FROM DECEMBER UPDATE OF AUTHOR'S ADDITIONAL NOTES on ERS website:
ITERS Item #23. Use of TV, video and/or computer 1.3, 3.3
Since the American Academy of Pediatrics states that children under the age of two should not be allowed to view television, due to persuasive research indicating negative effects for these youngest children, change the age listed in these indicators from 12 to 24 months.
Tuesday, December 14, 2010
Monday, November 29, 2010
Creating a Risk Management Plan
Compare your center’s risk management plan to a white water rafting guide. Would your plan be able to navigate you through the uncharted territory of a crisis the same way an experienced guide navigates the water, rocks, and rapids of a river? Looking back as a director of my
own center years ago, my center’s risk management plan would have been a novice guide at best. Sure, it handled the Class I waves of pipes breaking (that flooded the center), but faced with the Class IV rapids of an armed intruder or a nuclear emergency (we had three power
plants nearby), I’m afraid my RMP would not have been much help.
It wasn’t that the children’s safety wasn’t important to me—I planned for fires,
tornados, and disgruntled parents—but an armed intruder in small town USA never
crossed my mind. Fast forward sixteen years. Daily news reports of natural disasters, babies dying of SIDS, bomb threats, and (name your own crisis) remind us of the many potential
emergencies we must prepare for to protect the children in our care. A comprehensive risk management plan that all staff are familiar with and have practiced in mock drills will serve you
well should a crisis arise. Here are the steps to developing your center’s risk management plan.
Step1.
Assess Your Risks
Before you begin to write or update your risk management plan, it is important to assess the risks your center might face. If possible, do this with a committee that includes representation from your staff, parents, governing board, community health agencies, other center directors, and local emergency services. Begin your first safety committee meeting by sharing
stories of previous emergencies. Then brainstorm to include all potential crises your center might face.
Step 2.
Update Important Contact Information The first page of your risk management plan
should be a list of important contacts—the names, addresses, email addresses, and telephone numbers you might need in case of an emergency. Include yourself as director and/or owner, ambulance, fire, poison control, police, state licensing agency, health department, aintenance/clean-up services, window repair, plumber, electrician, locksmith, water department, landlords, and the neighbors near your facility. Sounds comprehensive? You’re
right. This list should include virtually anyone and everyone that you might need to inform or contact for assistance should a crisis happen. Up-to-date emergency contacts, including an out-of-state contact, for each child should be kept with this document as well as in the classroom files.
Step 3.
Write Procedures for Handling Different Scenarios Once a list of potential risks has been
developed, your actual writing can begin. Your risk management plan should include
clear procedures to follow in the event of an emergency, guidelines to reduce the risk of child abuse or neglect allegations, and steps that can be taken to maintain the safety of people, facilities, equipment, and materials. Use these areas to outline the content of your center-specific plan. Procedures to follow in the event of an emergency. In this section, include all the
potential risks your committee came up with that would constitute a legitimate emergency. Situations might include a fire, severe storm (tornado or hurricane), earthquake, power outage, sewer back-up, intruder, vehicle accident, illness, death of a child or staff member, nuclear disaster, or a bomb threat. For each risk you have identified, create clear and specific procedures that include roles and responsibilities for specific staff members, evacuation and lock-down procedures, and communication guidelines to notify parents and authorities. Keep the
information concise and to the point. In a crisis no one has time to comb through a lot of wordy text to get to the critical information needed. Guidelines to reduce the risk of child abuse or neglect allegations. For this section, identify the ways your center can be proactive in reducing the likelihood that a staff member could ever be accused of child abuse or neglect. Examples might include an open-door policy stating that parents are welcome to visit at any time, a
policy preventing a staff member from being alone in the center with one or more children, a policy that prohibits classroom windows from being covered with paper or artwork, and the use of sign-in and signout daily logs. Also be sure to include policies regarding daily health checks of children upon arrival, documentation and reporting all minor and major injuries of children,
discipline guidelines, and required staff trainings that ensure the health and welfare of children. Required training is important so that staff realize these policies are to protect them from
allegations of child abuse or neglect. When they understand this, they will be more likely to implement the policies. Procedures to maintain the safety of people, facilities, equipment, and
materials. Ensuring the safety of people includes implementing universal precautions and procedures for toy sanitation, hand washing, and diapering. It also includes guidelines for working with children with allergies and chronic medical conditions, policies regarding
persons authorized to pick up children from the center, procedures for checking identification when an unfamiliar person picks up a child, and guidelines for dispensing medication and dealing with ill children. Confidentiality policies should also be included in this section. Maintaining a safe facility includes information about activating and deactivating the center’s alarm service,
steps for securing the center’s entrances, and a schedule for ensuring pest control.
It also includes procedures for checking the condition of the play yard fence, parking lot, locked gates, fire extinguishers, and smoke alarms as well as periodic checks of equipment for broken
pieces, splinters, and peeling paint.
You’ll certainly want to make sure that all cleaning supplies labeled “Keep out of reach of children” are locked away. Include in your risk management plan the schedule for facility and equipment maintenance, as well as the vehicle maintenance schedule if your center
transports children. Another important, but often overlooked area, is guidelines to minimize the likelihood of fraud or theft. Ensuring that the center’s evacuation plan is posted is also crucial.
Step 4.
Implement Your Plan
Policies and procedures only work if they are implemented. Once your plan is written, utilize your safety committee and everyone involved in the daily operation of the center—board
members, staff, volunteers—in reviewing the plan and giving feedback before it becomes official. Make sure everyone understands and agrees to their role in disaster situations. Supervision
throughout the year will be vital to make sure staff follow policies and perform procedures correctly and in a timely manner. People who have experienced emergency situations often report that they lost valuable time and did things incorrectly because they either panicked or never practiced implementing their risk management procedures. Practicing drills and reviewing procedures seems tedious at times, but can save lives. Update policies and procedures as needed, and annually conduct a formal review of your risk management plan with your safety
committee. Be sure to date and document changes and updates as they occur.
Step 5.
Distribute Your Plan
Copies of your risk management plan should be kept on-site in the administrative office and in each classroom. The RMP needs to be easily accessible to staff in emergency situations when time is of the essence and when they may be in a situation where they cannot leave their classroom to go get the plan. Staff should have copies as well as members of your safety
committee. Keep at least one copy offsite— either with a safety committee member, your lawyer, or other professional.
In Sum, Developing a risk management plan for your center is important for both
preventing accidents and for minimizing the damage when an unexpected crisis does occur. Much like a white water rafting guide studies the river's topography before donning a life vest
and heading down the rapids, the very act of thinking through different scenarios and becoming familiar with alternative courses of action will help you and your staff be more prepared for the
unanticipated. A well-crafted risk management plan is also a smart business strategy that can help you prevent financial loss, reduce your liability for lawsuits, and help preserve your center’s good reputation. If your center doesn’t have a risk management plan, you’re not alone. A recent national study of early childhood programs found that only 44% had a comprehensive written risk management plan that included emergency procedures, guidelines to reduce the
risk of child abuse and neglect, and measures for ensuring the safety of people, facilities, equipment, and materials.
Toolbox
Are You Prepared?
Evaluating your ability to minimize risk and/or respond to disasters can help improve your success in those situations. Take a few moments to complete thefollowing checklist.
Do you have clear written procedures to follow in the event of an emergency?
Is an evacuation route posted in each classroom and have you identified nearby locations to evacuate to if necessary?
Do you have a system for informing parents if you need to evacuate the building?
