Topic D: Take Care of You

According to Jorde-Bloom (1982), three characteristics of early childhood burnout are:20

  • Complete emotional and physical exhaustion
  • Growing disillusionment with the job and life in general
  • Growing sense of self-doubt and blame as individual considers what he/she “used to be like” and questions why he/she is unable to change current behavior and attitude

Be on the lookout for signs of burnout which can include:20

  • Headaches and muscle tension
  • Depression, boredom, apathy
  • Absenteeism, decline in performance
  • Hypertension, insomnia
  • Irritability, increased anxiety
  • Increased smoking, drinking, drug dependence and other addictions
  • Escape activities (e.g., shopping sprees, overeating, daydreaming)
  • Stress-related physical and emotional ailments
  • Tensions with family and friends

 

Don’t wait for burnout to strike. Take time to implement these suggestions:

  • Ask for help when you need it.
  • Eat right, exercise and relax.
  • Keep work stress at work. Don’t take it home with you.
  • Do things that you find enjoyable (e.g., read, knit, cook, take pictures).
  • Don’t expect more of yourself than is realistic.
  • Laugh and have fun.
  • Reduce job-related stress by participating in more professional development opportunities which will lead to increased knowledge and improved skills, making your job easier and more enjoyable.

[ms_panel title=”Credits” title_color=”#000″ border_color=”#ddd” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]20 Jorde-Bloom, P. (1982), p. 26[/ms_panel]

Topic C: Communicate with Families

Effective Family Partnerships Begin with YOU!

As important as you are in a child’s life, parents1 and families play an even more important role.

Making the Case for Family Involvement

Henderson and Berla (1994) found family involvement to be a better predictor of a child’s school achievement than the family’s income or social status when families are able to:

  • Create a home environment that encourages learning,
  • Express high (but not unrealistic) expectations for their children’s achievement and future careers, and
  • Become involved in their children’s education at school and in the community.

Resources

1The term parent(s) refer to the people who have guardianship or custodial control over a child.  This may include biological parents, step-parents, grandparents, foster parents, etc.

 

Research studies link family involvement during early childhood with these positive child outcomes:

  • Successful transition into kindergarten
  • Higher reading achievement
  • Positive development in communication, daily living and motor skills
  • Lower rates of grade retention
  • Fewer years in special education (Marcon; Miedel & Reynolds, cited in Carter, 2002)

When families are more involved in early childhood programs, they are likely to:

  • Read to their children more
  • Visit their children’s classrooms

Network with other parents (Kreider, cited in Carter, 2002)

An important aspect of a strong family partnership is helping families understand and embrace their role with their child and their child’s program through family involvement.

They will understand and embrace this role when appropriate leadership is consistently modeled by the director and the staff.

It is important that YOU:

  • Partner with parents
  • Develop positive relationships
  • Communicate regularly
  • Help parents understand how the daily schedule, environment, and play experiences facilitate their child’s development
  • Plan at least one annual activity involving parent or family participation

 

Tips for partnering with families include:

  • Greet the parents by name and make them feel welcome.
  • Maintain two-way communication by:
    • Asking parents to share information about their child’s likes, dislikes, and the child’s experiences.
    • Telling parents about the child’s day.
    • Asking for parents’ advice about their children and their child rearing practices and respecting their concerns and ideas.
    • Providing information in parents’ home language.
    • Sharing information with parents about what you do in the program so that they are better able to support and extend this learning at home.
  • Maintain confidentiality.child whispering to another child
    • Do not share information about the family or the child with other people unless there is a specific need to do so (e.g., a child is being abused or neglected and you need to make a report).
    • Ask parents to share information about their culture.

 

 

regulation icon in redWhat the regulations say about involving parents or families

Type I centers and Type II licensed homes (922 KAR 2:110 Sec 1 and Sec 4)

  • Coordinate at least one annual activity involving parental or family participation [Sec 4 (p)].
  • “Parental or family participation” means a child care center’s provision of information or inclusion of a child’s parent in the child care center’s activities, such as:
    • Distribution of a newsletter;
    • Distribution of a program calendar;
    • A conference between the provider and a parent; or
    • Other activity designed to engage a parent in the program’s activities [Sec 1(9)].

 

Certified family child care homes (922 KAR 2:100)

The certified family child care home provider shall [Sec 17 (8)]:

  • Coordinate at least one (1) annual activity involving parental or family participation.
  • Examples are:
    • Distribution of a newsletter;
    • Distribution of a program calendar;
    • A conference between the provider and the parent; or
    • Other activity designed to engage a parent in the program’s activities.

Topic B: View Self as a Professional

There are four characteristics that define every profession.  Early childhood education (ECE) has these four characteristics; therefore, it meets the criteria for a profession (early care and education is not “just babysitting”!)

Four Characteristics of a Profession³:  

  1. Specialized body of knowledge and skills
    A profession has a specialized body of knowledge and skills that are not possessed by the average person.

Early childhood professional development is the process of acquiring the specialized knowledge and skills needed to work effectively with young children and their families. Professional development is an ongoing process of continuous self-improvement that increases job related knowledge and skills. 4Kentucky now requires all early care and education professionals to:

Participate in a minimum of 15 clock hours of training annually, and develop an annual professional development plan that describes what you will do in that year to gain additional knowledge and skills.

Appendix A on page 46 of the handout provides professional development opportunities.

Kentucky’s Professional Development Framework was designed to make it easier for early childhood professionals to obtain the education, training and credentials needed to work with young children and their families.

Core Content: Kentucky’s early childhood core content defines the specific knowledge, competencies, and characteristics needed by early childhood practitioners to work effectively with young children and families. To access, click on For Professionals, then Professional Development, then Professional Development Framework (rev. 2011).

Credentials & Degrees: In addition to the national Child Development Associate (CDA) credential, Kentucky offers three specific early childhood credentials:

  • Commonwealth Child Care Credential (CCCC);
  • Director’s Credential; and
  • Early Care and Education Trainer’s Credential.

