June 2013 Licensed Child Care Homes Workbook - IACCRR WorkbookHomes2013.pdf · Level 1 Licensed...

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Licensed Child Care Homes

Workbook

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Paths to QUALITY™

LEVEL 1

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LEVEL 1 Licensed Child Care Home

Level 1 Licensed Child Care Homes Providers will be able to:

Meet minimum health and safety standards Develop and implement basic health and safety policies and

procedures Licensed Child Care Home Providers meet the standards for a level 1 rating providing the following are met:

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

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Paths to QUALITY™

LEVEL 2

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LEVEL 2 CHILD CARE HOME Level 2 Licensed Child Care Home providers will be able to:

Provide an environment that is welcoming, nurturing, and safe and promotes the physical, emotional, and social well-being of all children

Provide a variety of learning materials that reflect the age, interest, and abilities of each child

Provide for children’s language and literacy skill development

Provide pertinent program information to families

Promote assistant caregivers’ development and training

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WHAT IS THE STANDARD? Standard 2. Lead caregiver receives orientation and trains assistants on the FOUNDATIONS to the Indiana Academic Standards for Young Children Age Birth to Five. WHY IS THIS STANDARD IMPORTANT? The intent of this standard is to ensure that all individuals working with young children in the state of Indiana, understand and incorporate the FOUNDATIONS to the Indiana Academic Standards for Young Children from Birth to Age 5 in their daily practices with young children. By outlining specific skills and concepts and giving examples of instructional strategies, these foundations will support teachers, parents and caregivers as they develop appropriate experiences for young children to help ensure success in kindergarten. The FOUNDATIONS to the Indiana Academic Standards for Young Children from Birth to Age 5 have been developed by the Indiana Department of Education in collaborations with individuals with expertise in children birth to age five years and are based on the latest national research and findings for all content areas and domains. The FOUNDATIONS include the following basic foundations for Infants and Toddlers:

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

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

five senses Social Studies; which includes learning to recognize and respect

likenesses and differences Physical Education/Health; which includes development of increased

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

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

English Language Arts; which includes learning word and name recognition

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

living things Social Studies; which includes distinguishing between the past, present,

and future Physical Education; which includes developing an awareness of and

respect for a healthy lifestyle Music; which includes singing along with familiar songs Visual Arts; which includes participation in dramatic play activities

REQUIRED EVIDENCE

Documentation: Lead caregiver has received orientation to the FOUNDATIONS to the Indiana Academic Standards for Young Children from Birth to Age 5 and can demonstrate with a certificate(s) with the instructor signature, length of course, outline of the orientation training.

Documentation: If applicable, assistant caregivers have received training in the FOUNDATIONS to Indiana Academic Standards for Young Children from Birth to Age 5 and can demonstrate training with a certificate(s) with instructor signature, length of course and outline of the orientation training.

ASK YOURSELF Am I familiar with what the State of Indiana’s Department of Education expects my daily practices and teaching strategies to be? Do all of those who work with children in this home understand what practices help children reach their full potential? GETTING STARTED Contact your local Child Care Resource and Referral agency to learn more about FOUNDATIONS training in your area. Register for or make an appointment with your local Child Care Resource and Referral agency for both the lead caregiver and, if applicable, assistant caregivers to receive the required training.

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FOLLOW UP STEPS Attend the FOUNDATIONS training. Have documentation of your training attendance with all the required elements listed above. Support assistant caregivers to attend FOUNDATIONS training. Have documentation of any assistant caregivers’ training attendance with all the required elements listed above. IDEAS TO HELP YOU MEET THIS STANDARD You can find the full copy of the FOUNDATIONS at the following websites: http://www.doe.in.gov/achievement/curriculum/early-childhood-education or by contacting: The Indiana Educational Resource Center, 800-833-2198 The Child Care Collection is a series of videos designed to help you learn more about caring for children. This site, http://www.childcarecollection.com has several video clips which will help you learn more about each of the FOUNDATIONS. Contact your local Child Care Resource & Referral agency to learn more about FOUNDATIONS trainings in your area. GOING FURTHER TO BEST PRACTICE

Make sure all those who work within your setting understand and use the information provided through the FOUNDATIONS to the Indiana Academic Standards for Young Children from Birth to Age 5, to plan activities and in day to day routines and practices.

It is important to organize your files and paperwork to prepare for your rating visit.

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

Maintain files on yourself, all assistants, and any other caregivers you may employ.

http://www.doe.in.gov/achievement/curriculum/early-childhood-education

http://www.childcarecollection.com/

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WHAT IS THE STANDARD? Standard 3. Lead caregiver is a member of a nationally recognized early childhood organization. WHY IS THE STANDARD IMPORTANT? The field of Early Childhood Education includes many organizations that support the professional development of early childhood providers and promote improvements in services to young children. Professionals become members of one or more of these associations to help them grow professionally, stay current on early childhood issues and participate in group efforts to promote change. Benefits of professional membership mean:

You can take advantage of the opportunity to network with other professionals who may be directing or working with young children in child care settings.

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

REQUIRED EVIDENCE

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

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

ASK YOURSELF What kinds of things do I need to read, access or attend that would further my professional development best? What are the organizational options for my professional development? GETTING STARTED Contact your local Child Care Resource and Referral agency to obtain a list of the options for organizations from which you might choose. Choose from the organizational options and send in the membership requirements.

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FOLLOW UP STEPS File the membership card and/or letter to validate membership and the expiration date of that membership. Keep the journals or periodicals that are part of the organizational membership in an easily accessed location. IDEAS TO HELP YOU MEET THIS STANDARD A partial listing of national organizations that work on behalf of or have a focus on early childhood are available on the following websites:

http://www.cdacouncil.org/res_org.htm GOING FURTHER TO BEST PRACTICE

Become an active member of the organization(s) you have chosen to join.

http://www.cdacouncil.org/res_org.htm

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WHAT IS THE STANDARD? Standard 4. The childcare home has a written philosophy and goals for children. WHY IS THE STANDARD IMPORTANT? The intent of this standard is to ensure that the family childcare home has a written philosophy that helps to guide the activities that are planned for the children. Goals for the children should be both developmentally appropriate and individually appropriate. Within the written philosophy, it is recommended that you also include the childcare home’s philosophy on guidance and discipline, as well as define your feelings about “teaching” young children. A philosophy differs from curriculum in that a curriculum is what you do with the children…the activities, experiences, etc. that you provide for the children. The philosophy determines which curriculum approach you might use. Why is the written philosophy important? The written philosophy identifies, at a minimum, the following to guide the choice of daily activities and experiences for the children. Knowledge of child development and learning Knowledge of each child’s growth and development Knowledge of the social and cultural context Use of multiple sources of knowledge in professional decision-making REQUIRED EVIDENCE

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

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ASK YOURSELF Why do I believe the choices/decisions we are making are appropriate to the children in our home? To the individual child? What do I believe is true about how children develop? Where did I get that information? Am I consistent with what our field of study has found out about how children develop and learn? Given what I believe to be true about children, are the goals in our family childcare consistent with those beliefs? GETTING STARTED Make a draft of what you believe about children. (Tip: It would be a positive step to do this with your assistant caregivers, as well.) From the things you believe about children, create the goals that connect to those beliefs. FOLLOW UP STEPS Create a written philosophy and goals from the ideas you brainstormed in your draft. Keep the philosophy in an easily accessed location.

What does it look like?

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

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IDEAS TO HELP YOU MEET THIS STANDARD The National Association for the Education of Young Children (NAEYC) can provide you with information to include in your written philosophy and goals, www.naeyc.org GOING FURTHER TO BEST PRACTICE

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

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

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

Compare your written philosophy and goals to the FOUNDATIONS to the Indiana Academic Standards from Birth to Age 5. Modify your goals to coincide with the Academic Standards.

http://www.naeyc.org/

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WHAT IS THE STANDARD? Standard 5. The lead caregiver will have either a current Child Development Associate credential (CDA) or equivalent certificate or an early childhood degree or equivalent or have completed 45 clock hours of educational training in early childhood education within the past three years leading to a CDA or an early childhood/child development degree. WHY IS THE STANDARD IMPORTANT? Provider education is one of the highest predictors of quality in a childcare setting. Research demonstrates that adults with training in early childhood education provide higher quality programs for young children, implement more appropriate activities, and do a better job of preparing children for school. The intent of this standard is to ensure that the lead caregiver does possess a degree and/or CDA credential. If neither the degree nor the credential has been earned, staff must demonstrate work toward one or the other. The CDA Competency Standards are the national standards used to evaluate a caregiver's performance with children and families during the CDA assessment process. The Competency Standards are divided into six Competency Goals, which are statements of a general purpose or goal for caregiver behavior and apply to all child care settings. The six goals are defined in more detail in the 13 Functional Areas, which describe the major tasks or functions that a caregiver must complete in order to carry out the Competency Goal. They are: Goal I: To establish and maintain a safe, healthy learning environment. Functional Areas: 1. Safe 2. Healthy 3. Learning Environment Goal II: To advance physical and intellectual competence Functional Areas: 4. Physical 5. Cognitive 7. Communication 7. Creative Goal III: To support social and emotional development and to provide positive guidance. Functional Areas: 8. Self 9. Social 10. Guidance Goal IV: To establish positive and productive relationships with families Functional Area: 11. Families

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Goal V: To ensure a well-run, purposeful program responsive to participant needs Functional Area: 12. Program Management Goal VI: To maintain a commitment to professionalism Functional Area: 13. Professionalism REQUIRED EVIDENCE

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

OR

Transcript for early childhood degree or equivalent degree OR

Training Summary Form completed and in the lead caregiver’s file, documenting attendance of 45 clock hours of training, transcript, certificates, other written documentation, or letter from sponsoring organization that they are recognized as approved training toward the credential.

ASK YOURSELF Are my qualifications documented? GETTING STARTED Identify what further training you might need. If further training is needed, contact your local Child Care Resource and Referral agency for dates/times of training opportunities. FOLLOW UP STEPS Support assistant caregivers to begin courses of study or training. Collect and file required documentation of all training, courses or certificates received. Fill out the Training Summary Form for all of your training. Store documentation in an easily accessed location.

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IDEAS TO HELP YOU MEET THIS STANDARD Assessment and credentialing of child care providers is administered by the Council for Professional Recognition, located in Washington D.C. Visit

http://www.cdacouncil.org/ to learn more about earning your CDA Credential. Scholarships and Financial Incentives through IAEYC: The Indiana Association for the Education of Young Children (IAEYC) offers financial assistance for training through T.E.A.C.H. Early Childhood® INDIANA and the Indiana Non Formal CDA projects. Both projects pay for the Associates and Bachelor’s Degree scholarships, as well as the majority of the CDA training classes, required texts, and the CDA Assessment. Upon completion of training a bonus is awarded. In addition, professionals are available to guide the candidate through the training and assessment which lead to attainment of the CDA credential. For additional information please contact IAEYC at 317-356-6884 or 800-657-

7577 or email: [email protected] GOING FURTHER TO BEST PRACTICE

Make sure you are using a Training Summary Form to document all future and past training that you have completed in the past three years.

Seek out other family child care providers that have earned their CDAs. They can help you.

Attend trainings and presentations at your local Child Care Resource & Referral agency.

Learn how you to begin working on your CDA.

http://www.cdacouncil.org/

mailto:[email protected]

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WHAT IS THE STANDARD? Standard 6. At least 50% of the caregivers, including the lead caregiver, participate annually in a minimum of 15 clock hours of educational or in-service training focused on topics relevant to early childhood. WHY IS THE STANDARD IMPORTANT? Staff education is one of the highest predictors of quality in a child care setting. Research demonstrates that adults with training in early childhood education provide higher quality programs for young children, implement more appropriate activities, and do a better job of preparing children for school. REQUIRED EVIDENCE FOR THE LEAD CAREGIVER

Documentation: Education and Training Summary Form (or equivalent form) demonstrates participation) in a minimum of 15 clock hours of educational or in-service training focused on topics relevant to early childhood. Documentation will include, but is not limited to: date of training; number of clock hours of training; type of training content/subject of the training; name and credentials of the trainer/or the training organization. Documentation could include certificates, transcripts, and curriculum schedule from ECE/CD degree program or other appropriate evidence.

REQUIRED EVIDENCE FOR ASSISTANT CAREGIVERS

Documentation: Training summary form for assistant caregivers, demonstration of participation by 50% of total staff in a minimum of 15 clock hours of educational or in-service training focused on topics relevant to early childhood.

Documentation will include, but is not limited to: date of training; number of clock hours of training; type of training; content/subject of the training; and name and credentials of the trainer/or the training organization.

ASK YOURSELF What types of training, in relevant early childhood topics, would most benefit me, the assistant caregivers, family and/or children? How can I support assistant caregivers to obtain this training?

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GETTING STARTED Identify 50% of the assistant caregivers who will most benefit from further training. Identify the most beneficial types of training for yourself and/or assistant caregivers. Contact your local Child Care Resource and Referral agency for training opportunities. Find dates/times that will be most advantageous for those receiving the training. FOLLOW UP STEPS Follow up with any assistant caregivers to make sure that registrations, paperwork, etc. are completed to allow attendance at training events. Collect and file required documentation from all who attend training. Fill out the Training Summary Form for each person who attended training. Store all documents in an easily accessed location. IDEAS TO HELP YOU MEET THIS STANDARD Assessment and credentialing of child care providers is administered by the Council for Professional Recognition, located in Washington D.C. Visit

http://www.cdacouncil.org/ to learn more about earning your CDA Credential. Scholarships and Financial Incentives through IAEYC: The Indiana Association for the Education of Young Children (IAEYC) offers financial assistance for training through T.E.A.C.H. Early Childhood® INDIANA and the Indiana Non Formal CDA projects. Both projects pay for the Associates and Bachelor’s Degree scholarships, as well as the majority of the CDA training classes, required texts, and the CDA Assessment. Upon completion of training a bonus is awarded. In addition, professionals are available to guide the candidate through the training and assessment which lead to attainment of the CDA credential. For additional information please contact IAEYC at 317-356-6884 or 800-657-

7577 or email: [email protected]



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GOING FURTHER TO BEST PRACTICE

Communicate about the things learned in each training event. Follow up with each caregiver to see how the training has impacted

classroom experiences. Keep a posting of upcoming training events in a central location.

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WHAT IS THE STANDARD? Standard 7. A system is in place for communicating pertinent information to families daily and at an annual conference. WHY IS THE STANDARD IMPORTANT? Communicating with families is important to help you build a trusting relationship with families. Establishing a system for daily communication allows the opportunity to exchange information in the morning and the evening. Caregivers have a system in place for communicating important information daily with families, both at arrival and departure time. At arrival time, you may want to gather information about how the child slept that evening or how the child is feeling. At departure time, you may want to share information about special activities the child engaged in during the day or how the child ate. This daily communication can include oral communication with the family, but might also include other creative ideas such as a communication notebook, a bulletin board that displays daily activities. Other forms of communication can include weekly or monthly newsletters, phone calls or emails to parents. In addition to daily communication, caregivers should have a process in place for scheduling, at least annually, conferences with each family. The purpose of annual conferences is to discuss the progress and development of each child, share significant events, and communicate any concerns. Remember: Serious problems and concerns should not be discussed with families during daily communication. When these concerns arise, the caregiver and/or director should instead immediately schedule a private conference with the family.

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REQUIRED EVIDENCE DAILY COMMUNICATION The provider must be able to demonstrate there is a system in place that allows for daily communication with each child’s family.

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

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

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

FAMILY CONFERENCES Caregiver must be able to demonstrate that, at least annually a conference is scheduled with each family to discuss each child’s interests, development, strengths and areas of individual need.

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

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

ASK YOURSELF What specific information would I wish to have communicated about each child each day? How could that best be communicated? What specific information would each family wish to have communicated about their child each day? How could that best be communicated? When would family conferences work best for all those involved? How will we make that happen? GETTING STARTED Involving the assistant caregivers, if applicable and the families whenever possible, determine the most important information needed to help each child’s needs/experiences/progress. Create a list of how each specific piece of information could best be communicated (a checklist, a conversation, a notebook, a message board, newsletter, email, etc.).

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FOLLOW UP STEPS From the brainstorming, create a plan for what will be communicated at arrival and departure and what system could be used to communicate each item. Use a variety of methods to communicate. Create a calendar of family conference dates/times with each family. Follow up with the communication system chosen. Communicate, early and often, about the family conferences dates/times. Check below (“Ideas to Help You Meet This Standard”) for items that will help create success in communication. IDEAS TO HELP YOU MEET THIS STANDARD Use the bibliography section that corresponds to this standard and select resources on communicating with parents. Many books have reproducible materials. Internet sites such as redleafinstitute.org and nccic.org can also be a valuable resource. Visit your local Child Care Resource & Referral agency lending library to preview or check out materials. GOING FURTHER TO BEST PRACTICE

Evaluate with families about how the communication system(s) are working.

Consider bi-annual (or more often) family conferences. Begin portfolio building and use.

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WHAT IS THE STANDARD? Standard 8. A written emergency plan is established and implemented. The plan is shared with parents at the time of enrollment and any time the provider initiates a change in any aspect of the plan. WHY IS THE STANDARD IMPORTANT? Having a written emergency plan makes all stakeholders aware of procedures that will be utilized during any emergency as well as helping you become aware and prepared for future emergencies. Being prepared, ahead of time, protects you and the children in your care. INDICATORS REQUIRED IN THE EMERGENCY PLAN ARE: Indicator 1. The procedure for notifying parents in the event of the provider’s illness, the illness of a member of the household who may be contagious to others or any emergency that prevents children from being cared for in the provider’s home. Indicator 2. Back up plan for care that the provider will arrange in the event of an emergency. Indicator 3. Directions to parents for having a back up plan for care in place, in the event of their child’s illness or the provider’s inability to care for children. Indicator 4. Alternate contacts and medical care authorization available in case parents cannot be reached in the event of an emergency. Indicator 5. A list provided by the parent(s), of people authorized to pick up a child. Indicator 6. A plan for fire evacuation or any type of evacuation. Indicator 7. A plan for safe shelter during a tornado warning or any other threatening weather emergency.

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REQUIRED EVIDENCE All of the indicators of Standard 8 must be met for this standard to be considered complete.

Documentation: Written emergency plan, policies and procedures that address indicators 1 – 7 are available to review in hard copy. Documentation that all parents of enrolled children understand and indicated acceptance by signature of the program’s written emergency plan, policies and procedures is available for review.

Interview: How do you inform families of emergency plan updates? ASK YOURSELF What kinds of emergencies would I need to be prepared for in order to ensure the safety of all the children in my care? GETTING STARTED Call your local Red Cross and Fire Department for assistance in planning, documentation and resources for fire and disaster planning. Prepare a form for families to sign indicating that they have been made aware of the emergency procedures that are planned. FOLLOW UP STEPS Make the written plan with all indicators included. Make the plan available to all assistant caregivers and families. Have both the assistant caregivers and families sign the form that indicates they have been made aware of the emergency procedures and that they understand them. Keep a copy of the written plan in an easily accessible location. IDEAS TO HELP YOU MEET THIS STANDARD Call your local Red Cross and Fire Department for additional help on planning, documentation and resources for fire and disaster planning. Health and Safety Policy Templates and Support Materials are available to download from: www.indiana.edu/~cchealth/resources/policyTemplates/index.php

Books such as the following will be helpful as you are meeting this standard: Developmentally appropriate practice in early childhood programs (NAEYC p 25 item 5.) 2002. United we stand: collaboration for child care and early education services. S. Kagan. 1995.

http://www.indiana.edu/~cchealth/resources/policyTemplates/index.php

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Make sure all assistants and volunteers are trained on your emergency plans.

Your emergency plan, policies and procedures should be in your handbook. Ensure all families know your plan.

You should plan for all types of disasters. NACCRRA’s (www.naccrra.org) guide on disaster preparedness can help you.

Your back up plan should include what circumstances must exist before you will use a substitute caregiver, how and when you will notify parents, the screening process you will use for substitute care provision and how you will acquaint the children with the substitute. It is recommended that substitute use be kept to a minimum.

It is a good idea to keep a box of materials you can use in case of emergency. This might include a battery operated radio, battery operated flashlight, blankets, small toys and books, as well as bottled water and first aid supplies.

List all medications and/or special equipment required for children and keep this list with your emergency kit.

Put your evacuation plans in picture form so children can understand what they are supposed to do.

Check alternate contact numbers at least quarterly to ensure they are still working.

Teach the children in your care, who are able, to call 911, should there be an emergency and you are not able to call.

Practice your emergency procedures with the children in your care.

http://www.naccrra.org/

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WHAT IS THE STANDARD? Standard 9. Written policies and a childcare contract is established and implemented with families. The contract should be signed by the parent. WHY IS THIS STANDARD IMPORTANT? Having all the parties involved in a child care arrangements understand what is expected, what responsibilities all parties have in the arrangement and all fees and policies prevents misunderstandings and challenges. It also ensures that all parties have clarity regarding their roles. In addition, it protects all those concerned. INDICATORS REQUIRED IN THE WRITTEN POLICIES AND CHILD CARE CONTRACT: Indicator 1: Persons authorized to pick up a child Indicator 2: Illness policies including reasons for exclusion Indicator 3: Guidance and discipline policy Indicator 4: Medication administration policy Indicator 5: Policy regarding parent conferences, visits and open door policy Indicator 6: Information on transportation and field trips Indicator 7: Hours care is provided Indicator 8: Late pick up policy Indicator 9: Payments and fee schedule Indicator 10: Vacation policies for both provider and family vacations Indicator 11: Sick leave policies for both provider and children’s illness Indicator 12: Alternate care/substitute policies Indicator 13: Termination of care policy Indicator 14: Child information including special needs, fears or food preferences/allergies

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REQUIRED EVIDENCE All indicators of Standard 9 must be met for this standard to be considered complete:

Documentation: Written policies and a child care contract that address indicators 1-14 are available to review in hard copy. Documentation that all parents of enrolled children understand and indicate acceptance, by signature, of the program’s written policies and child care contract.

Additional Documentation: Policies regarding parent conferences, visits and unscheduled visits by custodial parent or guardian of a child permitted at any time the program is in operation have been explained to the parent(s).

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

ASK YOURSELF What benefits are there to all parties having a written contract in place? GETTING STARTED Decide on policies for each indicator (1 – 14) before beginning your written contract. Contact resources (American Academy of Pediatrics [http://www.aap.org]; local CCR&R; National Child Care Information Center or NCCIC [http://www.nccic.org] for how to begin the contract process Design your contract as well as a form for families to sign indicating their understanding of its terms. FOLLOW UP Have families read and sign that they understand the contract. IDEAS TO HELP YOU MEET THIS STANDARD Check out the American Academy of Pediatrics website, http://www.aap.org Work with your mentor, quality advisor, or contact your local Child Care Resource & Referral agency to obtain samples of contracts and policies used by other programs. The National Child Care Information Center (NCCIC) includes information regarding the operation of a family child care program, http://www.nccic.org

http://www.aap.org/

http://www.nccic.org/

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The Child Care Business Management section of the National Network for Child Care web site provides information on such topics as budget and finance, business plans and goals, fundraising and grants, marketing, provider-parent relations, and policies and contracts. It can be found online at www.nncc.org by browsing Articles & Resources, and choosing the Child Care Business Management topic. GOING FURTHER TO BEST PRACTICE

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

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

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

http://www.nncc.org/

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WHAT IS THE STANDARD? Standard 10a. Classroom environments are welcoming, nurturing, and safe for children to have interactions and experiences that promote their physical, social and emotional well-being.

WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10a. Indicator 1. Each child and his/her family are warmly acknowledged upon arrival and departure. NOTE: “Warmly” is defined as positive verbal and non-verbal acknowledgement. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? To acknowledge the child and his/her family with positive verbal and non-verbal behaviors gives the child/family “evidence” of your positive, warm regard. The message to them is that they matter to the family childcare community and that you notice/value them when they are on site. This sets a positive tone for the child entering and the parent departing. It also sets a positive tone at the end of the day (to have been given acknowledgement when leaving the home) to have a sense of the relationships that have been established. REQUIRED EVIDENCE In addition to this evidence, the evidence for all 12 indicators in Standard 10a must be met.

Observation: Warmly means the child and his/her family are acknowledged upon arrival and departure with either a positive verbal or non-verbal acknowledgement.

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

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

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ASK YOURSELF What behaviors would “say” to the child and his/her family that they are noticed, welcome and positively regarded? Is this kind of welcome and goodbye behavior given to all families equally and consistently? GETTING STARTED Observe the arrivals and departures routinely. Consider what would give the most positive message and build the strongest rapport with the child and his/her family. FOLLOW UP STEPS Make special efforts to see if optimal positive interactions are happening at arrival and departure. Support the assistant caregivers, whenever possible, during these times with your presence, encouragement and help. IDEAS TO HELP YOU MEET THIS INDICATOR OF THE STANDARD Have easy access to the plans for the day to reduce anxiety for parents as they leave. Have rooms set up in inviting manner that encourages children to wish to enter and parents relaxed in leaving.