Do you have written guidelines to reduce the risk of child abuse or neglect allegations (e.g., open door policy, accident report log, requiring more than one staff member in the building whenever children are present)?
Is information on children's medical allergies and chronic medical conditions kept in the classrooms as well as in the office files?
Are substitute teachers informed of the allergies and chronic medical conditions of the children in their care?
Are fire drills conducted monthly?
Are drills for situations where children must stay in the building but move to a safe location practiced at least twice a year?
Does the center maintain records detailing the date of each drill, length of the drill, and improvements needed?
Is at least one staff member in each classroom trained in CPR and First Aid?
Does each classroom have a First Aid kit?
Is there a list of emergency numbers posted by all telephones?
Does each classroom have a flashlight and battery-operated radio?
Do you have more than one emergency phone number for each child, including an out-of-state number?
Are parent and emergency phone numbers kept in a log that is portable?
Do you have procedures for keeping track of children during fieldtrips?
Do you have a policy restricting the release of children to unauthorized adults?
Have you established an emergency code system with staff for incidents where using code words is necessary?
Do you have a system in place for ensuring that all playground structures and equipment are safe and hazard free?
Do you have restrictions on accessibility in and out of the center?
Taken from McCormick Center for Early Childhood leadership Spring 2010
own center years ago, my center’s risk management plan would have been a novice guide at best. Sure, it handled the Class I waves of pipes breaking (that flooded the center), but faced with the Class IV rapids of an armed intruder or a nuclear emergency (we had three power
plants nearby), I’m afraid my RMP would not have been much help.
It wasn’t that the children’s safety wasn’t important to me—I planned for fires,
tornados, and disgruntled parents—but an armed intruder in small town USA never
crossed my mind. Fast forward sixteen years. Daily news reports of natural disasters, babies dying of SIDS, bomb threats, and (name your own crisis) remind us of the many potential
emergencies we must prepare for to protect the children in our care. A comprehensive risk management plan that all staff are familiar with and have practiced in mock drills will serve you
well should a crisis arise. Here are the steps to developing your center’s risk management plan.
Step1.
Assess Your Risks
Before you begin to write or update your risk management plan, it is important to assess the risks your center might face. If possible, do this with a committee that includes representation from your staff, parents, governing board, community health agencies, other center directors, and local emergency services. Begin your first safety committee meeting by sharing
stories of previous emergencies. Then brainstorm to include all potential crises your center might face.
Step 2.
Update Important Contact Information The first page of your risk management plan
should be a list of important contacts—the names, addresses, email addresses, and telephone numbers you might need in case of an emergency. Include yourself as director and/or owner, ambulance, fire, poison control, police, state licensing agency, health department, aintenance/clean-up services, window repair, plumber, electrician, locksmith, water department, landlords, and the neighbors near your facility. Sounds comprehensive? You’re
right. This list should include virtually anyone and everyone that you might need to inform or contact for assistance should a crisis happen. Up-to-date emergency contacts, including an out-of-state contact, for each child should be kept with this document as well as in the classroom files.
Step 3.
Write Procedures for Handling Different Scenarios Once a list of potential risks has been
developed, your actual writing can begin. Your risk management plan should include
clear procedures to follow in the event of an emergency, guidelines to reduce the risk of child abuse or neglect allegations, and steps that can be taken to maintain the safety of people, facilities, equipment, and materials. Use these areas to outline the content of your center-specific plan. Procedures to follow in the event of an emergency. In this section, include all the
potential risks your committee came up with that would constitute a legitimate emergency. Situations might include a fire, severe storm (tornado or hurricane), earthquake, power outage, sewer back-up, intruder, vehicle accident, illness, death of a child or staff member, nuclear disaster, or a bomb threat. For each risk you have identified, create clear and specific procedures that include roles and responsibilities for specific staff members, evacuation and lock-down procedures, and communication guidelines to notify parents and authorities. Keep the
information concise and to the point. In a crisis no one has time to comb through a lot of wordy text to get to the critical information needed. Guidelines to reduce the risk of child abuse or neglect allegations. For this section, identify the ways your center can be proactive in reducing the likelihood that a staff member could ever be accused of child abuse or neglect. Examples might include an open-door policy stating that parents are welcome to visit at any time, a
policy preventing a staff member from being alone in the center with one or more children, a policy that prohibits classroom windows from being covered with paper or artwork, and the use of sign-in and signout daily logs. Also be sure to include policies regarding daily health checks of children upon arrival, documentation and reporting all minor and major injuries of children,
discipline guidelines, and required staff trainings that ensure the health and welfare of children. Required training is important so that staff realize these policies are to protect them from
allegations of child abuse or neglect. When they understand this, they will be more likely to implement the policies. Procedures to maintain the safety of people, facilities, equipment, and
materials. Ensuring the safety of people includes implementing universal precautions and procedures for toy sanitation, hand washing, and diapering. It also includes guidelines for working with children with allergies and chronic medical conditions, policies regarding
persons authorized to pick up children from the center, procedures for checking identification when an unfamiliar person picks up a child, and guidelines for dispensing medication and dealing with ill children. Confidentiality policies should also be included in this section. Maintaining a safe facility includes information about activating and deactivating the center’s alarm service,
steps for securing the center’s entrances, and a schedule for ensuring pest control.
It also includes procedures for checking the condition of the play yard fence, parking lot, locked gates, fire extinguishers, and smoke alarms as well as periodic checks of equipment for broken
pieces, splinters, and peeling paint.
You’ll certainly want to make sure that all cleaning supplies labeled “Keep out of reach of children” are locked away. Include in your risk management plan the schedule for facility and equipment maintenance, as well as the vehicle maintenance schedule if your center
transports children. Another important, but often overlooked area, is guidelines to minimize the likelihood of fraud or theft. Ensuring that the center’s evacuation plan is posted is also crucial.
Step 4.
Implement Your Plan
Policies and procedures only work if they are implemented. Once your plan is written, utilize your safety committee and everyone involved in the daily operation of the center—board
members, staff, volunteers—in reviewing the plan and giving feedback before it becomes official. Make sure everyone understands and agrees to their role in disaster situations. Supervision
throughout the year will be vital to make sure staff follow policies and perform procedures correctly and in a timely manner. People who have experienced emergency situations often report that they lost valuable time and did things incorrectly because they either panicked or never practiced implementing their risk management procedures. Practicing drills and reviewing procedures seems tedious at times, but can save lives. Update policies and procedures as needed, and annually conduct a formal review of your risk management plan with your safety
committee. Be sure to date and document changes and updates as they occur.
Step 5.
Distribute Your Plan
Copies of your risk management plan should be kept on-site in the administrative office and in each classroom. The RMP needs to be easily accessible to staff in emergency situations when time is of the essence and when they may be in a situation where they cannot leave their classroom to go get the plan. Staff should have copies as well as members of your safety
committee. Keep at least one copy offsite— either with a safety committee member, your lawyer, or other professional.
In Sum, Developing a risk management plan for your center is important for both
preventing accidents and for minimizing the damage when an unexpected crisis does occur. Much like a white water rafting guide studies the river's topography before donning a life vest
and heading down the rapids, the very act of thinking through different scenarios and becoming familiar with alternative courses of action will help you and your staff be more prepared for the
unanticipated. A well-crafted risk management plan is also a smart business strategy that can help you prevent financial loss, reduce your liability for lawsuits, and help preserve your center’s good reputation. If your center doesn’t have a risk management plan, you’re not alone. A recent national study of early childhood programs found that only 44% had a comprehensive written risk management plan that included emergency procedures, guidelines to reduce the
risk of child abuse and neglect, and measures for ensuring the safety of people, facilities, equipment, and materials.
