New research shows that teaching kids more and more, at ever-younger ages, may backfire.
Ours is an age of pedagogy. Anxious parents instruct their children more and more, at younger and younger ages, until they're reading books to babies in the womb. They pressure teachers to make kindergartens and nurseries more like schools. So does the law—the 2001 No Child Left Behind Act explicitly urged more direct instruction in federally funded preschools.
There are skeptics, of course, including some parents, many preschool teachers, and even a few policy-makers. Shouldn't very young children be allowed to explore, inquire, play, and discover, they ask? Perhaps direct instruction can help children learn specific facts and skills, but what about curiosity and creativity—abilities that are even more important for learning in the long run? Two forthcoming studies in the journal Cognition—one from a lab at MIT and one from my lab at UC-Berkeley—suggest that the doubters are on to something. While learning from a teacher may help children get to a specific answer more quickly, it also makes them less likely to discover new information about a problem and to create a new and unexpected solution.
What do we already know about how teaching affects learning? Not as much as we would like, unfortunately, because it is a very difficult thing to study. You might try to compare different kinds of schools. But the children and the teachers at a Marin County preschool that encourages exploration will be very different from the children and teachers in a direct instruction program in South Side Chicago. And almost any new program with enthusiastic teachers will have good effects, at least to begin with, regardless of content. So comparisons are difficult. Besides, how do you measure learning, anyway? Almost by definition, directed teaching will make children do better on standardized tests, which the government uses to evaluate school performance. Curiosity and creativity are harder to measure.
Developmental scientists like me explore the basic science of learning by designing controlled experiments. We might start by saying: Suppose we gave a group of 4-year-olds exactly the same problems and only varied on whether we taught them directly or encouraged them to figure it out for themselves? Would they learn different things and develop different solutions? The two new studies in Cognition are the first to systematically show that they would.
In the first study, MIT professor Laura Schulz, her graduate student Elizabeth Bonawitz, and their colleagues looked at how 4-year-olds learned about a new toy with four tubes. Each tube could do something interesting: If you pulled on one tube it squeaked, if you looked inside another tube you found a hidden mirror, and so on. For one group of children, the experimenter said: "I just found this toy!" As she brought out the toy, she pulled the first tube, as if by accident, and it squeaked. She acted surprised ("Huh! Did you see that? Let me try to do that!") and pulled the tube again to make it squeak a second time. With the other children, the experimenter acted more like a teacher. She said, "I'm going to show you how my toy works. Watch this!" and deliberately made the tube squeak. Then she left both groups of children alone to play with the toy.
All of the children pulled the first tube to make it squeak. The question was whether they would also learn about the other things the toy could do. The children from the first group played with the toy longer and discovered more of its "hidden" features than those in the second group. In other words, direct instruction made the children less curious and less likely to discover new information.
Does direct teaching also make children less likely to draw new conclusions—or, put another way, does it make them less creative? To answer this question, Daphna Buchsbaum, Tom Griffiths, Patrick Shafto, and I gave another group of 4-year-old children a new toy. * This time, though, we demonstrated sequences of three actions on the toy, some of which caused the toy to play music, some of which did not. For example, Daphna might start by squishing the toy, then pressing a pad on its top, then pulling a ring on its side, at which point the toy would play music. Then she might try a different series of three actions, and it would play music again. Not every sequence she demonstrated worked, however: Only the ones that ended with the same two actions made the music play. After showing the children five successful sequences interspersed with four unsuccessful ones, she gave them the toy and told them to "make it go."
Daphna ran through the same nine sequences with all the children, but with one group, she acted as if she were clueless about the toy. ("Wow, look at this toy. I wonder how it works? Let's try this," she said.) With the other group, she acted like a teacher. ("Here's how my toy works.") When she acted clueless, many of the children figured out the most intelligent way of getting the toy to play music (performing just the two key actions, something Daphna had not demonstrated). But when Daphna acted like a teacher, the children imitated her exactly, rather than discovering the more intelligent and more novel two-action solution.