For more information about these credentials – scroll down to page 5 in the Overview of Kentucky’s Early Childhood Professional Development Framework

 

Scholarships, Grants, Achievement Awards, & PD Counselors: Early care and education professionals interested in pursuing a credential and/or degree may be eligible for scholarships, mini-grants, and milestone achievement awards. Early childhood professional development counselors (PD counselors) are available to help ECE professionals develop annual professional development plans, apply for scholarships and/or mini-grants, and enroll in credential and degree programs. For information on how to contact the professional development counselor in your area

ECE TRIS in blocks

ECE-TRIS Registry: Kentucky’s Early Childhood Education Training Records Information System (ECE-TRIS) is a centralized database that tracks and stores individual training records. As a new early care and education professional please be sure to set up an account in ECE-TRIS so that all of your training hours are tracked through this system. To register, complete the ECE-TRIS Personal Information Form. This form should be faxed or mailed in.

* See the document Kentucky’s Professional Development Framework (rev. 2011) for information about the articulation agreements and the training/TA framework components.

2. Professional Organizations

A profession has professional organizations that provide leadership, influence the profession’s direction, and advocate for the profession at the local, state and national levels. Early childhood professional organizations include, but are not limited to:

3. Code of Ethics

A code of ethics defines the core values of a profession and provides guidance for what professionals should do when they encounter conflicting obligations or responsibilities in their work. Download NAEYC’s Code of Ethical Conduct.

4. Professional Standards

Professional standards provide a basis for comparison, a reference point against which other things can be evaluated or judged.5

Kentucky Early Childhood Standards define what children should know and be able to do between the ages of birth and four years of age.

Professional standards provide a basis for comparison, a reference point against which other things can be evaluated or judged.5

 

Program standards ensure program quality. Examples of early childhood program standards include:

  • Kentucky’s licensing standards
  • Individual program standards (e.g., Head Start performance standards).
  • Kentucky All STARS Quality Rating System, which provides a state accreditation for licensed child care centers and certified family child care homes. For more information about All STARS
  • National accreditation is offered by many national professional organizations (e.g., NAEYC).

Resources

3 Isenberg & Jalongo (2003); Plaut (nd)

4 KIDS NOW (2008)

5www.visualthesaurus.com

Resources

NAEYC Position Statement on Ethical Conduct

Topic A: Understand Child Development

Areas of growth and development

Children develop in five main areas:

  • Language Development
  • Physical Development
  • Cognitive Development
  • Social and Emotional Development
  • Creative Expression

These areas of development are closely related. Development in one area influences development in the other areas.  For more detailed information, print out Developmental Characteristics. You will be referring to this handout during the next several slides.

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 Click Developmental Characteristics Handout. You will need to save or print this document to refer to during an upcoming quiz.

Explore the characteristics of each type of development by clicking the tabs below.

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[ms_tab title=’Language Development’]

Language Development

Language growth is very rapid in the first five years of life.

Language Development includes:

  • Hearing and seeing words – spoken, written and/or signed using sign language
  • Understanding words – verbal, symbolic and/or signed
  • Communicating through words – spoken, written, and/or signed.

[/ms_tab]

[ms_tab title=’Physical Development’]

Physical development

Physical Development refers to change and growth in body awareness, skills, and coordination over time and includes:

  • Gross motor skills
  • Fine motor skills
  • Eye-hand coordination
  • Self-help skills
  • Spatial awareness

Children acquire these motor skills in a predictable sequence.  Researchers now believe that providing movement and sensory experiences during the early years is necessary for optimal brain development.

[ms_row] [ms_column style=”1/3″ align=”middle” class=”” id=””]Skill[/ms_column] [ms_column style=”1/3″ align=”middle” class=”” id=””]Definition[/ms_column] [ms_column style=”1/3″ align=”middle” class=”” id=””]Examples[/ms_column] [/ms_row]

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[ms_row] [ms_column style=”1/3″ align=”left” class=”” id=””]Gross Motor[/ms_column] [ms_column style=”1/3″ align=”left” class=”” id=””]these skills involve the larger muscles in the body, such as those in the arms, legs, and torso[/ms_column] [ms_column style=”1/3″ align=”left” class=”” id=””]creeping, crawling,
walking, climbing,
jumping, hopping,
skipping, and throwing[/ms_column] [/ms_row]

[ms_divider style=”normal” align=”left” width=”100%” margin_top=”30″ margin_bottom=”30″ border_size=”2″ border_color=”#f2f2f2″ icon=”” class=”” id=””][/ms_divider]

[ms_row] [ms_column style=”1/3″ align=”left” class=”” id=””]Fine Motor[/ms_column] [ms_column style=”1/3″ align=”left” class=”” id=””]these skills involve the smaller muscles in the body, many of which are in the hands and fingers[/ms_column] [ms_column style=”1/3″ align=”left” class=”” id=””]grasping, releasing,
scribbling, and writing[/ms_column] [/ms_row]

[ms_divider style=”normal” align=”left” width=”100%” margin_top=”30″ margin_bottom=”30″ border_size=”2″ border_color=”#f2f2f2″ icon=”” class=”” id=””][/ms_divider]

[ms_row] [ms_column style=”1/3″ align=”left” class=”” id=””]Eye-Hand Coordination[/ms_column] [ms_column style=”1/3″ align=”left” class=”” id=””]this involves the eyes and the small muscles in the hands working together to accomplish a task[/ms_column] [ms_column style=”1/3″ align=”left” class=”” id=””]stacking objects,
pouring and filling containers,
fitting pegs into holes,
stringing beads,
lacing shoes, and
playing computer games[/ms_column] [/ms_row]

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[ms_row] [ms_column style=”1/3″ align=”left” class=”” id=””]Self-Help[/ms_column] [ms_column style=”1/3″ align=”left” class=”” id=””]many of these skills require the use of fine motor muscles[/ms_column] [ms_column style=”1/3″ align=”left” class=”” id=””]self-feeding,
buttoning and zipping,
tying shoes,
dressing/undressing,
washing hands, toileting,
and brushing teeth[/ms_column] [/ms_row]

[ms_divider style=”normal” align=”left” width=”100%” margin_top=”30″ margin_bottom=”30″ border_size=”2″ border_color=”#f2f2f2″ icon=”” class=”” id=””][/ms_divider]

[ms_row] [ms_column style=”1/3″ align=”left” class=”” id=””]Spatial Awareness[/ms_column] [ms_column style=”1/3″ align=”left” class=”” id=””]this is the understanding that the body takes up space and can move in space[/ms_column] [ms_column style=”1/3″ align=”left” class=”” id=””]turning the head in the direction of sound, cooperating with dressing by extending arm or leg,  maneuvering around objects while crawling or walking, and crawling inside a box[/ms_column] [/ms_row]

Resources

6 Adapted from Your GPS to a Child’s Success, 2009; See “Language Development” from the handout, Know Child Growth and Development. See “Physical Development” from handout, Know Child Growth and Development.

