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Part Tw o
This section presents two sets of guidelines: one for administering programs and one for facilitating early learning and development. Chapter 5, “Guidelines for Operating Infant/ Toddler Programs,” applies to the entire program, providing relationship-based care and orga- nizing the early care and education environment. The guidelines in Chapter 5 provide a sound basis for high-quality care and education. Addressing all policies and practices in Chapter 5 is necessary for effectively implementing the guidelines in Chapter 6. The second set of guidelines, Chapter 6, “Guidelines for Facilitating Learning and Development with Infants and Toddlers,” focuses on particular domains or areas of infant/toddler development and also describes a curricu- lum process for infant care teachers.
Each guideline includes a rationale and suggested practices to help programs and teachers to attain the guideline. Every infant/toddler center and family child care home will have unique ways of achieving guidelines. The practices provide a starting place to help programs find ways to work toward each guideline. They are presented in categories so that recommendations on spe- cific topics can be easily found. Many program leaders will recognize practices that they already have in place to provide high-quality care for infants and toddlers. Teachers and program leaders will be able to go beyond these recommendations as they use this publication to guide program improvement.
The guidelines set forth in this publication relate to the California Department of Education’s (CDE’s) Desired Results system. Many guidelines in chapters 5 and 6 contribute to the attainment of all six of the CDE’s Desired Results. Some guidelines, particularly those in Chapter 6, focus only on learning and development Desired Results. Additional detailed information on these con- nections appears in the chart in Appendix C, which maps the links between guidelines and the Desired Results Developmental Profile-Revised.
All the guidelines together are intended to guide practitioners in the field toward continu- ous quality improvement that will support the complementary goals of high-quality care and the Desired Results system.
Part Two: The Guidelines
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“The . . . environment must be a space that welcomes
the individual and the group, the action and the reflection. . . .
[A]n infant toddler center is first of all a relational system where the
children and the adults not only are formally initiated into an organiza-
tion, a form of our culture, but also have the possibility to create culture.
The creative act is much more possible when educational creativity
involves not only the children, not only the teachers, but also the
parents and the entire society around the children.”
—C. Rinaldi, Bambini: The Italian Approach to Infant/Toddler Care
Chapter 5 Guidelines for Operating Infant/Toddler Programs
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This section offers guidelines to program leaders and infant care teachers, including family child care providers,1 as they create programs with families that support the learn- ing and development of infants and toddlers in group-care settings. These guidelines rest upon the concepts presented in Part One. The development of family-oriented programs described in Chapter 1, the four insights into learning and development found in Chapter 2, and the roles of the infant care teacher and the program leader described in chapters 3 and 4 are represented throughout Chapter 5. This comprehensive perspective is essential. Every aspect of an early care and education program and everyone involved (infant care teachers, program leaders, family members, other children, and, when applicable, special- ists) contribute to each child’s learning and development.
This chapter focuses on the following topics:
1. Families 2. Relationships 3. Health and safety 4. Environment 5. Programs 6. Teachers
1 These guidelines refer to family child care homes as programs and to family child care providers as teachers and program leaders. Any staff members who regularly interact with children are considered teachers as well.
Research and practice have demon- strated that following these guidelines leads to high-quality early care and education for infants, toddlers, and their families. By provid- ing high-quality services, programs seek to achieve the CDE’s Desired Results for Chil- dren and Families. The guidelines in Chapter 5 also provide an essential base for the learning and development guidelines in Chapter 6.
Section 1
Providing family- oriented programs
Infant care teachers and program leaders create, together with families, relationships that foster the development and well-being of the child. To work effectively with families, teachers and program leaders must be aware of their own values and beliefs and must learn about those of the families they serve. This awareness is essential for clear communication and the development of positive relationships among program leaders, teachers, children, and their families.
1.1
Programs and teachers support the relationship between the family and the child as the primary relationship in a child’s life.
The family is central in a child’s life, for it is what the child knows. The child learns about himself and the world through experiences with his family. Families come in all forms and sizes. A single father may be the sole adult family member for his children. Another family may have several adult relatives, such as grandparents, aunts, uncles, and cousins, who are involved in raising a child. In this publication, family member is used to define the people who are primarily responsible for a child, including extended family members, teen parents, or foster families. Programs sup- port the growth of the child within the context of the family by creating continuity between the home and the early care and education setting. Programs are responsible for learning
about the child’s home life through com- munication with family members and, when possible, home visits. As part of this process, programs will learn to work with diverse family structures, including those headed by grandparents, foster families, and teen parents. An essential aspect of high-quality programs is finding ways to support the growing rela- tionship between the child and the family and adapting to the strengths and needs of each
2 child–family relationship.
Programs: • Develop a written statement of philosophy
or a handbook for families that empha- sizes the importance of connecting the infant’s experience at home with the early care and education setting.
Communication • Let family members know that the pro-
gram places priority on supporting the relationship between the family and the child.
• Share and discuss the written statement of philosophy with family members and adapt policies as needed in response to each family.
2 The activities listed under “Programs” are carried out by the program leader working with teachers, other staff, and fam- ily members.
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Teachers: • Include the child and
family members in the primary caregiving rela- tionship (particularly in settings where families participate in the care of their children, such as programs serving teen parents).
• Make sure the presence of family members can be sensed by the child even when they are ab- sent (such as by posting family photos or talking about family members).
Communication • Offer family members
frequent opportunities to explain how care is provided at home and to discuss their preferences so that they may be incorporated into care.
• Make time for informal and planned one- to-one meetings with family members as needed.
1.2
Programs and teachers are responsive to cultural and linguistic diversity.
From the moment families enter a fam- ily child care home or a child care center, they encounter culture in many ways. The noise level, voice tones, the language used, the colors, smells from the kitchen, and the ways in which children interact with adults and one another reflect the cultures of the families, teachers, and staff in the program. Program leaders and teachers need to convey to families through written, oral, and nonver- bal communication that cultural and linguistic differences are honored and valued. Infant care teachers should work with families to cre- ate continuity between home and child care to help children feel comfortable and safe in the group-care setting.
Honoring diversity strengthens relation- ships with families and children, thereby enhancing the quality of care and education
Guidelines in this section link to the following Desired Results:
• Dr 5. Families support their children’s learning and devel- opment.
• Dr 6. Families achieve their goals.
children learn about themselves, others, and the world around them through their families. When teachers and family mem- bers communicate openly and regularly about each child, they can find ways to link the child’s experience at home with her experience in the infant/toddler setting. The predictability that these linkages create for the child help her feel safe, loved, and understood in the program.
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for infants and toddlers. When a child’s home language differs from the language spoken most frequently in the program, teachers and families must work together to find ways to help the child feel comfortable and communi- cate his interests and needs in the group-care setting.
The structure of families also varies tremendously from family to family. For instance, a teen parent may reside with her parents, and the grandparents may be deeply involved in raising their grandchild and in participating in conferences with teachers and other program-related events. Acknowl- edging and respecting diversity among fami- lies gives an inclusive message and encour- ages families to participate in the program. A key way to acknowledge and respect diverse family structures is to provide intake forms that have additional space for the names of family members other than the child’s mother and father to indicate their involvement with the child.
Programs: • State in the philosophy statement or
handbook the importance of connecting a child’s cultural or linguistic experience at home with the early care and education setting.
• Develop outreach efforts to achieve repre- sentative staffing (culture, language, race and ethnicity, gender) at all staffing levels within the program.
• Hire infant care teachers who are repre- sentative of the children’s cultural and linguistic communities.
• Encourage volunteers from the children’s cultural and linguistic communities to participate in program activities.
Communication • Invite extended family members to partici-
pate in program events. • Provide program information and an-
nouncements in the home languages of the families.
• Provide an interpreter or someone rep- resentative of the family’s culture, when necessary, to help in communication with the family.
• Initiate discussions with families about cultural preferences and practices and how these preferences may be incorporated into daily care and routines.
eachers: • Support a family’s cultural style and
respond positively to a child’s expres- sions of cultural identity (for instance, a child may hug or kiss his father rather than wave “bye-bye”).
