Check out the blog at:
http://groups.google.com/group/MCECL/topics
There is a great discussion on environments going on. Some great ideas have been shared, like an igloo made of gallon milk jugs for dramatic play.
Friday, May 20, 2011
Friday, March 18, 2011
Marketing Your Program- Phyllis Kalifeh, Child Care Information Exchange, March-april 2011
Marketing:
No longer an afterthought
by Phyllis Kalifeh
Who would ever have thought that a big
white duck quacking AFLAC would be a
successful marketing strategy for an
insurance company or GEICO’s green
gecko lizard with a British accent for that
matter? Yet, marketing and advertising
professionals would definitely consider
both of these campaigns very successful.
What did they have in common besides
large advertising budgets and massive
television exposure? They were creative
approaches for what can be considered
rather mundane products, presented in a
manner that was both entertaining and
eye-catching. Their appeal seems to be
universal; yet what we most remember
is not exactly the specific message, but
the companies they represent.
Relax. I’m not suggesting that those who
work in the early childhood field should
follow suit and create multi-million dollar
campaigns. We know this is not realistic
or practical. What we can learn from these
examples is that we need to get out of our
comfort zones, think outside the box, and
address our roles as marketers in a society
that is overloaded with information. How
can we get the attention of the market
segment we’re trying to attract?
In a declining economy, it’s even more
important to consider how we’re communicating
and marketing our services to
our target populations. If you’re thinking,
“I can’t handle one more thing. My plate
is full,” not a problem, especially if you
have all the business you want or need.
This article isn’t for you. But if you’re
interested in staying ahead of the game
and boosting enrollment, you might
want to read on.
Defining our terms
You may be thinking, “What’s the difference
between marketing, advertising, and
public relations?” That’s a good question
and often those terms are muddled. Basically,
the end result is to match goods or
services to meet the needs of a customer;
therefore, advertising and public relations
are tools — of a sort — for marketing. To
demonstrate, marketing is striking up a
conversation with another parent in your
child’s open house at school. During the
conversation, you explain how he or she
might benefit from a top-notch preschool
for the preschooler in tow. You tell them
about your school or family child care
home, the success of your program, and
how it is likely a good option for the
parent to consider.
Advertising is when you go up to the
parent and confidently talk about how
fantastic your school is, hand out a business
card or brochure, and share how
well your students have done (not divulging
confidential information, of course).
Public relations is when a prospective
parent comes to you and says, “I’ve heard
great things about your school and
would really like to know more about
it.” Bottom line is that it’s all about the
bottom line, and relationship-building is
central to the success of your efforts,
regardless of the terminology. We’re
in the people business, of course!
Back to basics
First, it’s important to get our own houses
in order. Good marketing starts with providing
the best possible services. The best
advertising strategies in the world won’t
be effective if we can’t keep parents
because our services are inferior. This is
the critical foundation for any successful
marketing effort. For example, the building
and playground are in good repair,
licensing inspections are clean, and
children are engaged in developmentallyappropriate
readiness activities that
promote early learning with responsive
nurturing teachers who are well-trained
for their jobs. Whew! That’s no small
order, but fundamental to the success of
your marketing efforts. Make sure you’ve
spent the time necessary to lay a solid
foundation of high quality for young
children. Don’t get caught up in the
chicken and the egg argument (e.g. “If
I had more children enrolled, I could do
a better job.”) Do the best with what you
have now, making the very best decisions
possible. If you need to invest more
money to get your program up to par,
consult a financial advisor and “just do it”
(a branding term that Nike coined, by the
way, that was also very successful).
Make a plan
Don’t wince! A plan is important, not for
the document that you produce, but for
the opportunity it presents to think in a
systematic way about how you will invest
your limited time and resources in
marketing your program. The plan is
dynamic and provides an internal roadmap.
It will also be important as you
evaluate the effectiveness of your strategies.
Your plan can be as simple or as
elaborate as you need, but at a minimum
should include about five columns:
Your strategies (a description of what
you will do)
A timeline for when you will undertake
that strategy (remembering that
marketing is a year-round endeavor)
Materials and resources needed to
accomplish the strategy
A list of who is responsible or tasked
with accomplishing the work
A description of the costs.
Optional: You might also want to
create a column for evaluating the
strategy, determining how you will
measure success.
Thinking about this in advance will help
you refine your plan and adopt the most
webeffective
strategies in the future. Making
the plan work for you in managing your
marketing effort is what’s most important.
