Transcript INFANT TODDLER LEARNING AND DEVELOPMENT PROGRAM …

When It Comes to the Guidelines,
We’re the Guide by the Side
PITC Partners for Quality
Advanced Training 2014
WestEd.org
What’s in Your Suitcase?
WestEd.org
Learning Outcomes
Participants will:
• Deepen their knowledge of the I/T Program
Guidelines.
• Gain experience using the I/T Program Guidelines
as a tool for developing and supporting quality
improvement plans (QIPs) by:
» Identifying guidelines and action points to
support QIP goals.
» Identifying resources and developing a timeline
for QIP goals.
WestEd.org
WestEd.org
I/T Learning & Development
Program Guidelines
WestEd.org
WestEd.org
Part One: Background
Introduction
Chapter 1. The Development of Programs with
Families
Chapter 2. New Insights into Early Learning and
Development
Chapter 3. The Role of the Infant Care Teacher
Chapter 4. Program Leadership and Administration
WestEd.org
Background Review
Chapters 1-4
Review
WestEd.org
Chapter 1:
The Development of Programs with
Families
WestEd.org
Chapter 1, Key Concepts
• The Nature of Relationships Between
Programs and Families
• The Importance of Establishing Working
Relationships
• Cultural Perspectives on Nurturing
Young Children
WestEd.org
Chapter 2:
New Insights into
Early Learning and Development
WestEd.org
Chapter 2, Key Concepts:
The Four Insights
• Insight 1: Infants and toddlers learn and
develop in the context of important
relationships.
• Insight 2: Infants and toddlers are
competent.
• Insight 3: Infants and toddlers are
vulnerable.
• Insight 4: Infants and toddlers are a unique
blend of nature and nurture.
WestEd.org
Chapter 3:
The Role of the Infant Care Teacher
“The teacher is all at once a nurturer, a guide, a supporter, an
encourager, an observer, a planner, a provider of new
experiences, a safe lap, and a listener.”
(Program Guidelines, p. 27)
WestEd.org
Chapter 3: Key Concepts
The Role of the Infant Care Teacher
1.
2.
3.
4.
5.
6.
7.
Build and maintain positive relationships with families
Build and maintain positive relationships with children
Prepare the environment
Establish predictable, consistent routines
Appreciate physical activity as learning
Nurture social-emotional growth and development
Foster cognitive and language development &
communication
8. Implement a curriculum process
(Program Guidelines, p. 30)
WestEd.org
Chapter 4: Program Leadership
and Administration
“Early care and education programs are important parts
of communities. The programs play an essential role
that is more than providing child care.”
(Program Guidelines, p. 48)
WestEd.org
Chapter 4 : Table of Contents
Leadership
Policies supportive of professional growth
Reflective supervision
Policies for high-quality care & education
Relations with surrounding community
Administration
Conclusion
WestEd.org
Part Three: Resources
• Curriculum Resources
• Organizations and Web-sites
• Appendixes
• Work Cited
• Further Reading
WestEd.org
Part Two: The Guidelines
Chapter 5: Guidelines for Operating I/T Programs
Sections 1-6
Chapter 6: Guidelines for Facilitating Learning and
Development with Infants and Toddlers
Sections 7-8
WestEd.org
Chapter 5:
Guidelines for Operating I/T Programs
Section 1. Providing family-oriented programs
Section 2. Providing relationship-based care
Section 3. Ensuring health and safety
Section 4. Creating and maintaining environments
for infants and toddlers
Section 5. Engaging in program development and
commitment to continuous improvement
Section 6. Helping teachers continue to grow
professionally
WestEd.org
Chapter 6:
Guidelines for Facilitating Learning…
Section 7. Understanding that learning and
development are integrated across domains
Section 8. Implementing an infant/toddler
curriculum process
WestEd.org
Understanding the Program
Guidelines
Guideline
Rationale
Action Point
WestEd.org
Understanding the Program
Guidelines
What
Why
How
WestEd.org
Section: Indicates specific
guidelines section
Page Walk
Guideline: Broad recommendation for
program practice
Rationale: A
paragraph or two
explaining why the
guideline is
important
Action Points (for programs
and teachers): Lists
recommendations for how to
apply guidelines in a childcare
setting
WestEd.org
Break
WestEd.org
Guidelines Content
With your table group, research your given
Guidelines section. Then complete the quick
sheet for your Guidelines section.
