Children build new skills and developments on top of old ...
Module IUnderstanding Principles of Child DevelopmentImportantSome of the information contained in this CDA module may not apply to your state’s child care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state where it is located/licensed even if the information is different from the content/recommendations contained in this module.Did you know?The brain develops from bottom to top, back to front and from the inside out.The human brain develops rapidly during the first year of life. Approximately 80% of brain development has occurred by the age of 2 years old.90-95% of brain growth and organization?happens in the first 5 years The brain continues to develop throughout the life cycle.Early interactions with caring adults shape the wiring in the brain to develop a secure attachment with parents or guardians.That the amount and quantity?of interactions between a child and the parents or legal guardian helps brain growth. Secure early attachments can lead to positive relationship building throughout life. Interactions with caring adults have a profound impact on brain development.The brain controls all functions in the human body.Use of the brain ensures that connections made stay active throughout the life span. Unused brain connections are pruned away over time.Talking and reading to young children helps their brains continue to develop. Repeating activities and events strengthens the connections in a child’s brain. Developmental domains (physical, cognitive, language, social/emotional) serve as a guide to how children grow, develop and learn. Understanding theories of child development are very important to care and teaching of young children.The more stimulating the learning environment, the more the child develops and learns.Developmental milestones help child care providers to work more effectively with young children.Maria Montessori supported the use of toys and child-sized furniture in the child care setting.Brain Development Recent research indicates that early interactions with parents or guardians before children enter any school setting greatly influence brain development. The early years are very critical for developing healthy brains, forming great attachments and learning language. Research also indicates that if a child is not properly stimulated and nurtured during these critical early years, learning opportunities may be lost forever. These early interactions and experiences with parents or guardians also help children better understand their surroundings and make better sense of their world. Even though the brain is still maturing, approximately 80% of brain development has occurred by age 2 and become almost fully organized by age 5.The development of the human brain is very complex. It begins shortly after conception and continues throughout a person's life. Brain Development Timeline Different areas of the brain and their behavioral functions develop at different times. The primary function of the brain is to connect brain cells, or neurons.Neurons process information in the brain.Neurons make connections with other neurons to form networks.The fibers that connect synapses to one another are known as dendrites and axons.Every neuron has an axon, which sends information to other neurons.Dendrites receive information from other brain cells.Everything a child learns is stored in neurons.Repetition strengthens the connections that take place within a child’s brain. All hardware is in place at birth, and is ready for connectivity based on the child’s interactions and experiences with his or her surroundings. A child’s genes and his/her interaction with the environment are very significant in brain development. During the first three years of life, more than 1,000 trillion synapses are developed. By age 2, the child’s brain is approximately 80 percent the size of an adult brain.A 3-year-old’s brain is almost three times more active than that of an adult. There is a sensitive period of the brain – the optimum time to learn certain skills.Human interactions and environmental experiences set the foundation for everything a child learns (physical, cognitive, social, emotional and language).The richer a child’s experiences with the environment, the more neurological connections are made within the brain. Neurological connections are responsible for all of our thoughts, sensations, feelings and actions.Neurons are connected by synapses.Synapses are connected to one another by fibers that extend from the neurons’ cells. Myelination occurs when the membrane wraps around the axons. Click links for more informationBrain Development Research Theories of DevelopmentTheories of child development are very important to the care of young children. They provide child care providers insight into how children grow, develop, and learn. A core group of theories have greatly influenced the field of early childhood development. The following are some of those major theories:Jean Piaget - Cognitive Development Stage Theory – describes how children think, reason and solve problems (sensorimotor, preoperational, concrete operational, and formal operational) Sigmund Freud - Psychosexual Stage Theory - describes the unconscious desires of humans (Oral, Anal, Phallic, Latency, and Genital stages) Erik Erikson - Psychosocial Stage Theory - describes how individuals relate to their social environment (trust versus mistrust; autonomy versus shame and doubt; initiative versus guilt; industry versus inferiority; identity versus identity confusion; intimacy versus isolation; generativity versus stagnation; and integrity versus despair). Lawrence Kohlberg - Moral Understanding Stage Theory – describes how individuals develop moral reasoning (pre-conventional, conventional and post conventional). Urie Bronfenbrenner - Ecological Systems Theory – describes how everything in a child's environment affects how he or she grows and develops (micro-system, meso-system, exo -system, macro system and chrono-system). Albert Bandura - Social Learning Theory - behavior is shaped by taking in stimuli from the environment through observational learning. John Bowlby – Attachment Theory - describes the importance of relationship-building between humans. Lev Vygotsky - Sociocultural Theory – describes how children learn actively through hands-on experiences. His theory also suggests that parents, guardians, peers and the culture are key components in the development of higher order functions. Albert Maslow – Motivation Theory (Humanistic) – explains that human actions are based on needs. He developed Maslow’s Hierarchy of Needs (basic need, safety needs, social needs, esteem needs and self-actualization. Maria Montessori – Sensitive Period - a time in the child’s development that is open to optimum learning. Howard Gardner – Multiple Intelligences Theory – describes multiple intelligences as paths to learning - children learn and express themselves in many different ways using several types of intelligences. Developmental DomainsPhysical Development: – Movement – There are two muscle groups, gross motor and fine motor. Gross motor:? use of large muscles to roll over, sit, crawl, stand, walk, run, jump, climb, balance etc.Fine motor:? use of hands and fingers to manipulate a variety of objects and actions (play, eat, draw, dress, write, build with blocks, finger-paint, etc.) Motor Skills Age by Age.Social Development: - Interacting with others - understanding how to communicate, share, make friends and get along with others Social-Emotional Development and Cooperation Age by Age. Emotional Development: Feelings - building positive self-esteem, having self-confidence and demonstrating a range of emotions (happy, sad, surprise etc.) I'm Glad I'm Me: Developing Self-Esteem in Young Children and Character Development Age by Age. Cognitive Development:?Information Processing – the ability to think, learn, solve problems, reason, understand and remember Development of Thinking Skills; How Children Problem Solve; and How Young Children Explore Their World.Language:? Verbal and Non-Verbal - speaking, body language, gestures, alphabets and phonemic awareness Stages of Language Development. Developmental Milestones - indicates that a developmental stage has been achieved.Children build new skills and developments on top of old skills. Development is cumulative and progress from stage to stage. Click link(s) for more informationThe Whole Child -The Whole Child - ABCs of Child DevelopmentTypical and Atypical Development in ChildrenYoung children have unique characteristics and abilities. Sometimes children develop normally. Other times, delays or disorders may appear as the child grows, develops and learns. Being able to recognize developmental delays and disorders early can help early childhood professionals not only to design activities and experiences to strengthen needed areas, but also assist parents and families in getting help needed for their child. The link below describes developmental characteristics of the normal (typical) child and gives ideas on when to seek professional help when a child deviates (atypical) from the normal pattern of development.Click link(s) for more informationMilestone Moments - Centers for Disease Control and Prevention Psychobabble 101: Maslow's... Maslow's Hierarchy of Needs AP Psychology: Maslow... Lewit Letter Quick Tip -... Understanding Maslow's... Abraham Maslow's Hierarchy of... Maslow Hierarchy of Needs Hierarchy of Needs.avi Maslow's Hierarchy of Needs Maslow's Hierarchy of Needs Maslow's Hierarchy of Needs Maslow's Hierarchy of Needs Motivation Theory | Maslow's... Maslow's Hierarchy of Needs -... Maslow's Hierarchy of Needs psychology: maslow's hierarchy... Maslow's Hierarchy of Needs Internet SourcesThis CDA module was compiled using the following Internet references:Brain Development Research - Whole Child - ABCs of Child Development - Skills Age by Age - Development Age by Age 'm Glad I'm Me: Developing Self-Esteem in Young Children - Development Age by Age - of Thinking Skills - Children Problem Solve How Young Children Explore Their World - of Language Development - Milestones - Moments - Centers for Disease Control and Prevention - Toys to Support Infant-Toddler Learning and Development Milestones - (Ages 0-3) - - - Milestones - Children in Child Care Children in Child Care Children Video(s)Baby Steps: Learn the Signs. Act Early - Development Knowledge Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.The primary function of the brain is toconnect brain cellsto help children learn to develop a “sensitive” period for learningto develop wiring capabilitiesDifferent areas of the brain develop atthe same timetwo at a timedifferent timesthree areas at a timeEverything a child learns is stored indendrites neuronsaxonssynapsesThe optimum time to learn certain skills is known asa membrane wrapmyelinationsensationssensitive periodThe cognitive development theory was developed bypiageteriksonfreudkohlbergWhich of the following is not a developmental domainlanguageintellectualphysicalpreoperationalUsing the hands for manipulation is known asgross motorsocializationinformation processingfine motorDevelopmental milestones a developmental stage has been achieved a developmental stage has not been achieved a child has developmental delaysa child is not interested in learningThe first step in working appropriately with young children isassessingrecordingobservingplanningObservation data should not be used todiscuss the child’s progress with unauthorized personnelcommunicate with parents plan appropriately for the childassess the child’s progressKnowledge Practice Test AnswersacbdaddacaModule IISafety and the Young ChildImportantSome of the information contained in this CDA module may not apply to your state’s child care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state where it is located/licensed even if the information is different from the content/recommendations contained in this module.Did You Know?The majority of injuries and accidents are preventable.The #1 cause of permanent debilitating injures and death in young children under the age of 5 is accidents.Most injuries to young children in child care settings are the result of falls, poisoning and choking/suffocation.Toxic plants are one of the leading causes of poisoning in young children.Many serious injuries in the home and child care settings result from children swallowing small parts, placing tiny toys in their noses or ears, and cutting and/or bruising themselves on sharp edges and unprotected furniture and equipment parts.Chocking is the greatest risk for children 4 and younger.Most injuries to young children occur in the late afternoon or early evening when the child care provider and children are tired.Injuries in child care settings occur more frequently on the playground and at arrival/departure times than at any other times during the day.Children are more likely to suffer injuries when they are not properly supervised by the child care provider.The #1 way to prevent accidents/injuries in child care settings is to ensure proper supervision of children by a trained authorized child care providers.The head is the heaviest part of an infant’s and toddler’s body.A child can drown in the toilet, water table, wading pool and swimming pool.An infant can drown in less than an inch of water.A vehicle's interior can reach deadly temperatures within 10 minutes, even with the windows cracked. A child's body overheats 3 to 5 times faster than an adult's body because the child absorbs more heat and sweats less.Children can suffer heatstroke within 10 minutes, causing high fever, seizures and damage to the brain and other vital organs.Safety in the Family Child Care Learning EnvironmentSafety is very important in family child care settings. Keeping children of all ages safe (inside and outside) is a major concern. It is very important that family child care providers establish a safe learning environment that reduces accidents and injuries for the children in their care. Childproofing the learning environment is of utmost importance. Accidents usually occurs when children are not properly supervised, left to find their own play experiences (lack of attention, toys and materials) and due to boredom. The following are a few safety precautions to be considered by the provider. Please check licensing regulations in your state (Rules and Regulations) for additional guidance on safety in the family child care setting.Indoor/Outdoor Space Family child care home is free of debris, structure hazards, lead based/peeling paint, exposed asbestos, toxic substances, etc.).Space for children is provided in a designated area separate from family activities.Family child care space is welcoming and inviting to parents and children.Child care space is well organized, clean and absent of household odors and fumes (urine, garbage, pets, tobacco smoke, etc.). Enough usable space is provided for each child (indoors and outdoors) as indicated by state licensing. Clear safe traffic paths are provided for young children to move about in the learning environment without compromising safe floor space for infants to move about and explore. Space accommodates appropriate staff/child ratios.Space and furniture are appropriate and child-centered for all age groups in provider’s care.Space is available for infants to explore freely, to crawl, pull-up and walk away from older children. Sturdy, low furniture is available to aid in the development of large motor skills.Appropriate space and materials are provided for preschoolers and after-schoolers that does not interfere with the learning and development process of infants and toddlers.Furniture/equipment is arranged so monitoring and supervision of children can be done from all angles of the learning/play spaces.Cribs and/or other approved sleeping devices for infants meet current safety regulations. Please check licensing regulations in your state (Rules and Regulations) for additional guidance on sleeping safety in the family child care setting. Durable safe toys are provided for children (especially toddlers) to shake, pound, push, pull, grab, drag or yank without causing major injuries to others.Large open spaces are immunized to reduce unsafe play.Landings and hand rails are provided at all exterior doors when there are two or more steps.Free standing heavy equipment is anchored to the floor or wall to prevent tipping over on children.All playground equipment is securely anchored in place and in good condition.All rugs/mats are secured to the floor to prevent falls.Movable baby walkers are prohibited in family child care settings (check your state requirements).Safe barriers for stairwells and other potentially dangerous areas are provided where appropriate.Colorful decals (for visibility) should be placed on all clear glass panels in doors and low windows to avoid injures.Learning centers should be well-defined, organized and labeled for safe use. Materials used by children must be safe, age appropriate, water-based, non-toxic and non- flammable.Heavy materials should be placed on bottom shelves to prevent accidents.Materials and supplies must be varied, culturally sensitive, nonsexist and plentiful to meet the needs and interest of all children served.Materials and supplies used by children should be stored on low open shelves labeled with words and pictures. This makes it easy for children (including English learners) to identify, retrieve and store items safely.Avoid clutter in the learning environment to prevent overstimulation that can lead to accidents.Provide duplicate toys for younger children to prevent challenging behaviors (biting, kicking, hitting, etc.).Keep all items well-organized to reduce the risk of accidents.Equipment and materials must be developmentally appropriate for each age group served.Make sure toys, materials and equipment have authorized manufacturer’s use for children, and that they meet safety standards.Family Child Care SafetyDo not use push pins, tacks, and other potentially dangerous sharp objects in the learning space with young children. If staples are used, they must be covered securely with tape to prevent falling on the floor. Avoid the use of glass items in the learning environment.Avoid the use of air fresheners and aerosol sprays around children to prevent breathing problems.Make sure fireplace, radiators, space heater, wooden/gas heaters, hot water pipes or other exposed heating elements are safely screened/covered and inaccessible to children.To prevent accidents, avoid stacking chairs in the learning area when children are present. High chairs must have a wide base and safety straps to secure children when used.Helmets are to be used while older children are riding bicycles, skateboards, scooters, etc.(Rules and Regulations)Clean up spills immediately to prevent accidents.Keep entry and exit areas clear of any obstructions. All outlets (if not self-closure) must be covered with approved outlet covers.Secure all electrical cords out of the reach of the children.Lock all personal items away.Check all toys, materials and equipment throughout the day for sharp, chipped, broken or loose pieces. Remove unsafe items from the learning environment.CD Players and other similar teaching aids must be firmly secured in place to prevent tipping/falls.Keep window shades and phone cords securely out of the reach of the children.Check floors and playground areas often when in use for dangerous items and/or unsafe conditions.Avoid using heating elements (hot plates) that are “hot” to the touch to prevent burn.Only use approved bottle warmers to heat formula for infants.Make sure climbing equipment (indoors and outdoors) has appropriate cushioning to provide a safe fall zone.Make sure that the fencing around the playground is in good condition, is at an appropriate height and is inspected by the child care provider regularly for entrapment. It should also be inspected at least annually by a certified playground inspector.Monitor children’s play on equipment to avoid potentials accidents/injuries.Be aware of potential hazards and make a safety plan for prevention.Position yourself strategically so you can see children at all times indoors and outdoors.Styrofoam is not permitted in child care settings where children 4 years of age and under are present (Rules and Regulations).Walkers and lightweight pole type swings are too hazardous to use in child care settings.Kitchen and other “adult only” areas are off limits to children. Keep areas secured at all times.Prevent scalds and burns by installing control devices on all hot water taps so water does not exceed 110 degrees F (43 degrees C).Make sure platforms or step stools used by children to reach sinks and/or toilets (if not child-sized) are stable and slip-free.Never leave children unattended on the diaper changing table or in the bathroom.Keep all diapering/potty training supplies within reach of diapering/potty training areas.Remove cords from pacifiers (if used) to prevent strangulation.Discontinue use of mobiles, crib exercisers and other toys attached to the crib when infants can sit up.Transfer children from cribs to mats when they can pull-up and stand in cribs.Consider using a nursery monitor in the infant sleep area when they are napping.Fire extinguishers must be secured to the wall and accessible to adults.Keep first aid, pediatric CPR and fire prevention training updated.Fix, repair, toss, or lock up anything that might be a danger to children.Conduct safety and health checks of the learning environment throughout the day.Keep unauthorized areas locked to prevent children from entering.If a pool, spa, hot tub, etc. is located on the premise and used for swimming, please review state licensing requirements for family child care homes.Space under porches and all other potential areas that can be a hazard to children are fenced off. Non-slip step stools are used (if need) for children to safely reach the toilet and sink.Make sure children do not have access to controls for furnace, hot water heater and other dangerous appliances.Release children only to authorized adults listed on the signed pick-up/release form. Discard unused refrigerators, and upright and chest freezers.Keep paints, solvents, fertilizers, insecticides, laundry products, flammables and other toxic materials locked in an area away from space approved for family child care.Make sure that washer, dryer and oven doors are secured and not used as climbing or play spaces.Make sure garage area is not accessible to children unless childproofed and with adult supervision.Lock doors or cupboards where hazardous materials or tools are kept if access to the outdoors is through the garageIf windows are opened, they must have removable safety guards (in case of emergencies), screens and open only to a height specified by state licensing. Please check licensing regulations in your state (Rules and Regulations) for additional guidance on window use in the family child care settings.When kitchen is in use, the family child care provider must adhere to the following:Children must not be in the kitchen (at least 3ft away).Cooking utensil handles (pots, skillets, etc.) must be turned to the back of the stove.Burner knobs must be removed or covered with safety devises when stove is not in use.Cooking activities with school-aged children must be carefully supervised.All floor cabinets must have safety latches or locks.Make sure children do not have access to lawn equipment and vehicle maintenance and cleaning supplies.Make sure children do not have access to any dangerous items that may be found in and around the family child care facility.Make sure the lawn is well maintained.Keep the playground area safe and secured with an approved fence or barrier.Keep outdoor storage space locked to prevent entry by children. Make sure any sources of water in outdoor spaces are secured or removed to prevent accidental drowning or other potential hazards (insects, wild animals and other rodents).Avoid use of table cloths, draped fabric and hanging plants that are accessible to young children.Avoid use of toys, clothing, jewelry, etc. with long strings or cords.Avoid teething and other toys with Polyvinyl chloride (PVC).Infants under one year of age are to be placed on their backs for sleeping/resting unless written permission is granted by a physician or another authorized health care provider.Keep all fire arms (unloaded and separate from ammunition), tobacco, alcohol, matches, lighters, etc. locked away out of the reach of the children. Keep all flammable materials locked in an area away from space approved for family child care use.Teach children 3 years and older safety rules and precautions.Locks on bathroom, bedroom and other restricted area doors must have safety protected lock devices or locks are inaccessible to children.Smoke detectors are installed on all floors (especially near kitchen and sleeping areas) of the home and checked at least once a month to make sure they are functioning properly. Carbon monoxide detectors are installed near sleeping areas and checked at least once a month to make sure they are functioning properly.Current fire extinguisher (ABC-type) is located on each floor (especially near kitchen) used by children with instructions and expiration dates. Electrical cords must not be placed under carpet or rugs.Blind/drapery/electrical cords must be out of the reach of children. Follow state licensing regulations for use of playground equipment (Rules and Regulations) in family child care settings.Use a safe water mat under the water table to prevent accidents.Preparing for Emergencies Facilities that keep young children should have written plans in place (natural, technological and human) on what to do in case of emergencies. These plans need to be practiced regularly.Keep all emergency/disaster plans posted in appropriate areasKeep parents or legal guardians contact information available at all timesHave written directions and evacuation routes posted in each learning area for fire, tornado, and other emergency drillsPractice emergency drills with all children (including infants and the special needs child) at least once a monthPractice evacuation from transportation vehicle(s) monthlyKeep an emergency backpack of needed supplies and equipment available at all times for emergency evacuation from the child care facilityKeep first aid supplies and emergency equipment (flash light, weather ban radio, mobile phone, etc.) available at all timesKeep name and contact information of the nearest hospital on file Help older child learn their full name, address, phone number and how to dial 911 and ask for helpPost all emergency telephone numbers (including animal control) in appropriate areasParents' daytime numbers AmbulancePoliceFire Department Animal ControlPoison Control Nurse, doctor, or other medical consultant Emergency back-up caregiver Two emergency contacts for each child Make sure provider is first aid- and pediatric CPR- trained with current certificates on file. Post first aid and CPR procedures (child and adult) in appropriate places Click links for more information Emergency Response Planning Guide for Child CareMedicationPrior to administering any medication (oral and/or topical), child care providers must take safety precautions and always obtain written permission from the parent or guardian. Here are a few things to consider (if appropriate) for family child care settings: Medication can be administered if:It is in its original container.A medication form is fully completed and signed by a parent or guardian.The child’s name is on prescribed container with dosage and the physician’s name and contact information.Staff has been properly trained to administer medication to young children.The appropriate dispenser is provided by parent or guardian for administering liquid or drop medication.Reminders Document medication facts on the appropriate medication form.Expired medication must not be administered and must be returned to the parent or Guardian, or properly discarded, immediately.At no time should medication instructions be taken via, phone, fax, or email.6 Check Points to Administering Medication Always use the 6 “check points” when giving medicine.Check to make sure the medication permission form is completed and signed by the parent/ guardian.Check to make sure you are administering the medication to the correct child.Check to make sure you are administering the correct medication (child’s name on medication) to the child.Check to make sure you are administering the correct dose of medication. Check to make sure you are administering the medication correctly (oral, topical, drops etc.).Check to make sure you are administering the medication according to the correct schedule/ical MedicationAll topical medications and/or anything applied to a child’s skin (cream, balm, oil, ointment, powder, Vaseline, lotion, sunscreen etc.) requires written permission from the parent or guardian prior to application.Medication DisposalMedication, both oral and topical, should be disposed of in accordance with current hazardous waste recommendations.Medications of any kind should not be disposed of in trash, sink or toilet.Note: Check your state’s guidelines (Rules and Regulations) for additional guidance on administering medication to young children in child care settings.SupervisionSupervision is a key factor in keeping young children safe and helping to reduce accidents and injuries in family child care settings.Appropriate staff/child ratios (state, federal and/or NAEYC) must be adhered to at all times both indoors and outdoors (including field trips and outings).Children must be supervised by sight and sound both indoors and outdoors by an approved child care provider.According to National Association for Family Child Care (National Association of Family Child Care) supervision of children must be as follows:Age 3 and under are in the provider's eye sight at all times.Provider must not take no more than 5 minutes away from children to attend to personal needs.Provider must make sure the children are safe while away from children for brief periods of time (bathroom breaks or retrieving needed items that cannot be stored in learning space). Children age 3 and older may be out of the provider’s eye sight for short periods of time, as long as they are in hearing distance to ensure their safety. Children under the age of 6 are never inside or outside without the family child care provider presence.Sleeping children must be monitored by sound (monitors are permitted).Infants under the age of 8 months must be visually checked every 15 minutes.Provider’s own children may sleep in their own bed regardless of age. All children must be supervised carefully when engaging in potentially hazardous activities (swimming, water play, woodworking, cooking, and field trips). Children should be reminded (appropriate age groups) of safety rules throughout the day including before outside play.Children should be told what behaviors are expected of them when correcting inappropriate behaviors.Anticipate negative behaviors and be proactive by planning ahead to reduce the risk of such behaviors occurring.Learning areas with two or more separations must be provided with adult supervision when children are in those areas. Example, infant sleeping and play areas are separated by a wall or gated area.Note: Check your state’s guidelines (Rules and Regulations) for additional guidance on supervision of young children in family child care settings.ChemicalsAll chemicals must be stored in a locked area out of the reach of the children.Label bleach and water solution if used as an approved sanitizer.Never place chemicals in an unlabeled container.Never place chemicals in the refrigerator or with food products.Read labels on products (including teaching supplies).Product labeled with words and phrases like “warning”, “keep out of the reach of children”,” hazardous”, “dangerous”, “caution”, etc., should be kept in a locked area away from children.Keep hand sanitizer out of the reach of children.Keep cleaning supplies stored in a locked area out of the reach of children at all times.Make sure home is free of lead-based paints and asbestos.Lock all lawn, car cleaning supplies, bug spray, and other household chemicals locked away.Only use non-toxic and non-flammable materials.Keep first kit and supplies out of the reach of the children while assessable to adults.Food Items All food items must be developmentally appropriate and USDA approved for young children.Check the temperature on all foods before serving it to children to prevent burns and other heat- related injuries. Keep all hot items (food and/or drinks) out of the reach of children.Serving and eating utensils must be appropriate for children to use. Mealtime should always be supervised by and authorized adult.Toddlers through preschoolers should be seated when eating and drinking.Infants need to be held during feeding.Bottles are not to be propped so infants can feed themselves.No personal food should be sitting out or consumed in the classroom or on the playground.Avoid giving children under five years of age the following because of the risk of airway obstruction (choking). - nuts Seedshard, sticky and gummy candychewing and bubble gumsgrapespopcorngumhot dog (unless they are split in half and then cut into small pieces)fruits with seedsmarshmallowschunky, stringy and boned meats whole baby carrots (unless they are cooked and cut into small pieces)large uncooked chunky fruits and veggies (apples, pineapples, celery, etc.) chips (only older children)mini pretzels (only older children)stringy cheese (mozzarella)ice cubes/chunkscherriesraw celerycorn on the cobwhole olivespeanut butter (unless spread very thinly)Click link(s) for more informationA List of Foods that Children Under 5 Should Not HaveTop Foods Toddlers and Babies Should Avoid EatingFoods and Drinks You Should Not Feed Your BabyField trips and Outings Make plans for an authorized substitute to work with younger children in the family child care home when carrying older children on field trips.Make sure the field trips/outings are appropriate and educational for the age level rm parents or guardians of field trips/outings in a timely manner.Obtain signed permission forms from parents or guardians.Make sure younger children are securely buckled when on stroller/buggy rides.No child must be allowed to go on field trips/outings without signed written permission from a parent or guardian.Schedule field trip/outing and obtain confirmation.Make sure transportation vehicle is inspected and ready (state and federal regulations) for field trip/outing (if appropriate).Make sure first aid kit are well stocked (check state required items).Make sure parent chaperons (if needed) are available.Carry roster and emergency and parent contact information (for each child) on field trip/outing.Provide a name tag for each child with the child’s name and the center’s name, address and phone number (if appropriate - Rules and Regulations).Observe staff/child ratios while on field trip/outing. Provide enough chaperones to adequately supervise children.Supervise children when moving from place to place while on field trip/outing.Children are not permitted inside public restrooms without adult supervision.Conduct a roll call and physically “shoulder touch count” children when:Leaving the classroom (adults in front, middle and rear)Entering the transportation vehicle.Once children are secured inside the transportation vehicle.Exiting the transportation vehicle and checking between seats and other hidden areas once arrived at field trip destination.Once each children are assigned a designated authorized chaperone/volunteer. Upon entering and exiting each event area.Upon entering and exiting supervised bathroom and other breaks during the fieldtrip.Upon entering the transportation vehicle to return to the family child care facility.Once children are secured inside the transportation vehicle and before leaving the field trip/outing site.Upon returning to the family child care facility and while exiting the transportation vehicle, check between seats and in other hidden areas of the vehicle.Once inside the classroom(s).Note: Family child care provider(s) and approved chaperone(s)/volunteer(s) should always be in front and rear when children are moved from place to place during field trips and/or other outings.Check the transportation vehicle after the children have exited.At no time should field trip/outing permission be taken via, phone, fax, or email.Note: Check your state’s guidelines (Rules and Regulations) for additional guidance on field trip/outing for young children in family child care settings.Sudden Infant Death Syndrome (SIDS)SIDS is the sudden and unexplained death of an infant who is younger than 1 year old. SIDS can strike without warning, usually in seemingly healthy babies. Most SIDS deaths are associated with sleep. Infants who die of SIDS show no signs of suffering.Most deaths due to SIDS occur between 2 and 4 months of age.SIDS is more common during cold weather months. African-American infants are twice as likely to die of SIDS. Native American infants are about three times more likely to die of SIDS. Caucasian infants are the least likely to die of SIDS. More boys than girls die of SIDS.Putting an infant to sleep on his or her back, in a well-ventilated room, on a firm mattress separate from but close to provider can reduce the risk of SIDS.The "back to sleep" campaign is credited with the “measurable reduction” in SIDS rates.Providing pacifiers at bedtime and naptime for infants younger than 1 year old can help reduce SIDS.Click link(s) for more informationCDC - Parent and Caregivers - SIDS and SUIDA Child Care Providers Guide to Safe SleepNote: Check your state’s