Tools in the toolbox
Before we talk about strategies, it’s
important to think about the tools at
your disposal and what you can manage
well. For the purpose of framing, we’ll
organize the tools as follows:
n Print media (parent handbooks, business
cards, brochures, press releases,
advertisements, give-aways, etc.)
n Electronic media (website, social
networking, e-mail)
n Staff (an often overlooked marketing
resource)
n Parents (some of your best public
relations specialists)
n Events (employer partnerships, school
transition partnerships, open house,
Kids’ Day, legislative tours, parent
appreciation, etc.)
Using this frame, it’s time to brainstorm
potential strategies for your plan.
Print Media: This is not a time to scrimp
to save a nickel. Your printed materials
are a reflection of you and your business.
Your image should reflect professionalism.
This does not mean that you have to
spend a lot of money; you can often
garner the help of others to get the professional
image you seek. One way to do
this is to pay attention to other brochures
and print materials that have caught your
eye and develop a file of these. What
attracts you? Check out the resources in
your local community; is there a school or
college with a graphics design department?
Can you employ the help of
students to draft some designs? The content
of your materials is as important as
their appearance. Be sure that materials
are succinct, free of errors, and wellwritten.
If you don’t feel confident in this
area, make sure to have others read and
review your materials (possibly parents at
your school) to make sure they’re readerfriendly,
professional, and communicate
the message you’re trying to convey.
Compare prices on printed materials.
There are many online printing services
in addition to local printing companies in
your area. It pays to shop around as
prices can vary widely. At a minimum, be
sure to have business cards, a brochure,
and a parent handbook to share with the
public and potential customers.
Consider developing short press releases
to publish in the local newspaper, community
parent magazine, PTA newsletters,
and your own parent newsletter
about what’s happening at your school.
Lengthy news stories will likely be disregarded.
Highlighting the implementation
of a new curriculum, celebrating a
success such as accreditation, the accomplishments
of staff, or a visiting celebrity
will catch the attention of the public
and potential customers (and these are
typically free). Make sure to include
these stories in your plan.
Electronic media: Some of us have sauntered
gently into the technological age
and others have come kicking and
screaming. Regardless, the age of electronic
media is here to stay and getting
more sophisticated all the time. If you
don’t have a website, create one. If you
have one, make sure it’s current and
fresh. There’s nothing worse than a website
with a posting that’s more than a
year old! Make sure it’s someone’s job to
keep the website current. Remember, if
it’s everyone’s job, it’s no one’s job — so
ensure that someone is assigned to the
task. If you have a Facebook page for the
school, use it! If you don’t have one, get
one — it’s free. It’s a great way to post
activities, menus, announcements, and
accomplishments. If you post pictures of
the children, make sure you have parent
permission to do so. Some programs
have found Twitter to be an effective
means of keeping communication lines
open. Use the tools at your disposal —
you can bet your parents and potential
customers are using them! Do you have
the e-mail addresses of your parents?
Do they use text messaging? These are
important resources for managing
your day-to-day communications with
parents and will help them stay
informed. They will boast to their
coworkers about how well informed
they are about their child’s well being,
thanks to you!
Staff: Your teaching and support staff
can be some of your best ambassadors or
your worst nightmare. If staff feels good
about where they work, feels a sense of
importance in the work they do, believes
they’re treated fairly and respectfully,
then they will sing your praises to
existing and potential customers. While
we know that funding is limited to pay
the types of salaries and benefits we
know early childhood teachers deserve,
ensure that you do all that you can to
provide other incentives (e.g., recognition,
rewards, incentives for referrals
and enrollments, etc.). Build intentional
strategies into your marketing plan to
support your staff and assume nothing.
Personal thank-yous, gift cards, massages,
a day off, and small bonuses are
some ways that staff knows that they’re
important to you and the school. There
is no substitute for a well-trained, fairly
compensated, and appreciated workforce
in early childhood — your success is
dependent on their success.
Parents: Okay, they’re obviously your
target market, but have you really
thought about how they can be a part
of your marketing strategy? Besides
word-of-mouth advertisement — which
is incredibly important — have you
considered referral incentives for your
parents such as tuition vouchers for each
new paid enrollment, thank-you cards,
gift certificates to a nice restaurant? Get
creative! Ask your parents what they
would like and include their efforts in
your marketing plan.