[/ms_tab]

[ms_tab title=’Cognitive Development’]

As children become more aware of themselves, their environment, and how things work, they begin to use this information to solve problems, express ideas, make decisions and use tools.

Cognitive development, or mental development, refers to children increasing their ability to think, reason, and communicate.

Cognitive development includes:

  • Sensory skills – gaining information through sight, sound, touch, hearing and smell.
  • Attention span – being able to concentrate for a period of time.
  • Self-awareness – becoming aware of 1) oneself as an individual separate from others, and 2) one’s feelings, behaviors, etc.
  • Memory – the ability to retain knowledge and recall past events.
  • Creativity – the ability to try out new ways of doing or expressing things.
  • Classifying – putting things in groups based on what they have in common.
  • Problem solving – thinking through a problem and identifying a possible solution(s).
  • Curiosity – the desire to know and learn.

For additional information about child development, click Developmental Characteristics Handout.

[/ms_tab]

[ms_tab title=’Social Development’ icon=’fa-leaf’]

Children show interest in others and begin to form relationships as they grow and mature.

Social development refers to the way children expand their abilities to interact with others.

Social development includes:

  • Skills in relating to adults and other children
  • Self-control
  • An interest in sharing, playing with others, and developing friendships

[/ms_tab]

[ms_tab title=’Emotional Development’ icon=’fa-leaf’]

Emotional development refers to children’s feelings about themselves, others, and the environment. Emotional development includes:

  • Trust in others
  • Self-esteem
  • Self-confidence
  • Empathy for others

[/ms_tab]

[ms_tab title=’Creative Expression’ icon=’fa-leaf’]

Creative expression development includes child’s interests in:

  • Music
  • Movement
  • Art

Pretend Play[/ms_tab] [/ms_tabs]

Topic A: Positive guidance strategies

[ms_dropcap color=”” boxed=”yes” boxed_radius=”8″ class=”” id=””]1[/ms_dropcap]Evaluate your daily schedule and environment.

When children seem to need a lot of guidance and direction, look closely at your program to ensure it is both age and individually appropriate.

  • Daily schedule
    • Follow the basic order of the daily schedule so that children are able to “predict” what is coming next.
    • Ensure that children are not over tired or hungry.  Provide activities that are appropriate for children with a variety of skill levels.
    • Allow enough time for children to move from one activity or routine to the next (transition).
  • Environment
    • Limit undesirable behavior, such as running around the classroom, by rearranging the space.
    • For example, arrange low shelves or equipment throughout the room to eliminate large open spaces or “runways.”
    • Promote desirable behavior, such as cooperative play, by providing adequate space for activities and interest areas.

[ms_dropcap color=”” boxed=”yes” boxed_radius=”8″ class=”” id=””]2[/ms_dropcap]Create age-appropriate rules and limits

Rules and limits are needed to keep children safe and to teach them how to interact with other people.

  • Make sure the rules are appropriate for the child’s age and level of development.
  • Create a minimum number of rules.
  • State rules clearly and positively.  Say, “Walk inside,” instead of “Don’t run.”
  • Give preschool and school age children an opportunity to discuss and provide input about the rules for their class as a group.

[ms_dropcap color=”” boxed=”yes” boxed_radius=”8″ class=”” id=””]3[/ms_dropcap]Follow through and enforce rules consistently

  • When you follow through and enforce the rules, children develop a sense of trust and security.
  • It is better to enforce five rules 100% of the time than ten rules 50% of the time.

[ms_dropcap color=”” boxed=”yes” boxed_radius=”8″ class=”” id=””]4[/ms_dropcap]Provide simple instructions

  • If you expect children to do a complex task, you may need to break the task down into simple steps.
  • To you, “clean up for lunch” may seem clear, but a child may not realize that “cleaning up” the game area means separating the game pieces and putting them into the correct box.
  • Keep in mind that young children may not have the skills or knowledge to “clean” according to your expectations.

[ms_dropcap color=”” boxed=”yes” boxed_radius=”8″ class=”” id=””]5[/ms_dropcap]Model and teach the expected behavior

  • Show children what the behavior “looks like” and “sounds like” to be certain they understand.
  • This is especially important if your rules include vague terms like “be kind” or “be polite.”
  • For example, the rule “be polite” might look like waiting your turn; it might sound like saying “please” or “thank you.”
  • Give children an opportunity to practice the skill or behavior.
  • Also, be aware of the things you are doing.  If children are not allowed to sit  on top of the tables or shelves, you should not sit on the tables or shelves.

[ms_dropcap color=”” boxed=”yes” boxed_radius=”8″ class=”” id=””]6[/ms_dropcap]Use prompts or cues to remind children what they should be doing

  • For example, a song may indicate that it is time to clean up; a timer may remind children when to move on to the next activity; picture labels on the shelves help children put things back in their place without reminders, etc.

[ms_dropcap color=”” boxed=”yes” boxed_radius=”8″ class=”” id=””]7[/ms_dropcap]Use physical proximity

  • Moving closer to a child may prevent misbehavior, help a child calm down, or reassure a child that you notice him or her.

