Table of Contents

Level One:
• ABOUT OUR PROJECT

• UNIT ONE - YOUR CHILD CARE HOME

• UNIT TWO - SAFETY

• UNIT THREE - HEALTH

• UNIT FOUR - NUTRITION

• UNIT FIVE - CHILD DEVELOPMENT

• UNIT SIX - CHILD GUIDANCE

• UNIT SEVEN - HELPING CHILDREN GROW AND DEVELOP

• UNIT EIGHT - THE CHILD CARE DAY

• UNIT NINE - THE BUSINESS OF FAMILY CHILD CARE

• UNIT TEN - STARTING OFF RIGHT

• UNIT ELEVEN - PARTNERSHIPS WITH PARENTS

• UNIT TWELVE - CONNECTION WITH YOUR COMMUNITY

There are an estimated 170,000 family day care providers in Canada. Approximately
15,000 caregivers participate in a regulated family child care system while an estimated
155,000 provide unregulated family day care. Source: Our Child Care Workforce, table 4

ABOUT OUR PROJECT

The Family Child Care Training Project is an exciting collaboration of six provincial
family day care organizations, two national organizations, and a prominent Canadian
university, supported by the Child Care Visions Program, HRDC. The Project represents
an important first for the family day care community. It is the first time that provincial
associations representing both regulated and unregulated family child care sectors and
national organizations have had an opportunity to work together on a project that will
enhance, support and enable the delivery of training for family child care providers across
Canada. In Phase One, we:
brought together through focus groups, key informant interviews, and a national survey
and symposium, what we have and know about caregiver training;
identified gaps in training resources and training programs;
identified barriers to participation in, and delivery of, training; innovative strategies to
overcome barriers and promising methods of delivery; best practices in caregiver
training; and, core content for training.
Phase Two has allowed us to move forward to address issues identified in the Research
Phase. Key among those issues were:
There is relatively little training available in most communities in Canada, most
especially for those caregivers who do not work within the regulated sector;
Organizations reported practical barriers to delivering caregiver training including staff
time and expertise to develop and deliver training and limited financial resources;
Caregivers reported practical barriers to participating in training including time, energy,
distance and financial resources, but more fundamental issues were also identified. They
wanted training that demonstrated respect and understanding for their work and that
reflects and builds on their knowledge and experience. Caregivers also reported the
importance of having trainers who were well-grounded in family child care and were able
to put content into a family child care context.
In Phase Two we have:
Developed, pilot tested, and produced a basic caregiver training program that can be
delivered via a number of formats, including classroom, small group, one-to-one and
distance education; is comprehensive in terms of content; and involved experienced,
knowledgeable, caregivers in the development of the program. This training program is
being disseminated to family child care agencies, associations and organizations, to
community colleges, family resource programs and other programs interested in offering
caregiver training and to other organizations and individuals on request. The twelve units
in Level One of the Family Child Care Training Program will also be made available on
the Canadian Child Care Federation website (www.cfc-efc.ca/cccf ) by July of 2000.
The Family Child Care Training Project is presently seeking funding to undertake
Phase Three of our work. Phase Three will involve the development, production and
dissemination of Intermediate (Level Two) and Advanced Level (Level Three) training
programs for caregivers; a Train the Trainer package and training program; and a
community development component to develop capacity to deliver caregiver training.

OUR PROJECT SPONSORS:

Canadian Child Care Federation *
Canadian Association of Family Resource Programs
Home Child Care Association of Ontario
Western Canada Family Child Care Association
Manitoba Child Care Association
Ontario Network of Home Child Care Provider Groups
School of Early Childhood Education, Faculty of Community Services,
Ryerson Polytechnic University
Family Day Care Association of Newfoundland and Labrador
Alberta Association of Family Day Home Agencies

* The Canadian Child Care Federation has the added responsibility of the administration
of the project.

ACKNOWLEDGEMENTS
Successfully undertaking a project of this kind requires the commitment, time, energy
and co-operation of many individuals. The people involved in the Family Child Care
Training Project go far beyond those requirements. They put enthusiasm, creativity,
dedication and heart into their work.
On behalf of all the children and families, the caregivers, and the communities that will
benefit from your efforts, our thanks go to:
Our Steering Committee: Marg Rodrigues Marie Rosset Mary Edwards Cindy
Helman Kitty Brennan Diana MacDonald Dianne Bascombe Alla Ivask Jocelyne
Tougas June Pollard Andrew Taylor

Our Level One Development Team: Linda Leckie Cindy Helman Mary Edwards
Arlene Ross Lise Crousette-Beachemin Lee Dunster

Our Principal Researcher: Andrew Taylor, PhD Centre for Research and Education in
Human Services

Our Translator: Jocelyne Tougas, Maison de Shoto inc

Our Editor: Bela Dunleavy

Our Printers: Allegra Printers

From our Pilot Test process: The nine sponsoring organizations,14 facilitator/instructors
and
the 164 participants
Our staff: Lee Dunster, Project Director Nancy DiSalvo, Clerical Support
and the wonderful staff of the Canadian Child Care Federation for all of their help.

And last, but by no means least, our funders, the Visions Program, Human Resources
Development Canada. The contribution being made by the Visions Program and Human
Resources Development Canada in supporting the efforts of the child care community to
enhance the quality of care for all children is immeasurable. Our sincerest thanks to
HRDC and in particular to Penny Hammell and Carol Levesque for their support and
guidance.

ABOUT THE FAMILY CHILD CARE

TRAINING PROGRAM - LEVEL ONE

Level One of the Family Child Care Training Program consists of twelve units. They are:

UNIT ONE YOUR CHILD CARE HOME

UNIT TWO SAFETY
UNIT THREE HEALTH
UNIT FOUR NUTRITION
UNIT FIVE CHILD DEVELOPMENT
UNIT SIX CHILD GUIDANCE
UNIT SEVEN HELPING CHILDREN GROW AND DEVELOP
UNIT EIGHT THE CHILD CARE DAY
UNIT NINE THE BUSINESS OF FAMILY CHILD CARE
UNIT TEN STARTING OFF RIGHT
UNIT ELEVEN PARTNERSHIPS WITH PARENTS
UNIT TWELVE CONNECTING WITH YOUR COMMUNITY

In each unit you will find:

Learning Objectives - Identifying the key subject matter covered in each unit.

The Basics - The core content/information of the unit.

Activities - Suggested activities to encourage participants to link the issues being

discussed to daily practice.

Chatter Boxes - Vignettes of caregivers’ own perspectives and experiences.

For More Information - Suggestions for sources of additional information.

Evaluation - Each unit offers options for participant evaluation, if desired. Options
offered are an assignment, or a choice of assignments, and a quiz. The quizzes might be
used as a group exercise to review information at the end of a session.
Each unit is designed to equate to approximately 3 hours of class time. Each of the
assignments for evaluation require an average of 2 - 4 hours of independent work.
Completion of Level One, with an evaluation component, would equate to approximately
60 - 80 hours of training.

--------------------------------------------------------------------------------

WHO WAS THE PROGRAM DESIGNED FOR?

Level One is intended for individuals who are currently, or who are interested in
becoming, providers of family child care in both the regulated and unregulated sectors. It
is primarily intended for those who have had little, or no, previous training related to
family child care. However, even experienced, trained caregivers will find the
opportunity to review and reinforce their knowledge, and the sharing of experiences with
others, helpful and worthwhile.

WHO COULD THE TRAINING PROGRAM BE USED BY?

The program could be used by:
individual caregivers
small groups or networks of caregivers
home visitors, child care coordinators, or others involved in supporting family child care
work
agencies, associations and other child care and community organizations
community colleges and other educational services

HOW COULD THE TRAINING PROGRAM BE USED?

We have developed the program so that it can be delivered in a number of ways,
including:
through distance education
through self-directed learning
one-on-one with a home visitor/child care coordinator working through the units with a
caregiver
through a small group working on some or all of the units with or without a
facilitator/instructor or with participants taking turns facilitating the sessions
through classroom delivery with a facilitator/instructor
using individual units as a single workshop, selected units as a short series of workshops,
or all of the units as a comprehensive orientation/basic level course with or without a
participant evaluation component

GETTING THE MOST OUT OF THE PROGRAM

Based on our research and confirmed by the experiences of our pilot test site participants
and facilitators, we offer the following suggestions:
17) If at all possible ensure that facilitators/instructors have real knowledge of, and
preferably experience in, family child care. If this is not possible, consider partnering the
facilitator with an experienced caregiver to deliver training. In our research, and in our
evaluations of the pilot tests, the importance of facilitators having a comprehensive
knowledge of the day to day life and experiences of caregivers was reiterated again and
again.

18) Networking, that is connecting with other caregivers and sharing their experiences, is
as important to the training experience as anything contained in the training program. If
training is being offered in classroom, workshop or small group format, offer many
opportunities for discussion and sharing (the Activities suggested will help). If you are
delivering or taking the training through distance education, or are a self-directed learner,
partner up/or facilitate partnering with one or more other caregivers to work through the
units, the Activities suggested, and even the Assignments, together. Partners could ‘meet’
in person, via telephone or email.

19) Self-reflection is an important part of learning new skills and information and
applying them to daily life. The purpose of the Activities in each unit is to encourage
caregivers to reflect on their own experiences as they relate to the information being
discussed. A technique which further enhances reflection is the use of a journal to write
about experiences, about feelings about the information being provided, and about how
that information applies to your own situation. Many people who have not used journals
before, find it easier to talk things through first with a partner or small group and then
write their thoughts. We strongly encourage the use of journalling for all participants,
most especially for those participants involved in self-directed or distance education
learning.

20) As the training program was developed for use across Canada, we have not attempted
to provide information specific to any province, territory, system or program. We
therefore encourage you to access and/or provide such information at appropriate times in
the training program. For example, in the Business of Family Child Care Unit,
access/provide information on your provincial/territorial regulations. In Connecting
With Your Community access/provide information on resources in your community.
Throughout the training program, where information/consent forms, policy related issues
(eg. guidance, administration of medication) are discussed, if there are specific
regulations that apply, use those policies/regulations to guide the discussion.

21) The For More Information section in the units suggests some related resources. Seek
out other resources through your local public library and/or child care resource library.
The internet is also a great source of additional information as are government
departments, public health units, fire and police departments and community
organizations. If you are facilitating a class or workshop, provide resources on-site for
participants to browse through at breaks (or preferably to borrow). If you are in a small
group, perhaps participants could bring any related resources they have with them to
sessions, and one or two could take a turn each session to visit the public library and
other sources to gather additional resources. Two resources which we provided for the
pilot test sites that both participants and facilitators felt were very useful were Home
Child Care: A Caregiver’s Guide (available through Home Child Care Publications, 2085
Alton Street, Ottawa, Ont. K1G 1X3, Phone 613-731-1991, Fax 513-731-7975) and Little
Well Beings A Handbook on Health in Family Day Care (available through Canadian
Paediatric Society, Children’s Hospital of Eastern Ontario, 401 Smyth Road, Ottawa,
Ontario K1H 8L1). While neither is a required text for the training program, both are an
excellent resource for participants.

22) For organizations offering training, putting in place a tangible form of recognition for
participation and/or successful completion of training is important to caregivers. As part
of this resource we offer sample acknowledgment and certificate forms that are
appropriate to different circumstances. For example, if you are offering a course where
participants must complete assignments or quizzes for evaluation purposes, you would
likely issue a certificate for successful completion of the training. If you offer a single
workshop or a series of workshops without a participant evaluation component, you
might provide an acknowledgment of participation in the training. Such evidence of
completion/participation helps caregivers build their professional portfolios and can be
used for prior learning assessments if the individual wishes to pursue further learning
opportunities.

23) Participant and facilitator feedback of the training experience, is important to assist in
planning and delivering future training opportunities. Whatever delivery method is used,
both facilitators and participants should have the opportunity to provide feedback on what
worked well and what didn’t. Your feedback process can be as simple as taking a few
minutes for group discussion at the end of a class or workshop, a written evaluation that
is completed by participants and facilitators, or follow-up phone or in-person evaluation
interviews. Some important questions to ask include:
What did you like about the experience?
What did you gain from the experience?
What would you change about the experience?
Would you recommend participation to others? Why? Why not?

For self-directed learners, and distance education participants:

As in all things, the more you put in to your participation in the training program, the
more you’ll get out of it. That is true no matter what kind of training you engage in, but
self-directed learning and distance education require even more self-discipline and
motivation. In addition to the suggestions above, we offer the following:
Set goals for yourself regarding the training. Decide if you will complete one unit
per week, one every two weeks, etc. and develop a written schedule for completion.
Revisit your schedule periodically to see if it needs to be revised.
Take your own needs seriously. Set up a comfortable work area for yourself with good
lighting, a comfortable chair and table work space. Schedule your work time with a
coffee break at midway point.
Use your journal to record your thoughts, ideas, experiences and questions.
Find a partner to work through the units with or to share your experiences as you both
work through the units independently. If you can’t partner with another caregiver
through your personal contacts, a child care agency, resource and referral or family
resource program, ask a friend or family member to be your sounding board as you work
through the units.
Challenge yourself to find at least one additional resource for each of the units.
Resource centres and public libraries have many written resources, but also provide video
and audio tapes on loan. As mentioned earlier, the internet is also an excellent source of
resources and information.
If you are taking the training program through distance education, make good use of
contact with your tutor/facilitator. Make notes in your journal about questions you would
like clarified, resources you have been unable to access, or other issues that have come up
for you in working through the units.

For facilitators/instructors of distance education

Participants learning through a distance education model require considerable time and
effort from a course facilitator. Experienced distance education facilitators share the
following advice about the important tasks of the facilitator:
Familiarize yourself with the materials before distributing to participants and include
program (or system) specific information where appropriate.
If possible, provide additional resources (books, journal articles, video and audio
cassettes) on a loan basis to students.
Introduce yourself, via phone if necessary, to each participant, either before or
immediately after course materials are sent out. Ensure that participants know that you
are there to support them and provide them with your contact information.
Make every effort to connect participants with others. One way of encouraging
connections between distance education students who have not met would be to set up a
three-way telephone call with you early in the course to talk about ways the two
participants might connect and work on assignments or activities together. The
experiences and information caregivers share make for richer learning experiences. If
connecting involves costs (eg. long distance charges) seek out ways that your
organization might assist with these costs.
Work with participants to develop a reasonable schedule for completion of the units and
respond promptly when assignments are received. (Pilot test facilitators reported time
requirements of approximately 20 - 45 minutes per assignment marking and comments)
If at all possible, maintain regular contact, at least via telephone or email, with
participants. Prepare specific questions/prompts for your contacts that relate to the units
being studied. Encourage participants to stay in touch with you but don’t wait for them
to do so - take the initiative!

For facilitators/instructors of a course, workshop or small group model

Much of the success of training efforts relies not only in the content, but in the
preparation before-hand, and in the delivery. In addition to the work involved in securing
a time and place for the training, advertising and registration, follow-up reminders with
participants, and organizing car-pooling before the event, there are other important
matters to consider. For those of you new to the world of delivering adult education,
experienced facilitators share the following advice:
 Depending on the size of the class/group, the number of Activities undertaken, the length
of time spent on warm-up and refreshment breaks (you should allow at least 10 - 15
minutes for each), pilot sessions took between 2 1/4 and 3 hours per unit.

Pilot test facilitators spent anywhere from 2 hours to a full day on preparation for each of
the units. Time variations depended on the unit content, the facilitators familiarity with
same, whether guest speakers were to be invited, etc.. Preparation activities included,
review of the material, gathering of additional resources, preparation of overhead, flip
charts and materials for activities, identifying, booking and briefing speakers. Note:
Many pilot sites used co-facilitators to help share the work load.

Before the session begins:

Make the environment as comfortable, friendly and welcoming as possible (eg. adequate
light, comfortable seating and temperature).
If you are in a large building, or one that is not familiar to participants, post signs to help
them find you.
Ensure you or a volunteer are on-hand to greet people as they arrive and to introduce
them to others.
Provide name tags (with large print!) for everyone.
Plan breaks with refreshments. If the organization can’t afford to provide refreshments,
consider charging a small fee to cover costs or ask participants to take turns providing
refreshments for the group.

During the session:

Start the first session with introductions. Have participants introduce themselves, and
share information about their experience in child care, the number and ages of their own
children, etc.. Try to start each session with a warm-up of some kind to bring the group
together and help everyone relax. Some suggested warm-up activities are offered in the
Resources section.
Use the training materials as a structure for your session, but as far as possible draw on
caregiver’s own experience and expertise to bring information forward. For example, in
Connecting With Your Community, the Basics section talks about how children and
caregivers benefit from outings. Have participants share what they feel are the benefits,
record on blackboard or flipchart - then fill in the blanks if there are any.
Use the Activities suggested to further encourage caregiver participation. Activities can
be undertaken in pairs, small groups or as a large group. Depending on circumstances
(the time available, the size of the group, and the group’s tendency towards lengthy
discussion) you may select only a few Activity suggestions for each session, or you may
prefer to use activity ideas of your own design.
Provide variety in presenting information. Lecturing should be limited to 15 or 20
minutes intervals, alternated with a group discussion or activity, a brief, relevant video, or
a hands-on activity. If you are offering the full course or a series of workshops, you may
want to bring in guest speakers on specific subjects. Make sure your speakers are well-
briefed on their audience and the special concerns and interests that caregivers will bring
to the session.
Work with the participants at the first session to set ground rules to ensure that the
sessions are a ‘safe place’ for caregivers to discuss their concerns, issues and questions
(eg. everyone should have an opportunity to share, so that one or two people should not
dominate discussion; no question is a stupid question).
Remember that for many of your participants, this may be their first time back in an
educational setting in some time, so work at keeping a friendly, informal and respectful
atmosphere, and remain alert to those who may need a little extra encouragement.

RESOURCES

WARM - UPS

Alliterations:
Have everyone sit in a circle. The first person introduces themselves using a
descriptive alliteration with their first name (e.g. Lucky Linda). The next person
introduces themselves and reintroduces the person(s) before them (e.g. I’m Mystical
Maria and this is Lucky Linda). The process continues until the whole group has been
introduced. (The notion is that the whole group helps out once you have too many names
to remember.)

My name is:
Have everyone sit in a circle and introduce themselves, providing their names and
something interesting about themselves (e.g. My name is Yolanda Nedd and I was born
in Bermuda). The next person introduces themselves and the person(s) preceding them
(e.g. My name is Susan Smith and I have two year old twins and this is Yolanda and she
was born in Bermuda). Again the process continues until all have been introduced, with
the group helping out with any memory gaps.

Find me:
Before the session, make a list of 10 characteristics that might apply to the group (e.g.
has provided care for more than 5 years; has provided care for less than 1 year; has
teenaged children; has an infant in care; changed the most diapers today; started a new
family this week). Copy the lists to hand out to each participant. Allow 10 - 15 minutes
to allow everyone to mingle and find as many names as possible to fill in for each of the
characteristics listed.
.
Match-up
Before the session compile a list of common pairs (e.g. shoes/socks, comb/brush,
peanut butter/jam, salt/pepper). Using paper or index cards, fold in half and write one
word on each side. Cut paper or cards in half. At the session give each person one half
of a card; the object is to find the person with the missing half without using the actual
word (physical gestures and word hints are allowed).

And don’t ignore the obvious

 If this is your first session together, a very nice way to begin is to have everyone sit in
a circle and introduce themselves, tell how long they have been providing care, the ages
and number of their own children and the children they care for, and what they hope to
learn from the session. Or have the group split into pairs. Allow five to ten minutes for
the partners to get to gather information from each other and then have each person
introduce their partner.

SAMPLE CERTIFICATES/ACKNOWLEDGMENT FORMS

Where units have been offered as single workshops, or a series of workshops, without an
evaluation component, the following form might be appropriate.

This is to acknowledge that

___________________________________
(Participant’s name)
has participated in the following
units of Level One of the
Family Child Care Training Program
__________________________________
__________________________________
__________________________________
____________ _____________
Date (Facilitator)
_________________________________
(Organization)

Where a participant has successfully completed one or more units with an evaluation
component the following form might be appropriate.

This is to certify that

___________________________________
(Participant’s name)
has successfully completed the following
units of Level One of the
Family Child Care Training Program
__________________________________
__________________________________
__________________________________
____________ _____________
Date (Facilitator)
_________________________________
(Organization)

Where a participant has successfully completed all twelve units of Level One of the
program with an evaluation component the following form might be appropriate.
This is to certify that
___________________________________
(Participant’s name)
has successfully completed Level One of the
Family Child Care Training Program
including the following units:
Your Child Care Home Safety Health Nutrition Child Development
Child Guidance Helping Children Grow and Develop The Child Care Day
The Business of Home Child Care
Starting off Right Partnerships with Parents Connecting with Your Community

_______________________
____________________________
Date (Facilitator)
_______________________________
(Organization)

GUIDING PRINCIPLES FOR

FAMILY CHILD CARE PROVIDER TRAINING
1. All caregivers must have access to high quality learning opportunities that are
affordable and appropriate to their needs and that enable them to provide quality care.

2. Training must be broadly defined to meet the needs of caregivers, incorporate the best
practices in adult education, recognize and build on caregivers’ knowledge and
experience, and include a range of learning opportunities responsive to the needs of the
individual learner.

3. Training must support and enhance the caring, nurturing role of the caregiver.

4. Training must provide opportunities for networking and mutual support.

5. Training must be responsive to community needs, reflect the diversity of the

communities served and be inclusive of natural community partnerships.

6. Training must provide opportunities for caregivers to play an active role in the
development and implementation of training programs.

7. Training must provide mechanisms for individuals to assess their learning and provide
recognition for achievement.

8. Training must include opportunities for both participant and trainer evaluation of the
program’s effectiveness.

9. Training must provide a vehicle to develop the skills necessary to work towards
strengthened professional identity.
 FAMILY CHILD CARE TRAINING PROGRAM

LEVEL ONE - UNIT ONE

YOUR CHILD CARE HOME

LEARNING OBJECTIVES:

1. Identifying the variety of activities that need to be considered in

planning space.

2. Identifying strategies for adapting and organizing the home to meet

child care and family needs.

3. Reviewing methods for storing child care equipment and materials.

CHATTER BOX

"I’ve gone through several changes over my seven years as a caregiver, looking for the
‘perfect’ set-up. In the first couple of years, the whole family felt like we lived in a child
care centre. Then I went the other way, we renovated the basement and created what I
thought was the ‘ideal’ child care space - the thinking was, after child care hours - out of
sight - out of mind . But after several months, I was feeling that it wasn’t really working
for me. I finally figured out why - pleasant as the space was - and we had even put in more
windows and a small kitchenette - I wasn’t happy spending a large part of my day
‘underground." And if I wasn’t comfortable why should I expect the children to be. For the
last few years, we finally seem to have found the balance that works. We still use the
basement space almost every day, especially for active and messy play and the school-
agers love to use the space for their projects - or just to have some private space. But we
also spend a good part of our day upstairs for meals and snacks, story time, puzzles and
other quiet play. I guess that would be my best advice to anyone on set-up, keep trying
until you find what works for you!

THE BASICS
A good child care environment is one that is safe and comfortable and that allows the
physical and developmental needs of children to be met. Good home child care
environments come in all shapes and sizes, from apartments, to garden/row houses, to
large single family homes, but they all have one thing in common. They all are
welcoming places for children and families.
Organizing an environment which meets everyone’s needs is challenging. But with
thought, planning, imagination and some hard work any home can provide a good child
care environment.

Providing child care in your own home challenges you to organize and operate your child
care in ways that are effective and enjoyable for the children, your family and yourself.

When planning your child care environment you will want to consider:

the children in your care and their families;

the space, furnishings, and equipment that you have to work with;

your own personal needs and those of your family.

The children in your care and their families:

Consider:

The number, ages and any special requirements of the children you are
caring for (including your own);

The toys and play equipment needed and their display and storage;

The care equipment, for example, infant seats, high chairs, cots, and their
storage.