Events: This is typically the area where
child care programs feel most confident,
but get some mileage out of your events.
Invite your legislators to visit your program;
provide photo opportunities for
them and invite the media (newspaper,
radio, and television). If it’s a slow news
day, the news crew might show up.
Develop partnerships with nearby
employers: provide tuition or registration
fee discounts and advertise your partnerships
in company newsletters. Are you a
member of your local Chamber of Commerce?
If not, consider joining to network
with other business owners. Keep your
antennae continually attuned to opportunities
to leverage your relationships in
the community to support your program
and the children you serve. Remember,
it’s a great opportunity for businesses
to advertise their community service
connections as well.
In conclusion
It’s a new day. Marketing can no longer
be an afterthought. It should be incorporated
into the psyche of every early childhood
program leader. If you offer incredible
programs for young children with
astounding results and no one knows
about it (like the proverbial tree falling in
the woods), you may enjoy short-term
success that cannot be sustained. To build
long-term sustainability, think about how
you can make ‘marketing’ your new best
friend. And be creative — remember the
lesson of the quacking duck!
No longer an afterthought
by Phyllis Kalifeh
Who would ever have thought that a big
white duck quacking AFLAC would be a
successful marketing strategy for an
insurance company or GEICO’s green
gecko lizard with a British accent for that
matter? Yet, marketing and advertising
professionals would definitely consider
both of these campaigns very successful.
What did they have in common besides
large advertising budgets and massive
television exposure? They were creative
approaches for what can be considered
rather mundane products, presented in a
manner that was both entertaining and
eye-catching. Their appeal seems to be
universal; yet what we most remember
is not exactly the specific message, but
the companies they represent.
Relax. I’m not suggesting that those who
work in the early childhood field should
follow suit and create multi-million dollar
campaigns. We know this is not realistic
or practical. What we can learn from these
examples is that we need to get out of our
comfort zones, think outside the box, and
address our roles as marketers in a society
that is overloaded with information. How
can we get the attention of the market
segment we’re trying to attract?
In a declining economy, it’s even more
important to consider how we’re communicating
and marketing our services to
our target populations. If you’re thinking,
“I can’t handle one more thing. My plate
is full,” not a problem, especially if you
have all the business you want or need.
This article isn’t for you. But if you’re
interested in staying ahead of the game
and boosting enrollment, you might
want to read on.
Defining our terms
You may be thinking, “What’s the difference
between marketing, advertising, and
public relations?” That’s a good question
and often those terms are muddled. Basically,
the end result is to match goods or
services to meet the needs of a customer;
therefore, advertising and public relations
are tools — of a sort — for marketing. To
demonstrate, marketing is striking up a
conversation with another parent in your
child’s open house at school. During the
conversation, you explain how he or she
might benefit from a top-notch preschool
for the preschooler in tow. You tell them
about your school or family child care
home, the success of your program, and
how it is likely a good option for the
parent to consider.
Advertising is when you go up to the
parent and confidently talk about how
fantastic your school is, hand out a business
card or brochure, and share how
well your students have done (not divulging
confidential information, of course).
Public relations is when a prospective
parent comes to you and says, “I’ve heard
great things about your school and
would really like to know more about
it.” Bottom line is that it’s all about the
bottom line, and relationship-building is
central to the success of your efforts,
regardless of the terminology. We’re
in the people business, of course!
Back to basics
First, it’s important to get our own houses
in order. Good marketing starts with providing
the best possible services. The best
advertising strategies in the world won’t
be effective if we can’t keep parents
because our services are inferior. This is
the critical foundation for any successful
marketing effort. For example, the building
and playground are in good repair,
licensing inspections are clean, and
children are engaged in developmentallyappropriate
readiness activities that
promote early learning with responsive
nurturing teachers who are well-trained
for their jobs. Whew! That’s no small
order, but fundamental to the success of
your marketing efforts. Make sure you’ve
spent the time necessary to lay a solid
foundation of high quality for young
children. Don’t get caught up in the
chicken and the egg argument (e.g. “If
I had more children enrolled, I could do
a better job.”) Do the best with what you
have now, making the very best decisions
possible. If you need to invest more
money to get your program up to par,
consult a financial advisor and “just do it”
(a branding term that Nike coined, by the
way, that was also very successful).
Make a plan
Don’t wince! A plan is important, not for
the document that you produce, but for
the opportunity it presents to think in a
systematic way about how you will invest
your limited time and resources in
marketing your program. The plan is
dynamic and provides an internal roadmap.