 

[ms_dropcap color=”” boxed=”yes” boxed_radius=”8″ class=”” id=””]8[/ms_dropcap]Change what the child is doing

You can redirect a child by offering an appropriate activity for an inappropriate activity, or substituting an appropriate item for an item that is being used inappropriately, or you can distract the child by saying something or doing something to get the child’s attention.

For example:

  • A child who is hitting the wall with the wooden hammer could be redirected by involving the child in another activity.
  • You could also offer a substitute item for the child to bang on, such as a wooden tool bench.
  • You could distract the child by saying something like, “Wow! Look at the rain coming down!  I wonder how many puddles we’ll find on our afternoon walk.”

[ms_dropcap color=”” boxed=”yes” boxed_radius=”8″ class=”” id=””]9[/ms_dropcap]Help children express feelings

  • Teach children words to express their emotions by verbally reflecting what you see and by teaching them to use words with adults and peers.
  • For example, you might say, “It looks like you are angry.  I can tell by your face that you didn’t like it when Sara took the doll you were playing with.”  Or  “Tell Jessica, ‘I want the car back.’”

[ms_dropcap color=”” boxed=”yes” boxed_radius=”8″ class=”” id=””]10[/ms_dropcap]Give children an opportunity to “re-do it right”

  • If a child does a sloppy job of cleaning up an area, give him the opportunity to clean up the area again (with verbal assistance and coaching, if needed).

[ms_dropcap color=”” boxed=”yes” boxed_radius=”8″ class=”” id=””]11[/ms_dropcap]Provide authentic choices

  • Be careful not to ask children questions if there is not really a choice.
  • For example, if you ask, “Do you want to clean up for lunch now?” children may respond by saying, “No.”  If there is not a choice, then say, “It is time to clean up for lunch now.”

[ms_dropcap color=”” boxed=”yes” boxed_radius=”8″ class=”” id=””]12[/ms_dropcap]Offer limited choices

  • Children need opportunities to make decisions as they gain a sense of independence and self-control.
  • If you ask a child, “What do you want to do today?” he/she may become overwhelmed.
  • The child also may suggest something that is really not an option (e.g., staying outside all day).
  • You can help narrow the options for children while giving them a chance to make decisions by offering “limited choices.”
  • For example, rather than saying, “Go to the discovery area, you might say, “Would you rather play in the discovery area or read books in the cozy corner?”

[ms_dropcap color=”” boxed=”yes” boxed_radius=”8″ class=”” id=””]13[/ms_dropcap]Interrupt unacceptable behavior

  • Remove the child from the situation.
  • For example, if a toddler is about to bite another child, pick the child up and move her a few feet away while you say, “No biting.”
  • Other children may need some time away from a stressful situation to think and reflect.  This is sometimes referred to as “time out.”

[ms_dropcap color=”” boxed=”yes” boxed_radius=”8″ class=”” id=””]14[/ms_dropcap]Create a quiet/cozy place for children

  • Children, just like adults, sometimes need time to be by themselves in order to calm down or relax.

Provide a soft, quiet area for a child to go and “get away” from the group at a time when the child chooses.

A few words about “time-out”

“Time-out” can be an effective strategy to use with older preschool and school age children when they need time away from a stressful situation. It can be a time for children to calm down, reflect on their actions and behavior, and think of alternative ways to handle a specific situation.

“Time-out” should NOT be used as punishment. When children are punished, their stress increases. Stress prevents children from being able to think clearly or rationally. If children leave the “time out” area without calming down and refocusing their attention, they are likely to repeat the behavior.

If you choose to use “time-out” as a strategy, ensure that the children are not separated from the group for extended periods of time (no longer than one minute per year of the child’s age). Talk to the child about why they are in “time out.” Discuss alternate ways of handling the situation that caused the child to be placed in “time out”.

 

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A few words about “time-out”

“Time-out” can be an effective strategy to use with older preschool and school age children when they need time away from a stressful situation. It can be a time for children to calm down, reflect on their actions and behavior, and think of alternative ways to handle a specific situation.

“Time-out” should NOT be used as punishment. When children are punished, their stress increases. Stress prevents children from being able to think clearly or rationally. If children leave the “time out” area without calming down and refocusing their attention, they are likely to repeat the behavior.

If you choose to use “time-out” as a strategy, ensure that the children are not separated from the group for extended periods of time (no longer than one minute per year of the child’s age). Talk to the child about why they are in “time out.” Discuss alternate ways of handling the situation that caused the child to be placed in “time out”.

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When discussing alternative ways for the child to act, consider what prompted the behavior in the first place.

  • For example, if the child was sent to time out for knocking over another child’s block tower, encourage the child think about why he/she knocked it over. Was the child angry because there were no more square blocks to use? Did the child just want to see what would happen if he/she pushed the tower over?
  • If the child was frustrated because there were no more square blocks, his/her alternative strategies might include breathing deeply and counting to ten, choosing other blocks to build with, or asking the other child to share some of the square blocks.
  • If the child was curious about what would happen when he/she pushed the tower, the strategies might include asking the builder for permission to push the tower over, or choosing to build his/her own tower to push over.

[ms_panel title=”Credits” title_color=”#000″ border_color=”#ddd” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]Crary (1993).[/ms_panel]

Topic B: Use Guidance Strategies

Guidance, or discipline, involves helping children learn which behaviors are acceptable and which are not. It also involves supporting children as they develop self-discipline and self-control. As children learn to play cooperatively with others, guidance helps them to develop appropriate ways to express feelings, needs and opinions.

 

You can effectively guide children’s behavior, when you:

  • Understand why children behave as they do.
  • Use positive guidance strategies that are both age appropriate and individually appropriate.

Guidance/discipline involves helping children learn which behaviors are okay and which ones are not.

Discipline vs. Punishment

Although the words “discipline” and “punishment” are often used to mean the same thing, they are actually very different.

When punishment is used, children learn to avoid being “caught.”  They may become afraid of the adults who punish them.

Use positive guidance strategies that are both age appropriate and individually appropriate.

Stop sign

The goal of “punishment” is to stop inappropriate behavior. The goal of “discipline” is to teach and encourage appropriate behavior.