Toolbox
Are You Prepared?
Evaluating your ability to minimize risk and/or respond to disasters can help improve your success in those situations. Take a few moments to complete thefollowing checklist.
Do you have clear written procedures to follow in the event of an emergency?
Is an evacuation route posted in each classroom and have you identified nearby locations to evacuate to if necessary?
Do you have a system for informing parents if you need to evacuate the building?
Do you have written guidelines to reduce the risk of child abuse or neglect allegations (e.g., open door policy, accident report log, requiring more than one staff member in the building whenever children are present)?
Is information on children's medical allergies and chronic medical conditions kept in the classrooms as well as in the office files?
Are substitute teachers informed of the allergies and chronic medical conditions of the children in their care?
Are fire drills conducted monthly?
Are drills for situations where children must stay in the building but move to a safe location practiced at least twice a year?
Does the center maintain records detailing the date of each drill, length of the drill, and improvements needed?
Is at least one staff member in each classroom trained in CPR and First Aid?
Does each classroom have a First Aid kit?
Is there a list of emergency numbers posted by all telephones?
Does each classroom have a flashlight and battery-operated radio?
Do you have more than one emergency phone number for each child, including an out-of-state number?
Are parent and emergency phone numbers kept in a log that is portable?
Do you have procedures for keeping track of children during fieldtrips?
Do you have a policy restricting the release of children to unauthorized adults?
Have you established an emergency code system with staff for incidents where using code words is necessary?
Do you have a system in place for ensuring that all playground structures and equipment are safe and hazard free?
Do you have restrictions on accessibility in and out of the center?
Taken from McCormick Center for Early Childhood leadership Spring 2010
Administrative Practices
A Window on Early Childhood Administrative Practices
Research Notes
Published by the McCormick Center for Early Childhood Leadership, National-Louis University SPRING 2010
There is strong consensus among early childhood professionals that sound administrative practices in center-based programs help ensure
high-quality learning opportunities for young children. Since its publication in 2004, the Program Administration Scale (PAS) has been
used across the country to reliably measure and improve center-based leadership and management practices.1 Data from these initiatives
have been compiled to provide a window into the administrative practices of a large, national sample of center-based programs.
Sample and Methodology
The sample consisted of 564 centers in 25 states. The PAS includes 25 items, organized into 10 subscales. Each item is scored on a scale
of 1 to 7, with 1 representing inadequate quality, 3 representing minimal quality, 5 representing good quality, and 7 representing excellent
quality in administrative practices. The assessments included in this analysis were conducted by certified PAS assessors who had received
extensive training on the tool.
Findings
The average PAS score for this sample was calculated at 3.40 with
a standard deviation of 1.04. Mean subscale scores ranged from
2.52 to 4.54; mean item scores ranged from 1.08 to 6.08. Overall,
the results of the data analysis suggest that most programs do not
have well-developed administrative practices in place to support
program sustainability and long-term quality. As can be seen in
Table 1, most programs scored between the minimal and good range
on Technology and Child Assessment, but appeared to have lower
quality organizational practices in the areas of Personnel and Cost
Allocation and Staff Qualifications.
What are the strengths of programs?
To gain a more detailed understanding of the specific aspects of administrative quality that were strong in programs, data were
examined to see where at least 75% of the programs scored a 5 or higher. Program strengths are summarized below.
• Directors understand the importance of professional development and support staff by allocating time and resources annually
to in-service training. Fully 93% of programs provide some form of staff development for all their teaching, support, and
administrative staff. Of this group, 82% provide job-specific training.
• Most programs now have the technological tools necessary to support operating a small business. Fully 84% of programs have
multiple computers and printers available to teaching and administrative staff. Of these programs, however, only 33% have a
system for updating software and hardware.
• Directors utilize a wide range of strategies to communicate important information about the program to staff, families, and the
public. Ninety-two percent use three or more methods (e.g., meetings, e-mail, memos, bulletin board, message book) to
communicate with staff and 90% use at least five methods to communicate with families (e.g., newsletters, family meetings,
e-mail, phone calls, parent conferences).
• Programs are committed to enhancing families' knowledge of child development and communicating about children's
developmental needs. Eighty-four percent of programs offer at least five types of family supports such as home visits,
transportation to and from the center, family seminars, social functions, and a toy-lending library. Eighty-four percent of
programs provide families with referrals to specialists if needed, and 81% provide developmental screening and inform families
of the results if a developmental delay or disability is identified.
Continued on back page
Table 1. Mean PAS Subscale Scores (N=564)
Subscale M S.D.
Human Resources Development 3.43 1.62
Personnel & Cost Allocation 2.60 1.32
Center Operations 3.28 1.40
Child Assessment 4.54 2.12
Fiscal Management 3.49 2.21
Program Planning & Evaluation 3.21 1.98
Family Partnerships 3.95 1.72
Marketing & Public Relations 3.78 1.53
Technology 4.29 1.67
Staff Qualification 2.52 1.31
Overall PAS 3.40 1.04
What are the areas in need of improvement?
To understand where programs would benefit from increased resources, an additional analysis was undertaken to examine specific
PAS criteria where programs scored low. Areas for improvement are summarized below.
• Less than one-half of programs (41%) have a written business or strategic plan that includes a needs assessment, plan for
services, short- and long-term goals, and strategies to achieve goals.
• Only one-third of centers (32%) have staffing plans in place that provide sufficient classroom coverage so that children are not
regrouped at the beginning or end of the day.
• Less than one-half of programs (44%) have a comprehensive written risk management plan that includes emergency
procedures, guidelines to reduce the risk of child abuse and neglect, and measures for ensuring the safety of people, facilities,
equipment, and materials.
• While more than one-half of programs (57%) provide the option of contributing to a retirement plan, less than one-third
provide a 3% or more match of the employee's salary.
• Only 36% of directors have 9 semester hours or more of management coursework and only 38% of lead teachers have 21
semester hours or more of specialized training in early childhood or child development.
• More than one-half of programs (59%) do not have performance appraisal criteria linked by role to specific job responsibilities
or use data from staff and parent evaluations to develop a written improvement plan for the center.
• While two-thirds of programs have a written salary scale, less than one-half of programs (43%) make this information available
to all center staff.
• Less than one-half of programs (49%) provide their staff with six or more personal or sick days annually.
Not surprisingly, many programs appear to be struggling with organizational practices that require financial resources, like providing
retirement benefits, implementing staffing patterns that ensure consistency for young children, providing enough sick and vacation
days to prevent staff burnout, or hiring staff with sufficient specialized training in early childhood education.
However, there are also other administrative practices that many programs do not have in place that require little financial investment,
but do require specialized knowledge in organizational management. These include undertaking strategic planning and program
evaluation with key stakeholders to assure program sustainability and long-term quality, creating transparent and equitable salary scales,
implementing thorough performance reviews, developing sound budgeting practices, and creating comprehensive risk management
plans to reduce the center's liability. While many programs do provide annual in-service training for staff, few programs take a systemic
view and provide support for career development by providing salary increases linked to credit-bearing professional development.
Discussion
Increasingly, policymakers are recognizing the important link between effective organizational practices and high-quality classroom learning environments.
Unfortunately, most pre-service education programs do not adequately prepare directors for running businesses and leading organizations. As a
consequence, many early childhood programs do not have the administrative practices in place to ensure sustained quality.