The space, furnishings and equipment you have to work with:

Consider:

The amount of indoor and outdoor space you have;

Appropriateness/adaptability of space to child care needs, for example,

children’s play (including active and quiet, individual and group, indoor
and outdoor play), sleeping/napping, meals and snacks, personal care
(toiletting, washing up, diaper changes);

The amount and adaptability of storage for toys, books, equipment and
supplies;

The convenience and welcoming atmosphere of your entranceway,

including outdoor space (for parking) and indoor space (for parents and
children and their coats, shoes or boots, diaper bags and other personal
belongings).
Your own needs and those of your family:

Consider:

The needs of your family members;

Your own need for private space;

Your own and your family’s tolerance and adaptability.

ACTIVITY

Think about your own children, their personalities and their needs. Is it hard for them to
share their space and toys with the child care children or is this not an issue for them? If
school-aged, do they enjoy joining in with the other children at the end of the school day,
or do they prefer some quiet time on their own? How can you accommodate your child’s
needs and preferences? Does your spouse have needs that you must consider? A spouse
who works shifts, for example, may need a quiet, separate space to sleep during your
working day.

Consider all of these factors, as well as any others that are important to you, in organizing
your child care environment. Finding the balance that meets the needs of the children and
their parents; allows for some privacy and freedom for your family; and is practical for
you, will take time, but you can meet the challenge!

Organizing Your Home For Child Care

The following areas are important components of your home child care:

1. A serviceable and welcoming entranceway:

• Your child care entrance is the place where you greet the children and their
families each morning and at the end of the day. You’ll need ways to
accommodate the shoes, boots, coats, hats, mitts and other personal belongings. If
you have younger children in care, you will likely have diaper bags as well as
school bags for the older children.

• Providing storage for each of the children will reduce the clutter that is bound to
accumulate. Use wall hooks or a clothes tree for coats; individual cubbies or
 stackable plastic bins for personal belongings; boot trays for shoes and boots; and
a washable mat (especially useful on those wet or snowy mornings).

• Parents want to feel part of their child’s "home away from home" with
information about their child’s day. Provide a bulletin board on the wall to let
parents know about happenings such as a special activity or outing, or the day’s
menu. Include pictures of the children participating in their daily routines. This is
also the place to post any reminders for extra clothes, diapers or sun-screen.

• Seasonal posters or children’s artwork will create a friendly, cheerful entrance to

your child care.

2. A convenient and comfortable place to eat:

You will need a table and chairs. Use infant or high chairs for infants and
toddlers and a regular table and chairs with booster seats if required or a
child-sized table and chairs for older children.

A washable floor surface and a nearby sink for clean-up are necessities.
Your kitchen is the ideal spot for meals and snacks but other locations can
be adapted for meal times. Additional supplies needed: child-friendly
dishes, cups and utensils.

3. A safe and accessible place to use the toilet and wash up, or for diaper changing:
You will need a toilet, a sink with easy access, and any required potty
seats.

If there is space, the bathroom makes an ideal diaper changing area - with
available hand washing and other cleaning facilities. Shelves mounted
over the toilet can store diapers and diaper supplies, individual face cloths
and towels, and extra clothing.

Ensure that any cleaning products are kept out of the reach of the children.

Additional supplies needed: a non-slip stool so that the younger children

can reach the sink, a soap dispenser, individual face cloths, individual
cloth or paper towels, and cleaning supplies (stored securely).

4. A secure and relaxing place for sleeping:

Where children nap will depend on their ages and their personalities but all sleeping areas
should be quiet, comfortable and appropriately lit (e.g. shades on windows to avoid direct
sunlight).

Because infants sleep at different times throughout the day, their crib
should be in a bedroom away from the noise of the other children playing
 but close enough for you to check frequently (an infant monitor that
allows you to hear when the baby wakes is extremely helpful).

Older children may nap on mats, cots or beds. Each child should have his
or her own bedding for hygienic purposes.

If space is at a premium, children could nap in the same room, although

some children settle much better for nap if they are in their own space.

Some caregivers use the play area for nap time putting out cots so that the
playroom becomes a sleep room. Closing the shades, putting on some soft
music and reading a story are all ways to help children make the transition
from play time to nap time. Other caregivers prefer to use family beds for
nap time. (Sleeping bags or snug-sacks are handy as they can be used over
the made-up family bed without having to change linens.)

5. Space for play activities:

Play enables children to have fun, to learn and to develop. Most of the children’s day,
while in your care, will consist of playing. Reading, block building, exercise and arts and
crafts, are a few of the essential components of a well-rounded child care day. Organizing
areas of your home, both indoors and out, to support these play activities is an important
consideration when planning your environment.

The size of your home, and the size of your family, will help you decide whether your
basic play area will be in a separate playroom or whether it will be incorporated into your
family living space, such as a family or living room.

Whether you are using one room exclusively for the child care, or sharing family space, it
is helpful to consider the types of play you are planning for. Both the play and the play
supplies are more organized when different play areas are clearly defined. Grouping toys
and activities that are part of a certain type of play together ensures that they are used
appropriately and safely. And it makes clean-up much easier!

If you are using one room for indoor play, it can be divided into areas with shelves,
tables, furnishings, or large pieces of play equipment. If you are incorporating your play
area into your living room, you can organize for different types of play in different areas
of the room. You could also pull the couch away from the wall and use the space behind
it for play and/or storage. Use laundry baskets and clear plastic bins with lids for your
piece toys so that they can be easily tidied up and stacked behind one or two chairs at the
end of the day.

Safety is always an important consideration. If you are caring for a mixed age group of
children, there will be certain items that are not safe for the younger children. Your main
play area should be suitable for all of the children. You could then organize one area to
be used by those over four years (and would contain small piece toys and art supplies)
and another for infants and young toddlers who are still crawling on the floor and putting
almost everything into their mouths.

Consider the following types of play in organizing your space:

Creative play requires materials such as crayons, markers, pencils, stencils, scissors,
hole punchers, glue, stickers, paper, paint, paint brushes, stamp pads and stampers, cotton
balls, popsicle sticks, bits of fabric, lace and ribbon, doilies, and glitter.

Creative play offers great opportunities to learn about and practice recycling. Items such
as old magazines, toilet and paper towel rolls, cardboard from packaging, boxes of all
kinds, paper bags, and used wrapping paper add a lot of variety to the art supplies. And
they’re free!

Hands-on materials such as play dough, modelling clay, and goop are all important
creative activities which can be used on their own or with accessories such as rollers,
scissors, and cookie cutters.

If your group is older you may decide to give the children free access to all of the art
materials. Or you might prefer to leave some materials out for free choice, reserving other
materials for certain times or craft projects. To store art supplies use small bins, plastic
tubs, boxes and baskets. You’ll need shelf or cupboard space to store and/or display
supplies.

The kitchen table is a good place for arts and crafts particularly if you have younger
children who require a little more supervision. If you have the space, another table, one
which is reserved for creative activities, could be enjoyed by the children at any time.
Whatever area you choose make sure that the table, chairs and floor covering have a
washable surface, and are within easy reach of a sink and clean-up materials.

Play with building blocks requires a variety of blocks including wooden unit blocks,
interlocking blocks and Lego/Duplo style blocks as well as accessories such as play
people, small cars and animals. This kind of play requires a good amount of space,
preferably on a carpet because the play can be busy and noisy. Provide low shelves or
plastic bins to organize the blocks and accessories.

Manipulative/Cognitive play involves such items as puzzles, peg boards, beads for
stringing, shape sorters and matching games. Some activities can be completed while
sitting at a table. Others, such as a floor puzzle, might require space on a rug.

Dramatic Play requires imagination more than materials and space. Shoes, purses,
scarves, costumes and other interesting dress-up items; cardboard boxes that can become
everything from a store to a space-ship; an old typewriter or telephone, child-sized
housekeeping items (brooms, dusters, pots & pans) all encourage imaginative play.
Dramatic play ‘props’ can be kept in boxes or laundry baskets, hung on hooks on the
wall, on a coat rack, or in a dresser. Securely fastening a large mirror to the wall will
allow the children to "admire" themselves.

Language/Reading Play materials include story books, children’s magazines, a tape

player, a flannel board with felt story characters and puppets for telling stories Try to
provide a cozy and comfortable place to sit, away from the hustle and bustle of noisier
play such as block building or dramatic play.

Active Play is best done outdoors when the weather is good. Running, jumping,
climbing, and playing games such as catch or soccer are enjoyable for children and also
necessary for their growth and development. Store outdoor play equipment in your
garage, shed, or in a cupboard close to your entrance

A fenced-in, child-proofed back yard with a sandbox, a wading pool and/or sprinkler, a
climber, ride-on toys, a snow-slide and shovels and various sports items such as balls and
skipping ropes is an asset. But if you don’t have a yard, or one suitable for play, explore
your local park or tot-lot and take a daily walk in your neighbourhood.

Plan for active indoor play when it is not possible to go outdoors. Try masking tape hop-
scotch, indoor basketball (using rolled up socks and a laundry basket), an indoor obstacle
course, or dancercize to some favourite music to burn off steam and flex muscles. For
this type of play indoors, you’ll need floor space. A basement is ideal, but even in a small
apartment or home, roll back the chairs and tables to create active play space.

ACTIVITY

How do you accommodate active indoor play now? What kinds of activities do you
provide? Are there other activities you’d like to try? Develop a list of possible active
indoor play ideas that you can pull out on rainy/cold/icy days.

CHATTER BOX

"I belong to a caregiver network, and we discovered that one of our members was married
to a very talented carpenter. As Mike works in construction, he often has periods of
unemployment during the year, especially in the winter months. Well he used to have
periods of unemployment, but not anymore. I don’t think there is a caregiver in our
network whose house doesn’t contain something "Made By Mike" from children’s tables,
cubby’s, and shelves, to sand boxes and play houses. Now if we could just find members
married to a plumber and an electrician..."
STORAGE

Finding and organizing storage space for all of the toys, equipment and supplies that you
will need for your home child care can be a challenge.

--Your first storage area will be at or near the entranceway. Individual

plastic bins, milk crates or bags hanging on hooks are good places to store
the children’s slippers, extra clothes and any of their other personal
belongings. Labelling each child’s storage container will help eliminate
any confusion.

Supplies for personal care such as diapers, wet wipes, face cloths, towels
and tooth

brushes can be stored in shelves mounted to the wall over the toilet.
Alternatively they could be stored in plastic bins with lids, under the
washroom sink. Individual bedding can be stored in cardboard boxes
designed specifically to fit under beds. This provides easy access for
naptime.

A garage, outdoor shed or basement are good places to store outdoor and
seasonal equipment.

Metal shelving units which attach to the walls are ideal for large, lidded
plastic or cardboard boxes filled with items that are not in use. Label these
containers ("Balls," "Sand Toys," "Kites" and so on) and place on shelves
for easy access when they’re needed.

Screw large hooks into the wooden joists of the walls for hanging outdoor
riding toys. These shelves also provide good storage for indoor toys that
are not in use. Rotating your toys on a monthly basis stimulates the
children’s interest in them and convenient storage makes for easy access.

Particle board shelves secured along one wall in a basement or laundry

room provide excellent storage for seasonal toys as well as toys and
equipment that are not being used at the time. If you have a separate room
for these items then you won’t have to worry about the children "re-
discovering" them. But, if your shelves are part of the regular playroom,
mount an extendable baby gate on to one end of the shelves and mount a
fastener on the other end to attach it to. When you have to access some of
the boxes just open the gate.

Children’s curtains can add a bright touch to a storage area while covering
up all of the items that you have stored on the shelves. Hot-glue a velcro
strip to the top of the shelves and to the top of your curtains. When glue
has set, attach curtains to top of shelves.
 Books can be placed on shelves or stored in see-through plastic bins.
Group books according to the seasons and celebrations of the year, as well
as by topic. Store books in labelled bins for easy access. When books are
not being used, they can be kept in these bins on storage shelves in the
basement.

Art materials can also be kept in see-though plastic bins. You will need a
variety of sizes for the many different kinds of crafts items. You may also
choose to group seasonal and holiday supplies together, for example,
Christmas supplies together in one bin. Resource books which contain
suggested activities for these times could be stored with the necessary
supplies.

Art and activity ideas, colouring and work sheets, and books that are all
part of the same general theme could be stored together so that you will
have all of the necessary materials on hand when you are working on a
specific idea, for example, "Teddy Bears" or "Fire Fighters." Use
cardboard magazine file holders or tape cereal boxes together to hold this
type of information. These files will stand upright on your storage shelves
and can be labelled with the name of their contents.

If you look around your house you will probably find many ways to use
existing space and available containers, such as cardboard boxes, for
storage. Everything from laundry detergent boxes, to cereal boxes and
empty glass jars, can be used to store some of the items that you will be
using in your home child care. Old dressers can be used to store dress-up
props, art paper and materials and used shelves can be purchased at garage
sales. Be on the look out for creative options for storage in your home.

Some final words on organizing your home:

Creating a home child care environment is an on-going process. As your needs and
priorities change; as your family’s need for space changes; and as the number and ages of
the children in care change; so will the way you organize and run your child care.
Recognize that establishing a good arrangement takes time and revision. If a certain set-
up doesn’t work as well as you had hoped then review your plan and improve on it.

Other caregivers have experienced some of the same challenges as you and are usually
glad to share some of their ideas. Books and magazines and child care sites on the
Internet are also good sources of information. One of the many advantages of caregiving
is that you can create the environment that works best for you. The following checklist
will help you examine how effectively your environment is working now, and what areas
you might want to change.
ENVIRONMENT CHECKLIST

Think about (and look at) your environment and rate the following areas indicating
S for Satisfactory, N for needs improvement, and NI for needs IMMEDIATE
improvement. Remember, you’re not looking at how much space you have but how
well you use it!

The arrival and entrance area:

____ adequate parking for parents

____ safe, well-lit entrance to home (e.g. snow cleared, path to door and steps in good
repair)
____ entrance area is warm and welcoming
____ adequate space for adults and children
____ washable door mat
____ place for shoes and boots
____ place for the children’s outdoor clothes
____ place for each child’s personal belongings
____ bulletin board for menu, parent info, pictures, etc.

The eating area:

____ is cheerful and comfortable

____ table and chairs
____ any required booster seats, high chairs/infant chairs
____ child-friendly dishes, cutlery and cups
____ washable table, chairs and floor surface
____ convenient sink

The personal care area:

____ is functional and bright

____ adequate space for adult and child(ren)
____ toilet, potty seat or chair
____ soap dispenser
____ sink
____ non-slip stool for access to sink
____ shelves for supplies
____ cleaning supplies (stored out of reach)
____ hooks/hangers/shelves for children’s personal care supplies (face cloths, towels,
toothbrushes, combs, etc.)
____ accessible diapering facilities (change table, necessary supplies/equipment)

The sleeping area:

____ is quiet and pleasant
____ comfortable mats, cots, or beds
____ individual bedding
____ cribs or playpens for infants/toddlers
____ window coverings to reduce brightness

Play areas:

____ are bright, cheerful and provide adequate space for intended use
____ child-sized table and chairs
____ adequate and accessible shelving and storage for toys, books, materials and
equipment
____ shelves, tables or other furniture used to divide and organize areas for different
kinds of play
____ comfortable rugs where appropriate
____ washable floors where appropriate
____ children’s artwork, posters and decorations

Space, equipment and supplies for:

____ creative play

____ block/building play
____ manipulative/cognitive play
____ dramatic plays
____ language/reading activities
____ active play (indoors and outdoors)

OTHER AREAS

____ ____________________________________________
____ ____________________________________________
____ ____________________________________________
____ ____________________________________________

EVALUATION
OPTIONS:

1. ASSIGNMENTS

2. QUIZ

ASSIGNMENT ONE
Using the Evaluation Checklist as a starting point, identify and develop a list of the
areas that need attention on one side of a sheet and options for change on the other.
For example, is the entranceway always crowded and untidy. Are there items that
can be moved out of the entrance? Could coats be hung on a clothes tree or hooks in
the play area? Could you use an alternate entrance (e.g. side door). Do toys and toy
pieces tend to end up all over the place? Can children access those toys and
materials that you want them to help themselves to and is it easy for them to clear
up afterwards? Would low shelves, clearly marked containers for blocks, people,
cars, etc. help? Are there too many toys? Perhaps you should store some toys and
bring out on a rotation basis every month or two. Is your space relatively well
organized but boring? Would children’s artwork, bright posters or pictures liven up
the space?

Determine priorities - obviously any safety issues should be dealt with immediately.
For the rest, determine your priorities for change based on cost, time involved and
how much aggravation the area is causing. Set goals for when you would like to
have made each of your changes and review your goals periodically to see how you
are progressing.

OR

ASSIGNMENT TWO

Visit at least one other caregiver’s home (if possible during the child care day) and,
using the Environment Checklist as a guide, note how the home is organized. How
are the needs of the children and their parents, the caregiver, and their family met?
How is space for various types of play organized? How does the caregiver deal with
storage of everything from personal care items for the children, to outdoor clothing,
toys and craft materials? What ideas can you use in your own home?

QUIZ

1. Who are the people you have to consider in planning your child
care home?

2. What special considerations, in terms of space and equipment, will

you have to consider when caring for infants and toddlers?

3. What special considerations, in terms of space and equipment, will

you have to consider when caring for school-aged children?

4. What are at least four things you should consider in planning your
entrance-way?

5. What are at least three things to consider in planning the eating

area?
 6. What are at least four things you should consider in planning nap
areas?

7. What are at least five kinds of play you should consider in planning
play space?

8. What do you have to consider in planning your bathroom?

9. Describe at least three physical activities that children could enjoy

indoors in poor weather?

10. What are some of the ways you can make your child care
environment more attractive and comfortable for you and the
children?

FAMILY CHILD CARE TRAINING PROGRAM

LEVEL ONE - UNIT TWO

SAFETY

LEARNING OBJECTIVES
1. Recognizing children’s vulnerability and the need for commitment to safe child
care practice.
2. Assessing environments for child-safety.
3. Maintaining safe environments for children.
4. Identifying how children can be helped to develop safety awareness.

CHATTER BOX

"Having had three children of my own before I started providing home child care, I felt
confident that our home was a safe environment. I had no idea how different children are,
and how much trouble one two year old can get into in a room that another wouldn’t find
any potential hazards in. The climbers, the explorers, the budding scientists, you have to
be ready for them all. I now have a motto when it comes to safety, "If it looks safe, check
 again!"

THE BASICS
One of your most important responsibilities as a caregiver is ensuring the safety of the
children in your care. The environment in which you care for the children must be made
safe, and you must make regular checks to ensure that it remains safe. The main
environment which you must address is your home, but your responsibilities also extend
to your backyard and other areas around your house. In fact, anywhere you take the
children, including the nearby playground, sandbox, wading pool and in your car needs to
be safe for children.
Safety is not simply about cushioning the sharp corners of your coffee table or covering
the electrical outlets, it is also about establishing simple rules that the children understand
and can follow whenever and wherever they are in your care.
Children in safe environments still require your constant attention - close supervision is
the number one safety rule. When your home - and the other indoor and outdoor spaces
where you take the children - are safe places, your work as a caregiver will be made so
much more enjoyable.

The Safety Scan

It is extremely important that you thoroughly safety-proof your home and back yard
and select safe playgrounds and other places to visit. It is also important that you take the
time to do a quick safety scan of the house, the backyard, playground or other facility
before the children enter. Perhaps matches were left on the kitchen counter last night, or
perhaps racoons overturned the garbage can at the nearby park. Train yourself to run
your eye quickly over a room or area to spot potential hazards. Satisfy yourself that
everything is as safe as it can be for the children - you’ll be glad you did.
In addition to your early morning safety scans and your "eagle eye" in all the
surroundings in which you provide care, plan regular safety checks of your day care
home - at least every three months. As children move to different stages of development,
their safety needs change. Take care of any items that need repair, replacement or your
attention in some other way.

Safety in Your Home

The home is the place where many injuries occur. Most of those injuries are
preventable. Before you begin providing care, safety proof your home, and conduct a
thorough safety check at least every three months thereafter, and a safety scan every
morning before the children arrive. Always view the environment from a child’s eye
level. Get down to their eye level to do a final check on the environment.
Make a general assessment of your home in terms of its suitability for providing care.
Is everything clean, sturdy and in good repair? Are furnishings (in area’s children will
use) placed in ways that are practical for you, the children and their activities? Is your
entrance/front porch safe?
It’s a good idea to develop your own safety check list based on your environment. Go
through each room or area (e.g. yard, basement) and develop your safety check list of
items specific to that room/area. Below you’ll find some suggestions to get you started.
NOTE: If you are a licensed caregiver or working with a family child care agency, the
system may have additional safety requirements. Check with your licensing office and/or
agency regarding safety regulations.

Home Safety Check List

- Emergency phone lists are posted beside every telephone in the home, and in the travel
bag for outings. Include telephone numbers for:
day care parents and alternate emergency contact for the parents
fire department
hospital/nursing station
police department
poison control centre
doctor/pediatrician
ambulance
taxi
home child care agency or licensing body, if applicable
neighbour or back-up caregiver.
- Smoke detectors and carbon monoxide detectors on every floor of the home in
appropriate locations, tested regularly. NOTE: Some provincial/territorial regulations
require that smoke detectors be hard-wired (operate by electricity rather than battery).
- Fire extinguishers checked regularly to ensure they are fully charged.

- Fire places, wood-burning stoves and space heaters are properly screened.
- Electrical outlets are covered with safety plugs when not in use.
- Electrical cords and plugs are in good condition, and placed neatly away from
children’s reach.
- Safety gates are properly installed on all stairways.
- Flashlights, batteries and a transistor radio are nearby in case of a power outage.
- Televisions, stereo components and other audio-visual equipment are placed against
walls to prevent children from handling the wiring.
- Power circuits are not overloaded by plugging too many items into the same circuit;
- Circuit breaker box is easily accessible and well marked.
- All hazardous materials (cleaning products, insecticides, medications, etc.) are stored
securely from children’s reach, preferably under lock and key.
- Plastic grocery and garbage bags are stored out of reach.
- Pot handles are turned toward the centre of the stove when cooking. Back burners are
used as much as possible.
- Scissors, knives and other sharp objects are kept out of the reach of children.
- Hot water temperature does not exceed 48 degrees Celsius.
- Freezers are locked.
- Breakable or dangerous decorative items (glass knick knacks, etc.) are out of reach.
- Cigarettes, matches and lighters are stored securely out of children’s reach.
- Safety pins, needles, beads, buttons, coins and other small objects are stored out of
children’s reach.
- All equipment, including, cribs, playpens, highchairs, infant seats, bottles, pacifiers and
safety gates, meet current safety standards.
- Perfumes, aftershaves, cosmetics, personal hygiene products and alcohol are out of
children’s reach.
- Stairways are uncluttered and well-lit.
- Drapery and window blind cords are taped/secured out of children’s reach.
- No peeling paint or splinters on furnishings or woodwork.
- Lead-free paint on all surfaces and furnishings.
- Children’s toys are in good repair (no sharp edges, loose parts or parts small enough for
a young child to swallow).
- Decorative decals are fixed on glass doors so children don’t bump into or attempt to
walk through them.
- Sharp edges of furniture are covered with padding.
- High latches on all doors that children should not use.
- Furnace and hot water tank are inaccessible to children.
- Plastic bags are not used underneath sheets to waterproof children’s beds. (Use fitted
plastic sheets or mattress pads).
- Indoor garbage cans have secure lids.
- Diaper pails have secure lids.
- Safety straps are used on changing tables and high chairs.

NOTEWORTHY

Involve the older children and other adults in your home in keeping the environment safe
for children. Emphasize the importance of using the safety gates on stairs, latches on
doors and cupboards and making sure toiletries, scissors and other items are kept out of
young children’s reach.

ACTIVITY
Think about an experience you’ve had in your home where you or a child suffered a minor
injury in the past week (e.g. scraped knees or a bump on the head). Now consider whether
there were precautions that might have been taken to avoid the injury. What precautions
might you have taken?

