Children build new skills and developments on top of old ...



Module IUnderstanding Infant/Toddler 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 human brain develops rapidly during the first year of life. The infant’s brain is not complete at birth and has very few wired capabilities. Approximately 80% of brain development has occurred by the age of 2 years old.The brain continues to develop throughout the life cycle.Early interactions with caring adults shape the wiring in the brain for infants to develop a secure attachment with parents or guardians.Secure early attachments can lead to positive relationship building throughout life. The brain controls all functions in the human body.Talking and reading to children helps the brain to develop. At 1 month an infant knows to cry for food and expects to be fed on a regular schedule. By 4 months an infant can recognize his or her mother or primary caregiver from others.By 7 months an infant can remember the actions of interactive toys (pops up toys). Repetition strengthens the connections that takes place in a child’s brain. Developmental domains (physical, cognitive, language, social/emotional) serves as a guide to how children grow, develop and learn. Understanding theories of child development is very important for the care and teaching of young children.Developmental milestones serves as a guide to help child care providers work effectively with childrenMaria Montessori supported the use of toys and child- sized furniture in the child care settingBrain 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 the age of 2 years old.The development of the human brain is a very complex process that begins shortly after conception and continues throughout a person's life. 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. 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.)Social Development: - Interacting with others - understanding how to communicate, share, make friends and get along with othersEmotional Development: Feelings - building positive self-esteem, having self-confidence and demonstrating a range of emotions (happy, sad, surprise etc.).Cognitive Development:?Information Processing – the ability to think, learn, solve problems, reason, understand and remember.Language:? Verbal and Non-Verbal - speaking, body language, gestures, alphabets and phonemic awareness. 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. Typical and A-Typical Development in Children (0-3 years)Young children are individuals with their own unique characteristics and abilities. Sometimes the development of children is normal and other times delays or disorders may appear as the child grows, develops and learns. Being able to recognize developmental delays and disorders early can assist early childhood professionals to not only design learning activities and experiences to strengthen needed areas but assist parents and families in getting the 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 (a-typical) from the normal pattern of development.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 (Ages 0-3) - - - Milestones - Video(s)Baby Steps: Learn the Signs. Act Early - the Principles of Child 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 capabilitiesApproximately what percentage of brain develops by the age of 2 years old90%80%75%50%Everything 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 achieveda developmental stage has not been achieveda 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 AnswersabbdaddacaModule IIInfant and Toddler Safety ImportantSome 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 preventableThe #1 cause of permanent debilitating injures and death in young children under the age of 5 is accidentsMost injuries to young children in child care settings are the result of falls, poisoning and choking/suffocationToxic plants are one of the leading causes of poisoning in young children.Many serious injuries in the home and child care settings result from young children swallowing small parts, placing tiny toys in their noses or ears and cutting and bruising themselves on sharp edges and unprotected furniture and equipment parts.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.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.The head is the heaviest part of an infant’s and toddler’s body.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.Setting Up A Safe Learning EnvironmentSafety is very important in child care settings. Keeping children of all ages safe is one of the major concerns of child care providers. Whether children are in center-based or home-based care, child care providers are responsible for ensuring their safety both inside and outside (including outings) of the program. It is very important that child care providers establish a safe learning environment that reduces accidents and injuries. Infants become mobile within a few months. At this age their physical development is experiencing the “mobility revolution” (rolling over, lifting head up, sitting up, scooting, crawling, pulling up and walking) and exploration and discovery are the two main items on their agenda. Infants are very oral. Anything that they can get their hands on is considered a “free snack”. Childproofing the learning environment is of utmost importance. Accidents usually occur when children are not properly supervised, left to find their own play experiences (lack of attention, stimulation, 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 (State Rules and Regulations) for additional guidance on safety in child care settings. Room/Space Arrangement (indoors and outdoors)Provide enough usable space for each infant and toddler (indoors and outdoors) as indicated by state licensing. Provide space for infants and toddlers to move about freely in the learning environment away from older children.Space must accommodate appropriate staff/child ratiosSpace and furniture must be age appropriate and child-centeredArrange equipment (including diaper changing table) so monitoring and supervision of children can be done from all angles of the learning/play spaces.Infants under one year of age are placed on their backs for sleeping/resting unless written permission is granted by a physician or another authorized health care provider.Provide durable safe toys that infant and toddlers can grasp, bang, shake, pound, push, pull, drag, yank, etc. without causing damage to self or peers.Avoid large open spaces for toddlers to reduce unsafe play.Landings must be provided at all exterior doors and accessible hand rails must be provided for walking toddlers when there are two or more steps. Anchor heavy free standing equipment to the floor or wall to prevent tipping over on children.Make sure all playground equipment is age appropriate, securely anchored in place and in good condition.Make sure the playground space designated for infants and toddlers is away from older children.Do 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.To prevent accidents, avoid stacking chairs in the learning area when children are present. Secure all rugs/mats to the floor to prevent falls.Clean up spills immediately to prevent accidentsKeep entry and exit areas clear of any obstructions Equipment and materials must be developmentally appropriate for infants and toddlers.Make sure toys, materials and equipment have authorized manufacturer’s use and meet safety standards for use with infants and toddlers.All outlets (if not self-closure) must be covered with approved outlet covers.Secure all electrical cords out of the reach of children.Provide safe barriers for stairwells and other potentially dangerous areas where appropriateSet up learning centers (where appropriate) in well defined/labeled areas for children’s use. Lock all personal items away from children.Check the floor, toys, materials and equipment throughout the day in infant and toddler classrooms 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.Materials and supplies must be varied, culturally sensitive, nonsexist and plentiful to meet the needs and interest of all children served.Store materials and supplies used by infants and toddlers on low open shelves labeled with words and pictures. This makes it easy for children (including English learners) to identify, retrieve and store items independently.Avoid clutter in the learning environment to prevent overstimulation that can lead to accidents.Provide duplicate toys for infants and toddlers to prevent challenging behaviors (biting, kicking, hitting, etc.).Keep all items well organized to reduce the risk of accidentsKeep window shades and phone cords securely out of the reach of children.Check floors and playground areas often for dangerous items and/or unsafe conditions.Place heavy materials on bottom shelves to prevent accidents.Avoid using heating elements that are “hot” to the touch to prevent burns.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 indoor and outdoor 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 (State Rules and Regulations).Walkers and lightweight pole type swings maybe too hazardous to use in child care settings (State Rules and Regulations).Kitchen and other “adult use 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) State Rules and Regulations.Make sure platforms or step stools used by toddlers to reach sinks and/or toilets (if not child-sized) are stable and slip-free.Never leave infants and toddlers unattended on a diaper changing table or in the pottying area. 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 or reach equipment.Transfer children from cribs to mats when they can pull-up and stand in the crib.Consider using a nursery monitor in the infant sleep area when they are napping.Clear glass panels in doors and low windows should be made of safety glass andhave colorful decals (for visibility) on them to avoid injuries to children.Remove paints, solvents, fertilizers, insecticides and other flammables and toxic materials away from center-based child care programs. Fire extinguishers must be secured to the wall and accessible to adults only.Keep first aid, pediatric CPR and fire prevention training updated.Fix, repair, toss, or lock up anything that might be a danger to infants and toddlers.Conduct safety and health checks of the learning environment daily.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 toys and clothing with long strings or cords.Avoid teething and other toys with Polyvinyl chloride (PVC).Preparing for Emergencies Facilities that keep young children should have written plans in place (natural, technological and human) describing what to do in case of emergencies. These plans need to be practiced regularly.Keep all emergency/disaster plans posted in appropriate areas.Keep parents’ or guardians’ contact information available at all times.Have written directions and evacuation routes posted in each learning area for fire, tornado, and other emergencies.Practice emergency drills with all children (including infants and the special needs child) at least once a month.Practice evacuation from transportation vehicle(s) monthly.Keep an emergency backpack of needed supplies for infants and toddlers (diapers, wipes, water, crackers, etc.) available at all times, in case of emergency evacuation from the child care facility.Keep first aid supplies and emergency equipment (flash light, weather ban radio, mobile phone, etc.) available at all times.Keep name and contact information of the nearest hospital on file. Post 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 staff members are first aid and pediatric CPR trained with current certificates on file at the child care facility.Post first aid and CPR procedures (child and adult) in appropriate places MedicationPrior 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 your child care setting: 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 (State 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 the child care setting.Adhere to appropriate staff/child ratios (state, federal and/or NAEYC) at all times, both indoors and outdoors (including field trips and outings)Supervise infants and toddlers by sight and sound, both indoors and outdoors, at all times. Supervise children with only approved child care providers. Remind children (appropriate age groups) of safety rules throughout the day, including before outside play.Tell children what behaviors are expected of them, when correcting inappropriate behaviorsAnticipate negative behaviors and be proactive to reduce injuries to children. Provide proper adult supervision in learning areas with two or more separations. Example: sleeping and play areas separated by wall or gate.Note: Check your state’s guidelines (State Rules and Regulations) for additional guidance on supervision of young children in child care settings.ChemicalsLock and store all chemicals out of children’s reach. 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. Read labels on products (including teaching supplies).Products labeled with words and phrases like “warning,” “keep out of the reach of children,”” hazardous,” “dangerous,” “caution” etc., should be kept locked. Keep hand sanitizer out of the reach of childrenKeep custodial supplies locked and stored out of children’s reach. Food Items All food must be developmentally appropriate and USDA approved for young children.Check the temperature on all foods before serving, to prevent burns and other heat- related injuries. Serving and eating utensils must be appropriate for children. Mealtime should always be supervised by an authorized adult. Children should be seated when eating and drinking.Older infants and toddlers 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 out, consumed in the classroom or on the playground.Avoid giving children younger than 5 the following, because of the chocking risk:nuts seedshard, sticky and gummy candychewing and bubble gumsgrapespopcornhot 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 mini pretzels stringy cheese (mozzarella)ice cubes/chunkscherriescorn on the cobwhole olivespeanut butter (unless spread very thinly)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.Note: Check your state’s guidelines (State 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 your program’s policy regarding child abuse and neglect.