• Reflect in interactions, play materials, family photos, room decorations, and cel- ebrations the various backgrounds of the children in the program as well as other racial and ethnic groups in the community.
• Value the role of culture and home lan- guage in child-rearing practices and discuss their influence with families and other staff members.
Communication • Speak a child’s home language frequently
or, if not fluent, learn simple, essential phrases of a child’s home language and use them in daily communication with the child.
• Discuss with family members, on a regular basis, their children’s care routines and other preferences and use this information to create continuity between home and the program.
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• Acknowledge any tension that may arise over differing cultural practices and work with families to resolve or manage it.
Reflective Practice • Find out if family members have similar
or different assumptions about child-rear- ing practices.
• Participate in professional development activities that build awareness of one’s own cultural beliefs and values about how children learn and develop and how best to nurture and teach them.
• Seek guidance from other professionals to support both other teachers and families when needed.
• Discuss culture and diversity issues with other care and education professionals in local networks or associations, particu- larly when working independently as a family child care provider.
1.3
Programs and teachers build relation- ships with families.
Programs convey an important message to families when they seek their views and collaborate with them in the care of their children. This message helps family members understand that their preferences and their concerns about the learning and development of their child are important to teachers and program leaders. When a teacher has open, honest, and understanding relationships with family members, the resulting links between the home and the early care and education setting often help their infant feel safe and comfortable.
Programs: • Support the participation of all family
members, being responsive to their cul- tural, linguistic, and economic differenc- es, as well to as any disabilities or special needs of the children or a family member.
• Involve family members in making deci- sions about the program and its policies.
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• Recognize and acknowledge that teen par- ents are still adolescents developmentally even though they are in an adult role as parents.
• Provide a way for families to give feed- back to the program, such as regular evaluations or opportunities for informal discussion.
• Schedule regular meetings, social times, and other special events for families so that they can learn more about the pro- gram, get to know each other and staff members, and build a sense of community.
Communication • Seek and consider families’ views when
identifying and hiring new staff members. • Create an area for posting information for
families (daily notices, outside services, child development information, commu- nity events, and job and education oppor- tunities).
• Encourage communication between teach- ers and family members at the beginning and end of each day.
Teachers: • Share a child’s records with his or her
family, including assessment information on the child’s learning, experiences, and developmental progress.
• Learn about the different families in the program.
Communication • Engage in a two-way exchange of ideas,
preferences, and child-rearing philoso- phies during the first meetings with family members, setting the tone for future com- munication.
• Listen, reflect, and respond when family members communicate concerns and ideas about their child.
• Initiate discussions with families to under- stand and resolve issues when they arise.
Culturally Sensitive Care— A Way to Build Relationships with Families
“Acknowledge, Ask, and Adapt
By putting into practice the following steps for culturally responsive caregiving, you will gain the information you need to support appropriately the growth of all the children in your care.
Step 1: Acknowledge The first step is a step of recogni- tion in which you use your grow- ing awareness of the existence of different cultural assumptions about infant and toddler devel- opment. a willingness to be open with yourself is essential to the success of this step.
• Engage in communication with family members at the beginning and end of each day about the child’s care, activities, inter- ests, and moods.
• Communicate to family members that they are always welcome to visit or call to check on their child.
Reflective Practice Explore in discussions with family mem-
bers both families’ and teachers’ assumptions about young children and how they learn.
Step 2: Ask The second step is an informa- tion-gathering step. The goal is to get the information you need about the parents’ and your cul- tural beliefs and values so that you can solve the problem together during the third step. Do not rush the second step.
Step 3: Adapt In this last problem-solving step, you use the information gathered in step two to resolve conflicts caused by cultural differences and find the most effective way to support each child’s growth.”
—L. Derman-sparks, “Develop- ing culturally responsive care- giving Practices: acknowledge, ask, and adapt,” in Infant/Tod- dler Caregiving: A Guide to Culturally Sensitive Care
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Section 2
Providing relationship- based care
Guidelines in this section link to the fol- lowing Desired Results:
• DR 1. Children are personally and socially competent.
• DR 2. Children are effective learners. The development of infants and toddlers
is enhanced when they have close, positive relationships. When programs implement the six policies and practices described in Chapter 4— responsive care, primary caregiving, small groups, culturally sensitive care, inclusive care, and continuity of care—the stage is set for children to develop positive and secure relationships with teachers. When a teacher is together with a small group of infants for a period of time, they have an opportunity to grow and learn together. Because the children stay together in a small group, they know one another intimately and are able to read cues, communicate, and predict each other’s responses, which, in turn, creates a sense of safety and trust among the children. Because of his intimate experience with the group, a teacher can observe and anticipate the inter-
ests of each child. In addition, when a teacher works with the same family over several years, the probability of better communication and collaboration grows. Collaboration with fami- lies is especially crucial for teachers who care for infants with disabilities or other special needs.
2.1
Programs and teachers provide intimate, relationship-based care for infants and toddlers.
Close, secure relationships support the development of a positive sense of self and provide the emotional and physical environ- ment a child needs to explore and learn. In an intimate setting the teacher is able to appreci- ate and be responsive to each child’s rhythms, temperament, interests, and needs, which sup- ports the inclusion of all children. The policies of primary care, small groups, and continuity of care lay the groundwork for an intimate set- ting. Small family child care homes with one teacher have these relationship-based policies built into the program structure, which is a great benefit of this type of setting. However, like centers, both large and small family child care programs that employ staff need to follow
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Highlight on Relationships
child care as an important ex- perience for very young children cannot be separated from our continued attempts to appreci- ate and understand relationships in general. child care must be thought about and seen as occur- ring in a context of other rela- tionships and as containing rela- tionships. When “relationship” is highlighted as the true issue for children, families, and teachers, then the understanding of what child care is shifts. When rela- tionships are recognized as the major issue, then true changes in the quality of care can happen.
—adapted from J. Pawl, “Infants in Day care: reflections on experiences, expectations and relationships,” Zero to Three
the policies of primary care, small groups, and continu- ity to ensure that the teachers and children have time and space for their relationships to develop. For all programs the policies of responsive care and education, culturally sensitive care and education, and inclusion of all children and families are essential components of relationship- based care.
Programs: • Limit the size of groups
so that teachers can pro- vide close, caring rela- tionships and easily adapt to individual children’s strengths, abilities, inter- ests, and needs.
• Provide staff members with professional devel-
opment opportunities to increase their un- derstanding of development and to support the implementation of continuity of care.
• Create policies and practices that ease transitions between the home and the infant/toddler setting as well as between settings when a child attends more than one program.
Teachers: The program should have a “warming-
in” process that allows the child and family members to get to know the teachers and the program gradually and allows teachers to learn about the child and family members by observing them together.
• Interact with infants in predictable ways. • Follow a daily sequence of events so that
infants can anticipate what is coming next. • Maintain adult-to-child ratios that provide
opportunities for one-to-one attention with each child throughout the day.
• Accommodate differing developmental levels and ages by adapting the environ- ment and play materials as necessary.
Group Context • Care for children in small groups in their
own space separate from other small groups.
• Provide primary caregiving. • Work as a team member with another
primary caregiver or caregivers. • Provide continuity of care in either same-
age or mixed-age groups. • Help children get to know a new teacher
and build a trusting relationship with her if their current caregiver leaves the program.
• Help children and families who are new to the program and entering an established group get to know the other children and families.
Communication • Communicate with family members about
their child each day.
2.2
Programs and teachers ensure that all children have a sense of belonging.
For infants and toddlers to thrive in a group setting, a sense of belonging is essential. Belonging means full, unconditional member- ship in a group. An important part of belong- ing is a feeling that one’s style and beliefs are respected and valued. All children have the right to be accepted and included for who they
are. Children with disabilities or other special needs who are following a different develop- mental path benefit from a sense of belonging as much as any other child does. Belong- ing—feeling comfortable and connected to the early care and education setting and growing together with a small group of children—ben- efits everyone.