As so often happens in science, two studies from different labs, using different techniques, have simultaneously produced strikingly similar results. They provide scientific support for the intuitions many teachers have had all along: Direct instruction really can limit young children's learning. Teaching is a very effective way to get children to learn something specific—this tube squeaks, say, or a squish then a press then a pull causes the music to play. But it also makes children less likely to discover unexpected information and to draw unexpected conclusions.
Why might children behave this way? Adults often assume that most learning is the result of teaching and that exploratory, spontaneous learning is unusual. But actually, spontaneous learning is more fundamental. It's this kind of learning, in fact, that allows kids to learn from teachers in the first place. Patrick Shafto, a machine-learning specialist at the University of Louisville and a co-author of both these studies; Noah Goodman at Stanford; and their colleagues have explored how we could design computers that learn about the world as effectively as young children do. It's this work that inspired these experiments.
These experts in machine learning argue that learning from teachers first requires you to learn about teachers. For example, if you know how teachers work, you tend to assume that they are trying to be informative. When the teacher in the tube-toy experiment doesn't go looking for hidden features inside the tubes, the learner unconsciously thinks: "She's a teacher. If there were something interesting in there, she would have showed it to me." These assumptions lead children to narrow in, and to consider just the specific information a teacher provides. Without a teacher present, children look for a much wider range of information and consider a greater range of options.
Knowing what to expect from a teacher is a really good thing, of course: It lets you get the right answers more quickly than you would otherwise. Indeed, these studies show that 4-year-olds understand how teaching works and can learn from teachers. But there is an intrinsic trade-off between that kind of learning and the more wide-ranging learning that is so natural for young children. Knowing this, it's more important than ever to give children's remarkable, spontaneous learning abilities free rein. That means a rich, stable, and safe world, with affectionate and supportive grown-ups, and lots of opportunities for exploration and play. Not school for babies.
Monday, December 17, 2012
Wednesday, November 14, 2012
Question: Will heavy tape covering staples on a bulletin board be suficient?
Answer:
In the "All About ITERS-R" on p.49 we discuss this issue, and tape is listed as a potential hazard.
As you know, the main concern about staples or thumbtacks is the possibility that children could pick them off and scratch or puncture their skin, or put them in their mouths. Unfortunately, even very strong tape often does not adhere securely enough to the wall or display board, so that it cannot be picked off by the children. If the tape is picked off, it is also a choking hazard.
A better solution is to use a sturdy, transparent plastic covering or display case attached to the wall, behind which children's work can be safely displayed and touched, as we also suggest in the All About entry.
Thelma Harms
In the "All About ITERS-R" on p.49 we discuss this issue, and tape is listed as a potential hazard.
As you know, the main concern about staples or thumbtacks is the possibility that children could pick them off and scratch or puncture their skin, or put them in their mouths. Unfortunately, even very strong tape often does not adhere securely enough to the wall or display board, so that it cannot be picked off by the children. If the tape is picked off, it is also a choking hazard.
A better solution is to use a sturdy, transparent plastic covering or display case attached to the wall, behind which children's work can be safely displayed and touched, as we also suggest in the All About entry.
Thelma Harms
Thursday, October 4, 2012
Media Screen Time
"Many kids use and understand media devices and platforms better than we do. But their technological abilities are often ahead of their emotional maturity and judgment," advises James Steyer, founder of Common Sense Media, in Work & Family Life (September 2012; workandfamilylife.com). Steyer shares research results the impact of screen time on preschool children:
A landmark study at the University of Washington showed that for every hour per day that preschool boys spent watching violent TV shows, they had three times the risk of developing behavioral problems at age 7. This was true even when they were watching cartoons on commercial channels, which often have more violence than adult shows.
For each hour of TV young kids watch, they have a 10 percent higher chance of attention problems at age 7, including restlessness, trouble concentrating, and impulsive behavior.
Visual images may over stimulate and rewire preschoolers' developing brains. Learning to read and write takes time and patience. Kids who are used to the fast pace and instant gratification of screen media may easily get bored.