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 regarding the program’s policy on child abuse and neglect.Teach children (when appropriate) about “good touch” and “bad touch.”Shaken Baby SyndromeShaken Baby Syndrome (SBS) is a serious brain injury that happens when an adult violently shakes a baby or young child.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 center-based and family child care settings.Toy SafetyProvide a variety of age-appropriate toys and play materials for 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 toddlers and twos to put toys away to avoid accidents.Teach toddlers and twos how to use toys correctly. Note: Check your state’s guidelines (State Rules and Regulations) for additional guidance on toy safety requirements for young children in 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 child care setting:Plants and shrubs inside and outside of the 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 SafetyProviders working with infants and toddlers are required to follow step-by-step diaper changing/potty training procedures. The procedure should be posted near the diaper changing/potty training areas. Please remember to never leave a child unattended and “hands free” on a diaper changing table or alone in a potty training area. When diapering, always keep one hand on the child and if provided, use safety belts attached to the table for extra security measures. Note: Check your state’s guidelines (State Rules and Regulations) for additional guidance on diaper changing requirements for young children in 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)Playground SafetyOutdoor play environments at childcare facilities must be safe to reduce accidents and injuries. In addition, they must be appropriate for each age group served, and offer play and learning experiences that facilitate the children's growth, development and learning process.Playground(s) 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 playgrounds 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 infants and toddlers to have a variety of developmental play 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(s) 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 for infants and toddlers and kept in good condition.Sand and water areas must be covered and used according to state licensing guidelines.Supervise children using playground equipment at all times.Choose the right play area based on children’s ages.Have playgrounds 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 infants and toddlers should be separate from preschool and school-age children.Note: Check your state’s guidelines (State Rules and Regulations) for additional guidance on playground safety for center-based and 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. Water 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 the 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 safety rules (where appropriate) that children can understand, remember and follow.Involve children in limit setting when appropriate.Post limits (where appropriate) and review/remind children throughout the day.Teach children (where appropriate) about safe and unsafe conditions.Teach children (where appropriate) to inform you when they see something that is unsafe.Teach children (where appropriate) about “Stranger Safety.”Use a variety of teaching 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 references: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 child care settingsAppropriate with close supervisionAppropriate when most of the infants are asleepThe #1 way to prevent accidents/injuries in child care settings Keep all infants in their cribs throughout the dayNever take infants outside on the playground Restrict the children’s movement to one area in the classroom Make sure the children are supervised by a trained authorized child care provider (indoors and outdoors) at all times In case of an emergency the child care provider shouldPractice emergency drills with all children (including infants/toddlers and special needs children) 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 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 sanitizerAny item labeled with a warningAvoid giving children under five years of ageSoupSaltine crackersMini pretzelsShredded meatsMost deaths due to SIDS occur between 2 and 4 months of age5 and 6 months of age8 and 10 months of ageAfter 12 monthsA infant can drown in less thanA foot of waterA gallon of water An inch of water A bucket of water The heaviest part of an infant’s and toddler’s bodyChestArms and handsLegs and feet Head Knowledge Practice Test AnswersadbddacacdModule 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 more 100 surfaces in 30 minutes. Some germs can live on a surface for more than 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 are differences among 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.? In the first 3 to 4 years of life, children catch an average of 6 to 8 colds a year.Caring for children with HIV/AIDS is more psychological (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.Toileting equipment (seats, flush handle etc.) should be cleaned after each use to remove any type of bodily fluids and other contaminates from the toilet area.Potty chairs are discouraged in child care settings.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 childrenFood intolerance is a problem with food digestion and food allergy is a negative reaction within the body’s immune system.It 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 EnvironmentChild care facilities are responsible for providing a learning environment that promotes health and wellness for facility staff and all children. Health histories, immunization records and universal precautions for infection control are important in ensuring that the child care setting is a clean and healthy place for employees 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 (infants, toddlers and some special needs) 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 timesCleaning/ Sanitizing/DisinfectingFacilities that take care of children outside the home 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 appropriately. 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 disinfecting.Can 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 diaper changing tables, bathrooms, teething and other toys, floors, sinks, trash and diaper 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.Post and use proper diaper changing techniques.Post and use proper potty training procedures.Establish written procedures, post and follow a frequency cleaning, sanitizing and disinfecting routine/chart.Child care provider’s and children's hands are washed after diapering and 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 cleaning agents when a water source is not available (playground 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 used by infants and toddlers daily, and more often if needed.Keep children's personal belongings in individual cubbies, lockers, baskets, etc.Clean and sanitize sleeping cot/mats weekly, or more often when 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.Label pacifier, sippy cups, creams, ointments, and other personal items with the child’s name to prevent cross-contamination.Disinfect toilet seats and potty training devices (if appropriate) between each useWash all toys that children can place in their mouths daily and more often if needed.Clean and disinfect changing tables before and after each use. Clean and sanitize cribs (daily) and mats (weekly) or more often when needed.Wash crib linen daily and more often as needed.Wash cot/mat linen daily, and more often as needed.Follow health and safety guidelines for storing infant formula and breast milk in child care settings.Never place formula bottles or utensils for feeding infants on the floor.Note: Check your state’s guidelines (State Rules and Regulations) for additional guidance on hand washing and sanitation practices in child care settings.The Ill childChild 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, 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 facilities 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.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.Toilet 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.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 “potting.” In child care settings, precautions ensure proper sanitation during bathroom use. Children use their hands for everything, and they are magnets for germs. Through normal play, 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 free of clutter.Running water (no hotter than 120 degrees F – check state guidelines) and liquid soap should be easily accessible. If necessary, use a secure, non-slip stool to help children reach the sink if it is not the appropriate size for young or small children. Disposable paper towels should be stored (in dispenser) within easy reach of the sink. Clean toilet seat after each use to prevent children from exposure and contact with bodily fluids.Teach toddlers to flush toilet after each use (check afterward).Teach children proper hand-washing procedures after bathroom use.Clean and sanitize non-slip step stool (if used) throughout the day.Position 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 in the bathroom. The toilets, toilet seat, step stool, flush handle, door knob, sink, dispensers, floor 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 bathroom.Note: Check your state’s (State 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 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. Note: Check your state’s (State 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 - 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 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 HygieneChild care providers play an important role in the oral health and hygiene of young children. A clean, healthy mouth provides the foundation for a healthy lifestyle. Cleaning a child’s mouth is highly recommended before any teeth begin to grow.Use an appropriate child-size soft-bristle toothbrush for toddlers and twos.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 younger and older infants’ 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.When teeth aren’t brushed after meals and snacks, children should be offered water to rinse food from their teeth and gums.Post established written dental emergency plan in appropriate areas. Use of sippy cups and/or bottles only at mealtimes during the day, not at naptimes.Do not allow a child to have a bottle or cup continuously.Teething Teething usually starts around age 6 months - 3 years. During this stage the 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 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. Water 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. e 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 wearing diapers/training pants, with colds, diarrhea, skin eruptions or other possible infections/contagious diseases should not participate in wading/swimming pool water activities.Teach children not to swallow, spit, blow noses or urinate 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.Note: Check your state’s (State 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 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, illness and infectionsa well written health policyexcluding ill children from a child care setting hand washing, disinfecting and sanitationsingle-use cloths or dispenser disposable paper towelsCrib linen should be washed daily or more often if neededweeklyevery three daysonly if a child is illAs a general rule, a child should be excluded for excessive eatingnot following the playground rulespushing another childpinkeyeFood intolerance problem with food digestionrash or itching from a bug biteeating too much candynot eating any foodsThree-year olds should brush their teeth or rinse their mouth out with waternever because they are too youngwhen they are at homeafter each meal or sugary snackbreakfast onlyTeething 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 ChlorideAn infant or toddler left alone inside a vehicle can suffer a heatstrokewithin 30 minutes within 15 minutes within 10 minuteswithin 1hourThe diaper changing table should be cleaned and sanitized only if a child has a loose stoolafter all diapers have been changedafter each usethree times per day Which of the following is not permitted in child care settings where infants and toddlers are present sturdy paper plates styrofoam cup/platesheady duty plastic spoonssturdy paper cups Child care providers should do which of the following with toddlers during mealtimeclean learning areas while the toddlers are eatingprepare cots for naptime while toddlers are eatingsit and eat with toddlers to serve as a positive role model and teach good eating behaviorsencourage children to eat and not talk during meals and snacks to prevent chockingKnowledge Practice Test AnswerscadacaccbcModule IVProviding a Stimulating Learning Environment or Infants and ToddlersImportantSome 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 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 that encourage play, exploration, creativity, and active learning:Indoor SpaceThe classroom space should be organized to encourage safe exploration and discovery. All equipment and materials must be appropriate for infants and toddlers. 