guidelines (Rules and Regulations) for additional guidance on sleeping and resting requirements for young children in child care settings.Child Abuse and NeglectAbuse is what someone does to a child and neglect is what someone doesn’t do for a child. All child care providers and other professionals who care and work with young children are mandated to report any suspected child abuse or neglect to the proper authorities. Failure to report is punishable by law. If a child has a bruise that looks suspicious or if he/she tells you that someone has hurt him/her in any way, you are legally responsible to report your suspicions to the proper authorities.Child care specialists can be held liable by law if they have not reported suspected abuse or neglect, and a child is injured or dies. Most states mandate that providers report child abuse or neglect.Know the signs of child abuse and neglect.Know the laws regarding child abuse and neglect in your state.Know the types of child abuse and neglect.Know the steps to report child abuse and neglect.Know the program’s policy regarding child abuse and neglect.Family child care settings that do not have an established written policy regarding Child Abuse and Neglect should establish such policy and include the following:“Zero” tolerance of suspected child and abuse by program staff.Mandated reporting to proper authorities if applicable in your state.Procedures to follow if a staff person suspects a child in his/her care is being abused or neglected.Procedures to follow if a staff person is suspected of abusing or neglecting a child that is in his or her care. Discuss, provide and obtain signatures from parents or guardians and staff (if appropriate) regarding the program’s policy on child abuse and neglect.Teach children (when appropriate) about “good touch” and “bad touch.”Click link(s) for more information:Child Abuse & Neglect: Recognizing, Preventing and Reporting Shaken Baby SyndromeShaken Baby Syndrome (SBS) is a serious brain injury that happens when an adult violently shakes a baby or young child.Click link(s) for more informationPreventing Shaken Baby Syndrome - Centers for Disease Control Crib Safety Effective December 2012 Child care cribs must meet the new federal safety standard.The Consumer Product Safety Commission (CPSC)’s new crib rules apply to cribs currently in use in family child care settingsMake sure cribs are free of blankets, pillows, bumper guards or other objects that can cause restricted breathing in infants are removed from cribs.Click link(s) for more informationThe New Crib Standard: Questions and Answers | On Safety Toy SafetyProvide a variety of age-appropriate toys and play materials for the children to use freely.Store toys and materials on low, open and labeled shelves accessible to children.Don’t allow toys that launch or project in the child care setting.Don’t allow children access to balloons. Avoid using balloons if possible.Avoid toys and dress-up items that are made of aluminized polyester film. (This material conducts electricity).Use age-appropriate toys. They should be too large to swallow, non-toxic, rust- and lead-free. Use toys free of long strings, pinching parts, sharp pieces, edges or points and small parts that a child can pull off.Read the label on toy containers for safety precautions.Look for the UL (Underwriters Laboratories) seal on electrical toys. This indicates that the electrical parts have been tested for safety.Check the instructions and explain to each child how to use the toy safely.Supervise children closely while they play.Check toys periodically for broken parts and potential hazards.Teach children to put toys away to avoid accidents.Teach children how to use toys correctly.Note: Check your state’s guidelines (Rules and Regulations) for additional guidance on toy safety requirements for young children in family child care settings.Plant SafetyPlants and shrubbery can cause serious problems for young children. If you are not familiar with the plants in the classroom or outside around the facility, it may be helpful to research the different plants and shrubs or consult with a horticulturist to find out which ones are poisonous. Those need to be removed. Below are some tips on plant safety in the family child care setting:Plants and shrubs inside and outside of the family child care facility must be safe, non-poisonous and free of hazardous features/parts (thorns, prickly parts, sticky parts etc.) that can cause injuries. Indoor plants must be non-poisonous and labeled as such with plant’s name.Always supervise children closely whenever they are near plants of any kind, and pick up any fallen leaves, parts or petals immediately.Learn to recognize names of dangerous plants, flowers and shrubbery around the child- care facility.Keep dangerous plants and plant parts away from young children.Teach children not to put plant parts in their mouths.Teach older children to recognize poison ivy and other plants that cause dermatitis (itching, rashes, blisters, swelling and other skin irritations).Do not allow children to suck nectar from flowers.Do not rely on pets, birds, squirrels or other animals to indicate whether a plant may be poisonous. Label garden seeds and bulbs and store them out of the reach of children.Potting soil should be handled by an authorized adult and kept locked away from children when not in use.Be proactive at all times when children are around plants and scrubs.In case of an emergency, call the emergency room at the local hospital and/or Poison Control immediately!In an emergency, be prepared to provide the following information:- Name of the plant, if known-What parts and how much was eaten-How long ago it was eaten-Age of child-Symptoms observed-A good description of the plant -Also, carry a specimen of the plant with you to be identified by a plant taxonomist.Diapering SafetyThe family child care provider shall follow a step-by-step diaper changing procedures. The procedure should be posted near the diaper changing area for reference. Please remember to never leave a child unattended and “hands free” on a diaper changing table. Always keep one hand on the child and if provided, use safety belts attached to the table for extra security measures. Below is a generic sample diaper changing procedure chart.Click link(s) for more informationGuidelines for DiaperingNote: Check your state’s guidelines (Rules and Regulations) for additional guidance on diaper changing requirements for young children in family child care settings.Toileting Training/Bathroom UseThe toileting and bathroom areas are high accident prone areas for young children. It is very important that these areas are properly supervised, dry, clutter free and safe for the appropriate for age group.Children should be supervised at all times by an authorized adult.Liquid spills on the floor must be cleaned up immediately to prevent accidents.If necessary, use a secure, non-slip step stool to help children reach the toilet/sink if they are not the appropriate size for young children. Provide safe approved hand rails and fall zone surfacing if step stool is more than one step to prevent injuries.Make sure water temperature does not exceed 110 degrees F (43 degrees C)Click link(s) for more informationSigns Child Care Providers May Notice that Indicate Toilet Learning ReadinessWhat is the difference between toilet training and toilet learning?Helping Children with Toilet Learning in Child CareHow should child care providers handle toileting accidents in young children?Playground SafetyOutdoor play environments at family child care homes must be safe to reduce accidents and injuries to young children. In addition, they must be age appropriate for each age group served and offer play and learning experiences that facilitate the children's growth, development and learning process.Family child care playground space must be adjacent to the center or in an area that can be reached by a safe route.Ensure the playground has shaded areas (natural or manmade).Modify outdoor schedules when needed (consult Weather Index). Check playground equipment in hot weather to prevent burns to the children’s rm parents or guardian about the importance of using sunscreen when outside. Obtain written permission before applying sunscreen to a child. Some children may be allergic to ingredients in the sunscreen.Protect playground space from traffic or other hazards with an approved fence or barrier.Keep the playground free of tripping hazards, choking hazards or conditions in which a child can become entrapped.Use playground surfaces suitable for varied activities (climbing, balancing, riding wheel toys, running etc.Use age-appropriate playground equipment that provides opportunities for children tohave a variety of developmental experiences.Anchor climbing and swinging equipment (including plastic equipment/furniture) and use a resilient surface underneath to provide a fall zone for young children.Count children by “touching shoulders” when moving them from inside to outside and outside to inside.Remove any lead-based paint, sharp corners, rust, splinters, loose screws, exposed bolts etc., from playground equipment. Maintain the equipment regularly to ensure safety. Maintain fall-zone material(s) adequately to ensure proper resilience.Check playground space for hazards (glass, rocks, exposed roots, litter, large sticks, insects, rodents) and other debris before children use it. Outdoor toys and materials must be age-appropriate and kept in good conditionSand and water areas must be covered and used according to state licensing guidelinesSupervise kids using playground equipment at all timesChoose the right play area based on children’s agesHave playground space and playground equipment inspected at least annually by qualified personnel.Teach children that pushing, shoving or crowding on playground equipment can be dangerous.Ensure that only authorized adults assist children with swings and wheel toys.Dress children appropriately for the playground. Remove hanging and hooped jewelry, scarves, drawstrings and other clothing that can get caught on equipment and pose a hazard to children.Use only wheel toys in good condition and on the appropriate surface. Have children wear helmets (if required by state regulations). Remember that the cords or straps on helmets can cause strangulation if caught in an awkward position. Observe proper staff/child ratios for playground area(s).To avoid entrapment, do not allow openings between 3.5 inches and 9 inches.Remember that drawstrings, loose clothing and/or shoestrings can become entangled and cause injuries and/or strangulation on playground equipment.Remember that 'S' hooks not closed properly can cause children to catch their fingers or drawstrings on clothing, and cause injury or strangulation. Provide a fence to help supervise the children and keep unauthorized people out of the area. Ensure that fences have no large openings, be secured at the bottom and have no sharp points, edges, etc.Check the playground daily for adequate amounts of surfacing in appropriate places.Playground space for older children should be separate from infants and toddlers.Click links for more informationPlaygrounds - Keeping Outdoor Learning Safe Note: Check your state’s guidelines (Rules and Regulations) for additional guidance on playground safety for family child care settings.HyperthermiaHyperthermia (heatstroke) is on the rise in child care settings. How often have you heard or read about a child dying because he or she was left in a hot van after a morning pickup, or after returning from a field trip? Young children’s bodies heat up three to five times faster than an adult’s. According to research, heatstroke is the leading cause of non-crash, vehicle-related deaths for children. And on average, every 10 days a child dies from heatstroke in a vehicle. These accidental deaths are preventable. Here are some tips to fight the war on hyperthermia accidents:Never leave children unattended in a vehicle. Be sure that all children leave the vehicle when unloading. Don't overlook sleeping children. Teach children never to hide between and under seats on the vehicle. Conduct a physical check (between and under seats) after children leave a vehicle. Always double check the vehicle before you leave. Check the seats and under the seats before leaving and locking the vehicle, to ensure that no children are left behind.Follow the proper staff/child ratio for van/bus use. Use vehicle monitors when appropriate.Follow all state and federal regulations for transporting young children.Conduct a physical check of all children by calling the roll and touching each child’s shoulder once off the vehicle to make sure you have accounted for all children. Obtain materials on “Look Before You Lock” campaign. View the VideoClick link(s) for more informationTips to Keep Children in Child Care Safe Inside and Outside CarsWater SafetyChildren of all ages love to play in water. Even children who hate taking a bath love the water. They even love running around in a sprinkler. Water play of any type is fun, but can also be very dangerous if not supervised carefully. Drowning is listed as the leading cause of injury-related death among children between ages 1 and 4. It is also listed as the third- leading cause of death among children. Did you know that an infant can drown in less than an inch of water? Here are some tips on water safety in family child- care settings:Never leave a child unattended around water sources.Provide close supervision when children are playing in water.Stay alert at all times when children are around water.Teach children water safety before letting them play in water. Develop age-appropriate water safety rules and discuss them before water play. Teach children to never go near or in water without an adult present.Clean up water spills immediately.Supervise bathroom use closely.Keep toilet lids closed in potty- training areas and, if appropriate, use toilet-seat locks to prevent drowning.Check the bathrooms and water fountains throughout the day for spills.Keep bathroom doors closed when not in use.Use a safe water mat under the water source to catch spilled water.Participate in children’s water play. Follow state water safety regulations for using swimming pools at the child care facility. (staff/child ratios, proper safety precautions, etc.).Use a sprinkler for water play outside, instead of a wading pool. It is much safer and a lot healthier. Some centers prohibit wading pools.Empty and sanitize water tables, tubs, buckets and other containers used in water-related learning experiences with young children. Put them in a safe place to air dry before storing them upside down out of the reach of children.Keep doors closed (and some locked) to areas that provide access to water. Keep staff certified in first aid and pediatric CPR, updating as necessary. Teaching SafetyDiscuss, model and practice safety precautions regularly.Establish clear and simple rules that children can understand, remember and follow.Let the children help set limits, when appropriate.Post limits and review/remind children of them throughout the day.Teach children about safe and unsafe conditions.Teach children to inform you when they see something that is unsafe.Teach children about safety around strangers. Use a variety of tools (books, songs, finger plays, puppets, interactive technology, community helpers etc.) to teach children good safety habits. Internet SourcesThis CDA module was compiled using the following internet sources:Rules and Regulations - Response Planning Guide for Child Care - List of Foods that Children Under 5 Should Not Have - Foods Toddlers and Babies Should Avoid Eating - and Drinks You Should Not Feed Your Baby - Hazards - - Parent and Caregivers - SIDS and SUID - Shaken Baby Syndrome - Centers for Disease Control The New Crib Standard: Questions and Answers | OnSafety - for Diapering - Child Care Providers Guide to Safe Sleep - Child Care Providers May Notice that Indicate Toilet Learning Readiness - is the difference between toilet training and toilet learning? - Children with Toilet Learning in Child Care - should child care providers handle toileting accidents in young children?- for Child Care Providers Talking with Children about Suspected Abuse or Neglect - Abuse & Neglect: Recognizing, Preventing and Reporting - Keeping Outdoor Learning Safe - to Keep Children in Child Care Safe Inside and Outside Cars Video(s)“Look Before You Lock” Campaign Video - Safety Knowledge Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.The #1 cause of death in young children under the age of five is AccidentsSIDSChocking on small objectsLack of supervisionWhen placing materials on shelves for young children Place small items on the bottomPlace heavier items on topPlace a mixture on all shelvesPlace heavier items on bottomWalkers and lightweight pole type swings areAppropriate to use in an infant classroomToo hazardous to use in the family child care settingsAppropriate with close supervisionAppropriate when most of the infants are asleepAreas in a family child care should beOpen so the children can explore all parts of the homeRestricted to areas licensed for family child care use only Restricted to the classroom area onlyRestricted to the classroom and playground areas onlyIn case of an emergency the family child care provider shouldPractice emergency drills with all children (including the special needs child) at least once a yearOnly practice tornado drills during tornado seasonCheck the first aid kit when it is almost emptyKeep an emergency backpack of needed supplies and equipment available at all times just in case the children need to be evacuated from the family child care facilityWhich chemical can be placed on a high shelf out of the reach of childrenLabeled bleach and water solution used for sanitationWhite outHand sanitizerItems that are labeled with a warningAvoid giving children under five years of ageSoupSaltine crackersMini pretzelsShredded meatsThe garage area used for entry to the family child care setting Cluttered with tools and old car partsContain gardening supplies accessible to childrenFree of all hazardous materials and items that can cause harm to the childrenContain paints, solvents, fertilizers, insecticides, laundry products, flammables and other toxic materials on the floorTo prevent scalds and burns in the family child care settingOnly cold water should be used by the children and child care providerOnly warm water should be used in the kitchen area by child care providerOnly use hand sanitizerAll hot water taps should not exceed 110 degrees F (43 degrees C)Firearms in a family child care setting should be Locked away, unloaded and separate from ammunition Unloaded and placed on a high shelf in the kitchenLocked in a bedroom Kept in a high cabinet in the laundry roomKnowledge Practice Test AnswersadbbdaccdaModule IIIKeeping Young Children HealthyImportantSome of the information contained in this CDA module may not apply to your state’s child care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state where it is located/licensed even if the information is different from the content/recommendations contained in this module.Did You Know?Children’s hands can touch over 100 surfaces in a 30 minute. Some germs can live on a surface for over 24 hours. The first line of defense against the spread of germs, illness and infection is hand washing, disinfecting and sanitizing.Placing paper towels in a container on counters can cause cross-contamination of germs.Children’s hands should be washed with warm running water no hotter than 120 degrees F. for 20 seconds.There is a difference between cleaning, sanitizing and disinfecting.Sanitizing destroys 99.999 percent of bacteria in 30 seconds and disinfecting destroys 100% of bacteria in 10 minutes.Cleaning with soap and water alone can leave germ causing microorganisms behind.? Caring for children with HIV/AIDS is more mental (lack of knowledge and fear) than physical.The hepatitis B and C viruses are transmitted virtually the same way as HIV, but are more contagious viruses than HIV.Potty chairs are discouraged in child care settings.The room temperature in a family child care setting should be between 68-90° (F).Diapering procedures should be posted in the diapering area.Baby powder, talc, and cornstarch pose a health risk to children (child may inhale) and is therefore not recommended. Exposure to latex gloves can cause latex allergies or sensitivity in some childrenToileting equipment (seats, toilet adaptors, potty chairs, etc.) should be cleaned after each use to remove any type of bodily fluids and other contaminates from the toilet area.Food intolerance is a problem with food digestion and food allergies is negative reaction within the body’s immune systemIt is recommended that an infant’s gums be cleaned with an approved soft cloth or other recommended device after feeding to remove food substance from gums.Avoid teething and other toys made with Polyvinyl chloride (PVC).Maintaining A Healthy Learning EnvironmentFamily child care homes are responsible for providing a quality learning environment that promotes health and wellness for the provider and all children served. Health history, immunization and universal precaution are key elements in making sure the program as a whole is a healthy place for the provider to work and children to grow, develop and learn.Hand washing Busy little hands can touch many surfaces in a short time. Some germs can live on a surface for more than 24 hours if a child care provider does not sanitize properly. Remember that the first line of defense against the spread of germs, illness and infection is hand washing, disinfecting and sanitizing.Proper hand washing prevents illness and the spread of communicable diseases. Hand-washing procedures should be posted near all sinks in appropriate areas.All children should wash hands with warm running water no hotter than 120 degrees F. for 20 seconds for all children. Check state licensing regulations for guidance on proper use. Make sure dispenser soap and clean, single-use cloths or disposable (whole and not cut) paper towels (in dispensers) are available.Because of the risk of spreading germs (if not used properly), cloth towels could be a health hazard. Check state licensing regulations for guidance on proper use. To prevent cross-contamination of germs, do not place single-use cloths or paper towels in an open container on counters. Assist children who cannot wash their hands themselves by using a damp paper towel or single-use cloth with soap from a dispenser to clean hands. Afterward, use a clean paper towel or single-use cloth to dry the hands. Dispose of paper towels or single-use cloths appropriately in a lined closed container.Other approved sanitizing methods can be used if warm running water is not available (check state licensing regulations for guidance)Singing the “Happy Birthday Song” can teach children the appropriate amount of time to wash their hands.Children and child care providers should wash their hands: After arrival for the dayWhen moving from one group of children to anotherBefore and after eatingBefore and after eating or handling food Before and after administering medicationAfter diaperingAfter helping children in the bathroom After using the toilet After helping a child wipe his/her nose or mouth Before and after tending to cuts, sores or other injuriesBefore and after sandbox use and water play After cleaning tasksAfter handling garbageAfter handling bodily fluidsBefore and after assisting an ill childBefore and after working with uncooked foodAfter handling/touching animalsAny other appropriate timesClick links for more informationCreating Safe and Appropriate Diapering, Toileting, and Hand Washing Areas in Child CareHand Washing Tips for Child Care ProvidersSimple Hand Washing Steps to Use in Child CareUsing Hand Washing Songs to Encourage Children in Child Care to Wash Hands ThoroughlyCleaning/ Sanitizing/DisinfectingFamily child care setting that take care of children outside the home, including family child care settings, must comply with all state, federal and local requirements pertaining to the health, safety and welfare of young children. It is important that child care providers clean, disinfect and sanitize appropriate areas in the learning environment. It is also important for them to know the differences among the three, and how and when to use each. Cleaning - is the physical removal of visible surface contaminants like dirt, food, paint, grime, and other surface materials. An example of cleaning is washing hands with soap and water.?Not as effective as sanitizing and disinfectingCan leave some microorganisms behind.Involves scrubbing, washing and rinsing procedures.Used to remove visible dirt and other debris from hands/items/objects.Uses some form of detergent (various types of soaps) and water.Effective for hand washing and other minor cleaning tasks that do not require sanitizing or disinfecting. Sanitizing – frees objects/items/areas/surfaces of all living microorganisms. More effective than cleaning. Reduces and/or kills germs on surfaces to make them safe and healthy for use.Involves the covering (immersing/soaking or spraying) of surfaces/objects/areas/items with a germicidal solution.Done on already cleaned surfaces.Requires leaving disinfecting solution on surface for a minimum of two minutes before wiping dry, or let air dry.Effective use for tables, counters and other general sanitizing purposes.Disinfection - destroys germs and other microorganisms on surfaces/areas/items/objects. Much more effective than cleaning and sanitizing.Involves the covering (immersing/soaking or spraying) of an object/area/item with a stronger solution. Eliminates the spread of blood-borne illnesses (Hepatitis B and HIV).Used on clean surfaces. Additional agents are then applied. Requires leaving disinfecting solution on surface for a minimum of two minutes before wiping dry, or let air dry.Effective for areas on which body fluids are spilled. Effective for cleaning bathrooms, toys, floors, sinks, trash containers, and other appropriate areas/surfaces/items/objects that come in contact with body fluids.Follow established procedures to remove any harmful chemical residues on items/objects after disinfection. Here are some health procedures that child care providers need to follow:Post and use proper hand washing techniques.Establish written procedures, post and follow a cleaning, sanitizing and disinfecting routine and frequency. Wash one’s own and children's hands after toileting, to reduce the spread of germs and infections.Label creams, ointments and other personal items with the child’s name, to prevent cross-contamination.Use approved cleaning, sanitizing and disinfecting agents (EPA registered) to clean and disinfect all areas of the learning environment, inside and outside.If a bleach and water solution is used, make it fresh daily, label and date the container (clear) and keep out of the reach of children. Only use a child-care-regulation-approved sanitizer when a water source is not available (playground, field trips and outings).Clean and sanitize tables and counters before and after use.Disinfect toilet seats and flush handles after each use.Sleeping mats are put down only when a child is ready for nap, to prevent children from walking on them and spreading germs.Never sanitize or disinfect a table while children are using it, to eliminate exposure to toxic fumes or chemical spill.Toys that cannot be cleaned should not be used in child care settings.Wash all toys children use at least weekly, and more often if needed.Keep children's personal belongings (combs, brushes, clothes etc.) in individual cubbies, lockers, baskets etc.Clean and sanitize mats weekly, or more often when needed.Wash mat linen weekly, and more often as needed.The child care facility’s walls, doors, windows, floors (carpet, tile or other approved covering), countertops etc. must be kept clean at all times. Sanitize food preparation surfaces before and after use.Follow health and safety guidelines for preparing, serving and storing food in a child care setting.Note: Check your state’s guidelines (Rules and Regulations) for additional guidance on hand washing and sanitation practices in child care settings. Click links for additional informationCleaning, Sanitizing and Disinfecting Frequency Table The Ill childFamily child care facilities are designed for well children. A child that is ill affects the health and wellness of staff and other children. Children that show signs of illness (high temperature or other symptoms) may not be accepted or allowed to remain in a child care setting. Different states have different rules about when a sick child should be excluded from child care facilities. Some states require that a child be kept at home if he or she has any of the following:FeverDiarrheaRash Chicken pox Bacterial conjunctivitis (pink eye) Strep throat Head lice Severe coughingSevere irritabilityOther illnesses/contagious symptomsWhen children arrive, family child care providers should check the child and talk to the parent, guardian or other authorized adult about any unusual health or behavior while the child was not at the child care facility. For example, “Ms. Hadnot, did Jaden rest well last night?” “How is he feeling this morning?” or “Julian looks a little tired this morning. Is she feeling OK?” These types of questions can provide insight about the child’s temperament and overall health.Germs spread fast and children can become ill quickly. Therefore, the child care provider should continue to watch each child's health throughout the day while he or she is in his or her care.It is important that family child care settings caring for young children have clear, established policies for providers and parents to follow when a child is too sick to attend or remain in child care. Some diseases or conditions must be reported to the local health department. When required, you should report these diseases or conditions promptly. Contact the local health department to find out what diseases need to be reported and document the requirements in the parent handbook, or other literature given to parents.Note: Check your state’s (Rules and Regulations) guidelines for additional guidance on children’s health and exclusion of the “sick child” from family child care homes.Caring for Children with Infectious DiseaseCaring for children with infectious diseases, such as HIV/AIDS, hepatitis B (HBV virus) and hepatitis C (HCV) is more psychological (lack of knowledge and/or fear ) than physical. Every child care setting should establish and follow what are known as universal standard precautions. These guidelines are recommended by the Centers for Disease Control and Prevention, and the American Academy of Pediatrics to prevent the transmission of infections such as HIV, HBV (virus) and HCV. Most, if not all, states have procedures for all providers to follow consistently daily. If your program employs or uses permanent or temporary, full-time or part-time staff, substitutes or volunteers who receive free meals or other in-kind compensation, it must adopt universal standard precautions. These precautions include regular hand washing, daily cleaning, sanitizing and/or disinfecting of surfaces, use of disposable gloves when coming in contact with blood- borne pathogens or other bodily fluids and proper disposal of any items that can be potential carriers of infectious material. Please click on the link and read the article on caring for children with hiv or aids in child care to gain helpful insight of your role and responsibilities as a provider caring for all children. DiaperingThe diaper changing area is a primary place for germs to grow and spread! This area must be physically separated from play, sleep, eating and food preparation areas to prevent stool and other bodily fluid contamination. It is also very important that diapering procedures be clearly established and posted in the diaper changing area.Before you beginHave one central place for changing diapers that is not used for eating or preparing food.Have a sink within easy reach. Keep all extra clothing and supplies close at hand. Sanitize the diapering area.Gather all needed supplies before placing the child on the diaper changing area.Only diaper changing supplies should be placed in the diaper changing area.Never place food, toys, books, etc. in diaper changing area.Diapering a child Wash hands and put on latex-free gloves (if a state requirement).Secure the child on the diapering changing area by keeping one hand on the child at all times. If appropriate, use an approved diaper changing table restraint.Follow established (posted) diapering procedures.Baby powder, talc, and cornstarch pose a health risk to some children (child may inhale) and are therefore not recommended.NEVER LEAVE AN INFANT UNATTENDED ON A DIAPER CHANGING TABLE! After diapering Remove gloves with soiled diaper/supplies rolled inside.Secure clothing. Wash the child’s hands. Wash your hands.Place the child in a secure space.Follow established cleaning and sanitation procedures for after diaper changing.Wash your hands again after cleaning and sanitation procedures are completed.Keep in mind that diaper changing is a good time to give one-on-one attention to a child. Diapering can also be a time to stimulate social, emotional, cognitive, language and physical development by singing, talking and playing simple body games with the child.Click link(s) for more informationTips to Prevent Spreading Germs during DiaperingAppendix D: GlovingToilet TrainingUsing the potty is a very import milestone in the development of young children. Most children start showing signs of readiness between 18 and 24 months. However, each child is an individual and can show signs much earlier or later. It is very important for child care providers to remember that with potty training comes exposure to bodily fluids. Extra precautions are needed to prevent and reduce exposure to germs, infections and illness.Have established written toilet training and sanitation procedures posted in the toilet training area.Supervise children at all times while using the potty. Never leave children unsupervised in the toilet training area.Gather all supplies before beginning the toilet training process.Wash hands and put on gloves prior (if a state requirement) to toilet training a child.Some states do not require the use of gloves for diapering and toilet training because regular exposure to latex gloves can cause latex allergies or sensitivity in some children.Child-sized toilets or modified toilet seats are recommended in childcare settings.Use of potty chairs in child care settings is not encouraged by health authorities.Follow established (posted) toileting training procedures.The child care provider must wash his or her hands and the child’s hands upon completion of toilet training.Toileting equipment (seats, toilet adaptors, potty chairs, etc.) should be cleaned and disinfected after each use to remove any type of bodily fluids from the toilet area.Use a bleach and water solution or other approved products to disinfect toilet seat and flush handle.Allow the seat to dry between use.Soiled/wet clothing should be placed in a safe disposal bag (do not rinse) labeled with the child’s name and out of children’s reach. Keep extra clothing in the child’s cubby for accidents.Click link(s) for more informationHow should child care providers handle toileting accidents in young children?Bathroom UseAs young children grow and develop, so does their independence. Using the bathroom is a key milestone and guidance is needed to ensure that the child remains healthy while gaining increased control over the “potting” task. In family child care settings, precautions are necessary to ensure proper sanitation during bathroom use. Children use their hands for everything and they are magnets for germs. Through normal play experiences, germs spread from their hands to their mouths, tables, chairs, toys and other children. This provides an open avenue for such diseases as hepatitis A, hepatitis B, typhoid fever, and others diseases that are spread through the fecal/oral route.The bathroom area should always be clean and clutter freeRunning water (no hotter than 110 degrees F – check state guidelines) and liquid soap should be easily accessible If necessary, use a secure, non-slip step stool to help children reach the sink if it is not the appropriate size for young or smaller children Disposable towels should be stored within easy reach of the sink Clean toilet seat after each use to prevent children from exposure and contact with bodily fluidsTeach children to flush toilet after each use (check for accuracy)Teach children proper hand washing procedures after bathroom useClean and sanitize non-slip step stool (if used) throughout the dayPosition a large, covered trash can near the sink. Trash cans with a step control mechanism work best for older children, as they allow children to dispose of trash without contaminating their just-washed hands Wash hands and use gloves when assisting a child with bathroom/toileting useToilet, toilet seat, flush handles, door knobs, sink, dispensers, floors, and other appropriate areas in the bathroom should be cleaned and sanitized daily, or more often if needed Children should always be supervised by sight and sound while using the bathroomClick link(s) for more informationPreventing the Spread of Germs During ToiletingSigns Child Care Providers May Notice that Indicate Toilet Learning ReadinessWhat is the difference between toilet training and toilet learning?Helping Children with Toilet Learning in Child CareNote: Check your state’s (Rules and Regulations) guidelines for additional guidance on diapering and toileting procedures in