It will also be important as you
evaluate the effectiveness of your strategies.
Your plan can be as simple or as
elaborate as you need, but at a minimum
should include about five columns:
Your strategies (a description of what
you will do)
A timeline for when you will undertake
that strategy (remembering that
marketing is a year-round endeavor)
Materials and resources needed to
accomplish the strategy
A list of who is responsible or tasked
with accomplishing the work
A description of the costs.
Optional: You might also want to
create a column for evaluating the
strategy, determining how you will
measure success.
Thinking about this in advance will help
you refine your plan and adopt the most
webeffective
strategies in the future. Making
the plan work for you in managing your
marketing effort is what’s most important.
Tools in the toolbox
Before we talk about strategies, it’s
important to think about the tools at
your disposal and what you can manage
well. For the purpose of framing, we’ll
organize the tools as follows:
n Print media (parent handbooks, business
cards, brochures, press releases,
advertisements, give-aways, etc.)
n Electronic media (website, social
networking, e-mail)
n Staff (an often overlooked marketing
resource)
n Parents (some of your best public
relations specialists)
n Events (employer partnerships, school
transition partnerships, open house,
Kids’ Day, legislative tours, parent
appreciation, etc.)
Using this frame, it’s time to brainstorm
potential strategies for your plan.
Print Media: This is not a time to scrimp
to save a nickel. Your printed materials
are a reflection of you and your business.
Your image should reflect professionalism.
This does not mean that you have to
spend a lot of money; you can often
garner the help of others to get the professional
image you seek. One way to do
this is to pay attention to other brochures
and print materials that have caught your
eye and develop a file of these. What
attracts you? Check out the resources in
your local community; is there a school or
college with a graphics design department?
Can you employ the help of
students to draft some designs? The content
of your materials is as important as
their appearance. Be sure that materials
are succinct, free of errors, and wellwritten.
If you don’t feel confident in this
area, make sure to have others read and
review your materials (possibly parents at
your school) to make sure they’re readerfriendly,
professional, and communicate
the message you’re trying to convey.
Compare prices on printed materials.
There are many online printing services
in addition to local printing companies in
your area. It pays to shop around as
prices can vary widely. At a minimum, be
sure to have business cards, a brochure,
and a parent handbook to share with the
public and potential customers.
Consider developing short press releases
to publish in the local newspaper, community
parent magazine, PTA newsletters,
and your own parent newsletter
about what’s happening at your school.
Lengthy news stories will likely be disregarded.
Highlighting the implementation
of a new curriculum, celebrating a
success such as accreditation, the accomplishments
of staff, or a visiting celebrity
will catch the attention of the public
and potential customers (and these are
typically free). Make sure to include
these stories in your plan.
Electronic media: Some of us have sauntered
gently into the technological age
and others have come kicking and
screaming. Regardless, the age of electronic
media is here to stay and getting
more sophisticated all the time. If you
don’t have a website, create one. If you
have one, make sure it’s current and
fresh. There’s nothing worse than a website
with a posting that’s more than a
year old! Make sure it’s someone’s job to
keep the website current. Remember, if
it’s everyone’s job, it’s no one’s job — so
ensure that someone is assigned to the
task. If you have a Facebook page for the
school, use it! If you don’t have one, get
one — it’s free. It’s a great way to post
activities, menus, announcements, and
accomplishments. If you post pictures of
the children, make sure you have parent
permission to do so. Some programs
have found Twitter to be an effective
means of keeping communication lines
open. Use the tools at your disposal —
you can bet your parents and potential
customers are using them! Do you have
the e-mail addresses of your parents?
Do they use text messaging? These are
important resources for managing
your day-to-day communications with
parents and will help them stay
informed. They will boast to their
coworkers about how well informed
they are about their child’s well being,
thanks to you!
Staff: Your teaching and support staff
can be some of your best ambassadors or
your worst nightmare. If staff feels good
about where they work, feels a sense of
importance in the work they do, believes
they’re treated fairly and respectfully,
then they will sing your praises to
existing and potential customers. While
we know that funding is limited to pay
the types of salaries and benefits we
know early childhood teachers deserve,
ensure that you do all that you can to
provide other incentives (e.g., recognition,
rewards, incentives for referrals
and enrollments, etc.). Build intentional
strategies into your marketing plan to
support your staff and assume nothing.