More than two hours daily of screen time also increases the odds that kids will be overweight. They are exposed to a barrage of ads for high-caloric, sugary foods — and when they are sitting in front of a screen, they are not running, jumping, and moving around.
Shared from "Exchange EveryDay"
A landmark study at the University of Washington showed that for every hour per day that preschool boys spent watching violent TV shows, they had three times the risk of developing behavioral problems at age 7. This was true even when they were watching cartoons on commercial channels, which often have more violence than adult shows.
For each hour of TV young kids watch, they have a 10 percent higher chance of attention problems at age 7, including restlessness, trouble concentrating, and impulsive behavior.
Visual images may over stimulate and rewire preschoolers' developing brains. Learning to read and write takes time and patience. Kids who are used to the fast pace and instant gratification of screen media may easily get bored.
More than two hours daily of screen time also increases the odds that kids will be overweight. They are exposed to a barrage of ads for high-caloric, sugary foods — and when they are sitting in front of a screen, they are not running, jumping, and moving around.
Shared from "Exchange EveryDay"
Monday, October 1, 2012
Invest in Quality
Quality: What It Looks Like
The quality of a child’s future depends on the quality of caregiving in the first five years.
This is particularly true of our most at-risk children. Benefits that can accrue from
a first-rate early learning experience come only if the setting is safe, healthy, stimulating,
thoughtful, organized and—perhaps most important—led by well-trained, attentive
teachers. Here’s what to look for in a successful early learning program.
Quality: What It Looks Like
The quality of a child’s future depends on the quality of caregiving in the first five years.
This is particularly true of our most at-risk children. Benefits that can accrue from
a first-rate early learning experience come only if the setting is safe, healthy, stimulating,
thoughtful, organized and—perhaps most important—led by well-trained, attentive
teachers. Here’s what to look for in a successful early learning program.
What you want to see:
Educated, attentive, and engaged teachers and staff
· Teachers with four-year degrees and specific training in
early childhood education.
· No more than eight infants and toddlers and no more than
20 preschoolers in a classroom.
· Teacher-to-child ratios of 1:3 for infants and 1:10 for
preschoolers.
· Teachers who crouch to eye level to speak to children.
· Teachers who hold, cuddle, show affection, and speak
directly to infants and toddlers.
· Families and teachers exchanging information about the
child’s development and learning progress.
A safe, healthy, and child-friendly environment
·
A room well-equipped with sufficient and appropriate
materials and toys.
·
Classrooms in which materials and activities are organized
logically and placed at eye level for the children.
·
Materials and toys accessible to children in an orderly display.
·
Centers that encourage safe, outdoor playtime.
·
Frequent hand-washing by children and adults.
·
Children offered breakfast, lunch, and a time to nap.
·
Visitors welcomed with appropriate parental consent.
Stimulating activities and appropriately structured
routines
·
Children receiving a variety of stimuli in their daily routine
using indoor and outdoor spaces and age-appropriate
language, literacy, math, science, art, music, movement,
and dramatic play experiences.
·
Children participating with teachers and each other in
individual, small-group, and large-group activities.
·
Children who are engaged in their activities.
·
Preschoolers who are allowed to play independently.
What you don’t want to see:
Inattentive, overwhelmed, or unengaged staff
·
Unengaged teachers sitting on the side of the classroom
not participating with children.
·
Shouting, swearing, or other displays of hostile discipline.
·
Infants and toddlers crying without being soothed and
supported.
·
Teachers speaking to children only to control or direct
behavior.
·
Teachers who are unresponsive to children’s needs or
attempts to communicate.
·
Children being asked closed-ended (“Yes or No”) questions
instead of “how” and “why” questions.
An unsafe, unhealthy, or uninspiring environment
· Small, cramped centers or homes without designated
appropriate spaces for different ages.
· A center or home that smells or looks unclean, or has
visible safety risks.
· Use of television or video to occupy children.
· Children easily distracted or frightened by visiting strangers.
· Disorganized or inaccessible play centers.