child care settings.General CleaningRoutine cleaning, sanitizing and/or disinfecting in a family child care setting is a MUST! Providers must make sure the facility is safe, clean and free of dust, insects, pests and rodents. Germs spread rapidly in all areas used by staff and children. The following are some tips on how to reduce and prevent illness and infections: Post established written procedures for cleaning, sanitizing or disinfecting in all appropriate areas. Post hand-washing procedures near all sinks and other appropriate places.Use a cleaning and sanitation chart for routine cleaning and sanitizing or disinfecting.Use a cleaning/sanitation procedures checklist to monitor general cleaning process.Use an EPA approved sanitizer or hospital-grade germicide (manufacturer directions) that is non-toxic to children. Check to see if your state licensing agency approves using a bleach-and-water solution. Click link(s) for more information Cleaning, Sanitizing and Disinfecting Frequency Table Note: Check your state’s (Rules and Regulations) guidelines for additional guidance on cleaning, sanitizing and disinfecting procedures in child care settings.Medication See detail information in Module II – Safety on administering medication and safety precautions.MealtimeEating nutritious foods is important to the overall health and well-being of young children. It is the provider’s responsibility to promote good healthy eating habits and behaviors during mealtime with all ages. Mealtime should be a time for socializing and a learning experience for all ages.Serve foods that are representative and respectful of each child’s culture.Providers should discuss the menu and nutritional value with the children prior to mealtimes.Providers should eat with toddlers through preschoolers during meals and snacks to encourage healthy eating habits and behaviors.Children should be allowed time to eat their food and not be rushed or forced during the meal or snack. Children should not be forced to eat foods they don’t like or want.Children should always be encouraged (not forced) to taste foods served.Children should not be allowed to play at the table. Providers should supervise children closely during meals and snacks.All foods should be stored, prepared and served in a sanitary manner.A source of clean, sanitary drinking water should be provided indoors and outdoors daily.Infants should not be fed in carriers, bouncers or other restraints.Infants should always be held and communicated with (singing, talking etc.) when being fed by a bottle. Only one infant should be fed at a time.Food brought from home (special diet, health, or other reasons) must be nutritious and meet the child's dietary needs as required by USDA and CACFP guidelines. If not, help parents or guardians get information to modify meals.Food Intolerance and Food AllergiesYoung children can have food intolerance (problem with food digestion) and/or food allergies (negative reaction by the body’s immune system to certain foods) that prohibit eating dairy products, meat, nuts, fruits, veggies and other foods. A child with these conditions must avoid all products and ingredients that can trigger a potential life-threatening reaction.Food Intolerancelactose glutenFood AllergyWhen a particular food protein is eaten or sometimes touched or inhaled, it can cause an allergic reaction such as:hives, rash or itchingredness and welting in affected area(s)swelling/itching of eyes, lips, faceswelling tongue, throatwatery eyestightness in throat, mouth and chestdifficulty breathing and swallowinguncontrollable scratching of affected area(s)wheezingcoughingchokingvomitingunconsciousnessrunny nosestomach paindiarrheaeczemalow blood pressureanaphylaxisdeathThe most severe of these is an anaphylactic reaction, which d can quickly lead to death. In such a case, the provider must work with parents and the health professionals involved. It is important that the provider:Monitor the child’s eating habits to prevent tasting others’ food.Know what food(s) to avoid.Get a list of children’s food allergies from their parents or family. Have a common food allergy list in appropriate areas.Read food labels for hidden ingredients that could cause reactions.Know what allergic reaction symptoms to look for.Get trained to administer the appropriate medications, including Epi-Pen (epinephrine).Use epinephrine (if prescribed) at the first sign of an allergic reaction.Call 911 and request an ambulance and tell the dispatchers that you have just used epinephrine for a suspected food-induced anaphylactic reaction.The child should always go to the emergency room for further treatment, even if symptoms appear to resolve after epinephrine is administered.Have a written emergency plan posted in appropriate areas.Know the emergency plan and follow it if needed.Oral Health and HygieneFamily child care providers play an important role when it comes to the oral health and hygiene of young children. A clean healthy mouth provides the foundation for a healthy lifestyle for young children. Cleaning a child’s mouth is highly recommended before any teeth begin to grow.An infant’s gums should to be cleaned with an approved soft cloth or other recommended device after feeding to remove food substance from gums.Use a child-size soft-bristle toothbrush for toddlers-preschoolers.Each child must have his or her own toothbrush.Toothpaste is not recommended until the child has teeth.Use only a pea-sized amount of toothpaste on toothbrush for young children.Toothbrushes must be stored where they can stay clean in an open-air, ventilated container where bristles do not touch other brushes. Label each child’s toothbrush with first and last name.Separate toothpaste should be provided for each child to prevent cross-contamination.Toddlers should be encouraged to brush their teeth with an appropriate toothbrush, and with adult assistance and supervision.Avoid feeding children excessive amounts of sugar.Avoid sweet, sticky foods.Clean the child’s teeth after eating, especially at naptime. Keep hard objects that could damage teeth away from young children.Never allow children to run or walk with items in their mouths.Encourage children to brush teeth after all meals and snacks.When teeth aren’t brushed after meals and snacks, children should be offered water to rinse food from their teeth.Post established written dental emergency plan in appropriate areas.Use of sippy cups and/or bottles only at mealtimes during the day, not at naptimesDo not allow a child to have a bottle or cup continuouslyTeething Teething usually starts around age 6 months - 3 years. During this stage the family child care provider can:Allow the child to chew on clean teething toys provided by the parent.Provide other approved teething strategies recommended by a health professional.Have parents consult with their dentist, doctor or pharmacist.Teething biscuits and other foods that contain sugar are not recommended because they can lead to tooth decay.Avoid teething and other toys with Polyvinyl chloride (PVC).ATFIDAlcohol, tobacco, firearms and illegal drugs are not permitted where children are kept. The family child care setting should have clearly established written policies for staff and parents, and it should post signs indicating the facility is a drug-free environment. Birthday PartiesBirthday parties are a lot of fun for the children and parents. It is important to have written policies in place and discuss them, with providers and parents to maintain the health and well- being of children. Important: Inform parents and guardians in writing that food brought into the child care setting to celebrate special occasions, like birthdays, should be bought at a store or other facility approved and inspected by the local health authority. Some child care facilities prohibit any foods brought from home. Click link(s) for more informationStandard 5: NAEYC Accreditation Criteria for Health StandardWater Play Young children love to play in water. Indoor water tables, outdoor wading pools, sprinklers, and/or full-sized pools are popular attractions for young children. When allowing children to participate in water play, it is important to make sure the area is safe, clean and healthy.Use only plastic toys and props for water play. Use only non-toxic soaps or bubbles with water play to prevent eye or skin irritation. Empty and sanitize water table or outdoor wading pools after each use to prevent bacteria growth and drowning. Cover empty water table or wading pool upside down when not in use. Store wading pool out of children’s reach.Keep microorganism growth to a minimum in swimming pools by using the proper pool chemicals, such as chlorine or bromine. Make sure chemicals are handled/used appropriately.Keep all pool chemicals stored and locked away from children. Clean and dry children's ears with a towel after pool or sprinkler play to prevent swimmer’s ear, also known as external otitis Make sure children and adults wash their hands properly to prevent the spread of bacteria before water play or swimming pool use. Children with colds, diarrhea, skin eruptions or other possible infections/contagiousdiseases should not participate in water activities.Teach children not to swallow, spit, blow noses or urinate in the pool. Diaper wearers should not be permitted in a pool.Teach children not to swallow, spit, blow noses or urinate in the pool. Teach older safe, hygienic ways to play in the pool. First Aid CareAs young children grow and develop, so does their mobility. Scrapes, bruises, cuts, bites and falls are a normal part of a child’s everyday play and learning experiences. Be prepared for accidents and know how to respond to emergencies promptly and professionally. Written permission is needed before applying any topical substance to a child. A well-stocked first aid kit is an absolute must in every child care setting.Additional TipsIt is recommended to keep a copy of emergency numbers posted near all telephones and inside the first aid kit or in a portable file folder.If you suspect that a child has been poisoned, call Poison Control and/or the emergency room of the nearest hospital immediately and follow all instructions given.Do not induce vomiting, unless instructed to do so by Poison Control.Keep a first aid kit in an area accessible to adults, but not children.First aid supplies must be available in the child care facility, in vehicles and on field trips and outings.Obtain first aid training annually.Know what supplies are used, and for what purpose.Check the first aid kit weekly and restock needed items.Click links for more information First Aid in Child Care Note: Check your state’s (Rules and Regulations) guidelines for additional guidance on children’s health procedures in child care settings.Internet SourcesThis CDA module was compiled using the following Internet references:Cleaning, Sanitizing and Disinfecting Frequency Table - Safe and Appropriate Diapering, Toileting, and Hand Washing Areas in Child Care Washing Tips for Child Care Providers - Hand Washing Steps to Use in Child Care - Hand Washing Songs to Encourage Children in Child Care to Wash Hands Thoroughly Hand Washing Songs to Encourage Children in Child Care to Wash Hands Thoroughly D: Gloving - to Prevent Spreading Germs during Diapering Child Care Providers May Notice that Indicate Toilet Learning Readiness should child care providers handle toileting accidents in young children? the Spread of Germs During Toileting is the difference between toilet training and toilet learning? Children with Toilet Learning in Child Care 5: NAEYC Accreditation Criteria for Health Standard Aid in Child Care for children with hiv or aids in child care Knowledge Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.The first line of defense against the spread of germs and infectionsa well written health policyexcluding ill children from a child care setting hand washing, disinfecting and sanitationsingle-use cloths or dispenser disposable paper towelsWhich of the following is not encouraged in a family child care settingchild-size toiletsadaptable toilet seats for young childrenpotty chairsmodified toilet seats for young childrenAs a general rule, a child should be excluded for excessive eatingnot following the playground rulespushing a childpinkeyeThe room temperature in a family child care setting between 48-58°(F)between 65-75°(F)between 68-90°(F)between 70-90°(F)Infant’s gums should to be cleanednever because they are too youngafter all teeth are developedafter feedingnot until they are three years of ageTeething biscuits are not recommendedbecause they contain sugar and can lead to tooth decaybecause they are too hardbecause they are too softbecause they are baked in a container made with Polyvinyl ChlorideEmpty and sanitize water table or outdoor wading pools after each use to prevent bacteria growth and drowning hazards at the end of the day because refilling takes valuable time from the childrenweekly because the covered area is safe from childrennever use a water table or outdoor wading pools because of drowning concernsSmoking is acceptable when children are present in the family child care settingon the playground because it is outside and not a hazard to the childrenin the laundry room because it is away from the childrenin the kitchen because it will blend with food ordersnever because it is prohibited by health regulations and family child care licensing regulationsToothbrushes must be stored where they can stay clean in an open air ventilated container where bristles do not touch in a closed container with individual plastic protective covers without air ventilationopen on shelves and never covered by an open air ventilated containerPotty chair used in family child care settings must be washed and sanitized at the end of the dayafter each use when the children are nappingwhen the children leave for the dayKnowledge Practice Test AnswersccdccaadabModule IVProviding a Stimulating Learning EnvironmentImportantSome of the information contained in this CDA module may not apply to your state’s child care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state where it is located/licensed even if the information is different from the content/recommendations contained in this module.Did You Know?The learning environment should reflect the program’s philosophy and curriculum.A positive learning environment in child care settings enhances opportunities for young children to feel safe, secure, loved and supported.A positive and stimulating learning environment maximizes the growth, development and learning potential of children.Labeling shelves and common items in the learning environment helps those for whom English is a second language learn English faster.The outdoor materials need to be changed regularly.Indoor materials and props can be used in the outdoor areas.Providing A Stimulating Family Child Care Learning EnvironmentCreating a positive learning environment enhances opportunities for young children to feel safe, secure, loved and supported. Setting up a “child friendly”, positive and stimulating learning environment maximizes the growth, development and learning potential of children of all ages. In creating a positive learning environment for all children (including those with special needs), activities should be designed to support the program’s philosophy and curriculum. The following are some basic practices to consider in arranging indoor and outdoor spaces in family child care settings that encourage play, exploration, creativity, and active learning:Indoor SpaceThe classroom space should be organized to encourage safe exploration and discovery. Provide space so infants are safe from older children.All equipment and materials must be appropriate for age group served. The classroom must have good lighting, a comfortable temperature, warm/soft colors and other items that stimulate learning.Learning areas must be well defined, labeled and stocked with appropriate open-ended materials. Visual boundaries should define the location of each learning area (rugs, carpet, shelving etc.)Learning materials should be concrete, culturally sensitive, non-sexist and meet the needs and interests of all children.Materials should be changed (rotating materials) out regularly to prevent boredom. Materials should be varied to serve all age groups and abilities. Duplicates of very popular toys/materials should be provided in both indoor and outdoor play areas.All shelves should be labeled with words and pictures.Label common items in English and other appropriate languages (table, door, chair, bathroom, sink etc.), based on the children enrolled.Materials should be stored at the child’s level for easy access.The classroom environment should be set up to encourage children to make choices.Let the teacher and children initiate learning experiences.Make space for individual, small-group, large-group and whole-group activities.Make space for active/quiet and large/small group activities. Create safe private areas that can easily be supervised.Provide space for messy activities. Provide space for hands-on activities. Provide space to accommodate children in wheelchairs, and those with other special needs. Stabilize/anchor shelves to prevent accidents and injuries. Create a “print-rich” learning environment. Words, printed materials and pictures should be everywhere (not cluttered). Clear traffic paths are established to ensure safety and functionality.Separate quiet and active areas. Identify each learning area according to use (blocks, music, dramatic play, art, etc.). Provide space to properly store sleeping mats or cots.Display children’s work/projects. Store teaching materials and children’s belongings properly. Provide a variety of materials in different textures (hard, soft, rough, smooth, etc.). Provide materials that can be used in many different ways.Provide safe, realistic materials (telephones, toaster, pots, pans etc.) that encourage imaginative play.Ensure that technology and other media are age-appropriate and appropriately used. Provide age-appropriate materials that encourage use of scientific and mathematical concepts. Display a variety of pictures (including different age groups, special needs, gender etc.) and language(s). Use chairs that allow children’s feet to rest on the floor. Make the learning environment nurturing, loving and responsive to all children’s needs.Make learning spaces inviting to children of all ages and abilities.Make sure the outside space create a positive social climate and encourage interaction.Outdoor AreasThe outdoor space should encourage physical play, outdoor enjoyment, exploration, self-discovery and education about nature.Space should include both natural (trees, grass, safe scrubs/plants etc) and manufactured (play equipment) elements.All equipment and materials should be appropriate for the age group. Space should be varied and stimulate learning. Outdoor areas should be well-defined for appropriate uses of equipment (riding path, swing area, climbing area etc.). Visual boundaries should define each outdoor area.Make sure outdoor equipment and materials are sturdy and durable. Make sure enough materials are available to accommodate each age group. Make sure to have multiples of popular outdoor toys/materials. Make sure to store outdoor equipment (wheel toys, balls) properly. Set up the outdoor space to encourage choices and decision-makings. Provide both teacher initiated AND child initiated activities. Create space for individual, small-group, large-group and whole-group activities.Create space for active/quiet activities. Have safe private areas that can be easily supervised. Provide space for messy (art, mud cakes, water play etc.) activities.Create space for hands-on activities.Have equipment and space to accommodate the special needs child.Make sure all outdoor equipment is stable and well-anchored. Establish clear traffic paths to ensure safety and functionality.Provide materials in different textures (hard, soft, rough, smooth etc.). Have appropriate books to use outside. Make sure to have plenty of appropriate toys, equipment, supplies etc. to encourage play and development.Provide props for outdoor play (large boxes, scarves and streamers, toy trucks and animals, etc.) where appropriate. Expose children to natural light and fresh air, weather permitting, daily. Make sure children are exposed to outside experiences from different cultures (games, songs, books, materials and supplies etc.) daily. Create spaces inviting to all ages and abilities. Make sure the outdoor spaces encourage interaction and create a positive social climate. Learning Environment PostingsPost lesson plans – Preschool classroomsInfants – Activity cards or activity plan Summer Campers – Lesson planAfter Schoolers – Lesson PlanDaily schedule of activities (toddler – school-age)Individualized schedule for infantsFire drill information (in appropriate places), with directions and traffic flow pattern to primary and secondary exits.Tornado drill (in appropriate places) with written directions.File an evacuation plan (bomb threat, gas leak, natural disaster etc.) that provides instructions to move children.Emergency numbers (including fire, police, EMS, poison control, animal control, etc.) near phones.Menus, with necessary food changes, where appropriate. Medical emergency procedures. Developmental milestone chart. Infant and Child CPR municable disease chart. Culturally diverse pictures (race, gender, ages, special needs etc.).Pictures of children and family members (including pets) in all classrooms.Hand-washing signs – “When and How” -- at every sink and in different languages as appropriate.Diapering and toilet-training procedures in appropriate areas“Drug Free” and “Weapon Free” Environment sign in appropriate areasWeather Index Chart in classrooms.Arranging Indoor Learning SpaceYoung children like to engage in a variety of play experiences. After all, this is how they learn best. In order to encourage various types of play and learning experiences that occur naturally in a child’s life, interest areas should be designed to support their curiosity, needs and interests.When designing learning spaces for young children, the following areas should be considered before you set up the learning areas.Space where younger children are protected from older children.Space where children can work/play in small groups. Space where children of all ages are protected from dangerous elements while being caredfor in a home setting. Space (private) where a child can work/play independentlyThe physical learning environment of early childhood programs is usually divided into learning centers. This arrangement allows toddlers through school-aged children to become independent, self-directed, and active participants in their own learning. Materials for learning centers should be safe, age appropriate and selected and arranged to encourage independence, involvement, decision making, and problem-solving. The following is a suggested list of learning centers that are typically found in learning environments for young children. Some of these centers are modified or omitted for the infant/toddler age groups.Art CenterLiteracy/Library CenterListening CenterWriting Center - Scribbling Center for toddlersMath Center - Number Awareness Center for toddlersScience and Sensory CenterSocial Studies Center – Our World Center for toddlersBlock CenterDramatic Play CenterManipulative CenterMusic and Movement CenterTechnology/Media Center (not recommended for children 2 and under)Woodworking Center – Pounding Center for toddlersCozy Area (private)Computer CenterCooking CenterRoom Arrangement Resources The links listed below provide additional guidance on room arrangement for various child care settings.Click links for more informationTips for Arranging a Child Care RoomEquipment Lists for Activity AreasOutdoor SpaceChildren need space outdoors for play, exploration and social interaction. Set specific times for outdoor activities that encourage children to move, climb, dig, plant and appropriately enjoy playground equipment. Design the area to encourage safe development for children. The playground should provide experiences for children to develop in all domain areas.Playground equipment and materials must be appropriate for different age groups. Space should be provided to protect younger children play from that of older children.Outdoor activities should be designed for learning, not just for free play.Space should be designed to encourage discovery, exploration and creativity.Children of all ages should be encouraged to experience nature through touch, smell, sound, sight and taste (if gardening) safely and securely. Activities and experiences should be planned to extend classroom learning to the outdoors.Spaces should be available to promote positive social interactions among children and adults.Outdoor activities should be integrated with indoor activities, such as reading, art, music and movement, drama, math, language arts, social studies, science, etc. Activities should include opportunities for imaginative and dramatic play. The playground should include space for large- and small-motor development.Space for gardening and observing nature should be available. Playgrounds should balance manufactured items with safe, natural items. A natural play area should be provided. The indoor learning area should be duplicated (where appropriate) outdoors.Pine cones, tree trunks, wooden cookies and other natural materials can be used creatively to enhance outdoor learning. Click link(s) for more information 60 Nature Play Ideas for Kids!Note: Check your state’s (Rules and Regulations) guidelines for additional guidance on Setting up a stimulating learning environment for young children.Internet SourcesThis CDA module was compiled using the following internet references:Sand and Water Play - Learning Comes Naturally - Play - Environment Knowledge Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.The family child care indoor space approximately 25 square feet of usable space per child approximately 35 square feet of usable space per child approximately 45 square feet of usable space per child approximately 55 square feet of usable space per child Materials should be storedout of the reach of the childrenwhere they are assessable to adults only to keep children from destroying themat the child’s level for easy accessin a locked cabinetActive learning areas should be locatednext to the library areanext to blocksnext to manipulativesnext to cozy areaSafe private areas should be available in a family child care settingindoors onlyoutdoors onlyin shady areas on the playgroundindoors and outdoorsChairs for sitters must be the appropriate sizeto allow child’s feet to rest (not dangling) on the floor when sittingto allow child’s feet to dangling while sitting because they like to kick them back and forthsitters should be placed in a bucket seat table while sittingchairs are too dangerous for sittersChildren should be exposed to culture experiences in a family child care settingdailyonce a weekmonthlyyearlyThe family child care setting must provide at least 20 minutes of outdoor time daily 30 minutes of outdoor time daily60 minutes of outdoor time daily90 minutes of outdoor time dailyLearning areas should be dusted and vacuumed regularly to make sure the area is clean so parents want complainto safeguard against breathing problems, allergies and/or asthma attacksto control peststo keep the area “order free”Evacuation plan instructions on relocating children to another area away from the family child care facilityfire drill instructionstornado drill instructionsinclement weather instructionsOutdoor space should provide opportunities to integrate indoor activities such as story reading, art, music and movement, math, language arts, social studies, science, etc.to play only on playground equipmentfor children to get out of the classroomfor the child care provider to take a break from the childrenKnowledge Practice Test AnswersbcbdaacbaaModule VPhysical Development and the Young ChildImportantSome of the information contained in this CDA module may not apply to your state’s child care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state where it is located/licensed even if the information is different from the content/recommendations contained in this module.Did You Know?Physical development provides children with the motor abilities to move, explore and interact with their surroundings.The lack of physical activity contributes to the development of childhood obesity.Active physical play daily can reduce the risk of childhood obesity.The development of muscular control is the first step in the physical development process.A young child's physical growth first begins with the strengthening of muscles. The coordination of muscles occurs gradually as the child grows and develops. There are two major types of physical development – Gross motor and fine motor. Gross motor skills – involve the use of large muscles functions (legs, arms, core), such as crawling, walking, sitting up, rolling over, running, climbing, pushing, pulling, throwing, balancing, etc.Fine motor skills - involve the use of small muscles functions (hands, fingers, eyes, toes), such as completing puzzles, stringing beads, painting, cutting, pasting, scribbling, drawing, using a fork, writing, dressing themselves, etc. Physical development in children follows a directional pattern – top/down and inward/ down (head-to-tail) is known as cephalocaudal.Inward to outward (center to extremities) is known as proximodistical.Large muscles develop before small muscles. Muscles in the body's core, trunk, legs and arms develop before those in the fingers and hands. Children learn how to perform gross (or large) motor skills such as walking before they learn to perform fine (or small) motor skills such as putting a puzzle together.The center of the body (core, trunk) develops before the outer parts (hands and feet). Muscles located at the core (back, trunk) of the body become stronger and develop sooner than those in the feet and hands.Development goes from the top (head) down (toes).Babies learn to hold their heads up before they learn how to crawl.Movement of the body from place to place is known as locomotor movement.Locomotor movement (crawling, walking, hopping, jumping, running, leaping, galloping and skipping) help develop gross motor skills.Movement of the body while staying in one place is known as non-locomotor movement Non-locomotor movement (sitting, rising, twisting, turning, wiggling, etc.) helps develop balance and coordination skill. Movement that involves controlled use of the hands and feet is known as manipulative movement. Manipulative movement (grasping, opening and closing hands, waving, throwing, catching, etc.) helps develop fine-motor skills and hand-eye coordination skills.During the first few weeks and months of an infant's life, movements are reflexive and involuntary in nature.Between the ages of 1 and 3 years old (toddler), a child should be able to walk without help, jump in place, go up a stairs, hold a cup, ride a tricycle, build with blocks, scribble with crayons and copy a circle. Between the ages of 3 and 5 years old (preschool), a child should be able to stand on one foot, hop skip, swing, climb, throw, push, pull, run, kick, dance, balance, catch, cut, paste, paint, use eating utensils (fork and spoon), draw a person with body, use self -help boards and take care of toileting and personal hygiene needs.The critical time for the development of motor skills is between 18 and 60 months of age (1? to 5 years).Children grow and mature physically at individual rates.Boys tend to do better at object control skills (throwing and catching) than girls.Girls tend to do better at locomotor skills (hopping, skipping, and galloping) than boys.Each child masters motor skills at different speeds, ages, and in different sequences. Kids who play outside are happier, healthier, and stronger. Click links for more informationStages of Physical Development: Physical DevelopmentPhysical Developmental Milestones: By Leaps and Bounds: Physical DevelopmentArranging Space to Promote Physical DevelopmentPhysical development is an important aspect of the total development of children. It is an ongoing process. From birth, young children are focused on mastering body movement to meet their personal needs. As they grow and develop their bodies become stronger so they can engage in more complex body movements. The quality and type of environment a child is exposed to influences the development of motor skills. Healthy physical development enables children to move, explore and learn new skills. Arranging indoor and outdoor spaces is important for young children to develop their physical capabilities.Arrange furnishing to give children a comfortable space to move, work and playGive children of all ages the freedom to move and play indoors and outdoorsProvide materials, equipment and furnishings (climber, ramps, slides, balance beams, wheel toys, etc.) to support children?s developing physical needs and interestsProvide lots of space for music and movementProvide space for active play in a variety of activity learning areas throughout the dayMake sure that materials in indoor and outdoor environments are safe and easily accessible (at children’s level)Provide balls, push/pull toys, small climbing structures, etc. for infants and toddlers to exercise their large motor skillsProvide open floor space for crawling, pulling up to stand, cruising, walking, etc.)Provide opportunities for children to run, jump, hop, throw, climb up and down steps, etc.Provide space. equipment and experiences for children to demonstrate coordination, balance, and body awarenessProvide a variety of surfaces for children to experience outdoors (grass, dirt, sand, concrete, etc.)Provide soft structures of various heights for climbing over, on, under, around, etc.Provide encouragement and support for children to ensure their success in gaining mastery over and refining physical tasksProvide adaptive equipment and materials (if needed) for children with special needsProvide space for children to actively explore their environment and manipulate objects and materialsProvide materials for children to experience cause and effect play with a variety of toys and objectsProvide space, materials and time for children to engage in spontaneous exploration that encourages fine and gross motor playProvide daily opportunities for hands-on activities and manipulation of materials during indoor and outdoor play Provide floor space and tummy time activities for non-mobile infantsPlace materials on shelves for independent access by childrenSet up learning centers with fine motor manipulation in mindProvide shape box, nesting toys, safe strings, large beads, simple puzzles, varied size and textures of blocks, large crayons, markers, safe pencils, paint brushes, scissors, safe household items, cars, dolls, puppets, pegs/peg boards, bean bags, etc. for fine motor developmentLimits infant?s time in confining equipment (swings, bouncers, exersaucers, cribs, car seats, etc.)Provide activities, materials and experiences for children to grasp, scribble, cut, paste, button, lace, tie, snap, zip, etc.Activities, Materials and EquipmentYoung children use their motor skills constantly. They like to actively explore their environment and interact with others. It is important that family child care providers plan activities to support each child’s growing physical development.Plan activities and provide space for children to be physically active daily. Provide materials and activities to develop gross and fine motor skills.Provide opportunities for children to move, explore and develop motor skills.Incorporate physical activities in the regular daily program.Provide music and movement daily.Provide large and small motor physical challenges for all age groups, both inside and outside Develop indoor and outdoor play areas that stimulate and encourage children to move and play.Provide equipment and materials that encourage children to crawl, pull up, climb, slide, catch, throw, lift, kick, swing, peddle, push, pull, run, jump, skip, etc. Provide equipment and materials that encourage hand-eye coordination.Activity repetition helps develop motor skills. Help children to use their senses to develop large and small motor skills. Encourage children to things themselves when ready. Provide materials for children to manipulate. Give infants and toddlers floor time daily.Give infants chances to use arms, legs, roll over, sit up etc. to help them gain independence. Use natural objects to develop physical skills.Vary props and materials to enhance physical play and learning. Broaden classroom experiences and learning into outdoor play. Integrate music and movement across other activities to enhance physical skills.Provide large balls for toddlers and balls of various sizes for older children to develop eye-hand coordination, throwing and catching, eye-foot coordination, arm and hand strength and agility. Provide large and small paintbrushes to help children develop upper body coordination, fine- motor skills, muscle control, eye-hand coordination and basic writing skills. Develop body coordination with dance and creative movement. Use musical instruments to help children develop gross and fine motor skills.Provide a tricycle to help children develop balance, eye-hand coordination, foot and leg strength and overall body agility. Provide enough wheel toys for several children to interact. Provide unit and hollow blocks to use indoors and outdoors to develop arm, hand, back and leg strength. Provide a variety of materials for finger-grasping to develop hand-eye coordination. Provide climbing equipment (inside and outside) to encourage physical development.Let children