 

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regulation icon in redWhat the Regulations Say about Guidance

Type I centers and Type II licensed homes (922 KAR 2:120)

A child shall not be subjected to [Sec 2 (10 a-c)]:

  • Corporal physical discipline, as prohibited by KRS 199.896 (18);
  • Loud, profane, threatening, frightening, or abusive language; or
  • Discipline that is associated with:
    • Rest;
    • Toileting; or
    • Food.

Certified family child care homes (922 KAR 2:100)

  • Use of corporal physical discipline, including spanking, shaking, or paddling, is prohibited, pursuant to KRS 199.896 (18) [Sec 1(4)].

Registered child care providers (922 KAR 2:180)

  • Corporal physical discipline, as prohibited including the use of spanking, shaking, or paddling, as a means of punishment, discipline, behavior modification, or for any other reason pursuant to KRS 199.896 (18).  [Sec 4 (14)]

 Resources

regulation icon in red Go to: Regulations for Licensed and Certified programs

 

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Understand Why Children Behave as They Do

There are important factors that influence a child’s behavior:

  1. Age and developmental stage of child
  2. Individual feelings, temperament, and personal situation of each child
  3. Daily schedule
  4. Activities and play experiences
  5. Physical environment

Click on each heading below to explore these factors.

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Age and developmental stage of child

Children’s behavior is directly related to their development.  For example:

  • When a child’s physical ability to move increases, she may begin to explore her environment and “get into things.”
  • When a child develops higher-level thinking and reasoning skills, he may use his skills to rationalize and argue when asked to do something.
  • When a child feels emotionally insecure in a situation, she may refuse to cooperate so she can feel more powerful and in control.

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Individual feelings, temperament and personal situation of each child

  • Feelings– How a child feels impacts how he/she acts and interacts with others.  A child may feel tired, energetic, angry, curious, sick, hungry, bored, excited, silly, frustrated, etc.
  • Temperament– Each child, just as each adult, has an individual temperament.  For example, a child may have a high or low activity level, may be easily over stimulated by sounds, light, touch, and color, may be overwhelmed by change, may be curious and excited to learn about new things and situations, may experience dramatic shifts in mood, etc.
  • Personal situation– Changes in a child’s life may affect how the child acts and responds to others.  Life changes that adults may be able to cope with can be very stressful to a child.  For example, a child may experience a change in family structure (e.g., divorce, new sibling, etc.), a move to a new city, a change in schedule or routines (e.g., vacation, beginning a new school year, starting piano lessons, etc.).

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[ms_accordion_item title=”Daily Schedule” color=”” background_color=”” close_icon=”” open_icon=”” status=”close”]

Daily Schedule

The flow and order of daily events has an impact on how children behave.  For example:

  • The schedule may be too hectic or slow paced
  • There may be too much or not enough time between activities
  • There may be too much or not enough structure, opportunity for “free choice,”etc.

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Activities and Play Experiences

Since each child develops at his/her own pace, a variety of activities and play experiences should be offered.

Girl with rainstick

Children’s behavior will be affected if the activities are too easy or too difficult, if there are too many or too few choices, etc.

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Physical Environment

Children, just as adults, are affected by the way physical space is arranged.

Children may become agitated if the room is cluttered or disorganized, if things the child needs are out of reach, or if things are inconveniently located.

classroom

Children are able to explore and learn when the environment is well-organized and things children need are within reach.

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Topic B: Physical Abuse

What is Physical Abuse?

Physical abuse is the non-accidental injury of a child as the result of an act(s) by the person responsible for the care of the child.  Physical abuse often occurs in the name of, or because of, excessive discipline or punishment.

Examples of Physical Abuse

  • Hitting, kicking, biting, shaking
  • Harmful restraint (choking)
  • Beating (repeated excessive blows)
  • Use of weapons or instruments to inflict injuries

Often, it is difficult to determine if physical abuse is the result of an accident or is really a case of abuse.

NOTE: This list may not include every example of physical abuse. Also, the presence of an indicator does not necessarily mean a child is being physically abused.

Physical Abuse or Accident?

Characteristics that MAY help you distinguish physical abuse from accidents1

  • Location of injury not typical of accidents
  • History of unexplained minor injuries over time
  • Size and shape of the injury (e.g., repeated pattern)
  • Explanation of injury inconsistent with the injury
  • Injury inconsistent with child’s developmental abilities (e.g., bruise on a very young infant)

Behavioral Indicators of Physical Abuse

Child:

  • Is overly compliant to avoid confrontation
  • Is fearful of physical contact
  • Is excessively self-controlled
  • Shows indiscriminant attachment to strangers
  • Shows extreme aggressiveness or hurts other children
  • Has rageful temper tantrums

NOTE: These lists may not include every indicator of physical abuse. Also, the presence of an indicator does not necessarily mean a child is being physically abused.

Physical indicators of physical abuse:

[ms_row] [ms_column style=”1/2″ align=”left” class=”” id=””]Bruises

  • On the posterior (back) side of the body
  • Unusual patterns (looks like a belt buckle, etc.)
  • Clusters
  • Various stages of healing
  • On an infant

[/ms_column] [ms_column style=”1/2″ align=”left” class=”” id=””]Burns

  • Immersion burns (deliberate burns that have distinct shape , such as sock-like or mitten pattern on feet or hands)
  • Cigarette burns
  • Rope burns
  • Dry burns (e.g., caused by an iron or other electrical appliance)

[/ms_column] [/ms_row]

[ms_row] [ms_column style=”1/2″ align=”left” class=”” id=””]Lacerations and Abrasions

  • On lips or eyes
  • On gum tissue (from forced feeding)
  • On infant’s face
  • On external genitals
  • On buttocks/back

[/ms_column] [ms_column style=”1/2″ align=”left” class=”” id=””]Injuries

  • Skeletal injuries (e.g., fractures of long bones from twisting and pulling; stiff, swollen, enlarged joints)
  • Head Injuries (e.g., missing or loosened teeth, missing clumps of hair, bleeding beneath the scalp from hair pulling)
  • Internal injuries

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Some medical conditions may be mistaken for signs of physical abuse. If you are unsure, make the report.