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 for toddlers and twos...Provide age-appropriate materials that encourage use of scientific and simple number exposure. 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’s age, interest 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 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 PostingsLesson plans Infants – Activity cards or activity plan. Toddlers – Lesson planTwos – Lesson planDaily schedule of activities.Fire 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. Keep a crib labeled “emergency” in the younger infant’s classroom.Emergency numbers (including fire, police, EMS, poison control, animal control, etc.) near phones.Menus, with necessary food changes. Medical emergency procedures. Developmental milestone charts. Infant and child CPR chart(s).Communicable disease chart in classrooms. Culturally diverse pictures (race, gender, ages, special needs etc.) in classrooms.Pictures of children and family members (including pets) in 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 Space for Infants and ToddlersIndoor learning spaces are safe places where children are protected from the elements and where the important learning activities of the day take place. Indoor learning spaces should support a program’s philosophy and curriculum and be ones where children can easily be supervised. Ideal features of effective indoor spaces for infants and toddlers should include:Cribs and mats should not be placed too close for health and safety reasons.Keep diapering and toileting areas separated from food preparation and feeding areas.Provide adequate natural light and fresh air as much as possible.Position diapering area where children can be seen and supervised at all times. Mounted wall mirrors can be used in classrooms where the child care provider’s “back” will be to the children during diapering procedures.Provide space where toddlers and twos can interact in whole groups Space where infants and toddlers can work/play in small groups Private space where infants and toddlers can work/play alone Learning CentersThe indoor space is usually divided into learning centers for different activities. It should allow children to be self-directed, independent and active. Materials should be safe, age-appropriate and encourage choices and decision-making. The following is a list of learning centers that are typically found in a learning environment for young children. Keep in mind that some of the centers listed may not be appropriate for the infant and toddler classrooms. Art center – art materials/supplies appropriate for infantsLiteracy/library CenterListening center – musical and sound toys for infantsWriting center -- scribbling center for toddlersMath center -- number awareness center for toddlersScience and sensory center - materials/supplies for infants to observe, explore and examineSocial studies center – Our World center for toddlersBlock center – soft blocks for infantsDramatic play centerManipulative centerMusic and movement centerTechnology/media center (not recommended for children 2 and younger)Woodworking center -- pounding center for toddlersCozy area (private)Computer center - (not recommended for children 2 and younger)Cooking center – toddler- preschool)Outdoor 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 infant and toddlers. Outdoor activities should be designed for learning, not just for free play.Space should be designed to encourage discovery, exploration and creativity.Children should be encouraged to experience nature through touch, smell, sound, sight and taste 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. Provide personal space for each child inside and outside.Childproof the space to reduce/prevent injuries to children.Provide separate supervised sleeping and play spaces for infants.Places for children to work and learn independently.A well-supplied dramatic play area with props for older infants and toddlers.A large blocks (cloth, cardboard, safe plastic, soft wood, etc.). An area/space for sand and water activities for older infants and toddlers.A variety of hand toys, materials and other manipulatives.A messy activities area.Places for developmentally appropriate physical activities (music, movement and games).Opportunities for concrete, hands-on activities. A constant change of stimuli (scenery, texture, sounds, smells, social groups).Colors and decorations that support the various functional areas in the learning setting. Vibrant colors, e.g., red, magenta and yellow work well in the gross motor areaSoothing blues and greens are good color choices for manipulativesWhite /very light colors are good for areas that require lots of concentration and lightSoft pastels and other gentle hues work well in the book area and other low intensity activity areasFeatures that are child-sized and at the child’s level (including toilets, pictures, sinks, windows, faucets, drinking fountains, mirrors, pull-up bars bulletin boards, etc.)Classrooms, bathrooms, and eating areas that are close together (so children can develop self-help skills and autonomous behaviors).Flexible classroom furniture, materials, and equipment that the child care provider can arrange and re-arrange for various activities and for supervisory purposes.Adaptations for children with special need (physical challenges, learning disabilities, emotional issues, etc.).Pictures of different cultures to provide infants and toddlers with visual examples of themselves and their family.Easy access to materials for mobile infant and toddlers to encourage independence.Locate appropriate activity areas next to supplies for easy clean up.Group learning/activity compatible areas (e.g., the reading area being located next to a quiet area like art, the block area next to the woodworking area, etc.) together.Separate quiet and noisy activities so they are not next to each other.Dividers that are multi-functional (useful also for storage units, display boards, play furniture) to delineate areas within a classroom.Provide back support/floor cushions/pillows for providers who spend a large amount of time on the floor with infants and toddlers. Internet SourcesThis CDA module was compiled using the following internet references:Tips for Arranging a Child Care Room - Lists for Activity Areas - Video(s)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 classroom space for infant and toddlers should be organized in such a manner that it encourage exploration and discovery in a safe mannerencourage active play inside most of the dayencourage children to run indoorsencourage children to be quiet indoorsMaterials for toddlers should be storedout of the reach of the childrenwhere they are assessable to adults only at the child’s level for easy accessin a locked cabinetActive learning areas for toddlers should be locatednext to the library areanext to blocksnext to manipulativesnext to cozy areaMobiles, crib exercisers and other toys attached to the crib should be removedwhen infants can sit up or reach equipmentwhen infants are two months oldwhen infants begin to flip from back to tummywhen child care provider decide to remove crib attachmentsChairs for toddlers must be the appropriate sizeto allow children’s feet to rest (not dangling) on the floor when sittingto allow children’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 sittersInfants and toddlers should be exposed to culture experiences dailyonce a weekmonthlyyearlyDiaper changing table can be used to complete daily activity sheetsto place food until the tables are cleaned for toddlersto place diapering supplies onlyto allow artwork to dryLearning environment 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 child care facilityfire drill instructionstornado drill instructionsinclement weather instructionsOutdoor space for infants and toddlers should provide opportunities to integrate indoor activities such as story reading, art, music and movement, math, language arts, social studies, science, etc.to play on playground equipment onlyfor children to get out of the classroomfor the child care provider to take a break from the childrenKnowledge Practice Test AnswersacbaaacbaaModule 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 helps children move, explore and interact with their surroundings.The lack of physical activity contributes to childhood obesity.Active physical play daily can reduce the risk of childhood obesity.Developing muscle control is the first step in physical development.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. Muscle coordination occurs gradually as the child grows and develops. Infants grow at a rapid rate during their first year of lifeBy the fifth month of life infants double their birth weight and triple it by one yearThere are two major types of physical development – Gross motor and fine motor Gross motor development uses large muscles (legs, arms etc.) to crawl, walk, sit up, roll over, run, climb, push, pull, throw, balance etc. Fine motor development uses small muscles (hands, fingers, eyes, toes etc.) to complete puzzles, string beads, paint, cut, paste, scribble, draw, use a fork, write, dress, etc.Children develop physically in a top/down and inward/outward down (head-to-tail) is known as cephalocaudal. Inward to outward (center to extremities) is known as proximodistical.Large muscles develop before small muscles Large muscles develop before small muscles. Muscles in the body's core, trunk, legs and arms develop before those in the fingers and hands. The body’s center (core, trunk) develops before the outer parts (hands and feet). Core muscles (back, trunk) become stronger sooner than foot or hand muscles. Babies learn to hold their heads up before they learn to crawl.Moving the body from place to place is known as locomotor movement.Locomotor movement (crawling, walking, hopping, jumping, running, leaping, galloping and skipping) helps develop gross motor skills.Stationary body movement is known as non-locomotor movement. Non-locomotor movement (sitting, rising, twisting, turning, wiggling etc.) helps develop balance and coordination. 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. During the first few weeks and months of an infant's life, movements are reflexive and involuntary. Between ages 1 and 3 (toddler), a child should be able to walk without help, jump in place, go up stairs, hold a cup, ride a tricycle, build with blocks, scribble with a crayon and copy a circle. The critical time for the development of motor skills is between 18 and 60 months old (1? to 5 years).Children grow and mature physically at different rates.Boys tend to do better at object control (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. Children who are provided a considerable amount of active outside play daily are considered happier, healthier and stronger. Arranging Space to Promote Physical DevelopmentPhysical development is an important aspect of the total development of children. It is an ongoing process and from birth. Infants and toddlers 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 his or her motor skills. Healthy physical development enables children to move, explore and learn new skills. Arranging indoor and outdoor spaces is important for infants and toddlers to develop their physical capabilities. Child care providers should:Make sure indoor and outdoor materials are safe and accessible for children. Arrange furnishing to give children a comfortable space to move, explore, discover and play.Give infants and toddlers plenty of freedom to move and play indoors and outdoors.Provide age appropriate materials, equipment and furnishings to support the developing physical needs and interests of infants and toddlers.Provide lots of space for music and movement.Provide space for active play in a variety of activity learning areas throughout the day.Make sure materials (indoors and outdoors) are safe and accessible so older infants and toddlers can make choices.Provide balls, push/pull toys, small climbing structures, etc. for infants and toddlers to exercise their large motor skills.Provide open floor space for crawling, pulling up to stand, cruising, walking, etc.).Provide opportunities and experiences for infants and toddlers to develop a variety of gross motor skills. Provide space, equipment and experiences for toddlers to demonstrate coordination, balance, and body awareness.Provide a variety of surfaces for infants and toddlers to develop motor skills outdoors. (grass, dirt, sand, concrete, etc.).Provide soft structures of various heights for climbing over, on, under, around, etc. to develop large motor skills.Provide encouragement and support for infants and toddlers to ensure their mastery over physical tasks.Provide adaptive equipment and materials (if needed) for infants and toddlers with special needs.Provide space for infants and toddlers to actively explore their environment and manipulate objects and materials.Provide materials for infants and toddlers to experience cause and effect with a variety of toys and objects.Provide space, materials and time for infants and toddlers to engage in spontaneous exploration that encourages fine and gross motor play.Provide daily opportunities for hands-on activities and manipulation of materialsduring indoor and outdoor play. Provide floor space and tummy time activities for non-mobile infants.Place materials on shelves for independent use by older infants and toddlers.Plan age appropriate physical activities and experiences daily for infants and toddlers.Provide shape box, 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, large pegs/peg boards, etc. for