climb ladders to slides, run around the playground, crawl through tunnels and swing on overhead rings to develop upper and lower body strength.Specific activities that support gross and fine motor development include:running at different speedsjumping over ropes playing hopscotch tossing and catching balls of different sizes, pitching throwing bean bags climbing on appropriate structurespedaling riding toyspulling wagons or other pull toyspushing toys, strollers or broomsfilling and emptying buckets and other containers. crawling through tunnels or safe large boxesstacking blocks or covered safe boxes of different sizescompleting puzzlesplaying with Legos and large Dupo blocksstacking ring on a standfilling and empting containerswater and sand playtissue paper playgrasping different toysride-on riding toysplaying with a parachutekick balloutdoor creative gamesbalancing activitiesPlanning for PlayChildren are natural born players. Most of their time is consumed with play experiences. It is through these experiences that children grow, develop and learn. Play may be a natural experience for young children, but family child care providers need to provide structure in order for children to get the maximum benefit from their play both indoors and outdoors. Keep in mind that “play time is a time for learning for young children”.Set up the learning environment to encourage all types of anize the learning environment into appropriate spaces to facilitate varied play experiences.Provide smaller spaces for children to play alone or with a friendProvide opportunities for children to play in both large and small groups.Provide play settings that encourage children to pursue their own play ideas and interests.Create opportunities for children to make choices and decisions in their play experiences.Plan intentional play to create a variety of learning opportunities.Plan play experiences to facilitate social, emotional, cognitive, physical and language development.Incorporate cultural materials and games into play planning.Select materials and equipment that are inclusive of all children.Modify play spaces for the special needs child.Facilitate play learning in all activity areas.Carry play experiences from indoors to outdoors, and bring outdoor play experiences indoors.Incorporate nature in play activities/experiences.Develop play experiences that incorporate the fundamental skills of literacy, numeracy and oral communication.Provide rich and varied play contexts for developing scientific skills (observing, organizing, recording, interpreting and predicting).Provide materials to incorporate music and movement into play experiences.Provide play experiences to include the manipulation of a variety of objects.Plan play experiences that develop the natural curiosity of children and stimulate their imagination.Provides play opportunities for exploration, investigation, problem solving and decision-making.Incorporate play into all subject areas of the curriculum.Provide durable and versatile materials that can be used in a variety of play spaces.Provide interesting (teacher made or safe found materials) materials to facilitate play.Provide age appropriate indoor and outdoor equipment that stimulate play (active and quiet) actions.Plan and provide age appropriate play activities/experiences for all children.Provide practical, interactive and enjoyable play experiences for young children.Type of Play Independent play: self consumed play – common in infants and toddlers Onlooker play: watch others play – common in toddlers Solitary play: play alone – common in infants and toddlersParallel play: play side-by-side next to another child - common in infants and toddlersAssociative play: play with another/others in a small group setting – around 3 or 4 Competitive play: - play with rules – late preschoolSpecial Needs ChildPlay experiences both indoors and outdoors is inclusive of all children. Children with disabilities may have specific needs based on their impairment. It is the child care facility (center-based or family child care) and the child care provider’s responsibility to make the necessary modifications to ensure that the special needs child is actively engaged in rich and meaningful physical play experiences. Here are some suggestions:Adapt the learning environment (indoor and outdoor) to accommodate inclusion.Modify or change materials and play equipment to accommodate the special need child.Modify the learning environment to encourage all types of anize the learning environment into appropriate play spaces to accommodate varied disabilities.Plan intentional play to create a variety of learning opportunities for all children.Modify play experiences to facilitate social, emotional, cognitive, physical and language development.Select materials and equipment that are inclusive of all children.Modify play spaces for the special needs child.Modify play experiences in all activity areas as needed.Modify outdoor play spaces to incorporate nature activities/experiences for the special needs child.Plan play experiences that develop the natural curiosity of children and stimulate their imagination.Adapt play opportunities to help children to exploration, investigation, problem solving and decision-making.Incorporate play into all subject areas of the curriculum.Plan and provide age appropriate play activities/experiences for all children.Plan play activities and experiences to match the abilities and needs of the child.Model appropriate play behaviors by being a play partner.Provide group play activities to teach acceptance of differences.Plan play activities that all children can master and feel successful and capable as participants.Treat each child as an individual with unique abilities.Note: Check your state’s (Rules and Regulations) guidelines for additional guidance on Setting up a stimulating learning environment for young children.Internet Sources:This CDA module was compiled using the following Internet references:Stages of Physical Development: Physical Development Developmental Milestones: By Leaps and Bounds: Physical Development that Children’s War Play Is Healthy, Safe, and Positive of Physical Development: Physical Development Knowledge Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.The first step in the physical development processdevelopment of muscular control gross motor and fine motor proximodisticalmuscles in the legsThe physical development process bottom/uptop/downcenter/outwardoutward/inwardLocomotor movement SittingStanding in one placeWatching TVgross motor skillsMovement that involves controlled use of the hands locomotor movementnon-locomotor movementmanipulative movement hand-eye coordinationThe critical time for the development of motor skills between 2 and 6 months between 3 and 6 months between 6 and12 months between 18 and 60 months Completing puzzlessmall motor skillslarge motor skillsliteracy learninglocomotor movementPlay alone in a small group settingAssociative playIndependent playSolitary playParallel playSelf consumed playAssociative playIndependent playSolitary playParallel playMovements are reflexive and involuntary in naturefirst few weeks and months of an infant's lifefirst year18 months24 months Movement of the body from place to placenon-locomotor movementmanipulative movement hand-eye coordinationlocomotor movementKnowledge Practice Test AnswersabdcdaabadModule VICognitive Development and the Young ChildImportantSome of the information contained in this CDA module may not apply to your state’s child care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state where it is located/licensed even if the information is different from the content/recommendations contained in this module.Did you know?InfantsUnderstand simple cause-and-effect events. Understand the concept of object permanence. Understand that when an object is out of view, it still exists.ToddlersBuild concentration and problem-solving skills. Understand simple games like hide-and-seek.Use a more thought-filled learning process. Know how different objects relate to one another.Can complete simple puzzles and sorting games.PreschoolersAre able to independently make decisions.Have increased attention focusing skills. Can understand simple sequencing and time concepts. Can complete simple problem-solving tasks. Other ThoughtsChildren between 11-16 years old are able to think like adults.Infants cannot consider the needs and wants of others and therefore are viewed as egocentric.During the Pre-Operations Stage (2yrs-7yrs) children believe items like tables, chairs, cars, sofas, etc. think and feel (animism) the way they do.What is Cognitive Development?Cognitive development is the ability to think, reason and solve problems. It describes how mental processes develop from birth through adulthood. This includes cause-and-effect, counting, pattering, as well as early-math skills.? How Children LearnSchemas – (categories of knowledge) – helps us interpret and understand the world. Assimilation - (previous knowledge) - using existing knowledge to accept new knowledge.Accommodation - (new knowledge) - altering existing knowledge, or ideas, to accommodate new information or new experiences.Equilibration - a balance between assimilation (previous knowledge) and accommodation (new knowledge). Disequilibration - - an imbalance between assimilation (previous knowledge) and accommodation (new knowledge). Stages of Cognitive Development Piaget believed all children pass through four stages to advance to the highest level of cognitive development. In each stage, they demonstrate new intellectual abilities and a more complex understanding of the world. Piaget believes that children cannot skip a stage because intellectual development follows a specific sequence. For the purpose of this module the first two stages of cognitive development will be highlighted.The Sensorimotor Stage (0-2) Knowledge limited to child’s sensory perceptions and motor activitiesLearns through trial and errorBehaviors are limited to simple motor responses caused by sensory stimuliObject permanence milestone – objects exist when they are out of viewThe Per-Operational Stage (2-7) Egocentric thoughtAbility to think logically Cannot adopt alternative viewpointsCannot think from others point of viewAsk ” why” and “how come” questions Want to know everythingLanguage milestone – language development is rapidCognitive Development Milestones As children grow, develop and learn, so do their cognitive skills. Each child reaches cognitive development milestones as they play and interact with people and objects. These milestones help child care providers to determine what children are ready to try, and at what age. For the preschool module, we will only focus on the cognitive development milestones 3-4 years, 4-5 years and 5-6 years.Cognitive Milestones in Young ChildrenBirth to 1 Year Old Looks around his/her surroundingsRecognizes familiar facesPays attention to familiar adult movement. May cry when adult is out of sightCalms at the sound of familiar adult’s voiceTracks moving and bright-colored objects Recognizes differences among peopleUnderstands the differences between animate and inanimate objects Reacts to familiar soundsShows stranger anxiety (cry) to unfamiliar people Responds positively to adult sounds and facial expressions Understands cause-and-effect actions (drops an object repeatedly to hear the sound)Understands and responds to simple verbal and some non-verbal commands Imitates adult actions to games like “Peek-a-boo”Understands filling and emptying containers1 - 2 Years Has very limited attention spanImitates actions and words of adultsUnderstands and follows simple directionsCan match two similar objectsNames or points to familiar objects on requestBegins recognizing differences in human characteristicsUnderstands that an object still exists even though it is out of sightLoves picture booksImitates the actions and language of adultsUnderstands simple words/commands/actions relationshipsLearns through exploration, experimentation and discovery (trial and error)2 – 3 Years Attention span is expanding but still limitedUnderstands ordering of objects by sizes and colors and other familiar categoriesSorts from largest to smallestResponds to simple directionsIdentifies and describes objects in pictures Matches objects to accomplish goalsBegins to understand the concept of part and wholePlay includes more adult-type roles (playing house, pretending to cook, taking care of family, doing laundry etc.)Begins viewing himself as an individual, separate from othersImitates adult actions3 -4 Years Demonstrates a longer attention spanLearns by observing and listening to othersMatches colors, shapes and lettersBegins to understand the concept of orderAsks a lot of “why” and “how” questions Wants to know everythingPays attention to adult conversation to learn thingsKnows some personal information (name, age, and maybe birthday)Groups objects based on color and shapeBegins to understand past and present conceptsShows an awareness of the past and present4 -5 Years Longer attention spanCreates own stories from books or imaginationUses similar sounds to create rhymes and wordsNames primary and some secondary colorsMatches pictures of familiar objectsDraws a person with some recognizable parts (arms, legs, hands etc.)Can discuss drawingCan name basic body parts (head, arms, legs etc.) Tries to write name with familiar lettersCounts to five or 10Identifies familiar letters that have meaning (in name)Understands simple numeric directions (bring me two red blocks)Develops longer attention spanUnderstands simple geometric concepts (half, whole, part of etc.)Identifies and matches basic shapes, colors and textures5 - 6 years Increased attention span Associates time with routine (11 o’clock with lunch or 6 o’clock with going home)Picture-reads familiar book with accuracyNames familiar letters and numeralsCounts to 10 or moreSorts objects by color, shape, size and texture Can understand some concepts of time (tomorrow and yesterday)Sees the relationship between time and daily routines Click link(s) for more informationUsing Toys to Support Infant-Toddler Learning and Development Baby & Toddler Math MilestonesPromoting Cognitive DevelopmentCognitive skills can be developed throughout the learning environment (indoors and outdoors) for children of all ages. It is important that age appropriate materials, equipment and activities be provided to awaken and cultivate their natural curiosity to explore, observe, examine, discover, and investigate their world.Useful tips:Create environments that support and encourage observation, exploration, examination.Arrange similar materials in groups together to teach children sorting, ordering and classifying.Provide sensory materials and experiences to encourage learning through the five senses.Encourage children to observe, take things apart, build and see what they can figure out.Encourage infants to move, hide and change aspects of objects.Ask plenty of open-ended questions (who, what, when, where and how).Provide time and space for active exploration and observation both indoors and outdoors.Schedule a variety of materials and activities that encourage counting, sorting, ordering, identifying, classifying, comparing, contrasting, etc. indoors and outdoors daily. Provide books, songs, finger plays, games and other activities about numbers, comparing, contrasting, classifying, counting, shapes, sizes, patterns, ordering, grouping, etc.Help children develop problem solving strategies by asking “what if” questions.Provide materials to help children learn about and create patterns (painting, lacing, weaving, etc.).Talk with children about time events (yesterday, today and tomorrow). Provide activities and materials that encourage measuring (water/sand play, cooking, measuring cup, funnel, ruler, tape measure). Provide activities and materials (heavy, light, large, small) for weighing and balancing objects.Provide field trips, outings, activities and other experiences where older children can observe and explore changes (weather, liquids, solids, temperature, butterflies, etc.) in their world.Provide English language learners with opportunities to learn cognitive concepts in their languageEngage children in math concepts during mealtime preparation (number of plates, glasses, spoons, napkins, place settings, etc.).Help children develop mathematical skills through music (number songs, beat, and rhythm).Provide safe (nonpoisonous) plants in the classroom or plant a window sill/outdoor garden to engage children in observation, predicting, counting and measuring concepts.Help children understand space concepts ( in and out, over and under, up and down, above and below, top and bottom, in front and behind and beside and beneath).Give children time, space and freedom to engage in their own experimentation and problem solving activities. Provide a science/discovery center where children can compare properties, observe change, experience textures, measure and balance a variety of safe ingredients/objects.Provide science materials, books and posters throughout the indoor and outdoor environments.Provide age appropriate scientific tools (magnets, magnifying glass, binoculars, microscope, etc.) for observation and exploration.Provide activities in all learning areas that encourage scientific exploration (sinking, floating, observing, change, cause/effect). Plan nature walks to collect objects to observe and examine differences in shape, color, texture, and size.Actively involve children in cognitive processes (inventive thinking, guessing, wondering, etc.).Provide leaves, earth worms, safe insects, rocks, shells, pinecones, etc. children to observe and explore.Provide age appropriate interactive computer games for older children to learn cognitive concepts. Provide activities and experiences that expose children to the scientific method of inquiry (observing, questioning, predicting, experimenting, and interpreting data).Provide activities and experiences for children to observe and investigate nature (pinecones, different types of grass, rocks, soil, leaves, insects, birds and variety of wildlife) in a safe manner. Provide activities and experiences to help children learn about and understand the universe (earth, planets, clouds, rain, stars, sun, moon).Provide activities and experiences to help children learn about and understand the importance of caring for the environment (not to litter or waste water).Click link(s) for more information Activities to Promote Cognitive Development Integrating Cognitive Development in Science and Math Cognitive skills can be integrated in all activity areas. Here are a few suggestions for science and math:Integrating Cognitive Development in Science and Math Cognitive skills can be integrated in all activity areas. Here are a few suggestions for science and math:Science/Discovery CenterThe science/discovery center is not just for learning cognitive concepts. It provides a platform to learn skills in all developmental domains.Physical: Help develop fine-motor and eye-hand coordination.Social/Emotional: Encourage cooperation, self-esteem building, positive social interactions and relationship building. Language: Encourage use of vocabulary, writing, speaking and asking questions. Intellectual: Develop ways to think, reason, observe, explore, question and solve problems.Materials, equipment to promote cognitive development in the Science/Discovery Center Nonpoisonous plantsKaleidoscopesMacaroni and spaghettiHighlighters and markersShelvesTable(s)Safe natural items (pine cones, leaves, insects in proper storage containers etc.)Color paddlesVariety of feathersBird nestsSand/water tableMeasuring objects (cups and spoons)Rice, grits and safe beansFunnelsNon-toxic bubble solutionApproved animals (if appropriate) – Rules and RegulationsAnimal suppliesThermometerCalculatorBinocularsRulers of different shapes and sizesTape measures of different lengthsMagnetsSafe rocks and smooth stonesBalancing scalesStorage tubs Large sponges, tweezers, tongs, eye droppersDress-up props (smocks, lab coats, safety eyeglasses, masks etc.)Discovery tubesAge-appropriate writing utensils (paper, markers, pencils, journals etc.)Tissue and paper-towel rollsWater sourceToys to use in sand and water table (items that sink, float, fill, empty etc.) GlobeScience charts, posters, booksMagnifying glassesSensory materials (smooth, rough, bumpy etc.)Tubs for storageFlashlightsPlastic animals/insectsDiscovery tubesMulticultural artifactsVaried types of soilSquirt bottlesSea shellsMixing utensils (bowls, spoons, cups, etc.)Colander Math CenterYoung children love to play with numbers and show they can count. The math center facilitates development in all domain areas: Physical: Develops fine-motor skills and eye-hand coordinationSocial/Emotional: Encourages positive interactions, relationships, self-confidence, cooperation, sharing and expression of feelingsLanguage: Uses language, prompts questions and helps children solve problemsIntellectual: Promotes inquiry and other cognitive skillsSuggested materials and equipment to promote cognitive development in the Math Center Number books, charts, cards, postersObject to count (blocks, bears, large buttons etc.) with counting boardsPattern cards and attribute blocksSafe colored cubesColor tilesWindow-sill garden, growth chart and writing utensilsMeasuring instruments (cup, spoons, large syringes, rulers, tape measure)Balance scales Shape boards, pegboards and pegsBeads to string, games and puzzlesDice and spinnersLarge graph, tables and chartsMagnetic board with magnetic shapes and numbersA variety of writing utensils and boardsClock, timer and calendarCash register and play moneyRubber stampsShells, large beads and other safe objects that can be used for counting and discoveryNuts, bolts, washers or screws for older childrenShape templates Spools, clothespins, large paper clips and strawsTelephone book, mobile phones and fax machineNumber stamps, stencils and padsNumber linesCalculators and adding machine Sorting containers, muffin tins, ice trays, egg cartons and Ziploc bags of different sizesStickersPlaying and number cardsPrice tags, coupons and newspapers/magazinesAbacusCounting bearsCognitive Development in Other Learning CentersArt Center – Teaches sorting, classifying, making choices, making decisions, cause-and-effect and creative thinking. Library/Literacy Center – Teaches identifying, predicting, sequencing, patterning, comparing and contrasting, making decisions and solving problems. Scribbling/Writing Center – Teaches thinking reasoning, questioning, solving problems creativity and using imagination. Block Center – Teaches math (numbers), cause-effect, shapes, measuring, solving problems, one-to-one correspondence, patterning, sequencing, predicting and experimenting. Dramatic Play – Develops creativity, imagination and problem-solving. Music and Movement –Develops creativity, experimentation, prediction, imagination, problem-solving, exploration and discovery. Cooking Center - - Teaches problem-solving, math, experimentation, creative thinking, cause-effect, observation, discovery and develops imagination. Technology Center – Develops problem-solving, math skills, experimentation, prediction, creative thinking, cause-effect, observation, discovery and imagination. Pounding/Woodworking Center – Develops problem-solving, imagination, creativity, discovery, prediction, reasoning, math/science skills and experimentation. Outdoor Area – Develops sorting, classifying, observation, examination, experimentation, exploration, problem-solving, discovery, creativity and spatial relations. Click link(s) for more informationUsing Toys to Support Infant-Toddler Learning and Development Baby & Toddler Math Milestones Preschool & Kindergarten Math MilestonesThe Special Needs ChildA child with an intellectual disability has impairment in cognitive skills. This is where intellectual functioning is significantly below the average for a child of his chronological age. Disabilities can range from mild to profound. They include:Social skillsEmotional developmentCommunication skillsPhysical functionAcademic skill Cognitive impairment can be caused by a number of factors. Some occur before birth, during infancy or later in a child’s lifeGenetic conditionChromosomal disordersInjuries/illnesses during pregnancy or infancyMalnutritionPoor medical care/infectionsEnvironmental toxins Fetal alcohol syndromeBirth defectsSerious head injuryStrokeSigns of cognitive impairment can be recognized as early as 2 years of age. Delays in growth and development (sitting up, crawling, walking, talking, etc.)Difficulty in processing information (difficult remembering)Confusion and behavior problems with the unfamiliar Short attention span Lack of curiosityProblem-solving skillsDifficulty understanding social rules Delayed age appropriate behaviors Difficulty understanding consequences of actions Limited communication skills (speaking problems) Problems with self-help and self-care skills Role of the Family Child Care Providers Presume all children are competent and capable of learning.Select materials and equipment with all children in mind.Plan activities that are developmentally appropriate and meet the needs, interests and abilities of all children. Structure the environment to be inclusive. Place materials on low shelves to encourage independence.Provide assistance when needed.Allow extra time for learning. Repeat certain tasks. Model positive social behaviors.Encourage interaction with peers.Assign tasks that the special-needs child can master.Encourage communication with adults and peersFind the special-needs child’s favorite activity, and assign tasks around it. Provide plenty of one-on-one supervision and attentionMake sure activities and materials are modified (when needed) and selected to meet the child’s needs and interest.Prepare or adapt materials for easy use.Simplify tasks for easy understanding (separate into smaller parts if needed).Plan goals and activities with parents, guardians and professionals responsible for the child’s care (IEP).Use helpful technology and other devices (when needed).Help a child with social skills, such as taking turns and sharing. Involve the child in all planned activities (modify where needed).Help the child to find words to express feelings and emotions in acceptable ways.Provide activities to assist with attention span, impulse control and behavior. Assist families with access to needed services. Know the guidelines and policies to make referrals. Keep the whole child in mind.Help the child to have fun learning. Internet SourcesThis CDA module was compiled using the following internet references:Cognitive Development Domain - Child Development Skills - Using Toys to Support Infant-Toddler Learning and Development Development Domain - Child Development -cde. How to Promote Cognitive Development in Infants and Toddlers –voices. & Toddler Math Milestones - Knowledge Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.Cognitive development deals with large and small motor developmentdeals with social interactiondeals with room arrangementdeals with thinking, reasoning and problem-solving skillsDisequilibrium an imbalance between assimilation and accommodationa balance between assimilation and accommodationa balance between counting and patterningan imbalance between assimilation and schemasSchemas help us interpret and understand the worldhelp us use existing knowledge to accept new knowledge help us alter existing knowledge, or ideas, to accommodate new information or new experiencesprovide a balance between assimilation and accommodation Accommodation altering existing knowledge, or ideas, to accommodate new information or new experiencesan imbalance between assimilation and schemasa balance between assimilation and accommodationuse existing knowledge to accept old knowledge Cannot think from others point of viewconcrete operational stagepre-operational stagesensorimotor stageformal operational stageThe major milestone of the sensorimotor stage of cognitive developmentability to think logically language milestoneobject permanenceconservation milestonePreschoolers can do which of the followingwrite a one page essaychange the oil in a caruse a more thought-filled learning process like college students understand simple sequencing and ordering conceptsBetween three and four a preschooler can match six or more colorstell time on a watchknows the street address of every child in his or her classroomexplain how to build a rocket with accuracy Cognitive impairment can be recognized as early as 6 monthsas early as 2 years of ageas early as 4 years of ageas early as 5 years of ageSigns of cognitive impairment can walk without problemsdifficulty processing information can stand without falling can balance on a wide balance beam Knowledge Practice Test AnswersdaaaacdabbModule VIICommunication and the Young ChildImportantSome of the information contained in this CDA module may not apply to your state’s child care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state where it is located/licensed even if the information is different from the content/recommendations contained in this module.Did you know?The first signs of communication occur when an infant learns that crying can get his or her needs met.Infants are born with the ability to learn language and know how to use it to meet their needs.Holophase speech is a one word sentence.The two major categories of language are receptive language and expressive language.The first word occurs before13 months in most infants.The first 3 years of life is the most critical period for acquiring speech and language skills.The best time for children to learn a second language is by the age of three.There is a difference between voice (sounds), speech (talk) and language (rules for expressing ideas and thoughts). Around the age of five, children typically have a vocabulary of 10,000 words or more.Children learn language much the same way no matter what language their parents speak.Oral language is easier to comprehend than written language.Young children learn to listen before they learn to comprehend, speak, read, write and communicate with others.Reading and writing are interrelated skills.Writing is often easier for some children to begin than reading.Second language learners learn a new language faster when words are associated with objects, actions and games.Delays in language are the most common types of developmental delay.What is Language Development?Learning language is the ability to acquire and use the spoken and written word. It occurs naturally in people. Language usage begins at birth with crying, and later with sounds. These early sounds lay the foundation for more complex communication. How Children Learn LanguageLanguage is learned in stages. It begins with sounds (crying and cooing) and, as a child ages, it evolves into adult-like (complex sentences) language. The following stages will describe how language develops beginning at birth.Pre-linguistic Stage Babbling or cooing stage lasts until the child is 3 months to 9 months old. Babies begin to make vowel (oooooo and aaaaaaa) sounds.Babble and add-consonant (ba-ba, ma-ma or da-da) sounds develop around 5 months. Holophase Stage Single Words: First word usually is spoken before the child is 13 months old.Babies express feelings and needs with a single word (direct, request and label).Children understand language twice as quickly as they can speak it. Two-Word Sentence StageChildren begin to use two-word sentences at around18 months.Children string two words together to make phrases. Sentences consist of a noun and verb (“mommy gone").Multiple-Word Sentences Stage Children begin to produce short, multiple-word sentences at around age 2.They begin to learn grammar and sentence structure.Sentences contain subject and predicate (“mommy is here”).Children continue to learn new words daily. Click link(s) for more informationStages of Language Development Language Developmental Milestones A family child care provider must understanding language development. Children in their care spend most of their awake and active time with the provider(s). Children learn language by hearing it. Adults talk, read, sing, listen and play verbal games to help children learn. Not every child is the same. They can reach language milestones at different ages. Click links for more informationStages of Language Development Understanding Children-Language Development Listening, Comprehension and Speaking Young children learn to listen before they learn to comprehend, speak, read, write and communicate with others. All of these factors are essential to learning language. The following stages gives a description of each of these concepts.Listening - is the ability to hear and interpret spoken information. It requires a child to understand, retain and respond. InfantsListen to vocal intonations, inflections and watch and learn from facial expressions.Listen to and become aware of the sounds of spoke words. ToddlersListen and use language to express feelings, ideas and needs.Learn how to listen from interactions with adults and peers.Preschoolers Listen and build their vocabulary from spoken language, storytelling, books, songs, finger plays and media/technology.Listen and participate in one-on-one conversation with adults and other prehensionComprehension is the intake, interpretation and recall of information. The ability to process, understand and recall information helps the child grow. There are two types of comprehension – listening and reading. Listening comprehension relates to spoken language. Reading comprehension relates to written language.InfantsAttentively listen to sounds and voices Respond to known voices and understand common wordsComprehend simple requests (“no”) ToddlersAble to understand and use some words Able to follow your directionsUnderstand simple concepts, such as space and dimensionUnderstand language and comprehend a lot more than he or she can sayPreschoolers Expand and acquire more languageShow interest in books and printCan listen to, understand and retell stories with accuracySpeakingChildren learn speech from the sounds and voices they hear. The first sign of speech starts very early. As a child grows and develops, so does his or her speech. Children are very curious about language and constantly use their verbal skills to communicate with others in their environment. 