (SBS) occurs when | A baby is violently shaken because the person caring for the baby becomes frustrated or angry when the baby won't stop crying |
| Prevent SBS by creating a plan for care that includes | Checking physical needs, looking for signs of illness or fever, trying calming techniques (swaddle, shushing, suck, swing, sway) |
| When the caregiver become frustrated because they have tried to care for the baby and the baby will not stop crying, the caregiver's next step is to | Put the baby down in a safe spot while the caregiver takes time to calm down |
| The leading cause of death for infants between 1 month and 12 months of age and it happens for an unknown reason is known as | SIDS (Sudden Infant Death Syndrome) |
| A way to reduce the risk of SIDS is to put the baby to sleep on their | Back |
| Always have infants sleep in equipment designed for infant sleep, such as cribs, bassinets, porta-cribs, or playpens (not adult beds, sofas, pillows, etc.). Smoke free room, use sleep sacks instead of blankets, keep them cool, supervise their sleeping, and do not use toys, pillows, stuffed animals, bumper pads, or wedges | Safe sleep practices and actions to take to reduce the risk of SIDS occuring |
| Homeless children tend to deal with these issues | poor health and nutrition, Unmet medical and dental needs, Chronic hunger, Fatigue, Poor hygiene, (lack of showers/baths, wear same clothes for days), Poor self-esteem, extreme shyness, difficulty socializing and trusting people, Protective of parents and anxiety late in the day |
| Provide Active listening, Providing information, Modeling a sense of humor and fun, Showing enthusiasm, Instilling realistic hope, Questioning-Ask families to describe living situations and whether the situation is permanent, use Resources for homeless families. These are | Methods for helping a child who is homeless |
| this sets the tone for class | The set up of the space including furniture, materials and supplies, and the design- Everything in your space |
| Children will be inclined to act appropriately if | the space is orderly and organized with a place for everything |
| The spaces/areas within the center should be | defined and include an area that is a quiet/calming space where a child can be alone |
| The space should be inclusive inclusive (multicultural, non-sexist, differing abilities) through materials like | books, pictures dolls and learning materials |
| The space should give the children a feeling of | Ownership ( ex. children's artwork displayed at their eye level) and belonging |
| The space within the centers, especially the entryway, should be | Welcoming, pleasing to the eye, and safe |
| Containers and shelves should be | child sized and labeled with words and pictures to support independence and language skills. Clear containers work best. |
| Wet Space arrangement items and centers include | Visual arts, Science, sensory |
| Dr Space arrangement items and centers include | Mathematics and manipulatives |
| Dramatic arts and blocks belong in which space | Active space arrangement |
| English Language Arts and technology belong in which space arrangement | Quiet space arrangement |
| Lead teacher | Create the daily plan for the class. Responsible for the pace and order of the lessons. Anticipate the needs of the children. Involve support teachers to help with lessons and activities, crowd control, preparation, etc. Clean up and leave the classroom better than you found it. Complete an evaluation of the day with suggestions for next time. |
| Help with activities, crowd control, preparation, and anticipate classroom/ lead teacher needs. Make activity idea suggestions. Fulfill assignments of preparing activities from the lead teacher. get involved in the activities and support the children. help with clean-up and evaluating the day's activities. | Support teacher |
| Calendaring | 1identifies what month, week, or day will "look" like. Teachers may assign a theme for a determined length of time. Calendaring gives the ability to make sure that your curriculum is covered and nothing is forgotten or overlooked |
| One main topic, idea or concept around which the classroom activities are planned. The most effective themes are those that address the interests and needs of the children ( i.e. seasonal events, holidays etc) | Themes |
| Daily Scheduling and routines | Provide a flexible schedule for each day including lessons and activities so the center runs smoothly. Provide consistency and predictability. Gives a feeling of security because they can predict what will happen next. Diminishes misbehavior. |
| can be offered in all content areas and on a variety of levels. Children can work independently or in small groups. Help children focus and actively learn, share, and explore concepts at their own pace | Learning centers |
| a time when children come together as a community of learners where they share their thoughts, listen to one another, actively participate together and build a sense of respect and support for one another. | Group time |
| Lesson Plan | A description of the activity that includes goals and procedure |
| Objective | The overall goals that the teacher wants the children to learn, know and/or do. Based on the predetermined standards and the teacher writes the goal (objective) on how to meet it. They describe the expected outcome or desired results of an activity. |
| WHO are you teaching? "The children will..." WHAT is the expected standard for a specific observable learning outcome that will be met to evaluate or assess the child's performance and learning? HOW will you use measurable strategies or ideas for activities to facilitate the standards and promote leering? Explain the actions that will be done by the child. | Three Parts to an Objective |
| Content Learning Area | Fine and gross motor activities in the areas of English Language Arts, Mathematics, Science and Sensory, Social/Emotional and Social Studies, Creative Arts and Physical/health and Safety. |
| Vocabulary words and factual statements that you want the children to understand or grasp as they complete the learning centers. | Concept |
| Procedure | What is going to be the step-by-step and how are you going to do it. Also, includes the supplies or materials that will be needed for the activity. |
| Why is the activity DAP? How does it meet DAP requirements? | Rationale |
| Refers to the movement from one activity to another or the completion of an activity so as to begin a new activity. | Transitions |
| Concrete Signals | Children or objects move from one place to another |
| Novelty Signals | involve the use of unusual or new actions and devices to move the children from one activity to the next. |
| items that the child can see are used to inform them of a change in activity. | Visual Signals. |
| sounds used to move children from one area to another | Auditory transition signals |
| the most significant development of this occurs from birth to 3 years of age where the health, growth, and development depends on the implementation of positive practices. | Brain Development |
| Positive brain development practice examples | Provide proper nutrition, exercise and sleep, Have a safe and loving home, Show warmth and be sensitive to their needs and messages Follow the child's leads and respond to their cues in a timely and predictable way, Be consistent and have routines and limits. |
| Support overall health and safety, Sing songs and read with the child, Hold and touch the child, Talk with the child during every day experiences (diapering, bathing, dining, etc.), Use appropriate discipline without harshness, Give attention and praise when the child follows instructions or shows positive behavior; limit attention for defiant behavior like tantrums | More positive brain development practice examples |
| Discipline | Behavior modification when needed; to teach and train a behavior by instruction and exercise in accordance with rules and conduct. |
| Guidance | Creates a continual long term influence on behavior. |
| Punishment | A penalty inflicted for wrongdoing, a crime or offense. Physical or verbal attacks. |
| Developing self-discipline is | the overall goal of guidance and discipline |
| A very effective way to teach children the desired behavior | Guiding by example |
| Children feel more secure when | caregivers are consistent |
| Respond to aggressive behavior in | nonaggressive ways |
| Adjust the environment | so that the items that might be a potential problem are placed out of sight |
| Normal behavior for the child's age, Natural curiosity, They do not know any better, To get attention, To get power, For revenge, Feeling inadequate or incapable, the need to feel that they belong. | common reasons children misbehave |
| Natural Consequences | Occur without interference by letting nature just take its course. The child can see the result of his behavior/choices. This consequences can't be used if it will cause harm to the child, other's property, if the consequences are too far in the future, or if the behavior cannot be tolerated |
| Logical consequences | occurs with interference from the caregiver and should be relevant to the misbehavior. It should be short in duration, not imposed in anger, and provide opportunities for the child to learn from their behavior and/or decision |
| Positive statements, Redirection, Reverse attention, positive reinforcement and Encouragement, Limited choices, and Time Away/ Cool down area | Positive guidance techniques |