Medical personnel can determine the cause2.

  • Hemophilia, low blood platelet count, leukemia or other blood disorders can cause children to bruise easily.
  • A “Mongolian Spot” is a deep purple/bluish/grayish birthmark, typically found on the lower back or buttocks, which looks like a bruise.  They are most often seen on people with dark skin.
  • Impetigo is a skin condition with sores that look like crusty, healing burns (e.g., may look like a cigarette burn).

Topic B: Wash Hands Properly

Dirt DemolitionWhy should I wash my hands?

handwashing sink

Once germs are in your program, hand washing is the number one way to prevent the spread of infectious disease.

Studies show that unwashed or improperly washed hands are the primary carriers of infections1.

Resources Hand Washing Facts . . .

  • Inadequate hand washing has contributed to many outbreaks of diarrhea among children and adults in early care and education programs.
  • In settings that implemented a hand washing training program, the incidence of diarrhea illnesses has decreased by 50%.
  • One study found that hand washing helped reduce colds when frequent and proper hand washing practices were incorporated into a child care center’s curriculum.

[ms_panel title=”Credits” title_color=”#000″ border_color=”#ddd” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]1AAP, APHA, & NRC (2002)[/ms_panel]

How should I wash my hands?

Effective hand washing requires:

  • Warm water
  • Lots of lather from liquid soap
  • Vigorous friction
  • Thorough rinsing

Hand washing steps:

  1. Wet hands under warm, running water.
  2. Apply liquid soap to hands.
  3. Rub hands vigorously, remembering to wash backs and palms of hands, between fingers, under fingernails, and around wrists.
  4. Wash hands for at least 20 seconds.  Sing “Happy Birthday” or “Row, Row, Row your Boat” twice. Rinse hands under warm, running water.
  5. Dry hands with single-use disposable hand-drying material/paper towels or hand-drying blower.
  6. Turn the faucet off with the paper towel.
  7. Discard paper towel in a hands-free, covered, plastic-lined trash can.

Resources

Hand Washing Steps to print the job aid. Post above hand washing sink(s) at your work site.

When should I wash my hands?

Children and adults should wash their hands upon arrival and when moving from one classroom to another.

Hands should also be washed BEFORE:

  • Eating, preparing or serving food, setting the table, and/or feeding a child.
  • Preparing or giving medication.
  • Diapering a child.
  •  Using water tables or moist items, such as clay.

Children and adults should always wash hands AFTER:

  • Diapering (or having a diaper changed)
  • Using the toilet or helping a child use a toilet
  • Wiping a nose or mouth (own or child’s)
  • Touching an item or area of the body soiled with body fluids (vomit, blood, mucus or waste)
  • Sneezing or coughing
  • Clearing away dirty dishes and utensils
  • Handling uncooked food, especially raw meat and poultry
  • Playing outdoors
  • Playing in sandboxes or with play dough/clay
  • Handling pets and other animals
  • Cleaning or handling the trash
  • Handling money
  • Use hand sanitizer or hand sanitizing wipes if liquid soap and warm running water are not available.  The child shall wash their hands once liquid soap and running water are available as per 922 KAR 2:120E

What the regulations say about hand washing

Type I centers and Type II licensed homes (922 KAR 2:120)

  • Child shall wash his or her hands with liquid soap and running water 1.a) upon arrival at the center, or b) Within thirty (30) minutes of arrival for school-age children 2) before eating or handling food, 3) after toileting or diaper change, 4) after handling animals, 5) After touching an item or an area of the body soiled with body fluids or wastes, 6) after indoor or outdoor play time and (c) Use hand sanitizer or hand-sanitizing wipes if liquid soap and warm running water are not available. The child shall wash their hands once liquid soap and warm running water are available [Sec 3, (4 b)].
  • An employee shall wash hands with liquid soap and running water 1) upon arrival at the center, 2) after toileting or assisting a child in toileting, 3) before and after diapering each child, 4) after wiping or blowing a child’s or own nose, 5) after handling animals, 6) after caring for a sick child, 7) before and after feeding a child or eating, 8) before dispensing medication, 9) after smoking or vaping and 10) if possible, before administering first aid [Sec 3 (5 c)]: Use hand sanitizer or hand-sanitizing wipes if liquid soap and warm running water are not available. The staff shall wash the staff’s hands as soon as practicable once liquid soap and warm running water are available. [Sec 3 (5 d)].
  • To ensure appropriate hand washing, regulations require the following [Sec 10 (3 b-e)]:
    • Each lavatory shall have hot and cold running water, under pressure, that allows washing of hands under warm water.
    • Water temperature at a lavatory used for hand washing shall not exceed 110 degrees Fahrenheit.
    • Liquid soap and a sanitized individual cloth or paper towels shall be provided at each lavatory.
    • An easily cleanable, covered waste receptacle shall be available in each toilet and hand washing area.

Certified family child care homes (922 KAR 2:100)

  • The provider, assistant, substitute and each employee shall wash hands with liquid soap and running water before and after diapering a child, before and after feeding a child, after toileting or assisting a child with toileting, after handling animals, before dispensing medication, after caring for a sick child, after wiping or blowing a child’s or own nose, and after smoking or vaping. Use hand sanitizer or hand-sanitizing wipes if liquid soap and warm running water are not available. The child shall wash the child’s once liquid soap and warm running water are available [Sec 12 (5)].
  • A child shall wash hands with liquid soap and warm running water before and after eating or handling food, after toileting or diaper change, after handling animals, after touching and item or area of the body soiled with body fluids or waste, or after outdoor and indoor play time.  Use hand sanitizer or hand-sanitizing wipes if liquid soap and warm running water are not available. The child shall wash the child’s hands once liquid soap and warm running water are available [Sec 12 (4)].
  • The proper methods of diapering and hand-washing shall be available at each diaper changing area [Sec 13 (8)].