3-year-olds Have vocabulary of about 900 to 1,000 intelligible words Easily can produce and use three-word sentencesAsk and respond to a variety “What”, “When”, “Why” and “How” questionsUse talk as the main mode of communicationFollow grammar rules and use pronouns/ prepositionsShow some confusion with negative statementsAdd extra endings to words Make basic sentences Talk to themselves while playing4-year-olds Have vocabulary of about 4,000 to 6,000 words Typically speak in complex sentences Begin to correct their own languageUse language to communicate thoughts, needs, and demands Overextend language rules Confuse some verb tenses, plurals and pronouns Develop language skills very rapidlyMisuse words and mislabel objectsLove to talk and share their thoughtsHave difficulty listening to others Experiment with negative/potty talk Preschoolers -Have vocabulary of about 5,000 to 8,000 wordsUse more complex semantics and syntax Understand and follow instructions wellHave meaningful conversations with peers and adultsRespect taking turns in conversations Use pitch and inflection in conversationIncrease vocabulary by about 300 words (ICAN 2010b) between two to three yearsUse language to express themselves Click link(s) for more informationCommunication Skills Language and Literacy Development in 0-2 Year Olds Emergent Readers and Writers Emergent literacy describes how children interact and respond to books and writing experiences. The process of learning to read and write begins very early in a child's life through exposure to a variety of printed materials and opportunities to scribble and practice their form of writing. In the emergent stage of reading and writing children:Memorize or guess words based on pictures in the text Use clues and pictures to pretend reading Use print to help identify wordsUse the” sight word” technique when pretend readingRecognize letters in their name Begin to understand the relationship between letters and sounds Use emergent/inventive spelling to communicate with others Scribbles begin to take on letter-like formsPhonological awarenessPhonological awareness is the ability to hear and distinguish all the sounds of language. It helps children to learn how letters and sounds make words. As children grow and develop, they learn how words can be put together to form more complex sentences. Children learn to read and write when they are able to understand that language is made up of words, sounds, syllables and sentences. InfancyRead to the children dailyProvide age appropriate books in various textures, and colorsEncourage children to explore books freelyProvide brightly colored pictures and other printed materialsRepeat the children’s babbling and other soundsTalk to the children during daily routines and throughout the dayPlay verbal games with the childrenSing, play music and do finger plays Make books visible at the children’s levelToddlersTalk, sing and play music? Do finger playsAsk the children to identify objects and peopleProvide pictures of familiar objectsPoint out words on signs and logos on food boxes and games? Provide a “print rich” environmental Introduce new vocabulary words weeklyRead to the children dailyProvide a variety of books for the children to explorePlace books in all activity areasPlace printed materials so children can access themAsk children open-ended questionsPreschoolersPoint out details in illustrations and objectsTalk to children daily Describe what is happening during daily routines.Teach children letters and sounds Place printed materials so children can access themAsk children open-ended questionsSing, play music and do finger plays Read to children dailyPlace a variety of books (including different culture) in all activity areasProvide puppets, puppet stage, flannel board and story board pieces for children to create their own stories.Provide a tape recorder and microphone to encourage language usageencourage children to “picture read” familiar storiesProvide access to safe writing utensils and a variety of paperProvide time for children pretend writing and readingUse puppets to encourage expressive and creative languageProvide access to art materialsEncourage children to describe their art and drawing creations and write down their dictations Provide a “print rich” learning environmentPromoting Language DevelopmentProvide colorful cloth and board picture books for infants and toddlers.Select books that are age appropriate and appealing to young children of all ages.Provide book making materials to help children create their own books.Help older children to make and write experience books.Set up a lending library to encourage parents to read to their children at home.Read books that have rhyme, rhythm and repetition to encourage language development.Explain the meaning of the words in their learning environment.Post sight words with pictures in all learning areas at the children’s eye level for all language learners.Provide children with a “print rich” environment. Provide picture albums that include family (including pets and friends) pictures for children to view.Read simple stories to children several times a day.Ask, respond and answer children’s questions. Provide paper, crayons, pencils and markers are to encourage scribbling and writing skills.Be a language model for the children in your care.Introduce children to new words with meaning daily.Provide activities that promote phonemic awareness.Encourage creative storytelling.Arranging Space to Promote Language and Literacy SkillsChildren are surrounded with language daily. A well-structured learning environment helps them to learn language in all activity areas to meet their needs in meaningful ways.Art CenterDevelop sound recognitionEnhance verbal expressions Increase vocabularyEncourage scribbling, drawing and writing skillsEncourage letter recognitionDevelop comprehension and listening skillsLibrary/Literacy CenterDevelop an understanding of sounds and wordsBuild vocabulary, sound memory, comprehension and listening skills Encourage verbal expressionEncourage print in the communication processEnhance phonemic awarenessEncourage letter/sound recognitionScribbling/Writing centerEncourage an interest in writingIncrease oral communication skillsEncourage letter/sound recognition Build vocabulary skillsDevelop an interest in beginning writing, reading and spellingEncourage phonetic skillsMath CenterIntroduce the language of mathematics Encourage beginning math conceptsDevelop questioning skillsEncourage letter/sound recognitionCultivate the relationship of numbers and printEncourage beginning writing, reading and spelling skillsEncourage scribbling, drawing and printScience and Sensory CenterDevelop vocabularyEncourage verbal expressionEncourage letter/sound recognitionIntroduce scientific termsDevelop questioning skillsEncourage beginning writing, reading and spelling skillsEncourage scribbling, drawing and printBlock CenterDevelop vocabulary and communication skills Encourage conversations, Develop questioning skillsEncourage comparative language Dramatic Play CenterIncrease oral communication skills Enhance vocabulary skills Learn and practice the functions of languageDevelop pretend reading and writingEncourage letter/sound recognitionEncourage verbal expressionDevelop questioning skillsEncourage beginning writing, reading and spelling skillsEncourage scribbling, drawing and printMusic and Movement CenterIncrease oral communication skillsEncourage sound recognitionEncourage verbal expressionIntroduce music termsDevelop vocabulary and listening skillsDevelop an appreciation for poetry and rhyme Increase auditory discrimination skillsCooking CenterIncrease oral communication and vocabulary skillsEncourage beginning writing, reading and spelling skillsEncourage verbal expressionIntroduce the language of cooking Encourage scribbling, drawing and printDevelop pretend reading and writingEncourage letter/sound recognitionEncourage creative language expressionMedia/Technology Center (older children)Increase oral communication skillsEncourage verbal expressionIntroduce the language of technology Develop vocabulary and listening skills;Develop an appreciation for poetry and rhyme, Increase auditory discrimination skills.Encourage picture/word relationshipEncourage letter/sound recognitionWoodworking Center (pounding materials for infants and toddlers)Increase oral communication and vocabulary skillsIntroduce the language of construction Develop questioning skillsDevelop directional and sequencing skillsEncourage letter/sound recognitionCultivate the relationship of numbers and printEncourage beginning writing, reading and spelling skillsEncourage scribbling, drawing and printOutdoor AreaEncourage expressive languageDevelop questioning skillsEncourage directional language Encourage letter/sound recognitionEncourage beginning writing, reading and spelling skillsEncourage scribbling, drawing and printIncrease oral communication and vocabulary skillsAdult/Child InteractionFrom birth children are active participants in learning language. Through social interactions, they begin learning the sounds and rules of language usage. Children are also active listeners and soak up the sounds and words they hear. Children learn language by using it. Providing an interactive environment is “key” to guiding and nurturing children’s language learning.Some suggestions:Model language usage with children daily.Listen and respond to children’s sounds, words, and conversations.Plan activities in all activity areas for children to verbally interact with each other.Provide a learning environment (inside and outside) that encourages language usage.Give children a reason to talk to adults and peers.Provide feedback on children’s work and play.Provide printed materials to encourage verbal and printed engagement.Encourage children to create their own language.Provide interactive toys for all ages and abilities.Encourage problem-solving skills with all ages.Participate in children’s play, activities and discussions to encourage adult/child verbal interactions.Have one-on-one playful, reading and other verbal interactions with children.Encourage children to sing, do finger plays, and play word games with children.Help children develop listening, speaking and comprehension skills through daily interactions.Listen to children’s conversation and talk when needed.Encourage questionings skills.Click links for more informationThe Essentials of Early Literacy Instruction Second Language LearnerThe learning environment is a place to cultivate and support second language learners. Children whose primary language is not English should be encouraged to embrace their home language as well as English.A few tips:Provide a learning environment that reflects all cultures.Respect and support the home language/s of all children.Plan and expose children to cultural activities, materials and experiences daily.Create an environment that encourages language learning and interaction among all children.Accept children as a part of the classroom learning community.Include print (books, posters, props, etc.) in the learning environment. Label common (sink, door, bathroom, table, chair, etc.) items in the learning environment in more than one language.Learn and teach children whose primary language is English simple words in other languages. Provide a variety of experiences where children can associate words with objects and actions.Help non-English speaking children learn English through games, songs, finger plays, etc. Provide opportunities for non-English speakers and second language users to use their primary language.Provide interactive computer games in more than one language.Provide tapes, CDs and other listening materials in languages other than English.Play outdoor games in languages other than English.Use parents as resources to help in the second language usage process.Click link(s) for more information English Language LearnersSuggested Materials to Promote Language and LiteracyTo encourage language and literacy in young children it is important that a variety of age appropriate materials and equipment is available.Provide:Age appropriate books for age group served Books of all textures, sizes and culturesMagazines, phone books, advertising and newspapersCharts, pictures and posters with words in various languagesSentence strips for older preschoolersLetter tiles, stamps and stamp padsWriting materials and clipboardsFlannel board with pictures, letters and wordsTape recorder, blank tapes (different languages), tape players and head phonesCommercial, teacher-created, and student created materialsTelephones, tape recorders, video camera Wall charts and posters with words (colors, shapes, numbers, and letters) Nursery rhymes, finger plays and poetryMagnetic letters and boardsSight-word list in all active areasSimple word search gamesGraphs, charts and gridsDiary and scribbling/writing journalsWord gamesBlank greeting cardsSign language chartPaper money and cash registerEnvelops address labels, stamps and mailboxPaper for student-made books and practice writingCrayons, markers, pens, pencils and other writing utensilsRecipes, menus and cookbooksNotebooks, typewriter, and sticky notes White boards and markersPipe cleanersPicture books, number books nursery rhyme books, shape books, big books, theme books, interactive books, etc.Magazines and newspapersBookmarksSafe pillows, beanbags and child-size chairs and rockersSmall tent or wading pool for readingSmall area rugTubs for books to be placed in all learning areasSentence strips with text to songs, poems and storiesCookbooks, phone booksPuppets with stand and flannel board with stories pieces, Prop boxes with culture items Computer with interactive game softwareBulletin board, sign-in sheet and dictation padsChild size tableChalk and chalkboardStapler – older children with adult supervisionPaste or glueIndex cardsChild size scissorsOld magazinesOffice, post office, FedEx, and UPS propsChart tablets and large posted-it chartsSticky notes and FoldersNon-toxic highlightersThe Special Needs ChildSome children with special needs learn language more slowly, but can have limited conversations. The family child care provider must create an environment that accommodates all childrenLanguage ImpairmentDifficulty with language is the most common type of developmental delay. Some minor speech delays are sometimes temporary and will resolve over time, with help from the child care provider and parents or guardian. Children with more serious language issues should be referred to qualified professionals. Role of the Child Care Providers Assume that all children are competent and capable of learning language.Work with speech therapists and other professionals to design activities to assist with language skills.Select materials and equipment with all children in mind.Plan activities that are developmentally appropriate for all children. Structure the environment to include all children.Place printed and other materials on low shelve for easy access. Provide assistance when needed.Allow extra time for self-expressions and language learning. Repeat tasks as needed so all children can master them. Model positive language. Encourage children to interact with peers.Encourage verbal and nonverbal communication with adults and peers.Prepare or adapt materials for easy use.Simplify tasks for easy understanding (separate into smaller parts if needed).Plan goals and activities with parents and professionals (IEP).Involve parents or guardians in the learning process of their child.Select special adaptive materials and equipment (if needed) for the child.Ask the child questions to understand his verbal/nonverbal messages. Use technology and other devices (when needed) to help children with language learning skills. Help the child improve language skills through songs, books, finger plays, interactive word games, etc. Develop ways to communicate with the nonverbal or non-English-speaking child.Involve the child in planning activities (modify where needed).Encourage conversations with adults and peers.Help the child to find words to express feelings in acceptable ways.Assist families with access to needed services. Know the guidelines and policies to make referrals. Model appropriate speech. Take advantage of natural language interactions. Provide visual props, such as pictures, objects etc., to help the child develop language skills. Click link(s) for more information Responding to Linguistic and Cultural Diversity Recommendations Tips for Teaching Sign Language to Young ChildrenAugmentative and Alternative Communication in the Early Childhood YearsInternet SourcesThis CDA module was compiled using the following Internet references:Understanding Children-Language Development Skills - Essentials of Early Literacy Instruction Language Learners - Children's Oral Language Development -Responding to Linguistic and Cultural Diversity Recommendations for Teaching Sign Language to Young Children - Development Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.Critical period for acquiring speech and language skillsfirst 3 years of lifefirst years of lifefirst 2 years of lifefirst 4 years of lifeThe best time for children to learn a second languageby the age of twoby the age of threeby the age of fourby the age of eightThe first word occurs in most infantsbefore 6 monthsbefore 8 monthsbefore 10 months before13 months The “one word” stage of languagetwo words sentence stagethree word sentence stageholophase stage multi-word sentences stage Listening is the abilityto hear and interpret oral informationto intake, interpreting, understanding and recall of information to listeners to sounds and voices in the environmentto learn the concept of speech from sounds and voices heard in the environmentMost children begin to use two word sentences Around 12 monthsaround18 months around 24 monthsaround 36 monthsThe ability to hear and distinguish all the sounds of languageemergent readingemergent writingphonological awarenessKey to guiding and nurturing children’s language learningscribblingemergent readingemergent writingadult/child interactionThe most common type of developmental delaylanguage developmentfine motor delaysgross motor delaysintellectual delaysLanguage and literacy skills can be developedin the art areain the dramatic play areain the science and sensory areaall activity areasKnowledge Practice Test AnswersabdcabcdadModule VIIICreative Development and the Young ChildImportantSome of the information contained in this CDA module may not apply to your state’s child care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state where it is located/licensed even if the information is different from the content/recommendations contained in this module.Did you know?Creativity is all about the process of creating.Children who are given choices show more creativity than those who have choices made for themCreativity is interwoven into all areas of development and learning There are no boundaries to the creative processWhen children are given freedom to explore their creativity flourishesChildren draw circles first before they draw other shapes Creativity is the most valuable ingredient that set children apart from adultsWhat is Creativity?Creativity is the process of self-expression. It thrives on freedom, imagination, fantasy, curiosity and exploration. Children practically live in their imagination and a “make-believe” state of mind. This is one of the most valuable ingredients that set them apart from adults. Having an idea of what creative is, how can family care providers cultivate creative excitement in the children they care for daily?Stages of CreativityScribbling stage, approximately 2 to 4 yearsChildren draw circles first, then squares and other geometric shapes such as circles, ovals, squares and triangles Pre-schematic stage, late preschool to approximately age 7Children make designs from various shapesChildren begin to make designs and shapes to represent people or objects Children reach the pictorial stage of drawingSchematic stage, approximately 7 to 9 yearsChildren use symbols and colors to represent reality (green for treetops or blue for sky) Children begin to add details to drawing (earrings to females and pants on males)Realistic stage, 9 to 12 yearsChildren add more details and symbols to artChildren include more individual differences in representing people or objectsChildren begin to take pride in their creationsPseudo-naturalistic stage, 12 to 14 yearsChildren evaluate productsChildren develop the ability for adult-like expressionChildren enter a period of self-consciousness and conform to what is perceived to be “right” in creating a productClick link(s) for more informationChildren’s Creative DevelopmentPromoting Creativity in the Learning EnvironmentCreativity is a multi-faceted area of development. It does not work in isolation of other areas of development or separate from other areas in the learning environment. Therefore, the physical setting must lend itself to the creative process of young children.A few suggestions:Make age appropriate materials available to children at their level for easy access.Encourage children to use their creative ideas in all activity areas.Provide time and space (indoors and outdoors) for children of all ages to express their creative ideas.Model creativity by providing plenty of teacher made materials in all activity areas.Praise children’s work.Post children’s work so they can see it.Share children’s work with others.Encourage children to take pride in their creative work. Encourage children to be different.Focus more on play and imagination. Provide meaningful unstructured, messy play experiences.Give children the freedom to explore with their senses.Provide found/recycled materials to encourage creativity.Include culture art supplies in the children’s creative process.Provide a variety of settings for creativity to flourish (art, music, storytelling, dramatic play, culture arts, etc.).Model creativity indoors and outdoors.Provide a variety of music, musical instruments and props to encourage creative movement.Provide equipment and materials for children to put on plays, puppet shows, storytelling, etc.Provide a variety of dramatic play props for children to create a variety roles.Arranging Space to Promote Creative DevelopmentSome child care providers view art and music as the only areas for creativity. Creativity is an attribute that can be cultivated and stimulated in all activity areas, both indoors and outdoors. Providers can:Provide space and freedom for children to express themselves. Display art at a child's eye level.Encourage individual expression.Adapt environment, equipment and materials for the special-needs and culturally diverse children. Provide a variety of materials and activities that encourage creativity.Encourage children to talk about and share their creative expressions. Encourage flexible use of materials in and between (where appropriate) all activity areas.Provide materials from various cultures (books, pictures, CDs etc.) in all areas.Create themes for activity areas (library, beauty salon, car dealership, post office etc.).Invite experts (artists, musicians and storytellers) to visit the center to expose children to the creative arts.Provide opportunities for children to express themselves through block play, dramatic play, art, drama, music, etc.Use poetry, games and finger plays to encourage creative expression.Avoid adult-directed creative projects.Rotate and add materials, supplies and props in all learning areas often.Provide a variety of musical instruments, including those from different cultures.Provide age-appropriate art materials for children to use inside and outside.Encourage creative body movement.Provide materials and experiences for creative play.Provide opportunities for children to create their own props. Encourage children to talk about their creations. Provide time and activities that promote freedom, imagination, fantasy, self-expression and creative play.Provide an environment in which all creative expressions are accepted and valued.Help children to enjoy being creative and celebrate the uniqueness of their products.Creativity Across Activity AreasEncourage children to make their own choices in the creative process. They should be given time (indoors and outdoors) to experience, explore, learn and cultivate their creativity. Art CenterEncourage self-expression, individuality and self-confidence. Nurture imagination and make-believe play.Encourage scribbling, drawing and writing. Encourage use of imagination/expression of ideas through art, construction, music, etc.Encourage use of materials and props in creative ways. Encourage creative expression and ideas.Encourage children to share their creative expressions with others.Library/Literacy CenterDevelop an understanding of sounds and words.Encourage creative verbal expression.Encourage verbal reflection.Encourage creative storytelling.Develop hand–eye coordination (scribbling, drawing, manipulating etc.).Encourage reading and writing.Encourage creative play with puppets, books, story props.Scribbling/Writing centerEncourage scribbling and writing on safe surfaces.Encourage creative play, using speaking and writing. Develop hand–eye coordination (scribbling, drawing, manipulating etc.).Encourage inventive spelling.Encourage picture reading.Encourage thoughts through adult dictation.Math CenterEncourage creative thinking and use of numbers.Develop creative questioning. Encourage creative problem-solving. Develop hand–eye coordination (manipulating, connecting, measuring etc.).Encourage measuring and numbers use. Science and Sensory CenterDevelop questioning skills.Encourage creative experimentation, exploration and discovery of different materials.Develop hand–eye coordination (touching, using objectives, viewing, etc.).Encourage scribbling, drawing and printing.Block CenterDevelop creative construction. Encourage creative conversations. Encourage comparative language use.Develop hand–eye coordination (stacking, rolling, connecting etc.).Dramatic Play CenterEncourage creative play with a variety of props.Encourage creative conversations. Develop pretend reading and writing abilities.Develop hand–eye coordination (dialing, mixing, lacing etc.).Encourage verbal expression.Encourage creative scribbling, drawing, reading and printing.Music and Movement CenterEncourage creative play with a variety of props.Encourage creative conversations. Encourage creative self-expression with musical props.Develop hand–eye coordination (beating, shaking, pounding etc.).Encourage verbal expression.Cooking CenterEncourage creative play with a variety of props.Encourage creative scribbling, drawing and printing.Develop hand–eye coordination (mixing, stirring, kneading, pouring etc.).Encourage creative expression.Media/Technology CenterEncourage creative conversations. Encourage creative expression. Develop hand–eye coordination (keyboard, mouse manipulation etc.).Woodworking CenterEncourage creative play with a variety of tools and materials.Develop hand–eye coordination (pounding, hammering, connecting etc.). Encourage creative conversations. Develop creative reading and writing.Encourage creative expression.Encourage creative scribbling, drawing and printing.Outdoor AreaEncourage creative discovery. Encourage creative expression.Encourage creative play with a variety of materials.Encourage creative conversations.Encourage creative exploration of nature.Suggested Materials for Promoting CreativitySink with running waterWoodworking bench, with tools, soft wood and tapePounding bench for infants and toddlersDolls and soft toysMusic and earphonesHomemade, commercial musical instruments and instruments from different culturesStorybooks of all textures and cultural contentProps for all activity areasPuppets with stageFlannel board with story piecesFood propsCD player with an assortment of CDsDigital camera, tape recorder, video camera, computer with interactive games and other software that encourages use of imaginationA variety of blocks for all agesConstruction toys (Legos, Dupo, Brio etc.)Paints and brushesAll types of paper Wheel toysGlue or pasteModeling dough or clay and accessoriesEaselsPaint (tempera, finger, watercolor)Arts and crafts materialsFelt, clothespins, coffee filters and pipe cleanersCollage materials (manmade and natural)Pompons, ribbons, sequins, feathers, beads, wooden and felt shapesHole punchers, scissors, markers, pencils, paper clips, chalk, tape and crayonsSand with accessoriesAprons or old shirtsStamps, paper sacks, sponges, wallpaper scraps, fabric scraps and cardboardNature items (leaves, twigs, straws, grass etc.)Paper cups, paper plates, wiggle eyes, large twist-ties, unused meat trays and pie tinsTable coveringsVarious types of paint tools (toothbrushes, eye droppers, straws etc.)Click link(s) for more informationThe Whole Child - For Early Care Providers - Creativity and Play Internet SourcesThis CDA module was compiled using the following Internet references:Children’s Creative Development Whole Child - For Early Care Providers - Creativity and Play Development Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.Creative is the processof engaging children in art and music activities dailyof self-expressionof allowing time for outdoor playof creating a dramatic play area in the learning environmentThe most value ingredients that set children apart from adultstheir imagination and a “make-believe” state of mindtheir sizetheir ability to play and not have to worktheir dependency on adultsChildren begin to draw circles first, then squares and other geometric shapes scribbling stage pre-schematic stageschematic stagerealistic stageChildren reach the pictorial stage of drawing infants toddlerspreschoolersafter schoolersChildren begin to add details to drawinginfants toddlerspreschoolersafter schoolersIn the creative processfocus is on the product looking like a modelfocus is on the product looking the same as peersfocus is on the product being “right”focus is on the process of creatingDevelop an understanding of sounds and wordsblocksartliteracyscienceChildren who are given choices show more creativity than those who have choices made for themshow less creativity than those who have choices made for them.show no creativity abilitiesneed more structure in the creative processCreativity is interwoven into art and musicart and dramatic playmusic and dramatic playall areas of development and learningMake-believe play where children take on adult rolesblocksartmusicdramatic playKnowledge Practice Test AnswersbaadddcaddModule IXSelf Development and the Young ChildImportantSome of the information contained in this CDA module may not apply to your state’s child- care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state in which it is located/licensed, even if the information is different from the content/recommendations contained in this module.Did You Know?Positive self-esteem is one of the best things that an adult can help a child develop.A healthy view of self helps a child deal with negativity and conflicts in a positive manner.Children who have a positive sense of self are healthier, happier and enjoy their lives into adulthood.Children with a healthy self-esteem tend to be very resilient and can overcome challenges quickly, without lasting effects.Some children with a low self-esteem can become passive, shy and withdrawn. Children who think negatively about themselves sometimes grow up to view the world, and everything in it, negatively. If someone develops an unhealthy self-esteem as a child, it is harder for him/her to view himself/herself positively as an adult. Children with low self-esteem tend to view failure at one task as failure at all tasks. Children who have a positive self-esteem have better social skills and behavior. Positive interactions and experiences in early years help develop a good positive self-esteem. Children with healthy self-esteems are more likely to reach their goals and succeed in lifeYou cannot teach a child who he/she is. He/she must determine this on their own. Children who do not develop autonomy usually remain dependent on adults, and tend to be easily influenced by peers. Providing choices helps children become independent and responsible.Having a healthy sense of self is just as important as living and surviving.Children need to experience other cultures daily to develop an appreciation for differences. Children who control their own actions tend to feel good about themselves. What is Self Development?Self-esteem is how someone feels about himself or herself. Children with good self-esteem feel important, special, valued, competent and loved. As stated in an article reviewed by D'Arcy Lyness, PhD, “The Story on Self-Esteem,” it is about:how much you value yourself how important you think you are how you see yourself how you feel about the things you can doSelf-esteem makes a person who he or she is. It is the totality of personality. It drives confidence. A person who does not think very highly of himself/herself has low self-esteem. Child care providers need to understand self-esteem so they can design activities that promote confidence in children. Click link(s) for more informationAges & Stages: How Children Develop Self-Concept 20 Tips to Promote Positive Self-EsteemStages of Self Development According to Erikson’s psychosocial theory, a person must pass through eight stages during his life. In this module, the first four stages, covering birth to age 12, will be discussed. Infancy: Birth to 18 Months Trust vs. Mistrust – HopeA well-nurtured child reflects parental ability (visual contact and touch).A well-cared-for child will develop optimism, trust, confidence and security.? A neglected child may develop insecurity, low self-worth and general mistrust of the world.Toddler/Early Childhood Years: 18 Months to 3 YearsAutonomy vs. Shame – WillA child can build self-esteem and autonomy.The child learns new skills, and right from wrong.? The child is sure of himself.The child carries himself with pride rather than shame. The child goes through the “terrible 2s” (defiance, temper tantrums and stubbornness).The child is very vulnerable at this age. The child may develop feelings of shame and low self-esteem. The child’s failure to develop a positive sense of self may lead to an inability to learn certain skills.Preschooler: Ages 3 to 5 Initiative vs. Guilt – PurposeThe child wants to copy adults’ actions and create his own form of play. The child creates stories, with toys playing roles. The child pretends to takes on adult roles in play.The child begins to ask”why. “The child goes through the “Oedipal struggle” and resolves it through “social role identification.” The child feels guilty when he can’t get what he wants.The child’s most significant relationship is with his family.School Age Child: 6 to 12 YearsIndustry vs. Inferiority – CompetenceThe child falls into a stage of “Latency.” The child is capable of learning, creating and accomplishing new skills. The child develops a sense of industry.The child’s social development is strong. If a child feels inadequate or inferior among peers, he will feel incompetent.The child’s relationships expand from parents to school and neighborhood. Though parental authority wanes, parents are still important to the child. Self IdentityBonding and attachment help build a strong identity. Young children learn who they are, on their own, through interactions and experiences with others in their immediate environment. Helping young children develop a strong sense of self helps them not only to accept who they are, but also enables them to see and accept differences in others. Family child care providers should:Model self-confidence when with children.Help children accept differences in others. Accept and love children for who they are.Provide pictures of people who can serve as role models for young children.Encourage children to do for themselves when ready.Treat mistakes as learning experiences.Provide self-help activities to build character early in young children.Provide personal, labeled space for each child. Provide pictures of children and their families (including pets).Highlight and celebrate children’s strengths.Have children interact with adults.Accept children’s ideas and opinions.Talk to children about family members and family experiences.Give children space, freedom and time to do things their own way.Accept children’s choices, if appropriate.Avoid criticizing children.Praise children’s efforts, trials and successes.Coach and support children so they can master tasks.Help children realize their inner personal power.Help children create self-portraits, “me books,” family drawings, etc.Play mirror and picture-frame games with children.Help children make personal decisions and choices.Encourage children to express their feelings.Help children become independent and competent.Use books, puppets, songs, finger plays etc. to help children learn to respect and appreciate themselves.Help children understand that they are an important part of their family and their learning environment. Teach children to accept themselves and othersInspire children to become great in their own right.Let each child know that he or she is special and loved. Spend time with each child daily.Teach children to have character and values.Click link(s) for more informationFact Sheet: Building self esteem in young children Cultural AwarenessExposing young children to other cultures every day helps create a positive self-esteem, and encourages acceptance of those different from them. Family child care providers can: Provide materials, equipment and activities featuring different families and communities. Provide songs, music, instruments and finger plays that reflect different cultures.Provide books, flannel board/story pieces, puppets/stage and props in all activity areas that reflect different cultures.Use the computer to expose children to interactive, culturally diverse pictures and age- appropriate programs from around the world.Place materials on labeled, open shelves for easy access.Provide multicultural art materials (crayons, paints, craft paper, colored pencils, markers, etc. Take the children to a farmer’s market or grocery store to buy foods of different cultures. Invite people in the community to the classroom, so children can see individuals in roles they might not expect (male nurse, female doctor, female mail carrier, male baker etc.).Encourage family members to share their talents and cultural traditions with the children.Visit a senior citizen center to help children understand and accept age differences.Provide pictures of children and families living in different parts of the world.Serve as a role model for children by accepting differences.Teach children’s games played in different cultures.Teach children to respect the feelings of others.Teach children about different celebrations around the world.Post culturally diverse pictures of people.Label common items (door, sink, bathroom, chair, table etc.) in more than one language.Rotate materials to illustrate the many different cultures, and to stimulate interest. Click link(s) for more informationPrecious Children: Activities that Promote Racial and Cultural Teaching "Diversity": A Place to BeginIndividual AutonomyIt is important for children to develop a sense of autonomy among other children. When children feel autonomous, they feel empowered. They feel they have unique abilities and capabilities. In addition, children feel they can make their own choices and follow their own lead within the family child care provider’s boundaries. Children feel good when they control of their own actions.Providers can:Create a private space so children can have some uninterrupted “me” time.Help children express themselves. Encourage self-acceptance.Encourage diary or journal scribbling, drawing, writing etc.Encourage children to make choices.Help children guide their own learning.Develop a “wall of fame” with each child’s picture.Provide child-initiated activities.Help children recognize and express their personal feelings. Help children establish personal values.Address children by name.Include children’s names in stories, songs, finger plays etc.Encourage children to follow their own interests.Provide activities to encourage independence.Provide activities to help children become responsible.Provide activities to help children build self-confidence.Adult/Child InteractionsThe first two years of a child’s life are critical time in building a healthy self-esteem. How adults relate to children is a key self-esteem builder. Exchanges between the family child care provider and children should be respectful, engaging, fun and rewarding. A few tips:Help children build trust by meeting their municate with children, both verbally and non-verbally. Encourage children to assist with simple tasks when ready. Help children use appropriate words to solve problems and conflicts.Let children know that they are respected, special and loved.Serve as a transcriber and interpreter of children’s conversations. Talk to the children at their eye level.Read books and use puppets in working with children.Participate in children's play and discussions, inside and