What does it look like? When the child arrives, the caregiver can say something of specific interest to the child to help entry and to relieve anxiety for the parent partners (“I know how much you like to build with blocks. Look, I have blocks out today! There are blocks just waiting for an amazing builder to make something special!”) When a child leaves, the caregiver can ask if the child would prefer a hug, a high five or just a “warm goodbye” (looking in the child’s eyes and saying, “I’m glad we had time to be together today. I can’t wait until we have a chance to have more fun tomorrow. Have a great night with your family!”)

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

Talk with children about their feelings to comfort them during arrival time. Try to greet each parent and child by name upon arrival and departure.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10a. Indicator 2. Each child feels safe, accepted and protected. This is supported by daily practices that reinforce respect for people, feelings, ideas and materials. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? The intent of the indicator is to demonstrate an environment that allows all children the opportunity to grow and learn to their optimal potential, to develop close child/caregiver relationships, and to promote interactions with other children which are respectful and cooperative. REQUIRED EVIDENCE In addition to this evidence, the evidence for all 12 indicators in Standard 10a must be met.

Observation: Children are observed playing productively, engaged appropriately, and demonstrating responsibility for materials used. Children demonstrate behaviors such as physical affection, eye contact, positive tone of voice and smiles. Caregiver’s voice expresses caring, empathy and concern.

Interview: Be able to give examples of times during the day when a child might need empathy or a special caring. Give examples of times during the day when you and your staff routinely offer empathy and respect.

**INFANT/TODDLER NOTE! To help the child feel more comfortable in your home, allow children to bring items from home that may offer comfort throughout the day. Try to make a conscious effort to allow infants to play where other infants can be seen, gently introduce strangers, and avoid startling and loud sounds and movements. *INCLUSIVE CARE NOTE! Use first person language (“ours, we”) and include materials that reflect an inclusive environment.

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ASK YOURSELF What helps a child play productively? What times during the day might all children need special care or concern? What are the ways in which children might be actively responsible for materials? How can a caregiver demonstrate empathy? GETTING STARTED Encourage all caregivers to consider the times of the day when rapport, responsibility and empathy can be encouraged. Model the kinds of respectful behaviors you wish the children to demonstrate with each other.

What does it look like? Transition times are hard times for young children. This would be a time when the caregiver might predict a need to show empathy and concern with respectful practices and comments. A respectful practice might be giving children a “warning” before the schedule changes (“Five more minutes before we will be cleaning up, everyone!”) A respectful, empathetic comment could be something like, “It can be hard to stop sometimes. I can see that you are still interested in art. Art is important and you are, too! We can put your creation right here in a safe place and we’ll know it will be ready for you when we have time for you to finish it later.”

What does it look like? If a child is having a hard day, model the kind of empathy you wish him/her to demonstrate with others. (“Some days are so hard. You seem to feel wiped out today. Be sure and get some rest tonight. I really care that you are o.k.!”)

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FOLLOW UP STEPS Support children in respectful, kind and empathetic interactions. Point out those times when you observe respect and concern for the children being positively demonstrated by the assistant caregivers. IDEAS TO HELP YOU MEET THIS INDICATOR OF THE STANDARD You can find lists of children’s books that can help you support positive relationships and respect of each other Center for Social and Emotional Foundations for Early Learning, http://www.vanderbilt.edu/csefel/ GOING FURTHER TO BEST PRACTICE

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

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

Caregiver is in plain view of children at all times. Remember to use children’s names throughout the day. Look for books at the library that support the ideas of respect for one

another, problem-solving, and getting along. Make sure to include training on how to do this with all assistant

caregivers. .

http://www.vanderbilt.edu/csefel/

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WHAT IS THIS INDICATOR OF THE STANDARD? Standard 10a. Indicator 3. The environment includes representation of each child and family (including all age groups, abilities, and cultures), which might include books, pictures, photographs, music/songs, games, toys, dress up clothes/materials, and foods. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? The intent of this indicator is to foster a sense of belonging with the children. Children should begin to have an understanding about the differences of each other. REQUIRED EVIDENCE In addition to this evidence, the evidence for all 12 indicators in Standard 10a must be met.

Observation: The environment includes the representation of each child and family (including all age group abilities and cultures such as music/songs, games, tasks, dress up clothes/materials, and food.

Interview: How do you include representation of each child and family that you provide for?

ASK YOURSELF What are the characteristics that define our cultural experience as human beings? In looking around the family childcare, do you see every single child and family represented in multiple ways (photos, books, materials, dress up clothes/materials, dolls, etc.). Is there any exception? Did you consider family configuration (e.g., grandmothers as primary caregivers, families without male figures, interracial families, etc.)?

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

FOLLOW UP STEPS After the “walk through” to determine the need, find items that obviously represent the children who might not have been represented already. IDEAS TO HELP YOU MEET THIS INDICATOR OF THIS STANDARD Be sure that you understand what makes up culture and representations that are appropriate to cultural experiences. Developmentally Appropriate Practice in Early Childhood Programs: Serving Children from Birth through Age 8, 3rd edition and other articles/websites included in the bibliography for this standard can help you have a clearer understanding of those things that are considered to be indicators of a child’s sense of belonging in the family child care. GOING FURTHER TO BEST PRACTICE

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

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

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

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

What does it look like? When reading a book that has many cultural/ethnic groups represented in the illustrations, the caregiver might point that out by saying something like, “What are you noticing about the children in this picture?” (This is a good assessment for what the children DO notice, too! Misconceptions can be addressed, if needed.)

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WHAT IS THE STANDARD? Standard 10a. Classroom environments are welcoming, nurturing, and safe for children to have interactions and experiences that promote their physical, social and emotional well-being. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10a. Indicator 4. A place for storage of each child’s personal belongings and possessions is labeled with the child’s name. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? For each child to have a sense of ownership and to take personal responsibility for his/her possessions, having a place of his/her own are an important component of family childcare. REQUIRED EVIDENCE In addition to this evidence, the evidence for all 12 indicators in Standard 10a must be met.

Observation: Each child has a specifically labeled cubby or basket to hold individual belongings.

ASK YOURSELF Where can personally labeled cubbies or baskets be placed in the home? How can labels be appropriately affixed to be durable and long lasting? GETTING STARTED Obtain appropriately sized and safe containers/cubbies for each child. Find an easily accessible and logistically reasonable location for each container. Find durable, personal and legible labels for each container.

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FOLLOW UP STEPS Have a system in place to communicate when new children come or children move out of the family childcare, so that new cubbies/baskets can be labeled before their first day in the home. GOING FURTHER TO BEST PRACTICE

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

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

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

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10a. Indicator 5. Teachers communicate with and listen to children (both verbal and non-verbal messages) with lots of one-on-one attention throughout the day and usually at eye-level, including time when the teacher is down on the floor with the children. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Young children need and their development is enriched by one-to-one attention. In group care, it is particularly important that each child’s needs are met and that each child feels personal and individual positive care/concern for his/her well-being. Being at their level is critical for direct communication and for rapport building. Eye-to-eye contact gives each child the message that he/she is seen and is valued. REQUIRED EVIDENCE In addition to this evidence, the evidence for all 12 indicators in Standard 10a must be met.

Observation: Teacher is observed communicating with and listening to children with lots of one-to-one attention. Teacher is consistently observed at eye level with the children and is observed, whenever possible, spending time down on the floor with the children.

ASK YOURSELF How often, as a caregiver speaks with the children, is direct eye contact made? Are you with or near the children during their whole time in the home?

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GETTING STARTED Be highly aware of adult-child eye contact and for direct interactions/direct contact with children during varied times of the day. FOLLOW UP STEPS Challenge yourself to consider how many times/ways you can have conversations with the children. Support their creative choices (e.g., as children are climbing on a climber or while tying shoes) through your conversations. Consider a discussion about “active listening” with assistant caregivers. IDEAS TO HELP YOU MEET THIS STANDARD Read resources that help you to better understand the high level of benefits to positive communication. (e.g., Together We’re Better: Establishing a Co-Active Learning Environment by Bev Bos and other in the bibliography). Contact your local Child Care Resource and Referral agency for training(s) and/or resources on positive communication skills. GOING FURTHER TO BEST PRACTICE

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

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

Balance listening and talking appropriately for age and abilities of children during communication activities and allow time for children to respond.

Ask children questions to encourage them to give longer and more complex answers. For younger children ask “what” and “where” questions and for older children ask “why” and “how” questions.

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

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10a. Indicator 6. Children’s ideas, requests, and questions are acknowledged with a verbal response or physical gesture. WHY IS THIS INDICATOR FOR THE STANDARD IMPORTANT? In order for children to believe they are seen, heard and valued, their ideas, requests and questions must be acknowledged. Such acknowledgments help children sense their value to the caregiver and to the others in the family childcare. REQUIRED EVIDENCE In addition to this evidence, the evidence for all 12 indicators in Standard 10a must be met.

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

ASK YOURSELF What is the message to a child if direct ideas, requests and questions are ignored? GETTING STARTED Consider your responses to children’s ideas, requests and questions.

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FOLLOW UP STEPS If, during your initial considerations, you saw challenges or concerns with how the you are currently responding to the children’s ideas, requests or questions, find more appropriate responses. Model appropriate responses when you are with the children. GOING FURTHER TO BEST PRACTICE Taking the ideas and questions of the children and building curriculum or further discussion from them not only is responding to those ideas/questions, it is saying how valuable you feel those ideas are.

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

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

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10a. Indicator 7. Children’s feelings are acknowledged with an accepting, non-critical verbal response or physical gesture. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Young children need to be accepted as growing, positively-intended, capable persons. Being given that respect and regard helps children feel empowered to become independent, confident and adjusted individuals. REQUIRED EVIDENCE In addition to this evidence, the evidence for all 12 indicators in Standard 10a must be met.

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

ASK YOURSELF How does any person with whom I come in contact respond to consistent negative or critical responses/gestures? What effect would such an experience have on young children? GETTING STARTED Listen for your positive statements as you go through your day with the children. Consider how to put negative statements into positive statements.

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FOLLOW UP STEPS Continue to listen and be sensitive to your positive messages and acknowledge any negative statements to yourself when you hear them. Work to know what a difference such messages can mean to the lives of young children. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency to access training(s) designed to support children’s social and emotional development. GOING FURTHER TO BEST PRACTICE Acknowledge to the children when you have made an unnecessarily negative statement. Apologizing or explaining your statement does not diminish the respect the children feel for you. It heightens their belief that you are fair and, therefore, it heightens their respect.

Write down what children dictate and read it back to them. Add information to expand on ideas presented by children. Encourage the development of mutual respect between yourself and the

children by waiting until children finish asking a question before answering and encourage children in a polite way to listen when adults speak.

Show respect for children by listening attentively, making eye contact, and treating children fairly.

Respond sympathetically to help children who are upset, hurt, or angry. Notice and validate a child’s feelings, even if the child is showing emotions that are often considered unacceptable, such as anger or impatience.

Inclusive Care Note! Include representation of children with disabilities in multiple ways throughout the setting. Examples might include, but are not limited to, disability-related dolls, manipulatives, posters, and books that depict people with disabilities, as well as actual pieces of equipment used by children with special needs.

What does it look like? Instead of “Don’t run!” say: “Walk so that you are safe.” Instead of “Don’t push your friend!” say: “Tell your friend what you are feeling. Use your words to tell him. Your hands could hurt him. We want everyone to feel safe here.” Stating things in a positive way will not dilute the message. Stating things positively helps the child hear the message instead of only the criticism.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10a. Indicator 8. Teachers refrain from negative verbal or physical responses to children at all times which includes yelling, criticizing, scolding, threatening, using sarcasm, name-calling, yanking, pinching, squeezing, or spanking. WHY IS THE STANDARD IMPORTANT? The goal of all child guidance is for the child to become self-controlled and to be confident in the making of positive life decisions. Fear does not help the child obtain confidence. Indeed, it can diminish confidence. Negative punishments can be intimidating and they do not help early childhood caregivers meet their overall, long-term guidance goals. Problem solving and self evaluation, instead, help the child through the immediate situation and give the child strategies that last a lifetime, whether an adult is present or not. REQUIRED EVIDENCE In addition to this evidence, the evidence for all 12 indicators in Standard 10a must be met.

Observation: Caregivers use positive statements and talk with children in a calm, quiet manner about their behavioral expectations and use positive methods of discipline.

ASK YOURSELF What are the long-term goals of any guidance strategies you may wish to employ? GETTING STARTED Know your own long-term goals for guidance strategies. Access training and/or find materials that incorporate positive guidance strategies.

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FOLLOW UP STEPS Consider the benefits to children of positive guidance strategies and the concerns with negative strategies for long-term goals. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency to access training(s) on positive guidance methods/strategies. GOING FURTHER TO BEST PRACTICE

Create a policy for assistant caregivers that mandate positive guidance strategies.

Become trained in positive guidance techniques.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10a. Indicator 9. Destructive or disruptive behavior is addressed with children face-to-face (rather than from a distance) by the teacher, explaining the effect of the behavior, stating the desired behavior and redirecting or helping the child make alternative choices. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Young children learn more effectively in the context of any real life situation. Active learning is not exclusive to curricular topics. Therefore, the best time to learn social/emotional skills is in the real life context of a real situation. The best time for the caregiver to impact that learning is also in real situations as they occur. Explaining the behavior, stating the desired behavior and helping the child make alternative choices can facilitate long-term learning and, ultimately, the child’s life skills. REQUIRED EVIDENCE In addition to this evidence, the evidence for all 12 indicators in Standard 10a must be met.

Observation: Teacher responds to destructive or disruptive behavior in a manner that: provides for the safety of the child; provides for the safety of others in the center; is calm; is respectful to the child; provides the child with information on acceptable behavior; and assists the child in making alternate choices.

Interview: How do you respond to destructive or disruptive behaviors? ASK YOURSELF How can a child best learn the need for and benefits of positive behavior choices?

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GETTING STARTED Before any behavior is at issue, consider how to effectively deal with destructive or disruptive behaviors. Having a plan can help you feel better prepared when the behavior does occur. Understand the steps of problem solving as they relate to young children.

What does it look like? At the art table, Meredith and Logan are using glue to create a collage. They begin to argue about whose glue is whose. Logan puts glue on Meredith’s head. Meredith begins to scream. The teacher would first go to the victim…for safety and emotional security. S/he would then explain the desired behavior to the aggressor (“Logan, here, we keep everyone safe. You may only put glue on the paper. To keep us all safe, everyone has to know that no one will hurt them. We all need you to use glue in a safe way, on paper only.”) To do the steps of problem solving, the teacher would begin by having the children state the problem (“What happened?”). If the children cannot state the problem, the teacher would help them (“You both wanted the same glue and you got so angry, Logan, that you put glue in Meredith’s hair.”) Next, the teacher will ask the children to problem solve solutions for what happened. (“What can we do now to help solve this problem?”) As the children come up with solutions, the caregiver will help them evaluate them. (If Meredith would say, for instance, “I think you should put Logan in time out forever”, the teacher could say, “You are so mad at Logan and you want her to pay for putting glue in your hair; but if she goes to time out, you will still have glue in your hair.”)The caregiver will be leading the children to a solution that works for both children’s learning. When a solution is chosen (Logan will carefully and gently get the glue out of Meredith’s hair), the teacher will follow through to make sure that the solution has been acceptably carried out. After the solution has been completed, the teacher will talk with the children about how they have handled the situation (“Logan, you chose to make a decision that hurt Meredith’s hair and made her angry. Hurting friends is not a safe choice and this is a safe place. It was not o.k. to hurt Meredith, but you did the right thing when you fixed it. Next time you are angry, tell Meredith what you are feeling and if you need help, get me or another friend. Meredith, you did a great job trying to stay calm while Logan was fixing her mistake. It seems like you both have learned a lot about being friends.”)

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FOLLOW UP STEPS Be highly aware of how disruptive and destructive behaviors are being handled. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) on positive child guidance strategies. GOING FURTHER TO BEST PRACTICE

Being trained in positive child guidance strategies will protect the children, strengthen the program and help you have a repertoire of guidance strategies.

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WHAT IS THE STANDARD? Standard 10a. Classroom environments are welcoming, nurturing, and safe for children to have interactions and experiences that promote their physical, social and emotional well being.

WHAT IS THE INDICATOR OF THE STANDARD? Standard 10a. Indicator 10. Conflicts are resolved by/with children through a problem solving approach (acknowledge feelings, listen to children share what happened, ask for ideas or solutions, and follow through. WHY IS THE INDICATOR FOR THIS STANDARD IMPORTANT? Learning to responsibly and peacefully solve conflicts, while getting one’s needs met, is difficult for all people. Helping young children resolve conflicts is teaching a life skill that will be utilized in every relationship, of any kind, throughout their lifetimes. REQUIRED EVIDENCE In addition to this evidence, the evidence for all 12 indicators in Standard 10a must be met.

Observation: If conflicts arise, the caregiver is observed coaching children through the problem solving process.

Interview: What types of conflict resolution or problem-solving approaches do you use?

ASK YOURSELF When conflicts between children arise, am I only stopping the conflict or am I taking the opportunity to teach the children how to manage future conflicts as well? Once they practice the skills I teach them, can I trust the children to begin to resolve their own conflicts? Am I listening to all the children in a conflict? Do I acknowledge the feelings of all children in a conflict (e.g., the victims and the aggressor)?

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GETTING STARTED Decide on the steps to follow that help children learn to resolve conflicts. FOLLOW UP STEPS When conflicts arise, notice whether you are following the steps you have established. When conflicts are not occurring, review with the children how they can help solve their own problems. When no challenges are present, review the limits with the children as well as positive decisions that could be made in varied scenarios. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) in appropriate child guidance strategies.


Kali and Brianna want the same toy. There is only one. They are tugging at the toy and raising their voices. The caregiver approaches and acknowledges the feelings of both girls by saying, “You both look angry!” She then asks for the children to state the problem. After listening closely, she says, “You both want the toy but there is only one.” She further asks, “What can we do to help BOTH of you feel like you can have fun playing?” [Example answers might include: “I had it first. Give it to me.”; “We could share.”; “We could take turns.”] The caregiver helps the children evaluate those responses, “Having the toy first sounds like one way to decide who will START playing with the toy, but how can we decide when Kali gets a turn?” Once both children agree on a solution, the caregiver allows the two children to try their choice. Later, the caregiver returns to the children and says, “Look! Your idea is working! You are really learning how to solve problems!”

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Use non-punitive discipline methods effectively, giving attention for positive behaviors, and redirecting children from unacceptable to acceptable activity.

Actively involve children in solving their conflicts and problems, help children talk out problems and think of solutions, and help them to understand the feelings of others.

Respond sympathetically to help children who are upset, hurt, or angry. Recognize signs of stress in children’s behavior and respond with appropriate stress-reducing activities.

Limits and consequences should exist. Thinking through what the limits are and the consequences will help to create consistent interaction when destructive or disruptive behavior occurs.

Limits should be meaningful to children. They should be stated in a positive way and be few in number and applicable throughout the day. Some limits might include: follow directions; keep hands and feet to ourselves; and use inside voices.

Alternative consequences to yelling include explaining the effect of the behavior and stating the desired behavior. Consequences can include those natural outcomes as a result of being disruptive and the provision of a choice that is appropriate.

Techniques to use to encourage children to follow the limits include positive reinforcement and consistent supervision and awareness of the children’s activities.

Include social/emotional topics in weekly lesson plans, such as activities like book making about feelings or activities designed to promote sharing

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WHAT IS THE INDICATOR OF THE STANDARD? Standard 10a. Indicator 11. The teacher sometimes joins in children’s play, expanding upon their ideas and playing interactively. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? When the caregiver enters into the play with the children, the value of the play is demonstrated. In addition, by expanding upon the children’s ideas, the caregiver is enriching and expanding their cognitive development as well as valuing the having of ideas. REQUIRED EVIDENCE In addition to this evidence, the evidence for all 12 indicators in Standard 9a must be met.

Observation: Caregiver is observed joining in children’s play, expanding upon their ideas and playing interactively with the children. During large group time, caregiver is observed actively engaged with the children. During free choice time, caregiver’s presence in the play expands upon the child’s ideas and does not interfere with the child’s play.

Interview: Describe your interaction with the children during playtime. ASK YOURSELF In what way can I enter the play of the children and, yet, protect the ideas of the children’s original play? What kinds of questions could be asked to extend play while respecting the children’s ownership of the play? GETTING STARTED Begin to observe children’s play in order to discover ways to enter play appropriately. Model playing with children using their ideas as the guiding factor in the play. Model expanding the children’s play ideas.

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FOLLOW UP STEPS Use the play ideas as a basis for curricular investigations and themes. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and resources on the understanding of, value of and extensions of play. GOING FURTHER TO BEST PRACTICE

Be responsive to the child’s interests. Ask if you can play too when joining a child or group. Put yourself at the child’s level. If they are sitting on rug on the floor, you

should be at their level not standing above them. Think of ways to expand play by asking “what would happen” or ”what if

questions” that go along with their play theme. Take cues from the child, if they are intent on conversation in play, do not

interrupt to interject your observations or thoughts, wait for an appropriate time or revisit the child later.

Be aware of the time you are spending on paperwork and other responsibilities to be able to plan your time to include playing with the children.


Two children are playing with blocks. They are building a tower that repeatedly tumbles down. They are beginning to show some signs of frustration. The caregiver sits on the floor beside them and begins to build a tower, saying aloud to herself, “I better make sure this big block goes on the bottom.” This kind of parallel play strategy offers a new strategy/way of thinking without having the children consider a right/wrong component to their play.

Two children are making breakfast in the dramatic play area. The caregiver suggests a new alternative (while protecting their own play theme idea) by saying, “Hi! I’m your neighbor. I just made muffins. Would you like some?” This respects the play and keeps the “theme” of the play going while also extending it to include a new idea.

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Infant/Toddler Note! Remember the “personage” of infants. Communicate with infants by repeating the sounds they make. Take opportunities for routine care giving such as diaper changes for someone to one interaction with infants. Respond to their facial cues and body language on engagement in games such as “peek a boo”.

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WHAT IS THE STANDARD? Standard 10a. Classroom environments are welcoming, nurturing, and safe for children to have interactions and experiences that promote their physical, social and emotional well being.

WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10a. Indicator 12. The environment is generally characterized by varying sound and/or comfortable conversation from engaged children and involved adults. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? The sound of comfortable conversation is evidence of a relaxed and engaged group of children and adults. An overly quiet environment can suggest the lack of engagement or over control by the adults. Childhood is, ideally, a time of freedom, imagination, laughter and safety. An environment that not only allows children’s conversations but also encourages and invites their thoughts, activity and involvement offers the children a chance to flourish in all domains of development. REQUIRED EVIDENCE In addition to this evidence, the evidence for all 12 indicators in Standard 10a must be met.

Observation: The environment is pleasant, not over stimulating or distracting. The teacher chooses music and other recordings that the children enjoy. At least half the time, there is no background music, TV, radio, or other recordings.

ASK YOURSELF How would I describe the sounds of “happy childhood”? What sounds am I hearing as I walk into the rooms in this home? GETTING STARTED Do a walk through of the family child-care and listen for sounds that are consistent with and linked to children’s engagement and play. Observe the adults and children for relaxed body language and easy conversations. Observe the classrooms to assess what predominant sounds are heard.

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FOLLOW UP STEPS Do another walk through of the home and listen again for sounds that are consistent with and linked to children’s engagement and play. Is there a difference? What is that difference? Is it a positive change? IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for resources for music and for classroom arrangement/design that provides stimulation that is at an appropriate level. GOING FURTHER TO BEST PRACTICE

Answer children’s questions. Listen attentively to a child who is communicating with you. Guide rather than “boss” children. Comfort and reassure children who are upset or distressed. Use even and positive tone when responding to children. Plan for music time or other media in your daily lesson planning. Involve the children in selecting music or singing, give choices. Always preview new music or other media to make sure language and

content is appropriate.

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WHAT IS THE STANDARD? Standard 10b. Infant/toddler practice must be developmentally and individually appropriate.

WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10b. Indicator 1. Infants are frequently held and comforted when crying. WHY IS THE INDICATOR FOR THIS STANDARD IMPORTANT? In order for infants/toddlers to feel assured that their needs will be met, they need to believe their messages are being heard. Crying indicates the infant/toddler’s desire to communicate their feelings/needs/desires. Holding and comforting an infant/toddler during crying is evidence of the adult’s desire to understand the communication and to communicate to the child that someone is present to meet his/her needs. A child who believes his/her needs will be met will be more secure, less anxious and more adjusted. REQUIRED EVIDENCE All 6 indicators must be in evidence for completion of Standard 10b.