Fire Safety
The fire safety precautions you take and the fire drill practise you and the children
regularly engage in could one day save a life. Practise the following fire safety
guidelines in your home:
Develop an evacuation plan for your home. Draw a plan of all the rooms in your home
and mark all the exits. Plan how you would evacuate the children in any circumstance
which might arise. What would you do if a fire occurred in the kitchen while two
children were sleeping upstairs and two were playing in the basement? If a fire breaks
out in the basement and all the children are on the ground floor, what is the procedure?
Conduct fire drills regularly with the children, using your evacuation plan. Practise
makes perfect! Include your family members and your back-up caregiver in the drills
whenever possible.
In the event of a fire or fire drill, specify a safe place for everyone to gather outside your
home or at a neighbour’s house. Quiz the children about the gathering place.
Teach children that they must always respond to the word "FIRE" and the sound of the
smoke alarm immediately by leaving the house as per your evacuation plan. (Make sure
that the children know what the smoke detector alarm sounds like.)
Teach children to STOP, DROP and ROLL if their clothing catches fire.
Teach children to alert you and to leave the house immediately if they see smoke or fire
and to alert you if they smell unusual odours, like gas or smoke.
Teach children that they must never re-enter a home in the event of a fire.
If you live in an apartment building, study the building’s evacuation plan and practice it
with your children.
Visit your local fire department with the children for fire safety tours.
If your local fire department provides the service, have them inspect your home for fire
hazards.

CHATTER BOX

"We have a small park right in our housing development that is a great spot for outdoor
play. But we had serious problems with teens hanging out in the park at night. The place
was always full of broken glass and other trash and the equipment was falling apart. We
complained to the City (they own the development) but they wouldn’t, or couldn’t, help
much. Finally, several of us, mostly parents of young children, got together and started up
our own little Pretty up the Park campaign. We did a major clean-up of the grounds and
the City did help out with repairing or replacing the equipment. Now we take turns doing
a quick pick-up every morning (I’m ‘on’ every third weekend and I’m out there with my
trash bag and my rubber gloves). We also get together for a major clean and fix-up at the
beginning of each season. We’ve even planted some flowers and added some benches that
one of the tenants built. Not only do we have a nice play space for the kids and the adults,
but we’ve also gotten to know each other and I think everyone cares more about the place
now - even the teenagers aren’t leaving as much of a mess anymore."

Outdoor Safety
Whether you are in your own backyard, at a public park, or taking a walk in your
neighbourhood, the children’s safety is still your responsibility. Be alert to potential
hazards, and act preventatively:

Check area for and remove any broken glass, nails, cans, bottles or sharp sticks. Be
careful - carry a heavy-duty plastic bag in your pocket when at the park or on a walk with
the children to dispose of items and use the bag to protect your hand in picking up items!
If you discover used syringes, contact the local health authorities.
Check the area for poisonous plants.
Check outdoor play equipment for loose screws or sharp edges.
Ensure that swing sets, slides and climbing equipment are properly anchored.
Ensure that scarves, hoods and especially strings are securely tucked in when children
play on slides, swings or climbing equipment (Consider removing, or asking parents to
remove draw strings from children’s clothing altogether).
Cover your sandbox when it is not in use.
Never leave a child unattended in a wading pool, not even for a moment.
Always drain children’s backyard wading pools when not in use, and store up-ended so
they don’t fill with rainwater.
Treat ornamental/garden ponds as you would a pool and take all necessary precautions.
Small children can drown in very small amounts of water.
Full-sized swimming pools - above ground or built in - are an extreme hazard. Ensure
that your pool is properly fenced as per municipal bylaws and kept safely locked.
Covered pools pose hazards as well - children may assume they can walk on the cover -
so make sure the pool area is always locked. NOTE: Provincial/territorial regulations
may prohibit pools in/on home child care premises.
Attach bicycle flags to tricycles and bicycles for better visibility and ensure the children
wear CSA approved bicycle helmets.
Check fencing regularly for hazards (e.g. barbs, nails, splinters) and repair them.
Place gate locks on the outside of gates so children can’t reach them.
Never leave young children unsupervised out of doors, even in a fenced yard.
Never allow children to play in or near parked cars.
Use garbage cans with secure lids and store out of reach of children.
Do not use a power mower or other power tools when children are present.
Remove doors from unused fridges and freezers.
Remove any bee hives, wasp nests or ant hills from your yard.
Keep children away from woodpiles.
If you have a septic tank that shows any seepage, have it serviced immediately.
If you live in an area with drainage ditches, do not allow children to play near them -
drowning and disease are serious concerns.
Teach children never to approach strange animals.
Ensure that children know and follow the rules for playground safety that you have
established, which should include:
Never stand or kneel on swings
Do not walk too close to swings when they are in use
Only get off the teeter totter when the other person is ready for you to do so
Go up and come down slides properly and safely - make sure the child before you is
well away from the slide before you take your turn

Car Safety
Developing good car safety habits will go a long way towards making outings a
pleasant experience. If you help children develop good car safety habits when they are
very young, as they grow older they won’t question the necessity of wearing a seat belt
or the other rules associated with car travel. Before heading for the car, remind the
children of the behaviour you expect from them. If the ride will be a long one, perhaps
each child could bring along a caregiver-approved, quiet item (cuddly toy/game) to help
occupy their time.

Some guidelines for car safety:

Use proper seat restraints for everyone in your car - including the driver! Car seats must
be CSA approved and properly installed and tethered in your vehicle.
Teach and enforce car safety rules:
Seat belts must be worn at all times.
Do not throw anything while in the car.
Keep arms and heads inside car windows.
No shouting or other loud or sudden noises.
Do not touch door, door locks or window handles.

Never allow children to play in a parked car, or pretend to steer, even if you are with
them.
Never leave children unattended in a car - even for a moment.
Develop a routine for entering and leaving the car. For example, have children line up
with one hand touching the car until everyone is inside and buckled up, or out of the car
and ready to go.
Always exit the vehicle first, then help the children out. Children should always exit the
vehicle on the curb side.
Watch out for tiny fingers when closing car doors.
The back seat is always the safest place in the car for children.
Carry a flashlight, extra set of keys, first aid kit and emergency contact information in
your vehicle.
If someone misbehaves don’t try to handle the problem while driving. As soon as it is
safe to do so, pull over and stop the vehicle, then address the problem.

Farm Safety
As a setting for home child care, a farm provides mixed blessings. On the positive
side, children will have daily opportunities to enjoy sights, sounds and experiences that
people living in urban areas can only offer to their children on rare occasions. On the
negative side, there are many inherent dangers in a farm setting. Caregivers working in
this environment will have to be especially conscientious and alert to hazards.
Assume Nothing
Even an older child who has been raised on a farm may not "know better" and could put
himself or others in danger
Declare Work Areas Off Limits
The best way to ensure children stay out of work areas is to securely fence an area
around your home to provide safe outdoor play space
Be particularly conscious of the following hazards:
Barbed wire fencing
Farm machinery
Make all farm machinery off limits. Never allow children - even as a "special treat" - to
ride on tractors or other farm machinery.
Hazardous materials
Pesticides and toxic chemicals should be stored in their original containers and kept in a
locked cabinet or shed. When empty, rinse containers thoroughly and dispose of
immediately.
Livestock
Even the most gentle animal is potentially dangerous to a small child. Never allow
children near animals without your immediate and constant supervision.
Farm structures - Ensure that the following are secured and OFF LIMITS to children:
silos that may contain deadly gases and unloading equipment
grain bins (grain can act like quicksand, smothering a child)
farm ponds and open liquid manure storage facilities
stationery machinery such as feed mills
electrical boxes
barn lofts and other elevated areas (to prevent falls)

ACTIVITY

On your own, with a partner, or in a small group, do a safety scan of the room you are in
right now and make a list of potential hazards to young children.

Helping Children Develop Safety Awareness

Just as you develop the "habit" of safety as a caregiver, it is important that the children in
your care are encouraged to develop good safety habits as well. One of the best ways to
do this is to introduce the discussion in a relaxed manner when you’re in a variety of
locations: in your home, at the park, walking on the sidewalk and so forth. Ask questions
like, "What might happen if the monkey bars at the park were wet from the rain?" "What
would you do if you saw a needle on the ground when we were out for a walk?" "What
might happen/would you do if you saw that the safety gate across the stairs was not
latched properly?" Listen to their responses. If the children are struggling to come up
with a response, offer suggestions. Don’t laugh, even if their suggestions are silly,
instead offer safer alternatives and explain why the methods they propose might not be
the safest solution. If you are encouraging children to think about the safety of their
environments and verbally try out different ways to respond, you are also encouraging a
sense of responsibility in the children for their own safety.
Children do learn about safety from the adults around them. When establishing and
enforcing the safety rules of your home child care, take the time to explain to the children
the reasons behind the safety precautions. The "veterans" will help enforce your house
rules with the younger children and new arrivals to your home day care. And, of course,
model safe behaviour yourself.
Give children plenty of safe places to play, so that you don’t have to constantly say "no."
Avoid playgrounds or other places that you feel are unsafe for the children - you’ll end up
exhausted and the children will be frustrated. Safe spaces and places provide
opportunities for the children to feel free to play, create and explore, and for you to feel
reassured of their safety. Remember that no space, no matter how thoroughly child-
proofed, is a safe space if it lacks your supervision. Your constant attention and
awareness is always the children’s best safety net.

EVALUATION

OPTIONS:
1) ASSIGNMENT
2) QUIZ

ASSIGNMENT

Develop your own safety check list. Go through your space, including each room of
your home and outdoor areas, and develop a safety check list tailor-made to your
home. Be sure to include your front and backyard, garage, shed, carport and
basement space. Make copies of your personalized check list to keep in your file for
your routine safety checks. Also note changes you’d like to make so that your home
will be a safer place for your own family and your child care family (e.g.
replacing/repairing loose tile, installing a light fixture in a stair-well or a padlock on
a shed).

QUIZ

1. In addition to the day care parents, what are at least four other emergency phone
numbers you should have on hand at all times?

2. Describe four potential hazards to children found in the kitchen and describe
how you would protect children from those hazards.

3. List at least five products found in most households that should be kept out of
children’s reach.

4. Why are balconies potentially dangerous for young children and what
precautions should you take to protect children from those dangers?

5. What precautions should you take if firearms are kept in your home?

6. List at least three things you should teach children regarding fire safety.

7. What are at least five potential hazards you might find in a public park or
playground?
8. List at least three rules that children should follow when using playground
equipment.

9. List at least three rules that children should follow when travelling in an
automobile.

10. Marco and Leslie, both seven year olds, enjoy playing board games and building
with construction sets that involve very small pieces. With other, very young
children in care, Mary is concerned about the potential danger of a young child
choking. What steps would you suggest?

FAMILY CHILD CARE TRAINING PROGRAM

LEVEL ONE - UNIT THREE

HEALTH

LEARNING OBJECTIVES
1. Recognizing the vulnerability of children and the importance of protecting their
health.
2. Reviewing good health practices.
3. Identifying how children can be helped to develop good health practices.

CHATTER BOX
"I am happy (and relieved) to report that children really can learn to cover their mouths
when coughing, use tissues to wipe their nose, wipe, flush and wash hands after toileting
and even brush their teeth and hair and wash up at other appropriate times during the
day. After more than a year with two three year olds and a four year old when I seemed to
spend all day making sure these tasks were completed, I suddenly realized today that for
months now they have been doing all of those things without my constant reminders.
Eureka! But before I start celebrating too much, little Luke is just 18 months old now, so
here we go again..."

THE BASICS
Healthy children are happy children. They enjoy daily activities and have the energy
and enthusiasm they need to grow and develop. The children in your home child care
depend on you to nurture and care for them in a way that will promote their optimum
well-being.
Healthy home child care benefits the child’s parents as well as the child. Parents will feel
increased confidence in a caregiver who practices healthy habits and provides a healthy
environment. They will appreciate their child’s good health (and fewer days off work to
care for a child who is ill). In a healthy environment, illnesses occur less often and are
usually less severe.
As a caregiver, you will take pride in knowing that you are encouraging good health in
children. Healthy children are a joy to be around but when children are not feeling well,
just like us, they can be tired and cranky. Sickness in your day care group could also
increase your own and your family’s exposure to germs. Promoting healthy child care
will benefit the health of everyone concerned. In order to provide healthy home child
care, you need to understand and satisfy children’s basic health needs.

CHILDRENS’ NEEDS:
A safe environment, good nutrition and warm, nurturing care contribute significantly
to a child’s health and well-being. These essential components of healthy home child
care are all discussed at length in other modules in this series. There are many other
ways that we can promote good health. Children also need:
A clean environment to reduce the number of germs that the children are exposed to;
Good hygiene to maintain good health and to develop healthy habits, through your
teaching and example;
Regular exercise and fresh air to ensure healthy growth and development and provide an
appropriate outlet for children’s natural energy;
A smoke-free environment to promote good health and reinforce nonsmoking attitudes;
Rest and relaxation to maintain good health and re-energize children as they move
through their busy day;
Up-to-date immunizations and regular checkups with a health care professional to
safeguard the children’s health;.
A caring partnership between parents and caregivers around health care policies.

A CLEAN ENVIRONMENT
Germs spread easily in home child care because of the number of children, their
immature immune systems and the way they play and share toys. It only takes one
exposure to a very small number of germs to make a person ill. Many germs that are
spread from person to person will stay on surfaces in the child care setting for hours, days
and even weeks. Cleaning and sanitizing will greatly reduce the number of germs on
surfaces, toys and other objects.

Cleaning involves the removal of dirt using a cloth and a mild household cleanser. The
surface should then be rinsed and dried. This also removes some of the germs.

Sanitizing greatly reduces the number of germs on a surface or object. It should be done
after cleaning using a household bleach and water solution. A fresh solution should be
prepared each morning for that day’s use.
A small quantity of sanitizing solution can be prepared in a spray bottle by adding one
tsp. bleach to two cups water (or 5 ml bleach in 500 ml water). This can be used to
sanitize food preparation and eating areas and diaper-changing surfaces and potties
(which should be sanitized after each use). Spray solution on and leave for thirty
seconds. Wipe surface dry with a single use cloth or paper towel.

A larger quantity can be made by adding one-quarter cup bleach to one gallon water (or
50 ml bleach in 5 L water) in a clean container, such as a pail. Toys, plastic bibs, and
teethers can be dipped in the solution for 30 seconds and air-dried on a clean towel.
Because the bleach to water solution is so weak, there’s no need to rinse with water.

Infant and toddler toys get a lot of mouth to mouth exposure and should be cleaned and
sanitized at least daily.

Wear disposable or rubber gloves when cleaning and sanitizing to prevent hands from
becoming dry and/or irritated.

GOOD HYGIENE
Children’s immune systems are not yet fully developed and they have increased
exposure to a greater number of infections because of their close interactions with other
children in your home (and at school). Infants and toddlers spread germs through their
very close contact with each other, mouthing and sharing toys, as well as crawling around
the floor in diapers. Preschoolers may not yet have learned to use the toilet properly or do
the follow-up hand washing. School-agers are of course, exposed to an even greater
number of germs through their contacts in school settings. As you can imagine, there is
an immense potential for illness and an incredible need for good hygiene!

Hand washing is the single most effective method for controlling the spread of
infection.
Washing your hands, effectively and consistently, will not only maintain your and the
children’s health but also model a very important healthy practice for your group. Proper
hand washing procedures will ensure the most effective removal of germs. Children need
help in learning how to wash their hands properly. Here are some simple steps for
effective handwashing:
1. Use soap and warm running water. Pump soap is preferable (a soap bar and dish can
collect germs).
2. Wet your hands, add soap, and rub vigorously for 10 seconds. Wash all over hands,
back, front and between fingers.
3. Rinse thoroughly under warm running water for 10 seconds.
4. Dry hands with a paper towel or single-use disposable cloth. (Or you could provide an
individual towel for each child which you launder daily. To avoid transfer of germs,
provide hooks for towels with enough space for towels to hang without touching.)
5. Turn off tap with paper towel or tissue and dispose of tissue or paper towel.
6. Apply hand lotion if hands are chapped or dry.
 ACTIVITY
"I finally came up with an inspired idea to help children remember to wash their hands
after toileting without my nagging. I put a big shiny school bell on the counter beside the
sink. After toileting, children wash their hands and then ring the bell. Believe it or not,
ringing that bell is a big deal to them - in fact, I have to remember to ring it after I’ve
been in the washroom or someone is bound to ask if I forgot to wash my hands."
When should children wash their hands?: after coughing, sneezing; blowing their
noses; using the toilet or having a diaper change; before and after eating; after playing
outdoors or touching pets; and whenever hands are dirty.

- When should caregivers wash their hands?: after using the toilet or assisting a child on
the toilet; before and after changing a diaper; before and after preparing food or feeding
the children; after wiping a child’s nose or caring for an ill child; after handling pets or
cleaning up their excrement; after being outdoors and/or removing the children’s shoes or
boots; after cleaning and sanitizing; after removing disposable or rubber gloves; and
whenever hands are dirty.

Proper diapering techniques help stop the spread of germs which cause diarrhea and
other illness.
Organize an area which is specifically for diaper changing. You will need:
a washable surface to change the child on, preferably with a safety belt to secure child
access to a sink (note: do not set up changing area in kitchen where germs can easily
contaminate the food, counters and table)
any necessary ointments and lotions
disposable paper or wax paper to cover diapering surface or individual change pads
which can be sanitized
sanitizing solution to clean change table surface and change pads. To prepare water and
bleach solution combine 5 ml (1 tsp.) bleach and 500 ml (2 cups) water. Use in a spray
bottle or a small container with a clean rag.
diapers and, if used, diaper pins, diaper liners, rubber pants
securely covered diaper pail to dispose of soiled/wet diapers
wet wipes or face cloths for cleansing child
tissues

Check your own diaper changing procedure against that recommended by the
Canadian Paediatric Society :
1. Remove the diaper. Fold it closed and put it out of the baby’s reach.
2. Clean the baby’s skin with warm water and dry well. Use soap only if the baby has a
bowel movement. Diaper cream is only necessary if the baby has redness or a rash. If
so, apply a thin layer of diaper cream with a facial tissue and use another clean tissue if
you need more cream.
3. Diaper the baby.
4. Wash the baby’s hands.
5. Move the baby to a safe place.
6. Shake formed stool into the toilet and flush - this applies to both cloth and disposable
diapers. Avoid rinsing the diaper in the toilet, because this will spread germs to the toilet,
floor and other places.
7. Dispose of the dirty diaper. Cloth diapers need to go into a diaper pail with a snug-
fitting lid. Disposables into a garbage can. Diaper pails and garbage cans need to be kept
out of children’s reach.
8. Spray the changing surface. Use a bleach solution, and let it stay on the surface for 30
seconds while you put away the diaper supplies. You will need to sanitize the change
surface with bleach after every diaper change.
9. Dry the surface with a clean paper towel.
10. Wash your hands.

Good dental hygiene is an important part of good health. Ensure children brush
teeth after meals (younger children will require your help).

A SMOKE-FREE ENVIRONMENT
One of the most important ways that a child care provider can promote good health in
children is to ensure that they are not exposed to smoking. Children are particularly
susceptible to adverse effects from second-hand smoke because their lungs are less
developed and their rate of breathing is faster than adults. Some important facts about
children and second-hand smoke are:

· Children who are around second-hand smoke have more illnesses, such as asthma,
bronchitis and pneumonia, ear infections, colds and throat infections.
· Infants who are around second-hand smoke are more likely to die of SIDS (Sudden
Infant Death Syndrome)
· Infants who are around second-hand smoke are more likely to refuse feeding and spit
up.
· Children who are around second-hand smoke are more likely to be irritable and cranky.
· Day care parents prefer, and usually expect, a smoke-free environment for their child.
· Children in a nonsmoking environment are more likely to be nonsmokers themselves.

Because your home is also your place of business, you are justified in making no
smoking rules for family members or visitors, especially when the children are present.

REGULAR EXERCISE AND FRESH AIR

Regular indoor and outdoor physical activities have a number of benefits for children.
They ensure healthy growth and development; provide an appropriate outlet for
children’s natural energy; help children eat and sleep better; and encourage a lifelong
interest in physical endeavours.
Be prepared for inclement weather by having some indoor activities organized and ready
to go. For example, purchase a child’s exercise CD or video and work out with the kids.
Enjoy some of the traditional children’s musical games such as "Ring Around the
Rosie," "The Farmer in the Dell," and "Head and Shoulders."
 ACTIVITY
Come up with a list of ideas for active indoor play. How can you accommodate active play
indoors in poor weather.

Time outside provides a change of scenery for the children. It’s also the place for all
kinds of physical activities and use of "outside voices." Children need a place where
they can run, climb and play in ways that are not safe or appropriate indoors. After their
exercise, the children will return inside, refreshed and relaxed.
Sun screen is a necessity all through the year, winter and summer, and in all kinds of
weather. A "broad spectrum" sun screen with a sun protection factor (SPF) of at least 15
should be rubbed on to any exposed skin at least half an hour before going outside. It
should also be reapplied every few hours. Ask the parents to send a container of sun
screen for their child, marked with their child’s name. Make this a part of your regular
"going outside" routine so that if you forget, one of your children is bound to remind you!

It is also important that children wear a hat to protect them from the sun.
Children must be dressed appropriately for the weather. A friendly letter to remind
parents to bring seasonal items will ensure that each child is organized for any outing.
It’s also a good idea to keep a bag of clean "cast offs" such as socks and underwear,
sweatshirts and pants, and hats and mitts in case someone needs to make use of extras.
During warmer weather the children will need: extra socks and underwear; shorts and a
t-shirt; a sweater or sweatshirt, for outings to air-conditioned museums, restaurants, etc.,
a bathing suit and towel; and of course, a hat. Sunglasses will protect children’s eyes
from the glare from the sun.
Other summer tips: avoid excessive sun exposure, especially between 10 a.m. and 3
p.m.; choose parks with shaded areas; and always provide water to drink.
Children need boots and a raincoat or splash suit for those wet days. Having suitable
rain gear means that you can get outside for a walk, splash in puddles and watch for
rainbows.
During colder weather the children will need: warm slippers and a cozy sweater for
inside the house; extra mittens to replace wet ones or to double up with other mitts on an
especially cold day; and appropriate outdoor dress.
Children will stay warmer if they’re dressed in layers. Put heavy socks over leotards or
long underwear; a hat under a hood; and two pairs of mittens, one to tuck inside the cuff
and one to put over. An outgrown pair of blanket sleepers with the feet cut off makes a
cozy snowsuit liner.
On days when the snow is wet, put a nylon splash suit over the regular snowsuit to
prevent it from getting soaked through.

ACTIVITY

Prepare a list of seasonal ‘must haves’ to share with parents.

 REST AND RELAXATION
Periods of rest and relaxation help children grow, stay healthy and participate fully in
their busy days.
· Children need their sleep. Infants will usually require a sleep in the morning and
afternoon, while toddlers and preschoolers usually nap in the afternoon. Even older
preschoolers and kindergarten children need to have a quiet time after lunch, looking at a
book or hugging a special doll or teddy bear.
· Children of all ages need a good night’s sleep. Remind parents that children have a
busy day care day and a tired and cranky child can’t enjoy his or her play. A good night’s
sleep also lessens a child’s susceptibility to illness.
· Sometimes parents will resist the idea of their child napping during the day because
they’re afraid that it will interfere with bedtime. Reinforcing the importance of a midday
rest for their child and putting the children down soon after lunch for an early and
shortened nap may help. If the children are having a busy day that includes physical
activities, especially outdoor exercises, then there shouldn’t be any problem at night.
· Establish routines around nap time. After lunch, everyone uses the toilet, washes their
hands, brushes their teeth and gets ready for nap. It’s important that children know that
they will have a nap or quiet period at the same time every day. Talk positively about
sleep time; about how nice and relaxing it will be having a rest; and about something you
plan to do after nap time, such as reading a story or making a picture.
· Welcome comforting objects such as blankets or a favourite stuffed toy from home can
help children feel secure and ready to sleep. Provide a basket of cuddly toys so that the
children can choose one to sleep with.
· Children should have their own sleeping place and use bedding that is not shared with
the other children.