Programs: • Comply with the Americans with Disabili-
ties Act and care for children with disabili- ties or other special needs.
• Ensure that program materials—includ- ing handbooks, outreach information, and brochures—make it clear that families and children of all cultural backgrounds, home languages, and abilities are welcome in the program.
• Recruit and enroll children from diverse backgrounds and with diverse abilities.
• Include information in program materials for families about working with special- ists who regularly visit to support children with disabilities or other special needs.
Child • Provide appropriate support, accommoda-
tions, or adaptations so that every child may participate fully in the program.
• Celebrate and enjoy each child for the unique indi- vidual he or she is.
• Acknowledge and sup- port a child’s emerging abilities.
Communication • Provide information to
staff members about working closely with specialists who may be involved with a child or family.
• Provide opportunities for communication among the child’s primary caregiver, other teachers, family members, and any specialists working with a child or family.
Teachers: • Facilitate child-to-child
interaction within the group and help children develop relationships with each other.
• Facilitate visits by specialists who support
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“If I were the infant, would I like to be here?
Does the environment allow me to be able to do everything that I naturally would do?
are there opportunities for me to anticipate what will happen next?
Is there a large enough and abso- lutely safe space in which I can move freely?
Is there a selection of safe and appropriate objects from which I can choose?
am I given time to play without interruption?
can I do what is expected of me?
If I cry, do I know the person who will respond?
If I am tired, do I have a peaceful place to sleep?
Does my caregiver observe closely in order to understand my needs?
am I given time to work out my own conflicts as much as pos- sible?
Does my caregiver give me full attention while caring for me?
Will my caregiver stay with me when I am a toddler?
are my parents welcome to visit me at any time?”
—M. Gerber and others, Dear Parent: Caring for Infants with Respect
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gram Guidelines
Learning During Personal Care Routines
Learning during personal care routines does not mean that you have to sing aBcs or count with a child. The learning that happens relates directly to the routine. a child may learn that her teacher is in a hurry or that she has to sit on the toilet or eat when the teacher tells her to, rather than when she feels the need. On the other hand, a child may learn that his participation matters, that he is an active part- ner in his own care, and that his teacher likes it when he initiates the process by pulling her by the hand to the cubby for a diaper.
—expert Panel, Infant/Toddler Learning and Development Pro-
individual children with disabilities or other special needs.
Child • Adapt to children’s ap-
proaches to learning and interacting with people.
• Celebrate and enjoy each child for the unique indi- vidual she or he is.
• Work with families, other teachers, and specialists to create a plan for inclusion.
• Use information from specialists such as disabil- ity or mental health experts in providing service to all children, when applicable.
Reflective Practice • Participate in professional
conferences or activities to learn about working with
children from diverse backgrounds or with disabilities or other special needs.
• Communicate with families, other teach- ers, and specialists about successes and challenges, observations, and reflections related to working with individual chil- dren.
2.3
Programs and teachers personalize care routines for infants and toddlers.
This guideline directly links to the follow- ing Desired Result:
• DR 4. Children are safe and healthy. Personalized care begins with the relation-
ships that a program and families build togeth- er. The family is the best source of informa- tion on how to care for the child and provide continuity between the home and the program. Personal care routines such as diapering, dressing, feeding and eating, or administering medication involve personal contact with the child. These times during the day provide a chance for the infant care teacher and the child to connect with each other one-to-one. Each
personal care routine provides an opportunity for a cooperative, communicative interaction. The teacher gains insight into the pace and abilities of the individual child as they work together to accomplish a task. The essence of personalized care is that a child receives the message that she is important, that her needs will be met, and that her choices, preferences, and interests will be respected. Following a child’s unique rhythms and style promotes development of a positive sense of self and well-being and supports the child’s growing ability to self-regulate.
Programs: • Recognize personal care routines as key
times during the day for emotional con- nections between children and teachers.
Communication • Communicate to family members the
importance of caregiving routines for teachers to develop and maintain relation- ships with each child in the group.
Group Context • Support teachers as they organize daily
caregiving routines that are adapted to each child.
• Support teachers as they strive for bal- ance between the care of the individual child and the smooth functioning of the group.
• Support flexibility and collaboration among teachers so that other children in the group are attended to whenever their primary caregiver is occupied in caregiv- ing routines with individual children.
Teachers: • Approach personal care routines as op-
portunities for warm, cooperative interac- tions and communication.
• Understand and incorporate family pref- erences into personal care routines.
• Encourage children’s participation in caregiving routines.
• Organize in advance the equipment and supplies needed for routines so that full attention can be given to the child.
Child • Develop routines into rich, enjoyable
experiences for each child. • Follow individual mealtime and napping
routines for children until they indicate that they would like to participate with others in the group.
• Follow individual diapering and toileting schedules for all children.
• Conduct routines in a predictable manner to allow the child to anticipate and coop- erate during routines, but remain flexible and sensitive to changes in the child’s mood or attentiveness.
Communication • Minimize interrupting children to carry
out personal care routines. • Let children know in advance and assure
them that, when an interruption is neces- sary, they can go back to what they were doing as soon as the routine is finished.
• Provide families with a record of their child’s routines and activities for the day.
Section 3
Ensuring health and safety Guidelines in this section link to the fol-
lowing Desired Result: • DR 4. Children are safe and healthy.
Many teachers, including family child care providers, and program leaders have children of their own. They understand the act of trust that families show when they share the care of their child with others. Infants and toddlers are amazingly competent, but they still need adults to protect their health and well-being. Children also need to be safe in the relation- ships and the environments in which that competency develops.
Attending to emotional health and safety is as important for infants’ well-being as is en- suring their physical health and safety. When children feel safe and loved, they can focus on the experiences around them that engage their curiosity and foster learning.
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3.1
Programs and teachers promote the physical health of all children.
Health is an important issue in all settings where children spend time and is especially critical in programs that care for groups of infants and toddlers. During the first months and years of life, children are particularly vulnerable to infectious disease, so proper hygiene and cleanliness are crucial to pre- vent the spread of illness. Low adult-to-child ratios and group sizes also play an important role in maintaining young children’s health. For example, the risk of repeated ear infec- tions increases in one- to six-year-old children who are cared for in groups of more than six children (Hardy and Fowler 1993). Research suggests that a ratio of fewer children per adult reduces the transmission of disease because caregivers are better able to monitor and promote healthy practices and behaviors (Who Cares for America’s Children 1990).
Programs: • Meet or exceed all required standards
pertaining to health and nutrition. • Maintain and update appropriate health
policies and practices as well as health records and emergency contacts for all children.
• Establish policies and procedures to ad- minister medications reliably, safely, and in accordance with child care licensing requirements.
• Maintain high standards for cleanliness; for example, by emphasizing frequent hand-washing and washing and sanitizing of play materials, equipment, and sur- faces.
• Seek community and financial support for health and safety improvements.
Communication • Communicate with family members when
children have been exposed to reportable communicable diseases or infestations such as chicken pox or head lice.
• Provide updates for staff members on cur- rent health issues and practices.
• Establish a relationship with a health care provider who can advise on good health and safety practices and who is sensitive to the cultural perspectives represented in the program.
• Maintain confidentiality when gathering information and communicating about the health of children.
Environment • Make preparations for serving children
with special health needs. • Install classroom sinks and toilets, in cen-
ters, that children can use easily and that are convenient for teachers to supervise.
• Ensure that counters and sinks for food preparation are separate from and not used for diapering or toileting activities.
Teachers: • Establish and follow procedures for main-
taining good hygiene, especially during diapering and food preparation.
• Incorporate hand-washing and other hygienic activities into routines so that children can begin to learn healthy and safe habits early.
• Place infants in cribs on their backs when they are under six months of age or can- not easily turn over on their own, to lower
the risk of sudden infant death syndrome (SIDS), and communicate with families about this practice.
Environment • Clean, maintain, and disinfect floors, sur-
faces, and all play materials regularly. • Choose nontoxic cleaning supplies and
classroom materials. • Provide ventilation to ensure rooms have
fresh, clean air.