Observation: Teacher is directly observed responding to crying infants.

Interview: Describe your typical practice when an infant cries.

ASK YOURSELF When adults work hard to give a message that feels urgent, how would it feel to have no one in attendance give attention to that message? What are ways to show infants/toddlers that their messages are being heard? GETTING STARTED When infants/toddlers are crying, notice the strategies used. Research the positive outcomes of comforting a crying infant/toddler. FOLLOW UP STEPS Consistently comfort crying infants/toddlers.

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IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) in appropriate infant/toddler care. Your local agency has an Infant/Toddler specialist. GOING FURTHER TO BEST PRACTICE?

Work to understand the reasons why comforting crying children have lasting benefits.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10b. Indicator 2. Infants are given one-to-one attention during feeding and diapering. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? There are safety factors in an adult being highly and individually attentive during feeding and diapering. However, in addition to those safety concerns, feeding and diapering are the very basic human needs of an infant. One-to-one attention is necessary to help the infant feel secure that the needs will not only be met but also the individual child having those needs is valued. This is nurturance and infants will not thrive without being nurtured. REQUIRED EVIDENCE All 6 indicators must be in evidence for completion of Standard 10b.

Caregiver is directly observed providing one-to-one attention to infants during feeding and diapering.

Interview: Describe your interactions with infants and toddlers during typical, routine care-giving activities.

ASK YOURSELF During mealtimes, what do you enjoy? Is mealtime only about feeding your physical needs or are there social components that are important as well? If you had a physical need that you could not independently address, what kind of interactions would you desire? GETTING STARTED Become sensitive to your interactions during routine care-giving activities. Specifically work toward positive, smiling facial expression and direct eye contact.

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FOLLOW UP STEPS Consistently provide one-to-one attention to infants/toddlers during routine care-giving activities. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) on appropriate infant/toddler care. Your local agency has an infant/toddler specialist. GOING FURTHER TO BEST PRACTICE

Receive training in or research long-term benefits of appropriate infant/toddler care.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10b. Indicator 3. Teachers engage in many one-to-one face-to-face interactions with infants/toddlers, including singing and playful interactions. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? The language benefits of face-to-face interactions include exposure to vocabulary, word meaning, and language in context, tone and inflection. In addition to the rich language benefits, there are social benefits of one-to-one face-to-face interactions. Infants/toddlers can experience the facial expressions, give-and-take, and connectedness that oral language communication provides. REQUIRED EVIDENCE All 6 indicators must be in evidence for completion of Standard 10b.

Observation: Caregiver is directly observed interacting with infants and toddlers.

Interview: How do you engage in one-on-one, face-to-face interactions with infants/toddlers?

ASK YOURSELF Knowing that we are introducing infants/toddlers to language, what are the general, overall impressions we would want them to know about communicating with others? What are some ways to engage infants/toddlers with language other than conversations? GETTING STARTED What do you notice about your interactions during times other than routine care giving? In brief encounters in each infant/toddler classroom, do you hear yourself singing, doing finger-plays, and having direct face-to-face one-on-one interactions?

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FOLLOW UP STEPS Find resources for short songs, finger-plays, etc. for all infant/toddler classrooms Consistently use positive, appropriate interactions with the infants/toddlers. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for appropriate songs, finger-plays and other interaction choices for infants/toddlers. Check to see if training(s) are available in interactions skills with infants/toddlers. Your local agency has an infant/toddler specialist. GOING FURTHER TO BEST PRACTICE

Get training in infant/toddler – caregiver interactions.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10b. Indicator 4. Caregivers acknowledge infant/toddler babblings with a verbal response, vocal imitation or physical gesture. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Babbling is the infant/toddler’s attempt to communicate through vocalizations. Acknowledgement of the babblings of very young children is critical for understanding of the reciprocal nature of language and for the understanding that vocalizations/language are valued in relationships. Even very young children understand when they are being heard. To fully facilitate language development, language must be used on a routine and consistent basis. REQUIRED EVIDENCE All 6 indicators must be in evidence for completion of Standard 10b.

Observation: Caregiver is directly observed immediately responding to infant/toddler babblings with verbal responses, vocal imitation or positive physical gestures.

Interview: How do you promote language development of the infants and toddlers in your care?

ASK YOURSELF In what ways can I best facilitate language for infants/toddlers? What factors do I notice in the best kinds of communications (e.g., eye contact, immediate response, individually chosen responses, etc.)? GETTING STARTED Are your responses given directly to the child? Are they reciprocal, with give-and-take, in response to the babblings of the children?

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FOLLOW UP STEPS Positively and responsively communicate with the infants/toddlers. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency to obtain training(s) and/or resources for the benefits of communicating with infants/toddlers and language development. Your local agency has an infant/toddler specialist. GOING FURTHER TO BEST PRACTICE

Get training in the benefits of and methods for communicating effectively with infants/toddlers.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10b. Indicator 5. Caregivers engage in conversation with toddlers. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Very young children need to have large amounts of experience with their native language to optimally develop that language. Conversations with toddlers are critical to their understanding of their language. The implied, as well as explicit, parts of language can be learned in social conversations and cannot be learned effectively without that real life context. REQUIRED EVIDENCE All 6 indicators must be in evidence for completion of Standard 10b.

Observation: Caregiver and toddler are observed alternately taking turns being the listener or communicator.

Interview: What types of conversations take place with toddlers? ASK YOURSELF What are the elements of true conversations? Do I have conversations with the toddlers in our family child-care or do I talk to them without listening for or valuing their input? GETTING STARTED Do interactions involve conversation or are they exclusively directive in nature?

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FOLLOW UP STEPS Work to have positive conversations with toddlers. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and/or resources on facilitating language development in toddlers. Your local agency has an infant/toddler specialist. GOING FURTHER TO BEST PRACTICE WHAT IS THE STANDARD?

Receive training in facilitating language development in toddlers and the benefits of that facilitation.

What does it look like? Toddler: Mine. Caregiver: That one is yours. Well, I will choose this one. It is mine. Toddler reaches for the block the teacher has chosen. Caregiver: You would like this one? I can share that one. Toddler: Mine? Caregiver: Yes, I want to share that one. I will take this one. Toddler: Block. Caregiver: It is a block. This is a big block, but this is a really little block, isn’t it? Toddler: Big block. Caregiver: It is a big block. Look at this one. It is even bigger!

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 10b. Indicator 6. Caregivers give toddlers simple words to use to express feelings. Verbal toddlers are then encouraged to use words in conflict situations. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Language is a powerful tool for self-expression. In any situation in which feelings need to be expressed, having the appropriate words is critical. Very young children need help to acquire the words that give their feelings “a voice”. The more experiences young children have with words that link to feelings, the more competent their language will be and the more effectively they will be able to express themselves fully. REQUIRED EVIDENCE All 6 indicators must be in evidence for completion of Standard 10b.

Observation: Caregiver is directly observed providing toddlers with simple words for their feelings and to use in conflict situations.

Interview: Describe how you teach toddlers to communicate and express their feelings.

Observation: Caregiver is directly observed encouraging toddlers to use simple words for in conflict situations.

Interview: Describe how you teach toddlers to communicate and express their feelings.

ASK YOURSELF What simple words link to strong feelings? In what situations would a toddler most need a way to express himself/herself? GETTING STARTED Observe toddlers in conflict or in times of strong feelings. Notice how you are handling these situations in terms of language usage. Are you encouraging language as a tool for conflict resolution and expression of feelings?

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FOLLOW UP STEPS Use simple language to facilitate communication about strong feelings. IDEAS TO HELP YOU MEET THIS STANDARD Your local Child Care Resource and Referral agency has an Infant/Toddler Specialist that is available to help you with ideas for caring for infants and toddlers. Additionally, training and resources are available to help you provide high quality care for infants and toddlers. GOING FURTHER TO BEST PRACTICE

Get training in facilitating language development especially during times when toddlers may have conflicts or other strong emotional feelings.

What does it look like? Two children are using crayons and paper. Brandon marks on Cory’s paper. Cory squeals loudly. The caregiver says, “Cory, you don’t like what Brandon did. Tell him ‘Stop! I don’t like that. This is my paper.’”

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WHAT IS THE STANDARD? Standard 11a. Daily schedule provides ample time for child-directed choices with activities and materials that are geared to the age, interests, and abilities of each child.

WHAT IS THE INDICATOR OF THIS STANDARD? Standard 11a. Indicator 1. The daily schedule is consistent and predictable. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Young children need to be able to predict their environment to feel safe and secure. The more predictable their environment is, the safer and more secure they will feel. Therefore, a daily schedule gives the young child a way to know what is next in the day’s events and creates an emotional security. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 11a to be considered met.

Documentation: Daily schedule will be viewed.

Observation: Caregivers or children mention what comes next.

ASK YOURSELF What are the priority events that should occur in the daily schedule for young children? What regularly occurring, predictable events are in the daily schedule? If the schedule is not predictable, how could it become more predictable?

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GETTING STARTED Assess the predictability of the schedule. Understand the difference between predictability and flexibility

FOLLOW UP STEPS Post a predictable daily schedule of events. Assess whether the general order of the daily schedule is linked to actual activities during the day. If the daily schedule is not generally being followed, determine what is not meeting the needs of the children and how the schedule might need to be edited. IDEAS TO HELP YOU MEET THIS STANDARD Several resources in your bibliography and your local Child Care Resource and Referral agency can give you sample schedules for various age groups to use as a beginning point to determine a realistic schedule for your home child care.

What does it look like? The daily schedule is predictable as: 9:00 – 10:00 Free play 10:00 – 10:30 Outdoor play time 10:30 – 10:45 Story time But on this day, the children are fascinated with butterflies outside. After a longer outdoor play time, the caregiver reads a very short book with few words. Story time is approximately 5 minutes. Therefore, the schedule might allow more time outdoors. That is flexible. Reading the very short book after outdoor time keeps the schedule predictable.

Although every day might not follow the exact schedule for many appropriate reasons, following the order of the daily schedule, whenever possible, helps young children predict their own world.

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Be consistent from day to day and week to week. A consistent daily schedule will help you organize your day and create meaningful opportunities for the children in your care.

Create a daily schedule is consistent, yet flexible enough to meet the children’s needs.

Regularly assess the daily schedule to ensure children are engaged and their daily schedule is meeting their needs.

When planning activities, choose activities that can be done in a variety of ways.

Post your daily schedule for children and parents to see. Make sure your daily schedule provides ample time for projects and

activities. If possible, allow children to keep projects they are not through with and finish at another time.

Create time and space so children can spend time alone. Make sure your daily schedule includes time for clean up, transitions, and

other routine tasks. Think about how you familiarize the children with the daily routine. Let

them know what the expectations are. When changing the daily schedule or routine, plan how you will implement

the change slowly and how you will communicate the change to the children, families, and any other staff who might be working with the group.

Inclusive Care Note! It is helpful for all children to see the daily schedule represented by pictures. For children who might have a challenging time with routines and transitions, think about creating a personal picture schedule that can be carried with him/her.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 11a. Indicator 2. Children direct their own free play (individual or group play) for at least one half hour at a time, totaling at least two hours in an eight hour day. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Free play is critical for young children. It is in this context that they process through, explore roles in and negotiate in their world. Many cognitive links from these real experiences help children expand their understanding of physical, social-emotional and critical thinking. Therefore, play needs to be a large part of the experience of childhood and should be prominent in any child-care arrangement. Young children need many and varied experiences with decision-making. In addition, individuals may need more or less social experiences dependent on individual personality traits and development. Therefore, allowing children to make decisions concerning their own tolerance for where and how to participate in play facilitates the needs of all young children in large group care. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 11a to be considered met.

Documentation: Daily schedule will be reviewed to ensure that individual or group free play is available for at least one half hour at a time, totaling at least two hours in an eight hour day.

Observation: Children are observed making choices in the activity they participate in.

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ASK YOURSELF What choices are reasonable and developmental for young children to make concerning their play? Given the nature of group care, when can a child reasonably request to be alone for awhile? Do I trust children to make decisions concerning their own play? Do I trust the learning that occurs in play? GETTING STARTED Are children being allowed to make decisions about what, where and with whom they play? FOLLOW UP STEPS Be confident in your compliance with this standard as well as the positive decisions made by the children. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) or resources concerning the benefits of and best practice facilitation of play. GOING FURTHER TO BEST PRACTICE

Children should have opportunities to make choices and explore their own interests while they are in care settings.

Children should be offered free play in the morning and the afternoon. Several choices of play are offered during free play. Free play opportunities are offered both indoors and outdoors. Continually monitor free play activities to ensure the appropriateness of

the activities and interest to the children in care.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 11a. Indicator 3. Routine tasks (which might include, labeling, sorting classifying, folding clothes, counting while cleaning up or setting the table) are used as learning opportunities. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Young children learn best when the activities/experiences in which they participate are relevant and real. Teaching while young children are in the context in which the learning is required helps them link the experience to its relevance. Therefore, using routine, everyday tasks as the vehicle for learning will help the child understand the concept more quickly and more deeply. In addition, helping with routine tasks in the classroom helps children have ownership of their world and helps build community. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 11a to be considered met.

Observation: Children are observed helping with the routine care of the home and other routines. The caregiver uses these experiences to teach self-help skills and to further logical thinking structures.

Interview: Do you include the children in routine tasks? If yes, provide examples.

ASK YOURSELF For what purpose would children be excluded from contributing to routine tasks in the care of the home? How can routine tasks be used to teach self-help skills? What other skills could be logically taught through in-home routines?

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GETTING STARTED Notice if the children are included in home routines or if the adult(s) exclusively handle all such tasks. Model how to teach using routine tasks. FOLLOW UP STEPS Use routine tasks as teachable moments. Acknowledge and support the children for their contributions to the tasks in the home. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) or resources in building meaningful and relevant curricular practices. GOING FURTHER TO BEST PRACTICE

Receive training in how to build meaningful and relevant curriculum. From the children’s experiences, interests or inquiry, projects or activities

are built.

What does it look like? Children are helping to set the table for snack. The caregiver says, “There is one cup for each person, one napkin for each person and one cracker for each person. Let’s count how many cups we have.” (one-to-one correspondence and counting) Children are cleaning up. The caregiver says, “Look at how much faster we are cleaning up with everyone helping! Do you think we can clean up before our song is over?” (beginning sense of time) The caregiver says, “We need to water the plant, but we only need to water it until it isn’t thirsty anymore. Let’s look at the dirt. When the plant doesn’t need anymore water, it will stop drinking. Watch closely. See! The water is going in. It’s drinking! Let’s water the plant slowly so we can tell when it stops drinking.” (absorption and needs of living things)

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 11a. Indicator 4. Transitions are generally relaxed, allowing time for play and completing activities. Children are transitioned from one activity to the next to avoid idle sitting and waiting time. Transitions are changing from one activity to another; such as lunchtime to nap time. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? The intent of this indicator is that the caregiver plans these transitions and uses different methods to ensure they go smoothly. For instance, some caregivers use songs and others signal to let the children know the transition is coming. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 11a to be considered met.

Observation: Caregiver is engaged in transitions with children. Providers use verbal and non-verbal cues to prepare children for transitions. Children respond to transitions positively and are engaged in meaningful activity.

ASK YOURSELF Where are the transitions in this home’s daily schedule?

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GETTING STARTED Focus your attention during transitions. Determine which transitions are most challenging for the children. FOLLOW UP STEPS Find varied ideas to use during transitions (see below). Acknowledge and support the staff members who are finding creative ways to engage children during transitions. IDEAS TO HELP YOU MEET THIS STANDARD You can find a What Works brief from The Center on the Social and Emotional Foundations for Early Learning, http://www.vanderbilt.edu/csefel/briefs/wwb4.pdf, designed to give you ideas to help children transition between activities. Infant/Toddler Note! When transitioning toddlers, it is best to give only one direction at a time. Use simple and concise directions for the change. Make sure toddlers have safe and appropriate toys/books to manipulate if they need to wait.

What does it look like? While the children are getting ready to put on coats to go outdoors in cold weather, one provider is singing with the children who have not yet been called to get a coat. The other provider is helping children with buttons and zippers. The children who already have their coats on are doing clap, stomp patterns as they wait for the rest of the children. Each child gets to lead his/her clap, stomp pattern. All children are actively engaged simultaneously. No child is waiting idly.

http://www.vanderbilt.edu/csefel/briefs/wwb4.pdf

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Use a signal to remind children that transition time is approaching, a five minute warning can be given, then 4 minutes, 3 minutes, etc.

It is important that children be allowed to finish activities between transitions.

Try to keep transition times calm and unhurried. Involve all the children in the transition. When they are finish cleaning up

their interest area, for example, give them the opportunity to help someone else clean up.

Keep your daily schedule consistent and the transitions the same, for example use the same signal or sing the same song.

Have a specially designed set of songs, games, or other activities you use during this time that are fun and “special” for the children and they maintain their interest.

Make sure to allow extra time for children who might have a challenging time with transitions.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 11a. Indicator 5. Meal times are relaxed, with no scolding or nagging. Children are encouraged to sample new foods but allowed to eat the foods of their choice. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Relaxed meal times are more pleasurable, more social and less challenging for all the participants. Positive encouragement and positive interactions help children eagerly anticipate and enjoy the mealtime experience. Eating meals in a social setting is a lifelong skill. Creating anxieties over social skills or food preference inhibits the learning that might happen in this context and diminishes the pleasurable experiences that are possible. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 11a to be considered met.

Observation: Provider is observed creating a relaxing mealtime.

Interview: How do you create relaxed mealtimes? How do you encourage children to sample new foods?

ASK YOURSELF How would we, as adults, respond to nagging and scolding at our mealtimes? How would we respond to being forced to eat a bit of something we found repugnant? Why would we expect children to respond differently? What makes mealtimes pleasurable experiences? How can we ensure that will be the children’s experience? If a child does not taste a new food, or does not eat a full plate of lunch choices, will there be a long-term negative ramification?

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GETTING STARTED Focus at lunchtime. Does the mood and body language of all participants appear relaxed? Consider a policy concerning the tasting of new foods. Explain and discuss the benefits of such a policy for the children. FOLLOW UP STEPS Be sensitive to ways to create relaxed mealtimes. Encourage, but do not force, children to sample new foods. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for mealtime ideas as well as for the potential benefits of family style mealtimes. GOING FURTHER TO BEST PRACTICE

Well balanced, nutritious meal provided. Caregiver assists children. Well balanced, nutritious meal provided. Children are encouraged to eat independently Children help during meals/ snacks (set table, serve themselves, clear

table, wipe up spills) Pleasant social atmosphere Caregiver is present during meal, seated at the table. Adequate table space and seating is provided for children at meal time.

What does it look like? The provider encourages a child to eat cooked carrots by saying, “You might want to try these. They taste a little sweet. That might be the reason bunnies like them so much!”

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 11a. Indicator 6. Naptime is relaxed with alternative, supervised activities available for non-nappers. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Meeting individual needs is always a primary responsibility of all quality child-care. Individual children will have differing evening schedules, differing physical needs and differing abilities to relax enough to sleep in a group setting. Therefore, it is critical that children, who cannot sleep, for any reason, not feel “punished” by having to lie still for long periods of time. The intent of this indicator is to allow children’s individual sleep needs to be met in-group care. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 11a to be considered met.

Observation: Relaxed naptime is observed, with children who are non-nappers engaged in supervised activities.

Interview: What are the alternate activities for non-nappers? How are infant/toddler nap schedules individualized?

ASK YOURSELF What kinds of activities would work best for children who are non-nappers? GETTING STARTED Determine how many and at what ages the non-nappers are. Formulate a plan for non-nappers (e.g., activity bags, one non-napper room, etc.)

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FOLLOW UP STEPS Observe the demeanor and engagement of non-nappers with the activities provided for them. Is it positive? IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for ideas for non-nappers. GOING FURTHER TO BEST PRACTICE

Children helped to relax (cuddly toy, soft music, back rubbed) Space is conducive to resting (dim light, quiet, cots placed for privacy) Non-nappers are provided with quiet activities in an area that is not

disruptive to the children who are napping Nap mats or cots are provided for children Caregiver is present to observe sleeping children at all times.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 11a. Indicator 7. The caregiver has a system for rotating toys and materials for variety so that unused toys are stored and later reintroduced. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Having a variety of toys and materials promotes new thinking and new interests. Rotating toys and materials achieves both. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 11a to be considered met.

Observation: Storage area for materials to be rotated.

Interview: What is your system for rotating toys and materials?

ASK YOURSELF What system could be used to rotate toys and materials? GETTING STARTED Determine how many toys and materials will be rotated in order to determine the space needed to store those out of rotation. Create an easily accessible storage area. Create a system by which the toys and materials will be utilized in a scheduled way.

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FOLLOW UP STEPS By observation and interview, determine what is working effectively about the system and what, if any, challenges exist. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for storage system ideas. GOING FURTHER TO BEST PRACTICE

Caregiver has storage area to keep toys that are not currently in use, and on a regular basis rotates these toys in to circulation.

Use the rotation time for thorough cleaning and repair of toys.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 11a. Indicator 8. TV/VCR/DVD, if used, is primarily an educational experience. Teacher discusses what is viewed with children and provides an alternative activity; OR TV/VCR/DVD is not used at all. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? TV/VCR/DVD use is not to be instead of actual hands-on activity. Actual real, relevant and meaningful experiences in their natural context are the way children learn. TV/VCR/DVD is an abstract way to get information. Real materials are a concrete way to get that information. TV/VCR/DVD use for entertainment purposes or for merely keeping children occupied is not an educational use. If used at all, alternate activities will provide children a meaningful learning experience for those who wish to be up, moving and actively engaged with a learning environment. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 11a to be considered met.

Observation: Educational experiences include programs/movies designed to stimulate children’s thinking and physical activity. They do not include violent, sexually explicit or culturally insensitive material. If TV/VCR/DVD is used, the caregiver views the program/movie with the children. The caregiver actively engages in conversations with the children about what is being viewed, asks questions and provides comments about the show. Alternate play activities are planned for children who do not wish to view the program, as well as follow up activities reinforcing concepts included in the program.

Interview: How often do you use TV/VCR/DVD per week? What is your typical practice for the use of TV/VCR/DVD?

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ASK YOURSELF Is the movie/program being used the best way to teach the material which is being covered? If it is not the best way, why choose to use it? GETTING STARTED Determine how often the TV/VCR/DVD is being used. Analyze what the TV/VCR/DVD is being utilized to do. Observe, when the TV/VCR/DVD is being used, what is your role? FOLLOW UP STEPS Infrequently use TV/VCR/DVD or use with high levels of input and active engagement with the children. Make sure there are active, meaningful learning activities available to children who are not interested in watching a movie/program. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for programming that is suitable and educational for young children. Your local agency is also a resource for meaningful learning activities. GOING FURTHER TO BEST PRACTICE

Videos/ TV shows are planned, scheduled and related directly to a topic or theme of interest to the children.

Videos/ TV shows are age appropriate for the viewing audience. Follow up activities are planned to expand the video or program. Caregiver is actively engaged in viewing the video/ TV with the children.

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WHAT IS THE STANDARD? Standard 11b. Outdoor play is valued and is consistent.

WHAT IS THE INDICATOR OF THIS STANDARD? Standard 11b. Indicator 1. Outdoor play is included when weather, air quality, or environment safety conditions do not pose a health risk. Active indoor play may be a replacement when necessary. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Young children need and desire time to be in the fresh air environment in order to have physical freedom of movement and to be exposed to and interact with the natural world. REQUIRED EVIDENCE Both indicators must be evident for Standard 11b to be considered met.

Observation: Direct observation of outdoor play.

Interview: Under what circumstances would you replace active indoor play for outdoor play? What activities would you provide for the children?

ASK YOURSELF What would be the motivation, other than health risk, to keep children indoors for the entire day? What would a child miss if he/she could not experience an outdoor environment daily? GETTING STARTED Set guidelines for what constitutes a health risk condition under which the children would be kept inside for the entire day. FOLLOW UP STEPS Ensure children have outdoor play each day. Assess to see if alternate activities are active and allow freedom of movement, if play is indoors.

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IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for indoor play ideas and training(s) about the benefits of outdoor play. GOING FURTHER TO BEST PRACTICE

Receive training in the benefits of outdoor play. Have a list of or resources for active indoor alternatives to outdoor play.

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WHAT IS THE STANDARD? Standard 11b. Outdoor play is valued and is consistent.

WHAT IS THE INDICATOR OF THIS STANDARD? Standard 11b. Indicator 2. Outdoor/large motor activities and plentiful play materials for a variety of skills are offered (for example, climbing, running, jumping, balancing, riding and playing with balls). WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Large motor experiences are critical to a young child’s physical development. Having a variety of opportunities available will give the child experience with a wider range of motion and develop large muscles more effectively. In addition, these experiences will help develop skills of balance and coordination. REQUIRED EVIDENCE Both indicators must be evident for Standard 11b to be considered met.