ACTIVITY

How do you handle nap time in your child care home? Do you have any difficulties
involving naps? Think about possible solutions.

IMMUNIZATION & REGULAR CHECKUPS

Immunization is the best protection children have against serious childhood diseases
such as diphtheria, tetanus, hepatitis B, polio, measles, mumps, rubella (German measles)
and the potentially life-threatening complications of these diseases. The Ministry of
Health for each province and territory has developed a recommended schedule of
immunization. Information on recommended immunization schedules are available from
doctors, clinics and public health offices. Ensure that all the children in your care are up-
to-date on their immunization schedule. If parents have chosen not to have their child
immunized, consult your public health office and your family doctor about potential risks
to others in the home before making a decision to provide care.
Regular check-ups are one of our most important tools in maintaining good physical
and dental health. Encourage parents to ensure that children follow the recommended
schedule for physical and dental examinations - and make sure that your own family does
the same!

A CARING PARTNERSHIP
Families appreciate knowing that you are interested in their child’s well-being.
Developing policies around health lets parents know that you take their child’s well-
being seriously. Think through your own policies and practices regarding health and
share them with parents at the pre-placement interview. (It is very helpful to put your
health policies in writing for parents.) Ensure that you get the health information you
need by developing a medical history and emergency contact form for parents to
complete and have them update it at least annually. If you are working with an agency or
are a licensed caregiver, your system may provide any necessary forms, but in any case
you should consider all of the following:
1) Before any child enters your care, you should have basic health history and
emergency contact information. Such information should include:
Child’s full name, address, phone number and birth date.
Parent’s/Guardian’s home and work addresses and phone numbers.
Name and phone number of an emergency contact in case parents are
not available if an emergency arises.
Child’s health/medical insurance number.
Name of child’s doctor, address and phone number.
Information on past health such as illnesses, accidents, surgeries.
Information regarding known conditions (e.g. developmental, emotional, physical).
Any known or suspected allergies (foods, drugs or other substances).
Child’s immunization record.
Information about medication that child requires regularly.

2) Decide what your policies/rules will be about children’s illness and the
administration of medication including:
- How ill is too ill to come to care? While some providers are willing to provide care to
children who are mildly ill, you should think through and make sure parents understand
how ill is too ill to come to care (for example, diarrhea, vomiting, temperature over 38.5
degrees Celsius, contagious infection) .
What will you do and what do you expect of parents if a child becomes ill while in your
care?
Are you willing to administer prescription or non-prescription medication to children?
If you are going to administer medication it is advisable to have parents complete a form
stating the name of the medication, the time and amount of dosage, whether it should be
administered before, after or with food, possible side effects you should be watching for,
how medication should be stored (refrigerated?), the date you will start giving the
medication and the date you will stop, and the parent’s signature. In many jurisdictions,
child care regulations also require that medication must be in its’ original container.
Never administer medication of any kind (prescription or non-prescription) to a child
without their parents’ knowledge and consent.

3) Be prepared to deal with a child’s illness:

Ask parents to keep you up-to-date about their child’s daily health status and to inform
you if the child has been in contact with any contagious illness.
Explain that you will be observing children as they arrive in the morning to look for any
specific signs of illness such as fever.
Prepare an area where you could provide care to a child who becomes ill until parents
can arrive. The area should be separate from the other children but still allow you to keep
an eye on everyone.
Learn the symptoms of common childhood illnesses and share this information with
parents.
4) Be prepared to deal with an injury or other emergency:
Ensure that you have a current certification for First Aid and CPR. Such courses not
only prepare you to deal with injuries and emergencies but give you and the parents more
confidence.
Post lists of emergency phone numbers and parent contacts by all the phones in your
home and in your vehicle or travel bag for field trips.
Have a well-equipped first aid kit on hand. At a minimum, your kit should include:
First aid manual
Band-aids in assorted sizes and tensor bandages
Gauze pads, 1-inch rolled gauze and adhesive tape
Disinfectant soap
Thermometer
Cotton swabs
Scissors and tweezers
Calamine lotion
Syrup of Ipecac
Antiseptic cream
Teach older children how to cope in an emergency. Children may be able to help by
getting you the first aid kit, a pillow or blanket, or by calling 911 in an emergency
situation.

for more information

Little Well Beings: A Handbook on Health in Family Day Care, available from the
Canadian Paediatric Society Children’s Hospital of Eastern Ontario, 401 Smyth Road,
Ottawa, Ontario, K1H 8L1.

EVALUATION

OPTIONS FOR EVALUATION

1) ASSIGNMENT
2) QUIZ
 ASSIGNMENT
Develop your own health policy. Your policy should include:
practices you will put in place to protect children’s health (e.g. diet, exercise, fresh
air, hygienic practices, etc.)
your policies and practices regarding the illness of a child (e.g. what will you do if a
child becomes ill while in your care; how ill is too ill for a child to be brought to
care)
your responsibilities regarding providing parents with information (e.g. in the event
of their child’s exposure to a contagious disease)
parents’ responsibilities regarding information they must provide you with (e.g.
child’s immunization record, exposure to a contagious disease)
your preparedness for emergency situations (e.g. current first aid certification)

QUIZ

1. Children need a safe environment, good nutrition and warm nurturing care for a
healthy beginning. What are some of the other essentials in providing for good
health? List at least four.

2. When should children wash their hands?

3. What supplies should you have on hand in the diaper changing area?

4. What are at least three hazards in exposing children to second-hand smoke?

5. How do children benefit from fresh air and exercise?

6. What are at least three of the precautions you should take during outdoor play in
summer weather?

7. The children are having a difficult time settling down at nap time. What are
some of the strategies you could use to help them?

8. List at least five things that you should ask parents regarding health before a
child starts in your care.

9. Joanne, a five year old, came home from kindergarten looking pale and listless
and did not eat any lunch. What action do you take?

10. How might older children help out in an emergency?

LEVEL ONE - UNIT FOUR

NUTRITION
LEARNING OBJECTIVES:
1. Understanding the importance of good nutrition in children’s growth and development.
2. Reviewing Canada’s food guide and recommended daily servings.
3. Planning meals and snacks that meet children’s nutritional, cultural, and personal,
preferences and needs.
4. Identifying strategies to encourage children’s interest in good nutrition.

CHATTER BOX

"Even though we had two children of our own, I had worked outside the home for almost
five years before I started providing care and we had gotten pretty accustomed to meals
on the run, lots of take-out and not a lot of cooking. I worked it out the other night and
between my own family and the children in care I am now preparing 144 meals and
snacks a week! I’ve had to get a lot better about meal and menu planning, and food
budgeting. I have to admit we are all eating a lot healthier now but the biggest surprise is
that I am really enjoying cooking, especially cooking with all the kids. It’s messy, it’s
noisy and it’s great fun."

THE BASICS
Good nutrition is important for all of us. It is especially important for children because
they are still growing and developing as well as establishing life-long eating habits. A
healthy diet provides the energy and essential nutrients that children need to grow,
develop and be active. It also develops the children’s sense of taste, acceptance and
enjoyment of a variety of foods. Good nutrition can even have a positive impact on
children’s behaviour!

ABOUT NUTRIENTS
Children need food to satisfy hunger, to stay healthy, to grow and to have energy for
daily activities. Foods contain nutrients that keep bodies healthy. Because no one food
supplies all the necessary nutrients it is important to eat a variety of foods each day. Each
nutrient has a basic purpose.

· Carbohydrates and fats provide the energy the body needs to perform its’ daily
functions.
· Proteins provide the "building blocks" for growth and repair. Proteins are necessary for
proper growth and development.
· Vitamins and minerals help the body to use other nutrients.
· Water is used in every chemical activity that takes place within the body. It also
satisfies thirst and removes waste. Although water provides no energy to the body, it is
essential for proper bodily functions.
Nutrients are found in a variety of foods which are classified into four main food groups.
 THE FOUR FOOD GROUPS
Canada’s Food Guide divides food into four basic groups as a convenient way to
achieve a balanced diet. These four groups are: grain products, fruits and vegetables,
milk products and meat and alternatives. Each of the four groups contain nutrients. The
basic nutrient in each of the four groups, and some of the foods included in the groups
are:

· Grain Products provide carbohydrates, minerals and some vitamins. Whole grain and
enriched products are especially nutritious choices.
· Vegetables & Fruits provide carbohydrates, vitamins, some minerals and water. Dark
green and orange vegetables and orange fruit are especially nutritious choices. A
vegetable or fruit containing Vitamin C, such as broccoli, oranges, grapefruit, orange or
other vitamin-fortified juices, kiwi fruit, cantaloupe or strawberries, should be eaten each
day.
· Milk Products provide proteins, fats, minerals and vitamins. Milk products include milk,
cheese and yogurt. Two cups of milk should be consumed each day because it is our main
dietary source of Vitamin D. In Canada, only fluid milk is fortified with Vitamin D,
other milk products are not.
· Meat & Alternatives provide proteins, fats and some minerals.
Eating the recommended amount of a variety of foods from each of these four food
groups will ensure an adequate intake of essential nutrients. Each of the four basic food
groups provides certain nutrients but not all foods within a group contain the same
nutrients or the same amounts of nutrients. That is why enjoying a variety of foods
within each food group is an important recommendation of the Guide.

Other Foods is another category identified by Canada’s Food Guide which includes
foods that are not part of the four basic food groups. These foods, while providing taste
and enjoyment, are not nutritious and are usually higher in fat and/or calories and they
should be used in moderation. Examples of these "other foods" include: soft drinks,
butter, margarine and other fats, tea and coffee; ketchup and mustard; salad dressings;
pickles; honey; and snack foods such as cookies, cakes, pies, and potato chips.

ACTIVITY

Make a list of what you served for breakfast, morning snack, lunch, afternoon snack and
supper today. How well did your menu plan measure up to the Food Guide? Were you
under in some food groups and over in others? How many ‘extras’ appeared on your list?
Is that something you would want to change? Indicate on your list, changes that you
would have to make to ensure the children are receiving the required number of servings
in each of the food groups.
 NUMBER AND SIZE OF SERVINGS CHILDREN NEED
Everyone has the same nutritional needs, but the amounts vary according to each person’s
age, size, sex, activity level, appetite and growth rate. The following chart shows the
number of servings and some examples of the size of serving recommended by Canada’s
Food Guide for children.

# of servings daily Serving size for under 4 years old Serving size for children 4 years
and over
Grain Products 5 - 12 servings* ½ - 1 slice bread
½ - 1 cup flaked cereal
2 tbs. or 1/3 cup granola
1/4 - ½ bagel, pita or bun
1/4 - ½ cup pasta or rice 1 slice bread
1 cup flaked cereal
1/3 cup granola
½ bagel, pita or
bun
½ cup pasta or rice
Fruits and
Vegetables 5 - 10 servings* ½ - 1 medium sized fresh
fruit or vegetable
1/4 - ½ cup fresh, frozen or canned fruit or vegetable 1 medium sized fresh fruit or
vegetable
½ cup fresh, frozen or canned fruit or vegetable
Milk Products 2 -3 servings*
(3 - 4 servings for 10-16 years old) ½ - 1 cup milk**
25 - 50 g cheese
1 - 2 slices cheese
1/3 - 3/4 cup yogurt 1 cup milk
50 g cheese
2 slices cheese
3/4 cup yogurt
Meat and
Alternatives
2 - 3 servings* 25 - 50 g meat, fish or poultry
50 - 125 g beans
1 - 2 tbsp. peanut butter
1/4 - 1/3 cup tofu
1 egg 50 - 100 g meat, fish or poultry
125 - 250 g beans
2 tbsp. peanut butter
1/3 cup tofu
1 - 2 eggs
 Children’s nutritional needs vary depending on their age, sex, body size, activity level,
growth rate and appetite. Very young children may eat the lower number of servings for
the four food groups (for example 5 servings of grains), while older more active children
may eat the high number of servings (12 servings of grains).

HEALTHY FOOD CHOICES

GRAIN PRODUCTS
Breads
Whole wheat, multi-grain, rye, orenriched white breads, rolls or bunsRaisin or cheese
breadBagels, pita bread, flour tortillas, muffins

Cereals
Cold cereals without sugar coatingHot cereals, plain, no sugar

Crackers
"Low salt" varietiesPlain bread sticksRice cakesGraham wafers"Animal"
crackersArrowroot cookies

Pasta, couscous, or rice

*******************

VEGETABLES & FRUIT

Any and all kinds of vegetables
Fresh, frozen, or canned.Vegetable juice

Any and all kinds of fruit

Fresh,Frozen, unsweetenedCanned, unsweetened or in fruit juice

Juice, unsweetened 100% real fruit juice

MILK PRODUCTS
Milk
Fluid milk, whole (homogenized) or 2%Low-fat milk for those over 2 years of
ageButtermilk

Cheese
Cheddar, mozzarella, brickCottage cheese
**Cream cheese is considered a fat serving, not a part of the "Milk Product" Group.

Yoghurt
*******************

MEAT & ALTERNATIVES

Meat, Fish, Poultry

Beef, pork, organ meats, lambWhite fish, tuna fish and salmonChicken, turkey, Canned
ham, chicken or turkey

Alternatives

Eggs, scrambled, poached, boiled, ...Egg Salad SandwichesEggs in French toast,

Pancakes...Brown beans, vegetarian chili, lentils, peasTofu Tofu products such as tofu
wieners or burgers

Peanut butter

USING CANADA’S FOOD GUIDE

Canada’s Food Guide, with its’ range of servings and portion size, may seem
complicated at first. Is it just more information to consider when deciding on the foods to
serve your day care children? Not at all! Actually, the Guide is a valuable tool that will
help streamline your choices when it comes to meals and snacks.
The Food Guide was organized for everyday use. All the choices that you have to
make are right there: the selection of foods to be offered; the serving size of each food;
and the number of servings needed each day. By organizing your meals and snacks
around the Guide’s recommendations, you will achieve a balanced, healthy diet.
As a rule of thumb, preschoolers in care for more than six hours should receive the
following number of servings from the four food groups.
Grain Products........................at least 3-5 child size servings
Vegetables & Fruit.................at least 4-5 child size servings
Milk Products.........................at least 2-3 child size servings
Meat & Alternatives...............at least 2-3 child size servings.

Energy needs, and therefore the amount of food eaten, will vary from child to child and
from day to day. Never force a child to eat. As long as they are growing adequately and
are energetic, they are likely getting enough. A good rule of thumb is that you decide
what the child will eat, and that the child decides how much he or she will eat. Always
be alert to any known food allergies and post a list of known allergies in a prominent
place in the kitchen. When introducing new foods to children, talk to parents first, and
watch closely for any indication of an allergic reaction. (Any new food that an infant is
given should be introduced at home first.)
Morning and afternoon snacks should contain foods from at least two of the four food
groups. Yoghurt and sliced banana, toast and peanut butter or carrot sticks and cheddar
cheese would all make healthy snacks containing foods from two of the four food groups.

Breakfast, lunch and supper should contain a minimum of one food from each of the four
groups. Ham or tuna sandwiches, carrot sticks, an apple and a glass of milk make up a
balanced lunch.
Planning meals that satisfy the children’s nutritional needs as well as their preferences
can be challenging. Here are some suggestions:
Learn all you can about nutrition. Depend on reliable sources such as Canada’s Food
Guide when making food choices.
Let the children and the parents know that you care about good health and nutrition and
you are serving foods that meet recommended standards. Include both children and
parents in discussing food preferences, allergies, menus and meal planning.
If a child care family’s diet is very different from your own, ask parents to share ideas
for new foods that you could incorporate into your meal planning. If there are foods you
are unfamiliar with, ask for advice from parents about preparation and serving. They will
appreciate your interest and their child will be much more comfortable with some
familiar foods.
Popular choices such as pizza, hamburgers, peanut butter, cheese, milk, cookies and
muffins are all part of good eating, as long as they are prepared in a healthy way.
Topping these choices up with vegetables and fruits will also increase their nutritive
value.
Try foods new to you along with old favourites. Learn about and incorporate foods of
other cultures and countries into your menu planning. Young children are at an ideal
stage for learning to accept and enjoy a varied menu.
Encourage the children’s interest in good foods by letting them help prepare some of
their meals and snacks. Cooking activities are very enjoyable for the kids, even if it’s just
preparing a muffin mix or arranging apple and cheese slices on a plate. Children will
especially enjoy an opportunity to help prepare and share some of the foods that their
families enjoy. Let children help out with preparing meals and snacks, setting the table,
passing food and clearing the table.
A warm, social atmosphere encourages children to enjoy snacks and meals. Provide
comfortable seating and maintain a relaxed pace.
Children are happier with predictable routines. Let the children know when lunch or
snack is a few minutes away. "Tidy up, visit the bathroom and wash your hands" might
signal that mealtime is coming.
Get things organized before the children are seated for a meal or snack. Organize
beverages and provide a plate of vegetable and fruit pieces to keep children settled while
you serve the rest of the meal. Have your bibs and damp face cloths ready!
Prepare and freeze some favourites ahead of time for those really hectic days.
Avoid adding too much sugar or salt to foods.
Avoid serving highly seasoned foods to children not accustomed to seasoning.
Be a good role model. Join children for meals and snacks.
Present food in appealing ways, combining different colour, textures and shapes of food.
 Talk about healthy food in a positive and enthusiastic way. "Look at those crunchy,
orange carrots."

CHATTER BOX

"One of my families was having a difficult time with their two year old. While he was
eating very well here, he was refusing to eat at home. The parents were really becoming
concerned and we talked about it at length. We went over everything, routines, foods,
portion sizes, etc. but the only difference we could find was that at home he was still in a
high chair, while here he sat on a normal chair with a booster at the table with all of us.
They decided to try that at home and to their surprise (and mine), it worked. Now it
might have been coincidental and his appetite may have been going through the usual
ebbs and flows, but I still think it’s a valuable lesson - often when there is a problem, we
overlook the easiest solutions."

Meeting Infant’s Nutritional Needs

Feeding infants requires the cooperation and guidance of the parents. They will have
decided on the foods, including breast milk or formula and the feeding schedule that their
baby is following. Parents are an important source of information around their infant’s
eating habits, including how much they eat and how often. As the caregiver, you’ll play
an important role in meshing the baby’s usual routines at home with those in your child
care home in order to meet the infant’s needs while satisfying those of the other children
in your care.

About Bottle Feeding

Ask the parents to supply their infant’s bottles ready for the feedings, and labelled with
their infant’s names.
Put the bottles in the refrigerator as soon as they arrive.
Warm the bottle just to take the chill off. Shake a few drops on to the back of your hand.
It should feel cool to the touch.
Pour any liquid remaining in the bottle down the drain.
Hold and cuddle the baby while feeding. Never lay the baby down and "prop" the bottle.
Breast milk or formula is an infant’s main source of nutrition for the first four to six
months. Around this time parents may wish to start introducing solid foods especially if
the baby seems hungrier (finishing the bottle and looking for more). This is the time in a
baby’s development when he or she is ready to try new tastes and textures but the main
part of his or her diet is still the bottle. Introduce foods one at a time and one teaspoon at
a time. Any foods that the infant is given should be introduced at home first.
 Feed babies in a sitting or almost sitting position to reduce the possibility of choking.
Use a small spoon gently and talk and smile at the baby to create a pleasant eating
experience for both of you. Never lay babies on their backs after feeding.

When introducing a cup, try one with a spout or straw since both are closer to sucking
than drinking. Water is a good choice to quench children’s thirst.
Most babies are ready for mashed family foods between nine and ten months. This
introduces coarser textures and encourages chewing. They will also enjoy low-sugar
cereals such as "Cheerios," toast fingers, and pieces of soft fruits such as bananas to
encourage self-feeding.
Between ten and twelve months, children are ready for chewier finger foods which will
promote chewing, coordination and independence. Try diced fruits, grated vegetables,
fruits and vegetables that have been lightly steamed or microwaved, pieces of cheese,
small meatballs or diced chicken, small squares of banana, pumpkin, or zucchini bread
or muffins (without nuts) and whole wheat bread and crackers. Children should be
encouraged to drink from a spill-proof cup.
The feeding pattern for toddlers, one year to eighteen to twenty-four months, is to
gradually increase the texture and variety of the foods served until the children are being
served all of the foods on the regular child care menu.

PREVENT CHOKING
Choking is a serious concern, especially for young children under five years of age. Here
are some guidelines which will help prevent this danger.
• Avoid giving children large pieces of food. Provide child size pieces.
• Insist that all food should be eaten sitting down.
• Encourage children to chew their foods slowly and thoroughly. Make sure that they
aren’t laughing or crying with food in their mouths.
• Keep a close eye on all the children while they’re eating, particularly those who seem to
choke or gag easily.
• Avoid foam cups and plastic forks and spoons which can be easily bitten by children.
• Do not give cough drops, fish with bones, gum, hard candy, popcorn, peanuts or other
nuts, raisins, or snacks served with toothpicks, to children under four.
• Develop an awareness of the foods that are most likely to cause choking as well as the
preparation required to reduce this likelihood.
Some common foods that require extra caution when being served to young children:
Weiners/Hot Dogs: Because of their round shape, weiners can get stuck in the throat.
To eliminate this problem, slice lengthwise, and dice for children under four.
Peanut Butter: Because of it’s thick consistency, peanut butter can mass together and
stick in the child’s throat. Spread it thinly between bread or crackers.
Carrots: Because of their cylindrical shape, carrots can become stuck in the throat. Grate
raw carrots or slice thinly.
Grapes: Because of their circular shape, grapes can become stuck in a child’s throat.
Slice grapes into four pieces.
 NOTEWORTHY
Fussy Eaters?
Children can be turned off by large amounts of food on the plate. Serve smaller portions
with an offer of seconds.
If children show a real dislike for a particular food - accept their preferences - we all
have some foods that we just don’t like.
Offer small quantities of a new or less favoured food alongside a familiar one, without
pressure to eat the new food.
Encourage children to become familiar with foods by having them help to grow, buy,
prepare or serve them.
Avoid showing distress if a child is not eating. Many children experience variations in
appetite, but children will not actually starve themselves. Offer a variety of foods in
small sized servings and remain calm.
Avoid using food as reward or punishment. For example offering desert as a bribe for
finishing vegetables reinforces the notion that desert is more desirable and vegetables less
so.

ACTIVITY

What are some of the methods you have used to help overcome eating difficulties? To
encourage children’s interest in good nutrition, what are some of the activities that you
might do with toddlers, preschoolers and school-aged children?

for more information

Canada’s Food Guide to Healthy Eating was developed to provide information about the
kinds of foods to choose for healthy eating as well as the number and serving size of
these foods needed each day. It was designed for everyone over the age of four.
Canada’s Food Guide to Healthy Eating for Preschoolers, designed for two to five year
old children, follows a similar pattern, but takes into account the smaller amounts of food
that preschoolers eat.

You can obtain copies of both of these guides by contacting:

Publications, Health Canada

Ottawa, Ontario K1A 0K9
Telephone: (613) 954-5995

There are many other sources of information that you can access including:
· The Canadian Paediatric Society has several helpful publications including Little Well
Beings: A Handbook on Health in Family Day care. This book contains practical
information on promoting children’s health in family day care homes. Another booklet
which is available is called Starting Right. It is a nutritional guide for a child’s first three
years of life and contains valuable information on feeding infants, toddlers and
preschoolers. To enquire about either of these books or any other publications write to
The Canadian Paediatric Society, Children’s Hospital of Eastern Ontario, 401 Smyth
Road, Ottawa, Ontario, K1H 8L1. Some of the publications are available free of charge
and others are available at a minimal cost.

· Provincial Milk Marketing and other Agriculture Boards

· Family Child Care Associations
· Libraries, books and magazines
· Doctor’s offices, Medical Clinics
· Public/Provincial Health Departments
· Provincial/Territorial Government Child Care Offices
· There are many health and nutrition sites available on the Web. One example is a
Health Canada site at www.hc-sc.gc.ca.