3.2
Programs and teachers ensure the safety of all children.
Because infants and toddlers are com- petent and constantly on the move, program leaders and teachers must prepare the environ- ment so that it is safe as well as interesting for children to explore. Programs must pay special attention to safety in infant and toddler pro-
grams because very young children are gain- ing new skills rapidly and they are continually testing their new abilities. Making safety a high priority helps family members to become confident that the teachers will protect their child in their absence and reinforces families’ awareness of safety at home.
Programs: • Maintain and update appropriate safety
policies and practices. • Prepare for emergencies and practice
emergency procedures. • Assign teachers to small groups of chil-
dren so that children are continually super- vised by someone who knows them well and can anticipate their behaviors.
Environment • Ensure the program’s facilities and indoor
and outdoor play equipment meet or exceed safety standards for infant/toddler settings.
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Best Practices for Best Practices for mend environmental adapta- Preventing Disease Supporting Safety tions that will enhance the
To help in preventing disease, early care and education pro- grams should provide the follow- ing:
1. Information on immuniza- tion for all children and staff members
2. Identification and protection of children and staff members who are at high risk if ex- posed to infectious diseases
3. a systematic morning health check of children and staff members to exclude any individual who has an acute, contagious disease
4. strict hand-washing policies, procedures, and training
5. routine environmental clean-
To support safe practices, early care and education programs should provide the following:
1. Written policies and proce- dures relating to accident prevention
2. Periodic training for staff members on safety issues and accident prevention
3. an emergency plan and poli- cies, procedures, and training to cover emergencies, such as fire, earthquake, or other natural disasters
4. an emergency care plan for each child
5. a general transportation plan and an emergency transporta- tion plan
safety of all children, includ- ing children with special health care needs or disabili- ties
8. Periodic training regard- ing signs and symptoms of child abuse and neglect and reporting procedures
9. an incident, accident, and injury report form . . . for an injury log with specific information about the date and time of each accident, who was involved, what hap- pened, who was notified, and what follow-up measures and steps were taken to prevent recurrence
—adapted from B. Presler, california Institute on human
ing and sanitizing practices 6. staff members who are com- services, Health and Safety 6. strict universal precautions, petent to assess an injury and Considerations: Caring for Young
policies, procedures, and to provide basic first aid and Children with Exceptional Health training cPr Care Needs
7. consultants who can recom-
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• Check all play equipment and materials frequently for safety and maintain and repair as needed.
• Provide adequate space for children to move without hurting themselves or oth- ers.
Communication • Develop relationships with local fire-
fighters, police, and other public safety officials to gain support in preparing for emergencies and to be assured of their as- sistance when needed.
Teachers: • Continually monitor children of all ages
to ensure they are safe even when they are sleeping.
• Anticipate and prevent safety problems (for example, remove toys from high-traf- fic areas).
Environment • Arrange caregiving, play, and sleeping ar-
eas so that children can be seen and heard at all times.
• Ensure that children’s areas are safe for exploration and free movement and are easily supervised, both indoors and out- doors.
• Select furnishings and play equipment (such as slides or ramps) that are both ap- propriately challenging and appropriately sized for the children in the group.
Communication • Explain simple safety rules to older tod-
dlers, helping them to understand and follow them.
3.3
Programs and teachers ensure that children are well nourished and that mealtimes support relationships.
Children’s nutritional needs change as they develop and grow. In some cases the program provides meals; in others, family members bring their child’s meals. Either way, close communication with family members about the child’s daily nourishment is neces- sary to ensure a balanced diet for each child. How meals are provided is also important. Mealtimes can be wonderful opportunities for teachers to nurture their relationships with the children and also to support developing peer relationships. Holding young infants during feeding times offers teachers special one-on- one time with the child. Once children are able to sit in a chair while eating, they may start by
3.4
eating with one or two other children, eventu- ally moving to a group setting. Eating together in a pleasant environment contributes to a sense of community, especially when meal- times reflect the practices and preferences of the families. Mealtimes offer opportunities for teachers to support the development of health- ful habits and attitudes toward food and help to ensure that children receive the nutrition they need to grow.
Programs: • Support teachers as they work to adapt
mealtimes to meet the individual needs of infants and toddlers.
• If the program provides food, follow recommended practices for well-balanced, nutritious, and developmentally appropri- ate meals that incorporate the food prefer- ences of the children’s families.
• Provide teachers with training and re- sources to incorporate nutrition education into daily experiences with toddlers.
• Provide the equipment or staff training necessary to enable children and adults with disabilities or other special needs to participate in mealtimes.
Environment • Provide adequate space and facilities for
mealtimes for all age groups. • Provide a comfortable and private place
for nursing mothers. • Provide small tables and chairs for tod-
dlers and infants who are ready to use them and comfortable chairs for adults when bottle-feeding infants and for sitting with children at the table.
Communication • Invite family members who may wish to
join children at mealtimes.
Teachers: • Establish and follow procedures for proper
preparation, handling, and storage of mother’s milk, formula, and food.
• Provide individual mealtimes for infants and toddlers until toddlers begin to show interest in eating together in a small group.
• Hold infants on laps until infants are ready to sit independently at a child-sized table.
• Model healthful eating habits in front of the children.
Environment • Use child-sized tables and chairs for
mealtimes. Avoid use of high chairs or limit the use to mealtimes and ensure that footrests are adjusted.
Communication • Sit and talk with children during meals
(making sure everything needed for the meal is nearby to avoid leaving the table frequently).
• Talk with families to learn from them how to ensure consistent feeding practices between home and care.
Programs and teachers promote chil- dren’s mental health.
A child’s mental health is affected by social and emotional experiences; in particu- lar, the emotional responses the child receives from other people. A child’s mental health is inextricably linked to the mental health of the family members who are her primary attachment figures, whether they are parents, grandparents, or others. From the child’s per- spective, mental health is her sense of well- being: Does she feel safe and comfortable? Does she trust that her needs will be met? Social–emotional development and a child’s progress in increasing self-regulation depend on the experience the child has in her personal relationships.
Programs that support infant mental health as a health and safety issue provide emotional as well as physical safety and secu- rity for infants and toddlers. A collaborative relationship with the family members helps program staff to understand the values that influence the family’s interactions, expecta- tions, and beliefs. Social–emotional well-be- ing is necessary for a child to be mentally healthy. Infants and toddlers develop this sense of well-being in settings that reflect a
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clear understanding of the role that emotion- ally responsive and nurturing care and educa- tion play in a child’s life.
Programs: • Take steps to reduce staff turnover in the
program to encourage positive relation- ships between infants and teachers and among teachers.
• Emphasize the importance of helping each child develop a sense of competence and importance.
Communication • Maintain contacts with mental health
professionals who can provide advice or services when children, family members, or staff members appear to be especially sad, under stress, unpredictable, or short- tempered over a period of time.
• Collect information on mental health ser- vices and offer referrals to families or staff members when appropriate.
Teachers: • Observe and reflect upon children’s emo-
tional responses to the day’s experiences and take these responses into consider- ation in all planning processes.
• Guide and support children’s satisfying relationships with adults and peers.
Communication • Discuss with family members children’s
interactions and emotional responses. • Use a positive tone when responding to
children’s actions or words.
Reflective Practice • Recognize the emotional nature of early
care and education, taking time to reflect on one’s own emotional responses (both positive and negative) to particular chil- dren, interactions, or events.
• Take a break or talk with a supervisor or colleague, when needed, to avoid immedi- ately acting on difficult feelings.
• Seek help when experiencing mental health problems, such as depression or anxiety.
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• Recognize cultural differences in under- standing mentally healthy behavior.
3.5
Programs and teachers protect all chil- dren from abuse and neglect.