Observation: Outdoor play materials are appropriate for the number of children and skill level.

Interview: What types of outdoor/large motor activities do the children participate in?

ASK YOURSELF In what areas of physical development do my outdoor experiences facilitate a child’s growth? GETTING STARTED Observe children in outdoor play. Are there a variety of experiences available and space to fully explore the possibilities of each one? FOLLOW UP STEPS If there are limited experiences in outdoor play, determine what must be done to facilitate a wider variety of opportunities. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) on physical development and the benefits of outdoor play. GOING FURTHER TO BEST PRACTICE

Receive training in the benefits of outdoor play and ways to facilitate physical development.

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WHAT IS THE STANDARD? Standard 11c. In any overall environment, the specific needs of infants/toddlers are respected and met.

WHAT IS THE INDICATOR OF THIS STANDARD? Standard 11c. Indicator 1. Individual napping schedules are important for infants and toddlers. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Infants/toddlers have very individual body rhythms and physical needs for sleep. Any attempts to have group nap times would not only be ineffective, but would also not meet the children’s individual needs. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 11c to be considered met.

Interview: How are infant/toddler nap schedules individualized?

ASK YOURSELF What would be the motivation to force an infant/toddler to sleep when he/she is not sleepy or to keep that child awake forcibly when he/she is sleepy? GETTING STARTED Assess the motivation of the practice, if infants/toddlers are at naptime at once. Establish a routine for each individual child based on his/her body rhythms. FOLLOW UP STEPS Keep an informal record of each individual child’s naptime is and how that was determined.

IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and resources on infant/toddler care. Your local agency has an infant/toddler specialist.


Create a documentation strategy (e.g., a form) to fill out for each infant/toddler’s sleep pattern each day. Communicate this with the parent(s).

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 11c. Indicator 2. Play areas are protected and have open spaces for exploring. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Infants/toddlers need to be protected from the more robust play of older children. In order for their safety to be protected as well as their own sense of confident security, infant/toddler spaces need to be protected from the general population of the home. However, open, uncluttered spaces are necessary for the infant/toddler to have the freedom of movement and freedom of exploration necessary for overall positive development. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all 8 indicators for 11c to be considered met.

Observation: Open spaces should be uncluttered by toys, materials, and equipment. The open spaces for exploring should allow for ample movement of infants and should not encourage crowding. For crawling infants and toddlers, the open space should allow the opportunity to crawl, walk, and/or run a short distance. The use of protective play areas is limited and used to keep infants and toddlers safe from harm. The children have access to appropriate play materials while in a protective area. The provider frequently interacts with infants and toddlers, the child is visible to the provider at all times, and children are removed from the protective play area if a child seems unhappy or bored.

ASK YOURSELF How can infants/toddlers be kept safe from harm while still accessing the appropriate play equipment? GETTING STARTED Analyze the play areas for safety concerns to infants/toddlers. Determine how the space can be protected from the safety concerns you have analyzed.

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FOLLOW UP STEPS Observe infants/toddlers play in the protected space for engaged, freedom of movement and exploration as well as for safety concerns. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and resources for planning infant/toddler play areas. Your local agency has an infant/toddler specialist. GOING FURTHER TO BEST PRACTICE

Receive training in how to appropriately plan, equip and supervise infant/toddler play areas.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 11c. Indicator 3. Children are offered a variety of outdoor play experiences. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? The physical development of infants/toddlers requires a variety of large motor experiences. Offering a variety enables the infants/toddlers to develop various muscles and to practice a wider range of skills. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 11c to be considered met.

Observation: Caregiver makes available outdoor play experiences which are appropriate for each infant/toddler’s skill level. For each particular skills level, a variety of experiences must be available.

Interview: What types of outdoor play experiences are offered to the infant/toddler?

ASK YOURSELF What are the infants/toddlers currently able to do physically? What experiences could be offered that would challenge them but not frustrate them? GETTING STARTED Analyze what experiences are currently available to the infants/toddlers? Develop additional experiences in areas of physical development and freedom of movement that are not currently available. FOLLOW UP STEPS Observe the infants/toddlers in outdoor play. Is there challenge without frustration in the opportunities they have?

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IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) in infant/toddler care as well as in setting up outdoor opportunities for infants/toddlers. Your local agency has an infant/toddler specialist. GOING FURTHER TO BEST PRACTICE

Receive training in the value of and the implementation of outdoor opportunities for infant/toddlers.

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WHAT IS THE STANDARD? Standard 12a. The home is arranged and utilizes enough materials and activities to provide a variety of age and developmentally appropriate interest centers that invite children’s explorations. Caregiver offers at least three of the following centers DAILY, from which the children may choose. Caregiver regularly rotates the interest centers that are offered. Each interest center must contain at least three different items. WHAT ARE THE INDICATORS OF THIS STANDARD? Interest centers must include: Indicator 1. Reading: Materials might include books, soft washable seating/pillows for use while reading. Indicator 2. Writing: Materials might include writing tools, paper, envelopes, typewriter or keyboard, letters, numbers. Indicator 3. Art: Materials might include drawing materials (crayons, markers, thick pencils, variety of paper, sizes and types, not color books or dittos/worksheets), painting materials, tools (scissors, hole punch, tape), staplers for school-age children, three-dimensional materials (play dough, clay with tools), collage materials (catalogs, magazines, paper scraps, fabric pieces, string, yarn, cotton balls, pipe cleaners, craft sticks). Indicator 4. Blocks: Materials might include different sizes/types of blocks and accessories such as small people, animals, vehicles, and road signs to enhance building, sticks, stones, tape, string, craft sticks, interlocking blocks. Indicator 5. Dramatic Play: Materials might include dress-up clothes (such as work boots, high heels, a variety of hats, career gear/attire/uniforms/purses/billfolds and multicultural outfits). Other items would also include large pieces of fabric/scarves, child-size play furniture, dishes, pots, pans, dolls (multicultural included), dollhouse or other play sets, accessories for dolls and “props” for different themes.

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Indicator 6. Math/Numbers: Materials might include small objects count/sort/classify, measuring tools (scales, rulers), numbers/shapes, number games, puzzle and pattern blocks. Indicator 7. Music and Movement: Materials might include audio equipment, variety of tapes/CDs, music boxes, musical toys and instruments, dance props such as scarves and streamers. Indicator 8. Nature and Science: Materials might include collections of nature items (shells, rocks, flowers, bugs), living plants, pets to care for, science games, toys, magnets, magnifying glasses, cooking opportunities. Indicator 9. Sensory Play: Materials might include water, play dough, sand or similar materials, along with kitchen utensils, measuring containers, shovel, trough, buckets, small cars and trucks, and water-play accessories for pouring, measuring, squeezing and basting. Indicator 10. Small Motor/Manipulative: Materials might include blocks, puzzles, crayons, pencils, scissors, interlocking blocks and other small building toys, pegboard and pegs, games, counting materials, sorting or classify materials and containers. WHY ARE THESE INDICATORS OF THIS STANDARD IMPORTANT? Exposure to the printed word and to the story language found in books is critical to literacy development in young children. Repeatedly reading to young children, especially in a “lap time” event, can predict their success in reading. For young children to believe that books are relevant and meaningful to them personally, they must have access to varied and multiple books. To access them independently gives the children a chance to choose those books that are of personal and relevant interest to them. [Indicator 1] Preschoolers are exploring many parts of their world actively. That will also be true of their learning about books. As their interests widen, the categories of the books to which they are exposed should widen as well. Books will have more relevance if they include experiences the children are currently having. However, books will also inspire children to consider other experiences and give them a greater depth of language learning if they are across many possible categories. [Indicator 1]

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Active experiences with writing, in an exploratory and experimental way, are a crucial “first step” toward understanding how to produce print. In the same way that children might explore a new material or piece of equipment, they will need to explore how a writing implement works, what they have noticed about print and how letters/words are formed. They will need ample time to do this kind of free exploration with encouragement as the initial “scribbles” appear. With more exposure to print and the conventions of print, they will continue to experiment and explore toward more conventional forms of print. Therefore, the free exploration with paper and crayon/marker/pencil are to be valued for their contributions to early literacy. [Indicator 2] The more often young children explore and experience writing, the more ultimate success and confidence they will feel with it. Having multiple writing implements and materials from a real world context helps young children have choices about what engages them, helps them find materials to explore that seem most comfortable motorically, and helps them to see the link to the real world items in their own environments for writing. [Indicator 2]

What does it look like? In the dramatic play area, there are pieces of “junk mail” in a mailbox, magazines in magazine holders by chairs, a chalk board in the “kitchen” for a grocery list, adding machine type tape or notepads for shopping lists, a calendar for birthdays, etc. In the block area, there are scrap pieces of poster board and cardboard for signs and billboards. In the science area, there is a “how to do it” journal for scientists to record their discoveries. In art, there is multiple paper for the art projects themselves but also folded note cards for titles and “art by” cards, if the artist desires. There is paper available to remember paint recipes, etc.

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Creative self-expression is a critical part of a child’s cognitive and socio-emotional development. The chance to bring an idea that is in the mind into the real, concrete world through art materials is highly advantageous for young children. The more ownership the child has of the final art product, especially if the idea was his/her own (vs. the idea of the adult), the more learning can be accomplished. Open-ended art materials are a uniquely critical part of a family child care setting. [Indicator 3] Blocks foster problem solving, spatial reasoning, math skills, eye-hand coordination, and concrete representations of internal ideas, social skill building and critical thinking. They are a highly productive material with learning outcomes that are important to the developing young child. [Indicator 4] Dramatic play offers young children the chance to make sense of their own world, explore the worlds of their play peers and develop social understanding and skills. Dramatic play has within it emotional release and spontaneous thinking components that are critical to so many facets of development. Story development is a possible additional outcome. [Indicator 5]

What does it look like? The caregiver has materials that could easily make a pinecone turkey. However, she realizes that if the children use their own ideas, it will be a stronger choice. So, she sets out the pinecones, feathers, bits of construction paper, chenille stems, scissors and glue. One child does make a turkey. One makes a pinecone sailboat and another makes a pinecone man. The caregiver is really pleased with her decision, because she realizes that the art products are from the imaginations and minds of the children. Their own creativity has been achieved and that makes this art project a high level success.

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The foundations for math and number are learned best through the exploration of concrete, active materials. The more experiences young children have with these types of materials, the greater number of cognitive links to abstract math concepts will exist for them in their later educational experiences. [Indicator 6] Music and movement are very natural vehicles of self-expression for young children. They relate to the rhythmic nature of music and are drawn to free movement. Having materials that inspire that kind of exploration gives it both value and practice. [Indicator 7]

What does it look like? The caregiver has put a large number of buttons out on a table. Some of the children are fascinated by them. In freely exploring the buttons, children’s comments include “Look at this one. It is huge.” (size comparison); “I have a lot!” (number understanding); “I’m going to put a purple one on top of every one of my red ones.”(one-to-one correspondence, equivalence); and “My pile is too little. I’m going to put more of these in it.” (addition) Exploring these manipulatives clearly offers a foundation for math concepts. When the caregiver adds her comments (such as, “What do you notice about these two”) even more possibilities for

understanding those concepts can be gained.

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Nature and science are all around the world of the young child. Freedom to explore the materials that make up their world is a critical part of any curriculum for young children. Exploration and experimentation are the foundations for later science learning and for developing critical thinking skills of the scientific method. [Indicator 8] Sensory experiences are vital for a young child. They give an emotional release, a sense of volume/mass, the experience of movement, conservation, addition and subtraction as well as potential developing story lines. However, the sensory stimulation alone is a satisfying and calming experience for most young children. [Indicator 9] Small motor/manipulative experiences are a significant part of motor development and are a foundation for later writing productivity. In addition, many manipulatives develop critical thinking, classification skills and math concepts. [Indicator 10] REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all ten indicators for 12a to be considered met.

Observation: Evidence of this standard will include direct observation of a minimum of three of the above mentioned interest centers, with a minimum of three different types of materials in each center.

The caregiver must have readily available for review access to any of the interest centers identified in Indicators 1 – 10 not accessible to the children on the day of the visit.

What does it look like? The children have gone on a nature walk around the family child care’s neighborhood. During the walk, the children collected a lot of fall leaves. When everyone returns home, the caregiver helps the children notice the differences in those leaves. The children find color, shape and size differences. These kinds of comparisons are indicative of scientific observations which focus on detail. Later, the caregiver suggests they have a “leaf race” to see if the leaves move differently. She guides them, in that experience, to consider color, shape, size and amount of “wind”. This kind of experience offers children practice in deductive reasoning.

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ASK YOURSELF When are the optimal times in the daily schedule to offer interest center experiences? GETTING STARTED Consider the materials you currently have and, with the indicators required, assess what materials you might need to have available in order to comply with the required evidence. Create a list of those materials needed for compliance. FOLLOW UP STEPS Obtain the materials necessary to have available for interest center rotations. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) in the developmentally appropriate curriculum planning for interest centers. GOING FURTHER TO BEST PRACTICE

Materials should be organized. You can keep them in boxes or baskets. Items with small pieces should be kept together.

Limit the number of materials you allow the children access to and rotate toys regularly. This will prevent children from becoming overwhelmed.

Try to provide 3 or 4 identical items of popular toys. Provide materials that appropriate for the children’s skill level. Toys that

are too complex or difficult to operate will result in frustration. Toys that are too simple will be uninteresting and boring. Frustration and boredom may result in destructive and disruptive behavior.

Avoid overwhelming children with too many toys. Instead of boxes heaped with things, set out fewer kinds at one time, and plan to rotate some each week or so.

Inclusive Care Note! There are a variety of methods to adapt everyday materials for children with disabilities. Think about how this can be done, while allowing children with disabilities to interact and play with children in the same areas, with the same materials.

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WHAT IS THE STANDARD? Standard 12b. The needs of infants/toddlers are specifically addressed.

WHAT ARE THE INDICATORS OF THIS STANDARD? Indicator 1. Materials are organized consistently on low open shelves for independent use by children. Easy access means that children can reach the toys by themselves. Children who are mobile are able to easily see and access materials with little or no help from the providers. Children who are not mobile need to be moved over close to the toys by the caregivers, or the caregivers need to move the toys close to the children so they can reach them. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Independent choice is highly important for relevant, concrete experiences for children. If one of the goals of the family child care is to support independence, this is especially important. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 12b to be considered met.

Observation: All accessible materials are organized on low, open shelves. Children are observed independently using materials.

ASK YOURSELF Since it is developmentally expected that infants/toddlers will put items they explore into their mouths, etc., what kinds of materials would be the safest and most durable? Do I understand the importance of independence in infancy/toddler development? GETTING STARTED Assess shelving to see whether it is low and open enough for easy, safe access by toddlers. FOLLOW UP STEPS Obtain the necessary shelving needed, if your assessment has revealed shelving is not low, open and safe for independent use by infants/toddlers.

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IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for resources concerning appropriate types of shelving for infants and toddlers. There is an infant/toddler specialist in your local Child Care Resource and Referral agency. GOING FURTHER TO BEST PRACTICE

Caregivers could utilize containers that can be seen through. Similar toys are stored together, sets of toys in separate containers, toys

picked up, stored and restored as needed. Caregivers could label the containers with pictures of the toys that are

found inside the container. Caregivers could put a picture of the toy in its proper place on the shelf so

that children are able to return the toy to the shelf independently.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 12b. Indicator 2. Materials are sturdy and in good condition. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Broken materials or “wobbly” toys can be a safety hazard. This is especially true with infants/toddlers. Jagged edges, small parts that might detach or peeling paints all present safety concerns. In addition, the children can sense that when the materials/toys are in good condition, they are considered to be valuable. This supports valuing their play. REQUIRED EVIDENCE In addition to this evidence, all indicators must be evident for Standard 12b to be considered met.

Observation: Materials and equipment do not pose a health or safety risk.

ASK YOURSELF What is the message to the children and families if our toys/materials are not sturdy nor in good condition? GETTING STARTED Inspect all toys and materials. Discard those toys and materials that are not now sturdy nor in good condition and cannot be easily repaired. FOLLOW UP STEPS Acquire any necessary toys/materials that are needed to replace those that were discarded. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for ideas for toys/materials that are appropriate for infants/toddlers. Your local agency has an infant/toddler specialist.

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Conduct a daily safety check of indoor and outdoor environment and equipment and an in depth check weekly.

Materials should not have any cracks, sharp edges, or loose parts. Materials that are in poor condition should be removed immediately and

either safely repaired or disposed of.

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WHAT IS THE INDICATOR FOR THIS STANDARD? Standard 12b. Indicator 3. Enough materials to avoid problems with children making the same toy choice and waiting are available. WHY IS THE INDICATOR FOR THIS STANDARD IMPORTANT? Having too few materials for productive play can be highly frustrating for young children. It is especially frustrating for infants/toddlers. However, infants/toddlers do not have a repertoire of strategies for dealing with that frustration. Therefore, for preventative measures, providing adequate numbers of materials/toys is highly important. REQUIRED EVIDENCE In addition to this evidence, all indicators must be evident for Standard 12b to be considered met.

Observation: When children want the same toy and a duplicate does not exist, the caregiver redirects the child to make an equally engaging choice.

ASK YOURSELF How am I using my resources to obtain materials? Am I considering both quality and quantity? Do we have enough engaging toys/materials to satisfy the play needs of all children simultaneously? GETTING STARTED Make an inventory of toys/materials used on a regular basis. Identify the toys most frequently used by the children enrolled in your family child care. Determine the number of frequently used toys with the number of children who will use them. FOLLOW UP STEPS If you have determined that there are an insufficient number of engaging toys for the number of children who will use them, acquire the toys necessary to comply with this indicator of this standard.

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IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency to gain insight into the kinds of toys/materials that are defined as “engaging” for infants/toddlers. Your local agency has an infant/toddler specialist. GOING FURTHER TO BEST PRACTICE

Ample and varied toys and materials and much equipment provided for free play.

There are plenty of toys and duplicates of favorite toys, so alternative choices are available when there is conflict.

Materials and toys should be provided to eliminate as much conflict as possible during play time.

Caregivers notice the positive social interactions that occur with children such as: “Gillian just gave the telephone to Sarah. She’s sharing the telephone!”

There should be at least 10 toys and at least 2 per child if there are more that 5 children.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 12b. Indicator 4. A variety of open-ended, washable toys, which might include rattles, teethers/rings, balls, pop beads, nesting toys, containers, cuddle toys, push/pull toys are available. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Sensitive attention to the types of toys/materials relevant to the age/development of the children is crucial to meet their play needs. The list of materials in this indicator is identified as those things most desired/needed by infants/toddlers. REQUIRED EVIDENCE In addition to this evidence, all indicators must be evident for Standard 12b to be considered met.

Observation: At least three skill appropriate activities per child are available.

ASK YOURSELF Do children, at any age, enjoy and engage with only one toy? What would a variety of toys offer a child that only a few engaging choices would not? GETTING STARTED Inventory toys for not only the number of engaging toys (Indicator 3) but also for the variety of those toys. FOLLOW UP STEPS Acquire a minimum of 3 toys per child that are engaging and in a variety of types. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for the categories that toys/materials fall under as well as possible vendors for those toys/materials. Your local agency has an infant/toddler specialist.

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Toys and materials should be washed and sanitized daily Toys and materials that are mouthed should be removed from the area

and sanitized each day Toys and materials should be kept at their level There should be at least 10 soft toys and at least 2 per child if there are

more that 5 children.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 12b. Indicator 5. Furniture adapted for toddlers is available. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Furniture that is scaled for adults can be a safety concern for very young children who struggle to be seated on chairs, who climb to obtain that seating or who wish to be independent. REQUIRED EVIDENCE In addition to this evidence, all indicators must be evident for Standard 12b to be considered met.

Observation: Safe furniture is available for use by toddlers. ASK YOURSELF How could toddlers benefit from furniture scaled to meet their body size and overall physical needs? GETTING STARTED Assess the furniture you are currently using. Is the scale and steadiness appropriate to toddler use? FOLLOW UP STEPS If necessary to comply with this indicator of this standard, acquire toddler scaled furniture. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for the kinds of furniture that is considered safe for toddlers as well as possible vendors for that furniture. Your local agency has an infant/toddler specialist.

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Furniture allows for children to sit back in the chair with feet touching the floor and sit at a table with knees fitting under the table while elbows are comfortably above table surface.

Furniture promotes self-help as children are ready such as steps near a sink, special chair for child with physical disability, and low open shelves for accessible toy storage.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 12b. Indicator 6. Low, stable furniture is available for children to pull themselves up. WHY IS THE INDICATOR OF THIS STANDARD IMPORTANT? Toddlers will begin to use the furniture around them to steady themselves as they pull up. Therefore, it must be low and stable or it can topple with them or on them. REQUIRED EVIDENCE In addition to this evidence, all indicators must be evident for Standard 12b to be considered met.

Observation: Infants and/or toddlers are observed pulling up on low, stable furniture.

ASK YOURSELF How can the furniture in my home keep toddlers safer? GETTING STARTED Carefully observe children pulling up on your current furniture. Assess whether any furniture is unstable or too high for steadiness when pulled. Discard or move any unstable furniture in the children’s areas. FOLLOW UP STEPS Acquire any furniture that might be needed. Assess any new arrangements of furniture that have been made for steadiness and sturdiness. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for help in determining appropriate furniture for infants/toddlers. Your local agency has an infant/toddler specialist.

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Accessible furnishings should allow toddlers to pull themselves up and withstand this without toppling, shaking, or collapsing.

If swings and rocking chairs are part of the furnishings in an infant room, they should be placed so that children are less likely to pull up on them than on more stable furniture.

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WHAT IS THE STANDARD? Standard 12b. The needs of infants/toddlers are specifically addressed. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 12b. Indicator 7. Soft, washable elements, such as cuddle toys, soft furniture or cushions are available. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Washable elements are extremely desirable in all infant/toddler toys and equipment. A natural need of very young children is to “mouth” the things in their environment. Teething is one need. However, exploring the world with all five senses is another. So, for hygiene purposes, washable elements are important. Hard surfaces can offer a safety concern. Whenever possible, soft surfaces are safer and better for curious, independent young children. REQUIRED EVIDENCE In addition to this evidence, all indicators must be evident for Standard 12b to be considered met.

Observation: Direct observation of soft, washable elements appropriate for children in care and soft furniture or cushions are available.

ASK YOURSELF How do the toddlers in my care explore? How could soft, washable elements in the environment protect the children in my home? GETTING STARTED Carefully observe the toddlers in your care. Notice where they are playing and exploring. Are the surfaces they “mouth” and the surfaces they fall against soft and washable? Assess if any surfaces or toys need to be replaced or moved. FOLLOW UP STEPS Replace hard surfaces with soft surfaces or protected surfaces. Have as many washable elements as possible in the toddler environment.

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IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for ideas for how to protect hard surfaces and vendors for soft surface elements, as well as for washable elements. Your local agency has an infant/toddler specialist. GOING FURTHER TO BEST PRACTICE

Organization is key with infants and toddlers. Make sure materials are available for children to play with, are safe and are within easy reach.

Too many materials are overwhelming to infants and toddlers. Limit selection of toys and materials and rotate toys and activities to keep infants and toddlers engaged.

Many soft toys are accessible most of the day Special cozy area plus softness accessible in several other areas such as

several soft rug areas, bean bag chair for toddlers, upholstered child-sized chair or couch

Non-mobile infants placed in cozy area when appropriate Cozy area used for reading or other quiet play

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WHAT IS THE STANDARD? Standard 13a. Children are read to daily and encouraged to explore books and other print materials.

WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13a. Indicator 1. Caregiver reads and/or looks at books with children daily, including during quiet individual lap time. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Exposure to the printed word and to the story language found in books is critical to literacy development in young children. Repeatedly reading to young children, especially in a “lap time” event, can predict their success in reading. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 13a to be considered met.

Observation: Children are observed being read to by the provider during various times of the day.

Interview: During what times do you typically read or look at books with children daily?

ASK YOURSELF When are the optimal times in the daily schedule to offer a book reading experience to each classroom? How and when can we take advantage of spontaneous moments for reading books? GETTING STARTED Obtain a wide selection of age appropriate books from which to choose. Ensure that lap time reading occurs during free choice periods.

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FOLLOW UP STEPS Routinely read to the entire family grouping and to individual children. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for suggestions about books that are age/developmentally appropriate. GOING FURTHER TO BEST PRACTICE

Create a reading area that invites and engages children in independent reading of books.

Have books available in all areas of the room. Choose books for children wisely. Books should represent what is

considered good children’s literature. Choose award-winning books with a variety of styles of illustrations, depicting a variety of cultural themes that depict children of different abilities and people of all ages.