· Insufficient, damaged, or inappropriate materials or toys.
Activities and routines that are too chaotic or inflexible
·
Children wandering aimlessly, left unsupervised, or
displaying unchecked aggression.
·
Children restrained in car seats or in high chairs at times
other than meal time.
·
Children spending a lot of time waiting for turns or standing in lines.
·
Children expected to sit at desks or perform highly
structured tasks (worksheets), or other forms of
age-inappropriate expectations.
·
Lack of children’s self-directed creative/imaginative play.
Quality: What It Looks Like
Identifying Quality Programs
Quality Rating and Improvement Systems (QRIS)
Similar to rating systems for restaurants and hotels, a QRIS
awards quality ratings to early learning programs that meet a
set of defined program standards.
A QRIS should have five elements:
1. Standards ranging from basic licensing to higher
quality standards.
2. Accountability measures and monitoring processes
used to determine how well programs meet standards
and to assign ratings.
3. Program and practitioner outreach and support, such
as training, mentoring, and technical assistance.
4. Funding incentives awarded to programs when quality
levels are achieved.
5. Parent education efforts. Most QRIS award easily
recognizable symbols, such as stars, to programs
to indicate the levels of quality and to inform and
educate parents.
Currently, 19 States (CO, DE, DC, IN, IA, KY, LA, ME, MD, MS,
MT, NH, NM, NC, OH, OK, PA, TN, and VT) have a statewide
QRIS with all five elements.
Source: National Child Care Information and Technical Assistance Center
Program Accreditation
Accreditation is a voluntary process designed to improve the
quality of early learning programs. Accreditation systems
require programs to meet defined standards and engage in
extensive self-study and validation by outside professionals to
verify that quality standards are met. Research has
demonstrated that accreditation positively affects program
quality, including benefits to children, families, and staff.
Several organizations accredit early learning programs; the
National Association for the Education of Young Children
(NAEYC) is an example of one that is highly regarded as an
indicator of quality programs.
Program Quality Assessments
A range of assessment tools can evaluate an early learning
program using observations of practice and the environment,
and surveys or interviews of teachers or parents. Some
commonly used assessments include:
· The Classroom Assessment Scoring System (CLASS), an
observational tool that measures the quality of teacher–child
interactions in pre-kindergarten classrooms.
· The Environmental Rating Scales, which are available for
infant and toddler settings (ITERS), pre-school settings
(ECERS), family child care settings (FCCERS), and
school-age programs (SACERS). They evaluate physical
environment, basic care, curriculum, interaction, schedule
and program structure, and parent and staff education.
Child Assessments
Parents, providers, and policymakers struggle to balance the
need for measures of children’s development and learning with
concerns about the proper role of assessment when dealing
with very young children. When chosen appropriately, child
assessments can provide information that helps programs
continuously improve. Common tools include:
·
Bayley Scales of Infant and Toddler Development, which
measures physical, motor, sensory, and cognitive
development in babies and young children.
·
Devereux Early Childhood Assessment (DECA), a tool to
measure social-emotional strengths and behavioral
concerns.
·
Peabody Picture Vocabulary Test (PPVT), which measures
comprehension of English vocabulary.
·
Dynamic Indicators of Basic Early Literacy Skills (DIBELS),
measures used to regularly monitor the development of
pre-reading and early reading skills.
·
Woodcock-Johnson, an assessment of cognitive and
language abilities.
·
Bracken Basic Concept Scale, which determines a child’s
school readiness and knowledge of English-language verbal
concepts.
·
Work Sampling System, an assessment that uses ongoing
teacher observations to document children’s skills,
knowledge, behavior, and accomplishments.
The quality of a child’s future depends on the quality of caregiving in the first five years.
This is particularly true of our most at-risk children. Benefits that can accrue from
a first-rate early learning experience come only if the setting is safe, healthy, stimulating,
thoughtful, organized and—perhaps most important—led by well-trained, attentive
teachers. Here’s what to look for in a successful early learning program.
Quality: What It Looks Like
The quality of a child’s future depends on the quality of caregiving in the first five years.