To protect children and prevent abuse and neglect, programs can offer support to families to help lessen the stress they may be experi- encing. A positive relationship with the family opens the door for providing assistance. This support can come in the form of conversa- tions, referrals to services, or information on education or job opportunities. In addition, program leaders can foster an environment in which teachers feel comfortable engaging in confidential discussions with designated staff members about concerns for a child and, as appropriate, with the child’s family members. Program leaders and staff members must also understand and comply with requirements for reporting child abuse and neglect.
Programs: • Develop program policies and practices to
cover reporting (such as steps to take and with whom to communicate).
• Ensure that all staff members fully under- stand and comply with mandated reporting requirements.
• Seek the help of other professionals when necessary.
Communication • Provide information to families on local
services, physical and mental health care providers, and local job or education op- portunities.
• Inform families of mandated requirements for reporting child abuse and neglect.
Reflective Practice • Provide support to staff members who
may experience stress associated with providing care for children whose behav- iors may be erratic or difficult to handle because of abuse, neglect, or other trauma.
• Make sure that all teachers and other program staff members develop an under-
standing of the difference between culturally dis- tinct styles of caregiving, which may make a person feel uncomfortable, and abuse or neglect, which requires intervention.
Teachers: • Observe each child care-
fully, noting clusters of behaviors or other signs that may indicate abuse or neglect.
• Understand and follow the state’s mandated reporting requirements.
Communication • Offer to talk with families
about stress they may be experiencing; provide support and information or refer them to local resources when appro-pri- ate.
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A Child’s Sense of Self
“In effect, as parents we can allow our child in child care to miss us, but she should not miss herself. her sense of herself, and of herself in relation to others, should not be damaged. That is the major loss in being sepa- rated from a good and adequate parent. separation itself may be painful in many ways, but it pales in comparison with the child’s loss of an effective, competent, well-loved self or a socially competent self who can relate and be related to. There must be relating partners who much of the time respond to a child as he is and in terms of his needs. There must be a sensi- tive, caregiving relationship, not mechanical caretaking.”
—J. Pawl, “Infants in child care: reflections on experiences, expectations and relationships,” Zero to Three
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Section 4
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The space available to children and teach- ers plays an important role in the develop- ment of relationships within the program. In addition, a well-planned environment provides infants and toddlers with a space in which they can safely explore and learn. In both family child care homes and centers, the arrangement of space affects whether two children will be able to quietly flip through the pages of a book together or whether a child will be able to focus on the experiences that interest him.
Family child care homes are different from centers since the space used for care and education is usually also where the business owner’s family lives (except where space is dedicated to child care, such as a converted garage). Family child care programs usually provide mixed-age care more frequently than centers do. The basic principles of high-qual- ity environments apply to mixed-age groups in a home setting but may be put into practice in different ways. For instance, a couch may double as climbing equipment, and a bathtub may be a place to float boats in shallow water under the teacher’s watchful eye.
The quality of the environment includes both the physical arrangement of the space and its emotional impact on children and teachers. Small-group sizes and low adult-to- child ratios contribute to a positive emotional climate. (See Tables 1 and 2.) To take full
Creating and maintaining environments for infants
and toddlers
Guidelines in this section link to the fol- lowing Desired Results:
• DR 1. Children are personally and socially competent.
• DR 2. Children are effective learners. • DR 3. Children show physical and motor
competencies. • DR 4. Children are safe and healthy.
Table 1. Recommended Ratios for Same-Age Groups
Age (Months) Adult-to-Child Ratio Total Size of Groups Minimum Square Feet
per Group
0–8 1:3 6 350 8–18 1:3 9 500
18–36 1:4 12 600
Table 2. Guidelines for Ratios in Mixed-Age Groups
Age (Months) Adult-to-Child Ratio Total Size of Groups Minimum Square Feet
per Group
0–36 1:4a 8 600
Note: In both tables the last column is based on minimum standards of usable square footage per child. The footage does not include entrances, hallways, cubbies, diapering, or napping areas. aOf the four infants assigned to a caregiver, only two should be under twenty-four months of age (Together in Care 1992).
advantage of a small-group size and a low ratio, the environment must be well designed. An appropriate amount of space that is sepa- rate and sheltered from other groups enhances the ability of teachers and a small group of children to read one another’s cues, communi cate, build trust, and develop positive, nurtur- ing relationships.
-
4.1
Both indoor and outdoor spaces sup- port the development of a small com- munity of families, teachers, and in- fants in which they build relationships of care and trust.
Young children and their teachers learn and thrive together in an indoor space that is large enough for the group, has comfortable furnishings for all children and adults, and allows an individual child or a small group of children to engage in quiet, focused play. These conditions increase the likelihood that children and adults will enjoy the environment together and that relationships and a sense of community will grow.
Effective use of outdoor space is essential for any program. When children can move freely between indoors and outdoors, their choices for exploration and learning are ex- panded. Even young infants benefit from being
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outdoors. Natural light, fresh air, and the sights and sounds of the outdoors contribute to good health, enjoyment, and togetherness for both children and adults.
Programs: • Design the space with suf-
ficient square footage per child to meet the needs of a small group of children. (See Tables 1 and 2.)
• Arrange the space so that family members feel wel- comed and comfortable when they spend time at the program.
• Provide open space that can be rearranged to suit the current abilities, interests, and needs of the children to move freely.
• Create small, easily su- pervised play areas where infants can play alone or in groups of two to three without undue distraction from the sights and sounds of others.
• Design areas for care routines so that equipment and necessary supplies are conveniently located.
Group Size as a Health and Safety Issue
research clearly demonstrates the importance of maintaining appropriate teacher-to-child ratios and group sizes. Teacher- to-child ratios and group sizes are two of the most frequent indicators of an infant/toddler program’s overall quality and significantly affect many health and safety issues. smaller group size is associated with a de- creased risk of infection in group settings. The risk of illness in children between the ages of one and three years increases as the group size increases to four or more; whereas children in groups of three or fewer have no greater risk of illness than children cared for at home (Bartlett, Orton, and Turner 1986; Bell and others 1989).
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Equipment • Arrange furnishings and equipment so that
adults can comfortably observe, supervise, and interact with infants.
• Include furnishings and display art and photos that reflect the home environments of the families in the program (such as wall hangings, hammocks, baskets, and pictures of family members).
4.2
The environment is safe and comfort- able for all children, teachers, and fam- ily members.
Infants and toddlers spend many hours in care and education settings. The setting
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for them should become a home away from home. For teachers, other staff members, and children’s family members, the family child care home or infant/toddler center should be- come a place of community and togetherness. Providing comfortable furnishings where teachers and children can relax together and creating an atmosphere that conveys both emotional and physical safety are essential for this type of setting. Program leaders need to keep in mind that what is comforting for one person may not be for another, and these differences tend to be deeply personal. For instance, a teacher may enjoy soft classical music in the background during routines, while some family members would prefer something a little more lively. When differ- ences arise, two-way open conversations can lead the way to solutions. A comfortable and safe environment that everyone can enjoy contributes greatly to the quality of an infant/ toddler program.
Programs: • Ensure that areas and furnishings in the
environment support full participation of all children and adults in the program, in- cluding persons with disabilities or other special needs.
• Provide a staff lounge, in centers, for relaxation and storage of personal belong- ings as well as for lunch and breaks.
• Provide a separate staff restroom, in cen- ters, with adult-sized toilets and sinks.
• Play recorded music only when children show interest in listening to and play- ing with the music, not as a background sound.
Equipment • Provide appropriately sized furniture and
equipment that offer safety and comfort to children and adults.
• Provide equipment (such as a refrigerator, microwave oven, stove) for staff members to store and prepare meals.
Settings
• Provide several quiet, cozy areas that al- low infants and adults to be together.
• Use light and color to create an effect that is pleasing, calming, and inviting.
• Select surface materials that are easy to clean and maintain and that support the intended use of each area.
• Use fabric and other sound-absorbing materials to reduce unwanted noise.
4.3
The environment is arranged and orga- nized to support children’s free move- ment.