Book choice can also be based on the use. For instance, pick books without a lot of text to be read during large group’s time. Books read at group time should have large and distinct pictures, so that all can see.

Read something every day.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13a. Indicator 2. Books are available and accessible for children to look and enjoy on their own. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? For young children to believe that books are relevant and meaningful to them personally, they must have access to varied and multiple books. To access them independently gives the children a chance to choose those books that are of personal and relevant interest to them. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 13a to be considered met.

Observation: Books are readily available and accessible.

ASK YOURSELF How many books would be necessary to stock our home with enough books to give every child multiple choices? Where can the books be obtained that would be of low or no cost? GETTING STARTED Walk through the children’s areas of the home and decide where an accessible place could be for a reading area. Contact your local library and see what the lending policies would be to your family childcare home. Find out what resources (e.g., support in finding books that link to learning themes) are available at the local library.

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FOLLOW UP STEPS Obtain a wide variety of books. Find safe and age appropriate equipment to house the books at the level of and for the ease of the children. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency to obtain ideas for designing book areas in your home. Also, check with your local agency concerning age appropriate book choices. GOING FURTHER TO BEST PRACTICE

Create a system for arranging the books so that children can know where to find and where to return the books of their choice.

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WHAT IS THE STANDARD? Standard 13a. Children are read to daily and encouraged to explore books and other print materials. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13a. Indicator 3. Children are invited to tell stories or “read” picture books. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Oral language and storytelling are the clear evidence of young children’s interests in stories, plot, character and settings. The more often the children experience the oral traditions of story, the more they will have experienced the basis for written stories. Therefore, oral storytelling is a critical part of literacy development for young children. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 13a to be considered met.

Observation: Caregiver is observed inviting children to tell stories or “read” a picture book.

Interview: How and when do you encourage children to tell you stories or “read” a picture book?

ASK YOURSELF What elements of a simple story are also the elements of book? How can the stories of young children be encouraged? Validated? Valued? GETTING STARTED Note your own reactions and responses to children “reading” the pictures of a storybook. Model “reading” pictures with the children.

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FOLLOW UP STEPS Encourage a wide range of stories to be told and support the child storytellers who tell those stories, especially from picture books. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) in the value/benefits of extending the story language of young children. GOING FURTHER TO BEST PRACTICE

Plan activities from the pictures of books that include the children’s own interpretations of the pictures.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13a. Indicator 4. Children are encouraged to explore print and writing. Examples might include scribbling, inventing spellings, writing their name or other words, or making books. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Active experiences with writing in an exploratory and experimental way, is a crucial “first step” toward understanding how to produce print. In the same way that children might explore a new material or piece of equipment, they will need to explore how a writing implement works, what they have noticed about print and how letters/words are formed. They will need ample time to do this kind of free exploration with encouragement as the initial “scribbles” appear. With more exposure to print and the conventions of print, they will continue to experiment and explore toward more conventional forms of print. Therefore, the free exploration with paper and crayon/marker/pencil are to be valued for their contributions to early literacy. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 13a to be considered met.

Observation: Samples of children’s printed work is available for review. ASK YOURSELF Do I trust that the process of exploration/experimentation is valuable for early literacy learning? Do I feel that only direct instruction is the basis for literacy learning? What materials, other than pencil and paper, might engage a child to explore print?

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GETTING STARTED Be sure that multiple materials for the easy production of print by the children are available. Observe to see if writing implements are accessible to children in all areas of the room.

FOLLOW UP STEPS Allow children to frequently explore and experiment with print. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency to access training(s) in early literacy learning through writing. GOING FURTHER TO BEST PRACTICE

Caregivers collect/record/document the writing explorations of each child. That will enable the providers/parents/ child to see the progress of the writing over time.

Create places/activities where the easy production of print is validated and valued.

Display the children’s drawings and written work throughout the children’s areas.

Create a print rich environment, by displaying writing whenever possible. Let children create their own books and display these in the book area. Start exploring writing in a variety of ways. Honor what the children are

“writing” at a young age. Even if it seems like scribbles to you, it is the beginning of writing and understanding the written word.

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What does it look like? “Mommy” could be “spelled” as a scribble, as mmm or as a single m. When the child begins to hear the beginning and ending consonants it is possible for 2 m’s to be written (mm). When vowels are more easily understood, then and only then, will “mom” appear. It could also be heard as “mum” or “mam”.

Note: As children begin to become more skilled at spelling explorations/predictions in their writing, it is important that they are encouraged. Once children come to this stage, there is much cognitive growth and understanding about print that is occurring. If there is anyone in the environment, at home or at school, who doesn’t understand this process and is telling the child that he/she is “spelling the word wrong”, remember to teach the child that there are two ways to spell words in the dictionary. One way is how it looks and one way is how it sounds. When someone is just learning spelling, the first step is to write a word as it sounds. That is what they are doing and it is not only absolutely correct, it is the critical first step! There will be time later to learn how it should look, as well.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13a. Indicator 5. Caregiver writes words dictated by children as they tell a story or describe their pictures. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? In order for children to understand how print links to the oral words of a story; dictation is a strong literacy learning tool. When the provider writes the word for the exact oral word the child has said, the child can begin to understand the one-to-one correspondence of an oral word to a printed word, that print makes thoughts permanent (relevance of print) and how letters/words are formed is also permanent. In addition, having the provider write the words of a child heightens the value of storytelling. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 13a to be considered met.

Observation: Caregiver is observed writing dictations by children.

Interview: When and how do you go about writing words dictated by children?

ASK YOURSELF What would make the taking of dictation easier for you? GETTING STARTED Create an environment that supports the easy production of dictations by the children and teachers.

What does it look like? A children’s area that is set up for dictation would likely have writing implements, paper, notebooks and/or journals in each area of the room. If the provider has to search for the materials to do dictation, especially in a spontaneous event, the child’s interest may wane and the provider may hesitate to do the dictation at all.

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FOLLOW UP STEPS Take dictation and support the children who dictate their ideas. Ensure that dictations are read aloud to the child authors. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) in early literacy learning. GOING FURTHER TO BEST PRACTICE

Collect/record/document sample dictations for each child. This will enable the caregivers/parents/child to have evidence of the storytelling progress over time.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13A. Indicator 6. A variety of writing materials and toys to be used while writing is available. Materials might include: markers, child-sized pencils, chalk and chalk board, paper, envelopes, stamps, tape, paper punch, magazines, calendars, toy telephones, puppets, tape recorder, alphabet letters or flannel boards. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? The more often young children explore and experience writing, the more ultimate success and confidence they will feel with it. Having multiple writing implements and materials from a real world context helps young children have choices about what engages them, helps them find materials to explore that seem most comfortable motorically, and helps them to see the link to the real world items in their own environments for writing. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators of 12a to be considered met.

Observation: Writing materials, which include at least 3 types of materials, appropriate for the skill level of the children are available. Materials to use with writing utensils are also visible.

ASK YOURSELF Are there items being discarded that could easily be used as writing experiences/explorations for young children? Do I allow children to write whenever they are interested or have we made it a direct instruction, whole group activity? Do I trust that children need to explore writing materials for early literacy success?

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GETTING STARTED Assess to see if writing materials are abundant and accessible to the children. FOLLOW UP STEPS Make sure the children’s areas are well stocked with multiple possibilities for planned and spontaneous writing explorations. Facilitate writing explorations and design spaces that engage children to explore. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and resources concerning early literacy learning. GOING FURTHER TO BEST PRACTICE

Collect/record/document the children’s spontaneous writing in order to chart their writing understanding and progress.

Consider having bookmaking materials throughout the room. Use and display the child made books.

What does it look like? In the dramatic play area, there are pieces of “junk mail” in a mailbox, magazines in magazine holders by chairs, a chalk board in the “kitchen” for a grocery list, adding machine type tape or notepads for shopping lists, a calendar for birthdays, etc. In the block area, there are scrap pieces of poster board and cardboard for signs and billboards. In the science area, there is a “how to do it” journal for scientists to record their discoveries. In art, there is multiple paper for the art projects themselves but also, folded note cards for titles and “art by” cards, if the artist desires. There is paper available to remember paint recipes, etc.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13a. Indicator 7. Preschoolers are provided language materials daily, in addition to books, which might include puppets, flannel boards, recorded stories and picture card games. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? In order for young children to fully engage with the potential of their language and to explore the full range of possibilities language offers, multiple ways of expressing and using language must be offered. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 13a to be considered met.

Observation: During free play and interest center play, preschoolers have access to books and language materials.

ASK YOURSELF How do I wish for children to use language? What could I use to help a child explore, experiment and practice with a specific use of language? What are the kinds of materials that naturally engage children to talk?

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GETTING STARTED Observe children as they talk with one another. Where are these conversations taking place? How could they be facilitated in the areas where they are not taking place and facilitated to be more in-depth in those areas where they are taking place? FOLLOW UP STEPS Continue to monitor where the language is taking place most. Make a conscious effort to plan language experiences. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) in language development as well as for resources such as puppet ideas for language learning. GOING FURTHER TO BEST PRACTICE

Make a conscious effort to facilitate children’s language learning in planned as well as to take advantage of language in spontaneous experiences.

What does it look like? The provider observes that the liveliest conversations appear to be taking place in the dramatic play area and in the block area. She rotates novel materials into each of these areas and, planfully adds puppets in the block area and a flannel board in the dramatic play area. In those areas where conversations seem to be sparse, she rotates in the most novel materials to “inspire” talk.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13a. Indicator 8. Books for preschoolers must include a variety of imaginative, rhyming and informational books. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Preschoolers are exploring many parts of their world actively. That will also be true of their learning about books. As their interests widen, the categories of the books to which they are exposed should widen as well. Books will have more relevance if they include experiences the children are currently having. However, books will also inspire children to consider other experiences and give them a greater depth of language learning if they are across many possible categories. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 13a to be considered met.

Observation: Books for preschoolers are accessible and are reviewed for a variety of imaginative, rhyming and informational content.

ASK YOURSELF What are the categories of books that are available to readers? GETTING STARTED Assess the books currently in your home. Categorize them by type of book. Discover what categories are missing, if any. FOLLOW UP STEPS Acquire books in all categories. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for resources on excellent children’s books for preschoolers.

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GOING FURTHER TO BEST PRACTICE Widen the categories offered to preschoolers in their book choices to include:

Multicultural books Books with humor Author/character sets of books Biographies Math books Interactive books Seasonal books Books concerning life passages in a preschooler’s life Books on friendship/social skills Poetry Fairy tales and folktales

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13a. Indicator 9. Books for school age children must include a variety of reading levels and topics, which might include adventures, mysteries, and informational books and magazines. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? School age children have begun to realize that books might have relevance to their life experiences. Therefore, it is critical to have books on a wide variety of topics. Children, who are reading, read at individualized levels. Having books at a variety of levels (generally two age levels above and two age levels below the age of the child) will facilitate all readers finding material at their appropriate developmental reading abilities. Having materials at the level of each reader ensures the child’s success and confidence in independent reading. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 13a to be considered met.

Observation: School age children will have access to books. Books will be reviewed to ensure that at least 3 different reading levels are evident, as are topics that are appropriate and relevant for school agers; such as adventures, mysteries and informational books and magazines.

ASK YOURSELF What categories and types of books are relevant to the life issues a school ager is experiencing? GETTING STARTED Assess the categories and levels of current school age books.

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FOLLOW UP STEPS Acquire books that are necessary to fulfill categories and levels appropriate to the needs of the school agers in the program. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for ideas for school age books and levels. GOING FURTHER TO BEST PRACTICE

Extend the categories of the school age books. Create a unique and engaging place for school agers to read. Create a system of books that suggests independent use of the books by

the school agers.

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WHAT IS THE STANDARD? Standard 13b. Infants/toddlers are read to daily and are encouraged to explore language and books.

WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13b. Indicator 1. The availability of durable books with short stories about common daily activities. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Durability is a practical concern of any family childcare home. Non-durable products of any kind will only offer short-term usage. With books, it is especially important to have durability because infants/toddlers will “mouth” and open books in non-traditional ways. Short stories about common daily activities are critical to help infant/toddlers relate and to become engaged with the content of the books themselves. REQUIRED EVIDENCE All indicators must be evident for Standard 13b to be considered met.

Observation: Durable, appropriate books and stories will be available and accessible to toddlers and infants.

ASK YOURSELF What am I noticing about the attention span and use of books with the infants/toddlers? GETTING STARTED Assess the books currently in your home. What do you notice about their durability and about their content? Are the books in your home appropriate for all children, including infants/toddlers?

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FOLLOW UP STEPS If necessary, acquire books that are appropriate for infant/toddler use. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for guidance regarding books appropriate for infants/toddlers. Your local agency has an infant/toddler specialist. GOING FURTHER TO BEST PRACTICE

Obtain a wide variety of durable, short content books for infant/toddler use.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13b. Indicator 2. The availability of sturdy, simple books with pictures of real objects for toddlers to look at on their own is obvious. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? In order for the youngest children to easily recognize items in their real world depicted in books, those items must be as close to the actual items as possible. Illustrations that could be most easily recognized (in order) are: photographs, realistic pictures, “cartoon” drawings and line drawings. The more realistic the items are, the more easily the child will recognize and relate to the illustrations; and, then, to the book itself. Multiple illustrations or components within the illustrations can be distracting to a toddler. The simplest illustrations are most easily recognized by children at this developmental age. (See Standard 12b. Indicator 1 for why durable books are so important.) REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 13b to be considered met.

Observation: Available books will be reviewed, to ensure that they are sturdy and are simple, with pictures of real objects. Books are readily available for toddler use.

ASK YOURSELF What kinds of illustrations are most like the actual item being illustrated?

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GETTING STARTED Review the books currently being used in toddler classrooms and assess the illustrations for easy recognizable qualities. FOLLOW UP STEPS Obtain books that are study, simple and have easily recognizable illustrations. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for appropriate, simple and well-illustrated book choices for toddlers. There is an infant/toddler specialist in your local Child Care Resource and Referral agency. GOING FURTHER TO BEST PRACTICE

Obtain books appropriate to toddlers that are in multiple categories.

Create a system that helps toddlers and caregivers access books easily.

What does it look like? In considering books for purchase, a provider is considering the interests of the toddlers. One of their interests is in their clothing. She has two books from which to choose. One book has actual photographs of clothing: socks, shoes, coat, sweater, etc. There is one item of clothing per page in a board book format. The other book has a similar format, has one item per page and has similar articles of clothing on each page. However, this book has line drawings of the clothing. The provider immediately chooses the book with the photographed illustrations since she knows that those photographs will be more easily recognized by the toddlers.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13b. Indicator 3. Daily language activities using books, pictures or puppets will be utilized. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? From birth, children need to have multiple language activities to experience, explore, experiment with and to understand their own native languages. The more often they experience language, in multiple forms, the more they have the opportunity to understand and explore it on their own. Planned and spontaneous activities, which emphasize language, are integral to early language development. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators of 13b to be considered met.

Observation: Caregiver is observed facilitating or making available language activities, which include books, pictures or puppets.

Interview: Describe your procedure for daily providing language activities that use books, pictures or puppets.

ASK YOURSELF How many ways could I offer language activities to infants/toddlers? GETTING STARTED Assess how language is being encouraged and experienced. FOLLOW UP STEPS Begin to incorporate books, pictures and puppets into the children’s language activities. Plan language activities in multiple formats.

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IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency to obtain training(s) in using multiple means to incorporate language learning with the infant/toddlers. There is an infant/toddler specialist in your local agency. GOING FURTHER TO BEST PRACTICE

Receive training in multiple means of incorporating language learning in the infant/toddlers.

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WHAT IS THE STANDARD? Standard 13b. Infants/toddlers are read to daily and are encouraged to explore language and books. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13b. Indicator 4. Toddlers are encouraged to experiment with a variety of writing materials. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Toddlers, who are able to hold onto writing implements, are developmentally ready to begin their first experiences with cause-and-effect writing. Noticing that when the hand curves, the line on paper curves as well is an important part of learning to write. Therefore, offering multiple, safe implements with which to write is a critical part of writing experiences for toddlers. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 13b to be considered met.

Observation: Toddlers are observed experimenting with appropriate writing materials.

Interview: Describe how you encourage toddlers to experiment with a variety of writing materials.

ASK YOURSELF How many writing instruments can I consider for use with toddlers? GETTING STARTED Notice what, if any, writing instruments are currently being used with toddlers.

What does it look like? The toddlers are observed using sidewalk chalk on the sidewalk outdoors, large crayons on paper at a table as well as white chalk on dark paper later in the day. Their caregiver clearly understood multiple ways to offer appropriate writing experiences to toddlers.

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FOLLOW UP STEPS Utilize multiple ways for toddlers to experience writing. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) about appropriate literacy learning for toddlers. There is an infant/toddler specialist in your local agency. GOING FURTHER TO BEST PRACTICE

Receive training in appropriate literacy learning for toddlers. Offer appropriate writing materials in a variety of interest areas such as art

and dramatic play. Various types of writing are supported such as scribbling and marking on

paper.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13b. Indicator 5. The caregiver responds to sounds/speech, including by imitating infants’ vocalizations and engaging toddlers in conversations. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Imitation and modeling are critical for language development in infants/toddlers. The more the caregiver responds, the more the infant/toddler realizes their vocalizations and conversations are valued. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 13b to be considered met.

Observation: Teacher is observed responding to sounds/speech, including by imitating infants’ vocalizations and engaging toddlers in conversations.

ASK YOURSELF Why would I not respond to anyone’s attempts to earnestly communicate with me? Would this be different with a young child? GETTING STARTED Work to become sensitive to your own responses to children’s attempts at oral communication. Become aware of moments when your responses are non-existent or minimal. FOLLOW UP STEPS Communicate with children, at all ages, when they are attempting to communicate with you. Make all communication respectful, with positive tones and direct eye contact.

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IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training in appropriate, positive communication strategies with infants/toddlers. There is an infant toddler specialist in your local agency. GOING FURTHER TO BEST PRACTICE

Receive training in communication strategies with infants/toddlers.

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WHAT IS THE INDICATOR OF THIS STANDARD? Standard 13b. Indicator 6. Teacher talks about objects and events that infants and toddlers experience. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? All conversations are important to very young children. Those that involve objects and events that infants and toddlers are currently experiencing are ones in which the children can link cognitively (what is being said to the actual events). When a child can see, hear and experience an object/event, they can make the connection more often and more deeply. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 13b to be considered met.

Observation: Caregiver is observed talking about objects and events relevant to infants and toddlers’ experiences. Caregiver is usually observed using descriptive words for objects and actions in communication with children.

ASK YOURSELF What kinds of objects/events are the infants and toddlers experiencing that could be utilized for language learning? GETTING STARTED Observe infants/toddler classrooms for how language is being used. Is there an appropriate language link to the objects/events the child is experiencing?

What does it look like? The toddler is pushing a pop-up toy and giggling. The provider sits beside the child and says, “You push that button and ‘pop’, up comes the toy!” The child pushes another button on the toy. The provider says, “You did it again! That is fun. You push the button and it comes out every time.” The provider is linking language to what the child is actually experiencing.

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FOLLOW UP STEPS Create a link between language and the direct experiences the infants/toddlers are having. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency about training(s) and resources concerning language learning for infants/toddlers. There is an Infant Toddler Specialist at your local Child Care Resource and Referral agency. GOING FURTHER TO BEST PRACTICE

Caregivers could add words to the actions they take in responding to children throughout the day and especially during one-on-one routine times during the day such as, “I’m changing your diaper. Now, you are all dry!”

Caregivers ask children simple questions and wait for toddlers to answer before they give an answer.

Caregivers could maintain a good balance between listening and talking. Caregivers add more words and ideas to what children say such as after a

child says, “juice” respond, “Here is your orange juice. It’s in your cup.”

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Paths to QUALITY™

LEVEL 3

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LEVEL 3

CHILD CARE HOME Level 3 Licensed Child Care Home providers will be able to:

Implement a planned curriculum that addresses the stages of child development

Demonstrate professional growth in excess of licensing requirements

Facilitate family and assistant input into the program

Actively engage in program evaluation and have an action plan for improvement

May be working towards accreditation

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WHAT IS THE STANDARD? Standard 1. All requirements for Level 1 and 2 are met. WHY IS THE STANDARD IMPORTANT? To obtain entry into this level, all requirements of the prior levels must be completed. REQUIRED EVIDENCE

License must be prominently posted with date of expiration and license number.

Checklist for Level 2 is met.

ASK YOURSELF Am I familiar with the requirements for Level 1 and 2? What are the expiration dates of my current license? GETTING STARTED Gather all documentation in an easily accessible format for Level 1 and 2. FOLLOW UP STEPS Create a system that helps you access each item easily. (For example, have the documentation labeled with the standard and indicator to which it is attached.) IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for assistance in understanding the requirements for Level 1 and 2. GOING FURTHER TO BEST PRACTICE

Organize your documentation by standard/indicator in the exact order it appears in the notebook.

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WHAT IS THE STANDARD? Standard 2. Lead caregiver has at least 12 months experience as a caregiver in a licensed child care setting or in a child care setting that is accredited by one of the Bureau of Child Care approved, nationally recognized organizations. WHY IS THE STANDARD IMPORTANT? Caregivers, who have had experience for a year or more, have given evidence that they have some understanding of child development and children as they work/play in groups. Demonstrating that you have met these criteria in an accredited program suggests you are poised to be ready for attaining higher levels of expertise and understanding. REQUIRED EVIDENCE In addition to this evidence, evidence for all indicators of Standard 2 must be completed for this standard to be considered met.

Documentation: Documentation demonstrating that you were employed in a licensed child care setting or in a setting accredited by one of the Bureau of Child Care approved, nationally recognized organizations for more than one year is available for review.

ASK YOURSELF What evidence do I have for my experience in a licensed or approved childcare setting? GETTING STARTED Gather evidence of the existence of your experience over time. FOLLOW UP STEPS Create an easily accessible system for retrieving evidence of your experience over time. IDEAS TO HELP YOU MEET THIS STANDARD Contact your former employers, if necessary, to obtain evidence of your experience. GOING FURTHER TO BEST PRACTICE

Create an employment history archive file/scrapbook/documentation of your full history of experience.

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WHAT IS THE STANDARD? Standard 3. The lead caregiver will have either a current CDA or equivalent certificate or an early childhood degree or equivalent degree; or have completed 60 clock hours of educational training leading to an early childhood/child development degree or CDA credential within the past three years. WHY IS THE STANDARD IMPORTANT? Provider education is one of the highest predictors of quality in a childcare setting. Research demonstrates that adults with training in early childhood education provide higher quality programs for young children, implement more appropriate activities, and do a better job of preparing children for school. The intent of this standard is to ensure that the lead caregiver possess a degree and/or CDA credential. If neither the degree nor the credential has been earned, the lead caregiver must demonstrate work toward one or the other. REQUIRED EVIDENCE

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

Transcript for early childhood degree or equivalent degree OR

Training summary form completed and in the lead teacher’s file, documenting attendance at 60 clock hours of training. Transcript, certificates, other written documentation, or letter from sponsoring organization that they are recognized as approved training toward the credential.

ASK YOURSELF Are my qualifications documented? What do I still need to do to meet this requirement? What further training do I need?

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GETTING STARTED If further training is needed, contact your local Child Care Resource and Referral agency for dates/times of training opportunities. FOLLOW UP STEPS Begin courses of study or training. Collect and file required documentation of all training, courses or certificates received. Fill out the Training Summary Form. Store documentation in an easily accessed location. IDEAS TO HELP YOU MEET THIS STANDARD Assessment and credentialing of childcare providers are administered by the Council for Professional Recognition, located in Washington, D.C. Visit http://www.cdacouncil.org/ to learn more about earning your CDA credential. Scholarships and Financial Incentives through IAEYC: The Indiana Association for the Education of Young Children (IAEYC) offers financial assistance for training through the T.E.A.C.H. Early Childhood INDIANA and the Indiana Non Formal CDA projects. Both projects pay for the majority of the CDA training classes, required texts, and the CDA assessment. Upon completion of training a bonus is awarded. In addition, professionals are available to guide the candidate through the training and assessment that lead to attainment of the CDA credential. For additional information, please contact IAEYC at 317-356-6884 or 800-657-7577 or email: [email protected] GOING FURTHER TO BEST PRACTICE

Make sure you are using the Training Summary Form to document all future and past training that you have completed in the past three years.

Attend trainings and presentations at your local Child Care Resource and Referral agency.

Learn how you can begin working on your CDA, if applicable.