States have the opportunity to respond to this gap in training by creating professional development systems and director credentials that intentionally
include content and technical assistance focused on fiscal management, program planning, and human resources development. This may be an area
where early childhood leaders can partner with and draw from the knowledge of the business community and organizational developmental professionals
to create comprehensive training and support for early childhood programs.
References
1. Talan, T. N., & Bloom, P. J. (2004). Program Administration Scale: Measuring early childhood leadership and management. New York: Teachers College Press.
For more information on the PAS see http://cecl.nl.edu/evaluation/pas.htm.
For further information about research conducted by the McCormick Center for Early Childhood Leadership, call 800-443-5522, ext. 5060.
Funding for the Center's Research Notes is provided by the McCormick Foundation and the Illinois Department of Human Services.
Individuals may photocopy and disseminate freely.
Research Notes
Published by the McCormick Center for Early Childhood Leadership, National-Louis University SPRING 2010
There is strong consensus among early childhood professionals that sound administrative practices in center-based programs help ensure
high-quality learning opportunities for young children. Since its publication in 2004, the Program Administration Scale (PAS) has been
used across the country to reliably measure and improve center-based leadership and management practices.1 Data from these initiatives
have been compiled to provide a window into the administrative practices of a large, national sample of center-based programs.
Sample and Methodology
The sample consisted of 564 centers in 25 states. The PAS includes 25 items, organized into 10 subscales. Each item is scored on a scale
of 1 to 7, with 1 representing inadequate quality, 3 representing minimal quality, 5 representing good quality, and 7 representing excellent
quality in administrative practices. The assessments included in this analysis were conducted by certified PAS assessors who had received
extensive training on the tool.
Findings
The average PAS score for this sample was calculated at 3.40 with
a standard deviation of 1.04. Mean subscale scores ranged from
2.52 to 4.54; mean item scores ranged from 1.08 to 6.08. Overall,
the results of the data analysis suggest that most programs do not
have well-developed administrative practices in place to support
program sustainability and long-term quality. As can be seen in
Table 1, most programs scored between the minimal and good range
on Technology and Child Assessment, but appeared to have lower
quality organizational practices in the areas of Personnel and Cost
Allocation and Staff Qualifications.
What are the strengths of programs?
To gain a more detailed understanding of the specific aspects of administrative quality that were strong in programs, data were
examined to see where at least 75% of the programs scored a 5 or higher. Program strengths are summarized below.
• Directors understand the importance of professional development and support staff by allocating time and resources annually
to in-service training. Fully 93% of programs provide some form of staff development for all their teaching, support, and
administrative staff. Of this group, 82% provide job-specific training.
• Most programs now have the technological tools necessary to support operating a small business. Fully 84% of programs have
multiple computers and printers available to teaching and administrative staff. Of these programs, however, only 33% have a
system for updating software and hardware.
• Directors utilize a wide range of strategies to communicate important information about the program to staff, families, and the
public. Ninety-two percent use three or more methods (e.g., meetings, e-mail, memos, bulletin board, message book) to
communicate with staff and 90% use at least five methods to communicate with families (e.g., newsletters, family meetings,
e-mail, phone calls, parent conferences).
• Programs are committed to enhancing families' knowledge of child development and communicating about children's
developmental needs. Eighty-four percent of programs offer at least five types of family supports such as home visits,
transportation to and from the center, family seminars, social functions, and a toy-lending library. Eighty-four percent of
programs provide families with referrals to specialists if needed, and 81% provide developmental screening and inform families
of the results if a developmental delay or disability is identified.
Continued on back page
Table 1. Mean PAS Subscale Scores (N=564)
Subscale M S.D.
Human Resources Development 3.43 1.62
Personnel & Cost Allocation 2.60 1.32
Center Operations 3.28 1.40
Child Assessment 4.54 2.12
Fiscal Management 3.49 2.21
Program Planning & Evaluation 3.21 1.98
Family Partnerships 3.95 1.72
Marketing & Public Relations 3.78 1.53
Technology 4.29 1.67
Staff Qualification 2.52 1.31
Overall PAS 3.40 1.04
What are the areas in need of improvement?
To understand where programs would benefit from increased resources, an additional analysis was undertaken to examine specific
PAS criteria where programs scored low. Areas for improvement are summarized below.
• Less than one-half of programs (41%) have a written business or strategic plan that includes a needs assessment, plan for
services, short- and long-term goals, and strategies to achieve goals.
• Only one-third of centers (32%) have staffing plans in place that provide sufficient classroom coverage so that children are not
regrouped at the beginning or end of the day.
• Less than one-half of programs (44%) have a comprehensive written risk management plan that includes emergency
procedures, guidelines to reduce the risk of child abuse and neglect, and measures for ensuring the safety of people, facilities,
equipment, and materials.
• While more than one-half of programs (57%) provide the option of contributing to a retirement plan, less than one-third
provide a 3% or more match of the employee's salary.
• Only 36% of directors have 9 semester hours or more of management coursework and only 38% of lead teachers have 21
semester hours or more of specialized training in early childhood or child development.
• More than one-half of programs (59%) do not have performance appraisal criteria linked by role to specific job responsibilities
or use data from staff and parent evaluations to develop a written improvement plan for the center.
• While two-thirds of programs have a written salary scale, less than one-half of programs (43%) make this information available
to all center staff.
• Less than one-half of programs (49%) provide their staff with six or more personal or sick days annually.
Not surprisingly, many programs appear to be struggling with organizational practices that require financial resources, like providing
retirement benefits, implementing staffing patterns that ensure consistency for young children, providing enough sick and vacation
days to prevent staff burnout, or hiring staff with sufficient specialized training in early childhood education.
However, there are also other administrative practices that many programs do not have in place that require little financial investment,
but do require specialized knowledge in organizational management. These include undertaking strategic planning and program
evaluation with key stakeholders to assure program sustainability and long-term quality, creating transparent and equitable salary scales,
implementing thorough performance reviews, developing sound budgeting practices, and creating comprehensive risk management
plans to reduce the center's liability. While many programs do provide annual in-service training for staff, few programs take a systemic
view and provide support for career development by providing salary increases linked to credit-bearing professional development.
Discussion
Increasingly, policymakers are recognizing the important link between effective organizational practices and high-quality classroom learning environments.
Unfortunately, most pre-service education programs do not adequately prepare directors for running businesses and leading organizations. As a
consequence, many early childhood programs do not have the administrative practices in place to ensure sustained quality.
States have the opportunity to respond to this gap in training by creating professional development systems and director credentials that intentionally
include content and technical assistance focused on fiscal management, program planning, and human resources development. This may be an area
where early childhood leaders can partner with and draw from the knowledge of the business community and organizational developmental professionals
to create comprehensive training and support for early childhood programs.
References
1. Talan, T. N., & Bloom, P. J. (2004). Program Administration Scale: Measuring early childhood leadership and management. New York: Teachers College Press.
For more information on the PAS see http://cecl.nl.edu/evaluation/pas.htm.
For further information about research conducted by the McCormick Center for Early Childhood Leadership, call 800-443-5522, ext. 5060.
Funding for the Center's Research Notes is provided by the McCormick Foundation and the Illinois Department of Human Services.
Individuals may photocopy and disseminate freely.
Monday, November 22, 2010
New Study (from Washington) Reports Targeted Grants and One-on-One Coaching Boost Child Care Quality
As reported by Paul Nyhan in "Birth to Thrive" from Thrive by Five Washington:
A groundbreaking new study found one-on-one coaching and small grants made a big difference in child care programs, relatively quickly improving quality and cutting down on turnover.