Being able to move freely and spontane- ously is essential for infants’ exploration and discovery. When children are allowed to move in every way they are able to, they do so and
change their positions frequently. They learn about themselves and the environment through movement and touch. Children are driven to move and feel great joy in moving freely. Children who are unable to move indepen- dently or who need support to move also learn from movement and exploration. Program leaders should turn to family members and specialists for guidance on appropriate ways to make adaptations in the environment to sup- port physical and motor competence.
Programs: • Provide ready access to the outdoors, with
the possibility for children to move freely from indoors to outdoors.
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Benefits of Well-Designed Envi- a healthy identity. and in appro- teachers to experience more ap- ronments priately designed classrooms, the propriate interactions with chil-
children are given an opportunity dren. Both indoor and outdoor “The physical environment af- to play both independently and spaces support the development fects children’s learning and de- in small groups, and the teach- of a small community, within velopment in many ways. Well- ers are supported in their role which a small group of families, designed environments support as observers and facilitators of teachers, and infants build rela-exploration, give young children children’s learning and develop- tionships of care and trust.” a sense of control, and enable ment. children to engage in focused, —L. Torelli, “enhancing Develop-
self-directed play. . . . The physical environment affects ment Through classroom Design a program’s ability to promote in early head start: Meeting the The physical environment also best practices. It can become a Program Performance standards affects relationships. Well-de- tool for both staff and program and Best Practices,” Children and signed environments evoke a development. an appropriately Families sense of security, which is a pre- designed environment helps requisite in the formation of
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The Importance of Play
“as we observe infants, it almost looks as if they are working rather than playing: they are fully involved, absorbed in what they are doing. We don’t need to invent exercises for them. They learn to follow their instincts and to trust their own judgment.
Infants accomplish mastery by endless repetitions, continuing the same activity over and over again, long after adults may have lost interest. When an infant repeats an action many, many times, he is not bored. rather, he is learning thoroughly about that action, making it a part of himself and his world. When he has learned it to his own satisfac- tion, he will move on to another new activity.
While playing, children work through conflicts with objects, other children, and adults. Play provides an outlet for curiosity, information about the physical world, and a safe way to deal with anxiety and social relation- ships. In the long run, play serves children’s inner needs, hopes, and aspirations.”
—M. Gerber and others, Caring for Infants with Respect
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• Provide play spaces that facilitate exploration and free movement for infants and toddlers, both indoors and outdoors.
• Arrange the play space to encourage exploration while minimizing the need for the teacher to say no.
• Arrange for alternative opportunities to move for children who have physi- cal challenges.
Equipment • Communicate with fam-
ily members and special- ists involved with the family about the proper use of adaptive equip- ment or alternative oppor- tunities for movement for a child with a disability or other special needs.
• Avoid the use of restric- tive equipment that limits children’s free movement and isolates them from other children.
• Do not use walkers. In addition to being unsafe, they have been found to
interfere with the coordination of vi- sual–motor skill development (Siegel and Burton 1999).
Settings • Use dividers to create safe, protected play
areas for infants who are not crawling or walking, both indoors and outdoors.
• Arrange walkways so that foot traffic of adults and children goes around, rather than through, children’s play areas.
4.4
The environment is organized and prepared to support children’s learning interests and focused exploration.
For infants and toddlers, every aspect of the world of people and things is interesting and engaging. When they are in a well-orga- nized environment with clear choices, they easily find things that fascinate them and concentrate on learning. However, when an environment is disorganized or too stimulat- ing, infants and toddlers may have difficulty focusing on any particular aspect of the envi- ronment. Programs and teachers must arrange the environment so that infants and toddlers can focus on the things that interest them. In addition, arranging the space so that infants are protected from the movement of older chil- dren lets everyone explore with confidence.
Similarly, arranging play areas so that they are well defined and protected from traffic patterns lets toddlers play without interruption.
In family child care programs, areas are often defined by how the family uses them. For example, the kitchen is used for cooking and eating, or the living room or family room is arranged for the children’s exploration and discovery. Areas for types of activity, such as a quiet area or an active area, can be set up within different rooms.
Programs: • Create clearly designated areas for person-
al care routines by using furnishings that invite and support infants’ involvement.
• Provide easy access to toys and materials by making them visible and available in wide, sturdy, attractive containers on the floor, low shelves, or elevated surfaces.
• Keep play areas inviting, organized, and safe, noticing when an area needs to be picked up (being careful not to interrupt children’s play or take apart something on which they are still working).
• Allow children ample time to play within play areas without interrupting the play.
Equipment • Provide children with ample play materi-
als, giving the children interesting choices without overwhelming them.
• Provide enough equipment and materials, both indoors and outdoors, so that several children can engage simultaneously in the same activity.
• Offer toys and play materials found in the children’s homes or communities.
Setting • Create sheltered, quiet areas for explora-
tion of toys and materials (such as books, puzzles, connecting and construction toys) that require listening and concentration.
• Provide predictable play areas, where chil- dren can reliably find familiar materials, and modify the environment in response to children’s emerging interests.
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Section 5
Engaging in program development and commitment
to continuous improvement
Guidelines in this section link to the fol- lowing Desired Results:
• DR 1. Children are personally and socially competent.
• DR 2. Children are effective learners. • DR 3. Children show physical and motor
competencies. • DR 4. Children are safe and healthy. • DR 5. Families support their children’s
learning and development. • DR 6. Families achieve their goals.
Maintaining high-quality care and educa- tion for infants and toddlers is a continually evolving task. The program is always chang- ing, taking in new children, new families, new teachers, and new leaders. As a result, the program needs to create a process of continu- ous review and improvement. Program leaders and teachers might ask the following relevant questions:
• How are we responsive to the infants, tod- dlers, and families we serve now?
• Where are the children in their develop- ment at this time, and how can we cel- ebrate that?
• How else might we gain feedback from the families?
• How might we expand our resources and work together with our changing commu- nity? Program development and improvement is
not a one-time occurrence—it is a part of the climate that the program creates and main- tains.
Family child care program leaders are in a unique position to shape the quality of care and education they provide. As small-business owners, they carry the major responsibility for improving the quality of their programs. By soliciting and responding to feedback from family members, mentors, and other teachers, family child care program leaders can assess how well their programs are serving children and families. With this information they can take steps to improve the quality of their programs and create care and education that is responsive to the community they serve.
5.1
Programs meet quality standards.
Programs are usually accountable for qual- ity standards. Many programs (both child care centers and family child care homes) must meet requirements set by funding or regulatory agencies, such as Community Care Licens- ing in California. They may also be required
to document their effectiveness through a set of measures such as those that make up the CDE’s Desired Results for Children and Families system. Frequently, programs on a path of continuous improvement and program excellence will choose another system of accountability, such as accreditation through the National Association for the Education of Young Children (NAEYC) or the National Association for Family Child Care (NAFCC).
The guidelines in this publication are not as specific as program standards. Many of the action points are similar to program stan- dards, but the guidelines themselves present a broad goal that can be achieved in different ways based on the unique characteristics of a particular program. The guidelines are in- tended to be used in addition to program stan- dards. Compliance with program standards represents an important part of implementing the guidelines set forth in this publication.
Programs: • Meet or exceed all applicable program
quality standards and regulations. • Align program activities and assessments
with the Desired Results system. • Engage in continuous improvement,
which may include becoming accredited by the NAEYC or NAFCC.
Communication • Ensure that there is coordination with
families and specialists for children who have individualized family service plans.
• Consult with families about the results of program evaluations.
• Discuss with families how to address problems or issues that are identified in a program evaluation.
5.2
Programs monitor the development of individual infants and toddlers.
Monitoring each child is an important way for programs to assess how well they are supporting children’s learning and develop- ment. In California the Desired Results De-
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velopmental Profile-Revised (DRDP-R) offers a carefully designed assessment tool for monitoring learning and development. Observations and assessments, combined with information from fam- ily members, allow program leaders and teachers to adapt care and education for the children and families cur- rently enrolled in a program. The information on individual children also helps teachers and families consider whether a child should be referred for a formal assessment and evaluation by a developmen- tal or medical specialist.