fine motor development.Limits infant?s time in confining equipment (swings, bouncers, exersaucers, cribs,car seats, etc.).Activities, Materials and EquipmentInfants and toddlers use their motor skills constantly. They like to actively explore their environment and interact with objects and people. It is important that child care providers plan activities to support each child’s growing physical development needs.Plan a variety of activities for infants and toddlers to be “physically active” daily. Provide age appropriate materials to develop both large and small motor skills.Provide a variety of opportunities for infants and toddlers to move, explore and gain proficiency in motor skills.Incorporate physical play for infants and toddlers into the regular daily schedule and program offerings.Provide music and movement to develop motor skills daily.Develop indoor and outdoor play areas that are stimulating and encourage infants and toddlers to move and play.Provide large motor equipment and materials that encourage infants and toddlers to crawl, pull up climb, slide, lift, kick, swing, peddle, push, pull, run, etc. Provide equipment and materials that encourage hand-eye coordination.Allow time for repetition of motor skills. Provide sensory materials to help infants and toddlers develop large and small motor skills. Encourage older infants and toddlers to do self –help tasks when ready.Provide self-help materials for toddlers to manipulate and develop small motor skills.Give infant and young toddlers floor time daily.Provide opportunities for infants to use their arms, kick legs, roll over, sit up, etc. to gain physical independence.Use nature to help infants and toddlers develop physical skills. Vary play props and materials to extend physical play and learning. Broaden classroom experiences and learning into outdoor play spaces. Integrate music and movement across activitiesProvide large balls for infants and toddlers in a variety of colors to develop eye-hand coordination, eye-foot coordination, arm and hand strength, and agility. Provide large paintbrushes to help toddlers develop upper body coordination, fine-motor skills, muscle control and eye-hand coordination. Provide dance and creative movement activities to help older infants and toddlers develop total body coordination. Provide musical instruments to help infants and toddlers develop gross- and fine-motor skills.Providing a tricycle and other age appropriate wheel toys for toddlers to develop balance, eye-hand coordination, foot and leg strength, and overall body awareness. Provide a variety of safe blocks to use indoors and outdoors to develop arm, hand and back strength. Provide a variety of materials for finger-grasping to develop hand eye coordination and fine motor skills. Provide a variety of age appropriate playground equipment to encourage physical development.Provide older infants and toddlers with opportunities for climbing up ladders to slides, running around the playground, crawling through tunnels, and swinging on swings to help develop upper and lower body strength.Motor ActivitiesSpecific activities that support gross and fine motor development for infants and toddlers include:Manipulating hand toysRunning at different speedsPlaying with ballsThrowing bean bags Climbing on appropriate structuresPedaling riding toysPulling wagons or other pull toysPushing push toysFilling and emptying buckets and other containers. Crawling through tunnels or safe large boxesStacking blocks or safe boxes of different sizesCompleting simple puzzlesPlaying with Large Legos and Dupo blocksStacking ring on a standWater playTearing paperGrasping different toysPlaying with a parachuteClimbing on safe structuresKicking large ballsMoving to musicPlaying with scarvesNesting cupsPlacing shapes in a sorting containerPlaying with play doughScribbling with large crayons, chalk and safe markersPlanning for PlayChildren are natural born players. Most of their time is consumed with play experiences, which helps them, grow, develop and learn. Play may be a natural experience for young children, but 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”.Some suggestions: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 older infants and toddlers to play alone or beside peers.Provide opportunities for toddlers to play in both large and small groups.Provide play settings that encourage infants and toddlers to pursue their own play ideas and interests.Create opportunities for infants and toddlers to make choices and decisions in their play experiences.Plan intentional play for infants and toddlers.Plan play experiences to facilitate social, emotional, cognitive, physical and language development.Incorporate cultural materials and games into play experiences.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 infants and toddlers 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.Provide practical, interactive and enjoyable play experiences for infants and toddlers. Type of Play for Infants and ToddlersIndependent 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 toddlersPhysical Play and the Special Needs ChildPlay must include all children. Those with disabilities may have specific needs. The child care setting and child care providers must modify the environment and materials to ensure all special-needs children are actively engaged. Some ideas: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 infants and toddlers learning environments to encourage all types of anize the learning environment into appropriate play spaces to accommodate varied abilities.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 for all children.Select materials and equipment that are inclusive of all children.Modify indoor 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 all children and stimulate their imagination.Adapt play opportunities to help all children to experience 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, interest and needs of each 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 his/her own unique abilities.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 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 sittingwatching TVstanding in one placed.movement of the body from place to placeMovement 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 Grasping hand toys small motor skillslarge motor skillsliteracy learninglocomotor movementYoung infants participate mostly in which type of playassociative playindependent playsolitary playparallel playBabies learn to hold their heads up before they learn to crawl to walkto run all the aboveMovements 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 AnswersabdcdacdadModule 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?From birth infants are aware and interested in their surroundings. Infants and toddlers learn best and retain most of what they learn when their senses are engage in the learning process.InfantsCan anticipate events (around 3 months).Can recognize and identify familiar objects in storybooks.Can understand simple cause-and-effect events.Can understand the concept of object permanence. Can use experimentation concepts with objects. Can understand that when an object is out of view, it still exists.Can use scientific research methods to gain and understanding of how the world worksCannot consider the needs and wants of others and therefore are viewed as egocentric.ToddlersCan build concentration and problem-solving skills from their play experiences.Can understand the intellectual concept of simple games like “hide-and-seek.”Can use a more thought-filled learning process when engaged in various activities and play experiences. Can figure out how different objects relate to one another.Can complete simple puzzles and sort/match a variety of objects.Can classify objects.Can make sense of gravity.Can understand simple concepts of geometry (shapes).Can group objects by category.Children (2yrs-7yrs) 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 problem solve. It describes how mental processes develop from birth through adulthood. This includes cause-and-effect as well as early-math skills.? Counting and patterning are also included in cognitive development of young children. 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 Developmental Milestones As children grow, develop and learn, so do their cognitive skills. Each child reaches cognitive developmental milestones as they play and interact with people and objects in meaningful and intentional ways. These milestones provide a framework for child care providers to determine what skills children are ready to process at what age.Cognitive Milestones in Young Children0 – 1 Year Visually explore his/her surroundingsRecognizes familiar facesPays attention to familiar adult movement. May cry when adult is out of visual field.Calms at the sound of familiar adult’s voiceTracks moving and bright colored objects Recognizes differences among peopleUnderstands the differences between animate and inanimate objectsReacts 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 several times to hear the sound)Understands and responds to simple verbal and some non-verbal commands Imitates adult actions to games like “Peek-a-boo” and Pat-A-CakeUnderstands the filling and emptying concept of 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 when parent/guardian leaves he/she will returnUnderstands that an object still exists even though it is out of sightLoves viewing picture books and having them read to him/herImitates 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 meaningfullyMatches objects to accomplish goalsBegins to understand the concept of part and wholePlay activities include more adult type roles (playing house, pretending to cook, take care of family, do laundry, etc.)Begins viewing self as an individual separate from othersImitates adult actionsPromoting Infants and Toddlers Cognitive DevelopmentCognitive skills can be developed throughout the learning environment (indoors and outdoors) for infants and toddlers. 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.Create environments that support and encourage exploration.Arrange similar materials in groups together to teach toddlers sorting, ordering and classifying.Provide sensory materials and experiences to encourage learning through the five senses.Encourage older infants and toddlers to observe, take things apart, build and see what they can figure out.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 sorting, ordering, identifying, classifying, comparing, contrasting, etc. indoors and outdoors daily. Provide books, songs, finger plays and games about numbers, shapes, sizes, colors, etc.Help toddlers develop problem solving strategies by asking “what if” questions.Provide materials to help infants and toddlers learn about and create patterns and rhythm through music and art.Provide activities and materials that encourage measuring (water/sand play, cooking, measuring cup, funnel, etc.). Provide activities and materials (heavy, light, large, small) for weighing and balancing objects.Provide activities and experiences where infants and toddlers can observe change (weather, liquids, solids, temperature, butterflies, etc.).Engage infants and toddlers in math concepts during everyday activities (number blocks, shapes, books, etc.).Help infants and toddlers develop mathematical skills through music (number songs, finger plays, beat, and rhythm).Provide safe (non-poisonous) plants in the classroom or plant a window sill/outdoor garden to engage toddlers in observation, exploration and experimentation concepts.Expose toddlers to 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 infants and toddlers time, space and freedom to engage in their own experimentation and problem solving activities. Provide a science/discovery/sensory area where infants and toddlers can 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 with toddlers to collect safe objects to observe and examine differences in shape, color, texture, and size.Provide activities and experiences that expose children to the scientific method of inquiry (observing, discovering, experimenting, etc.).Provide activities and experiences for infants and toddlers 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 toddlers learn about and understand the universe (earth, planets, clouds, rain, stars, sun, moon).Provide activities and experiences to help toddlers learn about and understand the importance of caring for the environment (not to litter or waste water).Science/Discovery CenterThe science/discovery center is not just for learning cognitive concepts, but provides a platform for the learning of a wide variety of skills in all developmental domains.Physical Skills: encourage the development of fine motor and eye-hand coordination.Social/Emotional Skills: Encourage the development of cooperation with others, self-esteem building, positive interactions and relationship building.Language Skills: Encourage the development of vocabulary, oral language and questionings.Intellectual Skills: Encourage the development of thinking, reasoning, observing, exploring, questioning and problem-solving.Suggested materials and equipment to promote cognitive development in the Science/Discovery Center Non-poisonous PlantsKaleidoscopesMacaroni and spaghettiHighlighters and markersShelvesTable(s)Safe nature items (pinecones, leaves, insects in proper storage containers, etc.)Color paddlesVariety of feathersBird nestsSand/water tableMeasuring objects (cups and spoons)Rice, grits, and safe play sandPouring FunnelsNon-toxic bubble solutionApproved animals (if appropriate) – State Rules and RegulationsAnimal suppliesThermometerCalculatorBinocularsRuler 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, proactive eyeglasses, masks, etc.)Discovery