Researchers found monthly intensive coaching and funding for staff scholarships, classroom and curriculum materials or parent engagement, which are part of a rating system being tested in two communities, improved quality scores. Currntely, 22 states have child care rating systems, but this is one of the first studies to pinpoint what improves quality.
A groundbreaking new study found one-on-one coaching and small grants made a big difference in child care programs, relatively quickly improving quality and cutting down on turnover.
Researchers found monthly intensive coaching and funding for staff scholarships, classroom and curriculum materials or parent engagement, which are part of a rating system being tested in two communities, improved quality scores. Currntely, 22 states have child care rating systems, but this is one of the first studies to pinpoint what improves quality.
Thursday, September 23, 2010
BAEYC Board Nominations
Don't be shy! If you are a current BAEYC member feel free to nominate yourself for any position!
We also need 2 Members at Large to be the "voice of the membership". New committees will be forming in January.
Keep in mind, NAEYC is in Orlando November 2011. Members are eligible for lots of discounts!
We also need 2 Members at Large to be the "voice of the membership". New committees will be forming in January.
Keep in mind, NAEYC is in Orlando November 2011. Members are eligible for lots of discounts!
Friday, September 17, 2010
"Much of the Day" clarification from the authors
Much of the day: In most items, “much of the day” is associated with the children’s access to materials typically used indoors (e.g., books, art materials, fine motor or dramatic play toys). It means most of the time that any child may be awake and able to play. If children are prevented from using materials for long periods by overly long routines when the children have to wait with nothing to do, being kept in groups that they are not engaged in, or being kept in areas where access is not possible, then credit cannot be given for “much of the day.” Appropriate group activities in which children are engaged and interested for short periods that match their abilities are permissible as long as they do not significantly affect access to materials throughout the rest of the day. If children (or any child) who are ready to play are prevented from reaching and using materials for a total of 20 minutes during a 3-hour observation, then “much of the day” cannot be given credit. The 20 minutes can be calculated as one 20-minute time period, or may be calculated as a combination of smaller time periods that equal 20 minutes. “Much of the day” should be considered separately for each item where the requirement appears. In some cases credit might be given on one item for much of the day, while not given for another item.
If children are kept outdoors for extremely long periods (1/3 of the day or more), thus limiting access to materials typically used indoors, then to give credit for “much of the day”, such materials must be provided outdoors as well.
Special attention should be paid to individual children who may not have the same access to materials as do the other children. For example, non-mobile children or children who are confined in a playpen may not have the same access to play materials as the other children in a group. For non-mobile infants, all required toys or materials do not have to be accessible at the same time during the whole observation because of problems with clutter. However, there must be clear indications that the required variety and numbers of materials are accessible at various times during the day. A cranky baby who needs close physical contact to be soothed may not be “ready to play” and thus not require access to materials during the “cranky” times.
When children are taken for stroller rides, do not count the time spent riding as part of the 20 minutes when children do not have access to materials for “much of the day” as long as children are generally engaged (one child may be less engaged than others for some part of the ride, but most children should show interest, and no child should show distress), and the actual stroller ride is no longer than 20 minutes. Some children may fall asleep in the stroller, but in this case they are not awake and ready to play, so falling asleep should not count in the timing for much of the day. Sometimes there are delays in putting children into strollers, and after the walk, removing them. If children have to wait for long periods (over 3 minutes with no access to play materials) while waiting in the strollers, then the time waiting should be counted towards the 20 minute limit that will disallow crediting “much of the day.”
If the stroller ride is more than 20 minutes, do not give credit for “much of the day” in the Active Physical Play item, since children are not able to freely move around when confined in a stroller.
If most of the children are not engaged during most of the stroller ride, consider when calculating “much of the day” in the item Peer Interaction.
If children are kept outdoors for extremely long periods (1/3 of the day or more), thus limiting access to materials typically used indoors, then to give credit for “much of the day”, such materials must be provided outdoors as well.
Special attention should be paid to individual children who may not have the same access to materials as do the other children. For example, non-mobile children or children who are confined in a playpen may not have the same access to play materials as the other children in a group. For non-mobile infants, all required toys or materials do not have to be accessible at the same time during the whole observation because of problems with clutter. However, there must be clear indications that the required variety and numbers of materials are accessible at various times during the day. A cranky baby who needs close physical contact to be soothed may not be “ready to play” and thus not require access to materials during the “cranky” times.
When children are taken for stroller rides, do not count the time spent riding as part of the 20 minutes when children do not have access to materials for “much of the day” as long as children are generally engaged (one child may be less engaged than others for some part of the ride, but most children should show interest, and no child should show distress), and the actual stroller ride is no longer than 20 minutes. Some children may fall asleep in the stroller, but in this case they are not awake and ready to play, so falling asleep should not count in the timing for much of the day. Sometimes there are delays in putting children into strollers, and after the walk, removing them. If children have to wait for long periods (over 3 minutes with no access to play materials) while waiting in the strollers, then the time waiting should be counted towards the 20 minute limit that will disallow crediting “much of the day.”
If the stroller ride is more than 20 minutes, do not give credit for “much of the day” in the Active Physical Play item, since children are not able to freely move around when confined in a stroller.
If most of the children are not engaged during most of the stroller ride, consider when calculating “much of the day” in the item Peer Interaction.
Wednesday, August 25, 2010
Substantial Portion of the Day
I have a school where a 3-year-old room and VPK room are only open for a specific time. The other rooms are primarily open from 8:30-2:40. Before care is offered in another room and those kids who stay for after care combine.
What is the best way to calculate substantial portion of the day for the rooms that are only open for specific time? How should this be worded on the schedule so that it is clear for the verifiers?
Also, for the rooms that combine, what is the best way for the schedule to be written?
What is the best way to calculate substantial portion of the day for the rooms that are only open for specific time? How should this be worded on the schedule so that it is clear for the verifiers?
Also, for the rooms that combine, what is the best way for the schedule to be written?
Tuesday, August 24, 2010
Staff Qualifications Questions & Answers
Staff Qualifications:
Question: 4 stars reads:
25% of lead teachers have associates degree or higher OR
60 credits with 18 credits in ECE. So, does that mean associates degree can be out of field and no ECE credits are needed?
Answer: No, this has been re-worded to make it clearer. It is an Associates degree or 60 college credits, including at least 18 credits in ECE.
Question:Level three says all lead teachers need Staff Credential
Level four says 25% have associates degrees
Let's say at one of my schools, I have one lead teacher who doesn't have a Staff Credential, but more than 25% have associates degrees. What level would we score? We have 6 classes - 4 have degrees (2 are definitely ECE, one is elem. ed, the other is something else)..but, the only (hence, lead) teacher in our young infant room (4 max) does not have staff credential. Now, the lead teacher in our big infant room is a degreed teacher and IS responsible for the younger room as well, whenever it is in use (we don't always have it open). So, can we say she is lead for both rooms??
Answer: The requirements at each level must be met in order to move up, so if there is one lead teacher who doesn't have a staff credential, the score for part A of Professional Qualifications would be a 2 no matter how many other lead teachers have degrees. The lead teacher is the person in charge of each classroom when it is open. The infant room teacher with the degree can only be considered the lead in one room at a time.
Question: What constitutes a professional development plan....is it an individual plan for each staff member or a program-wide plan?
Answer: It is an individual plan for each teacher that sets the expectation that they will continue their formal education. So a teacher with a staff credential would be encouraged to work toward an Associates degree, etc.
Question: 4 stars reads:
25% of lead teachers have associates degree or higher OR
60 credits with 18 credits in ECE. So, does that mean associates degree can be out of field and no ECE credits are needed?