Programs: • Gather information about
a child through discussion with family members, observation of the child at different times, and reflection and discussion with other teachers.
• Involve family members in the ongoing assessment process.
• Conduct regular developmental screen- ings with each child, taking into account any cultural or linguistic limitations of the screening tool.
• Balance assessments across all the do- mains of development, using assessment tools such as the DRDP-R that reflect the full breadth of infants’ and toddlers’ devel- opment.
Communication • Inform family members at the initial meet-
ing that the program regularly documents children’s development.
• Celebrate and support development, giv- ing children many opportunities to enjoy the skills they are acquiring.
Reasons for Concern
“The child . . .
• By age three months, does not coo or smile.
• By age six months, does not babble to get attention.
• By age one, does not respond differently to words such as ‘night night’ or ‘ball.’
• By age one, does not say words to name people or objects, such as ‘mama’ or ‘bottle,’ or shake head ‘no.’
• By age two, does not point to or name objects or people to express wants or needs.
• By age two, does not use two-word phrases, such as ‘want juice’ or ‘mama go.’
• By age three, does not try to say familiar rhymes or songs.
• By age three, cannot follow simple directions.”
—From Reasons for Concern That Your Child or a Child in Your Care May Need Special Help (2004) (see appendix e for the entire text.)
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• Use a daily log to record notable events and to inform family members about the child’s day as well as to record the child’s feeding and eating, diapering or toileting, and nap routines.
Recordkeeping • Maintain for each child a confidential file
of all information required by licensing and other agencies.
Developmental Screening At times programs may use screening
tools. Programs and teachers need to un- derstand what screening tools accomplish. Screening reveals one of two things:
1. The child is within the typical range of development at this time; or
2. The child needs further assessment. Screening does not identify a definite de-
lay nor does it guarantee that the child will not develop problems later.
Assessment and Evaluation Assessment can be an informal process
accomplished by gathering information and observation. Evaluation is generally a more formal process. Formal assessment and evalu- ation tools, such as the DRDP-R, must be completed by appropriately trained and
qualified personnel. Assessment and evalua- tion include the following purposes:
1. To determine eligibility for services 2. To obtain a diagnosis (may be medical or
educational) 3. To assist in program planning for the
child 4. Any combination of the above
(Brault 2003)
5.3
Programs engage in systematic self-assessment.
In high-quality programs leaders, families, teachers, and staff members collaboratively conduct ongoing reviews of program poli- cies and practices in order to serve children and families as responsively and effectively as possible. Teachers and program leaders reflect regularly on their work with children and families. They use the insights they gain from reflection to create opportunities to expand children’s experiences, learning, and development. Teachers communicate regularly with families to encourage their participation in the development of the care and education program. Through this process families learn that teachers and program leaders listen to and
value their ideas and incorporate their ideas in program development. Including families in collaborative self-assessment allows programs to align their policies and practices with the goals they set for children’s care and educa- tion.
Programs: • Assess on a regular basis how well the
program is serving children and families. • Use assessments to determine how well
individual children’s abilities, interests, and needs are being addressed and to strengthen planning.
Continuous Improvement • Create systems for including the ideas and
perspectives of everyone—families, teach- ers, staff members, and program lead- ers—in ongoing discussions of program development.
• Revise and adapt program policies and practices in response to a collaborative review and ideas from all program partici- pants (families, teachers, and staff mem- bers).
• Implement changes respectfully, ensuring that everyone—teachers, staff members, and families—participates in the process and is aware of the changes that are occur- ring.
5.4
Programs develop and maintain partnerships within their community.
Family child care homes and infant/tod- dler centers are small communities that are linked to larger communities. When programs develop partnerships with community groups, such as social service organizations, other early care and education programs, local busi- nesses, or volunteers, they strengthen their community connections. These connections, as well as participation in professional early care and education associations, may lead to opportunities to share resources, address com-
mon problems and issues that affect children and families, and expand the program’s sense of community.
Programs: • Build partnerships with other providers of
early care and education in the local area. • Develop and maintain lists or files of com-
munity resources that families can use. • Develop policies and meaningful, appro-
priate roles for volunteers in the program. • Welcome advice and support from outside
service providers. • Foster collaboration between teachers and
outside specialists or consultants.
Communication • Communicate with institutions of higher
education about the participation of teach- ers in continuing professional develop- ment.
• Participate in the efforts of institutions of higher education to create appropriate learning opportunities for the early care and education field.
Outreach • Initiate projects that help the surrounding
community become aware of how children learn and develop and the services the program provides to the community.
• Create ongoing partnerships with com- munity organizations, businesses, and agencies that are committed and able to contribute to children’s well-being and learning through financial support, in-kind donations, or other resources.
• Join local, statewide, and national profes- sional organizations, such as the NAEYC and NAFCC.
• Identify and work collaboratively with specialists in the community, such as health care providers, social service pro- viders, and mental health professionals.
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Section 6
Helping teachers continue to grow professionally
Guidelines in this section link to the fol- lowing Desired Results:
• DR 1. Children are personally and socially competent.
• DR 2. Children are effective learners. • DR 3. Children show physical and motor
competencies. • DR 4. Children are safe and healthy.
• DR 5. Families support their children’s learning and development.
• DR 6. Families achieve their goals. Providing care and education for infants
and toddlers is an ongoing process that is dy- namic, emotional, challenging, and personal- ly rewarding. Teachers continually learn from the children, from the children’s families, and from the community. Program leaders must support teachers’ ongoing (informal and formal) learning, both as individuals and to- gether as a group. A community that is based on respectful, collaborative relationships among adults also supports and celebrates the learning of all staff members. Just as foster- ing the growth of relationships among teach- ers, families, and children is important for children’s development, fostering the growth of relationships between staff members is
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important for the teachers’ growth. The trust that grows from these relationships allows for the collaboration and creative problem solving necessary for teachers’ professional develop- ment.
6.1
Programs hire well-qualified, represen- tative staff members.
Programs that build a trained and educated staff are more likely to provide nurturing and enriching care to infants and toddlers. Hiring staff members who are educated and com- mitted to the field of early care and education also lessens the likelihood of frequent staff turnover. Teachers appreciate when they work with colleagues who are knowledgeable and skillful. A professionally prepared staff cre- ates a solid foundation for collaboration and continuous program improvement. Another consideration in hiring staff members is to seek to build a staff that is representative of the cultural, linguistic, and ethnic backgrounds of families in the program. A staff that in- cludes individuals who are representative of the community is able to establish a high level of continuity between home and the infant/tod- dler setting. It also facilitates communication and understanding between the program and the families.
Programs: • Hire a diverse staff, including teachers
who are representative of the cultures, languages, and ethnicities of the families and children in the program.
• Seek teachers through community colleg- es’ placement services and other organiza- tions that support the growth of early care and education professionals.
• Encourage staff members to develop and maintain links with institutions that pre- pare early childhood teachers, including community colleges and universities.
• Establish high standards for qualifications of teachers.
• Work to ensure, when hiring and assigning staff members, that children experience
nurturing and responsive relationships with both men and women.
6.2
Programs create working conditions that support quality and job satisfac- tion to reduce turnover.
In a field where staff turnover is as high as 40 percent annually (Whitebook, Sakai, Ger- ber, and Howes 2001), finding ways to retain staff members is crucially important. Because research and experience so compellingly sup- port the value of enduring relationships for infants, toddlers, and families, programs must make a strong commitment to staff stability. A climate of personal and professional support and respectful work relationships helps build a stable staff.
Family child care providers who employ staff members must address the turnover issue as well. For family child care providers who work alone, meeting with other providers regularly gives insights on how to make their job personally and professionally reward- ing. Attending workshops, conferences, and college classes is a helpful way to develop relationships with colleagues and strengthen one’s commitment to the field.
Programs: • Identify resources in the community that
could provide incentives to child care providers (such as free or reduced-price tickets to shows, free admission to com- munity parks and museums, or discounts at stores).