Personal thank-yous, gift cards, massages,
a day off, and small bonuses are
some ways that staff knows that they’re
important to you and the school. There
is no substitute for a well-trained, fairly
compensated, and appreciated workforce
in early childhood — your success is
dependent on their success.
Parents: Okay, they’re obviously your
target market, but have you really
thought about how they can be a part
of your marketing strategy? Besides
word-of-mouth advertisement — which
is incredibly important — have you
considered referral incentives for your
parents such as tuition vouchers for each
new paid enrollment, thank-you cards,
gift certificates to a nice restaurant? Get
creative! Ask your parents what they
would like and include their efforts in
your marketing plan.
Events: This is typically the area where
child care programs feel most confident,
but get some mileage out of your events.
Invite your legislators to visit your program;
provide photo opportunities for
them and invite the media (newspaper,
radio, and television). If it’s a slow news
day, the news crew might show up.
Develop partnerships with nearby
employers: provide tuition or registration
fee discounts and advertise your partnerships
in company newsletters. Are you a
member of your local Chamber of Commerce?
If not, consider joining to network
with other business owners. Keep your
antennae continually attuned to opportunities
to leverage your relationships in
the community to support your program
and the children you serve. Remember,
it’s a great opportunity for businesses
to advertise their community service
connections as well.
In conclusion
It’s a new day. Marketing can no longer
be an afterthought. It should be incorporated
into the psyche of every early childhood
program leader. If you offer incredible
programs for young children with
astounding results and no one knows
about it (like the proverbial tree falling in
the woods), you may enjoy short-term
success that cannot be sustained. To build
long-term sustainability, think about how
you can make ‘marketing’ your new best
friend. And be creative — remember the
lesson of the quacking duck!
Wednesday, March 16, 2011
FCCERS-R additional notes
Additional Notes for Clarification for the FCCERS-R
Most Recent Changes:
08-09: Much of the Day
06-10: Item 17, 20, 24
09-10: Much of the Day
12-10: Item 3, 16, 25
03-11: Item 17
Explanation of Terms Used Throughout the Scale:
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 maybe 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."
Infants, Toddlers, Preschoolers, School-agers: When referring to "very young children," especially with regard to safety, we mean children under 3 years of age. Play: "Play," or "play activities," require that children are actively involved, able to use toys or other play materials, and are able to interact with others if they wish. Play activities should not be confused with more passive group times (such as circle times, when children mostly listen to a "teacher" or spend time watching TV or videos), or times when children are required to work on specific non-play tasks, such as coloring alphabet ditto sheets, and did not get to choose to do the activity. Play is characterized by the child being engaged. Routine care times are not counted as play, even if they are done playfully. Play activities can be part of free play, teacher- or child-initiated, either indoors or outdoors, offered with many choices of things to do or with a more limited selection, done individually, in small groups, or in a large group, and can be active or quiet. 1. Indoor space used for child care
5.2
7.1
The direct lighting must be in the space(s) used for child care for more than 50% of the time children are allowed to attend. Natural light is not required in spaces used for nap, but those spaces must have enough light to allow adequate visual supervision of children.
Ventilation should be able to be controlled in all spaces used for children (e.g., through heating/air conditioning systems, windows, opening doors, ceiling fans, etc).
Most Recent Changes:
08-09: Much of the Day
06-10: Item 17, 20, 24
09-10: Much of the Day
12-10: Item 3, 16, 25
03-11: Item 17
Explanation of Terms Used Throughout the Scale:
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 maybe 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."
Infants, Toddlers, Preschoolers, School-agers: When referring to "very young children," especially with regard to safety, we mean children under 3 years of age. Play: "Play," or "play activities," require that children are actively involved, able to use toys or other play materials, and are able to interact with others if they wish. Play activities should not be confused with more passive group times (such as circle times, when children mostly listen to a "teacher" or spend time watching TV or videos), or times when children are required to work on specific non-play tasks, such as coloring alphabet ditto sheets, and did not get to choose to do the activity. Play is characterized by the child being engaged. Routine care times are not counted as play, even if they are done playfully. Play activities can be part of free play, teacher- or child-initiated, either indoors or outdoors, offered with many choices of things to do or with a more limited selection, done individually, in small groups, or in a large group, and can be active or quiet. 1. Indoor space used for child care
5.2
7.1
The direct lighting must be in the space(s) used for child care for more than 50% of the time children are allowed to attend. Natural light is not required in spaces used for nap, but those spaces must have enough light to allow adequate visual supervision of children.