Answer: No, this has been re-worded to make it clearer. It is an Associates degree or 60 college credits, including at least 18 credits in ECE.
Question:Level three says all lead teachers need Staff Credential
Level four says 25% have associates degrees
Let's say at one of my schools, I have one lead teacher who doesn't have a Staff Credential, but more than 25% have associates degrees. What level would we score? We have 6 classes - 4 have degrees (2 are definitely ECE, one is elem. ed, the other is something else)..but, the only (hence, lead) teacher in our young infant room (4 max) does not have staff credential. Now, the lead teacher in our big infant room is a degreed teacher and IS responsible for the younger room as well, whenever it is in use (we don't always have it open). So, can we say she is lead for both rooms??
Answer: The requirements at each level must be met in order to move up, so if there is one lead teacher who doesn't have a staff credential, the score for part A of Professional Qualifications would be a 2 no matter how many other lead teachers have degrees. The lead teacher is the person in charge of each classroom when it is open. The infant room teacher with the degree can only be considered the lead in one room at a time.
Question: What constitutes a professional development plan....is it an individual plan for each staff member or a program-wide plan?
Answer: It is an individual plan for each teacher that sets the expectation that they will continue their formal education. So a teacher with a staff credential would be encouraged to work toward an Associates degree, etc.
Curricula approved by the Early Learning Coalition of Broward County
These curricula are currently listed as approved for ages 0-5 by the Broward County ELC:
- Beyond Centers and Circle Time Series
- Creative Curriculum®
- High/Scope®
- La Petite Academy – Journey
- Montessori
- Building Language for Literacy®
- DLM Early Childhood Express®
- Doors to Discovery®
- Funshine Express™
- High Reach Learning
- LifeSmart ™ - Tutor Time
- Opening the World of Learning™
- Preschool First
- WEE Learn
These have been approved for Pre-K only:
- High Reach® Passports for Pre-K
- Houghton Mifflin Pre-K
- InvestiGator Club®
- Let's Begin with the Letter People® for Pre-K
Thursday, August 12, 2010
Question about "accessible materials"
Question:
Good Morning Anita,
Jennifer asked me to e-mail you with my question on the discovery area.
We have an unique school. Our classrooms are very small and so we have our centers set up in an open area called the bay in front of the classrooms. My question is, do we need to have live items in both areas, the room and the bay, in order for them to be counted?
Answer:
Thanks for your question. I hope you don’t mind if I post it on the blog for others to see.
There are two issues at play with this. One is access to and the opportunity to interact with living things. The other is having materials available for a “substantial portion of the day”.
In the ITERS-R, item 22 Nature/Science, indicator 5.2 states: “Some daily experiences with living plants or animals indoors (Ex. Plant in the room to look at,; staff point out trees, flowers, or birds from a window; children visit an aquarium).” (in the school). The key here is that it is evident that there is some interaction with nature while indoors, and it must take place during the observation to receive credit. It should be obvious that it is a daily occurrence. It can be in the classroom, your bay area, or anywhere inside your building.
In the ECERS-R, item 25 Nature/Science there are two things to consider. One is that “living things” are one of the nature/science categories referred to in the scales (see p. 51 in the ECERS-R scale). To receive credit in 3.1, items from 2 categories must be accessible. In 3.2 they must be accessible to the children for at least one hour during the day. To receive credit for 5.1 there must be 3-5 examples from three categories accessible, and 5.2 requires that they be accessible for at least 1/3 of the hours your program is open.
To score this item, the assessor will observe where the items are located and will record the times that the items in all locations are accessible to children, meaning that the children are free to use the items and can access them on their own. Therefore if the time that the children use the centers in the bay area is restricted, it may not be possible for the children to have long enough access to receive credit. You’ll need to assess the daily schedule and how that area is used. Also, the assessor will interview the teacher at the end of the observation. The teacher will have the opportunity to state other times during the day that these materials are accessible. Also, the posted schedule should list all the times during the day that materials are freely accessible.
I know this was a long answer, I hope it helps.
Good Morning Anita,
Jennifer asked me to e-mail you with my question on the discovery area.
We have an unique school. Our classrooms are very small and so we have our centers set up in an open area called the bay in front of the classrooms. My question is, do we need to have live items in both areas, the room and the bay, in order for them to be counted?
Answer:
Thanks for your question. I hope you don’t mind if I post it on the blog for others to see.
There are two issues at play with this. One is access to and the opportunity to interact with living things. The other is having materials available for a “substantial portion of the day”.
In the ITERS-R, item 22 Nature/Science, indicator 5.2 states: “Some daily experiences with living plants or animals indoors (Ex. Plant in the room to look at,; staff point out trees, flowers, or birds from a window; children visit an aquarium).” (in the school). The key here is that it is evident that there is some interaction with nature while indoors, and it must take place during the observation to receive credit. It should be obvious that it is a daily occurrence. It can be in the classroom, your bay area, or anywhere inside your building.
In the ECERS-R, item 25 Nature/Science there are two things to consider. One is that “living things” are one of the nature/science categories referred to in the scales (see p. 51 in the ECERS-R scale). To receive credit in 3.1, items from 2 categories must be accessible. In 3.2 they must be accessible to the children for at least one hour during the day. To receive credit for 5.1 there must be 3-5 examples from three categories accessible, and 5.2 requires that they be accessible for at least 1/3 of the hours your program is open.
To score this item, the assessor will observe where the items are located and will record the times that the items in all locations are accessible to children, meaning that the children are free to use the items and can access them on their own. Therefore if the time that the children use the centers in the bay area is restricted, it may not be possible for the children to have long enough access to receive credit. You’ll need to assess the daily schedule and how that area is used. Also, the assessor will interview the teacher at the end of the observation. The teacher will have the opportunity to state other times during the day that these materials are accessible. Also, the posted schedule should list all the times during the day that materials are freely accessible.
I know this was a long answer, I hope it helps.
Friday, July 30, 2010
Online training opportunity - playground safety
In-service credit hour
Online opportunity –Playground Supervision for Child Care Providers
1-hour course (2 weeks to complete)
$15.00 ($20.00 after October 1) –cost includes course and certificate
www.playgroundsafety.org/training/online/childcare/course_supervision.htm
Online opportunity –Playground Supervision for Child Care Providers
1-hour course (2 weeks to complete)
$15.00 ($20.00 after October 1) –cost includes course and certificate
www.playgroundsafety.org/training/online/childcare/course_supervision.htm
Friday, July 23, 2010
Broward Early Childhood Educators Conference
We need you! Presenters, volunteers, we need you all!
- Date: Saturday October 16, 2010
- Location: Piper High School 8000 NW 44th St. Sunrise
Please contact Anita Platt for more information.
Wednesday, July 7, 2010
Updates from Assessor Training w/ Authors' reps.
Home your summer is going well. We have also updated the Pitfalls a bit. We hand them out at our QC Workshops.
ALL SCALES:
- Ample space is “a challenge in Florida”, due to licensing standards for 20/35 sq. feet and no group size limits.
- The children should be “bathed in language” throughout the day (during play and routine care, small group and whole group, etc). Teachers should use a variety of descriptive words, about a variety of topics, including what the children are currently doing and asking questions about / discussing what the families did at home, over the weekend, etc.
- Group activities are when teachers “strongly encourage the children”, verbally or with placement of furniture, the children to participate in the same activity at the same time in the same location (place restrictions on free choice, such as circle, story, standing in line, eating meals, restroom down the hall, teacher-directed, formal group activity, etc.)