EVALUATION

OPTIONS FOR EVALUATION

13) ASSIGNMENT
14) QUIZ

ASSIGNMENT

Using the Canada Food Guides, and your own knowledge of the children’s preferences,
develop a menu plan for meals and snacks for a two week period. On your menu plan,
include any meals or snacks that you will be serving to the day care children including,
for example breakfast, morning snack, lunch, afternoon snack, dinner and evening
snacks.

QUIZ

1. What do carbohydrates and fats provide to the body?

2. Why is water so important to the body’s function?

3. What are the four food groups?

4. Name at least three foods in the grain group.

5. Name at least three foods in the meat and alternatives group.

6. Children’s nutritional needs vary. What are three of the factors that affect a child’s
nutritional needs?

7. Name at least three finger foods appropriate for a 10 - 12 month old infant.

8. Name at least four foods that could cause choking in children under four years of age.

9. Saba, an active three year old, has just started in care. Her parents inform you that all
she will eat are noodles (not for religious or cultural reasons, it is simply all they have
been able to get her to eat lately). What are some of the strategies you might use to
encourage more balanced eating?

10. What information regarding meals and snacks should you be providing to and
receiving from parents?

FAMILY CHILD CARE TRAINING PROGRAM

LEVEL ONE - UNIT FIVE

CHILD DEVELOPMENT

LEARNING OBJECTIVES:
1. Reviewing stages of child development.
2. Understanding the importance of recognizing and supporting each individual
child’s pace of development.
3. Reviewing appropriate steps to take when concern arises about a child’s
development.

CHATTER BOX

"The best part of this job is being a part of children’s lives and watching and helping them
in their development. I’ve been lucky enough to care for three of my day care children
from infancy to school-aged and, of course have raised my own two children who are now
in their teens. I am constantly amazed by the way each child, even given the same child
care environment, activities, and caregiver, develop at their own pace and in their own
special way."
 THE BASICS
Instincts, experience and a nurturing nature will guide you in caring for children, but
high quality child care also depends upon your knowledge of how children grow and
develop. We continue to learn and develop throughout our lifetimes, but it is in infancy
and childhood that we experience the most rapid rate of development. From infancy
through adolescence: the stage is being set for the adults that children will become. And
no time is more crucial than the earliest years. Recent brain research has confirmed what
so many who care about children have long believed. The warmth, caring and nurturing
that infants, toddlers and pre-schoolers receive directly impacts on their capacity to learn
and grow.
The more knowledgeable you are about children’s growth and development, the
greater awareness and understanding you will have of what your role should be in
assisting them to reach their full potential. When you (or the parents) might be expecting
too much from a child or when you are faced with challenging or frustrating behaviour,
an understanding of child development will help you realize that the child is at a normal
stage in his/her development, and that with your help and patience "this too shall pass."
Many day care parents will rely on your observation skills and will trust your judgement
about their children. Your knowledge of child development will make you comfortable
in reassuring parents that all is well, that the behaviour that concerns them is one which
you would expect at that age.
This module presents information on the typical development of children from infancy
through school-age. The module The Caregiver’s Role in Helping Children Grow
and Develop will explore various ways that you can aid, encourage and support children
as they move through the stages of development.
How Children Develop
Children develop in several important ways. Physical development involves the
growth of children’s bodies and their ability to control and use their bodies to do
everything from running and climbing (gross motor skills) to cutting and pasting (fine
motor skills). Intellectual and Cognitive developmentI involves children’s learning to
think, reason and problem-solve including things like an infant’s discovery that pushing
a ball will make it move to an nine-year old’s understanding of long division. Emotional,
social and language development involves children’s ability to learn to express and
manage their emotions, from affection, love and happiness to sadness, fear and anger.
They also learn to interact, communicate with and get along with the people around them.

It is important to keep in mind that the time frames presented here are averages; all
children develop at their own rate and some children will achieve various developmental
milestones earlier or later than the average.
Infants
Infants learn about their world through touch, sound, sight, taste and smell. They learn
about relationships from how their parents and caregivers touch and hold them, from the
tone of your voice and your facial expressions when you are caring for them. When
babies have their needs met (being fed when hungry, comforted when crying, held and
touched gently, kept warm and dry ...), they begin to trust the adults who care for them.
This early sense of trust will help them develop positive relationships for the rest of their
lives. But infants also have a tremendous capacity to learn. Through the sound of your
voice reading and talking to them, through music, through all the sights, sounds and
experience that you introduce them to, infants are learning and storing up information for
the future. Even the youngest infant is already experiencing a range of emotions. They
feel happy, serious, sad, calm and anxious. And their emotions are very influenced by
the people caring for them. An upset or anxious adult can create anxiety and stress for the
infant. A calm and comforting adult can soothe and calm an infant.

One to Three Months

Physical Development
· baby holds head up for a few minutes when on stomach
· has sucking reflex for eating
· responds to touch on or near the mouth, usually by turning head (called a rooting reflex)

· begins to roll
· makes a fist
· jerks in response to a loud or sudden noise
· follows moving objects with eyes
· sounds: cries, coos and grunts

Intellectual and Cognitive Development

· begins to learn that when he/she cries, something happens
· responds more to noise
· knows mother from others

Emotional, Social and Language Development:

· helpless, completely reliant on caregiver
· already experiences a range of emotions, happy, serious, sad, calm
· visually fixates on a face, responds to a face by smiling, especially mom’s
· recognizes parents’ voices and may respond with a smile
· coos when happy
· cries when frightened, hungry, tired, in discomfort or pain

Three to Six Months

Physical Development
· baby can sit with support
· any object baby holds goes directly into mouth
· can pull up to seating position when hands are grasped
· may stand if weight is supported
· attempts to reach and grasp object
Intellectual and Cognitive Development
· baby is more curious about his/her world
· baby senses that feet and hands are part of self

Emotional, Social and Language Development

· distinguishes between familiar persons and strangers
· wants to be near people
· protests separation from mother
· responds to voices and faces other than parents’
· enjoys being cuddled, may be soothed by rocking

Six to Twelve Months

Physical Development
· sits well alone
· crawls (may have a unique style!)
· pulls self to standing position - may be able to stand alone
· pre-walks (using furniture, etc)
· eye-hand coordination is improving
· develops pincer grasp (ability to pick up small objects) - will use their fingers and
thumbs to poke, pry, probe and pick up smaller and smaller objects
· can feed him/herself crackers
· puts everything in his/her mouth

Intellectual and Cognitive Development

· seeks out a hidden object
· wants to taste, touch and shake objects
· knows own toys and belongings

Emotional, Social and Language Development

· enjoys peek-a-boo
· yells for attention
· responds to own name
· gives and takes objects
· may fight for a toy he/she wants
· shows feelings like anger and reacts to being left alone
· knows the difference between angry and happy talking
· imitates adult movements, waves "bye-bye"
· imitates more sounds (e.g. mama, dada)
· may say some words (e.g. dog, bye)
· may use only a fragment of a word
 ACTIVITY

What are some of the ways that you use to encourage infants’ intellectual and cognitive
development? Are there other activities that you could include in your daily routines?
What are they?

Toddlers
The toddler stage is a very important one in a child’s life; it is that time between
infancy and childhood where everything that happens to a toddler is meaningful, where
every new skill is a developmental milestone. During the toddler stage, most children
learn to walk, talk a bit, solve simple problems and relate to other children and adults.
Toddlers are full of energy and need to explore their environment and begin defining
themselves as separate people. One major task for the toddler is to learn to be
independent, which they usually desperately want to do, and yet they are still very
dependent little ones. A caregiver’s challenge is balancing a toddler’s need for
independence with their need for guidance and safe boundaries. Toddlers are long on
will and short on skill and this can be frustrating for them. Another great source of
frustration is that they do not yet have the language skills to express themselves, yet they
are filled with big feelings and a need to do things their way. Toddlers are very
concerned with their own needs and ideas and have little capacity to share. As a
caregiver, your awareness of the big things happening on the inside of these little people
will allow you to relax and enjoy the incredible fun and wonder of this stage of
development.

One to Two Years

Physical Development
· walks, but still a bit unsteady
· feeds self (uses fingers at first, then can fill a spoon but turning the spoon into the mouth
is difficult)
· can drink from a cup but spills frequently
· can sit from a standing position
· begins to climb and explore
· can throw objects and begins to catch
· makes lines on paper with crayon
· runs, kicks a ball

Intellectual and Cognitive Development

· likes to explore his/her world, is curious - gets into everything
· wants to be independent
· will sit for a short time and look at pictures in a book (attention span increasing)
· understands more than he/she is able to express
· points to some body parts correctly
· likes to dump things out, tear paper apart, pull things over to see what happens
· likes to put things in container and take them out again

Emotional, Social and Language Development

· very self-centred
· may be possessive of toys and has difficulty sharing
· plays next to other children but not with them (parallel play)
· often wants to eat what others are eating
· temper tantrums are common
· may continuously ask for their parents
· routines are very important
· rapid mood shifts; emotions are usually intense but short-lived
· 5-20 word vocabulary like "no" and "mine" (18 months); able to follow simple
instructions
· imitates animal sounds

Two to Three Years

Physical Development
· shows signs of readiness for toilet training (e.g. diapers stay dry for 1 ½ to 2 hours)
· likes to climb, run, ride tricycles
· can build towers with blocks and string beads
· enjoys painting and playdough
· feeds self but often spills
· goes up and down steps alone
· turns pages of a book

Intellectual and Cognitive Development

· attention span is about 10 minutes long
· uses objects to represent other objects (e.g. can pretend blocks are cars)
· recognizes some shapes and colours
· likes to look at books
· has difficulty with abstract concepts such as "time"
· begins to count
· memory is developing
· avoids simple hazards

Emotional, Social and Language Development

· refers to self by name
· likes to imitate adult actions and wants to help with chores
· can tidy up toys
· can dress self partially and is better at undressing
· still possessive but learning to share
· becomes frustrated easily
· resistive to change
· seeks approval from adults
· starts to use short (3-4 word) sentences
· stuttering may appear briefly

CHATTER BOX

"A few years ago I had three children in care, all between 2 ½ and 3 years of age. Without
intending to, I found myself making comparisons. Because two of the children were toilet
trained early, I was frustrated that the third wasn’t. The ‘dynamic duo’ had no trouble
handling utensils and feeding themselves without any difficulties, while Allie ended up
wearing half of her lunch. Allie’s parents were noticing that she didn’t seem to be
reaching milestones as quickly as the other children. I remember speaking to a public
health nurse at a training session that I attended at the time and she asked me if I really
felt Allie’s development in any area was truly delayed or whether she was just progressing
at a different rate than the other children. Without even having to think too much about it,
I knew the answer. Allie was right on track with her development, where we had been
going wrong was comparing her development to Marg and Marie, who were just on a
faster track. Now, three years later, Allie is thriving - she was the first in her class to read
and is a wizard with numbers."

ACTIVITY

Think about the things you are doing now to encourage toddlers’ language development.
Are there other activities you could incorporate into your daily routines? What are they?

Preschoolers
Preschoolers are busy making developmental strides as they express their great interest
in the world around them. They want to experience things and "test things out" for
themselves by touching, tasting, smelling and hearing, and they are eager to learn.
Preschoolers learn from their play, and by experiencing and doing. Through their play
and real life experiences, they develop skills, use language, and struggle to gain inner
control.
Preschoolers are more independent than toddlers, and seek to establish themselves as
separate from the adults in their lives. Since they now have a greater command of
language, they are able to express their needs to you more clearly.
Fears often develop during the preschool years: common fears include new places and
experiences and separation from parents and other important people. A preschool child
may test you over and over again, may try out forbidden words on you and may act very
silly at times. Some preschoolers will still need lots of help in getting along with other
children and sharing may still be a difficult task for them. They are developing
imaginations and rich fantasy lives, so they may sometimes need help distinguishing
fantasy from reality. Preschoolers need clear and simple rules so that they know the
boundaries of acceptable behaviour.

Three to Five Years

Physical Development
· able to ride a tricycle, climb stairs easily, hop and skip
· can throw and catch a ball well
· dresses self but sometimes needs help with zippers and snaps
· can walk on tiptoe
· enjoys using puzzles, painting, lacing-type toys and crayons
· able to cut with scissors
· unbuttons and buttons
· very active in their play, can be aggressive

Intellectual and Cognitive Development

· longer attention span
· very curious and asks many questions - is interested in "why"
· imitates others and likes dramatic play
· is interested in his/her environment (town, city, stores, etc.)
· begins to distinguish between fantasy and reality
· begins to understand the concept of past, present and future
· understands basic concepts of colour, number, weight, distance, texture
· learning to copy designs, letters and numbers
· appreciates music, rhythm, stories
· may have an imaginary friend

Emotional, Social and Language Development

· can ask for help when he/she needs it
· plays more with peers
· is able to share and take turns
· may play loosely organized group games
· enjoys pretending to be an important adult (mother, father, doctor, police officer, etc.)
· wants to please and be helpful
· growing sense of personal identity
· can identify emotions such as sadness, anger and fear
· can be bossy and at other times, protective of younger children
· has a sense of right and wrong, likes to follow the rules
· has a sense of pride in his/her belongings and accomplishments
· needs to feel important and worthwhile, appreciates praise for achievement
· may be defiant, needs controlled freedom
· speaks more clearly
· is mastering basic grammar (normally speaks in full sentences)
· can relate a short story

ACTIVITY

What activities and techniques do you use now to help preschoolers understand and begin
to express their emotions? Are there others you could use? What are they?

School-agers
School-age children build on the important developments of the early years of life and
seem to settle down to a steadier pace of growing and learning. While school-agers are
continuing the development processes started in earlier years they have their own set of
issues and needs. Between early childhood and adolescence, the school-agers are gaining
independence, self-reliance and confidence. They are moving from the sheltered world
of family and child care, into the larger world. School-agers are likely to test the
standards, behaviours and beliefs they have accepted and be influenced by the standards,
behaviours and beliefs of others. Acceptance by their peer group becomes increasingly
important to children as they go through the school-aged years.
Young school-age children are usually interested in real life tasks and activities, and
"pretend" and fantasy play can lessen considerably. School-agers want to make "real"
cakes, take "real" photographs, and create "real" collections of treasured items.
School-age children have longer attention spans and are often more willing to follow
their own interests than in having activities organized for them. They are more likely to
stick with things until the project is finished, the problem solved or the argument
resolved. Doing things with friends, following rules, and fairness are very important
during this developmental period. This age group is fascinated by rules and can develop
games with extensive rules and rituals.
CHATTER BOX

"I came back to care after more than a year off because of a serious illness. I decided to
focus on caring for school-aged children, a group I hadn’t had a lot of experience with
before. What a learning experience this has been. It is, for me at least, an entirely
different way of providing care. With younger children, I always tried to offer choices and
follow their interests, but I was still very involved in planning activities, meals and snacks,
and essentially developing the rhythm of our days. With the school-aged children,
fostering their independence, and their sense of responsibility, and helping them learn to
problem-solve creatively, really means letting them make many of the decisions and set
the pace of our time together. It has been a real change for me, but I’m loving it!"
 Six Years and Over

Physical Development
· plays actively with children of his/her own age
· enjoys running games: tag, dodge ball, skipping, etc.
· catches with one hand
· capable of using tools such as scissors with ease
· can tie shoelaces
· generally becoming more coordinated, although awkward stages come and go as do
growth spurts
· enjoys testing muscle strength and skills
· development of permanent teeth

Intellectual and Cognitive Development

· reads and grasps basic math concepts
· can plan ahead and problem solve
· enjoys planning and building
· likes to play with peers and can play cooperatively
· reading may become a major interest
· interested in magic and tricks
· can distinguish between left and right
· can begin to understand time and days of the week

Emotional, Social and Language Development

· likes group activities and team games
· can accept more responsibility
· enjoys a challenge
· likely to have a best friend
· likes praise and seeks approval from adults and peers
· often states dislike for opposite sex
· learning to control his/her fears
· interested in rules and rituals
· generally enjoys playing with and caring for younger children
· finds criticism or failure difficult to handle
· vocabulary continues to expand
· able to use language to explain his/her emotions
· able to carry on adult-like conversation
· able to relate involved events from the past

ACTIVITY

What are some of the ways you use now to encourage school-agers sense of responsibility
and independence? Are there other methods/techniques you’d like to try? What are they?
 WHEN THERE ARE CONCERNS

Awareness of the various stages of development will help you to identify when a child
might benefit from a professional assessment. Perhaps a child seems to have been "stuck"
in a stage for a long time, with no progression? First check your facts:
1) Don’t compare one child’s development with another child - there is simply too much
variation in the rate at which children develop.
2) Observe the child over a period of time and record your observations.
3) Do some reading on the specific developmental area that is causing you concern.
4) If possible, speak in confidence with someone with some expertise in child
development (e.g. a home visitor with your agency, licensing office or support program
or a public health nurse).
If you have concerns which you believe require further investigation (by the child’s
physician, for example), carefully engage the parents in a discussion about your
observations. This may be a very sensitive matter requiring careful handling. Ask them
if they have had any concerns in this area. Share with them information about the
specific areas of development you are concerned about. Reassure parents that while you
think it is important to investigate further, there may not be any problem - but if there is,
early diagnosis can mean a much better outcome for their child.
For more information
There are many resources, in book, video and audio cassette format, available on the
subject of child development. Your public library, resource library with a family
resource program, child care resource and referral program or family child care agency
would make an excellent place to start your search for additional information. A few of
the publications available are:
Your Baby & Child from Birth to Age Five, Penelope Leach, Knopf Publishers
The Child From Five to Ten, Dr. Arnold Gesell et al, Harper & Row
The First Three Year of Life, Dr. Burton L. White, Prentice Hall Press
First Feelings: Milestones in the Emotional Development of Your Baby and Child,
S.Greenspan, N.T. Greenspan, Penguin Books

Evaluation

OPTIONS:
5. ASSIGNMENT
6. QUIZ

ASSIGNMENT

Select the youngest child in your care and for a one week period observe their
development as it relates to the information provided in this unit. Set up a chart
with a column for each of the following headings: Physical Development; Cognitive
Development; Emotional, Social and Language Development. Under the
appropriate headings, list each of the skills, behaviours and milestones noted in this
unit. Draw a line through any items you observe that the child has mastered. Draw
a circle around those items that the child is attempting (e.g. infant is trying to pull
themselves up, but is not quite making it). At the end of the week, review your
chart. Are there ways that you can encourage new and emerging skills? Just for fun,
review the chart in three or four months time and marvel at the progress the child
has made!

QUIZ

1. How does learning about child development help you in your role as a caregiver?

2. What important skills are learned in a child’s physical development?

3. What important skills are learned in a child’s intellectual and cognitive

development?

4. What important skills are learned in a child’s emotional, social and language
development?

5. What are some of the milestones of children’s physical development at six to

twelve months of age?

6. What are some of the indicators of children’s emotional development at one to

two years of age?

7. What are some of the indicators of children’s intellectual and cognitive

development at three to five years of age?

8. What are some of the social skills that a school-aged child (6 years and up) is
developing?

9. What steps should you take if you feel a child may have developmental lags?

10. How should you approach parents if you have concerns about a child’s
development?

FAMILY CHILD CARE TRAINING PROGRAM

LEVEL ONE - UNIT SIX

CHILD GUIDANCE
LEARNING OBJECTIVES:
1. Understanding the purpose of child guidance.
2. Recognizing that inappropriate behaviors are a normal part of children’s development.
3. Identifying reasons why children sometimes behave in inappropriate ways.
4. Developing a range of appropriate child guidance techniques.
5. Understanding the importance of communication with parents around child guidance
matters.

CHATTER BOX

"A year ago I really wouldn’t have thought that I had much to learn about child guidance.
My own children are 11 and 13 now and I’ve been doing child care for 5 years without
any real problems with the children’s behaviour. Then I met 3 year old Danny, and my
world turned upside down. Nothing I tried worked and his parents, while cooperative,
were just as stumped (perplexe) as I was. After three months of disasters I was ready to
give up and was very unhappy about the way I was feeling and behaving. The other
children were starting to ‘act out’ too, I suppose in an effort to get some of the attention
that I always seemed to be giving to Danny. What happened to turn things around was
when I got honest with myself and realized that my frustration was not so much about
Danny as the fact that I had no idea why he was misbehaving or what I could do to help
him. Deciding that I needed to know more about child guidance and actively pursuing
information and help has been the best move I’ve ever made. Not only am I better able to
help Danny, but also all the children, including my own. In fact, I’ve learned a lot about
my own attitudes and beliefs. If I can keep this up I just might make it through my
children’s adolescence!"

THE BASICS
The care you provide for children now will be with them for the rest of their
lives. That is what child guidance really is about. It is not about discipline. It is not
about punishment. It is about helping children develop the principles, attitudes and
skills they will need to become competent, caring, confident and responsible
persons. The critically important process of guiding children starts at birth. Infants who
learn that the world is a safe place, where their needs will be met and people are caring,
are already learning important life lessons.
In caring for your own and other people’s children you have acquired some child
management skills and probably learned some important lessons. Likely one of the first
and most important is that not every child responds the same way in every situation . It
would be so much easier if there were hard and fast rules we could pull out of a hat for
the behaviour problems we encounter but there is no one magic solution. Providing
positive guidance requires you to combine many bits of information and learn how
and when to use them. Child guidance is not just about helping children stop
inappropriate behaviours, more importantly, it is about helping children learn
appropriate behaviours.
Setting and maintaining limits is difficult and there will be many days when children do
things we wish they would not. A child who is tired, bored, hungry or in need of
attention may signal this by misbehaving. Some of these behaviours can be avoided
by:
working in partnership with parents in guiding children’s development;
understanding and respecting the cultural context of the families you provide care
for;
knowing enough about child development to have reasonable expectations for
children at every age and stage of their development;
planning your day and environment to meet children’s needs, including routines
that provide time and space for children to ‘let off steam;’ (a se defouler)
being consistent in your response to children;
having simple ‘house rules’ that are easily understood;
using appropriate guidance techniques;
supervising children closely.

You will learn more about these and other child guidance techniques in this lesson.
The most important thing to remember is that each child is an individual who grows,
develops and responds to life in their own way. The most important gift you can give a
child is to let them know that you value and care for them as the unique individual they
are.

The Goals of Guidance

To protect children from harming themselves, others or property.
To help children gain control and self-discipline.
To help children develop the skills to solve their own problems.
To help children develop independence and high self-esteem.
To help children develop the skills to interact positively with others.

WHAT INFLUENCES A CHILD’S BEHAVIOUR?

Children’s behaviour is influenced by many factors, from the time of day to the
amount of sleep they had the night before, but some of the most significant things that
impact on a child’s behaviour are:
1) The adults who care for them;
2) Their age and stage of development;
3) Their environment and routines.