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WHAT IS THE STANDARD? Standard 4. At least 50% of the caregivers, including the lead caregiver, participate annually in a minimum of 20 clock hours of educational or in-service training focused on topics relevant to early childhood. WHY IS THE STANDARD IMPORTANT? Provider education is one of the highest predictors of quality in a childcare setting. Research demonstrates that adults with training in early childhood education provide higher quality programs for young children, implement more appropriate activities, and do a better job of preparing children for school. REQUIRED EVIDENCE FOR LEAD CAREGIVER

Documentation: Education and Training Form (or equivalent form) with supporting documentations such as certificates, transcripts, curriculum schedule from ECE/CD degree program or other appropriate evidence for assistant(s) that demonstrates participation by 50% of total staff, including lead caregiver, in a minimum of 20 clock hours of educational or in-service training focused on topics relevant to early childhood. Round up to determine number of staff prorated based on number of months since the date hired.

REQUIRED EVIDENCE FOR ASSISTANT CAREGIVERS In the past year, at least 50% of caregivers, including the lead caregiver, have participated in a minimum of 20 clock hours of educational or in-service training focused on topics relevant to early childhood.

Documentation: Training summary form for assistant caregivers, demonstration participation by 50% of total staff in a minimum of 20 clock hours of educational or in-service training focused on topics relevant to early childhood.

Documentation will include, but is not limited to: date of training; number of clock hours of training; type of training; content/subject of the training; and name and credentials of the trainer/or the training organization.

ASK YOURSELF What types of training, in relevant early childhood topics, would most benefit me, the staff, family and/or children? How can I support the staff to obtain this training?

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GETTING STARTED Identify 50% of the staff, if applicable, who will most benefit from further training. Identify the most beneficial types of training for you and your assistant(s). Contact your local Child Care Resource and Referral agency for training opportunities. Find dates/times that will be most advantageous for those receiving the training. FOLLOW UP STEPS Follow up with staff to make sure that registrations, paperwork, etc. are completed to allow attendance at training events. If applicable, collect and file required documentation from all staff who attends training. Fill out the Training Summary Form for yourself and each staff person who attended training. Store all documents in an easily accessed location. IDEAS TO HELP YOU MEET THIS STANDARD

Types of in-service training may include, but is not limited to: CDA coursework; college courses; Child and Adult Care Food Program Training; state/regional conferences on multiple topics; workshops

Methods of in-service training may include, but is not limited to: direct instruction; video viewing (maximum of 4 clock hours annually); and independent reading and study (maximum of 2 clock hours annually).

In-service training may be conducted by: consultants, director/licensee, or other designated training facilitator.

The following in-service training, may not be used to meet this standard: first aid; CPR; Universal Precautions; hours of and mentoring and technical assistance provided through the Paths to QUALITY system

You can find training opportunities by searching the Early Childhood Meeting Place website: http://earlychildhoodmeetingplace.indiana.edu

Professional development plans can be helpful in planning topics and trainings to help you and your assistants. Information about professional development planning can be obtained by contacting your local CCR&R.

http://earlychildhoodmeetingplace.indiana.edu/

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Inclusive Care Note! There are specially designed trainings to help you include children with disabilities in your setting, including topics like, caring for children with a specific disability, such as autism, and adapting your environment to meet the needs of children with special needs. Contact your local CCR&R’s Inclusion Specialist to learn more! Infant/Toddler Note! If your home cares for infants and toddlers, seek out trainings and opportunities focused specifically on providing care. Your CCR&R’s Infant/Toddler Specialist can help you find more! GOING FURTHER TO BEST PRACTICE

Follow up with each staff to see how the training has impacted childcare experiences.

Keep a posting of upcoming training events in a central location.

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WHAT IS THE STANDARD? Standard 5. Program evaluation is completed annually by families. WHY IS THE STANDARD IMPORTANT? Input and ownership by the families enrolled in any program is critical to the overall partnership necessary to help children reach their full potential. While childcare providers may know best how the child participates in-group activities, no one knows the individual child as well as the families. Both understandings of the child are necessary to help that child in all the ways possible. In addition, the families are stakeholders in the program who can give an invested “voice” for how their needs, as well as their children’s needs, are being met. Their input and opinions can be a realistic basis for your program’s growth. REQUIRED EVIDENCE

Documentation: A completed and signed written program evaluation by a family member of each child currently enrolled in the childcare setting.

Documentation: Describe or show your system for conducting annual program evaluations by families.

ASK YOURSELF What do I most want to know about my childcare? What questions would best reveal what I most want to know? When would the best time of year be to have the greatest participation by the families in our setting? GETTING STARTED Determine what you wish to learn from the evaluation. Find or design an evaluation that most nearly addresses what you wish to learn about your childcare. (See “Ideas to Help You Meet This Standard” below) Focus the evaluation on how to best meet the needs of the children and families enrolled in your program.

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FOLLOW UP STEPS Compile the results of the evaluations and seek patterns/messages that are most prevalent. Seek ways to make program changes/improvements based on the results of the evaluations. Organize the forms in a system that is easily accessed. IDEAS TO HELP YOU MEET THIS STANDARD Network with other directors/family child care providers to share sample program evaluation forms. GOING FURTHER TO BEST PRACTICE

Make sure that all families and staff have the opportunity to complete an evaluation.

Adapt the evaluation to meet the needs of families with limited literacy skills or those whose native language is not English.

Discuss the results of the evaluation with staff and your plans for program improvement.

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WHAT IS THE STANDARD? Standard 6. A written curriculum reflects the program philosophy and goals, is based on child development and appropriate practice and provides for the various ages, ability levels, and developmental stages of the children.

WHAT IS THE INDICATOR OF THIS STANDARD? Standard 6. Indicator 1. Provides for children’s physical, cognitive, language, literacy, and social-emotional development. It includes goals for children that are consistent with the FOUNDATIONS to the Indiana Academic Standards for Young Children from Birth to Age 5. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? To be completely effective and to meet the needs of young children, the curriculum must address the whole child. Having a curriculum that addresses only a part of the child’s total development is an incomplete experience and does not fully understand the interaction of developmental needs of the young child. The intent of this standard is to ensure that all individuals working with young children in the state of Indiana understand and incorporate the FOUNDATIONS to the Indiana Academic Standards for Young Children from Birth to Age 5 in their daily practices with young children. By outlining specific skills and concepts and giving examples of instructional strategies, these foundations will support teachers, parents and caregivers as they develop appropriate experiences for young children to help ensure success in kindergarten. The FOUNDATIONS to the Indiana Academic Standards for Young Children from Birth to Age 5 have been developed by the Indiana Department of Education in collaborations with individuals with expertise in children birth to age five years and are based on the latest national research and findings for all content areas and domains.

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

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

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

five senses Social Studies; which includes learning to recognize and respect

likenesses and differences Physical Education/Health; which includes development of increased

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

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

English Language Arts; which includes learning word and name recognition

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

living things Social Studies; which includes distinguishing between the past, present,

and future Physical Education; which includes developing an awareness of and

respect for a healthy lifestyle Music; which includes singing along with familiar songs Visual Arts; which includes participation in dramatic play activities

REQUIRED EVIDENCE In addition to this evidence, evidence for all indicators of Standard 6 must be met for this standard to be considered complete.

Documentation: View the written curriculum plan. The curriculum should allow for the children’s physical, cognitive, language, literacy and social-emotional development.

ASK YOURSELF Am I familiar with what the State of Indiana’s Department of Education expects my daily practices and teaching strategies to be? Do all of those who work with children at this center understand what practices help children to reach their full potential?

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GETTING STARTED Contact your local Child Care Resource and Referral agency as well as other family child care providers in your area for these resources. As you determine the curriculum you wish to employ, assess the components of it for addressing the needs of the whole child. FOLLOW UP STEPS Choose or design a written curriculum that includes all age groups served by your program. Base that decision on the FOUNDATIONS, developmentally appropriate practice guidelines from NAEYC and your program’s philosophy. If needed, attend FOUNDATIONS training offered by your local Child Care Resource and Referral agency. Support the staff, if applicable, to attend FOUNDATIONS training.

What does it look like? The program is reviewing a pre-written curriculum. The heavy emphasis in this one curriculum is on “skill and drill” direct instruction (for example, there are many worksheets that are part of the package and step-by-step instructions for how to “drill” the children in review sessions). However, in looking at the FOUNDATIONS, guidelines for developmentally appropriate practice from NAEYC, and your own philosophy, some concerns arise. In the FOUNDATIONS and developmentally appropriate practice, a focus is clearly on active experiences with real and concrete materials. Exploration and experimentation with real and relevant materials is a clear emphasis in the program’s philosophy. So, while this one pre-written curriculum could be easy to implement, it is rejected based on the lack of consistency with the FOUNDATIONS, NAEYC guidelines and the program philosophy.

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IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for sample curricula packages and for guidance in linking curriculum with the FOUNDATIONS. Be familiar with the FOUNDATIONS to the Indiana Academic Standards. Refer to the NAEYC Developmentally Appropriate Practice. GOING FURTHER TO BEST PRACTICE

The curriculum should be based on the FOUNDATIONS of the Indiana Academic Standards for children birth to age 5.

Ensure that the curriculum aligns with practices identified as developmentally appropriate.

Identify ways that your curriculum is aligned with your philosophy and goals.

Identify ways that your curriculum can be adapted to meet the needs of children with special needs.

Include authentic assessments of children’s knowledge and skills in planning the curriculum.

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WHAT IS THE STANDARD? Standard 6. A written curriculum reflects the program philosophy and goals, is based on child development and appropriate practice and provides for the various ages, ability levels, and developmental stages of the children. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 6. Indicator 2. Families are made aware of the curriculum of the program through one or more of the following ways: parent handbooks, newsletter, orientation, and/or family meetings. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Communication with families in the program is critical for many reasons. Families can better support and contribute to the goals of the program if they understand them completely. It is also a preventative measure for misunderstandings of the kinds of goals, strategies, activities and experiences the children will have while engaged in your program. The more the families understand about not only what the curriculum entails, but how and why you use that curriculum, the more engaged the parents will be and the less anxious they will become. REQUIRED EVIDENCE In addition to this evidence, all indicators of Standard 6 must be met for this standard to be considered complete.

Documentation: Evidence of one of all of the examples describing the curriculum to families must be available for review.

ASK YOURSELF How many ways can our program offer for families to be made aware of the written curriculum? What are the benefits to having families know and understand the written curriculum of our program? How would I explain why we chose the written curriculum we have?

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GETTING STARTED Consider the families of the program and determine which formats (parent handbook, newsletter, orientation, and/or family meetings) would best meet their scheduling and interest needs. Organize the information into the format you have chosen. Communicate, well ahead of time, the ways parents will be informed about the curriculum. FOLLOW UP STEPS Have the events, meetings and/or publications that you have planned and advertised. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for ideas and formats for communicating about your written curriculum. GOING FURTHER TO BEST PRACTICE

Assess the parents’ understanding of the written curriculum through informal conversations and/or more formal evaluations.

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WHAT IS THE STANDARD?

Standard 6. A written curriculum reflects the program philosophy and goals, is based on child development and appropriate practice and provides for the various ages, ability levels, and developmental stages of the children. WHAT IS THE INDICATOR OF THIS STANDARD?

Standard 6. Indicator 3. Assistants are oriented to the curriculum.

Lead caregivers plan daily activities with assistants so that the curriculum can be implemented effectively to provide support for children in their active learning experiences. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? A written curriculum has very little effectiveness unless it can be appropriately implemented with the children. Staff must be not only aware of the curriculum but also well prepared in how to deliver that curriculum in a developmentally, individually and culturally appropriate way. REQUIRED EVIDENCE In addition to this evidence, all indicators of Standard 6 must be met for this standard to be completed. ASK YOURSELF How many ways can we orient the assistants to the curriculum? What would be the benefits of all caregivers having familiarity with the curriculum? What are the most critical elements of the curriculum? Are the assistant caregivers prepared to deliver these elements appropriately? GETTING STARTED Determine what elements of the curriculum are most critical for orientation. Determine what kinds of support the caregiver needs to best implement the curriculum. Determine what format would best meet the needs of orienting the assistant caregivers to the curriculum.

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Organize a system of gathering further documentation of curricular orientation activities. Give adequate notice to all assistants about when orientation meetings/activities will be scheduled. FOLLOW UP STEPS Have curricular orientation events for the assistant caregivers. Have a plan for new assistants or those unable to attend initially scheduled orientation events/meetings. Evaluate all plans/activities according to stated curriculum goals. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for professional development ideas. GOING FURTHER TO BEST PRACTICE

Train all assistant caregivers in planning activities that are linked to curricular goals.

Train and model how spontaneous events in the classroom could lead to a direct link to the written curriculum goals.

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WHAT IS THE STANDARD? Standard 6. A written curriculum reflects the program philosophy and goals, is based on child development and appropriate practice and provides for the various ages, ability levels, and developmental stages of the children. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 6. Indicator 4. The curriculum and goals for children are reflected in everyday practice, including through daily, weekly or monthly written lesson plans. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? No curriculum is effective unless it is utilized in daily, weekly and monthly practice. Everyday, routine and consistent practice must be linked to the curriculum and goals for the children to receive the care and education the program has planned. Lesson plans indicate that link and are evidence of how that link is understood by the teaching staff. REQUIRED EVIDENCE In addition to this evidence, all indicators of Standard 6 must be met for this standard to be complete.

Documentation: Evidence of a detailed description of activities and experiences provided by caregivers on a daily basis to support individual development and learning. A sample lesson plan will be viewed to ensure that the lesson plan reflects the curriculum goals and philosophy.

Observation: Curriculum goals and philosophy are reflected in everyday practice.

ASK YOURSELF What would I need to see in written plans that would indicate an understanding and a direct link to our program’s written curriculum? What would be the benefits of being able to plan based on the curricular guidelines? How can I support the assistant caregivers’ understandings of the curriculum and how to plan linked to that curriculum?

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GETTING STARTED Review written plans and determine if they are linked directly to the written curriculum that has been chosen. Observe throughout the day to look for evidence of the curriculum goals and philosophy in both formal and informal ways. FOLLOW UP STEPS Plan in a directly linked way to the curriculum goals and philosophy. Reflect the curriculum goals and philosophy in your everyday practice. Support and train assistant caregivers who are not yet practicing directly linked strategies to the curriculum goals and philosophy. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and resources for training staff in appropriate curricular practice with young children. GOING FURTHER TO BEST PRACTICE

Receive training in appropriate everyday curricular practices. Receive training in project and emergent curricular practices in order to

best utilize spontaneous teaching moments.

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WHAT IS THE STANDARD? Standard 7a. Children’s physical, cognitive, language, literacy, math and creative development are supported. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 7a. Indicator 1. Many opportunities exist throughout the day for communication (all ages), which might include sharing information, pointing out logical relationships and encouraging children’s ability to reason. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Communication, at any age, is vitally important to feel acknowledged, to have basic needs expressed and to feel connected with other people. How early childhood educators used the tool of communication is critical to many areas of development. Communicating while the child is in the direct context of the learning moment can be particularly powerful in cognitive development. REQUIRED EVIDENCE In addition to this evidence, all indicators of Standard 7a must be met to be considered met.

Documentation: The daily schedule and lesson plan will be viewed to ensure planning occurs to include these opportunities.

Observation: Interaction between the caregiver and children indicates intentional communication to foster communication skills.

ASK YOURSELF What kinds of opportunities can exist throughout the day for communication? What is the difference between an adult talking to a child and true communication? How can conversations be a teaching tool? What kinds of activities provide opportunities for a caregiver to communicate links in learning?

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GETTING STARTED Become aware of your communication that goes beyond giving directions. Check the daily schedule and written plan to ensure that the types of opportunities will exist for extending thinking. FOLLOW UP STEPS Use communication effectively in extending the children’s thinking. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and effective resources for planning and scheduling which provide optimal learning for young children.

What does it look like? The caregiver plans activities with concrete materials. For example, the children are exploring dandelions. The caregiver has provided many actual dandelions, magnifying glasses, plastic knives, paper, safety scissors, yellow and green crayons/markers, and paper. By planning such an activity and providing these kinds of materials, the caregiver has established the kind of activity that ensures communication. As the children explore these kinds of materials, the caregiver can ask open-ended questions (“What are you noticing?”), can make comments that provoke thought (“You cut the dandelion’s top off, but I wonder what would happen if you cut it open.”) and can extend the child’s thinking (“Where do you think the dandelion drinks?”). By planning and providing active, concrete materials, the caregiver set up the opportunities for communication that creates cognitive links.

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Receive training in planning for rich opportunities that invite communication.

You can begin to help children see the relationship between written and oral language by allowing them the opportunity to see and experience writing.

Encourage children to write their names on all their work. Give children the opportunity to use language. Have them describe what

they are experiencing and doing. Encourage them to describe what is happening.

Plan activities that are designed to help teach learning skills, such as singing silly songs.

Understand where children are developmentally and use appropriate language. For instance, use simple words and phrases with toddlers. As children grow, you can use language to help foster their development. Introduce new words into your vocabulary and theirs.

As you work with children, tie words to actions. For instance, as you are doing things, you can describe what you are doing out loud. You can also describe what the children are doing concretely.

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WHAT IS THE STANDARD? Standard 7a. Children’s physical, cognitive, language, literacy, math and creative development are supported. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 7a. Indicator 2. Many opportunities exist throughout the day for reading and for children toddler-age and up, writing. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Literacy learning requires that children have multiple opportunities with the printed word. Being read to, exploring books independently and having multiple books available provides the core of literacy learning experiences and provide the opportunities for children’s successful literacy learning. As soon as children are able to hold a writing implement, accepting writing explorations in all forms significantly contributes to literacy learning. REQUIRED EVIDENCE In addition to this evidence, all indicators of Standard 7a are completed for this standard to be considered met.

Documentation: The daily schedule and lesson plan will be viewed to ensure opportunities are provided throughout the day for reading and writing.

Observation: Children, ages toddlers and up, will be observed reading and utilizing writing instruments.

ASK YOURSELF What opportunities could exist for reading and writing? Am I looking for times when reading/writing could naturally occur or is reading/writing encouraged only at distinct full group times? GETTING STARTED Assess whether reading/writing are occurring throughout the day. If reading/writing are only occurring during formal and distinct times, begin to find the possibilities throughout the schedule for reading opportunities.

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Observe to ensure that writing implements are provided in multiple places. FOLLOW UP STEPS Begin to plan and implement reading and writing opportunities. Utilize various times, locations and opportunities for reading and writing experiences. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for reading ideas and training(s) in literacy learning for young children. GOING FURTHER TO BEST PRACTICE

Read books that are designed to foster language and imagination. Books that are repetitive and have rhymes can encourage interaction and enjoyment in the use of language.

Receive training in the stages of writing.

What does it look like? Books in every area (e.g., books depicting various buildings with blocks, cookbooks in the dramatic play kitchen, information books available for science, art books available for art, alphabet books available where the writing occurs, etc.) provide opportunities for the caregiver to refer children to them as resources and for reading. In addition, the caregiver reads to the whole group, to small groups and to individuals throughout the entire day in various locations (including outdoors).

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WHAT IS THE STANDARD? Standard 7a. Children’s physical, cognitive, language, literacy, math and creative development are supported. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 7a. Indicator 3. Every day children have many experiences and materials available to encourage imagination and creativity. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Early childhood is, ideally, the time when imagination, free self-expression, inquiry and exploration are encouraged and facilitated. One of the most obvious and most important elements of that kind of development is found in play. Creative and imaginative free play opportunities enrich and extend cognitive, social-emotional and physical development. In addition, cultural understandings are naturally afforded during such play experiences. Play is, quite simply, critical to any young child’s positive development. REQUIRED EVIDENCE In addition to this evidence, all indicators of Standard 7a must be met for this standard to be considered complete.

Observation: Children will be observed at play. Open-ended activities will be made available to children.

ASK YOURSELF Do I understand how vital play is to the development of young children? Do I trust that play will provide educational opportunities that are the foundation of all learning? GETTING STARTED Assess your lesson plans for ample opportunities for free play. (Play needs a minimum of 45 minutes to fully develop. Multiple play times with that minimum throughout the day provide that opportunity.) Observe to see if free play is being provided throughout the day.

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FOLLOW UP STEPS Provide fully developed free play opportunities during the day. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) in the benefits of play and for ideas to enrich/expand play opportunities. GOING FURTHER TO BEST PRACTICE

Receive training in the benefits of free play experiences for young children.

Playtime is enriched, expanded and extended by the materials provided and by provider input.

You are fully engaged with the children throughout all free play experiences.

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WHAT IS THE STANDARD? Standard 7a. Children’s physical, cognitive, language, literacy, math and creative development are supported. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 7a. Indicator 4. Children’s thinking is stimulated through experimentation, exploration and access to interesting materials and adult support. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Young children need active, concrete experiences within a real context to most effectively stimulate their thinking. Interesting materials provide the basis for those experiences and adult support can enhance the cognitive connections the children make from those experiences. REQUIRED EVIDENCE In addition to this evidence, all indicators of Standard 7a must be met for this standard to be considered complete.

Documentation: The daily schedule or lesson plan will be viewed to ensure these opportunities occur.

Observation: Children are actively engaged with materials provided.

ASK YOURSELF What kinds of activities would stimulate young children’s thinking? Considering the caregiving role: How important is the giving of facts vs. the giving of the tools for discovering those facts? GETTING STARTED Assess your written plans for activities that would easily, naturally afford children the opportunities for experimentation and exploration. Observe for children’s engagement in exploration and experimentation.

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Consider your questioning strategies. Do those strategies include open-ended questions and prompts?

FOLLOW UP STEPS Utilize active, engaging activities with the children. Use open-ended questions and prompts during the children’s explorations and experiments.

What does it look like? Engaging work could be mixing colors or cooking in science; filling containers or rolling the length of the room in math; puppet plays or writing with feathers in literacy; thick/thin paint or collage in art; graphing children’s favorite way to eat potatoes or creating handprints in social studies. These are active, relevant and meaningful ways for children to be engaged in the curriculum. The emphasis is on children’s engagement vs. giving simple facts. Children are discovering their world through active engagement in these examples. Other kinds of teaching strategies (e.g., printed worksheets) would not offer these kinds of opportunities.

What does it look like? Examples of open-ended questions and prompts might include:

What do you notice about……..? What would happen if……..? What else could we do to…….? Let’s find out about……

Caregiver questions and prompts are not as much about providing a distinct answer. Caregiver questions and prompts are about scaffolding and extending children’s thinking.

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IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and resources on active engagement activities for young children. GOING FURTHER TO BEST PRACTICE

Plan and implement active engagement activities for young children. Receive training in enriching/extending children’s thinking through open-

ended questions and prompts. Numerous materials should be made available to children in order to

stimulate their interest in a variety of learning opportunities.

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WHAT IS THE STANDARD? Standard 7a. Children’s physical, cognitive, language, literacy, math and creative development are supported. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 7a. Indicator 5. Displays of children’s art are available at children’s eye level and show that most artwork is exploratory and unique to each child. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Creative self-expression is natural to the young child. [However, for creative self expression to exist, each element must be present (creativity must be present, self defined content must be allowed, the way the expression takes place must be owned by the child).] Daily creative self-expression is necessary for the child’s full cognitive and social-emotional development. Art that is exploratory and unique allows that kind of creative self-expression to exist. REQUIRED EVIDENCE In addition to this evidence, all indicators of Standard 7a must be met for this standard to be considered complete.

Observation: Children’s artwork is displayed at children’s eye level. Most of the artwork reflects children’s individual preference in use of color, materials, tools and style.

ASK YOURSELF If the artwork is from the provider’s idea, if the provider does most of the work (e.g., cutting out component parts) or if the child’s ideas are not part of the work, how can the product be considered to be the child’s creativity? What benefits, other than following directions, does the child receive if the adult directs the production of a product? What would be the concern about a child freely exploring and using materials to construct his/her own product without step-by-step directions? What benefits could result in a child freely exploring and using materials to construct his/her own product without step-by-step directions?

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GETTING STARTED Assess your art plans. Do those plans suggest the children’s own ideas will be utilized in the content and production of the final products? Observe children during art. Are they being given step-by-step instructions or are they freely exploring the art materials in their own ways with their own outcomes?

FOLLOW UP STEPS Plan, implement and display children’s products which are creatively self expressive. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral Agency for training(s) in art with young children. GOING FURTHER TO BEST PRACTICE

Receive training in the benefits and strategies for art education for young children.

Creative art experiences should be individual to each child and based upon his or her individual choice, preference and interests.

Space is identified specifically to display children’s creative work at their typical eye level.

What does it look like? It is fall and the thematic unit of study has been about fall. The children have gathered fall leaves, they have been on fall walks, songs and books have had fall themes, and there has been a field trip to a pumpkin patch. Throughout the home there are fall items represented in each area. In the middle of the table there are fall leaves and paint in red, yellow, orange and brown. The caregiver says, “These colors remind me of fall. Let’s see what they remind you of!” The children freely explore the colors as they paint. Some children may represent fall in making a fall colored tree. However, many children simply put the various colors on their paper while some children are experimenting by mixing the colors on their paper. All products are displayed, with equal importance, at the children’s eye level. The caregiver had considered making a cute “fall leaf man” out of pre-cut colored leaves and “googly eyes”, but she had realized that the children’s creative self-expression would not be present in that activity. Therefore, she decided on the free expression with fall colored paints instead.