Resources

  • Sinks used for hand washing after diapering and toileting should NOT be used for food preparation or other purposes.  If the same sink is used, then the faucet handles and the sink MUST be sanitized with bleach and water solution between uses. –Harms, Cryer, & Clifford (1990)

Prevent Spread of Disease: Hand Washing Experiment

Try one of these of these two experiments!

[ms_tabs style=”vertical” title_color=”” class=”” id=””][ms_tab title=’Option #1′ icon=’fa-flag’]

Have you ever poured hot water and soap into a skillet of grease before pouring it down the drain?

If you have, you know that the hot water and soap help break down the oil, making it safe to go down the drain.  Washing your hands with soap and warm water works in much the same way.

Everyone’s skin is slightly oily. This oil on your hands helps germs to hang on.  Using liquid soap and warm water helps break down the oil on your skin which means the germs cannot hang on anymore.  Vigorously rubbing your hands together helps loosen the germs grip.  Thoroughly rinsing your hands makes sure that the dislodged germs wash away.

[/ms_tab] [ms_tab title=’Option #2′ icon=’fa-flag’]

Find two friends or family members to help you with this experiment.  Each of you should:

  • Rub one tablespoon of cooking oil all over your hands, completely coating them.
  • Next, sprinkle 1 spoonful of cinnamon on your hands.
  • Rub your hands together to spread the cinnamon.

Person #1: Wash your hands, rubbing vigorously for 20 seconds, with cold water and no soap.

Person #2:  Wash your hands, rubbing vigorously for 20 seconds, with warm water and no soap.

Person #3: Wash your hands, rubbing vigorously for 20 seconds, with warm water and soap.

Which hand washing method removed the most cinnamon?

  • Person #1- cold water, no soap?
  • Person #2- warm water, no soap?
  • Person #3-warm water AND soap?

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[ms_panel title=”Credits” title_color=”#000″ border_color=”#ddd” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]

Partnership for Food Safety Education, retrieved July 9, 2018[/ms_panel]

Click here: Dirt Demolition to download and read a handout for a detailed explanation of why soap is critical to cleanliness.

Click on the button below to report your findings.

Topic A: Prevent Spread of Infectious Disease

Infectious disease defined

An illness caused by germs that can be transmitted from an infected person via infected stool, body fluid or respiratory spray (i.e., coughing or sneezing), directly or indirectly to another person.

[ms_panel title=”Definition” title_color=”#000″ border_color=”#ddd” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]The term “germ” refers to microorganisms such as bacterium, virus, fungus, or parasites.[/ms_panel]

[ms_dropcap color=”” boxed=”no” boxed_radius=”8″ class=”” id=””]1[/ms_dropcap] Ensure up-to-date immunizations1

Immunizations are vaccines that help children develop protection against specific infections. Routine immunization at the appropriate age is the best way to prevent vaccine-preventable diseases such as measles, whooping cough, etc.

regulation icon in redWhat the regulations say about immunizations

Type I centers and Type II licensed homes (922 KAR 2:110) The following records shall be maintained at the child care facility for five (5) years [Sec 3(3)]: Except as provided in KRS 214.036, a current immunization certificate showing that the child is immunized pursuant to 902 KAR 2:060 shall be on file within thirty (30) days of enrollment.

Certified family child care homes (922 KAR 2:100) To assure a healthy environment, the provider shall maintain a current immunization certificate for each child within thirty (30) days of enrollment [Sec 10 (40a)], unless an attending physician or parent objects to the immunization of a child pursuant to KRS 214.036.

Registered Child Care Provider (922 KAR 2:180)

To assure a healthy environment, each child shall have a current immunization certificate, unless: there is an exception pursuant to KRS 214.036.

Resources

Kentucky child care regulations

[ms_panel title=”Credits ” title_color=”#000″ border_color=”#ddd” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]
Current Immunization Schedule from the Center for Disease Control and Prevention[/ms_panel]

[ms_dropcap color=”” boxed=”no” boxed_radius=”8″ class=”” id=””]2[/ms_dropcap] Perform a daily health check

If you can minimize the number of sick children coming to your program, you can decrease the number of germs that are available to be spread.

As children arrive:

  • Check for symptoms of illness.
  • Exclude/isolate sick children.

Check for symptoms of illness1

Perform a health check when a child first arrives at your home or center and observe children throughout the day.

Look, listen, feel, and smell for the following possible signs of illness:

  • Child complains of pain or not feeling well
  • Fever
  • Drainage from the nose, eyes, or ears
  • Failure to urinate
  • Severe coughing or sneezing
  • Abnormal stool (white or gray bowl movement, diarrhea, etc.)
  • Activity level, behavior or appearance seems different from normal
  • Unusual odor
  • Vomiting
  • Sores, swelling, or bruises
  • Breathing difficulties
  • Skin rashes, discoloration of the skin, itchy skin or scalp

If the child has any of the symptoms listed previously, then determine the following:

  • Does the child need immediate medical attention (e.g., if having an asthma attack or severe allergic reaction)?
  •  Should the child be isolated from the group and sent home based on your program’s exclusion criteria?
  • Do additional measures need to be taken such as monitoring the child closely during the day, taking extra care when washing hands, etc.?

[ms_dropcap color=”” boxed=”no” boxed_radius=”8″ class=”” id=””]3[/ms_dropcap] Exclude and/or isolate sick children

Keep children with the following symptoms away from your home or center until a medical professional determines the child is not infectious (and never was) or is no longer infectious.