WestEd.org
Quality Improvement Planning
OBSERVATION
PROGRAM
FEEDBACK/INPUT
QUALITY
IMPROVEMENT
PLAN
(QIP)
DATA FROM
ASSESSMENTS (CLASS,
ERS, ETC.)
WestEd.org
Quality Improvement Planning
To be effective, the QIP must:
• address the program’s specific needs and
context (start where they are).
• include mutually agreed upon
approaches.
• be limited to an achievable number of
goals and action points with reasonable
timeframes.
WestEd.org
QIP Practice - Let’s try it out!
• Using the information you have gathered, what Guideline(s)
would support this program in their continuous improvement
process?
Guideline • Is there more information you need?
Action
Point
• What specific action point(s) under the guideline(s) chosen
would support the program in their process?
• Make sure action point is understandable to the practitioner
and feasible to implement
Activity
• What specific activities or tasks need to be completed to fulfill
the action point?
• By whom? By when?
WestEd.org
SCENARIO: Potty in the Play Yard
WestEd.org
SCENARIO: Potty in the Play Yard
Observation:
The provider is inside, in the kitchen, preparing
lunch. The assistant is outside in the play yard
with all of the 7 older children. The two
younger infants are sleeping inside.
There is one potty chair outside in the yard and
the assistant proceeds to place each of the 7
toddler-aged children on the potty one after
the other. To each child she says, "Sit there until
you pee."
WestEd.org
SCENARIO: Potty in the Play Yard
The assistant does not use gloves during the
diapering and toileting and there is no hand
washing for the children or assistant. The
potty chair is not sanitized between each
child. Each child’s diaper is removed, before
sitting on the potty chair, and the assistant
places all of the diapers in the same plastic
bag. During the diapering and toileting, the
provider comes out once to bring more
diapers to the assistant. Children are riding
tricycles and playing around the child on the
potty chair.
WestEd.org
SCENARIO: Potty in the Play Yard
After diapering and toileting, the children sit
down for lunch. After lunch, the provider uses
the same washcloth to wash each child's
face.
During my one-on-one feedback discussion
with the provider, the provider mentions her
son who is hitting and biting other children in
her care. The provider asks if her assistant
could attend the training as well.
WestEd.org
SCENARIO: Potty in the Play Yard
• Recently trained on the topic of routines,
modeled diapering in a training session and
used a Glo-Germ training.
• Provider was inside preparing lunch.
• Assistant proceeded to place each child on
the potty, one after the other saying, "Sit
there until you pee.”
• Did not use gloves and no hand washing or
hand sanitizing for the children or the
assistant.
WestEd.org
SCENARIO: Potty in the Play Yard
• Children were riding tricycles and playing
around the child on the potty chair.
• Provider used the same washcloth to wash
each child's face.
• Provider wanted to discuss her son who
was hitting and biting other children in
care.
• Provider has asked if her assistant could
attend training.
WestEd.org
Quality Improvement Planning
WestEd.org
Quality Improvement Planning
WestEd.org
QIP Practice - Let’s try it out!
• Using the information you have gathered, what Guideline(s)
would support this program in their continuous improvement
process?
Guideline • Is there more information you need?
Action
Point
• What specific action point(s) under the guideline(s) chosen
would support the program in their process?
• Make sure action point is understandable to the practitioner
and feasible to implement.
Activity
• What specific activities or tasks need to be completed to fulfill
the action point?
• By whom? By when?
WestEd.org
Putting It All Together
• Use the Guidelines for Early Learning in
Child Care Home Settings along with
the I/T Program Guidelines for family
child care QIPs.
• Focus on small, modest, achievable
goals and action points.
• Intentionally focus observations and
feedback on QIP goals and action
points.
WestEd.org
Questions/Challenges/Reflections
What other support do you need to feel
confident in using the I/T Program
Guidelines in your delivery of PITC/PQ
services ?
WestEd.org