This is particularly true of our most at-risk children. Benefits that can accrue from
a first-rate early learning experience come only if the setting is safe, healthy, stimulating,
thoughtful, organized and—perhaps most important—led by well-trained, attentive
teachers. Here’s what to look for in a successful early learning program.
What you want to see:
Educated, attentive, and engaged teachers and staff
· Teachers with four-year degrees and specific training in
early childhood education.
· No more than eight infants and toddlers and no more than
20 preschoolers in a classroom.
· Teacher-to-child ratios of 1:3 for infants and 1:10 for
preschoolers.
· Teachers who crouch to eye level to speak to children.
· Teachers who hold, cuddle, show affection, and speak
directly to infants and toddlers.
· Families and teachers exchanging information about the
child’s development and learning progress.
A safe, healthy, and child-friendly environment
·
A room well-equipped with sufficient and appropriate
materials and toys.
·
Classrooms in which materials and activities are organized
logically and placed at eye level for the children.
·
Materials and toys accessible to children in an orderly display.
·
Centers that encourage safe, outdoor playtime.
·
Frequent hand-washing by children and adults.
·
Children offered breakfast, lunch, and a time to nap.
·
Visitors welcomed with appropriate parental consent.
Stimulating activities and appropriately structured
routines
·
Children receiving a variety of stimuli in their daily routine
using indoor and outdoor spaces and age-appropriate
language, literacy, math, science, art, music, movement,
and dramatic play experiences.
·
Children participating with teachers and each other in
individual, small-group, and large-group activities.
·
Children who are engaged in their activities.
·
Preschoolers who are allowed to play independently.
What you don’t want to see:
Inattentive, overwhelmed, or unengaged staff
·
Unengaged teachers sitting on the side of the classroom
not participating with children.
·
Shouting, swearing, or other displays of hostile discipline.
·
Infants and toddlers crying without being soothed and
supported.
·
Teachers speaking to children only to control or direct
behavior.
·
Teachers who are unresponsive to children’s needs or
attempts to communicate.
·
Children being asked closed-ended (“Yes or No”) questions
instead of “how” and “why” questions.
An unsafe, unhealthy, or uninspiring environment
· Small, cramped centers or homes without designated
appropriate spaces for different ages.
· A center or home that smells or looks unclean, or has
visible safety risks.
· Use of television or video to occupy children.
· Children easily distracted or frightened by visiting strangers.
· Disorganized or inaccessible play centers.
· Insufficient, damaged, or inappropriate materials or toys.
Activities and routines that are too chaotic or inflexible
·
Children wandering aimlessly, left unsupervised, or
displaying unchecked aggression.
·
Children restrained in car seats or in high chairs at times
other than meal time.
·
Children spending a lot of time waiting for turns or standing in lines.
·
Children expected to sit at desks or perform highly
structured tasks (worksheets), or other forms of
age-inappropriate expectations.
·
Lack of children’s self-directed creative/imaginative play.
Quality: What It Looks Like
Identifying Quality Programs
Quality Rating and Improvement Systems (QRIS)
Similar to rating systems for restaurants and hotels, a QRIS
awards quality ratings to early learning programs that meet a
set of defined program standards.
A QRIS should have five elements:
1. Standards ranging from basic licensing to higher
quality standards.
2. Accountability measures and monitoring processes
used to determine how well programs meet standards
and to assign ratings.
3. Program and practitioner outreach and support, such
as training, mentoring, and technical assistance.
4. Funding incentives awarded to programs when quality
levels are achieved.
5. Parent education efforts. Most QRIS award easily
recognizable symbols, such as stars, to programs
to indicate the levels of quality and to inform and
educate parents.
Currently, 19 States (CO, DE, DC, IN, IA, KY, LA, ME, MD, MS,
MT, NH, NM, NC, OH, OK, PA, TN, and VT) have a statewide
QRIS with all five elements.