1) The Adults Who Care For Them

Children’s earliest teachers and role models are their parents and caregivers. The
beliefs, cultural practices, attitudes, behaviours and responses of all of the child’s
caregivers will have a profound influence on how they develop. Child guidance tends,
for many, to be an area where we carry into our own adulthood, attitudes and behaviours
we learned as children from the adults who cared for us. (Sometimes even those attitudes
and behaviours we vowed we wouldn’t ever repeat "when we grew up.")
It is important that you think about your own attitudes towards child guidance. Sort out
how you feel and try to discover why you feel that way. Treasure and value all the
positive attitudes and behaviours your experience has taught you and work towards
changing the negative attitudes and behaviours.
Children learn much about how to behave from the actions of the adults who care
for them. Be aware of your own body language and tone of voice and model the kind of
behaviour that you want children to learn. A child who is cared for with consistency,
warmth, and patience (even when misbehaving) has a good model on which to base their
own developing coping skills.
Remember that you are not the only adult involved in the child’s care. Your
partnership with parents is extremely important around all areas of the child’s
development, including child guidance. Talk to parents before their child begins
care, and throughout the child care arrangement. Learn all that you can about
their child-rearing views and practices. This is even more important where families
are of a lifestyle or culture different from your own. (Votre partenariat avec les
parents est extrêmement important dans tous les domaines du
développement de l'enfant, y compris l'orientation des enfants. Parler aux
parents avant que leur enfant commence des soins, et dans le mode de
garde. Apprenez tout ce que vous pouvez sur leur point de vue l'éducation
des enfants et des pratiques. Cela est encore plus important lorsque les
familles sont d'un style de vie ou de culture différente de la vôtre)
When you are experiencing difficulties around behaviour, spend time talking with
and listening to parents to develop a course of action together. If you don’t agree
with their ideas, explain why you think differently. Parents may have standards
different from your own in regard to language, behaviour and guidance techniques
that they find acceptable. Ideally, you can reach agreement about acceptable limits
and techniques. Where that is not possible, be respectful of their standards and
clear about your own standards. (Of course if a parent suggests, or tells you of
circumstances that you feel may endanger the child, appropriate action should be
taken.) ( Lorsque vous rencontrez des difficultés dans le comportement,
passer du temps à parler et à écouter les parents à élaborer un plan
d'action ensemble. Si vous n'êtes pas d'accord avec leurs idées, expliquer
pourquoi vous pensez différemment. Les parents peuvent avoir des
normes différentes de la vôtre en ce qui concerne les techniques de la
langue, le comportement et les conseils dont ils jugent acceptable.
Idéalement, vous pouvez parvenir à un accord sur les limites acceptables
et techniques. Lorsque cela n'est pas possible, être respectueux de leurs
normes et claire sur vos propres normes. (Bien sûr, si un parent donne à
penser, ou vous indique des circonstances que vous vous sentez peut
mettre en danger l'enfant, des mesures appropriées devraient être prises.)

2. The Child’s Age and Stage of Development

Understanding what typical behaviour is at different ages and stages of development will
help you to set acceptable limits and allow you to have reasonable expectations of
children. Research indicates that there are universal, predictable sequences of growth and
change that occur in children. They occur in all areas of development – physical, social,
emotional and cognitive. Learning all you can about child development will go a
long way to helping you provide the care and guidance that children need as they
grow.
Behaviour such as messiness is normal at certain ages. It may not help you clean up the
mess, but it does help to know that this is a normal part of children’s growth and
development - and that might encourage you to find more manageable opportunities to let
them make messes. Below, we’ll look at some of the common behaviours of children at
various ages and stages. The list is not all inclusive and you may be able to identify
many other behaviours that you would include.

Infants
No infant "acts up" on purpose. Infants often communicate their needs through crying.
If an infant is hungry, tired, in pain or discomfort or just plain bored, their only way of
telling us is through crying.
-- Infants need to explore. The way infants explore is through their senses. They need to
see, feel, taste, hear and smell the world around them, so you need to give them safe
opportunities to discover their world. At the same time, infants can be over-stimulated by
too much noise, colour or action. Sometimes some quiet time in the rocking chair with
you provides a welcome relief.
Infants love to make messes, throw food, bang cups and may even "explore" others
through pinching, biting and pulling hair.
It is also typical for infants to experience separation or stranger anxiety, so
especially in the first weeks of care an infant will likely need to spend a lot of time in
close contact with you to settle in. As well, the infant who is going through a stage
where they are anxious around strangers will need additional attention when you
are participating in playgroups or other activities.

Toddlers
Toddlers have learned many new skills such as walking, climbing and running but
have no understanding of consequences. If you don’t provide enough safe
opportunities for them to practice these skills, they may well try unsafe ones.
Toddlers are made to move, and move they do! They are active and need an
environment and routines that support their active, busy nature.
Toddlers are experiencing a greater range of feelings, but do not yet have the
language to express those feelings.
Sharing and taking turns is not a concept that comes easily to toddlers. They have
no sense of time - to them five minutes may seem like a lifetime.
Toddlers are developing a sense of control, thus the popularity of the words "no"
and "mine" with this age group.
Toddlers are also developing a sense of independence, wanting to do things
themselves, even before they have all the necessary skills.
Once a toddler has acquired a new skill, they will want to repeat it again and again
and again.

Preschoolers
Preschoolers are becoming somewhat more interested in pleasing those around them but
they can often forget what the rules are.
Preschoolers are always curious, asking everyone questions about everything.
 While preschoolers do not like to be hurried, time is still a difficult concept at this stage
and they do not like to have to wait for snack or their turn.
Preschoolers are testing their assertiveness muscles and may tend to be bossy.
Very imaginative, preschoolers often mix fact and fiction and love to engage in
bathroom talk.

School-Agers:
School-agers are experiencing many new challenges fitting into the larger, less-sheltered
work of the schoolyard. It is a time when they may be experiencing many fears and
uncertainties that they can’t understand or express. Often these fears show themselves as
frustration or anger.
School-agers may well feel that they are old enough to make their own decisions, even in
areas that call for more judgement than they have.
School-agers are very influenced by their peers and will bring home all kinds of new and
different behaviour challenges. They may swear, tease, name call and tattle on others.

ACTIVITY

Look how your space is used and think about changes that might be helpful. If you have a
long, open hallway that you don’t want children to run in, then break up the space with a
small table - but find some space (indoors or out) where children can run. In the same
way, if there is no climbing allowed on the couch, provide a huge pile of cushions for
climbing. Children need to stretch (d’etirer) those muscles and burn off all that energy.
Our challenge is to find safe, acceptable places for them to do that. Make a list of
changes you want to make to your environment.

3) The Environment and Routines

Children need an environment and routines that provide opportunities for them "to do
what kids do." The time you invest in planning your space and routines will pay off in
terms of minimizing behaviour problems. Some ideas that will help:
Plan an environment where you won’t need to say "no" or "don’t" all the time;
If you have little explorers in your care, put away the knick-knacks;
Close off those areas of the house where you do not want children to go;
Keep sponges, a small broom and dustpan accessible so children can help clean up
their own spills and messes.
Have a variety of interesting toys, some of which promote quiet activities (puzzles,
playdough, books) and others that promote more active play (riding toys, balls, blocks).
Consider purchasing extras of the children’s favourite/most popular toys. (Pensez
à acheter des extras préférée des enfants / jouets les plus populaires.)

Keep toys well-organized and don’t put out everything you own at once. Keep some
toys in storage and rotate toys in and out of storage every couple of months.
Children will feel that they have brand new toys to play with.
Sand and water play promote feelings of success in children (there is no right or wrong
way to play) and can be wonderfully calming activities (especially on days when
everyone seems a little hyper).
Less is sometimes better. Too many toys, too much noise or too much active play
can set the stage for disaster.

ACTIVITY

Think about the last few days. Are there particular times of the day when children tend to
misbehave more. If you can identify times of the day (before lunch, at pick-up time) when
misbehaviour tends to occur, try making changes to your routines to see if that helps. For
example, if children are generally getting cranky by lunch time, perhaps you could serve
lunch a little earlier, or plan a calming activity (sand or water play?) before lunch. If
pick-up times tend to be hectic, perhaps you could plan for outdoor play at pick-up time.
Or it may be that one child always has a hard time adjusting when they return from
school. Possibly spending a whole morning (or day) in a large group of children has been
difficult. Helping you prepare and serve snack may be an activity that helps the child calm
down and gives them some of the one-on-one attention they need. Play with your schedule
and routines a little until you find what works best for you and your children.

PROMOTING POSITIVE BEHAVIOUR

Set the stage for positive behaviour through the following:
Establish simple house rules in very clear language that children can understand.
For example you may only need three general rules:
You may not hurt others.
You may not hurt yourself.
You may not hurt things.
Show children that you like being with them through your warm facial expressions,
eye contact, words of encouragement and hugs.
Encourage children to use their words to express their feelings and help them to
develop language to talk about their feelings.
Get down to their eye level to speak to them, speak slowly and calmly using
language that is appropriate for their age.
Get to know each of your children – be aware of their strengths, interests and
dislikes.
Ignore minor incidents that are designed to attract your attention such as toilet talk
or squabbling.
Supervise carefully and constantly. Try to always be in a position where you have
all the children in your view.
Encourage efforts at independence with comments such as "Corey, you did a good
job putting on your socks." "Thank you for passing out the cups, Maria."
 Be a good role model. Children watch what we do and imitate what they see. If
you are a bossy caregiver ordering children around, the children may start ordering
each other around. Show the children how you want them to behave. Say "Pet the
dog gently" and show them how. Children will just as quickly imitate patience,
politeness and displays of kindness.
Teach children to show respect by treating them with respect.

CHATTER BOX

"I had a real eye-opener a couple of months ago. My son had bought one of those little
pocket tape recorders for his classes, and I was showing the kids how it worked and letting
everyone talk into the tape machine. I left it on record by mistake as we went about our
morning, so almost an hour of free play and lunch preparation got taped. Well I could not
believe how few times I said anything positive and how often in that short time I said "no,"
"don’t," or "stop" and I’ve always thought of myself as a positive, cheerful person. I have
made an effort to be much more aware of what I am saying and how I am sounding since,
and I think the children are responding. But I also realized how harried that time of the
day was for me, so we have shifted our pre-lunch routine too and that’s helped a lot.
Maybe I should tape a whole day - think what I’d learn!"

Catch children being good. We often only interrupt behaviour when children
misbehave. A little praise goes a long way. Usually children want to please, want to
be included in what others are doing. For example, at tidy-up time, don’t focus on
those who don’t help. Instead, praise those who do. "Joel, I like the way you’re
tidying those blocks." You’ll be surprised how quickly others will follow in helping.

It is truly a challenge to keep children busy while you prepare lunch or wait in line
at the grocery store. Sing your favourite silly songs or come up with some
interesting questions that engage your children in conversation such as "If you
could be a fruit, what would you be?"
Involve children in establishing guidelines and limits.
"When we go to the library, how can we make sure everyone is safe crossing the
street?"
Allow children to make choices. Making simple choices such as which book to read
or song to sing fosters their sense of independence and control over their lives.
Offer choices that you can live with. Don’t ask "Would you like to wash your
hands now?", ask, "Would you like me to pump the soap on your hands or would
you like to do it?
Have a consistent yet flexible routine. When children can anticipate the events of
the day they begin to trust and feel secure that their needs will be met.
Transition times are often the most difficult times of the day. Be prepared with
routines and ideas for drop-off, pick-up and lunchtime. Have songs, books, music
or puzzles ready and make sure to enlist the help of older children during these
times.
Use positive language with the children. This can take practice and commitment.
It is much easier to say "No" than it is to tell children what we need them to do.

ACTIVITY

Come up with a list of ten negative statements you might use with children (e.g. Stop that
shouting; Don’t run in the kitchen). Then come up with a positive statement to use instead.

WHEN A CHILD MISBEHAVES

Remember your goal is to help the child learn appropriate behaviours, not to
punish the child for misbehaviour.
Never respond to a child’s behaviour with anger. If necessary, take a few deep
breaths and count to ten (or twenty!) and calm yourself before you respond.
Appropriate limits have to be geared to the child’s age and suited to the child’s
personality. You can’t have the same behaviour expectations of a two-year old that
you do of six year old. In the same way, a really adventurous two-year old may need
more reminders about acceptable risk levels (you may climb on the cushions, you
may not climb on the fireplace) that a timid or less active two-year old may not need
to be reminded of.
The techniques to guide behaviour that work with one child may not work with
another, even if they are at the same stage of development. You may have to try a
variety of guidance techniques before you find what is effective.
It is important to recognize that children have strong feelings. You must accept a
child’s feelings while still putting limits on the expression of his/her feelings.
"It’s okay to be sad that you lost the ball, but you may not hit Simon." You should
never deny or discount a child’s feeling.
Link comments to what the child did, not to the child himself. We need to focus on
the behaviour that was inappropriate and not label the child as "bad" or
"naughty." If a toddler throws a block, address the behaviour: "You may not
throw blocks. Blocks are for building."
When a child is misbehaving, address the behaviour but look for the cause too. Is
the child tired, hungry, not feeling well or does his/her personality make this task
too difficult? Are there particular times of the day where this behaviour appears
more often?
Young children need repetition to learn and may not carry over what we have said
to a new situation. It may be necessary to keep telling and showing children
appropriate behaviour even if you have already told them several times.
If you experience a persistent problem with a child, talk with parents about the
situation. Has there been any change in the child’s routines at home? Have the
parents been experiencing similar problems at home? How are they handling it? How
could you and the parents work together to help the child?
Share ideas and problems with other caregivers to get support and information.
Attend courses and workshops and read guidance material to help you make changes.

GUIDANCE TECHNIQUES
Despite your best efforts there will be occurrences of misbehaviour - they are a very
normal part of a child’s development. As we have discussed, positive child guidance
requires the use of methods that guide rather than punish. Remember that the goal of
discipline is to help children build their own self-control, not to have them behave
through adult-imposed control. All of these techniques will be most effective if used in a
way that maintains or enhances the child’s self-esteem.

Redirection
Infants and toddlers are usually fairly easy to distract. Giving a child something
interesting to look at or to do will usually stop unwanted behaviour. A child who is
throwing blocks can be distracted by your sitting down on the floor with them to help
them build a bridge or by giving them some rolled up socks to toss into a laundry basket.

Natural Consequences
Natural consequences require no intervention from you. A child will learn that his/her
hands will become cold when he/she won’t wear mittens. Allowing children to
experience the safe, natural consequences of their behaviour helps them accept
responsibility for their own comfort. (But keep the mittens handy in your own pocket for
the moment the child makes the discovery.)

Logical consequences
Logical consequences are reasonable, related to the behaviour and are arranged in
advance. Make sure the consequence is fair and enforceable. Always follow through
with the consequence or children will learn you do not mean what you say. "We only
have enough juice boxes for everyone to have one. So you can drink yours now, but you
will not have more for snack time. Or I can get you water now and you can save your
juice until snack.

Negotiation and Problem Solving

This technique works by involving the child in helping to solve the problem. With young
children you will need to help give suggestions and guide the process but in time you will
see older children use this process with little help from you. It involves several steps:
1. Help children identify the problem.
"Joel and Matt, I can see both of you want to play with the red car."
2. Encourage children to contribute ideas for solving the problem.
"What do you think we can do to solve this problem?"
3. Restate their ideas (and/or offer your own) in a positive way.
"We could put the car away or we could set the timer and let each of you have a
turn."
4. Help children decide which idea they prefer.
"What do you think Joel, shall we let Matt have a 10 minute turn, then you can have a 10
minute turn.?"
5. Help the children carry out their solution.
"I’ll set the timer for 10 minutes and when it rings, I’ll help you pass it to Joel for his
turn."
6. Reinforce the process when the problem is solved.
"What a good idea using the timer was to solve your problem. You boys did a great job
taking turns with the car."

Time Out
Time Out is often one of the most overused techniques. It should be used as a calming
technique, not as punishment. Time out provides the child with an opportunity to regain
control. Have the child sit within your sight, on a chair or step. Keep time out short – 2
minutes for a 2 year old, 3 minutes for a 3 year old. When time is up, redirect the child to
another activity or give him/her the opportunity to try the same activity again. If you are
frequently using time out with a particular child and their behaviour is not changing, try
another approach.

Active Listening
Active Listening involves giving the child your full attention, helping the child to
describe the situation and identify and express their own feelings, and acknowledging
those feelings. Sometimes children just want us to know and accept that they are upset.
Acknowledging the child’s feelings often reduces the power struggle you’re involved in.
Jamie: I want it! I want it!
Caregiver: Are you angry that you can’t have the toy yet?
Jamie: Yes! I want it now!
Caregiver: Do you feel disappointed you have to wait your turn?
Jamie: Yeah.

"I" Messages
"You" messages lay blame and often criticize the child. "I" messages describe how the
behaviour makes you feel and is often enough to stop unacceptable behaviour. For
example, instead of "You shouldn’t leave the puzzle on the table," try "I’d appreciate it if
you’d put the puzzle back on the shelf"; or instead of "You cannot yell when we’re in the
car," try "I have to concentrate when I’m driving, so we all have to speak in our quiet
voices."

ACTIVITY

Consider the guidance techniques discussed in this section. Which techniques would you
use for children at different ages and stages of development? Which techniques do you use
now? Which would you like to try?

INAPPROPRIATE CHILD GUIDANCE TECHNIQUES

 Inappropriate methods include hitting, spanking, shoving, shaking, pinching or other
forms of physical punishment; threats, yelling, shaming, withholding basic needs or
comforts; confinement or isolation. These methods invite more conflict; they do not
show the child a better way or encourage her/him to change their behaviour. As
nurturing adults with the goal of developing positive self-esteem and self-control in our
children, we need to protect children from both the kind of physical and emotional harm
that can result from using inappropriate guidance techniques. By using positive methods
of child guidance we help children develop into caring, responsible and capable persons.
Remember the goal of child guidance is to help children develop appropriate behaviours.

for more information

Books and Tapes:

by Louise Bates Ames: He Hit Me First
Your One, Two, ............Nine Year Old
Your Ten to Fourteen Year Old

by Barbara Coloroso: Kids Are Worth It

Winning at Parenting (Book, Audio and Video tape)

by Elizabeth Crary: Without Spanking or Spoiling

Love and Limits

by Mary Kurcinka Raising Your Spirited Child

by Darla Ferris Miller Positive Child Guidance

by Barbara Kaiser and

Judy Rasminsky Meeting the Challenge*
* available from the Canadian Child Care Federation1-800-858-1412

EVALUATION

OPTIONS FOR EVALUATION:

1) ASSIGNMENTS
2) QUIZ

ASSIGNMENT ONE

Develop a chart with 4 columns. Think about the children you are caring for. In
column one, list each child’s name, in column two list one or two behaviours of
concern that you are seeing each day. Think about how you usually respond to
those behaviours, include that information in column three. Now, consider what
other strategies or techniques you want to try in response to those behaviours.
Include those new ideas or different approaches in column four. Come back to the
list in a couple of weeks to review how you are doing. Are you changing your
responses? Is the behaviour changing? Is there something else you should try?

OR

ASSIGNMENT TWO

POLICY
Based on the ages and stages of the children you are currently caring for (or intend
to care for), develop your own child guidance policy. Your child care policy should
include information about :
Your views and feelings about the kinds of qualities and behaviours you think are
important to encourage in children;
Techniques/methods/strategies you will use to promote and model positive
behaviours;
Technique/methods/strategies you use to handle inappropriate behaviours.

QUIZ

1. The adults who care for them can have a significant effect on children’s
behaviours. What are some of the other factors that effect how children behave?

2. What are some typical behaviours of infants?

3. What are some typical behaviours of school-agers?

4. What are some of the things you can do to make your environment "toddler
friendly"?

5. Re-write the following statements using positive language:

Don’t throw the ball in the house!
Stop yelling! I’m not deaf.
Don’t poke at the baby.
Don’t tip your chair back.
Stop whining!

6. Why is it important for you to model good behaviour for children?

7. Being able to make choices helps children develop independence and a sense of
control. Provide examples of choices you could offer children in the following
situations:
It’s time to tidy up the play area...
It’s lunch time....
It’s story time...
8. Joey (a 3 year old) has been busy building a block tower for some time and
Maria (18 months old) wants to join in but is more interested in crashing the tower
than building it. What, if any, action do you take?

9. Pascal and Simon (both 9 year olds) are insisting on leaving for school every day
with jackets open and no hat or mitts, and it’s very cold outside. What, if any,
action do you 1take?

10. Elsa, a 2 year old who is new to your care, is very rough with others. She often
grabs things she wants, and tends to push and shove her way through the day, even
poking at you when she wants your attention. How can you help her learn more
appropriate behaviours?

FAMILY CHILD CARE TRAINING PROGRAM

LEVEL ONE - UNIT SEVEN

HELPING CHILDREN GROW AND DEVELOP

LEARNING OBJECTIVES:
1. Reviewing caregiver’s role in supporting children’s development.
2. Understanding the importance of children’s social and emotional development.
3. Developing approaches that support children’s healthy social and emotional
development.
4. Developing approaches to encourage children’s feeling of acceptance and
belonging.

CHATTER BOX

"After twenty years of experience caring for children and extensive training around
child development and care I would offer four pieces of advice to every caregiver. 1. Talk
with children, not to them. 2. Read to children, from birth to adolescence. It is never too
early or too late to share the wonder of books with children. 3. Share the world of music
with children. Music calms, stimulates and moves us. Quite simply it makes the world a
more beautiful place. 4. And this is really last, but not least, never stop learning all you
can about children and their development. The day you think you know all there is to
know, is the day you should retire!"
 THE BASICS
Each child is born with their own unique potential. In order to achieve this potential,
children need nurturing care which supports their growth. Your role is a crucial one.
You help children reach their potential by:
· accepting each child as an individual deserving of respect;
· meeting each child’s basic needs;
· providing a supportive learning environment and activities that encourage each child’s
growth and development and allow them to learn about themselves and their world.
Accepting each child...
Everyone wants to be liked and respected for who they are. Children need to feel
this acceptance so that they can develop self-esteem. They are dependent on the primary
caretakers in their lives, their parents and their caregivers, to understand them and
encourage their growth. Children in full-time home child care spend more waking hours
with their caregivers than they do with their parents and that is why it is so important that
the messages that you give them help them feel good about themselves.
Including toys, activities, foods and practices that reflect children’s culture,
language and lifestyle, into your daily environment and routines is essential in
giving children a sense of acceptance and belonging.
All children grow, learn and go through the same stages of development. You should
have a basic idea about the typical stages of development so that you will know what to
expect. However, not all children develop at the same rate and at the same time. Some
will develop more quickly in one area than another. Each child follows his own
timetable.
Each new developmental stage presents a challenge to the child, and to you.
These are special times in each child’s development when they are trying to master a
milestone, such as learning to walk or learning to use the toilet, when they will become
frustrated. It is the energy of this frustration that pushes them on to achieve their task.
Usually before any growth spurt the child will experience temporary frustration and/or
regression. These difficult periods often occur during times of change, such as when
starting day care or kindergarten.
It is during these times of stress that children can become overly demanding and
their behaviour can be frustrating for their caregivers. An example of this is during
the notorious "terrible two’s" when children are trying to assert their independence. It’s
difficult to deal with this negativity and the constant use of the word "NO!" (One
caregiver noted she counted how many times a two year old going through a rather
stubborn period said ‘no’ to her in one child care day - it was 47 times!) This is the time
when you have to realize that the child’s behaviour is not personal and fortunately, it’s
not permanent. There are just certain stages that children pass through in order to grow
and develop. On the up side, when children do achieve their milestone or learn to cope
with new situations and change, they will be happy in their success.
An important part of accepting children is dealing positively with the difficult
times as well as the good. Children behave as they do for a reason. If you have a baby
in care who is very demanding, try to find out why and then look for solutions. Is the
baby new to care and having difficulty adapting? Have there been any recent significant
changes at home? Is the baby teething? Or, is she getting ready to sit, crawl or walk and
feeling frustrated with her efforts? What can you do to help?
Provide support and experiences that will help a child achieve the milestone that
they are working on. Is a child having trouble adjusting to the day care? Take time to
provide extra attention and effort. Is an infant learning to walk? Encourage baby by
taking him or her for hand-held walks and by providing safe available surfaces, such as
couches and foot stools to hold on to. Is a child trying to assert his or her independence?
Provide positive ways that will involve personal choice such as choosing their beverage
at snack time or which job they want to do at tidy-up time. Your active involvement with
the child’s efforts will benefit both of you.
You can’t eliminate demanding behaviours but you can change your response to
them. Remind yourself that no matter how annoying the stage, it is temporary and a part
of the development process. Try to see each stage as a challenge - what can you do to
help? If you find yourself feeling frustrated, first employ your sense of humour. If you’re
still tense call a friend, or take everyone for a brisk walk to the park. The worst thing that
you could do would be to let your frustration interfere with your supportive relationship
with the child.
Remind yourself that children aren’t having any better a time going through a
difficult stage than the adults around them are having living with the stage. They
are also being challenged by these stages and need our continued support and guidance.
Being patient and accepting of the ups and downs of childhood shows children that they
have a caregiver that they can depend on. Our acceptance and encouragement will help
them achieve their goals.