Activities where the teacher is doing something enticing and the children gravitate over to it and stay are typically not considered whole group activities, if they are taking place during free play time, indoors or outdoors. This would be an example of an informal group activity.
If the children are completely free to leave an activity (come and go as they wish) and have a choice of at least 2 alternative activities, then time spent in a group activity would probably not be counted toward the total group time observed.
When children choose to join an activity during free play, it is not counted as group time UNLESS the staff discourages the children from leaving the activity, if they so choose, OR they are restricted physically in some way (such as unable to remove themselves from the chair).
Whole group activities such as story, circle time, waiting times, meal times, teacher-directed activities ARE whole group times.
ECERS: After the observation has ended, the times the children spent restricted to whole group activities are added together. Then this number is divided by the total observation time, to calculate the percentage of time children spent restricted to whole group activities during an observation. The aim is for the children to spend less than 50%, or half of the observation, restricted to whole group activities.
ITERS: If any child is restricted to whole group activities for 20 minutes or more (total combined during a 3+ hour observation) credit will not be received.
Much Of the Day appears in 11 Items. Each Item is considered individually, so credit could be given in one item but not in others.
If even ONE child has limited access to enough of an item (some materials have amounts required), then credit will not be received. Also, if ANY child is denied access to an item for 20 minutes or more (total combined during a 3+ hour observation) credit will not be received. If any child is restricted to whole group activities for 20 minutes or more (total combined during a 3+ hour observation) credit will not be received.
Item 2-5.2, 7.2 Child-sized chairs are easily used/moved by the children. Child-sized tables fit the children and the chairs.
Item 5-5.2 At least 2 items on display MUST be fully 3-D to receive credit (move in space, have height, width and depth).
Item 9-1.3 Remind caregivers to remove the soiled gloves, use wipes on teacher’s and child’s hands BEFORE touching the clean diaper.
ECERS:
To give credit, outdoor time/access to gross motor space and outdoor equipment must total AT LEAST 60 minutes per day, weather permitting. Time spent standing in line to come inside, etc., as observed, does not count toward this 60 minutes of access. (ECERS 7, 8, 34, 35).
Item 16-3.3 and 28-3.3: We are hearing “Ooo wah, ooo wah shoot the arrow” again (a verse in the song “Ten Little Indians”).This phrase is an example of “stereotyping and bias”.
Item 18-5.1 Informal conversations are not didactic / for learning content. They are more for social interaction.
5.3 “Expanding” means restating what the child said and then adding more information.
Item 20-7.3 Art activities over several days means that the project has several stages (like drying over night and then additional steps….)
Item 30-3.1 Children who close the bathroom door are not being adequately supervised.
ALL SCALES:
- Ample space is “a challenge in Florida”, due to licensing standards for 20/35 sq. feet and no group size limits.
- The children should be “bathed in language” throughout the day (during play and routine care, small group and whole group, etc). Teachers should use a variety of descriptive words, about a variety of topics, including what the children are currently doing and asking questions about / discussing what the families did at home, over the weekend, etc.
- Group activities are when teachers “strongly encourage the children”, verbally or with placement of furniture, the children to participate in the same activity at the same time in the same location (place restrictions on free choice, such as circle, story, standing in line, eating meals, restroom down the hall, teacher-directed, formal group activity, etc.)
Activities where the teacher is doing something enticing and the children gravitate over to it and stay are typically not considered whole group activities, if they are taking place during free play time, indoors or outdoors. This would be an example of an informal group activity.
If the children are completely free to leave an activity (come and go as they wish) and have a choice of at least 2 alternative activities, then time spent in a group activity would probably not be counted toward the total group time observed.
When children choose to join an activity during free play, it is not counted as group time UNLESS the staff discourages the children from leaving the activity, if they so choose, OR they are restricted physically in some way (such as unable to remove themselves from the chair).
Whole group activities such as story, circle time, waiting times, meal times, teacher-directed activities ARE whole group times.
ECERS: After the observation has ended, the times the children spent restricted to whole group activities are added together. Then this number is divided by the total observation time, to calculate the percentage of time children spent restricted to whole group activities during an observation. The aim is for the children to spend less than 50%, or half of the observation, restricted to whole group activities.
ITERS: If any child is restricted to whole group activities for 20 minutes or more (total combined during a 3+ hour observation) credit will not be received.
Much Of the Day appears in 11 Items. Each Item is considered individually, so credit could be given in one item but not in others.
If even ONE child has limited access to enough of an item (some materials have amounts required), then credit will not be received. Also, if ANY child is denied access to an item for 20 minutes or more (total combined during a 3+ hour observation) credit will not be received. If any child is restricted to whole group activities for 20 minutes or more (total combined during a 3+ hour observation) credit will not be received.
Item 2-5.2, 7.2 Child-sized chairs are easily used/moved by the children. Child-sized tables fit the children and the chairs.
Item 5-5.2 At least 2 items on display MUST be fully 3-D to receive credit (move in space, have height, width and depth).
Item 9-1.3 Remind caregivers to remove the soiled gloves, use wipes on teacher’s and child’s hands BEFORE touching the clean diaper.
ECERS:
To give credit, outdoor time/access to gross motor space and outdoor equipment must total AT LEAST 60 minutes per day, weather permitting. Time spent standing in line to come inside, etc., as observed, does not count toward this 60 minutes of access. (ECERS 7, 8, 34, 35).
Item 16-3.3 and 28-3.3: We are hearing “Ooo wah, ooo wah shoot the arrow” again (a verse in the song “Ten Little Indians”).This phrase is an example of “stereotyping and bias”.
Item 18-5.1 Informal conversations are not didactic / for learning content. They are more for social interaction.
5.3 “Expanding” means restating what the child said and then adding more information.
Item 20-7.3 Art activities over several days means that the project has several stages (like drying over night and then additional steps….)
Item 30-3.1 Children who close the bathroom door are not being adequately supervised.
Tuesday, June 22, 2010
Vote for "The Parenting Village"on Oprah Network
Watch the video and you will agree that this program would be worth watching!
Enter your vote for BAEYC’s founding President, and then pass it on….
(Renew your BAEYC membership at www.naeyc.org)
From: Karen Deerwester [mailto:karen@familytimeinc.com] Sent: Monday, June 21, 2010 5:42 PMSubject: A friend has shared a link from Oprah.com
Feel free to send to your personal network, everyone at work and anyone else who’d help The Parenting Village – LOL!!!
Here’s a new link - http://myown.oprah.com/audition/index.html?request=video_details&response_id=9702&promo_id=1
We can vote as often as we like through July 3rd. Though I think it’s a good idea to “view” and “vote” so we don’t look like we’re stacking the votes. Also, I’d love it if you can leave a comment about what a good host I’d be & how much you like the conceptJ
Thanks sooo much!!!
Karen
Karen Deerwester, Ed.S.
Family Time Coaching & Consulting
www.FamilyTimeInc.com
Karen@FamilyTimeInc.com
561-212-3278
Enter your vote for BAEYC’s founding President, and then pass it on….
(Renew your BAEYC membership at www.naeyc.org)
From: Karen Deerwester [mailto:karen@familytimeinc.com] Sent: Monday, June 21, 2010 5:42 PMSubject: A friend has shared a link from Oprah.com
Feel free to send to your personal network, everyone at work and anyone else who’d help The Parenting Village – LOL!!!
Here’s a new link - http://myown.oprah.com/audition/index.html?request=video_details&response_id=9702&promo_id=1
We can vote as often as we like through July 3rd. Though I think it’s a good idea to “view” and “vote” so we don’t look like we’re stacking the votes. Also, I’d love it if you can leave a comment about what a good host I’d be & how much you like the conceptJ
Thanks sooo much!!!