outside.Ask children open-ended questions to encourage conversation.Play roles with children.Collaborate with children to plan activities. Give children feedback on their work.Provide time for individual and group interactions.Use language that the children can understand.Provide activities that encourage adult/child interaction.Listen attentively to children’s conversations.Provide warm and nurturing physical contact.Encourage both verbal and written (scribbling, drawing, inventive spelling etc.) interactions.Help children talk about things in their environment.Help children reflect on their play.Encourage children to participate in their own learning.Encourage and motivate interactions among children. Promoting Self Development SkillsA caring, loving and nurturing environment sets the stage for young children to develop a good, healthy self-esteem. Family child care provider can:Create an environment that encourages self-esteem development.Provide activities and materials that children can master.Provide songs, music, instruments and finger plays that reflect different cultures.Provide books, flannel board/story pieces, puppets/stage and props in all activity areas that reflect different cultures.Arrange for private space so children can spend time alone.Provide an unbreakable mirror so children can see themselves.Display pictures of children and their families.Provide materials and activities that encourage children to make choices.Use children’s names often.Model self-confidence among children.Help the children accept differences in others. Praise children throughout the day.Plan interactions with children daily.Provide love and affection to children daily.Treat each child as an individual.Plan for the needs of all children. Help children take care of their personal needs.Treat children with respect.Engage children in their own learning process.Be a positive role model to children.Help children accept their feelings in a positive manner.Always focus on the positive.Signs of Low Self-Esteem in Children A child has low self-esteem: Shows signs of shyness, or may be overly confident (loud, bold, having a bully attitude) to hide low self-esteem. Isolates himself/herself from others.Fears interactions (even with family and peers).Is afraid to ask for help. Fears failure, and avoids trying new things. Clings to the child care provider most of the day, to feel safe and secure. Views himself as failing at everything Says “I can’t” before trying. Becomes a perfectionist at simple tasks to avoid criticism. Seek provider’s approval before making a decision.Does not make friends easily.Is sensitive to criticism. Displays defensive or negative behavior.Feels worthless, unloved and incompetent.Is very anxious and fearful most of the time.Tries too hard to please others.Is afraid to accept responsibility.Causes of Low Self-Esteem in ChildrenThe list below can help child care providers understand children’s personalities and behaviors, and identify potential causes of low self-esteem: Social IssuesPovertyRacial discriminationBullyingChild abuseExcessive criticismPeer pressureOther negative experiencesFamily IssuesAbusive parentDominating parenting styleParental expectationsSibling problemsNegative climate at home Lack of love, attention, praise and affection Learning DisabilitiesLabelingLagging abilitiesBullying/teasingRole of the Family Child Care Providers Arrange the learning environment to be inclusive of all children.Select and modify materials and equipment to encourage mastery.Assume that all children are competent and capable of learning. Appreciate and celebrate the accomplishments (large or small) of all children.Cultivate an “I can” attitude in all children.Recognize the strengths of all children. Use those strengths to build success. Appreciate the gift that each child brings to the learning environment.Be a good role model to keep children motivated.Provide self-esteem builders (hugs, positive words, high fives etc.) to let children know that they are fantastic. Use words carefully when correcting behaviors or making suggestions about their work.Identify a child’s fear and find comfortable, secure ways of helping him or her work through it safely and constructively. Provide space and time for children to appreciate themselves. Help children handle disappointments gracefully by always looking at the positives. Guide children through challenges by helping them find solutions.Help children gain confidence through nurturing, love and trust.Design tasks and activities that encourage self-esteem. Teach children to deal with their feelings in positive and constructive ways.Ease children into new situations to prevent anxiety and tantrums. Teach older children that failure is the cover that has to be removed from success.Monitor your non-verbal cues. Children can identify your unspoken negative feelings.Never criticize, label, punish, tease or belittle children. Avoid over-protectiveness. This can stifle a child’s self-esteem.Click link(s) for more informationI'm Glad I'm Me: Developing Self-Esteem in Young ChildrenInternet SourcesThis CDA module was compiled using the following Internet references:20 Tips to Promote Positive Self-Esteem - Sheet: Building self esteem in young children of Low Self Esteem - "Diversity": A Place to Begin - Children: Activities that Promote Racial and Cultural & Stages: How Children Develop Self-Concept | I'm Glad I'm Me: Developing Self-Esteem in Young Children Sheet: Building self esteem in young children Tips to Promote Positive Self-Esteem - of Low Self Esteem - "Diversity": A Place to Begin - Development Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.One of the best things that an adult can help children develop early in lifepositive self-esteem fine motor skillslarge motor skillsvaluesChildren who have a positive “sense of self”are more withdrawndevelop a low self-esteemare healthier, happier and enjoy life into adulthoodhave more behavior problemsChildren that view being unsuccessful at one task as permanent in all taskshealthy self- esteem shy childlow self-esteem special needs childSelf-esteemwhat others think of youhow much you value yourself feeling isolated by othersshy and withdrawnBasic Trust vs. MistrusthopewillpurposecompetenceFeelings of shame and low self-esteem autonomy vs. shamebasic trust vs. mistrustinitiative vs. guiltindustry vs. inferiorityA neglected toddler may develop insecurity, worthlessness, and general mistrust autonomy vs. shamebasic trust vs. mistrustinitiative vs. guiltindustry vs. inferiorityBonding and attachment in infants and toddlers are important conceptsdevelopment of creative skillsdevelopment of an unhealthy self-esteemdevelopment of a strong healthy self identifydevelopment of physical skillsChildren who feel autonomousindependentwithdrawnfearisolated The child is in a very social stage of developmentautonomy vs. shamebasic trust vs. mistrustinitiative vs. guiltindustry vs. inferiorityKnowledge Practice Test AnswersaccbabbcadModule XSocial/Emotional Development and the Young ChildImportantSome of the information contained in this CDA module may not apply to your state’s child- care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state in which it is located/licensed, even if the information is different from the content/recommendations contained in this module.Did You Know?Social and emotional developmental domains are interconnected. Children who develop positive social and emotional skills early in life are healthier and happier than those who develop unbalanced social and emotional skills. Children who show higher levels of emotional intelligence also have higher rates of self-esteem.Positive social interactions with adults and peers help children deal with negativity and conflicts positively. Children with healthy social and emotional skills are less aggressive.Children with healthy social and emotional skills exhibit good self-regulating behavior. Children who can understand and deal with their feelings and emotions get along better with others. Children with healthy social and emotional skills are very resilient and can overcome challenges quickly, with less/no lasting effects. Children who have positive social and emotional skills get along better with others and have fewer behavior problems.Positive social interactions and experiences in a child’s early years are important to develop healthy self-esteem. Children with healthy social and emotional skills have better verbal skills, and can better express how they feel. If children don't develop healthy social skills by 6 years old, they may not be able to do so later in life ().Children who don't develop healthy social skills early in life may have difficulty developing positive relationships with others later in life. What is Social and Emotional Development?Social and emotional development relates to feelings, self-awareness, self-regulation and interactions with others. It also involves the ability to pay attention, try new activities, share, take turns, cooperate with others and develop emotional security. Social development deals with interaction, and emotional development deals with feelings. A child’s feelings determine how he or she interacts with others. Positive social and emotional development enhances a child’s ability to express his or her feelings and emotions in appropriate ways. This can affect how ready a child may be for school. Stages and Milestones of Social/Emotional Development Erickson's theory of psychosocial development indicates that children start to evaluate their feelings and actions in the stage of "autonomy vs. shame and doubt" Erik Erikson Stages. At the end of this stage, young children determine for themselves whether they feel positive (autonomous), or negative (ashamed). If they feel positive, they see themselves as good and valuable. If they feel negative, they see themselves as worthless. Click link(s) for more informationSocial and Emotional DevelopmentSocial Development in 0-2 Year Olds Social & Emotional Life for Ages 6-7BondingParents and guardians form intense attachments, or bonds, with their children. It usually develops within the first few weeks after birth, or once the parent or guardian becomes the child’s primary caregiver. Family child care providers begin to bond with children the first day they enter their child care facility. Smiles, hugs, closeness, love, care and security lets the child know he or she is safe, and he or she has a nurturer until parents or guardians return.In developing positive teacher-child relationships, remember to:Provide many smiles, hugs and other types of warm affection with children. Soothe the children’s fears when they are upset or crying.Look at children at their level when talking to them.Hold, rock and sing to children.Interact with each child often. Use a pleasant, calm voice and simple language when talking to children.Show interest and participate in children’s play. Help children understand classroom expectations.Help children work through problems and conflicts.Help children become familiar with rituals and routines.Listen to children and encourage them to listen to others.Provide plenty of verbal and nonverbal praise for children’s efforts and accomplishments. Help children feel good about themselves.Help children feel secure and a part of the learning community.Click link(s) for more information Ages & Stages: Bonding & Attachment AttachmentA child forms an emotional connection (closeness) toward his or her parent or guardian and develops it rapidly within the first two years of life. It then continues throughout life. These attachments are cultivated when the parent or guardian provides a warm, nurturing, loving and caring environment. Attachment can be secure or insecure. Child care providers that make children feel loved, safe and secure develop very secure attachments with young children. Child care providers that make children feel neglected, rejected and unsupported develop very insecure attachments that can hinder social and emotional development. Styles of Attachment Secure Attachment - trust others and become independent without fear?Avoidant Attachment - do not trust others, and always protect selfAmbivalent Attachment - fear of separation and abandonmentDisorganized Attachment – experience fear and emotional turmoil as a child. Separation AnxietySeparation anxiety is normal for most infants, toddlers and some preschoolers when they leave parents or guardians. This develops before a child understands that things and people exist, even when they can’t see them. The child care provider must help the parent/guardian and child develop positive and comfortable separation rituals and routines. Some tips:Reassure parent/guardian that separation anxiety is normal in some children. Invite parent/guardian and child to visit the child care center prior to enrollment.Arrange for the child to spend time alone with the provider(s) before the first day of enrollment. On the first day of enrollment, encourage the parent/guardian to stay until the child feels comfortable. Help the parent/guardian create a separation ritual. The child must understand that parents will drop them off every day, but also will pick them up every day. Encourage parent/guardian to call during the day if they are concerned. Encourage parent/guardian to bring an object (blanket, stuffed animal etc.) from home to make separation easier. Use soothing words to reassure the child that the parent/guardian will return.Stay with and comfort the child if he or she is upset after the parent/guardian leaves.Help the child know that he or she is in a safe and secure place.Provide interesting toys and activities to engage the child throughout the day.Click link(s) for more informationSeparation AnxietySeparation Anxiety in ChildrenReassuring Routines & Rituals Self EfficacySelf-efficacy is “believing in yourself,” and believing you are capable of mastering any task or endeavor. Children begin to see who they are as infants. As they grow, they take in all the experiences (good or bad) from parents or guardians, family members and other influences. The child care provider must help children to believe in themselves and feel that they can succeed. Sometimes children may fall short of their goals, but children with good self-efficacy will never stop trying. Helping them think/work through failure often leads to success. Characteristics of children with high self-efficacy: Face challenges with easeThink creatively and productively Think positively about all situationsHandles difficult tasks with ease Have high motivation and great resilienceBecome less vulnerable to stress Characteristics of children with low self-efficacy: Shy away from difficult tasks that may create stressDo just enough to get the task done Have a bad attitude in almost all situations Are very vulnerable to stress and depression Have low resilience, and are difficult to motivate EmpathyEmpathy is the ability to imagine how someone else feels and respond to those feelings in a caring manner. Children begin to develop these feelings at an early age. Family child care providers can cultivate empathy in children by providing a caring learning environment and helping them to understand:That he or she is a separate individual with separate feelings.That adults and peers also have separate thoughts and feelings. ?That they will experience many feelings (mad, glad, happy, sad, frustrated, excited etc.).That they may have different feelings from others.That they can comfort others in a caring way.Adult/Child Social/Emotional InteractionsPositive early interactions help to influence a child’s ability to be empathetic. Early relationships enable children to establish positive connections with others. A family child care provider can:Help children build trust by meeting their municate with children as partners. Help children understand the different types of emotions.Participate in children’s play to encourage socialization.Converse with children about their feelings.Help children to talk about their emotions, and help them solve problems and conflicts.Explore, discover and experiment with children in fun ways.Let children know that they are respected, special and loved.Talk to the children at their eye level.Read to and use puppets with children.Participate in children's discussions inside and outside the classroom.Ask children open-ended questions to encourage conversation.Play roles with children.Collaborate with children in planning activities.Give children feedback on their work.Provide time for individual and group interactions.Use language that children can understand.Provide activities that encourage adult/child interaction.Listen attentively to children’s conversations.Encourage both spoken and written (scribbling, drawing, inventive spelling etc.) interactionsHelp children talk about things in their environment.Help children reflect on their emotions.Encourage children to participate in their own learning.Encourage and motivate interactions with children.Culture and Social/Emotional DevelopmentThe dynamics of a child’s family (traditional or non-traditional) has an impact on how he or she builds social connections with others. Child care providers must understand the dynamics of each child’s family, to help him or her build strong positive social relationships. Different cultures may see the following in different ways: Child-rearing practices (i.e. very dominating parents)Values (different from the norm)Expectations (potty trained by age 1)Personal practices (i.e. cutting male infant’s hair before age 1)Life choices (putting infants in out-of- home care)Approval (seek parents approval on all decisions)Disciplinary practices (i.e. spanking)Developmental practices (i.e. breastfeeding until late childhood)Medical treatment (believe in non-traditional medical practices)Special needs (how children with disabilities are viewed)Promoting Social/Emotional Skills in Young ChildrenYoung children learn positive social skills and how to deal with their emotions through their interactions and experiences with others. Family child care providers must help each child develop into a socially competent person who can express his or her feelings, be empathic to the feelings of others and show kindness toward adults and peers. Providers can:Model positive social skills.Help children to identify and understand their emotions.Help children to accept others’ feelings. Help children to accept differences in others. Provide materials (crayons, paints, craft paper, colored pencils, markers etc.) that represent differences among people. Accept and love children for who they are.Provide pictures of different kind of emotions.Treat mistakes as learning experiences.Provide pictures of children and their families (including pets).Engage in adult/child interactions.Accept children’s ideas and opinions.Give children space, freedom and time to interact with adults and peers.Help children to make appropriate choices. Avoid criticizing and shaming children.Praise children’s efforts, trials and successes.Help children realize their inner personal power.Encourage children to express their feelings.Help children explore their own abilities and express their feelings.Use books, puppets, songs, finger plays etc. to help children learn to respect and appreciate themselves and others.Help children understand their emotions and act on them in positive ways.Help children to accept their feeling and the feelings of others. Help children develop trusting relationships with adults by responding to their needs.Respond to children in a positive manner, because they rely on adults for attention and interaction. Set age-appropriate positive limits to guide children’s feelings and emotions.Understand the cultural dynamics of the family and respond to children’s feelings and emotions appropriately.Encourage sharing, taking turns and cooperation when children are developmentally ready.Provide activities to help children learn social skills through sensory experiences.Teach children to take turns during conversation by listening while others talk.Help children to connect actions with the feelings about themselves and others. Teach children words to describe feelings (mad, glad, happy, sad, frustrated, excited etc.).Provide consistent routines for children so they will know what to expect. Signs of Delays in Social/Emotional CompetenceSometimes children are labeled “difficult” early in life, when there may be underlying problems that trigger inappropriate behaviors. Some behaviors are typical for their stage of development, while others can be related to such issues as language development problems, social/emotional delays, difficulties with peer interactions or other developmental disabilities. In addition, other inappropriate behaviors may be indicating a more serious problem. Signs may include: Persistent problem interacting with peers.Inability to calm down. Inability to express his or her feelings. Feeling sad, angry or unhappy most of the time. Trouble getting along with other children. Unresponsiveness to positive guidance.Inability to express or regulate emotions. Difficulties forming close and secure relationships with others. Reluctance to explore his/her environment and learn. More Challenging BehaviorsSevere aggressionDestruction of propertyNoncomplianceExtreme disruptionExcessive outbursts and/or fightingFamily Child Provider’s RoleArrange the learning environment to be inclusive of all children.Select materials and equipment to encourage mastery.Provide close supervision of children who exhibit problems in social and emotional competency. Help children learn how to regulate their emotions and behaviors.Set simple limits for children to follow.Cultivate a learning community that supports children’s emerging social skills.Develop strategies to deal with aggressive behaviors.Let children know that inappropriate interactions will not be tolerated.Teach children to use their own words to express their feelings. Model appropriate behaviors with children.Provide self-esteem builders (hugs, positive words, high fives etc.) to encourage appropriate expression of feelings and emotions.Use words carefully when correcting behaviors. Identify a child’s fears and find secure ways of helping him or her work through feelings. Provide space and time for children to develop positive social relations. Help children handle disappointments in a positive manner.Guide children through challenges by helping them seek positive solutions.Help children gain confidence in themselves through secure nurturing, love and trust.Teach children to deal with their feelings in positive and constructive ways.Ease children into new situations to prevent anxiety and tantrums. Seek help from parents/guardians and/or professionals (when needed) to deal with problem behaviors.Click link(s) for more informationTeaching Social and Emotional SkillsInternet SourcesThis CDA module was compiled using the following Internet references:Social and Emotional Development - ttp://wholechild/abc/social.htmlAges & Stages: Bonding & Attachment - Anxiety - Anxiety in Children Routines & Rituals Social and Emotional Skills Development in 0-2 Year Olds & Emotional Life for Ages 6-7 Development Knowledge Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.Social and emotional development Are separate personality traitsAre not connected Are interconnected rather than separate personality traitsAre not personality traitsChildren with healthy social and emotional skills Are very hyperHave learning disabilitiesAre very depressedAre less aggressiveChildren who don't develop healthy social skills early in life May not be able to develop these skills later in life Will develop these skills by the time they are 10 years oldWill develop these skills by the time they become a teenagerWill develop these skills by the time they become a young adultSocial development Deals with conflict resolutionDeals with interacting with othersDeals with aggressive behaviorDeals with punishmentDeveloped the stages of Psychosocial DevelopmentPiagetEriksonKohlbergFreudAttachment that is formed by the parent or legal guardian toward the childBondingAttachmentInteractingCognitive relationshipCan trust others and reach independence without fear?Secure Attachment Avoidant Attachment Ambivalent Attachment Disorganized AttachmentSeparation anxiety is more common in Infants onlyYounger toddlers onlyInfants, toddlers and some preschoolersYounger toddlers onlySelf-efficacy in young childrenPositive feelings of selfView themselves as failuresNegative feelings of selfAfraid of trying new thingsEmpathy in young childrenWithdrawn from othersFeels sorry for themselvesUnderstands that they are separate individuals with separate feelingsLow self-esteemKnowledge Practice Test AnswerscdabbaacacModule XIGuidance and the Young ChildImportantSome of the information contained in this CDA module may not apply to your state’s child- care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state in which it is located/licensed, even if the information is different from the content/recommendations contained in this module.Did You Know?Children with low self-esteem have more behavior problems than those with high self-esteem.Children who bully others tend to have difficulties in their relationships with parents and friends.The No. 1 way young children resolve conflicts is by fighting (hitting, kicking, biting etc.). Most preschoolers say that if another child hit or pushed them, they will hit or push back.Conflicts are more likely to occur when children are uncomfortable (hot, cold, hungry, tired, crowded etc.).Initially, a child deals with conflict through physical action (hitting, kicking, biting etc.). Child care providers should tell children what to do, instead of what not to do.Establish no more than five rules, or limits, with children. The rules should be positive in tone, and age appropriate.Set your limits (rules) with children by focusing on their senses. When trying to get children to behave, adults often use a form of abuse. No single method of guidance works with every child, every time. Child care providers should know and use a number of different guidance techniques. The words “no” and “stop” don’t represent good guidance. They are overused, and often are not followed up with what a child SHOULD do. Only use those words when correcting harmful behavior urgently and immediately. Some cultures view a child’s disability differently from other cultures. This can lead to unintended child abuse. What are Guidance, Discipline and Punishment?A very thin line separates guidance, discipline and punishment. Some child care providers think that they are guiding children’s behavior when they are actually punishing them for misbehaving. Knowing the differences among the three terms provides a clear avenue to help young children develop self-regulating skills. Guidance – guiding children’s behavior through redirection, reminders and positive limits. Discipline – setting and enforcing limits firmly, and often telling children what they SHOULD NOT do.Punishment – threatening and scaring children into behaving appropriately. Guidance and DevelopmentIt is hard for young children to understand someone else’s point of view. They often respond without thinking. Their responses are “spur-of-the-moment” reactions that may cause discomfort to others. A child needs to learn how to respond properly when he or she doesn’t get his or her way. As a child grows, with proper guidance, he or she begins to learn self-regulation and how to control his or her actions.Infants – communicate their needs through crying (wet, hungry, ill, etc.). Their behavior can be challenging because:They are dependent on others to get all of their needs met.Their crying can be an irritation to some parents and child care providers.They like to be held if they feel unsecure in their environment.Older infants like to spill and drop objects several times as they begin learning about cause and effect actions.Toddlers – are mobile, a lot more active and littler explorers. They also express themselves a great deal by crying and using their “one” and “two” word sentences. Toddler’s behavior can be challenging because:They have limited communication skills to express their needs.Their crying and whining can be an irritation to some child care providers.They like to be held more for comfort than fear.They are very mobile, have a lot of energy and love to explore.They love to make a mess in the learning environment (grabbing, turning over, throwing, empting, dropping, etc.).They are also very possessive (“no” and “mine”).They will hit, kick or bite to get their needs met.They use pointing behavior to access items and objects.Preschoolers are independent, mobile and have an abundant amount of energy. They can be very temperamental and want to make their own decisions. Preschoolers’ behavior can be challenging because: They ask lots of questions (“why?” and “how come?”).They don’t always like to share or take turns.They won’t hesitate to say, “I’m not going to be your friend.” They tattle on each other. They love to interact, but also like time alone. They like to take risks. They use colorful (forbidden) words, when upset. They can become cranky and irritable when tired, frustrated or ill.School-agers want to be miniature adults, but still have a child’s social skills. Their behavior can be challenging because: They argue and fight a lot, even with their friendsThey tattle on each other a lot. They have difficulty working in groups. Everyone wants to be the boss.They use physical action (hitting and pushing) to resolve conflicts. They often lack self-discipline. They push established limits, either to get their way or to provoke a reaction from adults.Click link(s) for more informationWhat to expect from childrenFinding the causes of misbehavior Temperament in Young ChildrenTemperament describes how children approach and respond to their environment. A child care provider must learn each child’s temperament, to help each child develop strong relationships with others, and respond appropriately to different situations. Some examples of temperaments: Easy or flexibleCalm and happy Regular in sleeping and eating habitsAdaptable, and not easily upset Difficult, active or feisty FussyIrregular in eating and sleeping habitsFearful of new people and situationsEasily upset by noise and commotion High strung, and intense in their reactions Slow to warm up or cautious Inactive and fussy Tend to withdraw or to react negatively to new situationsGradually become more positive with continuous exposureParenting StylesResearch has identified four different styles of parenting. Child care providers should use an appropriate style of management to effectively address children’s behaviors. Types of parenting styles include:Authoritarian Uses strict discipline Wants children to be very obedientHas very traditional beliefs about how children should behaveMay use abusive punishment Does not believe in giving children choices/freedomBelieves that children must do as they are toldBelieves in the old saying, “Children should be seen and not heard.”Permissive Provides little or no order in the homeSets few limitsAllows children to make their own rulesPays little attention to children’s actionsDoesn’t help prevent inappropriate behaviorsUses inappropriate words to correct behaviorDoes not enforce limits, or follow through on consequencesNeglectful Has no caring attitude toward childrenRejects or ignores children’s behavior Does not set limits for childrenIs a caretaker, not a parent/guardianDoes not give children choices or guide their behaviorsAllows the child to do as she or he pleases Authoritative/Democratic Sets appropriate limits to guide children’s behaviorIs caring, loving, consistent and fair in correcting children’s behaviorHas reasonable expectations and consequences Encourages children to be independent and self-regulating Allows choices, and empowers children to make good choicesHelps children use appropriate words to express feelings and emotionsProvides warm, nurturing, loving and supportive guidance to children Setting Limits Children need adults to set limits to guide their behavior and learn how to regulate themselves. Developing clear, consistent boundaries also helps children feel safe and secure. How do family child care providers set positive limits? Here are a few tips: Set clear, reasonable, age-appropriate limits for the children. Set only a few, clear limits, to avoid confusion. Focus on the behaviors you expect from children.State limits in a positive tone.Use the “5 senses” to set limits (ears to listen, hands for soft touches, mouth for tasting, etc.).Be consistent with established limits and revise as needed.Develop logical and age-appropriate consequences (choices) if limits are violated.Click link(s) for more informationSetting limits Natural and logical consequencesBasic Tips Child Care Providers Can Use to Guide Children's BehaviorEstablishing Predictable Routines in a Child Care SettingTime OutTime out is the removal or isolation of a child from others to allow time for him or her to calm down. This discipline (not guidance) requires a child to spend time alone in a non-stimulating place. Educators view time out as “out,” because it does not address the behavior. It simply puts it on hold for a few minutes. Time out:Does not address the behavior Can be viewed by some as abusive in natureConfines a child to specific boundariesDoes not help the child understand his or her actionsDoes not meet the child’s needsDiminishes the child’s ability to learn how to regulate himself. Can affect the child’s self-esteemInstead of using time out to guide behavior, provide a visible, comfortable, soothing, cozy stimulating and supervised space for a child to cool down, with a book or another comfort item. The child care provider should then talk to the child about his or her behavior and help the child work through his or her emotions and feelings. The child should be allowed to rejoin the group when he or she, not the provider, is ready. This guidance helps the child learn that he or she is in control of his or her actions, and can change those actions with adult help. It also teaches the child to be responsible, respectful and accountable for his or her behavior. Physical/Mental PunishmentMost adults believe that young children respond better to discipline that causes pain (pinching, yanking, slapping, shaking, hitting, spanking etc.), or lowers self-esteem with words like “bad,” “stupid,” “ugly” etc. This is abuse. A child care provider should NEVER use this type of discipline with children. Corporal punishment hinders a child’s ability to regulate himself/herself. Also, corporal punishment can lead to injury and a violation of state law. Research shows:Children who are spanked learn to hit others.Children who experience or witness physical punishment (spanking, slapping, hitting etc.) sometimes become aggressive themselves -- as children and adults.Children who are bullied often become bullies. Child care providers should never physically or mentally discipline young children. They should always remember that their No. 1 priority is to protect and care for children – not to hurt them. Take a close look at the program’s policy on guiding young children’s behavior where you work to see whether it contains appropriate guidance techniques and practices. Challenging BehaviorsTemper tantrums – a display of anger in young childrenDuring the first 3 years of life, hitting and biting are normal in young children. They use these methods to express feelings and emotions. These behaviors, along with screaming, kicking and crying (temper tantrums) are the most effective ways for young children to try to get their needs met. CausesInability to express oneself (limited vocabulary) effectivelyA need to bite for physical reasons ((tired, ill, frustrated, etc.)Desire for autonomy (may hit or kick to gain control)Over-stimulating learning environment (too much clutter, too many colors, too many bright colors, too much noise, etc.)Basic wants and needs are not met (food, rest, love, etc.)Discomfort (tired, ill, etc.)FrustrationDifficulty handling change in routine or new situationsGuidelinesCommunicate what you expect the child to do.Supervise and guide the child so he/she won’t hurt him/herself or others.Stop harmful actions (biting, kicking, hitting etc.) immediately.Give the child choices.Distract or redirect the child’s aggression.Have realistic expectations of a child’s ability and behaviors.Provide appropriate outlets for aggressive behavior (painting, water play, music, etc.).Seek professional help for extreme or severe behavior (biting, kicking, hitting etc.)Click link(s) for more information Anger Management for Children Dealing with Toddler Temper Tantrums in Child CareWhat Should I Do When My Child is Bitten in Child Care?Dealing with Rivalry Among Children in Child CareHandling Challenging Behaviors in Child CarePraise and RewardsChildren love praise and rewards when they do things correctly or well. However, praise and rewards must be used with extreme care. Children need to learn to behave appropriately because it is the right thing to do, not to receive something in return. Praise and rewards are appropriate when they are not used to manipulate behavior. Give praise when a child behaves appropriately. Praise must be honest, and not used to control behavior. Child care providers should not:Condition children to seek approval.Encourage children to do things to impress others, instead of themselves.Encourage children to depend on outside motivators.Discourage self-gratification. Encourage children to be pleasers and seek positive stroking from others.Create a pleasure-seeking behavior in young childrenRewards can be appropriate, or not, depending on how they are used. They should never be used to