Ventilation should be able to be controlled in all spaces used for children (e.g., through heating/air conditioning systems, windows, opening doors, ceiling fans, etc).
ITERS-R additional Notes
Additional Notes for Clarification for the ECERS-R
In 2005, the new updated edition of the ECERS-R was published by TC Press. Featuring a new spiral binding, the updated ECERS-R offers more practical assistance in the form of additional notes for clarification and an Expanded Score Sheet, which incorporates notes and tables to assist in scoring. However, the items and indicators remain the same as in the original ECERS-R.
These notes were developed by Thelma Harms and Debby Cryer to improve the interrater agreements among North Carolina Rated License Assessors. These notes do not change any of the requirements in the printed scales, they merely add additional information to help in accurate scoring.
Be sure to replace older notes with newer notes.
Most recent changes are in blue:
10-09: Items 4 and 5
6-10: Items 20 and 28
11 -10: Items 7 and 8
3-11: Item 2 2. Furniture for routine care, play and learning
3.1
When determining whether furniture for routine care is sufficient, consider the sizes of cubbies in relation to what is stored in them to see if they can adequately accommodate all of each child’s possessions. Each child enrolled in the group must have an individual cubby that is not shared with anyone else, with space for all possessions to be stored there. This is to reduce the spread of lice and scabies. When children’s personal belonging, such as coats, extra clothing, blankets (if stored in cubbies,) are not reasonably well-separated, or if cubbies are so full that things fall onto the floor, score 3.1 "No" because the cubbies are not adequate in size based on what must be stored in them. If there is only minor touching of possessions (e.g., protruding sleeves of winter coats touching those of other children, or a small problem with other materials, but this could be solved easily by pushing things into the cubby properly, consider the cubbies adequate. Any touching of children’s personal possessions should also be considered in the Health item.
4.Room arrangement for play
1.2,
3.2
A room arrangement that is divided into interest areas or centers, using shelves or other furniture, can be given credit as being "not difficult to supervise visually" as long as teachers move about the spaces used by the children so that they can see each child frequently enough to ensure that each child is safe, and so that they can interact with children when needed. Credit can be given even though they may not see all children at all times. However, the ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children. In addition, slight problems with the room shape, for example, a slight extension, (not a full L- shape) of the room, or the existence of pillars, that create small blind areas are acceptable as long as they are well-supervised frequently enough to meet children’s needs. To score, observe the relationship between the teachers’ supervision and the room arrangement to see if children are adequately supervised visually.
5. Space for privacy
3.2
Any space for privacy that a child uses is considered easily supervised by staff if the space is open enough to allow visual supervision. It is not required that the teachers can see the space(s) at all times, as long as teachers move about the room and can see the spaces for privacy used by the children frequently enough to ensure that each child is safe. To score, observe the relationship between the teachers’ supervision and how spaces for privacy are used to see if children are adequately supervised. The ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children.
7. Space for gross motor play
3.1
In the note for this indicator, replace "In programs operating for less than 4 hours per day, at least ½ hour is required." with the following: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part day programs of less than 8 hours.
8. Gross motor equipment
3.1
In the note for this indicator, Delete "For programs of 4 hours or less, at least half an hour of access is required. (See chart provided in Explanation of Terms Used Throughout the Scale on p. 7 to determine approximate amount of time required for part-day programs of more than 4 hours)."
Insert: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part
In 2005, the new updated edition of the ECERS-R was published by TC Press. Featuring a new spiral binding, the updated ECERS-R offers more practical assistance in the form of additional notes for clarification and an Expanded Score Sheet, which incorporates notes and tables to assist in scoring. However, the items and indicators remain the same as in the original ECERS-R.
These notes were developed by Thelma Harms and Debby Cryer to improve the interrater agreements among North Carolina Rated License Assessors. These notes do not change any of the requirements in the printed scales, they merely add additional information to help in accurate scoring.
Be sure to replace older notes with newer notes.