tubesAge appropriate writing utensils (paper, markers, pencils, journals, etc.)Tissue and paper towel rollsTable(s)Water sourceSand and water table with toys (sink, float, fill empty, etc.) GlobeScience charts, posters, booksMagnifying glassesSensory materials (smooth, rough, bumpy, etc.)Tubs for storageSafety gogglesFlashlightsPlastic animals/insectsDiscovery tubesMulticultural artifactsVaried types of soilSquirt bottlesSea shellsMixing utensils (bowls, spoons, cups, etc.ColliderMath CenterToddlers love to play with numbers to demonstrate their counting skills. The use of math materials provides a platform for learning a wide variety of cognitive and other skills in all developmental domains.Physical Skills: Encourage the development of fine motor skills and eye-hand coordination.Social/Emotional Skills: Encourage the development of positive interactions, relationship building, self- confidence, cooperation, sharing and expression of feelings.Language Skills: Encourage the development of language usage, questioning and problem-solving.Intellectual Skills: Encourage the development of inquiry, problem-solving and other cognitive skills.Suggested materials and equipment to promote cognitive development in the Math Center Number books, charts, cards, postersCounting manipulatives (blocks, bears, number cards, etc.) Safe large colored number cubesWindowsill garden, growth chart and writing utensilsMeasuring instruments (cup, spoons, large syringes rulers, tape measure)Balance scales Pegboards and large pegsStringing beads, games and puzzlesMagnetic board with magnetic large shapes and numbersMarkers, crayons and large chalksClock, timer and calendarCash register and play moneyLarge rubber number stampsSafe manipulatives that can be used for counting and discoveryTelephone book, mobile phones and fax machineCalculators and adding machine Sorting containers, muffin tins, ice trays, egg cartons, etc. Number stickersLarge number cardsSale papers/magazinesCognitive Development in Learning CentersArt Center - Provide experiences and opportunities for sorting, classifying, making choices, decision making, cause and effect and creative thinking skills.Library/Literacy Center - Provide experiences and opportunities for identifying, predicting, sequencing, patterning, comparing and contrasting, decision making and problem-solving skills.Scribbling/Writing Center - Provide experiences and opportunities for the development of thinking, reasoning, questioning, problem solving, creativity and imagination skills.Block Center - Provide experiences and opportunities to develop numbers concepts, cause/effect, shapes, measuring, problem solving, one-to-one correspondence, patterning, sequencing, predicting and experimenting skills.Dramatic Play - Provide experiences and opportunities to develop creativity, imagination, problem-solving, and creative thinking skills. Music and Movement - Provide experiences and opportunities to develop creativity, experimentation, prediction, creative thinking, imagination, problem solving, exploration and discovery skills.Cooking Center - - Provide experiences and opportunities to develop problem solving, math concepts, experimentation, prediction, creative thinking, imagination, cause/effect observation and discovery skills.Pounding Center - Provide experiences and opportunities to develop creativity, imagination, problem, creative thinking, discovery, prediction, reasoning, mathematical/scientific concepts and experimentation.Outdoor Area - Provide experiences and opportunities to develop sorting, classifying, creativity, observation, examination, experimentation, problem solving, exploration, discovery, spatial relations skills. The Special Needs ChildA child with an intellectual disability has impaired cognitive skills. His or her intellectual functioning is considered significantly below the average for a child of his or her 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 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).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 Development 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 world help us use existing knowledge to accept new knowledge. help us alter existing knowledge, or ideas, to accommodate new information or new experiencesprovide an imbalance 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 milestoneToddlers can do which of the followingsolve complex problems like school aged children understand simple games like patty-a-plete a 15 piece puzzled. complete a 20 piece puzzleYoung infants can anticipate eventsaround 2 months around 3 months around 4 months around 6 months 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 age Signs of cognitive impairment in infants and toddlerswalking without difficultydelays in sitting up, crawling and walking sitting without difficultystanding without difficultyKnowledge Practice Test AnswersdaaabcbbbbModule 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). Children learn language the same way, no matter what language their parents speak. Spoken language is easier to comprehend than written language.Reading and writing are related skills.Writing is often easier for some children than reading.Children learning a second language grasp it faster when words/pictures are associated with objects, actions and games.Language difficulties 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. Infants are born with the ability to learn language and know how to use it to meet their needs. 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. 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. Language Developmental Milestones A 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. Listening, Comprehension and Speaking SkillsYoung children learn to listen before they learn to comprehend, speak, read, write and communicate with others. All of these factors are essential to language learning. Listening - is the ability to hear and interpret oral information. It requires a child to understand, retain and respond to information.InfantsListen to vocal intonations, inflections and watch and learn from facial expressionsListen to and become aware of the sounds of words being spoken in their environment ToddlersListen and use language to express feelings, ideas and needsLearn listening skills from interactions with adults and peersComprehensionComprehension is simply the intake, interpreting, understanding and recall of information. It sounds simple but it is much more complex in nature. The ability to process, understand and recall information is very important to the growth and development of the “whole” child. There are two types of comprehension – listening and reading. Listening comprehension begin when children start to understand language (oral). Reading comprehension is when children start understanding the written language.InfantsAttentively listen to sounds and voices in their environmentRespond to known voices and understand common wordsComprehend and understand 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 say.and retell stories with some accuracySpeakingChildren learn the concept of speech from the sounds and voices they hear in their environment. It is a natural process in most children. The first sign of speech starts very early in life. As a child grows and develops, so does his or her speech.InfantsStarted to babble around 3 monthsMake sounds, such as "ba" or "ma" around 6 monthsRecognizes name and responded when it is statedUse first words at 10 to 14 monthsToddlersUnderstand and follow simple instructions Use between six and 20 simple wordsVocabulary increases to about 300 words (ICAN 2010b) between 2-3 years Make basic sentences “Self–talk” while playingEmergent 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 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 questionsPromoting Language DevelopmentSome Suggestions:Provide colorful cloth and board picture books for infants and toddlers.Select books that are age appropriate and appealing to infants and toddlers.Help toddlers to create their own books.Set up a lending library to encourage parents to read to their child at home.Read books that have rhyme, rhythm and repetition to encourage language development.Explain the meaning of the words in the infants and toddlers learning environments. Post words with pictures in all learning areas at the eye level of infants and toddlers. Provide children with a “print rich” learning environment for infants and toddlers.Read simple stories to infants and toddlers several times a day.Listen and respond to infants and toddlers language. Provide paper, crayons, pencils and markers are to encourage scribbling skills.Be a language model for infants and toddlers.Introduce toddlers to new words with meaning daily.Provide activities that promote phonemic awareness.Arranging Space to Promote Language and Literacy SkillsInfants and toddlers are surrounded with language daily. A “language rich” environment helps children to learn language in all activity areas to meet their needs in an active and meaningful way.Art AreaDevelop sound recognitionEnhance verbal expressions Increase vocabularyEncourage scribbling, drawing and writing skillsEncourage letter recognitionDevelop comprehension and listening skillsLibrary/Literacy AreaDevelop an understanding of sounds and wordsBuild vocabulary, sound memory, comprehension and listening skills Encourage verbal expressionEncourage scribbling as a means to communicateEnhance phonemic awarenessEncourage letter/sound recognitionEncourage picture/word relationshipScribbling AreaEncourage an interest in writingEncourage oral communication skillsEncourage letter/sound recognition Build vocabulary skillsDevelop an interest in beginning writingEncourage phonetic skillsMath AreaIntroduce the language of mathematics Encourage beginning math conceptsDevelop questioning skillsEncourage letter/sound recognitionCultivate the relationship of numbers and printScience and Sensory AreaDevelop vocabularyEncourage verbal expressionEncourage letter/sound recognitionIntroduce scientific termsDevelop questioning skillsBlock 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 skillsMusic 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 skillsPounding CenterIncrease oral communication and vocabulary Introduce the language of construction Develop questioning skillsDevelop directional and sequencing skillsEncourage letter/sound recognitionCultivate the relationship of numbers and printEncourage scribbling and use of writing toolsCooking CenterIncrease oral communication and vocabulary skillsEncourage verbal expressionIntroduce the language of cooking Develop pretend reading and writingEncourage letter/sound recognitionEncourage creative language expressionOutdoor 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. Infants and toddlers are also active listeners and soak up the sounds and words they hear. They 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 infants and toddlers 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 infants and toddlers a reason to verbally interact with adults and peers.Provide feedback on children’s work and play.Provide a “print rich learning environment for infants and toddlers. Encourage children to create their own language.Provide interactive toys for all ages and abilities.Encourage problem-solving skills with infants and toddlers.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 infants and toddlers.Sing, do finger plays, and play verbal games with infants and toddlers.Help infants and toddlers develop listening, speaking and comprehension skills through daily interactions.Listen to children’s conversation and talk when needed.Encourage questionings skills.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. Child care providers can:Provide a learning environment that reflects all cultures.Respect and support the home language/s of all children.Plan and expose infants and toddlers to cultural activities, materials and experiences daily.Create an environment that encourages language learning and interaction among infants and toddlers.Accept all children as a part of the learning environment 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 infants and toddlers 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 tapes, CDs and other listening materials in languages other than English.Play outdoor games in languages other than English.Use parents as resources in the second language usage process.Suggested Materials to Promote Language and LiteracyTo encourage language and literacy in infants and toddlers it is important that a variety of age appropriate materials and equipment is available.Some Suggestions:Age appropriate books for infants and toddlersBooks of all textures, sizes and culturesMagazines, phone books, advertising and newspapersCharts, pictures and posters with words in various languagesLetter tiles, stamps and stamp padsFlannel board with pictures, letters and wordsTape recorder, blank tapes (different languages), tape players and head phonesCommercial and teacher-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 activity areasBlank greeting cardsSign language chartPaper money and cash registerPaper for student-made books Crayons, and markers Labels, stamps, envelopes and mailboxRecipes, menus and cookbooksNotebooks, typewriter, and post-it notes White boards and markersPicture books, number books nursery rhyme books, shape books, big books, theme books, interactive books, etc.BookmarksSafe pillows, beanbags and child-size chairs and rockersSmall tent or wading pool for viewing booksSmall area rugTubs for books to be placed in all learning areasPuppets with stand and flannel board with stories piecesProp boxes with culture items Child size tableChalk and chalkboardIndex cardsOffice, post