control behavior. Some tips:Social rewards are great as appropriate behavior boosters. These are words and actions (smiles, praise, hugs etc.) that convey to children that you care about how they respect and care for themselves and others. Make sure you use social rewards carefully and appropriately.Praise children appropriately to guide, rather than control, their behavior.Praise, instead of judge, the child’s character.Do not over-praise children’s efforts.Praise appropriately. Children can become “admiration addicts” later in life. Praise for deserving accomplishments. Inappropriate praise serves only as a short-term fix for bad behavior. Material rewards can set up children for failure and disappointments. Tangible items or activities (candy, cookies, gum, toys, stickers, pizza etc.) are usually used to manipulate and/or control behaviors. Children become dependent on material rewards for good behavior.Children will not behave appropriately unless the adult promises to give them something in return. Children make the reward more important than their behavior.Adults become the manipulator instead of a guider/teacher. A material reward is a short-term fix for inappropriate behavior.Only use material rewards when the child is truly deserving. Promote Positive Guidance in the Learning EnvironmentArranging space properly in the learning environment helps manage behavior. Children are very active. They like to explore, discover and use their hands, feet and teeth to learn about their surroundings, and to get what they want. Some arrangement tips:Create space to show children what is expected of them. Organize routines so children will know what to expect. Plan space to accommodate varied developmental abilities. Design learning areas that encourage positive, interactive play. Set limits. Plan activities to meet the needs, interests and abilities of the children. Eliminate large open spaces to discourage rough/over-active play.Provide enough space both inside and outside to prevent overcrowding. Provide enough and duplicates of popular materials to minimize disputes.Give children choices in activities.Arrange space so children can easily move. Place materials and appropriate supplies where they are easily accessible.Effective Classroom Management TechniquesA child care provider must guide children’s behavior in socially acceptable ways. Positive guidance is important because it promotes self-control and encourages children to treat others and property with respect. A few guidance tips:Model appropriate behavior for children. Provide the right amount of space for children to work and play comfortably. Provide enough age-appropriate toys and materials to promote appropriate behavior.Teach children to take responsibility (when appropriately ready) for their actions.Help children to make good choices. Help children learn to respect themselves and others.Encourage and support good behavior.Set positive and consistent limits.Use your words and actions carefully.Listen to children when they are upset, and help them find proper words to express and work through their feelings and conflicts. Always let children know that they are loved and respected.Provide suitable toys and activities (soft blocks, finger painting, puppets etc.) to help children work out aggression. Set clear positive limits that children can understand and follow.Encourage children to regulate themselves when appropriate.Plan how to properly respond to inappropriate behavior. Correct any potential problems before they occur, if possible. Provide a consistent, predictable and balanced routine and schedule so children will learn what to expect throughout the day.Redirect problem behavior into a more suitable activity, when appropriate.Establish age-appropriate consequences for children’s inappropriate actions. Follow through on consequences in a positive manner so children will begin to understand that their inappropriate actions produce results.Teach children to use appropriate words to express feelings, emotions, wants and needs.Talk to children about their actions and try to understand why they occurred.Praise children’s appropriate behaviors and talk to them about inappropriate behaviors.Use guidance techniques that fit the situation and the child.Teach children that sharing, taking turns and cooperation is good for them and others, when they are ready.Use words and actions (smiling, praising, patting, hugging) as rewards. Make sure children’s basic needs are met and that they have a comfortable space (inside and outside) to work and play.Use the words “no” and “stop” only when they are needed to correct a harmful behavior immediately.Remove children from dangerous situations that can bring them, or others, harm. Distract children from inappropriate behavior by offering them a more suitable activity. For example, redirect the child to the indoor climbing structure instead of letting the him or her climb on a table.Never isolate a child to correct inappropriate behavior. This could have a lasting effect on the child’s social and emotional development.Provide a comfortable space, both inside and outside, in which frustrated children can be alone (with adult supervision) with a comfort toy or object. Look for the cause (what, when, where, why and how) of a behavior problem and find ways to solve it. Never use physical, verbal or mental punishment to correct inappropriate behavior.Focus on the desired behavior, rather than the undesired behavior. Expect the best from all children.Encourage and remind children often of expected behaviors. Help children understand how their actions affect others.Different Cultures and Guidance Techniques Culture, values, beliefs, education, customs and parenting styles vary widely among families. These factors influence how adults guide children’s behavior. For example, being assertive in one culture can mean being aggressive in another. Also, teaching children to develop a strong character in one culture could mean being disrespectful in another. For the family child care provider, guiding children’s behavior, cultural values, beliefs and customs is a balancing act. However, regardless of the culture, all parents want to instill good values, judgment and respectful moral character in their children. Providers can help by discussing with parents or guardians their expectations of their children. A few suggestions:Get a deep understanding of different parenting styles and child-rearing practices.Talk to parents/guardians about their behavior management techniques.Explain to parents/guardians your expectations of their child while in your care.Do not judge, but find common appropriate behavior management practices. Build positive relationships with parents/guardians, for the good of the child.Conflict ResolutionConflicts among children are a normal part of growing, developing and learning. Teaching children to resolve disagreements begins early in life and is key to a successful and happy life. Child care providers can help children develop self-regulation skills and learn how to resolve battles with others through coaching. A few tips:Approach the conflict in a calm and respectful manner.Stop the conflict with soft caring words and wait until the children calm down (if crying, shouting or yelling), so they can listen to you. Talk calmly to the children at their level. Let the child know that you are there to help them feel better. Let a child know that you understand his or her feelings. Tell them what you see (anger, sadness, injury etc.). When conflicts occur, talk to the children involved about the problem after they have calmed down.Ask each child separately to tell you what happened (if possible) to cause the conflict.Repeat what each child tells you, so he or she can hear your words. Help each child use his or her words to talk about the problem.Encourage the children to listen to each other. Provide support as the children work through the conflict. Ask the each child for ideas/input to help solve the problem.Encourage the child to interact positively with his or her peers. Monitor each child’s play and acknowledge and praise him or her when he or she plays appropriately with others.Click link(s) for more informationWays Child Care Providers Can Teach Young Children to Resolve ConflictsThe Special Needs ChildChildren, including those with special needs, are more alike than different. Guiding children’s behavior can be a challenge, regardless of their abilities. No matter what the special needs are, all children need guidance. Some suggestions: Be consistent when dealing with a child who has special needs.Modify the environment to reduce frustration.Plan for the child’s needs and interests.Arrange materials for easy access.Model appropriate behavior.Set realistic expectations for the child’s ability.Provide activities and experiences to boost the child’s self-esteem and confidence.Praise the child for efforts and accomplishments.Provide plenty of patience and time for the child to master tasks. Avoid over-stimulating the learning environment.Never label the child, or his/her abilities.Always emphasize the child’s strengths and never his or her challenges.Help the child build positive relationships with adults and peers.Teach the child coping skills.Help the child regulate his or her behavior.Be fair in addressing all children’s behavior.Internet SourcesThis CDA module was developed using the following Internet references: What to expect from children limits and logical consequences Management for Children Problems: Discipline That Works Child Care Providers Can Teach Young Children to Resolve Conflicts CHILDREN: TEMPER TANTRUMS Is More Effective Than Praise in Guiding Children's Behavior Children in Child Care Handle Anger a Safe Child Care Environment that Supports Positive Behavior and Exploration Predictable Routines in a Child Care Setting Tips Child Care Providers Can Use to Guide Children's Behavior with Rivalry Among Children in Child Care with Toddler Temper Tantrums in Child Care Challenging Behaviors in Child Care Children Cope With Stress in Child Care Do Some Children in Child Care Bite Others? Should I Do When My Child is Bitten in Child Care? for Preventing Repeated Biting in Child Care Programs Child Care Providers Can Teach Young Children to Resolve Conflicts Knowledge Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.The number one way younger children resolve conflicts FightingUsing their wordsConflict resolution skillsWalking awayWhen a child hit another child, the family child care provider should Ignore the childTalk to the child about his or her inappropriate behaviorEncourage the child to hit the toddler backPut the toddler in time outThe words “no” and “stop”Should be used throughout the day to correct behaviorShould never be used to correct behaviorShould only be used during playground play timeShould be used immediately when correcting a child’s harmful behavior that endanger self and others Helping children develop self-regulating skillsGuidanceDisciplinePunishmentPhysical abuseTelling children what behaviors you do not expect of them GuidanceDisciplinePunishmentPhysical abuseUsing the “scare” technique or other forms of abuse to get children to exhibit appropriate behaviorGuidanceDisciplinePunishmentPhysical abuseA temperament that causes children to be fearful of new people and situationsEasy or flexibleDifficult, active, or feisty Slow to warm up or cautious Fast in natureAuthoritarian Parenting Style a. A strict disciplinarian b.Sets few limitsc.Allows the child to do as she or he pleasesd.Encourages independence and self regulation skills in childrenA display of anger in young children (hitting, biting, kicking, screaming, etc.)Child has a special needsTemper TantrumA form of learning disabilityMental punishmentSocial rewards for young childrenCandyHugsStickersA pizza partyKnowledge Practice Test AnswersabdabcbabbModule XIIWorking Effectively with FamiliesImportantSome of the information contained in this CDA module may not apply to your state’s child- care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state in which it is located/licensed, even if the information is different from the content/recommendations contained in this module.Did You Know?The “traditional” family can have a variety of structures. Children’s family and culture shape their development, personality and learning. Children achieve more, regardless of their socioeconomic level, ethnic/racial background, or parents' educational level, when parents or guardians are involved.Children have better educational outcomes when child care providers develop partnerships with families and the community.Parents or guardians are more likely to become involved when the child care provider and the learning environment make them feel comfortable and welcome.?The most valuable information about a child comes from the parent or guardian.Technology is an effective and quick way to communicate with parents or guardians.Children develop positive identities when child care providers promote acceptance of differences and inclusion of all children. The early years of life are crucial for young children in developing their first language and cultural identity.Children’s well-being and self-esteem are affected by a child care provider’s attitude toward diversity. A child younger than 3 can receive early intervention services in the home or child care setting, through an Individualized Family Service Plan (IFSP).For children with special needs, age 3 or older, the local school system develops and administers an Individualized Education Program (IEP).Different Types of FamiliesThe dynamics of the traditional family have changed drastically over the years. Today’s family may be headed by any of the following:Stepparent(s)Single parentUnmarried or married partners (opposite sex or same sex)Older siblingsAdoptive parentsFoster parent(s)Grandparent(s) Other family relatives/friends (aunts, uncles, cousins etc.) In addition, the family structure can also be very diverse, and speak many languages. A child care provider must understand, value and respect different family structures. The relationship between parents/ guardians and the provider should always be one of mutual respect and support.Military Families Change is the “norm” for military families. Young children are moved constantly. Leaving friends is hard for adults, but sometimes it can be very hard for young children. Child care providers can help both children and families feel comfortable in their new surroundings. Here are some suggestions to help the family child care provider assist the children of military families: Prepare for the child’s arrival.Set up an enrollment conference with the parents or guardians.Ask questions about the child.Invite the parents or guardians and child to have lunch at the program so the child can meet the other children.Ask parents or guardians to bring a picture of the child to post with the other children’s and families’ pictures. Find out the child’s likes and dislikes.If it is a family that speaks a language other than English, provide an interpreter, if needed.Learn common words in the child’s home language. Prepare the classroom with pictures and words in the child’s home language.If available, place the child’s favorite books and toys in the classroom. If not, ask the parent or guardian to help the child select two of his favorite items to bring with him or her on the first day to share with the class. Structure the first day to give a little extra attention to the child, if needed. Monitor the child closely for a few days, if needed, to watch for signs of stress. Be ready to make the child feel safe, secure and loved.Contact the parent or guardian during the child’s first day to let him or her know how the child is doing.If a parent is deployed somewhere else in the world, help the child find on a map or globe where his or her parent is stationed.Allow the child to draw or paint a picture to share with his or her family.Let the parent or guardian know that he/she can call or stop by anytime to check on the child.Send a written progress note at the end of each of the few weeks until both child and parents/guardians feel comfortable in the new child care setting.Keep communication open so the parents or guardians can feel comfortable and supported.Click link(s) for more informationSeeing Themselves: Reflecting the Military Side of Young Children from Military FamiliesWelcoming a New Military Child into Child CareSupporting Dads in Child Care: Let's Play!?Parents/ Guardians as PartnersIn most cases, the parent, guardian and other significant family members are the child’s first teachers. They can share valuable information about the child. Research has shown that children learn better when the parent or guardian is involved. Partnership means engagement. Family child care providers can use several strategies to develop, strengthen and maintain a strong productive partnership with parents or guardians. A few examples:Prepare a short profile about yourself, so parents or guardians can get to know you. Invite parents or guardians to share information that will help the child care provider work more effectively with their child.Explain expectations of children while in your care.Share philosophy and curriculum with parents or guardians.Use technology to communicate with parents or guardians.Keep parents or guardians informed of their child’s progress.Include fathers and other significant males, if there are any, as partners in the child’s growth, development and learning process.Send home progress notes and message-grams.Invite parents or guardians to serve on committees (education, fund-raising, activity, etc.).Include parents or guardians in making decisions and planning activities. Encourage parents or guardians to participate in activities and events sponsored by the child care facility. Click link(s) for more informationWorking with Families 9 Techniques for Building Solid Parent-Teacher Relationships Parent/ Guardian InvolvementBecause of work and family schedules, it is a challenge for parents or guardians to be involved in their child’s education as much as they would like. However, a creative family child care provider can always find ways to keep them connected to their child’s learning experience. Here are some ways:Invite parents or guardians to an open house/classroom event.Call or send e-mails to keep connected.Encourage parents or guardians to visit the learning environment to share a meal, read a story, participate in activities, attend special events, etc.Encourage parents or guardians to share their occupations, culture, special interests, hobbies and talents with the children.Share pictures and exciting moments of the child’s work and development via text or e-mail. Encourage parents or guardians to assist with special events.Use technology to communicate and conduct parent conferences, when needed.Share information and resources.Establish a resource area in the learning environment.Set up a bulletin board to share information.Share activities that can be done in the home. E-mail/send newsletters home.Solicit feedback from parents or guardians for program improvement. Encourage sharing information among other parents and/or legal guardians.Share information, tips and resources on child development and other topics related to the growth and development of children.Be flexible in your schedule for meetings and conferences.Develop a photo album of children’s activities and projects and share it with parents or guardians. Use drop-off and pickup times to share information, when possible.Advocate for children’s rights.Click link(s) for more informationBuilding Parent-Teacher Relationships Communicating with Parents/ GuardiansCommunication between the family child care provider and parents or guardians bridges the gap and strengthens the bond between home and the child care setting. It is very important for child care providers to use two-way communication effectively with parents or guardians. Some ideas: Make parents or legal guardians feel welcome and open to talk to and with you.Allow time for informal conversations (pickup and drop-off times).Provide communication methods (suggestion box, e-mail, phone, message-grams etc.). Listen to what parents tell you. Pay attention to details of the conversation. Ask parents to clarify conversations to avoid misunderstandings.Be an effective communicator to ensure the parents or guardians receive the intended information.Do not transfer your negative feelings from the conversation to the child.Present information in a positive manner, no matter how difficult it may be.Remove all obstacles that may close your mind. Avoid a defensive attitude.Think about what you need to say, and how you need to say it (when possible), to avoid conflicts. Use your words and actions (body language) carefully.When discussing a child, talk about strengths first, then concerns/challenges. Solicit suggestions and feedback to resolve conflicts and/or differences. Discuss challenging areas with a supportive attitude.Monitor the information to prevent information overload or a “know it all” attitude.Do not talk too much. Allow parents or guardians to talk.Do not take negative comments personally.Offer support and resources when appropriate.Let parents or guardians know that you appreciate their time and support as a partner in their child’s growth, development and learning process.Click link(s) for more informationParent-Provider Relationships: 7 Keys to Good CommunicationReaching Out to Non-English Speaking Parents Family ResourcesIt is important to make parents aware of all the resources available to assist them as parents or guardians. The family child care provider does not only work with the child, but also with the entire family. Provide space and resources that can be an information and education center for parents, guardians and other family members. Some suggestions: Articles, books, videos and DVDs about parenting Pamphlets, brochures and magazines A “Just for Parents” link on the program’s Web site A list of Web sites on parenting, child rearing and other related topics A computer to access information Information about parenting classes Information about community events and resourcesA list of activities to do at home Materials and literature that represent different cultures Children’s books of various culturesActivity bags with materialsA book bag with puppets available to borrowParent ConferencesParent/teacher conferences help connect families and child care providers. Parent/teacher conferences can be challenging if not planned and handled appropriately. They encourage parents and guardians to talk about their child’s development, learning and progress. Family child care providers should design conferences to be meaningful and productive. A few tips:Before the conferencePlan the schedule and send notices to parents or guardians to reserve conference time.Ask parents or guardians whether a translator would be needed. If so, plan for one. Choose a comfortable and welcoming place for the conference.Review and organize information (progress notes, assessments, work samples etc.) in each child’s folder or portfolio.Make notes to talk about strengths, challenges concerns and offer suggestions.Arrange folder or portfolio for conferences (online or in person).Refreshments are optional (fruit, water, juice etc.). Keep in mind that some parents will be coming from a long day at work. During the conferenceHave all materials available to begin each conference.Make the parent or guardian feel welcome and comfortable. Explain the purpose, goals and logistics of the conference.Begin by sharing positive information about the municate the information clearly.Allow parents or guardians to examine the information and respond.Encourage parents or guardians to express their feelings about the child’s achievements.Share challenges or concerns and allow parents or guardians to respond. Discuss goals for continued growth and strategies/solutions to any challenges or concerns.Before ending the conference, restate important points and ask parents or guardians to clarify what was discussed, and whether they have any concerns or questions. Provide parents or guardians written notes of the conference.Adhere to time schedule.In closing the conference, thank the parents or guardians for participating. Always end the conference with positive statements to let the parents or guardians know that you value their input and involvement as a partner in their child’s education and development.After the conferenceSchedule a follow-up time with the parents or guardians. Place all conference notes in the child’s folder or portfolio.Follow up with parents or guardians to see whether they have any other thoughts. Click link(s) for more information Parent-Provider Relationships: 7 Keys to Good CommunicationCultural AwarenessIt is common to have children from different countries who speak different languages. Family child care providers must learn about and make accommodations for children and families from diverse populations. Focus on developing strategies to work effectively with children who are learning English, build inclusive curricula and create a classroom community that engages all families in the care and education of their child. Some ideas:Get to know the families. Create a classroom community that represents all cultures and languages, and that makes families feel welcomed and respected. Encourage parents to share their culture, ideas and practices.Provide resources for families learning English as a second language. Find effective ways to communicate meaningfully with non-English-speaking children and their family (translators, staff members, older/younger family members, visuals, etc.). Provide written materials in other languages when possible.Set up a culturally rich learning environment for children and families (books, pictures, labeling, music, etc.).Recognize and support the importance of home languages with families and children.Ask parents what they expect for their child while in your care.Explain the program policies and procedures (use a translator if need).Talk to parents about their child-rearing practices and other aspects of their culture that will help you work effectively with their child.Integrate teaching and learning about diverse cultures into the curriculum.Learn common words and phrases in other languages (“hello,” “how are you,” “goodbye,” etc.).Identify meaningful ways to connect with parents.Identify resources in the community that can assist families of children learning English. Click link(s) for more informationMany Languages, Many Cultures Setting Up A Culturally Responsive Learning EnvironmentA culturally responsive learning environment helps to develop a positive sense of self and well-being in all children. Family child care providers must be sensitive to stereotypes and other negativity found in literature, and provide materials that represent positive images of families and children from various ethnic backgrounds. Art -Materials, supplies and activities that reflect different cultural colors and patterns -Books and magazines that contain people from diverse groups and locations to make collages -Art supplies that represent various skin colors (paints, paper, crayons, markers, etc.) MusicMusical instruments from different culturesSongs that represent different culturesRhythm and sounds from other culturesPictures of instruments from different cultures Block Play and Building Blocks that represents buildings from other countries. Props (cars, animals, people, traffic signs etc.) from around the world Other toys and block figurines that represent children and families of various ethnicities Library/Literacy Books that are sensitive and represent the children in your carePuppets that represent different culturesFinger plays from various culturesWord lists in various languagesDramatic PlayDress-up clothes that represent different culturesBooks, magazines, newspapers, cookbooks, menus etc. that represent the children in your careDolls from around the world Play foods from other cultures (spaghetti, eggrolls, fried chicken, plantains, burritos, kiwi, mangos, avocados, etc.) Cookware and utensils such as woks, chopsticks, kettles, etc.)Other safe items that are found in homes from around the worldWood WorkingTools used in other culturesWoods from around the world (cedar, redwood, maple, mahogany, oak, etc.)Books and magazines depicting buildings found in different culturesScience /SensoryScientific tools used in other culturesSafe stones from around the world Books and magazines depicting locations, animals, insects, etc. found in different parts of the worldArtifacts from different culturesClick link(s) for more informationTeaching "Diversity": A Place to BeginThe Special Needs ChildParents or guardians are naturally concerned when they place their child with special needs in out- of- home care. They want to be sure they have made the right decision. Family child care providers need to be sensitive to the families’ needs, and structure a learning environment that will make them and the child feel welcomed and respected. A provider must learn about the different disabilities of the children enrolled in his or her care. Become familiar with the services provided under the Individual with Disabilities Education Act (IDEA). Part C deals with early intervention services for infants and toddlers with disabilities (birth to 3) and Part B is designed for children and youth (ages 3 to 22) with disabilities who receive special education and related services. Also: Understand parents’ or guardians’ feelings about their child’s special needs.Provide resources to assist parents or guardians. Support and participate in the Individualized Family Service Plan (IFSP – services provided in home or child care setting,) and/or Individualized Education Program (IEP – services provided in school).Learn about the special education guidelines so you can support families making decisions about their child’s care and education.Provide a learning environment that makes children, parents or guardians feel welcome, respected and included. Provide ongoing communication with parents or guardians of children with disabilities.Use appropriate terminology when speaking to parents or guardians about their childConsider cultural attitudes of how parents or guardians view (accepting, private matter, shameful, not accepting etc.) children with disabilities.Avoid labeling, diagnosing or categorizing children. Work as a team with families in educating their child to reach his or her full potential.Click link(s) for more informationIDEA—the Individuals with Disabilities Education Act Partnering with Families of Children with Special NeedsInternet SourcesThis CDA module was compiled using the following Internet references:Partnering with Families of Children with Special Needs Themselves: Reflecting the Military Side of Young Children from Military Families a New Military Child into Child Care Dads in Child Care: Let's Play!? Languages, Many Cultures with Families - Techniques for Building Solid Parent-Teacher Relationships Relationships: 7 Keys to Good Communication Care Providers Can?Help Deployed Parents and Their Children Stay Connected Parent-Teacher Relationships —the Individuals with Disabilities Education Act - Out to Non-English Speaking Parents Knowledge Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.The relationship between parents/legal guardians and child care providerShould be distant to prevent conflictShould only focus on childrearing practicesShould be one of mutual respect and supportShould focus on homework for the childThe child’s first teachersThe child care providerThe familyThe preschool teacherThe kindergarten teacherInclude parents/legal guardians in decision-making and planning activities Developing partnership with parents/legal guardiansUsing parents/legal guardians as volunteers in the learning environmentSo parents/legal guardians what visit the classroomSo parents/legal guardians want ask too many questionsEncourage parents/legal guardians to share their occupations, cultures, special interests, hobbies and talents with the childrenAn example of using parents/legal guardians to do your workKeeping parents/legal guardians informed so they want bother youAn example of parents/legal guardians involvement in the care and learning of their childIs inappropriate to ask parents/legal guardians to participate in classroom activitiesCommunication between the child care provider and the parents or legal guardiansShould only take place on the phone or through emailsShould be two-wayShould be one-wayShould be where the child care provider do all the talking Review and organize information (progress notes, assessments, work samples, etc.) in each child’s folder or portfolioShould be done before a conference with parents/legal guardiansShould be done during the conference with parents/legal guardiansShould be done after a conference with parents/legal guardiansShould never be done because parents/legal guardians are not interested in this type of informationGetting to know the families of the children enrolled in your child care settingSo you can “gossip” about the information collectedSo you can know how much money they makeSo special accommodations (if needed) can be made for the child So you will know how to label the childA culture responsive learning environmentEncourages discrimination and prejudicesDevelops a positive sense of self and well-being in all childrenEncourages isolation among children Should never be done because positive materials about different cultures are difficult to finePart C of the Individual with Disabilities Education Act (IDEA)Designed for children 0-3 years oldDesigned for children 0-5 years oldDesigned for children 0-8 years oldDesigned for children 0-12 years oldA child younger than age 3 can receive early intervention servicesOnly in the home Only in the child care setting In the home and child care setting Only in a local school system Knowledge Practice Test AnswerscbacbacbacModule XIIIProgram ManagementImportantSome of the information contained in this CDA module may not apply to your state’s child- care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state in which it is located/licensed, even if the information is different from the content/recommendations contained in this module.Did You Know?A well-organized learning environment helps child care providers manage children’s behavior.Space that is not well organized creates problems. Unorganized space encourages wandering and unruly behavior.When providers spend a lot of time directing children’s play, it leaves less time for proper supervision. A well-planned day helps keep children focused.Children’s behavior tends to reflect the learning setting routine (relaxed, calm, chaotic, inconsistent, etc.).Children learn how to socialize with others by observing interactions and reactions of adults. Daily schedules help children learn the concept of time.Daily routines teach children time management and organization. Planning supports teaching.Inclusion of children with special needs has been shown to enrich the child care experience for staff, children and families.What is Program Management?Program management is organizing the space used for children’s growth, development and learning. Family child care providers take on many roles: a worker, facilitator and participant in the learning and care of young children. Program management helps them create a learning environment, plan activities, implement curriculum, keep accurate records and form partnerships parents and coworkers to educate children. Learning Environment OrganizationThe learning environment must be organized, attractive, stimulating and functional for children and child care providers. It reflects the provider’s personality and teaching style.The learning environment must reflect the program’s philosophy and curriculum. The learning space must allow children to move about easily. Supplies and materials must be within the children’s reach. The design must meet the children’s needs and interests. The way children will interact in the learning space, both inside and outside, will determine how the different activity areas should be arranged. Outdoor play areas, as well as indoor areas, may need to be organized. Rearranging space periodically might be necessary to keep children interested. State licensing and national (if applicable) guidelines need to be followed when organizing the learning environment for young children.Observe and evaluate the learning space and modify as needed.Visit other classrooms and/or centers to get ideas on space arrangement. Click link(s) for more information - Sample ClassroomsManagement/Organization SkillsHaving an organized learning environment enhances children’s behavior. Besides organized space, the children need established consistent routines and procedures, well-planned and implemented activities, proper adult/child ratios and proper supervision. A self-managed learning environment provides more time for interacting with children and meeting their needs. Family child care providers must understand that there are several factors involved in managing a typical day. Daily ScheduleThe schedule is a very important teaching tool. It serves as an activity guide, helps foster children’s development, regulates behavior and development and helps children feel safe and secure. A well developed daily schedule should: Be flexible and balanced Include blocks of time for daily activities/rest/personal care Include time to meet basic educational needs Be consistent in routinesHelp with making the best use of timeProvide structure to children’s dayClick links to view sample schedulesNaeyc Sample Daily Schedule Routines Organize the day in blocks of time. Help manage