Most recent changes are in blue:
10-09: Items 4 and 5
6-10: Items 20 and 28
11 -10: Items 7 and 8
3-11: Item 2 2. Furniture for routine care, play and learning
3.1
When determining whether furniture for routine care is sufficient, consider the sizes of cubbies in relation to what is stored in them to see if they can adequately accommodate all of each child’s possessions. Each child enrolled in the group must have an individual cubby that is not shared with anyone else, with space for all possessions to be stored there. This is to reduce the spread of lice and scabies. When children’s personal belonging, such as coats, extra clothing, blankets (if stored in cubbies,) are not reasonably well-separated, or if cubbies are so full that things fall onto the floor, score 3.1 "No" because the cubbies are not adequate in size based on what must be stored in them. If there is only minor touching of possessions (e.g., protruding sleeves of winter coats touching those of other children, or a small problem with other materials, but this could be solved easily by pushing things into the cubby properly, consider the cubbies adequate. Any touching of children’s personal possessions should also be considered in the Health item.
4.Room arrangement for play
1.2,
3.2
A room arrangement that is divided into interest areas or centers, using shelves or other furniture, can be given credit as being "not difficult to supervise visually" as long as teachers move about the spaces used by the children so that they can see each child frequently enough to ensure that each child is safe, and so that they can interact with children when needed. Credit can be given even though they may not see all children at all times. However, the ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children. In addition, slight problems with the room shape, for example, a slight extension, (not a full L- shape) of the room, or the existence of pillars, that create small blind areas are acceptable as long as they are well-supervised frequently enough to meet children’s needs. To score, observe the relationship between the teachers’ supervision and the room arrangement to see if children are adequately supervised visually.
5. Space for privacy
3.2
Any space for privacy that a child uses is considered easily supervised by staff if the space is open enough to allow visual supervision. It is not required that the teachers can see the space(s) at all times, as long as teachers move about the room and can see the spaces for privacy used by the children frequently enough to ensure that each child is safe. To score, observe the relationship between the teachers’ supervision and how spaces for privacy are used to see if children are adequately supervised. The ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children.
7. Space for gross motor play
3.1
In the note for this indicator, replace "In programs operating for less than 4 hours per day, at least ½ hour is required." with the following: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part day programs of less than 8 hours.
8. Gross motor equipment
3.1
In the note for this indicator, Delete "For programs of 4 hours or less, at least half an hour of access is required. (See chart provided in Explanation of Terms Used Throughout the Scale on p. 7 to determine approximate amount of time required for part-day programs of more than 4 hours)."
Insert: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part
New Environment Rating Scale Notes from the authors
ECERS Additional Notes:
Additional Notes for Clarification for the ECERS-R
In 2005, the new updated edition of the ECERS-R was published by TC Press. Featuring a new spiral binding, the updated ECERS-R offers more practical assistance in the form of additional notes for clarification and an Expanded Score Sheet, which incorporates notes and tables to assist in scoring. However, the items and indicators remain the same as in the original ECERS-R.
These notes were developed by Thelma Harms and Debby Cryer to improve the interrater agreements among North Carolina Rated License Assessors. These notes do not change any of the requirements in the printed scales, they merely add additional information to help in accurate scoring.
Be sure to replace older notes with newer notes.
Most recent changes are in blue:
10-09: Items 4 and 5
6-10: Items 20 and 28
11 -10: Items 7 and 8
3-11: Item 2 2. Furniture for routine care, play and learning
3.1
When determining whether furniture for routine care is sufficient, consider the sizes of cubbies in relation to what is stored in them to see if they can adequately accommodate all of each child’s possessions. Each child enrolled in the group must have an individual cubby that is not shared with anyone else, with space for all possessions to be stored there. This is to reduce the spread of lice and scabies. When children’s personal belonging, such as coats, extra clothing, blankets (if stored in cubbies,) are not reasonably well-separated, or if cubbies are so full that things fall onto the floor, score 3.1 "No" because the cubbies are not adequate in size based on what must be stored in them. If there is only minor touching of possessions (e.g., protruding sleeves of winter coats touching those of other children, or a small problem with other materials, but this could be solved easily by pushing things into the cubby properly, consider the cubbies adequate. Any touching of children’s personal possessions should also be considered in the Health item.
4.Room arrangement for play
1.2,
3.2
A room arrangement that is divided into interest areas or centers, using shelves or other furniture, can be given credit as being "not difficult to supervise visually" as long as teachers move about the spaces used by the children so that they can see each child frequently enough to ensure that each child is safe, and so that they can interact with children when needed. Credit can be given even though they may not see all children at all times. However, the ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children. In addition, slight problems with the room shape, for example, a slight extension, (not a full L- shape) of the room, or the existence of pillars, that create small blind areas are acceptable as long as they are well-supervised frequently enough to meet children’s needs. To score, observe the relationship between the teachers’ supervision and the room arrangement to see if children are adequately supervised visually.