office, FedEx, and UPS propsChart tablets and large posted-it chartsThe Special Needs ChildSome children with special needs learn language more slowly, but can have limited conversations. The child care provider must create an environment that accommodates all children.Language 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.Learn basic Sign-Language to communicate with children who has little of no verbal skills.Plan activities and experiences that are developmentally appropriate and meet the needs, interests and abilities of the children in your care.Structure the learning environment to be inclusive of all childrenPlace printed and other materials on low shelves to encourage independence.Provide assistance when needed.Allow extra time for language expression and language learning.Provide repetition of tasks.Model positive language behaviors.Encourage verbal interaction with peers.Help children feel a part of the learning community by assigning language tasks that can be mastered successfully.Encourage verbal and nonverbal communication with adult 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 education process of their child.Select special adaptive materials and equipment (if needed) for the special needs child.Ask the child questions to understand his verbal/nonverbal messages. Include assistive technology and other devices (when needed).Develop ways to effectively communicate with the nonverbal or language challenged child.Involve the child in all planned activities (modify where needed).Involve the child in conversations with adults and peers.Help the child to find words to express feelings in acceptable ways.Assist families with access to services needed.Know the guidelines and policies for making referrals. Provide an appropriate model through your own speech. Take advantage of natural language interactions. Provide visual props such as pictures, objects, etc. to help the child develop language skills. Internet 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 to Linguistic and Cultural Diversity Recommendations for Teaching Sign Language to Young Children - and Alternative Communication in the Early Childhood YearsCommunication Development Knowledge 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 in the environmentto learn the concept of speech from sounds 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 writingemergent spellingphonological 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 AnswersabdcabddadModule 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?Infants and toddlers rely heavily on their senses to create their own play experiences. Creativity is all about the process of creating.Children who are given choices show more creativity than those who have choices made for them.Creativity is interwoven into all areas of development and learning. There are no boundaries to the creative process.When children are given freedom to explore their creativity flourishes.Creativity is the most valuable ingredient that sets children apart from adults.What is Creativity?Creativity is the process of self-expression. It thrives on freedom, imagination, fantasy, curiosity and exploration. Infant and toddlers practically live in their imagination and a “make-believe” state of mind. This is one of the most valuable ingredients that sets children of all ages apart from adults. Having an idea of what creative is, how do we as child care providers cultivate this creative excitement in the infants and toddlers that we 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 productInfant/Toddler CreativityInfantsHave longer attention spans than toddlersSpend a lot of time observing their surroundingsRespond to color, sound and movementSensory materials and activities helps to stimulate the infant's natural curiosityToddlersVery mobileLove to explore, discover and experiment with objectsCreate a vast majority of their play experiencesVery self directedCreate a variety of playful language and soundsLove to create constructions with blocksEnjoy a variety of art and music experiencesSpend a lot on time in make-believe playPromoting Creativity in the Learning EnvironmentInfants and toddlers develop creative concepts through the use of their senses and the freedom of movement. The learning environment becomes the canvas where they make their creative marks. Expose infants and toddlers to materials and activities that excite their senses and allow them to explore and discovery interesting ways to create their own play experiences. Toddlers are more mobile and have a better command over language than infants. They use these skills to use materials and experiences in a variety of creative and inventive ways. When children feel that their creative expressions are valued and appreciated, they feel good about themselves and their abilities. It is very important for child care providers to keep in mind that creativity is a multi-faceted area of development. It does not work in isolation of other areas of development or separate itself from other areas in the learning process. Therefore, the physical setting where children grow, learn, development and play must lend itself to the infusion of creativity.Some SuggestionsProvide plenty opportunities for infants and toddlers to engage in self-directed play.Make age appropriate materials available to infants and toddlers at their level.Encourage children to use their creative ideas in all activity areas.Provide time and space (indoors and outdoors) for children to express their creative ideas.Model creativity by providing plenty of teacher-made materials in all activity areas.Share your interest in children’s creativity.Praise children’s work.Post children’s work so they can see it.Share children’s work with peers and parents.Encourage children to take pride in their creative work. Encourage children to be different.Focus more on play, discovery, exploration and imagination. Encourage infants and toddlers to do things for themselves (when ready) in creative ways.Provide meaningful unstructured, messy play experiences for infants and toddlers.Interact with infant and toddlers that encourage their abilities to be creative.Ask toddlers open-ended questions to encourage creative thinking.Arranging Space to Promote Creative DevelopmentArt and music are viewed by some child care providers as the only two learning areas that help children develop their creative abilities. Not so, creativity is an attribute that can be cultivated and stimulated in all activity areas both indoors and outdoors.Some SuggestionsProvide space and freedom for children to express themselves creatively.Provide a variety of sensory materials and experiences.Provide infants with: Colorful rattles Squeaky toysMusical toys Soft blocks with pictures, numbers, shapes, and letters Stacking toysPush-pull toysLow riding toysHand toys to carry from place to place Safe stuffed animalsSoft dollsNested toys Picture/sound/board booksInteractive sound toysSmall soft toys for throwing and bangingLarge plastic beads Large LegosSimple puzzles for older infantsOther age appropriate toysProvide toddlers with:Sensory materials (paints, play dough, crayons, textured toys, chalk etc.)Riding toys (truck and cars)Wheel toys (wagons and tricycles)Large safe colorful balls Swings Low age appropriate climbers A variety of simple storybooks (including culture books)All kind of age appropriate blocks Push-pull toysStringing large beadsLarge peg boardsAn assortment of age appropriate puzzles Creative materials (crayons, markers, play dough, paints)All kinds of paperDress-up clothesPretend toys/propsDolls Musical instrumentsMusic and songsA variety of dramatic play propsArts and Crafts materialsWater and sand play with appropriate toysOther age appropriate toysDisplay artwork at a child's eye level.Encourage individual expression.Adapt environment, equipment and materials for the special needs and culturally diverse learner.Provide free access to a variety of materials and activities that encourage creativity.Encourage young infants to be creative and experiment with sounds (cooing, gurgling, babbling, etc.).Encourage children to talk about and share their creative expressions with others.Encourage flexible use of materials in and between (where appropriate) all activity areas.Provide a variety of cultural materials (books, pictures, songs, music, etc.) for infants and toddlers to experience.Create themes for activity areas (library, beauty salon, fire station, post office, etc.) to encourage role playing and fantasy in toddlers.Invite resource persons (puppeteers, musicians, and storytellers) to visit the learning environment to expose children to the creative arts.Provide opportunities for children to express themselves through block play, dramatic play, art, music, etc.Expose children to creative games and finger plays.Avoid adult-directed creative activities.Rotate and add new materials, supplies and props in the learning environment to stimulate creativity in infants and toddlers.Provide a variety of musical instruments including those from other cultures for children to explore in creative ways.Provide age-appropriate art materials for infants and toddlers to experience inside and outside.Encourage creative body movement.Provide a variety of materials and experiences for creative play. Provide a variety of unstructured arts and crafts for toddlers to create their own props. Encourage toddlers to express themselves verbally in creative ways. Provide time and plan activities and experiences that promote freedom, imagination, fantasy, self-expression, and creative play among infants and toddlers.Provide a learning environment where all creative expressions are accepted and valued.Help infants and toddlers to enjoy the creative process and celebrate the uniqueness of the product.Provide activities and experiences that enhances the development of creativity and imagination in infants and toddlers.Provide supervised water play activities with props for older infants and toddlers to express their creativity.Creativity In the Infant and Toddler Learning EnvironmentEncouraging infants and toddlers to make their own choices in the creative process is very important. They should be provided plenty of time (indoors and outdoors) to experience, explore, learn and cultivate their creativity in a variety of ways.Art Encourage self-expression, individuality and self-confidence. Nurture imagination and make-believe play. Provide appropriate art materials that are eatable, colorful, full of texture and have exciting smells.Encourage toddlers to scribbling with large colorful crayons and safe appropriate markers.Encourage use of imagination/expression of ideas through art, construction, music, etc.Encourage use of materials in creative ways.Encourage use of props in creative ways.Encourage the creative expression and communication of ideas.Library/Literacy Develop an encourage creative use of sounds and words.Encourage creative verbal expression.Encourage creative storytelling with familiar age appropriate books.Encourage hand–eye coordination (stacking, nesting, manipulating, etc.).Encourage creative play with puppets and story props.Scribbling Encourage creative scribbling on a variety of safe surfaces.Encourage creative play in a variety ways.Encourage hand–eye coordination (scribbling, drawing, manipulating, etc.).Encourage picture reading with toddlers.Encourage reflection through adult dictation.Math Encourage creative thinking and exposure to numbers through soft blocks, numbered toys, songs, finger plays, etc.Develop creative questioning skills.Encourage creative problem-solving skills.Encourage hand–eye coordination (manipulating, connecting, measuring, etc.).Encourage creative thinking.Science and Sensory Develop observation and questioning skills.Encourage creative experimentation, exploration and discovery of different materials and objects.Encourage hand–eye coordination (touching, tasting, smelling, hearing, and viewing).Encourage learning through sensory experiences.Blocks Develop creative construction. Encourage creative conversations. Encourage comparative language usage (big, little, over, under, etc.).Encourage hand–eye coordination (stacking, rolling, connecting, etc.).Encourage creative thinking.Dramatic Play Encourage creative play with a variety of props.Encourage creative conversations. Develop pretend reading abilities.Encourage hand–eye coordination (stacking, mixing, pounding, etc.).Encourage verbal expression.Encourage creative scribbling.Play make-believe games with infants and toddlers.Music and Movement Encourage creative play with a variety of props (ribbons, scarves, streamers, etc.).Encourage creative language. Encourage creative self-expression with musical props (instruments).Encourage hand–eye coordination (beating, shaking, pounding, etc.).Encourage verbal expression.Cooking CenterEncourage creative play with a variety of props.Encourage creative scribbling.Encourage hand–eye coordination (mixing, stirring, kneeing, pouring, etc.).Encourage creative language expression.Encourage creative self-expression. Outdoor AreaEncourage creative discovery. Encourage creative self-expression.Encourage creative play with a variety of materials.Encourage creative conversations.Encourage creative exploration with nature.Suggested List of Materials for Promoting CreativitySink with running water for art clean-upPounding bench Dolls and soft toysMusic and earphonesHome-made, commercial and cultural musical instrumentsStorybooks of all textures and cultural contentA variety of props Puppets Flannel board with story piecesFood propsCD player with an assortment of CDsDigital camera with video capabilities, tape recorder, inactive toys and other age appropriate materials for creating and using the imaginationA variety of blocks appropriate for infants and toddlersLarge construction toys (Legos, Dupo, Connecting, etc)Easy grip brushesAll types of paper Scarves, streamers and ribbonsWheel toys (pushing, pulling, riding, etc.)Age appropriate Glue Modeling dough/clay and accessoriesEaselsAge appropriate paints Age appropriate arts and craft materialsCollage materials (commercial and natural)Markers, large pencils, tape and large crayonsPlay sand with accessoriesWater PlayBubblesFinger puppetsAprons or old shirtsLarge stamps, paper sacks, wallpaper scraps, fabric scraps and cardboardAge appropriate safe nature itemsPaper cups, paper plates, and pie tinsTable coveringVarious types of painting tools (commercial and creative materials – toothbrushes, large eye droppers, etc.)Internet SourcesThis CDA module was compiled using the following Internet references:Children’s Creative Development Whole Child - For Early Care Providers - Creativity and Play Creative Development Knowledge 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 stageLive in their imagination and a “make-believe” state of mindinfants toddlersinfants and toddlersafter schoolersCreative concepts developed through the use of the five sensesinfants toddlersinfants and toddlersafter schoolersThe 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 creatingToddle creative construction is developed throughBlock buildingartmusicscienceChildren who are given choices show more creativity than those who have choices made for themshow less creativity than those who have choices made for themshow 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 roles blocksartmusicdramatic playKnowledge Practice Test AnswersbaaccdaaddModule IXInfant and Toddler Self-Concept 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?Bonding and attachment helps infants begin building a sense of self at birthPositive 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. It deals with “self worth”, “value”, “standard”, “love”, “special”, “important” “accepted”, “evaluation”, and “competent”. 