CHATTER BOX

"I’ve always gotten a lot of emotional satisfaction from my work as a caregiver. But I
have to admit after three or four years, I wasn’t feeling very challenged by my work. I had
really fallen into a routine of caregiving. I registered for a short course on child
development as a way to renew my enthusiasm and it really sparked something in me. I
realized that I was always thinking about, and planning for, the whole group. When I
started looking at the children individually, where they were in their development, and
what I could do to help them achieve their individual goals, it opened up a whole new way
of thinking for me and a whole new world of challenges."

MEETING CHILDREN’S BASIC NEEDS

All children must have their basic needs satisfied so that they can grow and develop.
Understanding the importance of these needs and finding ways to meet them makes an
important contribution to the child’s ability to develop to his or her full potential.
Meeting children’s basic needs forms the foundation for growth and development.
Ø Children need a safe environment where they are free to play and explore.
Ø Children need good health so that they will have the energy and enthusiasm for
living and learning.
Ø Children need to feel secure and understood so that they can reach for
independence.
Ø Children need to feel loved and capable in order to develop positive attitudes
about themselves.
Ø Children need to learn to get along with others. Learned social skills help them
become a part of the bigger world.

Children need to be safe and feel safe. Child-proofing your home child care
environment provides children with the opportunity to play freely and explore the world
around them, an important part of learning. Helping children develop their own safety
skills gives you the confidence of knowing that the children will be safe when direct
supervision is not available as children grow older.

Children need good health. Good health brings the energy necessary for growth and
development. Caregivers can meet children’s health needs in many ways. By providing
healthy foods, a clean environment, and attention to healthy habits such as hand washing
and exercise, you are showing the children that you care about them.
Consider each child’s individual physical needs. Infants require gentle, frequent
personal care such as diaper changing, feeding and cuddling. Older children need to be
kept clean, comfortable and well-fed so that they will feel good about themselves. And all
children need fresh air and physical activity.
Show the children that you care about their health and encourage them to feel the
same. Teaching them how to care for, and about, their own bodies will have positive
effects on their health for a lifetime.

Children need to feel secure and understood. Children depend on the adults around them
to care for their needs. In order to develop a sense of trust in their world they need to feel
safe, and understood by those adults. Your home child care is really a second home for
your day care family. Having a place where they can just be themselves and where their
feelings are respected will give children the opportunity to feel good about themselves
and develop a positive self-image.
There are many ways that you can help children feel secure.
Ø Let each child know, with words, smiles or hugs, that you care for him or her.
Ø Treat each child as an individual and meet his needs: feeding each child when he/she is
hungry, letting him/her rest when tired and comforting him/her when frightened or hurt.
Ø Follow consistent routines within a regular schedule every day. This gives children a
sense of order and the security of knowing what comes next.
Ø Gather together early in the day to talk about the upcoming day. Discuss any outings
or activities that you have planned.
Ø A security object, such as a blanket or bear, gives children comfort and reassurance
and helps them deal with their feelings. At stressful times, such as when a child starts
into care, their need for their special object may increase. Be patient and always allow
this comfort at rest time. When you accept a child’s need for security, you are sending
that child a message that you are accepting him or her.
Ø Give the children words to talk about their feelings. "You were really angry at John
for breaking your tower of blocks." "You feel so proud of your painting."
Ø Respect children’s feelings and encourage them to express them in appropriate ways.
Hitting is not an acceptable reaction to anger, but telling the person how you feel is.
Ø Show children non-verbal ways to express and work through their feelings, for
example, art, music and physical activity.
Ø Read stories that describe children in typical situations and how they feel and react.
Talk to children about the stories and the feelings.

Children need to feel good about themselves. Children feel loved when they know that
they are appreciated for who they are, not just for what they achieve. Discover and
celebrate the unique strengths of each child in your care so that you can help them believe
in themselves.

There are many ways to help children feel good about themselves.
Ø Point out their positive qualities and provide encouragement and positive
reinforcement for all their efforts.
Ø Be available for the children. Meeting such needs as thirst or hunger; helping out with
a game or activity; sitting down to watch a "play" that’s been planned; or taking the time
to answer questions and/or chat; all help the children feel significant.
Ø Do things that tell them that they’re special. Take and display photos of the children.
Display their art work and creations. Have their name marking a place where they hang
their jacket or store their personal items. Celebrate their success and achievements, large
and small.
Ø Speak positively about the children, especially in front of them.
Ø Respect their ideas, wishes and interests. Follow-up on their interests with resources
and activities; let them suggest the menu for lunch, choose the book for story-time or
suggest an outing.
Ø Plan special events and activities that you know the children will enjoy. Celebrate
their birthdays or other special occasions with a special treat, activity or outing.
Ø Thank the children when they have helped out, for example, at clean-up time or tying a
toddler’s shoes. These comments will show your appreciation of them, and reinforce
these positive behaviours.
Ø Let them know that they can count on you to be available to help them work out their
problems, or to set consistent, safe limits for them.
Ø Touch is one of the most powerful messages of caring. Showing the children that they
are huggable and lovable will go a long way in helping them gain a positive outlook on
life and themselves. Pre-school children are often real "cuddle bugs" but you will
probably sense what younger and older children are comfortable with in terms of physical
affection.

ACTIVITY
 Develop a list of at least 20 positive words that you can use to help build children’s self
esteem.

Children need to feel capable. Feeling capable has to do with mastering behaviours
such as being able to listen and follow directions; learning self-help skills such as
dressing; and learning how to recognize and print your name. Nothing succeeds like
success and when children start to feel capable, they are motivated to try to do more and
more. Caregivers can help children feel capable by providing opportunities for success
and encouraging children to keep trying.

Here are some ways that you can help children feel capable.
Ø Encourage the children to be self-sufficient. Take each child’s developmental level
into consideration and encourage an appropriate behaviour. Even young toddlers will
enjoy rubbing their hands together under running water to wash their hands. For slightly
older children encourage such skills as setting the table or clearing away their own
dishes.
Ø Remember that everyone develops at their own time and at their own pace. Tailor your
activities to match each child’s individual capability so that everyone in the group will
feel equal success. For example, if you are baking muffins, school-agers could gather the
ingredients and do the measuring, toddlers can dump the ingredients in the bowl and help
mix, while preschoolers could butter the muffin tins and spoon the batter in. What’s baby
doing? Watching and listening to all the action!
Ø Start by giving the children things that they can do easily, such as puzzles that they can
put together with ease. After they have succeeded, give them more challenging things to
try.
Ø Encourage the children to "Try, Try, Try, Again." Reassure them that making mistakes
is part of any learning process so that they won’t become discouraged and give up trying.
Ø Allow enough time to let children work on a new skill such as putting on their own
shoes. It might seem easier and faster to just do it yourself, but they need to practice.
When you feel impatient, try to imagine the day when everyone in your group ties their
own shoes!
Ø Help children learn to follow directions by breaking tasks down into smaller,
manageable steps and keeping your directions clear and simple. Tidying up the play area
might be broken down into tasks like 1) put the blocks in the green box; 2) put the cars in
the yellow basket; 3) put the books on the bookshelf. You can also incorporate practice
for following directions in play. For example "Find something blue and put it on the
table. Find something round and put it on the floor, etc."
Ø Encourage the children to play by themselves sometimes, with such activities as
drawing or puzzles.
Ø Help the children learn basic information about themselves and where they live. Teach
them their full name, address, phone number and your name and number.
 CHATTER BOX

"I finally found the secret to helping little ones learn phone numbers - we put them to
music. Somehow singing the numbers makes it easier for the children to learn. This has
created some amusing situations though. When we registered for story hour at the library,
the children heard the librarian asking me for my phone number and they all burst into
song."

Ø Have the children help out in your day care home with such tasks as playing with
younger children, helping clean up the toys or setting the table. Don’t forget to reinforce
with lots of praise.
Ø Acknowledge the children when they have accomplished something, no matter how
small the accomplishment.

ACTIVITY

Think of at least three typical activities that go on each day in your home. How could
children of different stages of development be included in the activity?

Children need to get along with others. Everyone has to learn to get along with
others. In a home child care situation, children have the opportunity to learn about
making friends, to play and share, and to work and co-operate. Because there is often a
mixed age group, the children also learn to get along with younger and older children.

There are many ways that caregivers can help children get along with others.
Ø Teach children some of the strategies for making and keeping friends. These include:
smiling and greeting others by name; sharing and taking turns; being interested in what
others are doing and asking them questions; listening carefully when others speak; giving
compliments that you really mean; and sticking up for those who are already your friends
and saying good things about them.
Ø Help children gain the confidence and ability to communicate their needs, feelings and
thoughts to other people. Encourage them to practice this skill by asking them questions
and taking time to listen to their answers without interruption.
Ø Help children develop an awareness of the needs of others. "No loud voices please,
baby Emily is having her nap." or "We are waiting for Katie to come home from school
so that we can have our snack together."
Ø Teach young children that some things are their own, such as a security blanket, and
they don’t have to be shared. Other toys, books and play equipment do.
Ø Younger children are just learning to share and will require more guidance from you.
Ø You may have to initiate sharing by reminding the child that he or she has had a long
turn with the toy and now it’s someone else’s turn. Once children begin to grasp the
concept of taking turns, sharing becomes slightly easier because they too will be getting a
turn.
Ø Foster a feeling of teamwork by organizing a group project. Making a large mural for
the wall which includes everyone’s art work will be a source of pride for everyone.
Cooking together is another enjoyable group activity.
Ø Encourage the children to care for each other. Buddy up an older child with a younger
one. The older child can help the younger, and will benefit from the admiration of his
little buddy. Ask the younger children to help prepare an afternoon snack for the school-
agers or to entertain the baby. Everyone has a role that they can fill and it will help them
feel like an important part of the group.

Providing a supportive learning environment and activities...

Children learn about themselves and their world through their daily experiences
with the people, environment and events around them. Children’s daily experiences
have a significant effect on their growth and development and that is why caregivers play
such an important role in helping children learn. Providing children with individual
support and interesting experiences will help children discover the joy of learning.
Children learn about themselves when you help them sort out and articulate their
feelings; gain insight into their own unique qualities; gain confidence in their abilities;
and learn to deal with others. As you share their everyday life with them, you can help
them feel good about who they are and offer gentle guidance and encouragement when
needed.

Talk with the children as you go through the day together. Answer their questions
(after question, after question...) with simple straightforward answers and discuss your
thoughts and ideas with them. Sharing activities such as making muffins for snack,
sorting the laundry or watering the plants can become fun learning experiences for
everyone. As you’re walking to the park, you can talk about the names of the streets and
the street signs, the dogs or cats that you see, or look for all of the houses that have a
number three beside their door. Take advantage of these casual opportunities to help
children learn about the world around them. Children are interested in everything around
them, so the possibilities are endless.

Provide books, toys and activities that are open-ended. That is, that they supply ideas
that will create continued play. After reading a book about starting school, you might
encourage the children to talk about their feelings about going to school, and then play
school themselves. Playing with a plastic farm set may spark an interest in paying a visit
to a real farm and finding out more about animals. Building blocks, such as Lego, can be
played with over and over again and children particularly enjoy this activity because they
can decide for themselves on the direction that their creation will take.
Share your own interests with the children. Talking about your own ideas and beliefs
will expand the children’s world and establish a connection between you. Do you love
reading? Then you will probably enjoy reading stories with the kids. Help them become
comfortable finding their way around the library and teach them about the joy of books.
Do you enjoy nature? Share your knowledge and enthusiasm with the children, in your
backyard, on your walks or at the park, about birds, squirrels, plants and trees. Cooking,
crafts or computers - choose an activity that you enjoy and share it with the children in
your care.

Build on the interests of individual children within your day care group as well. A
child will feel special and appreciated when the focus is on his or her particular interest.
If there is a child in the group who is especially interested in fish, for example, he might
be invited to bring some related books and toys from home to share with the group along
with any information that he has. Others in the group could then be encouraged to add
their own items and information to further build on the interest. You could arrange for a
field trip to a museum and additional supporting activities as a follow-up. This kind of
active learning is very responsive to the children’s interest and would be enjoyable as
well as informative.

ACTIVITY

Make a list of each child in your care, and your own children. Beside each child’s name
write at least one subject/activity that child has shown an interest in (e.g. cars, bug
collecting, dinosaurs). Now think about and jot down ideas that you could use to support
that interest.

EVALUATION

OPTIONS
5) ASSIGNMENT
6) QUIZ

ASSIGNMENT

1. On separate pages in a journal (use a note book or stapled pages of lined paper),
list the name of each of the children in your care, including your own.
2. On each child’s page identify and list for each child, milestones or developmental
stages that they are currently working through. For example an infant might be
learning to sit on their own or an older infant to pull themselves to a standing
position, a toddler to walk unassisted or to share, a preschooler might be learning to
dress themselves or to recognize letters, a school-ager might be dealing with new
responsibilities and learning to manage their time effectively or developing street-
safety skills.
3. Now list at least one activity that you will include in your daily practice to
encourage each child’s development in one of those areas you have identified.
4. Each week, note in your journal any progress the child has made in that area, and
any other activities you want to try.
5. Maintain the journal for at least a month and use it as a way to measure both the
child’s progress and your own contribution in helping the child meet developmental
challenges.

QUIZ

1. What are some of the important ways that you can show acceptance to each child
as an individual?

2. What are some of the ways you can help a child of a culture or language different
from your own to feel a sense of belonging and acceptance?

3. What are some of the things you could do to help a child who is experiencing
frustration when trying to learn a new skill?

4. What are some of the ways you can help a child feel a sense of security?

5. How can you help children develop self-esteem?

6. How can you help children learn to get along with others?

7. What are some of the ways you can encourage children to express their emotions?

8. What are some of the activities/strategies you would use to encourage self-
sufficiency in a three year old child?

9. Learning to follow directions is an important part of school-readiness. What are

some of the activities/strategies you would use to help young children develop the
ability to follow directions?

10. How could a toddler help out at lunch time? A preschooler? A school-aged
child?

FAMILY CHILD CARE TRAINING PROGRAM

LEVEL ONE - UNIT EIGHT
 THE CHILD CARE DAY

LEARNING OBJECTIVES:
1. Recognizing the range of essential and desirable activities required to meet the
needs of the child care children and their families, the caregiver’s family and the
caregiver.
2. Developing strategies that help balance the range of needs of all involved.
3. Formulating daily routines that meet the caregiver’s individual circumstances.

CHATTER BOX

"I had worked in a day care centre for seven years before I started providing care in my
home and thought that I had all the answers, right - wrong! I had my daily ‘program’
worked out before I started my first child and could tell you what we were going to be
doing at any moment of the day. Then reality set in and I actually started caring for
children. For the first three or four months, I was foolish enough to try to stick with my
program, and honestly couldn’t figure out why I was exhausted and the children did not
seem to be nearly as thrilled as I thought they should be. It finally occurred to me that my
perfect program in theory, might not be the perfect program in practice. This lesson has
taken a lot of learning, but after four years I can say with some conviction that when you
let the needs and interests of the individual children you are caring for, and your own
needs and responsibilities, guide your planning, stay flexible and maintain your sense of
humour then you might, just might, develop a daily routine that works for all of you."

THE BASICS
Child care days are busy days. There are the enjoyable busy times of the day when the
children are happily occupied playing. Then there are the more hectic times, getting
everyone ready to go to the park or out the door at pick-up time. Many events occur, in
many different ways when children are part of the scene.
There are several ways to approach your day care day. One method would be to take
each day as it comes, always hoping that chaos doesn’t win over . Another would be to
decide on a particular schedule and stick firmly to it, without adjustment. The third
strategy, the most successful one, is to develop a flexible plan for your day ahead,
considering the needs of each of the children as well as your own. Children’s behaviour
is never predictable. Neither are daily events. But organizing your day around the
general routines and habits of your group will give you a head start on a successful day.
One of the most important factors to consider is the ages of the children in care.
Children in each of the age groups - infants, toddlers, pre-schoolers and school-aged have
varying needs and timetables. Caring for children at different ages and stages is a
challenge. Meeting this challenge is an important part of your work as a caregiver.
Learn as much as you can about child development and consider your own knowledge of
the personalities and needs of each of the children in your care to help you plan for the
group as a whole.

PLANNING FOR CHILDREN’S NEEDS

INFANTS:
It’s wonderful to have an infant as part of a child care group. They provide a lovely
focus for "mothering," both from you and the other children. But their care also takes a
lot of time and energy. Here are some things to keep in mind when planning for infants:
· Babies require a lot of hands-on care including feeding, diapering, changing, holding
and cuddling.
· Babies needs are immediate! When an infant is hungry, you heat that bottle pronto!
· Infants sleep when and as long as they need to. Their naptimes may take precedence
over outings or other activities.
· Because they put everything into their mouths, smaller toys and materials that don’t
pose a danger to older children can be dangerous for infants and toddlers so pay close
attention.
· Infants need exercise too, so making time and safe places for them to stretch those little
muscles is important.

TODDLERS:
Toddlers want to learn about and experience everything, even those things that they
aren’t quite ready for yet. Here are some things to keep in mind when planning for
toddlers:
· Keeping daily routines simple and consistent will help toddlers feel comfortable and
secure.
· Toddlers are explorers, so you have to safeguard their environment and their activities
and ensure older children are also aware of potential safety hazards to younger children.
· Toddlers love to climb, run, jump, kick and throw balls (and whatever else might be
handy). Plan for active play, indoors and out as part of each day to give toddlers a safe
outlet for their energy.
· Organize the environment to accommodate the toddlers’ inability to control his or her
own body. Remove anything breakable or valuable as well as any potential dangers, such
as sharp-edged coffee tables.
· Toddlers are very interested in exploring their world and need lots of time to satisfy
their curiosity. Allow flexibility in your daily schedule so that they aren’t rushed from
one activity to the next.
· Toddlers are gaining much knowledge and beginning to acquire many new skills,
including self-help skills. Plan activities and provide materials that provide them safe
opportunities to learn and encourage their budding skills.
· Between two and three years of age, children are usually ready to begin potty training.
Having toddlers visiting the potty throughout the day, you may feel as though your daily
schedule revolves around washroom breaks, at least for a while.
· Children of this age like to play with others but have difficulty sharing. You’ll have to
stay within sight and sound during free play times.

PRE-SCHOOLERS:
Pre-schoolers are learning about themselves and their world through play. It’s
important to provide an environment and toys/supplies that they will be able to choose
from to support their imaginative play. A card table with a blanket over it becomes a
house or a hide-out. Old clothes for dress-up as well as dolls, stuffed toys, play dishes,
plastic dinosaurs and animals, and large blocks (could be made from paper-wrapped shoe
boxes or milk cartons covered with mac tac) will all contribute to games that the children
invent. Play is such an important part of a pre-schooler’s life that it should make up a
large part of the daily schedule. Here are some things to keep in mind when planning for
pre-schoolers:
· Pre-schoolers like to choose and plan their own activities. They need enough time in the
day to implement and enjoy their ideas.
· Pre-schoolers are wondering about many things. Include times during the daily
schedule for shared activities such as helping you prepare lunch, doing puzzles, or
playing with play dough to provide relaxing opportunities for chatting about any of the
children’s questions or concerns.
· Children learn by doing. Provide opportunities for cooking together, gardening, art
activities such as painting or paper mache, helping out with household chores, observing
birds, or whatever else interests you and the children.
· Three to six year olds are ready to develop skills that will help them adapt to school.
Providing some activities during the day where pre-schoolers sit quietly to listen to a
story, playing games involving number, letter, colour and shape recognition, or following
a series of instructions (How about an obstacle course?) will help them prepare for
school.
· Pre-schoolers have lots of energy and need daily exercise and fresh air to provide an
appropriate outlet for that energy and to help them develop their physical skills..

SCHOOL-AGED CHILDREN:
Once the children in your care begin to attend school, their daily schedule revolves
around their school days and hours. You may have children attending different schools at
different times and will have to organize your schedule accordingly. In the morning, help
get children organized and send them off to school with a cheerful good-bye. If school-
agers are with you for lunch, it is usually a pretty rushed event. Make sure their lunch is
ready when they arrive so that they can have some time to relax after their meal. When
children come home from school at the end of the day they need a warm welcome and a
place where they can feel comfortable and relaxed and most importantly, a substantial
snack..

Ø If you are dealing with multiple schedules, make a list of all the comings and goings
throughout the day. Post it on the fridge, and in harried moments, you can quickly refer
to your written timetable.
Ø Organize your environment to accommodate the needs of the before and after school
group. They’ll need a convenient place to hang jackets, put their school bags, store
personal belongings and safely store on-going projects out of the reach of smaller,
curious hands.
Ø Organize a daily routine such as: in the door, quick greeting, jackets and belongings
put away, toilet and wash hands, and sit down at kitchen table. Once everyone is seated,
snack can be served and general activities can be discussed - homework, computer time,
arts & crafts, outdoor time - whatever.
Ø Have the younger children settled, so that you can give some personal time to each of
the after-schoolers. They may want to share some news of the day or get some help with
a homework question. It’s important to be available.
Ø School-agers like to initiate games of their own choosing. Allow time and a space
where they can act out plays or dance to their music. Often, they enjoy "entertaining" the
younger children.
Ø Children in this age group are used to the structure of school and it’s important to
include some planned activities in the daily schedule when the children are with you all
day, on school or summer holidays.

You can see that it is very important to consider the ages of the children who are part of
your home child care. Having an understanding of some of the characteristics of certain
ages and stages will help you develop workable routines that will satisfy the children’s
needs.

ACTIVITY

Think about some activities that you do each day in your home, preparing meals and
snacks, taking a walk to the park, tidying up the play area. How could children of different
ages be involved in those activities? What could children at different stages of
development be learning from those activities?

PUTTING IT ALL TOGETHER

The ideal daily schedule is one that meets the needs of each of the children, your own
family and yourself - a challenging goal at the best of times. Planning will help. So will
remembering that many activities, from cooking to imaginative play to taking a walk in
your neighbourhood, can meet a variety of developmental needs at the same time.
Children of different ages and stages don’t always have to be involved in different
activities, just find ways to make activities easier for the little ones and more challenging
for the older children. Here are some suggestions:

1. Keep your plans simple. The best schedule is the one that allows the most flexibility.
2. Plan your day as a whole. Schedule your usual activities so that they fit together well.
For example quiet, relaxing activities like story time, help children move from play time
to nap.
3. Allow sufficient time between activities for preparation and clean-up.
4. Think, plan and do ahead - If you are attending play group in the morning, prepare
lunch before you go, so that it can be ready in a few minutes when you all return hungry
and tired from your morning out. Better still, prepare and freeze several days worth of
snacks and lunches for hectic days.
5. Develop consistent routines so that children know what to expect. Children feel more
comfortable knowing what comes next and are usually more agreeable about routines like
nap time or clean-up time if they are part of the regular day.

ACTIVITY

What time of the day do you tend to find the most hectic? Identify the busiest times of your
day and try to come up with strategies to make those times go more smoothly.

