Transcript Click to add title - Wayne Community College

Chapter 7
Creating High Quality
Environments
©2015 Cengage Learning.
What Determines Program Quality?
• Researchers have identified three factors that
are associated with quality programs:
– Small group size
– Low teacher/child ratios
– Teacher preparation and qualifications
Locating High-Quality Programs
• Resource and referral agencies (R&Rs)
are located throughout the country to
assist families in locating early childhood
programs.
• Families must determine which program
best meets their unique needs.
Program Accreditation
• Several professional organizations recognize
exceptional early childhood programs
– Each organization has established its own standards
and review criteria.
– Participation is usually voluntary and requires a
combination of self-study and program review.
Early Childhood Program Licensure
• There are no uniform national standards.
– Caring for Our Children attempts to address this
problem by providing a set of research-based
recommendations.
• Each state establishes and enforces its own
child care licensing regulations.
– What are the advantages and disadvantages of this
approach?
– What is the objective of state licensing?
• Some early childhood programs are exempt
from state licensing requirements.
Licensing
• Areas that are commonly examined as
part of the licensing process include:
– Teacher qualifications
– Staffing ratios
– Group size
– Curriculum plans
– Emergency preparation and services
(e.g.,plans, policies, protection)
Learn More about the Licensing
Regulations in Your State
Click on the link below to locate state
licensing regulations:
National Resource Center for Health &
Safety in Child Care & Early Education
http://nrckids.org/STATES/states.htm
Indoor Safety
• Teachers have an ethical and
professional obligation to protect
children’s safety and well-being
– Young children are especially
vulnerable to hazards in their
environment
– Young children have limited ability
to recognize unsafe conditions
Indoor Safety
• When creating safe indoor environments,
special attention should be given to:
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Building location and adequate space
Room arrangement
Building security (Teacher Checklist 7-2)
Fire safety and evacuation plans (Teacher Checklist 7-3)
Bathroom facilities and sanitation
Lighting, ventilation, air quality (Teacher Checklist 7-4)
Outdoor Safety
• When outdoor environments are carefully
planned and supervised they provide all children
with unique learning opportunities.
– Safe outdoor play areas reduce the risk of
unintentional injury and liability issues.
– They are also less stressful for teachers to monitor.
Outdoor Safety
• Planning safe outdoor environments
requires that special attention be given to:
– Providing adequate space to accommodate
children’s active play
– Designing play areas so they are easy to
supervise
Outdoor Safety
– Selecting play equipment that is
developmentally appropriate, safely
constructed, properly installed and accessible
to all children (Teacher Checklist 7-5, Table 7-4)
– Eliminating poisonous plants and vegetation
– Maintaining play equipment and surface
materials in safe condition
– Supervising children’s play at all times
Transportation
• When programs transport children:
– Children’s safety must always be a major
concern.
– Programs should be aware of insurance and
liability issues.
– Vehicles should be equipped with proper
safety seats, seat restraints, and fire
extinguisher.
Transportation Facts
• Motor vehicle injuries are the leading cause of
death for children under 15 years in the U.S.
(National Center for Health Statistics, 2012).
• In 2011, 1283 children died as occupants in
motor vehicle crashes; 207,432 were injured.
That’s an average of 3.5 deaths and 568 injuries
each day (National Center for Injury Prevention & Control,
2013).
Transportation Facts
• Child safety seats and lap/shoulder seat
belts reduced the risk of death in
passenger cars by 71% for infants, and by
54% for toddlers ages 1 to 4 years (NHTSA
2012).
Transportation
• The use of privately-owned vehicles
should be discouraged to limit a program’s
liability. If they are used:
– Drivers should possess the appropriate
license and be insured.
– Vehicles should be inspected for safety.
– Travel plans should be developed, reviewed,
left with the director, and followed precisely.
Case Study
• Linh Nam cares for several neighborhood children while their
parents work at the local meatpacking factory. In the beginning, she
agreed to take in one or two children on days when their parents
were unable to find other child care arrangements.
• However, now Linh has seven children, 19 months to 6 years, who
show up on a regular basis. Their parents are grateful and pleased
with the nurturing care Linh provides. She fears that local licensing
authorities will discover her activities, but is reluctant to contact them
because she has no formal training in child care and isn't sure that
her house will meet safety standards.
• She also knows that her friends depend on her for child care and
could lose their jobs if they don't have anywhere to leave their
children.
Case Study Questions
1. What are Linh's options?
2. What steps can Linh take to improve her
chances of becoming licensed?
3. Should licensing (or registration) be mandatory
for in-home child care?
4. Should programs that don't meet state licensing
standards be closed down?
5. How can increasing demands for child care be
balanced against a need to improve their
quality?