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 what he or she is. It is the totality of a person's personality and it is driven by the confidence a person carries within himself or herself. Needless to say, a person who does not think very highly of himself/herself is viewed as having a “low self-esteem.”It is important that child care providers understand the meaning of “self-esteem in order to provide the best learning experiences to cultivate a child’s inner sense of “self”. Stages of Self Development According to Erikson’s psychosocial theory, every person must pass through a series of eight interrelated stages over the entire life cycle. For the purpose of this education module, only the first four stages covering ages 0-3years will be highlighted. This is the age range of infants and toddler typically found in child care settings. Infancy: Birth-18 Months Basic Trust vs. Mistrust – HopeMajor emphasis is on the mother and father’s nurturing ability and care for a child (visual contact and touch).? A well cared for child will develop optimism, trust, confidence, and security.? A neglected child may develop insecurity, worthlessness, and general mistrust of the world.Toddler/Early Childhood Years: 18 Months to 3 YearsAutonomy vs. Shame – WillSelf-esteem building and autonomy. The child learns new skills and right from wrong.? The child is sure of self.The child carries self with pride rather than shame.? This is the time of the “terrible twos” (defiance, temper tantrums, and stubbornness). The child is very vulnerable during this stage.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.Self Esteem - Infants and ToddlersInfants Bonding and attachment helps infants begin building a sense of self at birth. Meeting infants’ basic needs (love, comfort, food, warmth, cleanliness, etc.) helps them feel safe, secure and special. Talk to the infant in a kind and loving manner. Engage the infant in positive interactions that convey love and affection.Show the infant positive and kind facial expressions. Help infants build trust by taking care of their basic needs and showing them love and affection.Smile at the infant throughout the day during routine care activities (feeding, diapering, play, etc.).Use positive, kind, caring and playful voice tones when interacting with infants. Praise the child and show plenty of love and affection.Provide space and freedom to encourage independence and decision making.Toddlers Interact positively with the toddler throughout the day to encourage trust building.Give the toddler simple tasks to complete.Praise the child and show plenty of love and affection.Encourage toddlers to do things for themselves when ready.Encourage the toddler’s independence.Provide plenty of space and freedom for exploration, discovery and experimentation.Provide plenty of sensory toys and activities for the toddler to experience. Provide activities and tasks that toddlers can master to experience success. Encourage the child to try new experiences.Provide safe age appropriate toys and materials at the child’s level to encourage independence and making choices.Help the toddler to express his or her feelings and emotions in positive ways.Help the children to work through frustration and challenges in a positive manner.Encourage toddlers to learn through trial and error in a positive way.Self IdentifyBonding and attachment are important concepts in the development of a strong healthy self identify. Infants and toddlers learn who they are on their own through their interactions and experiences with others in their immediate environment. Helping young children develop a strong sense of self early in life is important, because it helps them to be more accepting of self, others and differences. Providers can:Model self confidence with children.Help the child to become accepting of self, others and differences.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.Self-help/adaptive skills build character early in young children.Provide personal, labeled space in the learning environment for each child.Label items to encourage mastery and success.Provide pictures of children and their families (including pets).Highlight and celebrate children’s strengths.Engage in adult/child interactions.Show pictures and talk to children about family members and family activities/experiences.Give children space, freedom and time to do things their own way.Accept children’s ideas and choices (when appropriate).Avoid criticizing children.Encourage children to try new things.Praise children’s efforts, trials and successes.Coach and scaffold children toward mastery in completing tasks.Help children realize their inner personal power.Help children work through their mistakes and failures and try the task again.Help children do self-portraits, “me books”, “family drawing,” etc.Play mirror and picture frame games with children.Help children to make personal decisions and choices.Encourage children to express their feelings in positive ways.Help children to become independent (when ready) and competent early in life.Use books, puppets, songs, finger plays, etc. to help children learn to respect and appreciate themselves and others.Help children understand that they are an important part of a family unit and the child care learning environment community.Teach children to accept the feelings of self and others.Inspire children to become “great” within their own right.Let each child know that he or she is special, loved and respected.Spend individual time interacting and talking with each child daily.Teach children character and values early in life.Cultural AwarenessExposing young children to different cultures early in life is very important. Child care providers must structure the learning environment to expose children to cultural experiences daily.A few tips:Provide materials, equipment and experiences in the infant and toddler learning environment that reflect different families, communities, and cultures.Provide songs, music, musical instruments and finger plays that reflect different cultures.Provide books, flannel board/story pieces, puppets/stage, and props that reflect different cultures.Place materials on labeled open shelves for easy access to encourage independence.Provide multicultural art materials (crayons, paints, craft paper, large colored pencils, markers, etc. that represent different ethnicities.Invite community helpers into the toddler classroom so children can see individuals in different gender roles (male nurse, female doctor, female mail carrier, male backer, etc.).Encourage family members to serve as resource persons to share their talents and cultural traditions with toddlers.Post pictures of children and families living in different parts of the world.Serve as a role model for children in accepting differences.Teach child games played in other cultures.Teach children pro-social behaviors so they will be able to respect the feelings of others.Teach children about different celebrations held around the world.Post culturally diverse pictures of people that can serve as positive role models for young children.Label common items (door, sink, bathroom, chair, table, etc.) in more than one language.Rotate cultural materials to stimulate children’s interest. Individual 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 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 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. The 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 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. 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.Internet SourcesThis CDA module was compiled using the following Internet reflections: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 Knowledge 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 infants and toddlers 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 shame and low self-esteem autonomy vs. shamebasic trust vs. mistrustinitiative vs. guiltindustry vs. inferiorityA neglected infant or 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 skillsToddlers who feel autonomousindependentwithdrawnfearisolatedThe first two years of a child’s life are critical in building a foundation for a healthy self-conceptan unhealthy self-esteemindustry vs. inferiorityinitiative vs. guiltKnowledge Practice Test AnswersaccbabbcaaModule XInfants and Toddlers Social/Emotional 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?Social and emotional development are interconnected rather than separate personality traitsFrom birth infants learn positive social skills by the way they are treated and cared for by adultsChildren 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. Prior to the stage of "autonomy versus shame and doubt", the parent/guardian and child care provider can begin to lay the foundation to encourage positive social skills by responding to infants and toddlers in positive ways and providing an environment that fosters positive social interactions. Bonding Parents and guardians form an intense bond, with their children early in life. It usually develops within the first few weeks after birth, or once the parent or guardian becomes the child’s primary caregiver. Child care providers begin to bond with children the first day they enter their learning environment. 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.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 – Learn to trust others and become independent without fear.?Avoidant Attachment – Learn not to trust others, and always protect self.Ambivalent Attachment – Have a fear of separation and abandonment.Disorganized Attachment – Experienced 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.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. 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 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. 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 fightingProvider’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 (when capable) 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.Internet 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 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 traitsToddlers with healthy social and emotional skills Are very hyperHave learning disabilitiesAre very depressedAre less aggressiveInfants and toddlers 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 parents or legal guardians 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 and toddlers Younger 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 feelingsHave a low self-esteemKnowledge Practice Test AnswersadabbaacacModule XIGuidance Techniques for Infants and ToddlersImportantSome 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?Most toddlers will hit, bite or push when they cannot gain access to a toy that from another toddler is usingChildren 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.).