• Schedule time and occasions for staff members to enjoy being together, such as dinners, retreats, or other social events.
• Arrange for on-call teachers to substitute for regular teachers when needed.
Reflective Practice • Communicate respectfully with others at
all times to promote responsive care and effective partnerships with other staff members and families and encourage inclusive classrooms.
• Acknowledge the emotional and physi- cal demands on infant care teachers and respect their need for time to recharge.
Work Conditions • Increase pay and benefits as teachers
continue their education and professional development.
• Provide benefits for staff members, such as health insurance, dental insurance, vacation, and sick/family leave.
• Work with local and state government efforts to provide higher compensation for staff members.
6.3
Programs foster respectful, collabora- tive relationships among adults.
Respectful and collaborative relationships among adults lead to a strong, dynamic early care and education program. Every type of adult relationship—between teachers and other staff members in an infant center, between the family child care business owner and staff members, between families and teachers, and
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between the families served—affects program becomes pleasant and inviting—a place where quality. In shaping program policy and prac- people want to be. tice, leaders in centers and family child care homes need to respect and consider the values, Programs: beliefs, and expectations of all adults, includ- • Model respectful interactions among ing those of teen parents. Effective program adults. leaders work to create continuity between a child’s home and the infant/toddler program,
• Support staff members’ interactions with
facilitate the professional and personal growth specialists involved with children or fami- lies.
of teachers, and model and foster respectful, collaborative relationships among adults. By Communication allowing ample time for reflection and discus- sion, leaders ensure that the ideas of each par-
• Talk with family members about how the
ticipant are heard and considered in program program can adapt to meet their needs and
development. This approach to leadership goals.
has a ripple effect throughout the program, • Communicate the value of respect in the
strengthening respectful interactions between staff handbook and family handbook and
teachers and children. in all meetings. •Children are keenly aware of the feel- Provide ample opportunities for staff
ings that adults have for each other and the members to express their concerns and behaviors the adults show toward each other. ideas. In other words they sense the quality of the • Understand that children are listening relationships between their families and their to conversations even when they are not teachers and among their teachers. They notice directly involved. when the adults respect each other and co- operate, and children often imitate what they Reflective Practice observe. Infants and toddlers are especially • Create consistency between learning op- sensitive to the emotional tone of the teacher portunities offered to family members and who is responsible for their primary care. program practices—in particular, when When teachers are supported and feel appreci- parenting education is provided, such as ated, they become invested in their work and in many programs that serve teen parent comfortable with each other, and the program families.
Modeling Respect When ruth greets Jade with a warm seemed weird, but I guess I just Interacting with the Family smile. Janea says to Jade, “Let’s got used to it. Jade seems to like Member and the Child take off your jacket, Babygirl.” it, and I love when she smiles
Fifteen-year-old Janea brings her infant daughter, Jade, into the classroom. ruth, Jade’s teacher as well as Janea’s parent educa- tion teacher, smiles and says, “You did your hair differently, Janea—it’s picture day at the high school, right?” Janea nods, looking shy. “My sister did it for me—we stayed up kind of late.” ruth nods and says, “sounds like you and your sister had a sweet time creating a fun, new hairstyle for you.”
Jade looks up as her mom tugs on the first sleeve. she gazes at her mom’s face and raises her arm when Janea reaches for the next sleeve. ruth smiles as she watches. “Janea,” ruth says, “When you tell Jade what you are doing like that she just lights up—it helps her to know what is going to happen. I think she feels included. What do you think?” Janea looks thoughtfully at her daughter and says to ruth, “When I first came here and saw you talking to the babies, it
at me.” Janea kisses her baby’s cheek. she goes on, “sometimes people stare at me when I talk to her, like I’m crazy, but I really think she understands.”
“I agree,” says ruth as she nods and turns to Jade. “Your mom and I are talking about how much you like it when she talks to you.” Jade radiates happiness as both Janea and ruth smile at her for a moment before Janea says bye and rushes off to class.
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• Support teachers as they collaborate with family members and other staff members to solve problems creatively together.
• Address concerns that may arise among staff members, or between staff mem- bers and family members, using com- munity resources and organizations if necessary.
6.4
Programs support the professional development and ethical conduct of infant care teachers and program leaders.
The development of individual staff members is necessary to promote high- quality care and education and appropriate standards of professional conduct. Access to ongoing professional development, geared to the characteristics and ages of children in the program, is a key to quality. Program leaders in centers and family child care homes need to support staff participation in professional development activities and the implementation of what staff members learn. Providing adequate compensation, with benefits and periodic pay increases, communicates to teachers that their contri- butions and hard work are valued. When staff members feel valued and respected, they are more likely to create environments that convey appreciation of others—in- cluding children, families, and colleagues. These environments, in turn, support families’ participation in the program and children’s healthy learning and development (Kagan and Cohen 1997).
Programs: • Inform and consult with family mem-
bers about continuing professional development activities for teachers and program leaders.
• Provide opportunities for teachers to participate in planning and decision making.
• Encourage staff to attend trainings or courses that cover the domains of
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A Professional Code of Ethics tion is promoted, and positive
“Ethical responsibilities to children. Our paramount respon- sibility is to provide safe, healthy, nurturing, and responsive settings for children. We are committed
relationships are modeled. Based upon our core values, our pri- mary responsibility in this arena is to establish and maintain set- tings and relationships that sup-
to support children’s develop- ment; respect individual differ-
port productive work and meet professional needs.
ences; help children learn to live Ethical responsibilities to com- and work cooperatively. munity and society. Our respon-
Ethical responsibilities to fami- lies. Because the family and the early childhood practitioner have a common interest in the
sibilities to the community are to provide programs that meet its needs, to cooperate with agen- cies and professions that share
child’s welfare, we acknowledge a primary responsibility to bring about collaboration between the
responsibility for children, and to develop needed programs that are not currently available.”
home and school in ways that —From National association for enhance the child’s development. the education of Young children,
Ethical responsibilities to col- leagues. In a caring, cooperative workplace, human dignity is
NAEYC Code of Ethical Conduct and Statement of Commitment (see appendix D)
respected, professional satisfac-
infant/toddler learning and development, elements of group care, children with dis- abilities or other special needs, influences of family, and curriculum.
Guidance • Contribute to program improvement by
creating and implementing a professional growth plan with staff.
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• Present and help implement concepts and recommendations based on current research on early childhood development.
• Set clear expectations for professional- ism and ethical behavior, such as those presented in the NAEYC Code of Ethical Conduct.
Support • Provide professional development activi-
ties that relate to the infants, toddlers, and families who attend the program, includ- ing individuals with disabilities or other special needs.
• Provide adequate paid time and incen- tives for staff members to attend in-service training, classes, and conferences.
• Arrange for the program leader to engage in continuing professional development.
Teacher • Shape a professional development plan
with each teacher. • Provide consistent opportunities for each
teacher to meet with mentors, either within the program or through connections with other teachers.
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• Provide professional development in the language or languages most easily under- stood by the teachers.
6.5
Programs use reflective supervision to support teachers.
Reflective supervision acknowledges that teachers are human, with emotions, personal histories, and beliefs that contribute to (and sometimes interfere with) effective teach- ing. Through regular, ongoing conversations, teachers and their supervisors explore together the many complex feelings, thoughts, and is- sues that arise in their work with children and families. In these conversations supervisors facilitate a process that offers needed support and helps teachers answer their own questions as they decide how to apply new insights and information to their everyday work with chil- dren and families.
In family child care the provider may not have a colleague or family member on site. In this situation providers benefit enormously from seeking support from other family child care providers in the community through meetings, phone calls, or even e-mails.
Programs: • Provide regular opportunities for teachers
to meet individually with their supervisor to reflect and plan.
• Set aside time during staff meetings for teachers to reflect on their practice.
• Observe teachers in their classrooms and engage in discussion with them about what occurred.
• Help individual staff members to reflect on their emotional responses to children, interactions, attitudes, and behaviors and to gain awareness of their own biases.
• Make time to reflect with other leaders in the early care and education community.