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WHAT IS THE STANDARD? Standard 7a. Children’s physical, cognitive, language, literacy, math and creative development are supported. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 7a. Indicator 6. Caregiver encourages language and literacy daily through interactions that might include books, songs, puppet plays and writing/drawing opportunities. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? In order for young children to fully engage with the potential of their language and to explore the full range of possibilities language offers, multiple ways of expressing and using language must be offered. REQUIRED EVIDENCE In addition to this evidence, there must be evidence of all indicators for 7a to be considered met.

Documentation: The daily schedule or lesson plan will be reviewed to ensure these opportunities occur.

Observation: Caregiver is observed encouraging language and literacy development through interactions with children, which might include books, songs, finger plays, puppet play and writing and drawing opportunities.

ASK YOURSELF How do I wish for children to use language? What could I use to help a child explore experiment and practice with a specific use of language? What are the kinds of materials that naturally engage children to talk? How could books be used to link naturally occurring experiences to be extended?

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GETTING STARTED Observe children in the classroom as they talk with one another. Where are these conversations taking place? How could they be facilitated in the areas where they are not taking place and facilitated to be more in-depth in those areas where they are taking place?

FOLLOW UP STEPS Continue to monitor where the language is taking place most. Make a conscious effort to plan language experiences. Choose books that link to and extend those areas of conversation and interests suggested by observing the children. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) in language development as well as for resources such as puppet ideas for language learning. GOING FURTHER TO BEST PRACTICE

Make a conscious effort to facilitate children’s language learning in planned as well as to take advantage of language in spontaneous experiences.

Planfully select books that directly link to children’s interests and experiences.

What does it look like? The caregiver observes that the liveliest conversations appear to be taking place in the dramatic play area and with blocks. She rotates novel materials into each of these areas and, planfully, adds puppets in the block area and a flannel board in the dramatic play area. In those areas where conversations seem to be sparse, she rotates in the most novel materials to “inspire” talk. Books are added in all areas to suggest the interests of the children in each area.

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WHAT IS THE STANDARD? Standard 7a. Children’s physical, cognitive, language, literacy, math and creative development are supported. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 7a. Indicator 7. Math experiences are a part of everyday activities and routines. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Math concepts are present throughout our daily experiences and throughout our lives. Helping young children discover math in the context of their daily experiences creates an understanding of the relevance of math to their lives. REQUIRED EVIDENCE In addition to this evidence, evidence of all indicators in Standard 7a must be met for this standard to be considered complete.

Documentation: The daily schedule or lesson plans are reviewed to ensure these opportunities occur.

Observation: Children are observed engaging in everyday math experiences as part of their everyday activities and routines.

ASK YOURSELF Do I understand what kinds of activities constitute math education for young children? What places throughout the day have components for math within them? Is my own attitude toward math a positive one? If not, how can I avoid that kind of negative math attitude from penetrating the children’s experiences with math?

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GETTING STARTED Assess the lesson plans for the presence of math activities. Observe for evidence of math activities throughout the day.

FOLLOW UP STEPS Plan math activities throughout the day. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) in math education for young children. GOING FURTHER TO BEST PRACTICE

Receive training in the benefits of and methods for math education for young children.

Opportunities to include math principles and concepts should be integrated into typical experiences and play.

Use “teachable moments” to introduce and reinforce math concepts.

What does it look like? Math activities can be things such as: estimating which container has more (10 cotton balls vs. 5 tennis balls, etc.) before counting (Be sure to choose a small enough number of items that counting does not become tedious); lacing a shoelace through each hole (one-to-one correspondence); building a block tower (height and addition); collage with shapes (shape); water play with containers (volume); play dough play (mass), etc.

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WHAT IS THE STANDARD? Standard 7a. Children’s physical, cognitive, language, literacy, math and creative development are supported. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 7a. Indicator 8. Daily music experiences are available and may include singing, creative movement, a variety of types of music and a variety of musical and rhythmic instruments. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Music is highly engaging for young children. In addition to the enjoyment children find in music, however, there are many benefits in music experiences. Within a musical activity there is potential for math (rhythm and beat), creative self-expression (movement and/or creating lyrics or rhythms), science (cause and effect of instruments), language (enhanced vocabulary), social studies (cultural exposure) and socio-emotional release. REQUIRED EVIDENCE In addition to this evidence, evidence for all indicators for Standard 7a must be met for this standard to be considered complete.


Observation: Children are observed experiencing music daily, which might include, singing, creative movement, and use of a variety of musical and rhythmic instruments.

ASK YOURSELF What is my own response to music? Does it create a feeling, a mood and give me a message? Would music do the same thing with the children? Are any confidence issues, concerning music, creating a “roadblock” to musical experiences in our home?

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GETTING STARTED Assess the amount of music the children experience. Is there enough music that it is easily observable. Model music appreciation when music is being used in your home.

FOLLOW UP STEPS Obtain resources to create variety in the musical experiences offered to the children. Assess lesson plans to ensure that music is being planned routinely. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) in music education for young children. GOING FURTHER TO BEST PRACTICE

Receive training in creative movement, varieties of musical expression and how to introduce/extend the use of rhythm instruments in the early childhood classroom.

Offer a wider variety of musical possibilities. Utilize common household and recycled items to make instruments. All music that children listen to should be appropriate for their age. Preview all music prior to sharing with the children.

What does it look like? When an instrumental piece of music is played a provider can ask, “When you hear this, what does it help you feel? Where does it sound like you are? What are you doing there?” etc. These kinds of prompts help young children visualize and appreciate the various components of

musical expression as well as help them listen in a more focused way.

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WHAT IS THE STANDARD? Standard 7a. Children’s physical, cognitive, language, literacy, math and creative development are supported. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 7a. Indicator 9. Science exploration is part of daily activities (examples may include collections of natural objects, living things to care for, cooking, and simple experiments. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? It is a natural and normative part of the development of young children to be curious and to inquire about their world. In science experiences, children have an opportunity not only to experience this kind of activity but also to know that kind of inquiry is valued by the adults in their environment. REQUIRED EVIDENCE In addition to this evidence, all indicators of Standard 7a must be met for this standard to be considered complete.

Lesson plans will be reviewed to ensure these opportunities occur.

Observation: Children are engaged in activities that encourage science exploration. Children have access to materials that encourage science exploration, including collections of natural objects, living things that are to be cared for, cooking activities and simple experiences.

ASK YOURSELF Are children’s experiments and desires to explore valued in our home? Do I fully understand where science naturally occurs in the environment?

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GETTING STARTED Observe to see if living plants/animals are part of the environment. Assess current lesson plans to ensure that science activities are being planned. Assess whether planned science activities are with concrete objects in active experiences and if experimentation/exploration is within those experiences.

FOLLOW UP STEPS Use exploration/experimentation in science activities. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency to obtain training(s) and resources for science education for young children. Make sure that you review licensing standards regarding live animals and/or information contained in the resource, Caring for Our Children. GOING FURTHER TO BEST PRACTICE

Children’s own inquiry becomes the basis for many of the science explorations and experimentations done in the classroom.

What does it look like? Observing a caregiver pour vinegar into baking soda is a demonstration and does not have any child-driven exploration/experimentation within it. However, if small amounts of vinegar, water and clear soda are available to each child with that same baking soda, science education can happen through the experiments, comparative observations and discoveries the child will actively make.

What does it look like? A child wonders aloud how the cream filling got into a cupcake. The caregiver provides various tools (e.g., spoons, turkey basters, syringes without needles, forks, straws, etc.) that will result in various results. (Indeed, in science education, the caregiver must offer materials that will be ineffective so that children can internalize what the cause and effect really is in their experiments.) First, the caregiver might offer these materials for squeezing a material such as shaving cream into play dough. When the children are satisfied with their results, she might then offer cream filling and cupcakes.

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WHAT IS THE STANDARD? Standard 7a. Children’s physical, cognitive, language, literacy, math and creative development are supported. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 7a. Indicator 10. The daily schedule provides a balance of activities including: quiet and active, individual and small group and large group, child initiated and adult initiated. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? In order to avoid overstimulation or lack of stimulation, quiet and active times need to be alternated. Individual activity is critical for independence, self-regulation and for avoiding overstimulation. Small and large group experiences are vital for socio-emotional development, especially in skills such as turn taking, “gaining the floor” in-group conversations, sharing and negotiating. In order for the children to gain confidence in their own ideas, creativity and self-regulation, it is imperative that child initiated activities exist alongside adult initiated activities. REQUIRED EVIDENCE In addition to this evidence, evidence from all indicators for Standard 7a must be completed for this standard to be considered met.


Observation: Children are engaged in activities that encourage science exploration. Children have access to materials that encourage science exploration, including collections of natural objects, living things that are to be cared for, cooking activities and simple experiences.

ASK YOURSELF If I were to live within, eat with, sleep with and move within a group all day long every day, what would I need to find calm inside myself? How can a schedule of activities be designed with the goal of accommodating the needs of all young children?

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GETTING STARTED Assess your schedule to ensure active/quiet; individual, small group and large group activities and child-initiated activities are possible. Assess lesson plans to ensure active/quiet; individual, small group and large group activities and child initiated activities are planned.

FOLLOW UP STEPS Ensure that what is scheduled and planned is implemented. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) in optimally planning schedules and activities for young children. GOING FURTHER TO BEST PRACTICE

Work toward goals of cooperative child planned activities.

What does it look like? A sample portion of a schedule that might contain active/quiet times as well as individual, small group, large group times might look something like: 9:00 – 9:15 Story time (large group/quiet) 10:15 – 11:00 Free play (child initiated/small groups/active) 11:00 – 11:15 Transition for lunch (small groups/active) 11:15 – 11:45 Lunch (large group/quiet)

11:45 – 12:15 Rest time/non-nappers only(individual/quiet activity)

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WHAT IS THE STANDARD? Standard 7b. Infant/toddler experiences, throughout the day, must be consistent with their needs and development. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 7b. Indicator 1. Infants and toddlers are not expected to function as a large group. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Very young children are in the process of exploring their world as their natural curiosity spontaneously occurs. They are egocentric in their beliefs with the tendency to understand and interpret the world in terms of themselves. It is “too much, too soon” for children, at the beginning of their development, to be expected to move in concert and in unison with large group activities. That expectation will not only bring frustration to the infants/toddlers, other children and adults, it will also give children (who are doing what is natural to their development) the sense that they are doing something inappropriate and non-compliant. REQUIRED EVIDENCE In addition to this evidence, evidence for all indicators of Standard 7b must be completed for this standard to be met.

Observation: Infants and toddlers are observed engaged in safe, supervised activities. If infants and toddlers choose to participate as part of a large group, they are actively engaged and the activity is developmentally appropriate.

Interview: What do you do if an infant or toddler chooses not to participate as part of a large group?

ASK YOURSELF What are the benefits to infants/toddlers to acknowledge and link experiences directly to their development? What are the challenges to the infants/toddlers of expecting behaviors that are not yet developmentally natural for them? Do I understand the social development of infants/toddlers?

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GETTING STARTED Assess your own written plans for times when large group activities will take place. Determine what concerns would apply if the infants/toddlers were not involved in the planned activities. Make a plan for how the infants/toddlers could safely engage in other activities during large group experiences. FOLLOW UP STEPS When creating written plans or during spontaneous large group experiences, be sensitive to and plan for infant/toddler developmental needs.

IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and resources in infant/toddler development. Your local agency has an infant/toddler specialist. GOING FURTHER TO BEST PRACTICE

In written plans, have a section devoted to infant/toddler accommodations with each activity planned.

Make a conscious effort to allow infants to play where other infants can be seen, gently introduce strangers and avoid startling sounds and movements.

Help the child feel more comfortable in your home, allow children to bring items from home which may offer comfort throughout the day.

What does it look like? When creating a written plan, the caregiver is aware that she has planned a time when the children will be building a structure with cardboard boxes. In planning, she has planned for the infants/toddlers to have boxes to explore, but she is not expecting them to contribute to building the structure. She also will have other appropriate toys in the nearby vicinity so that, if the boxes do not hold the infant/toddlers’ attention, they will have other appropriate choices.

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WHAT IS THE STANDARD? Standard 7b. Infant/toddler experiences, throughout the day, must be consistent with their needs and development. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 7b. Indicator 2. Infants and toddlers are offered a variety of sensory experiences each day. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Very young children learn about the world and make cognitive connections to their environment through their sensory explorations. Offering a variety of sensory experiences is critical to helping expand and extend their understanding of the world around them. REQUIRED EVIDENCE In addition to this evidence, evidence from all the indicators of Standard 7b must be met for this standard to be considered complete.


Observation: Infants and toddlers are provided with a variety of sensory experiences such as soft, hard, rough and smooth.

Interview: What are specific examples of ways in which you provide infants and toddlers with a variety of sensory experiences each day?

ASK YOURSELF Do I understand the benefits of sensory experiences to an infants or toddlers development? GETTING STARTED Assess your written plans for planned sensory experiences for infants/toddlers.

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FOLLOW UP STEPS Ensure that multiple, varied sensory experiences are offered to all infants/toddlers daily. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and resources in planning sensory experiences for infants and toddlers. Your local agency has an infant/toddler specialist. GOING FURTHER TO BEST PRACTICE

Receive training in planning curriculum for infants/toddlers.

What does it look like? A caregiver has designed one experience for infant/toddler texture exploration. She has cut pieces of sandpaper, wax paper, foil, corrugated cardboard, etc. into squares and has securely attached them on the outer surface of a box. She has made one of these boxes for each infant/toddler to explore. By doing this, she has provided the children with a comparison experience and has provided an activity that will heighten their cognitive understanding through that active exploration/comparison.

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WHAT IS THE STANDARD? Standard 7b. Infant/toddler experiences, throughout the day, must be consistent with their needs and development. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 7b. Indicator 3. Toddlers are offered opportunities for writing experiences each day. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Very young children can begin to have a cognitive understanding of cause and effect writing (e.g., When the hand moves in a curve, the mark on the paper also moves in that exact curve). That kind of understanding is critical to their future letter formation. REQUIRED EVIDENCE In addition to this evidence, evidence for all indicators for Standard 7b must be met for this standard to be considered complete.


Observation: Toddlers have opportunity to explore with different types of writing utensils such as large crayons, markers, chalk, paint and finger paint.

Interview: What are specific examples of ways in which you provide toddles with a variety of writing experiences each day?

ASK YOURSELF Do I understand the development of literacy in very young children? GETTING STARTED Assess your written plans to see that writing tools/experiences are included for toddlers each day.

What does it look like? The caregiver has provided large sidewalk chalk for the toddlers to explore on paper. Later that day, she also provides the sidewalk chalk to the children for writing on the patio surface. In both cases, she has provided toddlers opportunities for writing experiences.

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FOLLOW UP STEPS Ensure that daily writing opportunities are given to toddlers in both written plans and spontaneous experiences. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and resources in early literacy development. Your local agency has an infant/toddler specialist. GOING FURTHER TO BEST PRACTICE

Receive training in early literacy development.

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WHAT IS THE STANDARD? Standard 8. Children are actively engaged throughout the day in making choices about activities and materials. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 8. Indicator 1. Children should be given several free choices daily. Children’s choice (individual or small group play) occur at least one third of the day and include indoor and outdoor play. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? In current situations, but more importantly as life skills, young children need practice in making decisions. Creating choices for young children gives that kind of experience. In addition, for play to actually be considered play, it must be spontaneous, child driven and have no external demands on its content. Therefore, to offer children actual play experiences, children must make choices about their own play. REQUIRED EVIDENCE In addition to this evidence, evidence from all indicators of Standard 8 must be met for it to be considered complete.

Documentation: Review of the daily schedule to ensure at least one third of the time is spent on children’s choice of activities and includes indoor and outdoor play.

Observation: Children are observed playing productively, engaged appropriately, and demonstrating responsibility from materials used. Children demonstrate behaviors such as physical affection, eye contact, positive tone of voice, and smiles.

ASK YOURSELF In what part of the schedule can children’s choices best be facilitated? Why would children not be making decisions concerning choices in their life together and during their playtime? What are the benefits to children making their own choices? GETTING STARTED Identify times in the daily schedule when child choice could be appropriate and possible. Assess whether that time in the schedule is, at a minimum, one third of the full daily schedule.

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FOLLOW UP STEPS Ensure that the daily schedule and the actual activities the children experience are consistent. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and resources for how to facilitate child choice within a schedule and during activities. GOING FURTHER TO BEST PRACTICE

The schedule should be arranged so that children have several free choice periods daily. Children’s choice (individual or small group play) occurs at least one third of the day and includes indoor and outdoor play.

A basic schedule should be in place. The schedule should consist of at least 1/3 of the day in free play or child initiated activities (activities started by the children themselves, using materials that are easily accessible to them). During this time, children can choose to play by themselves or with others. This free play must happen both indoors and outdoors, weather permitting.

Balance in the schedule is according to the needs of the children. Examples: Outdoor play might be extended with very nice weather, or shortened in case of bad weather. If the children seem especially tired, naptime might be earlier than usual, or if they do not seem tired, naptime could be delayed.

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WHAT IS THE STANDARD? Standard 8. Children are actively engaged throughout the day in making choices about activities and materials. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 8. Indicator 2. The caregiver supports children’s development by gathering information through child observations that is used to guide lesson planning. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? To be meaningful, relevant and appropriate, activities must be directly linked to the experiences, development, culture and individual interests/strengths of the children in any given classroom in any given year. Taking plans from resources because they are appealing to the caregiver must not be the full criteria for any appropriate planning. Instead, caregiver observations of the children need to be the central criteria for planning choices so that those plans are based on the needs of the actual children being taught. REQUIRED EVIDENCE In addition to this evidence, the evidence from all indicators for Standard 8 must be met for this standard to be considered complete.

Interview: Describe your process for observing children. How do you analyze and use the information gathered throughout the observation process?

ASK YOURSELF How can a caregiver write appropriate lesson plans for the children s/he is teaching without fully knowing those children? How can observations inform a caregiver’s plans? GETTING STARTED Assess the lesson plans for direct links to the children currently in your home.

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FOLLOW UP STEPS Plan with the specific children’s needs, interests and experiences as the basis for your planning. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and resources for how to observe most effectively and for how to plan lessons for the young child. GOING FURTHER TO BEST PRACTICE

Receive training in how to link planning to direct observations.

Occasionally, arrange for time to sit and observe the children when you can be free from other care giving responsibilities.

What does it look like? You know that three year old Sally does not like to touch things that have a “slimy” texture. One of your plans is to explore unflavored gelatin with or without plastic gloves. You can assess that plan as directly linked to your observations of Sally.

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WHAT IS THE STANDARD? Standard 8. Children are actively engaged throughout the day in making choices about activities and materials. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 8. Indicator 3. The caregiver supports children’s play by providing additional materials and experiences that expand on children’s interests and skills. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? While children’s play must be child driven, in order to be consistent with the definition of play, teachers have many distinct and important roles during that play. One of the most critical is as a resource manager. The materials given to children during their play can facilitate it, expand and enrich it, and show its value to the children. REQUIRED EVIDENCE In addition to this evidence, evidence from all indicators of Standard 8 must be met for this standard to be considered complete.

Interview: What are examples in the past in which you have added materials and experiences that have expanded upon children’s interests?

ASK YOURSELF Thinking of any child’s interests, how could I add play materials that would expand that interest? GETTING STARTED Observe the play in your home. Brainstorm what materials might best expand the interests of the children you have observed.

What does it look like? During your observations, you notice that Matthew and Zach are fascinated with building a road with blocks. Indeed, this is the second day they have worked on such a road. In order to expand their interests in play, you acquire or create road signs, block forms that resemble bridges/overpasses and different vehicles to travel on those roads.

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FOLLOW UP STEPS Obtain, create or help children create materials needed to expand children’s interests in play. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for help in obtaining appropriate materials for play. In addition, attend training(s) on play and its benefits. GOING FURTHER TO BEST PRACTICE

Create and maintain a system for obtaining and rotating toys/materials. Receive training in facilitating the play of young children. Infants and toddlers learn best through sensory experiences.

Preschoolers learn best when offered a variety of experiences and opportunities to express themselves and experiment. Be sensitive to these facts when expanding their play.

Support children’s play by providing additional materials and experiences that expands on children’s interests and skills.

Toys are rotated and/or added depending on an interest area or theme. Remove old toys and add new materials.

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WHAT IS THE STANDARD? Standard 8. Children are actively engaged throughout the day in making choices about activities and materials. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 8. Indicator 4. The caregiver extends learning for children by talking about what they are doing and asking open-ended questions to promote critical thinking skills. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Young children are constructing their knowledge based on what they directly experience. These kinds of direct experiences are vital for the positive development of any child. However, as the child is directly experiencing his/her world, the caregiver’s role is critical. On their own, young children might form inaccurate or incomplete conclusions. In order to guide the children toward discoveries that are more accurate the caregiver must facilitate and scaffold their thinking. REQUIRED EVIDENCE In addition to this evidence, evidence from all indicators of Standard 8 must be met for this standard to be considered complete.

Observation: The caregiver is observed during individual and small group activities talking to children about what they are doing and asking open- ended questions that promote critical thinking skills such as reasoning, reflecting, observation, and problem solving.

Interview: What types of activities do you provide to stimulate a child’s critical thinking skills?

ASK YOURSELF What kinds of comments and questions would extend a child’s thinking?

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GETTING STARTED Ensure that you are aware of opportunities for extending children’s thinking.

FOLLOW UP STEPS Be sensitive to those moments when you might ask questions or provide comments to help facilitate and expand children’s thinking.

What does it look like? Kori is playing with two dolls feeding them an imaginary meal. The caregiver sits down beside her and says, “You are being such a good mom feeding your children. What are they eating?” After a conversation about the meal, the teacher says, “I was just going to the grocery store. Could I pick up something for you? I’ll be happy to pick up some fruits and vegetables for your babies. I know that will help keep them healthy.” The caregiver is entering the child’s own choices/world while extending (without lecturing) the child’s knowledge. Two children are playing with play dough. They appear to be more interested in the play dough as a sensory experience vs. an experience for creating. The caregiver notices this and says, “I wonder what would happen if we added these beans into our play dough?” The caregiver is adding materials that will expand the experience, but she is also asking a question that helps children to think and to predict. Kennedy and Danny are at the water table. They are floating different items on the water and pretending that they are boats. The caregiver asks, “What do you think makes the boats float?” The children come up with several reasons. The caregiver says, “What do think would happen if we tried to make our own boats?” After the children enthusiastically want to try, the caregiver brings paper, foil, clay, waxed paper and toilet paper rolls as beginning resources for their experiment. As the children begin to experiment, the caregiver asks questions like: “What did you notice about….?; What else could you try?” and “What could change that?”. She comments throughout the experiment with comments like: “That really changed it, didn’t it? The lighter one really did float differently.” etc. She is guiding their thoughts without taking away their discovery.

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IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and resources on critical thinking skills in young children. GOING FURTHER TO BEST PRACTICE

Caregiver support of play includes supervising the play and encouraging children to problem solve and work out conflicts with one another.

Ask children to share with you what they are doing or thinking about while they play.

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WHAT IS THE STANDARD? Standard 8. Children are actively engaged throughout the day in making choices about activities and materials. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 8. Indicator 5. The caregiver finds ways to help children learn skills when it is developmentally appropriate and when the child shows an interest. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Forcing the learning of skills before children are developmentally ready can actually diminish the overall enthusiasm children have for learning. If they are forced to learn skills before they are developmentally prepared, they can experience frustration, confusion and defeat. REQUIRED EVIDENCE In addition to this evidence, evidence from all indicators of Standard 8 must be met in order for this standard to be considered complete.

Observation: Children are observed in activities designed to teach skills that are developmentally appropriate.

Interview: How do you find ways to help children learn skills when it is developmentally appropriate and/or when the child shows an interest?

ASK YOURSELF What benefits can a child receive if s/he is taught at the appropriate developmental time? What risks could a child experience if s/he is not yet ready for the skill I am teaching? GETTING STARTED Ensure that developmental needs of the children are being respected.

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FOLLOW UP STEPS Be aware of focusing your instruction on the developmental needs of the children you teach. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) in developmentally appropriate practice and developmental expectations of young children. GOING FURTHER TO BEST PRACTICE

Receive training in the developmental expectations of young children.