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.). Infants cry less when their needs are met and when they are held or comforted (talked to, sung to, heard their names called, 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 infants and toddlers to understand someone else’s point of view. They often respond to their feelings and emotions without thinking. To them, their response is a “spur of the moment” reaction to a situation that may cause discomfort to others. How a child responds to his or her emotions and feelings is tied to the process of development. As an infant and toddler grow and develop, with proper guidance, he or she begins to learn self-regulation skills 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.Temperament in Young ChildrenTemperament is the way children approach and respond to their environment. It is important for child care providers to understand each child’s temperament in order to help him or her develop strong relationships with others and respond appropriately to various situations that they will encounter. Easy or flexibleCalm and happy Regular in sleeping and eating habitsAdaptable and not easily upset Difficult, active, or feisty FussyIrregular in feeding 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. It is important to note that child care providers should use an appropriate style of management to effectively address a variety of behaviors of the children in their careAuthoritarian Parenting StyleA strict disciplinarian Want children to be very obedientVery tradition beliefs about how children are to behaveMay use abusive punishment to correct behaviorDo not believe in giving children choices/freedomBelieve that children do as they are toldBelieve in the old saying “children should be seen and not heard”Permissive Parenting StyleProvide little or no order in the environmentSet few limitsAllow children to make their own rulesPay little attention to children’s actionsNot proactive in preventing inappropriate behaviorsUse inappropriate verbal expressions to correct behaviorDoes not enforce limits or follow through on established consequencesNeglectful Parenting StyleDo not have a caring attitude toward childrenReject or ignore the behavior of childrenDo not set limits for childrenA caretaker not caregiver of young childrenDo not give children choices or guide their behaviorsAllow the child to do as she or he pleases without proper guidanceAuthoritative/Democratic Parenting StyleSets appropriate limits to guide children’s behaviorIs caring, loving, consistent and fair in correcting children’s behaviorHas reasonable expectations and consequences for young children Encourages independence and self regulation skills in childrenAllow choices and empowers children to make “good” choicesHelp children use words to express feelings and emotionsProvide warm, nurturing, loving and supportive guidance to help children exhibit appropriate behaviorSetting Limits All children (including infants and toddlers) need adults to set limits, guide their behavior and help them learn self-regulation skills. Developing clear, consistent boundaries also helps infants and toddlers feel safe and secure. How do child care providers set positive limits? The following are a few tips to keep in mind:Set clear, reasonable, age appropriate limits for the infants and toddlers in your care.Focus on the behaviors you expect. State limits in a positive manner.Use the sensory approach to setting limits (ears to listen, hands for soft touches, mouth for tasting, etc.).Be consistent with established limits and revise when needed.Develop logical and age appropriate consequences (choices) for not following established Limits.Time 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. They allow children to express feelings and emotions. These behaviors, along with screaming, kicking and crying (temper tantrums) are the most effective ways for infants and especially toddlers to try to get what they want. This stage of development is often referred to as the “terrible 1s, 2s and 3s.” CausesInability to express self (limited vocabulary).Display a need to bite for health reasons (teething, gum irritation, etc.).Desire for autonomy (may hit or kick to gain control).Over-stimulating learning environment (too much clutter, too many colors, too bright of colors, too much noise, etc.).Basic wants and needs are not met (food, diapering, rest, etc.).Uncomfortable (tried, sleepy, need changing, etc.).FrustrationDifficulty handling change in routine or new situations.GuidelinesCommunicate what you expect the child to do.Provide supervision and guidance to keep the child from hurting self and 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 outbursts of inappropriate behavior (biting, kicking, hitting, etc.).Praise 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 Infant and Toddler Learning EnvironmentArranging space in the learning environment is important to managing behavior. Infant and toddlers like to explore, discover, and use their hands, feet and teeth to learn about their surroundings and get their needs met.Arrange the physical space to give children clear messages about what is expected. Organize routines so children will know what to expect next.Plan space to accommodate varied developmental abilities of infants and toddlers.Design learning areas that encourage interactive play in positive ways among older infants and toddlers.Set age appropriate limits for infants and toddlers to promote acceptable behavior. Plan learning activities and learning opportunities to meet the needs, interests and abilities of infants and toddlers. Eliminate large open spaces to discourage rough play.Provide enough space both inside and outside to prevent overcrowding. Provide enough and duplicates of popular materials to reduce conflicts. Provide a variety of choices in activities for infants and toddlers.Arrange space so infants and toddlers can easily move and not feel crowded.Place materials and appropriate supplies where they are easily accessible.Effective Classroom Management TechniquesThe primary goal of a child care provider is to “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. Model appropriate behavior for infants and toddlers in the child care setting.Provide the right amount of space for infants and toddlers to work and play comfortably. Arrange the learning environment to reduce conflicts and aggressive behaviorProvide enough age appropriate toys and materials to promote appropriate behaviors.Encourage and support good behavior.Set positive and consistent limits.Use words and actions carefully when correcting inappropriate behaviors.Listen to infants and toddlers when they are upset and help them find words to express their feelings. Always let infants and toddlers know that they are loved and respected.Provide suitable toys and activities (soft blocks, finger painting, puppets, etc.) to help infants and toddlers work out aggression.Set clear positive limits for infants and toddlers. Plan how to respond to inappropriate behavior in a positive way. Be proactive and correct any potential problems before they occur.Provide a consistent, predictable and balanced routine and schedule for infants and toddlers daily.Redirect problem behavior into a more suitable activity when appropriate. Establish age appropriate consequences for children’s inappropriate actions. Follow through on consequences so children will begin to understand that their actions bring about results.Teach infants and toddlers to use words (when appropriate) to express feelings, emotions, wants and needs.Talk to children about their actions and try to understand the reason why the action occurred.Praise infant’s and toddlers appropriate behaviors and talk to them about their inappropriate behaviors.Use a variety of appropriate guidance techniques to fit the situation and the child.Use words and actions (smiling, praising, patting, hugging) as forms of rewards. Make sure infant’s and toddler’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 infants and toddlers from dangerous situations (until they are corrected) that can bring harm to them or others.Distract infants and toddlers from inappropriate behavior by offering them a more suitable activity (offer the climbing structure instead of letting the child climb on the table).Never isolate a child for the purpose of correcting inappropriate behavior. This could have a lasting effect on the child’s social and emotional development.Provide a comfortable space both inside and outside where frustrated toddlers can be alone (with adult supervision) with a comfort toy or object until their emotions and feelings calm down.Look for the cause (what, when, where, why and how) of the behavior problem and explore ways to solve it. Never use any form of physical, verbal or mental punishment to correct inappropriate behavior.Focus on the desired behavior, rather than the undesired behavior. Expect the best from the children.Encourage and remind infants and toddlers often of desired 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 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.The 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 toddlers resolve conflicts Fighting and bitingUsing their wordsConflict resolution skillsWalking awayWhen a toddler hits another child, the child care provider should Ignore the childTalk to the child about his or her inappropriate behaviorEncourage the child to hit the child 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 toddler develop self-regulating skillsGuidanceDisciplinePunishmentPhysical abuseTelling infants and toddlers 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 infant and toddlers 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 infants and toddlers (hitting, biting, kicking, screaming, etc.)A form of language disabilityTemper TantrumA form of learning disabilityMental problemsSocial rewards for infants and toddlersCandyHugsStickersA 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 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.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. 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. 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 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 municating with Parents/ GuardiansCommunication between the 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.Family ResourcesIt is important to make parents aware of all the resources available to assist them as parents or guardians. The 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 translation services and American Sign LanguageInformation 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. 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 (including American Sign Language) 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. Cultural AwarenessIt is common to have children from different countries who speak different languages. 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. 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. 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 culturesThe 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. 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.Internet 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. 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. Management/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. 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 dayRoutines 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.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 Record KeepingOrganize children’s information. Chart children’s progress.Protect children’s confidentiality. Share information with parents, caregivers and other authorized professionals. 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.Continuity 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. Teamwork – people working together to achieve a common goal. Teamwork among 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 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. 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. 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. 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. 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 facilitiesProgram 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. Note: Check your state’s guidelines (State Rules and Regulations) for additional guidance on program policies and procedures in child care settings.The Special Needs ChildChild 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.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 scheduleOrganize the day into smaller blocks of time RoutinesActivity plans /Lesson plansField trip agendaDaily scheduleInstructional guide for teachingRoutinesActivity plans /Lesson plansField trip agendaDaily scheduleLay the framework for assessmentObservationScreeningAssessmentRecord keepingServes as a signed 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.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. To learn more about the National Association for the Education for Young Children (NAEYC), click the link below.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 ConfidentialityProviders 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 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. 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.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. Internet 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. Screening Young ChildrenChildren 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. 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 There are a variety of screening instruments that families, child care providers and other professionals can use. Please check with your center administrator to see which tools are used at your child care center.Assessing Young ChildrenAssessing children’s needs is an ongoing process. It helps 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 AssessmentThere are a variety of assessment instruments that families, child care providers and other professionals can use. Please check with your center administrator to see which tools are used at your child care center.Use 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 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 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 (State 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 of Observing Young Children Screening and Assessment Instruments 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 AnswersacdccdaadaCongratulation!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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