children’s behavior.Keep children focused.Help manage time.Let children know what to expect.Provide a sense of time.Help the provider become more efficient.Allow time to meet each child’s needs. Encourage independence in children.Click link(s) for more informationChild Care Routines PlanningA guide for teachingStructure for instruction Aid to meet the individual child’s needs Assurance to meet the philosophy, goals and standards of the program’s curriculum Click link(s) for more informationEstablishing Predictable Routines in a Child Care Setting Free Printable Lesson Plan Template Record KeepingOrganize children’s information. Chart children’s progress.Protect children’s confidentiality. Share information with parents, caregivers and other authorized professionals. Click link(s) for more informationThe Power of Documentation Why is confidentiality so important in child care programs?Time ManagementCreate a prioritized agenda for tasks. Set realistic short- and long-term goals. Put a time limit on tasks.Make progress, large or small, with each task.Post a calendar with task deadlines. Plan to complete tasks ahead of schedule. Break large tasks into smaller tasks.Seek help with tasks when appropriate (parents, coworkers, volunteers etc.).Allow children to assist with tasks when appropriate.Try to work on more than one task at a time.Learn to integrate tasks (i.e. plan activities while supervising naptime when appropriate).Observation, Screening and AssessmentObservation – Watch children’s behavior and determine their needs, interests and abilities.Screening –Identify problems or delays in childhood development. Monitor a child’s progress. Assessment –Evaluate a child’s abilities and needs.Collect more detailed information.Monitor progress.Plan effectively for each child’s needs.Structure instruction accordingly.Determine whether children’s are met.Monitor children’s development and learning.Click link(s) for more informationObservation: The Key to Understanding Your Child Screening and assessment of young English-language learnersContinuity of Care and Transitions Continuity of care ensures that children interact with the same people every day. It helps children make transitions within and beyond the child care facility. Both parents and children need to be prepared for a child to move to school or some other facility as they grow. Providing continuity of care and transitions help parents choose the next step(s) for children. Whether it is to another classroom, another child care program or a school (pre-K or kindergarten), the move can be challenging. Both children and parents may need help feeling comfortable with a new teacher or new setting. Click link(s) for more informationMovin' On: Supportive Transitions for Infants and Toddlers Starting Child Care: It's a Transition for Parents Too!Planning Transitions to Prevent Challenging BehaviorTeamwork – people working together to achieve a common goal. Teamwork among family child care providers, parents or guardians and other professionals is essential to the healthy growth and development of young children. Children watch how adults work/interact and learn from their actions. The family child care providers must set good examples in their interactions and reactions with others. To work within a team, child care providers must:Share common goals and interests with parents, guardians and other professionals. Respect others as individuals.Respect the knowledge and skills of each individual. Value the opinion of others. Be an active communicator and listener.Be able to work through conflicts together and solve problems. Share responsibilities.Be a positive contributor. Be open to change and new ideas.Take ownership of one’s actions. Be flexible in role sharing (lead and follow as needed).Support members of the team.Understand that group accomplishments are more important than individual accomplishments.Understanding the Curriculum Along with the established philosophy, the curriculum guides the learning and assessment process of the children. It provides developmentally appropriate goals and objectives to help children develop physical, social/emotional, language and intellectual skills. In addition, it should help children develop problem-solving skills, engage in making decisions and encourage independence and creative thinking. Family child care providers must have a clear understanding of the curriculum and how to implement it, so children can develop and learn to their full potential. The curriculum should: Reflect the program’s philosophy.Be based on the children’s needs, interests and abilities. Be inclusive of all children, including those with special needs.Support the continuity of care of young children.Be sensitive to cultural customs and traditions.Provide age-appropriate activities for all children. Use play, exploration and discovery as important learning mechanisms. Include opportunities for children learn about art, music, language/literacy, math, science, drama and social studies.Provide avenues for children to observe, explore, manipulate, build, create, and discover. Create an environment that supports the safety and well-being of all children. Recognize the role of the family and culture in the child’ education.Support the English as a second language learner. Integrate state and national learning guides. Use all evidence (formal/informal observations, family information, work samples etc.) to assess the needs, interests and abilities of each child.Be correlated with an appropriate tool used to assess children’s abilities and progress. Click link(s) for more informationGuidelines for Appropriate Curriculum Content and Assessment Rules and Regulations for Child care Programs and Family Child care HomesRules and regulations are in place to protect the well-being of children. These requirements ensure that programs are meeting the minimum standards of care in your state. ? Adhering to state and national (if accredited) requirements is essential. Family child care providers must clearly demonstrate that the facility (inside and outside) is safe; staff is properly trained and legally appropriate to work with children; and the program reflects best practices in helping children grow, develop and learn. In addition, they provide parents the assurance that their child is being cared for in a state-approved facility. Family child care providers must know these requirements include: How children must be supervisedWhat the staff/child ratios areWhat equipment and materials are considered safeWhat proper sanitation isWhat well-balanced nutritious meals are appropriate What and how records should be keptWhat the policy is to report abuse and neglect What proper sanitation, building and fire code requirements areWhat ongoing education and certifications the staff needs What credentials are required for provider’sAnd much, much more information on licensing requirements for child care facilitiesClick link(s) for more information Rules and RegulationsProgram Policies and Procedures Many states require child care facilities to have written policies and procedures for staff and parents. It is important that programs have established written policies and procedures to guide staff and parents or guardians. Staff and parents have these policies in the parent and staff handbooks, or in a signed agreement between the child care facility and parents or guardians, signing the appropriate handbook or agreements indicates the person has read the requirements. Click link(s) for more informationPolicies and ProceduresNote: Check your state’s guidelines (Rules and Regulations) for additional guidance on program policies and procedures in child care settings.The Special Needs ChildFamily child care programs have an obligation to provide coordinated services to children with special needs and their families in the least restricted learning environment. It is important that program policies and procedures reflect this commitment by:Providing childcare accommodation to all children. Complying with the Americans with Disabilities Act (ADA). Being committed to meeting the needs of all children, regardless of needs or disabilities.Treating all families with dignity and respect, regardless of their needs and/or differences.Ensuring that confidentiality is maintained for children and families.Ensuring that children with special needs are allowed to participate in all program activities and experiences, unless restricted by a health professional.Participating in all special services programs to ensure growth, development and learning. Including staff on IFSP and IEP conferences to ensure the program provides the most supportive learning experience possible.Ensuring all staff members are trained to work effectively with children with special needs.Modifying the learning environment to accommodate the special-needs child.Following any approved written care plan for children with special needsProviding ongoing communication with families and health professionals (with a parent’s written permission.). Providing staff and volunteers with a written copy of the policy. Including the policy in handbooks or other policy documents. Reviewing the policy with staff and parents or guardians.Click link(s) for more informationIndividuals with Disabilities Education Act Internet SourcesThis CDA module was compiled using the following Internet references:Naeyc standars lesoon plans template Power of Documentation - - Sample Classrooms Whole Child - For Early Care Providers - It's the Little Things Predictable Routines in a Child Care Setting Sample Daily Schedule - Printable Lesson Plan Template - : The Key to Understanding Your Child - and assessment of young English-language learners is confidentiality so important in child care programs? ' On: Supportive Transitions for Infants and Toddlers Child Care: It's a Transition for Parents Too! Transitions to Prevent Challenging Behavior for Appropriate Curriculum Content and Assessment and Regulations - with Disabilities Education Act Management Knowledge Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.A well organized learning environment helps child care providers Manage children’s behaviorHave more time to relaxHave time to socialize with co-workersHave more time to talk on the cell phoneThe daily routine teaches children To exhibit inappropriate behaviorTo constantly look for their parents or legal guardiansTo play all dayTime management and organization skillsProgram management Helps child care provider manger his or her personal time away from the childrenHelps child care provider manger all aspect of the space used for children’s growth, development and learningOnly helps child care provider plan activities for childrenHelps child care provider plan time to communicate with other professionals in the fieldThe classroom arrangement should reflect The program’s philosophy and curriculumThe program’s philosophy The program’s curriculumThe child care provider’s personal interestThe learning environment designed for young childrenAdhere to state licensing and national (if apply) guidelines Adhere to policies and procedures of the child care settingAdhere to parents/legal guardians expectationsAdhere to rules established by the child care providerBlocks of time for daily activities/rest/personal care throughout the dayRoutinesActivity plans /Lesson plansField trip agendaDaily scheduleSmaller blocks of time RoutinesActivity plans /Lesson plansField trip agendaDaily scheduleInstructional guide for teachingRoutinesActivity plans /Lesson plansField trip agendaDaily scheduleFramework for assessmentObservationScreeningAssessmentRecord keepingSigned agreement between the child care program and parents/legal guardiansStaff handbookParent handbookState GuidelinesParent and staff handbooksKnowledge Practice Test AnswersadbaadabbbModule XIVProfessionalism in the Child care SettingImportantSome of the information contained in this CDA module may not apply to your state’s child- care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state in which it is located/licensed, even if the information is different from the content/recommendations contained in this module.Did You Know?When a person conducts himself/herself with proper morals, ethics and social skills, he’s considered a professional. When you exude professionalism, parents respect you more, and feel more comfortable leaving their child in your care.When you look and act professionally, your employer and co-workers treat you with respect and dignity.Maintaining a professional appearance and work ethic boost self-esteem and confidence.Workplace pettiness and gossip have no place in a professional childcare setting. As a professional, you learn and benefit more when you are flexible and open to change. The code of ethical conduct serves as a behavioral guide for child care professionals. You can become a child advocate when you speak out on issues and participate in events that benefit children and families. Only you can protect your character.The Child Development Associate (CDA) is an entry level credential to work in child care.Integrity is one of the best professional characteristics that a child care provider can exhibit. State and federal guidelines prohibit sharing confidential information with unauthorized people.Professionalism in Child CareBecause children learn from everything around them, child care providers must exhibit a professional attitude at all times. In addition, being professional boosts self-esteem and confidence in your ability to work effectively with young children and their families. What a Professional Provider Does Dresses modestly and professionallyUses proper and professional language with children and adults Conducts himself in a professional and ethical manner at all times Exhibits a positive disposition at all times.Does not talk to other staff people or other parents about the children or other families. Does not talk negatively about children, parents or guardians, co-workers or the program.Keeps information on children and families confidential.Treats everyone with respect, regardless of culture, special needs, socioeconomic status or ethnicity.Teams with program staff to meet goals and objectives. Does not gossip or engage in workplace pettiness. Communicates effectively with others.Is flexible, resilient and open to change.Is responsible and accountable for his or her own actionsComes to work every day on time.Follows program policies and state guidelines.Maintains integrity at all times.Manages time well.Plans appropriately, with the children’s best interest in mind. Works appropriately with children to help them grow, learn and develop to their full potential.Becomes a lifelong learner. Maintains appropriate credentials (first aid, pediatric CPR, CDA, degree etc.) to work with young children.Joins professional child care organizations. Reads, understands and abides by the profession’s “Code of Ethical Conduct.” Acts as a positive role model for all children. Works cooperatively with parents and other professionals. Stays current with trends, teaching practices and research in the profession.Uses community resources to support children and their families. Serves as an advocate for children, families and the profession.Protects his character by being honest, reliable and dependable. Understands that kindness, consideration, patience and courtesy are expected of all professionals.Click link(s) for more informationEthics TODAY in Early Care and Education Code of Ethical ConductA code of ethical conduct sets behavioral and attitudinal guidelines for child care professionals. Those who work with children and families, and other professionals in the community, use it to provide a safe, healthy, nurturing, and responsive learning environment for young children. The code of ethics also supports child care professionals, and shows them how to give high quality services to children, families and the broader community. Click link(s) for more informationNational Association for Family Child Care (NAFCC)Levels of ProfessionalismThere is a saying, “the first impression is a lasting impression.” It is always important to do your best at all times. Professionals are self-motivated and driven to achieve the highest level of accomplishment. Doing just enough to get by is not an option. There are several levels of professionalism in child care. Below are three levels, with characteristics of each level: Level I – Basic SkillsLearning the nuts and bolts of the profession.Having basic competence in child care. Growing confidence in the job. Improving with experience.Needing a mentor to perfect your craft.Being motivated to do your best.Letting coworkers teach you what to do and not do.Level II – Intermediate SkillsFeeling very vulnerable. Feeling comfortable with job skills.Having high level of confidence and establishing independence.Keeping behavior and demeanor in check, but can be easily led by coworkers.Easily accepting of negative traits.Can develop a “do just enough to get by,” or a “driven to exceed” mentality. Beginning to settle into a routine.Viewing new challenges as extra work.Resisting change.Attending only required training.Level III - Exceptional SkillsHaving highest level of professionalism.Getting well-established in job responsibilities.Being highly creative on the job. Having a “driven to exceed” mentality.Having an exceptional work ethic.Developing leadership skills.Displaying an outstanding disposition.Working collaboratively with others, and motivating others to excel. Accepting new challenges with enthusiasm.Being flexible and open to change. Being an excellent communicator and active listener.Having a passion for learning.Engaging in self-evaluation to sharpen personal and professional skills.Setting goals and developing creative strategies to achieve them.Professional DevelopmentProfessionals always want to improve their knowledge, skills and work performance. Professionals are lifelong learners. Child care is constantly changing. Providers must stay up-to-date with new developments to apply current teaching practices and research. There are various types of professional development experiences available to help child care professionals stay current in the field and maintain a commitment to the profession. Here are a few professional tools: Self –Assessment and/or Job Performance Evaluation: Information from these documents helps providers identify areas of strengths and challenges. Goal Setting: A provider uses the self-assessment and performance evaluation to set goals and a timetable for achievement. Professional Development Plan: A professional always wants to know more and sets up a plan to increase his or her knowledge. It includes goals, resources and activities needed to achieve identified goals. Professional Development Activities: These activities can be formal or informal. Formal activities include conferences, seminars, workshops, college courses and various online learning. Informal activities include group discussions, independent reading, online research and observations of colleagues in the field.Career Paths for Child Care ProvidersThe field of child care is a very rewarding profession if you love and respect children. There are several career levels. The first step is a high school diploma or GED. Below are the various career levels in the profession. States across the nation may have different career levels. Child Development Associate (CDA) - A nationally recognized credential with specialized training in 6 competency goals and 13 functional areas. Credential is available in various specialties, including infant/toddler, preschool, family child care and home-based setting.Associate Degree - A two-year degree in early care and education or early childhood education.Bachelor’s Degree - A four-year degree in early care and education or early childhood education, leading to state certification. Master’s Degree - Advanced degree in early care and education or early childhood education leading to state certification. Doctoral Degree - Advanced degree in early care and education or early childhood education leading to state certification. Professional DispositionCertain principles frame the values, commitments and professional ethics that govern how a provider acts toward children, families, colleagues and other professionals in the field. Professionals often show the following characteristics:Dedication - to ethical conduct Commitment - to lifelong learning Respect – of differences in culture, abilities and ethnicityEffective communication - with families and other professionals Collaboration – with children, families, co-workers and the broader communityAdaptability - to the growing changes in the fieldNurture - the growth, development and care of childrenIntegrity - in performing duties Reliability - in providing quality services Dependable – support children and their familiesResponsible – in carrying out duties Click on link for more informationWhy Children's Dispositions Should Matter to All Teachers ConfidentialityFamily child care providers are exposed to personal and sensitive information about children and their families. They must not discuss that information with anyone not authorized. Parents or guardians must provide written authorization before information can be shared. Tips to Maintain Confidentiality Follow state and federal guidelines in sharing information. Get written authorization from parents or guardians to share information with other professionals working with a child. Keep personal information on children and families securely locked. Only share information with authorized individuals. Establish a sign-out and sign-in system to keep track of information In case of an emergency, give medical practitioners access to information. Authorization should allow that access. Provide staff training on handling information Click link(s) for more information Why is confidentiality so important in child care programs?Adult Attitudes toward DifferencesThere is a saying, “the way you feel determines the way you act.” A child care provider’s perceptions and attitudes may determine his or her actions toward children and families. Being different is not a problem. But attitudes can affect children’s development. We all have biases. It’s important that child care professionals examine their biases, and act appropriately around children and families. Remember, children watch and listen to adults. If they see or hear something, they will presume that it is permissible. Family child care providers must be role models. Here are some thoughts: Cultural Diversity Examine your own attitudes and perceptions about individuals from other cultures. If you have negative biases toward groups of people, do not let them show in front of children and families. Work with families to learn about their culture. It may help you deal with any biases you may have. Be willing to step outside of your comfort zone when interacting with families from diverse cultures.Learn to accept, understand and value cultural differences.Teach children that being unkind to their peers hurts, and help them learn to accept differences.Learn effective ways to communicate with children and families, so you can feel more competent as the child’s teacher.Learn teaching strategies and techniques to help you work more effectively with children from diverse cultures.Provide books, posters, pictures, and other positive literature and materials for children to view and learn about other cultures.Interact positively with families from other municate and collaborate with other colleagues that work with children from diverse cultures.Obtain support from the child’s family to assist you in the care and education of their child. Be willing to change your attitudes and perceptions. Special Needs Children Examine your own attitudes and perceptions about children with special needs. Children with special needs are still children.Minimize the mental and social distance between you and the special-needs childFace your fears and biases by finding answers to them.Learn more about different types of disabilities. This will boost your knowledge, improve your confidence and dispel myths and stereotypes.Provide books, posters, pictures, and other literature and materials that depict individuals with special needs. Learn about services available to assist you as a provider.Get the child’s family to support you in the child’s care and education. Interact positively with children with special needs.Provide an environment that makes the special needs child feel accepted and included. Focus on what the special-needs child can do, not what he or she cannot municate and collaborate with other colleagues that work with children with special needs.Learn teaching strategies and techniques to help you work with children with special needs.Cultivate a caring, nurturing and loving attitude toward all children, including those with special needs. Be willing to change your attitudes and perceptions toward children and other individuals with special needs.Contribution to the Early Care and Education ProfessionThe child care field always needs service from the community. There are many ways a child care provider can get involved. Contributing to the early care and education profession not only keeps the provider current with happenings in the field, but also teaches children the importance of giving back to the community. Here are a few suggestions: Serve on a board for an organization that focuses on early care and education or early childhood education. Volunteer at community events that advocate for children and families.Speak out on issues that affect children and families. Speak at child care events. Share your talents in the community.Chaperone child care outings.Advocate for children and families to local and state leaders in government.Participate in a “Reading to Children” event at child care centers or local anize a “back to school” or “holiday giveaway” event for needy children and families.Have older children (preschool and after-schoolers) make cards or paint/draw pictures for the elderly.Become a member of a professional organization. Program AssessmentIn President Barack Obama’s Plan for Early Education for All Americans, educating young children (birth to age 5) is a priority. As the plan states, “It is important that child care programs (all settings) assess their programs for effectiveness.” Regular internal (staff) and external (parents, boards, state and federal education agencies) assessment demonstrates that child care programs have met and will continue to meet their goals and standards. Program assessment is also a way of telling parents, community leaders, advocacy groups and other professionals in the field that child care programs (all settings) are effective. Click link(s) for more informationPresident Obama’s Early Learning PlanInternet SourcesThis CDA module was compiled using the following Internet references:Ethics TODAY in Early Care and Education Code of Ethical Conduct - Children's Dispositions Should Matter to All Teachers is confidentiality so important in child care programs? Obama’s Early Learning Plan Knowledge Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.The manner in which a child care provider conducts himself/herself morally, ethically and sociallyProgram managementWorking effectively with familiesProfessionalismCode of ethical conductA guide for appropriate behaviors and attitudes for professionals in the child care fieldProgram managementWorking effectively with familiesProfessionalismCode of ethical conductAn entry level credential for working in the child care professionCDAAssociate Degree in Early Care and EducationA bachelor degree in Early Childhood EducationA bachelor degree in Early Care and EducationA 4-year degree in Early Care and Education or Early Childhood Education leading to state certification.CDAAssociate Degree in Early Care and EducationA bachelor degree in Early Childhood EducationA bachelor degree in Early Care and Education or Early Childhood EducationOne of the best professional dispositions that a child care provider can haveAdaptabilityNurturing IntegrityReliabilityLearning the “nuts and bolts” of the child care professionLevel I – Basic SkillsLevel II – Intermediate SkillsLevel III - Exceptional SkillsLevels I and II SkillsEngage in self evaluation to sharpen personal and professional skillsLevel I – Basic SkillsLevel II – Intermediate SkillsLevel III - Exceptional SkillsLevels I and II SkillsProviding accurate record keeping on children and familiesProgram managementSetting goalsProfessionalismConfidentialityA process to successful professional developmentRecord keepingActivity/Lesson PlanningSelf –Assessment and/or Job Performance EvaluationLevel I – Basic SkillsSpeaking out on issues and participating in events that benefit children and familiesAdvocate for children and familiesEffective communicatorBoard memberMember of a professional organizationKnowledge Practice Test AnswersddadcacacaModule XVObserving and Recording Children’s BehaviorImportantSome of the information contained in this CDA module may not apply to your state’s child- care regulations/laws and therefore should not be used as a substitute. Your child care facility is required to follow all rules, policies and regulations set forth by the state in which it is located/licensed, even if the information is different from the content/recommendations contained in this module.Did You Know?Delays in one or more developmental areas contribute to a child’s behavior.Observation is considered the first step in working effectively with young children.Developmental screening may, in some cases, lead to assessment.Assessment data shapes the direction of a child’s learning.Twice-a-year assessments of children is recommendedObserving can help a provider determine a child’s interests, strengths, behaviors and needs. A provider should select observation and assessment tools and methods that fit the child. Children are usually screened between ages 3 and 5. Many younger children have undiagnosed developmental delays or behavior disorders. Observing Young ChildrenObserving (formally or informally) is the first step in working effectively with young children. There are various tools and techniques to observe children’s behavior. Providers must identify individual strengths and needs of children, and use the results to appropriately plan learning and guidance for each child. Purpose of Observing ChildrenTo gather information about children’s interests, strengths and needs. To learn more about their developmental level in all domain areas. To chart their progress.To learn about their personalities and behaviors. To learn more about a child’s learning style.To plan effectively to enhance learning. To make professional referrals (if needed).Methods of Observing Children Documentation – a written account of children’s behavior (records and anecdotal notes)Sampling - tracking the time, frequency, when and where a specific behavior occurred (time and event sampling) Rating Scales – observe the degree to which a child exhibits a particular trait or behavior(numerical scales and semantic differential scales)Checklists – a list of specific traits or behaviors in young children.Media Documentation – use of tape recordings, pictures and videos to capture children’s behavior.Portfolios and Work Samples – collection of a child’s work. How to Observe Young ChildrenFirst, record the child’s identity (name, age, location, activity, time etc.).Record exactly what you see and hear, not what you think.Use note pad or video to document what you see and hear. Write or record as many details as possible.Exercise patience and observe carefully.Interpret and identify findings from your notes or video.Document findings to use later for activity planning, parent conferences etc.Keep information locked and confidential.Remain objective. Click link(s) for more information Observation: The Key to Understanding Your Child Children with delays or disorders who are not identified early in life do not get the help they need to succeed in educational settings. Research shows that early intervention can greatly improve a child’s development in all domains. That affects growth and learning. Children are usually screened between ages 3 and 5. Screening is not diagnosing. It targets whether a child may have condition or delay that may inhibit his learning ability. Family child care providers must work with families to help with screening and, if necessary, intervention. Check the early intervention services in your state to assist you, if needed. Purpose of Screening Screening helps identify children who may have developmental delays or disorders.Screening looks for problems with hearing, vision, coordination, speech, cognitive development and social and emotional skills. Types of Screening View the link below to find screening tools and assessment instruments that families, child care providers and other professionals use in working with young children. Click link(s) for more informationScreening and assessment of young English-language learnersAssessing Young ChildrenAssessing children’s needs is an ongoing process. It helps family child care providers plan developmentally appropriate activities for each child. Screening and assessing children’s abilities can help strengthen weaknesses. Several initiatives in early learning setting focus on children’s learning and behavior. They aim for positive outcomes and ongoing assessment, particularly if a child participates in the Head Start program. Developmentally appropriate assessment instruments, whether formal or informal, help examine children’s development in early years. Purpose of AssessmentOngoing assessment monitors children’s progress and determines whether teaching strategies and practices should be changed. Types of AssessmentView the link below to see screening tools and assessment instruments that families, child care providers and other professionals can use. Click link(s) for more informationDevelopmental Screening and Assessment InstrumentsUse of Data Once data from observation, screening and assessment measures have been collected, interpreted and studied, it can be used when talking to parents or other authorized professionals about a child. The data helps family child care providers design and implement activities, construct lesson plans and refine instructional strategies and teaching practices. Use data to:Learn more about the individual child. Develop goals for the childMake decisions about teaching strategies and practices.Understand the child’s behavior more deeply.Plan appropriately activities for the child.Help each child become competent and successful.Planning for Young ChildrenPlanning developmentally appropriate learning is crucial in child care settings. Plans are different for each age group. For example, it is inappropriate to plan preschool activities for infants and toddlers. Data from observations, screenings and assessments help family child care providers determine what each child in a given age group is ready to learn. The plans are used to design educational activities. Plans must be flexible to accommodate individual children’s needs. They also must be culturally responsive, child-centered and appropriate for all children.Note: Check your state’s (Rules and Regulations) guidelines for additional guidance on the observation, screening and assessment process in child care settings.Internet SourcesThis CDA module was compiled using the following Internet references:Observation: The Key to Understanding Your Child - and assessment of young English-language learners - Screening and Assessment Instruments - and Regulations - and Recording Children’s Behavior Knowledge Practice TestThis practice test is designed to test knowledge gained from this module. Please see answers after completion of test.Can be considered the foundation for assessmentScreeningObservationDevelopmentally appropriateEthically appropriate Assessments of children should be completed at least AnnuallyThree times a yearTwice per yearFour times per yearThe assessment methods/tools Should be based on IQ testsShould be based on the family backgroundShould be based on the child’s ability to interact with other childrenShould be developmentally appropriate and designed for the purpose of the assessmentThe screening of young children usually occursbetween the ages of 1 and 2between the ages of 2 and 4between the ages of 3 and 5between the ages of 5 and 6The first step in working effectively with young children AssessmentNurturing ScreeningObservingA method not used in observing young childrenChecklistRating Scale Anecdotal notesTelescopeThe overall purpose of screening young children Identify children that are at risk of possible developmental delays or disorders Identify dietary needsDesign physical activities for the childAssess the creativity of the childThe purpose of ongoing assessment Monitor children’s progress and modify teaching strategies and practices to challenge and/or improve needed areasSet goals for the child’s familyKeep observation data confidentialityKeep personal information on file for each childUse of observation, screening and assessment dataRecord keepingSelf –Assessment of the child care providerAdvocate for children and familiesLearn more about the strengths and needs of each child The best way to observe a child Record exactly what you see and hearRecord what you think you should seeRecord what you think a child should be able to do at a given ageBe subjective throughout the observation processKnowledge Practice Test AnswersacdcddaadaCongratulation!You have just completed your Infant/Toddler CDA Training Modules. Please contact your CDA Coach or Instructor for the next steps in the CDA Credentialing Process. ................
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