Source: National Child Care Information and Technical Assistance Center
Program Accreditation
Accreditation is a voluntary process designed to improve the
quality of early learning programs. Accreditation systems
require programs to meet defined standards and engage in
extensive self-study and validation by outside professionals to
verify that quality standards are met. Research has
demonstrated that accreditation positively affects program
quality, including benefits to children, families, and staff.
Several organizations accredit early learning programs; the
National Association for the Education of Young Children
(NAEYC) is an example of one that is highly regarded as an
indicator of quality programs.
Program Quality Assessments
A range of assessment tools can evaluate an early learning
program using observations of practice and the environment,
and surveys or interviews of teachers or parents. Some
commonly used assessments include:
· The Classroom Assessment Scoring System (CLASS), an
observational tool that measures the quality of teacher–child
interactions in pre-kindergarten classrooms.
· The Environmental Rating Scales, which are available for
infant and toddler settings (ITERS), pre-school settings
(ECERS), family child care settings (FCCERS), and
school-age programs (SACERS). They evaluate physical
environment, basic care, curriculum, interaction, schedule
and program structure, and parent and staff education.
Child Assessments
Parents, providers, and policymakers struggle to balance the
need for measures of children’s development and learning with
concerns about the proper role of assessment when dealing
with very young children. When chosen appropriately, child
assessments can provide information that helps programs
continuously improve. Common tools include:
·
Bayley Scales of Infant and Toddler Development, which
measures physical, motor, sensory, and cognitive
development in babies and young children.
·
Devereux Early Childhood Assessment (DECA), a tool to
measure social-emotional strengths and behavioral
concerns.
·
Peabody Picture Vocabulary Test (PPVT), which measures
comprehension of English vocabulary.
·
Dynamic Indicators of Basic Early Literacy Skills (DIBELS),
measures used to regularly monitor the development of
pre-reading and early reading skills.
·
Woodcock-Johnson, an assessment of cognitive and
language abilities.
·
Bracken Basic Concept Scale, which determines a child’s
school readiness and knowledge of English-language verbal
concepts.
·
Work Sampling System, an assessment that uses ongoing
teacher observations to document children’s skills,
knowledge, behavior, and accomplishments.
Wednesday, September 12, 2012
Racism article
Click on the link for a well written article that explains well the reasons that the song "Ten Little Indians", and other common references to Native Americans are racist and inappropriate to use.
Wednesday, September 5, 2012
New website address
Please note, our website YRL has changed. You can find our information and forms at:
www.broward.org/humanservices/communitypartnerships
Then click on Child Care Licensing and Enforcement, and the link to the Quality Counts page.
www.broward.org/humanservices/communitypartnerships
Then click on Child Care Licensing and Enforcement, and the link to the Quality Counts page.
Thursday, August 9, 2012
Diapering and handwashing procedures - updated
Information taken from Caring for Our Children: The National and Safety Performance Standards for Out-of-Home Care,
3rd edition, American Academy of Pediatrics, American Public Health Association, and National Resource
Center for Health and Safety in Childcare (2011).
DIAPERING AND HANDWASHING
Diapering Procedure
1. Before beginning the diapering procedure, clean your hands by using proper hand hygiene (handwashing or use of hand sanitizer according to directions).
2. To minimize contamination, prepare for diapering by getting out all of the supplies needed for the diaper change and placing them near, but not on, the diapering surface, for example:
Enough wipes for the diaper change, including cleaning the child’s bottom and wiping the teacher’s and child’s hands before putting on the clean diaper (wipes must be taken out of their container)
A clean diaper
A plastic bag for soiled clothes and a set of clean clothes (if soiled clothing is anticipated)
Non-porous gloves (if used)
A dab of diaper cream on a disposable paper towel (if used)
Changing table paper (if used) to cover the table from the child’s shoulders to feet (in case it becomes soiled and must be folded over to create a clean surface during the change)
3. Place the child on diapering table. Remove clothing to access diaper. If soiled, place clothes into a plastic bag.
4. Remove soiled diaper and place into a lined, covered, hands-free trash container.
5. Use wipes to clean child’s bottom from front to back (one wipe per swipe) and throw away into trash container. The diaper can also be left open under the child during the cleaning step and then discarded with the soiled wipes before continuing with Step 6. If gloves are used, they must be discarded at this time.