What does it look like? Three year old children are writing through scribbling. The caregiver provides envelopes for the letters they are writing to friends. She does not instruct the children in alphabet letters, because she understands that they are not developmentally ready for that kind of instruction. However, she does encourage and extend the writing they are developmentally prepared to experience. Four year old children are making mock letters in their scribble writing. The caregiver notices this and points out that one child has written a letter that appears in his name. She places foam and magnetic letters in two areas of the room. She also models writing names in shaving cream later in the day. She is aware that the children are showing some interest in letters and that they are beginning to be at a developmental level that would make some instruction appropriate. Both of these caregivers are basing their instruction on their respect for the development of the children they are teaching. They are not rushing instruction. Instead, they are extending the children’s knowledge as they become developmentally prepared to understand the skills being introduced.

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WHAT IS THE STANDARD? Standard 8. Children are actively engaged throughout the day in making choices about activities and materials. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 8. Indicator 6. The caregiver takes advantage of the many natural learning experiences associated with daily life and makes “teachable moments” opportunities for learning. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Young children learn best in the direct context of any experience. Concrete experiences (vs. abstract experiences) help children link their experience to their thinking. Using those experiences, as they happen, is critical to expanding children’s cognitive development. REQUIRED EVIDENCE In addition to this evidence, evidence from all indicators in Standard 8 must be met for this standard to be met.

Observation: The caregiver is observed using everyday activities as opportunities for learning.

Interview: Explain in a given day how you take advantage of the many natural learning experiences and make them opportunities for everyday learning. How do you use “teachable moments”?

ASK YOURSELF What are some opportunities I could utilize during each day to extend children’s thinking? Why would it be preferable to use naturally, spontaneously occurring events for teaching young children?

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GETTING STARTED Ensure that everyday activities are utilized for teaching opportunities.

FOLLOW UP STEPS Become sensitive to those moments when you could use everyday opportunities for teaching. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and resources for building emergent and naturally occurring curriculum. GOING FURTHER TO BEST PRACTICE

Daily routines and experiences are discussed with the children in order to promote sequencing.

Children’s interests are supported and expanded by providing materials based on individual interest and skills.

Identify ways in which you analyze and use information gathered through observation.

While maintaining a predictable schedule, allow opportunities to engage children in spontaneous learning opportunities.

What does it look like? When children are drawing, the caregiver might point out the shapes within their work or the cause-effect of the marks/strokes on their paper. (math and science) When children are swinging on the swings outdoors, the caregiver mentions how pumping their legs makes the swing go so much higher. (science) When children are having a conversation about families, the caregiver could choose to create an activity (such as graphing family size, family configurations or drawing families). (social studies)

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WHAT IS THE STANDARD? Standard 9. Plans and environmental accommodations for children with special needs are evident. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 9. Indicator 1. A written plan is in place for effectively caring for children with special needs. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? To effectively plan and care for children with special needs, the caregiver will need to have distinct goals, adaptations and accommodations that will facilitate the full and rich experience for each child. Having goals, in writing, ensures communication with you and the families is clear and understood. Once goals are understood, all stakeholders in the child’s success can work toward those goals with clarity and confidence. In addition, writing the goals for each child will help those who advocate for the child determine how to best meet the child’s needs in a specific and concrete way. REQUIRED EVIDENCE In addition to this evidence, the evidence for all indicators of Standard 9 must be met for this standard to be considered complete.

Documentation: A written plan is reviewed to demonstrate program can effectively care for children with special needs. Even if the family childcare has no children with special needs enrolled, a written plan is still in place.

ASK YOURSELF What would help those children with special needs best have a “level playing field” to fully and richly experience every opportunity and activity within your home? How do I really feel about the abilities of children with special needs? Do I focus on the disability or the ability?

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GETTING STARTED Consider the special needs of the children enrolled (if none are enrolled, predict what needs could exist in the future) and what challenges exist for fully experiencing the life of the classroom community.

FOLLOW UP STEPS Before finalizing the written plan, meet with the families and other stakeholders to ensure that the plan is both complete and realistic. Assess the effectiveness of the plan through observation and conversations. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency for training(s) and resources for meeting the needs of children with special needs. Training topics include, but are not limited to, disability specific (such as autism, ADHD, sensory integration, etc.), adapting the environment to meet the needs of the children in care, the Americans with Disabilities Act, etc. Attend the two day child care director inclusion training delivered by the Indiana Association for Child Care Resource and Referral (IACCRR). The dates and locations of this training can be obtained by calling IACCRR at (317) 924-5202 or 1-800-299-1627. Contact the CCR&R’s Inclusion Specialist to provide an on-site consultation in order to set the environment up in an appropriate manner and include a child with special needs appropriately. Access the CCR&R lending library to obtain disability related resources such as toys, books and other materials. Identify the GETTING STARTED Systems Point of Entry (SPOE) and Special Education Cooperative that serves the county in which the caregiver provides services.

What does it look like? If you have a child who moves with a wheelchair, some potential challenges could be access to restrooms, utilizing outdoor equipment or being in running activities. One part of the written plan might include having ramps and wide doorways and level places where games of tag, etc. can be accomplished with a wheelchair.

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Appropriate caregivers should be part of the child’s case conference that occurs, at a minimum, every six months with GETTING STARTED or yearly with the Special Education Cooperatives.

Caregivers should request from parents a copy of the child’s Individual Family Services Plan (IFSP) or Individual Education Plan (IEP) [dependent on the child’s age] to incorporate daily lesson plans.

Caregivers should request a meeting to be convened between appropriate staff members, parent(s) and GETTING STARTED (early intervention system for children birth to 36 months of age or older) in order to discuss the plan for the child in the family child care setting.

This plan should be updated as a child’s IFSP or IEP goals are updated. Intervention services are carried out with a child’s natural environment (for

example, in the family child care). \

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WHAT IS THE STANDARD? Standard 9. Plans and environmental accommodations for children with special needs are evident. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 9. Indicator 2. Space is arranged to provide children of different ages and abilities daily access to materials and opportunities to engage in play and projects without limitation or interference from one another. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? With limitations or interferences in the environment, the child with special needs cannot access all materials or activities provided to the other children in the program. Those limitations highlight the child’s disabilities and diminish the child’s experiences. In addition to diminishing the child’s experience, the child could feel inner conflicts or feel lessened by the inability to fully engage in all activities. REQUIRED EVIDENCE In addition to this evidence, evidence for all indicators of Standard 9 must be met for this standard to be considered complete.

Observation: Children are observed in the space to ensure all children have access to materials and opportunities to engage in play and projects without limitations or interference from one another.

ASK YOURSELF How would it feel to have a barrier to the things others engage with freely? How can any barriers for any child be removed? What are the benefits for all children if every child is included? GETTING STARTED Do a “walk through” of your home to identify barriers, narrow paths or hard-to-access materials. Have specific children in mind as you consider how to arrange environmental features. FOLLOW UP STEPS Through observations and conversations, assess how the environment is working for all children involved in the program. IDEAS TO HELP YOU MEET THIS STANDARD

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Contact your local Child Care Resource and Referral agency’s Inclusion Specialist to provide an on-site consultation in order to set up the environment in an appropriate manner and include a child with special needs appropriately. GOING FURTHER TO BEST PRACTICE

Materials should be kept on low shelves that are accessible to children. If necessary, materials should be kept in a clear container that has been labeled with both words and pictures.

Materials should be placed in a location where a child with limited physical abilities can access them such as on a cookie sheet to reduce materials moving out of a child’s reach.

For a child who is currently involved in solitary play, place materials at the end of the table and slowly integrate other children into the play area.

Provide visual cues in the environment that lead children to appropriate play. For example, tape pictures of block structures in the block area to assist a child to start his/her own structure.

Be sure your home contains disability-related materials such as inclusive puzzles, posters, dolls, etc. even if the setting does not currently have children with disabilities enrolled.

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WHAT IS THE STANDARD? Standard 9. Plans and environmental accommodations for children with special need are evident. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 9. Indicator 3. Adaptation of materials occurs to provide children of different ages and abilities daily access to materials and opportunities to engage in play and projects without limitations or interference from one another. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? All children will need access to all materials and opportunities to fully experience any program of childcare. Avoiding limitations and interferences from one another is critical to that full experience. REQUIRED EVIDENCE In addition to this evidence, evidence of all indicators of Standard 9 must be met for this standard to be considered complete.

Observation: All children are observed with access to and using materials which are appropriate for their age and ability. Evidence is observed that safe, appropriate adaptation of materials and equipment has occurred.

Interview: Describe how you would adapt materials and activities to ensure all children have age and skill appropriate materials.

ASK YOURSELF How will it benefit all children if the materials are set up to include every child? How can we develop sensitivity for seeing those times/events or moments when access to materials/activities can be better facilitated? GETTING STARTED Observe during various parts of the day/schedule for those times when materials might be moved to provide access or when access could be improved. FOLLOW UP STEPS Assess whether steps that were taken to improve access have actually been effective. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency’s Inclusion Specialist to provide an on-site consultation in order to set up the environment in an appropriate manner and include a child with special needs appropriately.

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Different levels of the same item should be available in all childcare settings. Examples might include three or four piece puzzles, puzzles with knobs, floor puzzles and puzzles with pieces that have been traced.

Modify toys that children of the designated age would use instead of giving a child toys with which a younger child would play. For example, add self stick Velcro to a child’s pair of gloves as well as the toy for a child who has limited motor abilities to grasp the item.

Post a picture schedule with words and pictures, in a visible location that depicts the daily routine for children. Review the schedule with children on a daily basis. If a child enters the program halfway through the day (for example, after returning from the developmental preschool classroom) review the picture schedule with the specific child.

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WHAT IS THE STANDARD? Standard 9. Plans and environmental accommodations for children with special needs are evident. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 9. Indicator 4. The caregivers include children in age appropriate self-help activities, such as dressing, picking up toys, washing hands, folding clothes, serving food, and setting or cleaning up meals. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Focusing on a child’s independent, autonomous growth is important in the education of all young children. That absolutely includes those children who may have a special need. Helping children become self reliant in their world is especially critical to young children’s feelings of confidence and self worth. REQUIRED EVIDENCE In addition to this evidence, evidence for all indicators of Standard 9 must be met for this standard to be considered complete.

The caregiver is observed including children in age-appropriate self help activities.

ASK YOURSELF What message would we send if we expect some children to be independent in self-help tasks and we do those same tasks for children with special needs? Where is our focus…on ability or disability? What is the difference between creating dependence and giving support with challenges? GETTING STARTED Determine what self-help tasks are reasonable developmental expectations in each classroom. Determine what challenges might be present for the child with special needs in each of those tasks.

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FOLLOW UP STEPS Modify materials, etc. to help the child with special needs independently accomplish self-help tasks. Assess whether modifications have been effective through observations and conversations. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency’s Inclusion Specialist to provide an on-site consultation in order to modify materials, etc. for effective self help tasks. GOING FURTHER TO BEST PRACTICE

Offer assistance to the child appropriate to his/her needs, such as hand-over-hand assistance, physical prompts, verbal reminders, etc.

Pair a child with another child in a “buddy system” to complete tasks. Provide additional time for a child who transitions more slowly than others. Limit the number of dress up materials with buttons and snaps. Instead,

provide items with Velcro.

What does it look like? A child with a motor skill challenge can zip his coat once the zipper is fastened in place. So, the caregiver either gets that zipper started or the caregiver helps the child select a buddy to help begin the task with the child. However, in each case, the caregiver encourages the child to

complete the task independently.

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WHAT IS THE STANDARD? Standard 9. Plans and environmental accommodations for children with special needs are evident. WHAT IS THE INDICATOR OF THIS STANDARD? Standard 9. Indicator 5. The caregiver answers children’s questions about differences in a respectful and factual way. WHY IS THIS INDICATOR OF THE STANDARD IMPORTANT? Young children respond well to short, factual, sensitive answers to their questions. While every question must be answered for the child to avoid feeling shame or confusion, the answers should be carefully chosen and respectful. Avoiding talking “about” someone as if s/he is not present, phrasing things as though the child with special needs is a tragic figure or giving too much technical information is highly critical for respectful, sensitive strategies for such questions. If such questions are handled sensitively those who ask the questions and those about whom there are questions can feel respected, valued and understood. REQUIRED EVIDENCE In addition to this evidence, evidence for all indicators of Standard 9 must be met for this standard to be considered complete.

Observation: Caregiver is observed responding to questions about differences in a respectful and factual way.

Interview: Describe how you respond to children’s questions as they relate to individual differences between children.

ASK YOURSELF What words would suggest strength/ability vs. weakness/focus on disability? What is the shortest factual answer to describe any child’s special needs?

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GETTING STARTED Predict the questions that children might have about individual differences among their peers. Be prepared with simple, factual information. Respond to questions/statements about individual difference in a matter of fact tone with statements that value individual difference.

FOLLOW UP STEPS Openly and planfully value individual difference and answer questions with a factual, natural and respectful way. IDEAS TO HELP YOU MEET THIS STANDARD Contact your local Child Care Resource and Referral agency’s Inclusion Specialist for factual information and training(s) in how to answer the questions of young children appropriately.

What does it look like? A child asks, “Why don’t Jack’s legs work?” The teacher’s answer is, “He has muscular dystrophy. That is a disease, that you cannot catch, that made his legs have some muscles that don’t hold him up. He can really move around well, though, using his wheelchair!” This answers the question while focusing on Jack’s ability. A child states, in a public circle time, “Michelle doesn’t look like us and she talks funny.” The teacher responds, “Well, we all look different from one another, don’t we, Michelle? It’s good that we look different, because we can tell each other apart that way. We all talk so that others can understand what we are thinking and feeling. I know what you are thinking and feeling by your words, Michelle. Would you like to tell us what you are thinking and feeling right now?” Along with her words, the factual tone the teacher uses will be important to both children. A scolding tone will help the questioning child feel shame and confusion. A sad tone will help Michelle feel diminished. Another critical piece of this answer is that the teacher does not talk ABOUT Michelle without addressing Michelle directly and giving her a chance to speak for herself. The focus of her answer is one that values individual differences.

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GOING FURTHER TO BEST PRACTICE Caregivers use first person language. “Jenny has Autism” instead of

“Jenny is autistic”. The disability does NOT define who the child is. Caregivers keep appropriate child development in mind when answering

questions. Caregivers answer questions in a simple manner. Caregivers invite parent(s) into the setting to share information about their

child as appropriate. Caregivers provide materials such as a walker, wheelchair or other

assistive technology device when discussing disability issues with children in order to provide experiential materials.

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Glossary Age Appropriate Activities: Activities designed for the particular age of child served. Annual: 12 months previous to the date of the rating request. Annual Level 4 Accreditation Maintenance Award: An annual cash award made to providers enrolled in Paths to QUALITY who annually maintain the standards for Level 4 AND accreditation from an approved accrediting body. Approved Accrediting Body: Any one of a number of voluntary and nationally recognized accreditation systems for early child care centers, homes or ministries that is authorized and validated by the National Early Childhood Program Accreditation Commission and, more specifically, recognized by the Indiana Bureau of Child Care as an accepted Paths to QUALITY accreditation entity Assistant Caregiver: A qualified staff person who must be at least 18 years of age and have a high school diploma or shall have passed an equivalency test, that is included in child/ staff ratios providing direct care and education to children. Substitute staff and volunteers included in child/ staff ratios shall meet the minimum assistant caregiver qualifications and the educational or in-service training requirements. Bureau of Child Care (BCC): The office of the Indiana Family and Social Services Administration, Division of Family Resources, whose mission is to provide all parents with informed child care choices that promote their children’s health, safety and future success in school. CDA Equivalent Certificate: Documentation from an accredited college or university that twelve (12) college credits in early childhood education or a similar field of study, with a grade of C or better, have been completed. Child Care and Development Fund (CCDF): A program authorized through the U.S. Dept. of Health and Human Services and administered in Indiana through the Indiana Family and Social Services Administration (IFSSA), Division of Family Resources (DFR), Bureau of Child Care (BCC), for the purpose of having one single integrated child care funding system that assists low-income families through subsidized child care and increases the availability of quality child care services. Child Care Resource & Referral agency (CCR&R): Any of eleven nonprofit agencies strategically located throughout Indiana whose common mission is to

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provide child care referrals to families, assist families in making informed child care choices, and supply training and resources to child care providers and the community. Child Development Associate (CDA): An individual who has successfully completed the CDA assessment process, has been awarded the CDA Credential (administered by the Council for Professional Recognition, www.cdacouncil.org), and is able to meet the specific needs of children and work with parents and other adults to nurture children’s physical, social, emotional and intellectual growth in a child development framework. Clock hour: 60 minutes, rounded to the nearest quarter hour. Council on Accreditation (COA): An independent, not-for-profit, child- and family-service and behavioral healthcare accrediting organization. Curriculum: Goals for children’s development and learning; experiences through which children achieve goals; what staff and families do to help children achieve goals; materials needed to support the implementation of goals. Developmentally Appropriate: A program planned and carried out that takes into account the level of physical, social, emotional, and intellectual development of a child. Early Childhood: Birth to 8 years of age. Environmental Rating Scale (ERS): An assessment tool that measures environmental indicators of quality in child care settings. FOUNDATIONS to the Indiana Academic Standards for Young Children From Birth to Age 5: An overview of the FOUNDATIONS document and its relevance regarding the implementation of key principles within the document as a guide to assist young children with knowledge and skills in the early years that will prepare them for success in school. Previous training meeting these criteria will be accepted if documentation can be provided. Goals (for children): Statements that address learning and development for all children. Good Standing: The term used to describe a provider who is in compliance with Indiana’s regulations for licensed or registered care and does not have any pending negative action against their license or registration. Indiana Association for Child Care Resource and Referral (IACCRR): An Indiana non-profit organization whose mission is to work with member Child Care

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Resource and Referral (CCR&R) agencies to provide coordinate and advocate for a strong statewide system of child care resource and referral. Indiana Association for the Education of Young Children (IAEYC): The state affiliate of the National Association for the Education of Young Children (NAEYC) whose mission is to support quality care and education for all young children birth through age eight in Indiana. Indiana Family and Social Services Administration (FSSA): A health care and social service funding agency established by the General Assembly in 1991 to consolidate and better integrate the delivery of human services by State government. Infant (Based on Type of Facility):

1. Center and Unlicensed Registered Ministry: A child who is at least 6 weeks of age until the child is able to walk consistently unassisted.

2. Home: A child from birth to 12 months of age. Informal Mentoring: A Level 4 Mentor, defined as a provider who has successfully experienced Paths to QUALITY™, is matched to another enrolled provider at Levels 1, 2 or 3 to share, encourage, guide and support the provider through the Paths to QUALITY™ program. Existing mentoring relationships among providers will be honored. Mentoring activities include, but are not limited to, email, phone calls, on-site visits, group mentoring, and other leadership activities. Introduction Session: The forum used to share information regarding Indiana’s Quality Rating System which must be attended by all child care providers prior to their enrollment in Paths to QUALITY™. Lead Caregiver: A person responsible for the classroom management of one (1) group of children and the daily planning for one (1) group of children, and who meets specific educational criteria as outlined in 470 IAC 3-4.7-25 a or b. Learning Center: A defined area, within the classroom/ area, in which children may participate in similar or related types of activities. Level (1-4): Distribution of criteria used in the Paths to QUALITY framework identifying indicators of higher quality at higher levels. Level Advancement Maintenance Plan: A written scheme, program, or method worked out before hand for the accomplishment of objectives. Licensed Care: Early childhood program which meets certain criteria set by the state of Indiana.

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Mentor: Person who provides support and encouragement over time and is committed to a close working relationship with the purpose being to help other adults to become more effective in their work. Mentoring: A field-based approach to professional development that encourages staff to build their skills within a supportive environment Memorandum of Agreement: Document identifying specific roles and responsibilities between individuals or agencies. Multicultural: Relating to, consisting of, or participating in the cultures of different countries, ethnic groups, or religions. National After School Association (NAA): A professional association dedicated to the development, education and care of children and youth during their out-of-school hours. National Association for the Education of Young Children (NAEYC): A national member organization with a network of state, local and regional affiliates consisting of early childhood educators dedicated to bringing high quality early learning opportunities to all children birth to age eight. National Association for Family Child Care (NAFCC): A national organization dedicated to strengthening the profession of family child care by promoting high quality, professional early care and education and strengthening communities where providers live and work. National accreditation: Official recognition that a program has met a nationally recognized standards or criterion. National Early Childhood Program Accreditation (NECPA): A national accrediting organization dedicated to encouraging quality and recognizing excellence in early childhood programs in centers. It is authorized and validated by the National Early Childhood Program Accreditation Commission. Open- ended: Allowing for spontaneous, unstructured response. Participation Incentive: A one-time allocation of pre-packaged educational materials which support the Foundations to the Indiana Academic Standards for Young Children Birth to Age 5 (approximate value $50) which are given to Paths to QUALITY-eligible providers who enroll in Paths to QUALITY. Paths to QUALITY™ (PTQ): A system designed to raise the standard of quality in child care and early education.

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Philosophy (written): The written sum of ideas and beliefs accepted by the child care facility related to the care of young children. Policy: The guidelines and expectations for a program’s operation. Pre-school Age (Based on Type of Facility):

1. Center and Unlicensed Registered Ministry: A child at least 3 years of age and not attending first grade.

2. Home: A child older than 24 months and not yet attending first grade. Procedure: An established way of doing things. Provider Eligibility Standards (PES): Legislated standards that must be met by any child care provider before they can receive reimbursement through the Child Care Development Fund voucher program. Provider Workbook: A document designed to assist early care and education professionals in successfully achieving quality levels within the Paths to QUALITY system. Purdue University Child Development and Family Studies: The Indiana institution of higher education charged with conducting a formative and summative evaluation of Indiana’s Quality Rating System. Quality Rating System: A systemic approach to assess, improve, and communicate the level of quality in early care and education programs. Quality Advisor: The IAEYC staff person who serves as an informational resource for a child care provider working on attainment of accreditation and Level 4. Rater: Individual responsible for assessing whether or not the Paths to QUALITY criterion have been met in order for the provider or program to move to another level. Rater Verification Process: The process by which the rater assesses an early childhood program. Recognition Award (for Level 2 and Level 3): A one-time, non-cash award, chosen by a provider from a selection of developmentally-appropriate child care materials, granted to a provider upon achievement of Paths to QUALITY Level 2 and Paths to QUALITY Level 3. Recognition Award (for Level 4): A special one-time cash award made to a provider enrolled in Paths to QUALITY upon achieving national accreditation

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from an approved national accrediting body and completing the requirements for Paths to QUALITY Level 4. Registered: An early childhood program housed within a religious organization which meets certain criteria set by the state of Indiana. School Age (Based on Type of Facility):

1. Center and Unlicensed Registered Ministry: A child attending first grade or above.

2. Home: A child who is attending first grade or above. SDA (Service Delivery Area): An area (designated by counties) which is serviced by a CCR&R agency. Self-Guided Study: A Paths to QUALITY enrollment option which allows providers to work independently, without a mentor, to meet Level standards Self-Guided Study Information Session: A session designed to prepare participants for independently working through the standards. Self- Help activities: Those basic skills needed to take care of one’s own needs. Staff Orientation: Orientation for new staff is important to prevent any harm to children from poorly prepared staff. Staff shall be provided essential information on the philosophy, goals and practices of the facility in order that they can fully assume the duties and responsibilities of their positions, and can understand and implement the policies and procedures of the facility and the specific responsibilities assigned to the particular staff member. Teacher Education and Compensation Helps (T.E.A.C.H): A program administered by IAEYC that offers educational scholarship opportunities for people working in licensed, registered, or exempt child care centers and homes in Indiana. Teaching Staff: All individuals included in child/ staff ratios. Substitute staff and volunteers included in child/ staff ratios shall meet the minimum caregiver qualifications and the educational or in-service training requirements. Technical Assistance: The timely provision of specialized advice and customized support to resolve specific problem, increase efficiency, or enhance capacity. The Consultants Consortium (TCC): The Indiana organization responsible for providing Raters for the Paths to QUALITY system.

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Toddler (Based on Type of Facility):

1. Center and Unlicensed Registered Ministry: A child who is less than 30 months of age and is able to walk consistently unassisted.

2. Home: A child from 12 months of age through 24 months of age. “Topics Relevant to Early Childhood”: The required content areas of educational or in-service training for caregivers to increase their knowledge of working with young children are:

1. Positive classroom management and discipline including but not limited to, social/ emotional growth/ development.

2. Developmentally appropriate practices and curriculum including, but not limited to, establishing productive relationships with families, providing appropriate learning environment; commitment to professionalism.

3. Child development including, but not limited to, principles of child growth and development; observing and recording children’s behavior; advancing children’s physical and intellectual growth.

4. Health, nutrition, sanitation, and safety.

Voluntary Certification Program (VCP): A four-part voluntary, quality enhancement program administered by the Bureau of Child Care, with the goal of substantially improving standards in Health, Safety, Food/Nutrition, and Infant/Toddler care within an Indiana unlicensed registered child care ministry

June 2013 Licensed Child Care Homes Workbook - IACCRR WorkbookHomes2013.pdf · Level 1 Licensed...

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