  • Vomiting– Exclude until vomiting (two or more episodes in the previous 24 hours) stops.  Make sure that the child gets plenty of fluids.
  • Persistent stomach pain– Exclude if the pain continues for more than 2 hours or pain is associated with fever or other signs of symptoms.
  • Mouth sores with drooling– Exclude until a medical exam indicates the child is not infectious.
  • Rash with fever or behavior change– Exclude until a medical exam indicates these symptoms do not indicate an infectious disease.
  • Eye drainage– If white or yellow eye discharge is present, exclude until 24 hours after treatment has begun or until after a health professional determines that the eye drainage is not due to a communicable disease.
  • Fever
    • Exclude a child who seems sick and has a temperature as indicated below:2
      • Axillary (in the armpit) temperature of 100° F (or higher); OR
      • Oral (in the mouth) temperature of 101° F (or higher).
    • Get immediate medical attention when:
      • Infants (under 4 months of age) have a temperature of 100° F, OR
      • A child of any age has a temperature of 105° F or higher.
  • Diarrhea or unexplained blood in stools– Exclude until diarrhea (more than one loose stool) stops or until a medical exam indicates that the condition is not due to an infectious disease.
  • Head lice– Child does not need to be excluded immediately.  Exclude child starting at the end of the day that the head lice were first noticed until after the first treatment.
  • Additional signs and symptoms of possible severe illness-
    To rule out severe illness, children should see a health care provider immediately if they are experiencing:

    • Extreme tiredness or sluggishness.
    • Uncontrolled coughing.
    • Persistent crying.
    • Difficulty breathing.
    • Wheezing.
    • Persistent or severe pain.

If a child is unable to participate in normal activities, or needs more care than can be provided by the staff, then that child should be excluded.

 

Children with chronic health conditions3

Chronic health conditions are different from infectious diseases because they:

  • Are not contagious.
  • May continue for a long time and have a long recovery period.
  • May interfere with typical growth and development.

Some examples of chronic health conditions are: allergies, asthma, cancer, cystic fibrosis, diabetes, heart problems, hemophilia, rheumatoid arthritis, obesity, sickle-cell disease, and seizure disorder.

Most children with chronic health conditions do not need to be isolated or excluded from early care and education programs since the conditions are not contagious.  Additionally, the Americans with Disabilities Act prohibits discrimination against children with disabilities, including chronically ill children4.

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Important Information

2 According to the KY Cabinet for Health and Family Services, glass thermometers should NOT be used in early care and education settings.  Use a digital thermometer for children under 4 years of age.  Exclude a child if his/her temperature is 101degrees F. or higher.  For children over 4 years, digital ear thermometers or digital oral thermometers may be used.  Forehead strips are not recommended since their accuracy has not been validated. Your program’s health policies may be more or less stringent.  For additional information on excluding and/or isolating sick children, please contact the Child Care Health Consultant at your regional health department.

Kentucky Child Care Health Consultants contact information.

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[ms_panel title=”Credits” title_color=”#000″ border_color=”#ddd” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]

These recommendations are based on health and safety standards in Caring for our children: National health and safety performance standards, Guidelines for out-of-home child care (3rd ed.).[/ms_panel]

 

regulation icon in redWhat the regulations say about isolating/excluding sick children

Type I centers and Type II licensed homes (922 KAR 2:120)

A child showing signs of an illness or condition that may be communicable shall not be admitted to the regular child care program.  If a child becomes ill during the day:

  • The child shall be placed in a supervised area isolated from the rest of the children.
  • The parent or person exercising custodial control shall be contacted immediately.
  • Arrangements shall be made to remove the child from the child care facility as soon as practicable [Sec 7 (2, 3)].

Certified family child care homes (922 KAR 2:100)

A quiet, separate area that can be easily supervised shall be provided for a child too sick to remain with other children [Sec 10 (42)].

Registered Child Care Providers (922 KAR 2:180)

A quiet, separate area that can be easily supervised shall be provided for a child too sick to remain with other children.

[ms_panel title=”Credits” title_color=”#000″ border_color=”#ddd” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]

Signs and Symptoms, a handout about Communicable Diseases.

Managing infectious diseases in child care and schools: A quick reference guide. Aronson, T. R. Shope. 2nd ed. Elk Grove Village, IL: AAP. Used with permission of the American Academy of Pediatrics, 2009

CHILD CARE HEALTH CONSULTANT PROGRAM The Child Care Health Consultant program was developed as part of the KIDS NOW Initiative to serve licensed and certified child care programs throughout Kentucky.  The program consists of a network of child care health consultants who work with providers, children, and families on issues related to health, safety, and nutrition.  Consultants provide a variety of services at no cost to the provider, including telephone/on-site consultation, clock hour trainings, and learning sessions for children.  To contact a Child Care Health Consultant in your area, call your regional health department. Child Care Health Consultants and their contact information.[/ms_panel]

Topic C: Know Each Child’s Abilities and Characteristics

At each stage of a child’s development, certain types of injuries are more likely to occur.  Knowing and understanding how children develop will help you to predict and prevent most injuries.

Injuries may occur because: Infants (birth-12 months)

 an infant lays on her back beneath dangling age-appropriate toys

  • Roll over
  • Sit up and crawl
  • Reach for objects and pull things
  • Want to test and touch things
  • Grab onto things to pull up
  • Explore objects by putting them into their mouths

Injuries may occur because: Toddlers (13-35 months)

a boy sits beside a standing toy looking away

  • Walk and run
  • Like to go fast but are top-heavy, unsteady, and have trouble stopping
  • Learn to climb up before learning how to climb down
  • Learn to open doors, gates, and windows
  • Lack enough upper body strength to pull self out of a bucket, toilet, etc.
  • Enjoy water play and watching the toilet flush
  • Put small things into containers and small openings
  • Are curious and explore everything, but do not understand the concept of danger
  • Lack depth perception and may not realize how high they are
  • Eat while they are laughing or walking and running around

 

Injuries may occur because: Preschoolers (3-5 years)

a preschooler sits on the floor beside a teacher assembling a train toy

  • Expand their physical abilities to be able to jump, valance, hop, skip, run, and climb
  • Like to figure out how things work and fit together
  • Are curious and like to experiment with cause and effect
  • Like to garden and help cook
  • Do not understand the difference between pretend and reality and
  • Imitate superheroes and comic figures
  • Learn to swim
  • Eat while they are laughing or walking and running around

Injuries may occur because: School-age Children (6-12 years)

a boy stands at a low shelf assembling a toy

  • Master more complex physical skills, such as roller skating, jumping rope, gymnastics, and skateboarding
  • Become involved in sports
  • Become more independent and explore their neighborhood (bringing them into contact with more dangers)
  • Enjoy science experiments
  • Prepare food for themselves