6. Use a wipe to remove soil from your hands and throw into trash container.
7. Use another wipe to remove soil from child’s hands and throw into trash container.
8. Put on clean diaper and redress the child.
9. Wash the child’s hands following the proper handwashing procedure (use of hand sanitizer is also acceptable for children 2 and older). Return the child to the play area without touching any other surfaces.
10. Clean the diapering surface by spraying it with a soapy water solution and drying with a paper towel or by wiping it with a water-saturated paper towel or wipe.
11. Disinfect the diapering surface by spraying it with disinfectant-strength bleach-water solution (½ – ¾ cup bleach per gallon of water) and wait at least 2 minutes before wiping (or allow to air dry). Another EPA approved disinfectant, used according to directions, can be used instead of bleach and water.
12. Clean your hands by using proper hand hygiene (handwashing or use of hand sanitizer according to directions)
Handwashing Procedure
1. Moisten hands with water and use liquid soap.
2. Rub hands together away from the flow of water for 20 seconds.
3. Rinse hands free of soap under running water.
4. Dry hands with a clean, disposable paper towel or air dry with a blower.
5. Turn off faucet using paper towel.
6. Throw the used paper towel into a hands-free trashcan.
3rd edition, American Academy of Pediatrics, American Public Health Association, and National Resource
Center for Health and Safety in Childcare (2011).
DIAPERING AND HANDWASHING
Diapering Procedure
1. Before beginning the diapering procedure, clean your hands by using proper hand hygiene (handwashing or use of hand sanitizer according to directions).
2. To minimize contamination, prepare for diapering by getting out all of the supplies needed for the diaper change and placing them near, but not on, the diapering surface, for example:
Enough wipes for the diaper change, including cleaning the child’s bottom and wiping the teacher’s and child’s hands before putting on the clean diaper (wipes must be taken out of their container)
A clean diaper
A plastic bag for soiled clothes and a set of clean clothes (if soiled clothing is anticipated)
Non-porous gloves (if used)
A dab of diaper cream on a disposable paper towel (if used)
Changing table paper (if used) to cover the table from the child’s shoulders to feet (in case it becomes soiled and must be folded over to create a clean surface during the change)
3. Place the child on diapering table. Remove clothing to access diaper. If soiled, place clothes into a plastic bag.
4. Remove soiled diaper and place into a lined, covered, hands-free trash container.
5. Use wipes to clean child’s bottom from front to back (one wipe per swipe) and throw away into trash container. The diaper can also be left open under the child during the cleaning step and then discarded with the soiled wipes before continuing with Step 6. If gloves are used, they must be discarded at this time.
6. Use a wipe to remove soil from your hands and throw into trash container.
7. Use another wipe to remove soil from child’s hands and throw into trash container.
8. Put on clean diaper and redress the child.
9. Wash the child’s hands following the proper handwashing procedure (use of hand sanitizer is also acceptable for children 2 and older). Return the child to the play area without touching any other surfaces.
10. Clean the diapering surface by spraying it with a soapy water solution and drying with a paper towel or by wiping it with a water-saturated paper towel or wipe.
11. Disinfect the diapering surface by spraying it with disinfectant-strength bleach-water solution (½ – ¾ cup bleach per gallon of water) and wait at least 2 minutes before wiping (or allow to air dry). Another EPA approved disinfectant, used according to directions, can be used instead of bleach and water.
12. Clean your hands by using proper hand hygiene (handwashing or use of hand sanitizer according to directions)
Handwashing Procedure
1. Moisten hands with water and use liquid soap.
2. Rub hands together away from the flow of water for 20 seconds.
3. Rinse hands free of soap under running water.
4. Dry hands with a clean, disposable paper towel or air dry with a blower.
5. Turn off faucet using paper towel.
6. Throw the used paper towel into a hands-free trashcan.
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