5. Space for privacy
3.2
Any space for privacy that a child uses is considered easily supervised by staff if the space is open enough to allow visual supervision. It is not required that the teachers can see the space(s) at all times, as long as teachers move about the room and can see the spaces for privacy used by the children frequently enough to ensure that each child is safe. To score, observe the relationship between the teachers’ supervision and how spaces for privacy are used to see if children are adequately supervised. The ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children.
7. Space for gross motor play
3.1
In the note for this indicator, replace "In programs operating for less than 4 hours per day, at least ½ hour is required." with the following: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part day programs of less than 8 hours.
8. Gross motor equipment
3.1
In the note for this indicator, Delete "For programs of 4 hours or less, at least half an hour of access is required. (See chart provided in Explanation of Terms Used Throughout the Scale on p. 7 to determine approximate amount of time required for part-day programs of more than 4 hours)."
Insert: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part
Additional Notes for Clarification for the ECERS-R
In 2005, the new updated edition of the ECERS-R was published by TC Press. Featuring a new spiral binding, the updated ECERS-R offers more practical assistance in the form of additional notes for clarification and an Expanded Score Sheet, which incorporates notes and tables to assist in scoring. However, the items and indicators remain the same as in the original ECERS-R.
These notes were developed by Thelma Harms and Debby Cryer to improve the interrater agreements among North Carolina Rated License Assessors. These notes do not change any of the requirements in the printed scales, they merely add additional information to help in accurate scoring.
Be sure to replace older notes with newer notes.
Most recent changes are in blue:
10-09: Items 4 and 5
6-10: Items 20 and 28
11 -10: Items 7 and 8
3-11: Item 2 2. Furniture for routine care, play and learning
3.1
When determining whether furniture for routine care is sufficient, consider the sizes of cubbies in relation to what is stored in them to see if they can adequately accommodate all of each child’s possessions. Each child enrolled in the group must have an individual cubby that is not shared with anyone else, with space for all possessions to be stored there. This is to reduce the spread of lice and scabies. When children’s personal belonging, such as coats, extra clothing, blankets (if stored in cubbies,) are not reasonably well-separated, or if cubbies are so full that things fall onto the floor, score 3.1 "No" because the cubbies are not adequate in size based on what must be stored in them. If there is only minor touching of possessions (e.g., protruding sleeves of winter coats touching those of other children, or a small problem with other materials, but this could be solved easily by pushing things into the cubby properly, consider the cubbies adequate. Any touching of children’s personal possessions should also be considered in the Health item.
4.Room arrangement for play
1.2,
3.2
A room arrangement that is divided into interest areas or centers, using shelves or other furniture, can be given credit as being "not difficult to supervise visually" as long as teachers move about the spaces used by the children so that they can see each child frequently enough to ensure that each child is safe, and so that they can interact with children when needed. Credit can be given even though they may not see all children at all times. However, the ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children. In addition, slight problems with the room shape, for example, a slight extension, (not a full L- shape) of the room, or the existence of pillars, that create small blind areas are acceptable as long as they are well-supervised frequently enough to meet children’s needs. To score, observe the relationship between the teachers’ supervision and the room arrangement to see if children are adequately supervised visually.
5. Space for privacy
3.2
Any space for privacy that a child uses is considered easily supervised by staff if the space is open enough to allow visual supervision. It is not required that the teachers can see the space(s) at all times, as long as teachers move about the room and can see the spaces for privacy used by the children frequently enough to ensure that each child is safe. To score, observe the relationship between the teachers’ supervision and how spaces for privacy are used to see if children are adequately supervised. The ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children.
7. Space for gross motor play
3.1
In the note for this indicator, replace "In programs operating for less than 4 hours per day, at least ½ hour is required." with the following: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part day programs of less than 8 hours.
8. Gross motor equipment
3.1
In the note for this indicator, Delete "For programs of 4 hours or less, at least half an hour of access is required. (See chart provided in Explanation of Terms Used Throughout the Scale on p. 7 to determine approximate amount of time required for part-day programs of more than 4 hours)."
Insert: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part
Tuesday, December 14, 2010
NO TV FOR INFANTS OR YOUNG TODDLERS
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.
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.
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
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