Karen
Karen Deerwester, Ed.S.
Family Time Coaching & Consulting
www.FamilyTimeInc.com
Karen@FamilyTimeInc.com
561-212-3278
Tuesday, April 20, 2010
7 Habits of Highly Effective People
Life Lessons (from a workshop I attended, and the book by Steven R. Covey):
1) Be Proactive (self-awareness, take responsibility, consider '"Circle of Concern" and "Circle of Infulence')
2) Begin with the End in Mind (Sounds like good advice for Quality Counts participants!) personal vision, mission, mental and physical, benchmarks, goals, outcomes
3) Put First things First (prioritize, make To Do lists, clarify values, preserve and enhance relationships, make Deposits and Withdrawls from your "People Bank"
4) Think Win-Win ( mutually beneficial resolutions, consider other points of view and alternative strategies)
5) Seek first to Understand, then Be Understood (empathy, be genuine)
6) Synergize (value differences, create NEW solutions, 1+1 can = 3!)
7) Sharpen the Saw (Renewal, Avoid Burn-Out,Take care of yourself: physical, mental, spiritual, social)
1) Be Proactive (self-awareness, take responsibility, consider '"Circle of Concern" and "Circle of Infulence')
2) Begin with the End in Mind (Sounds like good advice for Quality Counts participants!) personal vision, mission, mental and physical, benchmarks, goals, outcomes
3) Put First things First (prioritize, make To Do lists, clarify values, preserve and enhance relationships, make Deposits and Withdrawls from your "People Bank"
4) Think Win-Win ( mutually beneficial resolutions, consider other points of view and alternative strategies)
5) Seek first to Understand, then Be Understood (empathy, be genuine)
6) Synergize (value differences, create NEW solutions, 1+1 can = 3!)
7) Sharpen the Saw (Renewal, Avoid Burn-Out,Take care of yourself: physical, mental, spiritual, social)
Thursday, April 15, 2010
VPK Kindergarten Readiness Test Results
For the ELC System Meeting, Lisa Feeney collated a report stating: For the past three years, analyses of the FLORIDA and BROWARD COUNTY kindergarten screening data indicate that "children who complete the VPK program out perform their peers who have not completed the program on each of the kindergarten screening measures."
Congratulate your VPK Providers and their VPK Staff!!!!
Congratulate your VPK Providers and their VPK Staff!!!!
Tuesday, March 23, 2010
Week of the Young Child April 11-18
BAEYC members will be attending the ELC System Meeting on April 14th, and CCLE Sector Meetings throughout the month. We recently co-sponsored the Ooey Gooey Lady at the Posnack JCC, with free CEU's for members, and hosted a fabulous and fun evening with Terri of Kidokinetics, about indoor gross motor play (great for ERS points!), on March 18 in Hollywood.
Membership information (for CDA and Director Credential Renewal etc.) can best be found by going to www.naeyc.org. REMEMBER to indicate Affiliate Broward AEYC #191 to receive all of the benefits of your member dollars. By the way, the NAEYC Conference will be in Orlando in 2011. Start planning and saving now!!!
Membership information (for CDA and Director Credential Renewal etc.) can best be found by going to www.naeyc.org. REMEMBER to indicate Affiliate Broward AEYC #191 to receive all of the benefits of your member dollars. By the way, the NAEYC Conference will be in Orlando in 2011. Start planning and saving now!!!
Friday, February 5, 2010
Croissant Park Elementary 2010
Croissant Park Elementary will be having a Kindergarten tour on April 30 at 9:00 a.m. Please call (754) 323-5300 to RSVP.
Mirror Lake Elementary 2010
Mirror Lake Elementary
Mirror Lake Elementary will be having a New Student School Tour on the following dates:
Friday April 9 at 9:00 am
Friday May 7 at 9:00 am
Friday May 21 at 9:00
Call (754) 322-7100 for more information
Wednesday, January 13, 2010
GO OUTSIDE WHEN IT IS "COLD"
These past few days, some of the classrooms have been colder than the outside! Tell your providers and their families, when the sun is shining, put on a coat and take the children outside!
(ERS scores for this in several items.)
Here is some advice from Southern Early Childhood Association:
The coldest time of the year is upon us, which means it's time to think about cold weather safety. Since we don't often experience extremely cold temperatures here in the South, it's a good idea to review and update your cold weather safety policies each year. Below are some guidelines that will help you keep the children in your care safe when temperatures fall:
Before children head outdoors to play in cold weather, make sure they are dressed adequately. Layers are especially helpful in snowy conditions since the outermost layer can be 'peeled off' and replaced if it gets wet.
As a rule of thumb, dress older infants and young children in one more layer of clothing than would be worn by an adult in the same conditions.
Put babies to sleep in warm one-piece sleepers as opposed to covering them with blankets, which create the risk of Sudden Infant Death Syndrome. If a blanket must be used to keep the infant warm, it should reach no higher than the baby's chest and should be tucked securely around the crib mattress.
If you notice that a child in your care is suffering from frequent winter nosebleeds, recommend to the parents or guardians that a cold air humidifier be used in the child's room at night. Saline nose drops may also help keep the nose moist and prevent nosebleeds. If severe or persistent nosebleeds occur, the child's doctor should be contacted.
Keep skin moisturized. Many pediatricians recommend bathing infants only 2-3 times per week during their first year. More frequent baths can dry the skin, especially in the winter.
Help keep cold and flu cases to a minimum with frequent hand washing and by teaching children to sneeze or cough into the bend of his elbow if a tissue is not available. Children over 6 months should be immunized against the flu virus each year.
The sun's UV rays can cause a sunburn even in the winter, especially when they reflect off of snow.
Cover any exposed skin with sunscreen before allowing children to play outside.
(ERS scores for this in several items.)
Here is some advice from Southern Early Childhood Association:
The coldest time of the year is upon us, which means it's time to think about cold weather safety. Since we don't often experience extremely cold temperatures here in the South, it's a good idea to review and update your cold weather safety policies each year. Below are some guidelines that will help you keep the children in your care safe when temperatures fall:
Before children head outdoors to play in cold weather, make sure they are dressed adequately. Layers are especially helpful in snowy conditions since the outermost layer can be 'peeled off' and replaced if it gets wet.
As a rule of thumb, dress older infants and young children in one more layer of clothing than would be worn by an adult in the same conditions.
Put babies to sleep in warm one-piece sleepers as opposed to covering them with blankets, which create the risk of Sudden Infant Death Syndrome. If a blanket must be used to keep the infant warm, it should reach no higher than the baby's chest and should be tucked securely around the crib mattress.
If you notice that a child in your care is suffering from frequent winter nosebleeds, recommend to the parents or guardians that a cold air humidifier be used in the child's room at night. Saline nose drops may also help keep the nose moist and prevent nosebleeds. If severe or persistent nosebleeds occur, the child's doctor should be contacted.
Keep skin moisturized. Many pediatricians recommend bathing infants only 2-3 times per week during their first year. More frequent baths can dry the skin, especially in the winter.
Help keep cold and flu cases to a minimum with frequent hand washing and by teaching children to sneeze or cough into the bend of his elbow if a tissue is not available. Children over 6 months should be immunized against the flu virus each year.
The sun's UV rays can cause a sunburn even in the winter, especially when they reflect off of snow.
Cover any exposed skin with sunscreen before allowing children to play outside.
Subscribe to:
Posts (Atom)