6. Being a caregiver is a full-time job. Your days will be much less frustrating if you
don’t try to do other chores, or fulfill other’s expectations during the child care day. Say
"NO" when you have to and, if necessary, remind others that you are a working parent.
7. Make lists. A daily ‘to do’ list can be a great help. List planned meals and snacks,
crafts or activities for the day, special information like reminders about a child’s
medication or a different pick-up time that day.
8. Hang a calendar in the bathroom or kitchen (two rooms you frequent often in your day)
and list upcoming events, outings, appointments, the children’s holidays and your own or
other special activities. Post these reminders in plain view, perhaps on the fridge door.
9. Plan a mixture of quiet and active play; structured activities and free play; and
individual activities and group play.
10. Schedule activities that require more of your attention when you have the energy and
the concentration to focus. For example, you might wait until an infant is napping before
you embark on a messy craft that children might need hands-on help with.
11. BE FLEXIBLE. That construction crew working on your street can be just as
educational and even more exciting than the craft you had planned (if viewed from a safe
distance).
12. If you notice a particular time of day when things always seem to get out of hand,
look at changing your routines. For example, an earlier snack in the morning might help
young ones who have low energy early in the day (they may not have finished breakfast
at home).
13. Pay attention to the children’s signals. If they show signs of restlessness, it may be
time to clean-up and change direction.
14. Make activities that you enjoy part of your usual routines. You and the children can
enjoy nature walks, cooking, baking, puzzles, sewing, music, gardening or
woodworking. Your enthusiasm for certain pastimes will capture the children’s interest.
They will appreciate the time you spend with them and might even develop a new
hobby. Don’t plan activities you really dislike, no matter how educational.
15. Combine learning with household chores. While doing the laundry, the children can
help carry the laundry, sort it according to colour, load it into and out of the washer and
dryer and learn to fold. Talk about colours, textures, sizes, wet or dry, and whatever
comes up. Children will often recognize who certain clothing articles belong to. They
love to tell you who owns the plaid shirt or who owns the pink baby socks. They can
even help put the clothes away in the appropriate bedrooms.
16. Take care of yourself. Build some personal time into the day. Schedule a coffee
break in the morning and some quiet time each afternoon.
17. Review your routines periodically to make sure they are still working for you and the
children.

CHATTER BOX

"I don’t give up when I’m having "one of those days," I just give in. I make a cup of tea, sit
down and just be with the children as they play. I postpone any complicated or strenuous
activities until the next day, make sandwiches for lunch, and put on a classic children’s
movie. It’s funny because I used to think of a day like this as a failure, but the kids love the
odd low-key day."

TRANSITION TIMES IN THE DAY

There are a number of transition times during each child care day as children arrive and
leave, and as you move from one activity to another in the day. How you prepare for
these times, when there is a change in activity or people, will help determine how
smoothly the transition will go.

Here are some general tips for easing through the day care day.

Ø Plan for the transitions. Organize your environment and routines to accommodate for
those times of the day.
Ø Give the children lots of time to finish what they are doing and then give a five minute
notice that it will be time to tidy up and move on.
Ø Accept the fact that certain times of the day will be more hectic than others and handle
them as well as you can.
Ø Whenever possible, allow for blocks of time around transition times, especially nap-
time and arrivals and departure times, where everyone can relax and take as much time as
they want.

ARRIVAL TIME:
When the children and their families arrive in the morning, you will need to have the
time to greet them each warmly and exchange information with the parents about the
child and the upcoming day. In fact, encourage all the children to greet each other and
each other’s families when they arrive each day. Have some activities organized (e.g.
puzzles, lotto games, books or colouring) on a table near the entrance to keep earlier
arrivals occupied as you greet each family.
Help school-agers get all their gear together for the bus or the walk to school. Spend
some time talking about their day at school and what they might like to do when they
return. Get everyone involved in the big send-off for the school day. Little ones love to
be the look-out for the school bus and everyone should take a minute to say good-bye.

SETTING THE STAGE FOR THE DAY:

Once all the children have arrived, and the school-agers have left for school, it’s time
to talk about your plans for the day. Have the children tidy up their activities, toilet and
wash their hands. As you enjoy a morning snack together you can connect with the kids
and talk about any plans that you have for the day. Doing an activity together, such as a
craft or a game, at this time establishes a pleasant atmosphere. Afterwards, the children
could enjoy free play and you could take a morning coffee break.

OUTDOOR TIME:
Getting ready to go outdoors can be hectic and frustrating. Infants, toddlers and most
pre-schoolers need assistance in getting dressed, putting on sun block, and gathering
‘essentials’ for the trip outdoors. Be prepared for these times by organizing your
entranceway so that each child can access his or her shoes/boots and outdoor clothing
easily. Ask the children to retrieve their belongings and choose a place to sit on the floor.
Encourage them to work on dressing themselves while you move from one child to
another, helping when it’s needed. As each child is ready, have a place where they can
sit and wait by the door until everyone is ready to go. (And don’t forget to take everyone
to the bathroom before they get dressed to go out.)

CHATTER BOX
"Music is a very important part of our child care day. The children love to sing and
our home-made and store-bought musical instruments are always in use. But music is
also incorporated into the day itself. We have all kinds of silly songs that we sing at tidy-
up time, when preparing for nap, when we are getting dressed to go out, and when we are
travelling in the car. I think it really helps the children move from one activity to another
and makes it more fun. I also have a great collection of tapes of different types of music,
soothing classical for nap-time, some great jazz that we dancercise to, and lots of
children’s tapes for sing-a-long. I read an article recently about a study that found that
exposure to music actually helped children learn. It’s great to know that something we
love anyway is good for us too!"

LUNCHTIME:
Organizing your before lunch routine will contribute to a calm and welcoming
atmosphere. Approximately half an hour before lunch, ask the children to tidy up, use the
toilet and wash their hands because lunch is being prepared. This is the ideal time to let
the children watch a favourite television program, such as Mr. Dress-Up or Barney while
you prepare lunch. If you have young children in care, put them in high chairs in the
kitchen so that you can feed them while you are making lunch for the others. Have the
table set and ready before you call the children to come. A bowl of cut-up veggies and
fruit will keep everyone occupied while you serve. Or better still have children help out
with preparing lunch, setting the table, serving the lunch, pouring beverages (from a
small container!) and helping you clear the table. After lunch it’s time for hand-washing
again!

NAPTIME:
Children are often ready for nap soon after lunch. Some quiet free play while you feed
and settle the baby, a shared story from a favourite book, and it’s off to bed. If children
nap in the play area, change the environment to help children shift from play-gear to rest-
gear. Putting out the cots, putting on some soft music, and dimming the lights should
help create a sleepy mood.
If some children no longer nap, give them some quiet activities in another area to occupy
them.

TIME TO GET UP:

You know how it feels when you first wake up in the morning. You need quiet and the
time to get moving at your own pace. It’s no different for children waking up from their
naps. Try to get each child up individually, with a hug and a smile, and let them sit
quietly for a while. Gradually they can toilet and wash and will be ready to play. The
key to establishing a good mood is a gentle wake-up.

HOME FROM SCHOOL:

Sometimes you can hear the school age children before they even open your door. To
manage a hectic arrival, have a well-established routine where the children come in, you
greet them, then they hang their coats up, put their belongings in a bin or basket, use the
washroom, and come to the table for snack. This will save you from constant reminders
and a lot of confusion. Having the younger children started on snack and already sitting
at the table frees you up to re-connect with the older children, catch up on their day so far
and talk about their plans for the rest of the day.

CHATTER BOX

"The smartest thing I ever did was to hire a teenager to come over for a couple of hours
after school every day to help out with the children and tidying up. At the end of a busy
day, Nicky provides fun for the children and an extra pair of hands for me when I could
really use them."

DEPARTURE TIME:
That last hour of care can really be the witching hour. Both you and the children are
tired at the end of the day and everyone is anticipating the change from child care to
home. Departure routines should start at least half an hour before the first child leaves.
Have the children clean up their toys and activities while you make sure that everything
that’s going home is organized at the door. Offer everyone a drink of water, which
eliminates those thirst complaints to the parents.
 Like your arrival routines, plan activities that will keep the children occupied (puzzles,
books, games) and leave some time to be available for the parents at the door. If the
weather is good, go outdoors with the children to enjoy some fresh air and activities
(skipping, chalk-drawing on the patio, riding toys) until parents arrive. No matter how
busy and tired you feel, greet parents warmly at the end of the day - they’re tired too!
Share something nice, funny, sweet or brilliant that their child did today and spend a
moment telling the child and the parents that you are looking forward to seeing them
tomorrow. When the last child has gone - RELAX!!!

EVALUATION

OPTIONS:
17. ASSIGNMENT
18. QUIZ

ASSIGNMENT

1. Write out your normal daily schedule. If your schedule varies from day to day
depending on the number of children in care, select your busiest day of the week to
use. Include in your schedule:
drop-off times
pick-up times
meal and snack times
departure and arrival times for school-agers
nap time
outdoor play time
free play time
organized play time (e.g. story time, circle time)

2. Once your schedule is drawn up, answer the following questions:

How effectively is your time spent? Is most of your day spent interacting with the
children? Or is more time spent on preparing for activities, meals and other events
and cleaning up? Do you find some time to relax yourself each day? Do you feel
rushed/pressured during particular times of the day? Are your daily routines
working for you? Are there changes you want to make in your daily routines?
What changes?

How effectively do your daily routines meet children’s physical needs? Are meals,
snacks, nap time, toileting and/or diapering times, drop-off and pick-up and school
departure and arrival times reasonably relaxed and well-organized? How effectively
do your daily routines meet children’s developmental needs? Is there enough time
for free play, active play, individual and group activities, imaginative play,
individual time with you, etc? Do the children seem rushed/stressed at particular
times of the day? Are your daily routines working for the children? Are there
changes you want to make? What changes?

3. Make a list of changes you would like to make in your daily schedule. Revisit the
list in a couple of weeks to check your progress.

QUIZ

2) What are three things you should consider in terms of your daily routines when
caring for infants?

3) What are three things you should consider in terms of your daily routines when
caring for toddlers?

4) What are three things you should consider in terms of your daily routines when
caring for preschoolers?

5) What are three things you should consider in terms of your daily routines when
caring for school-agers?

6) Using a typical daily activity (for example meal preparation or a walk in the
neighbourhood) describe how it could meet the developmental needs of children at
several stages of development.

7) Name four transition times in the day.

8) Noel is 4 years old and acts out almost every night at pick-up time. He is always
very busy with some activity that he just doesn’t want to put down to go home. How
can you help?

9) How can you help children prepare for naptime?

10) Why are predictable routines important for children?

11) Between 7:45 and 8:30 in the morning Bela has 4 children and parents arriving,
her husband and 3 school-aged children leaving for work and school, and breakfast
to serve to her own 2 year old. Suggest some strategies to help Bela with her
morning routines.

FAMILY CHILD CARE TRAINING PROGRAM

 LEVEL ONE - UNIT NINE

THE BUSINESS OF FAMILY CHILD CARE

LEARNING OBJECTIVES:
1. Recognizing the importance of good business practice in operating a successful family
child care program.
2. Reviewing regulatory and legal requirements, including the reporting of income for tax
purposes.
3. Understanding the importance of utilizing written child care agreements and related
forms with client families.
4. Recognizing the importance of maintaining appropriate child related, administrative
and financial records.
5. Recognizing the importance of maintaining adequate liability insurance.
6. Understanding calculations of income and expenses for the setting of fees and the
preparation of income tax returns.
7. Reviewing methods of determining child care needs in the community and of filling
vacancies.

CHATTER BOX

"I really disliked the business side of care for a very long time. I used to just ignore it and
hope it would go away. The result, of course, was that every time I had a new family in
care I was digging around everywhere looking for a written agreement and usually ended
up having to make one up from scratch. This meant that in my agreement with one parent
I would get paid for Statutory Holidays and another agreement would leave it out
altogether. Income tax season was a nightmare, I didn’t get half the deductions I was
entitled to. Even though we were getting a refund most years, we never were able to file
until the last minute because I spent months trying to find all the receipts I needed (and not
succeeding). In short, I spent probably at least twice as much time as was necessary on
the part of care that I liked least. I finally made a New Year’s resolution to clean up my
business act. I went to a couple of workshops and had a friend help me develop a filing
system that works. Do I love the business side of care now? Nope. Still dislike it in fact.
But I spend much less time worrying about it now. Getting myself organized about the
business of child care has enabled me to spend a lot less time on it and more time
focussing on the kids."

THE BASICS
As a family child care provider you are a self-employed small business operator.
Managing the business aspects of care effectively can produce many benefits, including:
Increasing your net earnings through better financial management and the maintenance
of required records to enable you to claim all the tax deductions you are entitled to;
Improving your relationships with parent/clients through the clarification, understanding,
and mutual agreement about the responsibilities of both parties;
Increasing efficiency and reducing stress by developing, organizing and maintaining
appropriate forms, records, receipts and files;
Providing more time to focus on caring for the children and less time spent on
administrative tasks;
Enhancing the image of family child care by complying with all regulatory requirements
and demonstrating a professional attitude in the operation of your family child care
business.
REGULATIONS CONCERNING FAMILY CHILD CARE
In Canada, child care is an area of provincial/territorial jurisdiction. Each province and
territory sets their own legislation and regulations regarding child care in group or home
child care settings.
There are two models of regulated home child care in Canada. Some provinces and
territories license or contract with agencies to provide regulated care. Others directly
license individual child care homes. While all of the provinces and territories currently
have some system of regulated home child care, they also permit the provision of home
child care outside the regulated child care system for a specified maximum number of
children per home. The number of children permitted varies depending on the
jurisdiction.
You should explore the option of working within the regulated child care system in your
jurisdiction. It can offer many advantages and supports for caregivers and for families,
including:
Financial incentives - Some jurisdictions offer operating, equipment and/or
maintenance grants to licensed family child care homes; families who require financial
assistance may be able to qualify for child care subsidies (most jurisdictions require that
care be provided in a licensed/regulated child care facility in order to be eligible for
subsidy);
Administrative assistance - Many child care ministries/departments and/or family child
care agencies provide contracts, forms (e.g. child’s medical information, emergency
contact, outing permission) and other administrative information and assistance to
caregivers.
Resources, training and support - Most jurisdictions have available through their
regulated system a variety of resources that may include orientation sessions and start-up
assistance, workshops and/or courses, toy and equipment loans, home visits, mediation
and assistance with problem solving, drop-ins or play groups for caregivers and children.

In addition to provincial regulations, some municipalities and local governments also

have in place by-laws governing home child care. In some communities a business
license is required to provide home child care. In others, the numbers and ages of
children permitted in a day care home are restricted. It is important that you stay up to
date with current regulations that apply to family child care in your community and
province/territory and ensure that you are in compliance with any applicable laws. The
blue pages of your telephone book provide listings of federal, provincial and municipal
government offices to assist you in gathering the information you will need.

YOUR EARNINGS
 Your earnings from family child care are affected by a number of factors: The demand
for child care in your community, the 'going rates' for care, the number and ages of
children you care for and your own child care experience and training.

If you are new to care, explore the demand for family child care in your community:

Think about your neighbourhood or community. If it is sparsely populated, or

populated primarily by older families you may experience some difficulty in finding
clients. If, on the other hand, it is a heavily populated area with many young children and
working mothers, a quality home child care program may be very much in demand.
Check the volume of advertisements in local newspapers and on community bulletin
boards of parents looking for care and caregivers offering care. Talk to friends,
neighbours and acquaintances in your community about their experiences in looking for
care. Talk to other caregivers, church and school staff or volunteers, personnel offices of
major employers in your area and local child care programs to discover whether the
demand for child care is steady. Ask:
1. Whether they feel that there is a demand for child care in your community;
2. What ages of children need care;
3. Whether there are particular child care needs in terms of hours and days of care (e.g.
for shift or part-time workers)
4. Whether they feel a quality home child care service could succeed in attracting
clients.
If the results of your inquiries are not as encouraging as you would like, this doesn't mean
that you have to give up the idea of starting to provide home child care. If this is work
you really want to do and you are committed to providing a quality service to children
and families, with active and effective marketing you will succeed in finding a clientele.
But you should be aware of the demand for care in your area as a measurement of how
long it might take you to find clients.

CHATTER BOX

"The best thing I did when I was thinking about providing care was going to meet a couple
of other caregivers and spending some time with them. A friend referred me to one
caregiver and I just called an ad from the newspaper to contact the other one. I couldn’t
believe both were willing to have me spend a day with them, watching them work and
finding out what the job was really like. Both turned out to be a great source of support
for me especially in my first year of care. I highly recommend meeting other caregivers to
anyone thinking about doing this. I also think getting together regularly with other
caregivers is a must for anyone who is providing care."
Making decisions about the ages, numbers of children, hours and days of care:
Your earnings are generally based on the number and ages of children you care for, the
hours and days you provide care, the expenses you incur and the fees you charge.
Determining the number of and ages of children and the hours and days of care requires
some decision-making on your part.
Consider your own preferences, the needs of your family, the type of program you
want to offer and the demand for care. Generally speaking, there is always a high
demand for infant care. Part-time care, that may be two or three days a week or a partial
day five days a week, and before and after-school care are also high on the demand list.
Parents seeking care for shift or unusual hours also experience much more difficulty
finding care. Full day care spaces for two to four year olds tend to be somewhat harder to
fill as there is more competition for this age group with nursery schools, day care centres
and kindergarten programs available as alternatives.

Setting your fees:

Of course your earnings are effected by the rates you charge for care. If your rates are
not determined by the system you work with, you have to set and periodically review and
change your own fees. To determine your rates you should consider several factors,
including your training, experience and the type of care you intend to offer. However, a
significant factor in determining your own rates will be the rates charged by other
caregivers in your community. If there is a caregiver association, child care resource and
referral or support program, family resource centre or home child agency in your
community, contact them for information about average rates in your area. If such
programs are not available, contact other caregivers in your community who you already
know or who are currently advertising for clients and ask them what their rates are. Your
rates do not have to be the average. In fact if you feel that your training, experience and
the quality of care you are offering deserves rates well above average that is your
decision. Being aware of the average rate will however, allow you to be aware of what
potential clients may expect to pay for care.

How your child care policies impact on your earnings: Note: If you are participating
with a child care agency or are a licensed operator, the system may have regulations
regarding your policies. Check with the system before implementing or changing
policies.
There are a number of questions that you should consider in terms of your child care
policies that directly affect your earnings. Such questions include:
1. Will you charge by enrolment? (that is, will parents pay for the space days when the
child would normally be expected to attend, whether the child attends or not)
2. Will you charge for: parents’ holidays?
parents’ illness?
child's illness?
caregiver's holidays?
caregiver's illness?
statutory holidays?
3. Will you reduce your rate for an additional child from the same family?
 ACTIVITY

Consider the questions above regarding payment by enrollment, for holidays or illness,
and for additional children from the same family. What do you consider fair? Why would
you decide to charge or not charge in some circumstances?

INCOME TAX AND RECORD KEEPING

An important responsibility of operating a business is the maintenance of accurate and
complete income and expense records for income tax purposes. Maintaining such
records also ensures that you will be able to make all the deductions from your child care
income that you are entitled to as a self-employed person. You should maintain records
and supporting documents (receipts, bills, invoices, etc.) for:
1. Any income from your child care business;
2. Attendance records for each of the children in your care;
3. Any expenses related to your child care business.
Deductible expenses which may be wholly or partially deductible for tax purposes and
for which you should save receipts, bills, invoices, etc. include:
- accounting and legal expenses;
- automobile expenses;
- bank charges;
- capital cost allowance (depreciation for larger items purchased in whole or in part for
child care use like a refrigerator or play structure);
- field trip costs;
- food;
- household supplies (e.g. cleaning and paper products);
- household expenses (e.g. heat, light, gas, mortgage interest and taxes, rent);
- insurance;
- play supplies;
- postage and stationary;
- repairs and maintenance of home and equipment;
- telephone charges related to the child care business;
- training;
- wages paid to an assistant, for alternate care, or for child care for your own children
while you attend training, shop for the child care business, etc.
* Note: This list is not exhaustive and you may have other expenses which can be
deducted for tax purposes. If in doubt about whether an expense is deductible, maintain
all receipts and contact Revenue Canada for clarification.

ACTIVITY

Make a list of expenses you incurred today that were partially or fully a child care
expense.
 INSURANCE
As a small business operator you should ensure that you are adequately covered by
liability insurance. Such insurance should provide coverage in the event that a child,
parent or other person visiting your child care business is injured on your premises, or in
the case of the children, while in your care or the care of an assistant or alternate. When
providing family child care, you are in fact using your home for business purposes, so
your normal householder’s insurance policy may not cover children or others in the event
of injury. Liability insurance for family child care normally comes in one of two forms.
It is sometimes added on as a rider to your existing household policy. In other
circumstances a separate liability policy for the child care business is used. Ensure also
that your policy provides coverage when the children are on outings with you or your
alternates or assistants. Your insurance broker or agent should be able to assist you in
obtaining the necessary coverage and in recommending an amount of coverage
appropriate to your needs.
If you are using a vehicle to transport children ensure that your automobile insurance
will cover children in the event of an accident.
You should also consider acquiring disability insurance, in the event that you suffer an
injury or a long-term illness. As a self-employed person, you are not entitled to
Employment Insurance in the event that you are unable to work for health reasons.
If you are not living with a partner who provides you with coverage under a medical and
dental insurance coverage, you may also want to explore the availability of a group plan
through a child care organization or to contact your local Better Business Bureau to find
out whether there is a Small Business Association in your community or province - they
are another potential avenue for a group medical and/or dental policy.
Ensure that all communications regarding insurance coverage with your agent(s) or
broker is in writing to prevent misunderstandings.
BUSINESS FORMS AND INFORMATION
In this section we will discuss a number of business forms important for your family
child care business. Some of these forms, like the written agreement and children's
medical history and emergency contact and medication authorization forms are essential.
Others forms, like the child care policy statement and consent forms for outings are tools
that experienced caregivers find invaluable. Remember, your child care agency or
licensing office may provide, or have regulations regarding your child care policies
and those must be complied with.
Child care policy statement:
You should think through and put in writing your child care policies regarding:
your child care philosophies;
your child guidance views and practices;
- financial issues (e.g. will you charge by enrolment, for holidays, sick days, etc.);
- children's illness, that is, how ill is too ill to come to care;
- under what, if any, circumstances will you administer medication to children in care
(e.g. "only prescription medications in their original container will be administered with
written instructions from the parent");
- who is responsible to find alternate care if the caregiver is not available (parents or
caregiver);
- your views and practices around child guidance, toilet training, parent participation,
etc.;
other issues of importance to you.

Written agreements:
Unlike your child care policies, which simply state your policies and how you operate
your family child care, the written agreement is a mutual agreement between the parents
and caregiver regarding the services which you are providing and for which the parents
are paying. Your written agreement should include:
The child, parents and caregiver's name and address;
The term/length of the agreement (e.g. one year);
The hours and days for which care is being provided;
The rate and frequency of payment;
Any additional financial provisions (e.g. payment is/is not required for statutory
holidays,
child’s absence, rates of overtime payment);
Provisions for terminating the agreement;
Any other issues (e.g. responsibilities of parents and caregivers) that you wish to include
in the agreement;
Signature and date areas for both the parents and caregiver.

Medical history and emergency contact forms:

You should have a completed medical history and emergency contact form completed by
parents before care begins. Information that should be recorded includes:
The parents' name, home and work addresses and telephone numbers;
The name, home and work addresses, telephone numbers of at least one emergency
contact if parents cannot be reached in an emergency;
The name, address and phone number of the child's physician;
The child's:
name, address and date of birth;
health insurance number;
record of immunization;
blood type;
known allergies (including medication allergies);
existing conditions;
history regarding childhood ailments;
information regarding susceptibilities (e.g. prone to ear aches, headaches).

ACTIVITY

Make a list of administrative, consent and information forms provided by the system you
work with or are licensed by. If you are working independently, identify some possible
sources of forms that you might access.
Medication authorization form:
It is an important practice, before agreeing to administer any medication to a child in your
care, to have parents complete and sign a form that includes the following information:
The child's name;
The amount of the dosage;
The time of the dosage;
Special instructions for administering (e.g. before or after a meal);
Possible side effects that you should be looking for;
The date that administration of the medication should begin and end;
The parent's signature.
Outing consent forms:
Outing consent forms are often handled in one of two ways. Some caregivers have
parents sign a specific consent form for each outing or activity. These forms would state:

The child's name;

The parent's name and signature;
Date of the outing;
Location of the outing;
Method of transportation to and from the outing;
Any other information (e.g. admission fees, or special items that the child should bring
on the day of the outing).
Other caregivers prefer to have parents sign a general consent form. Such a form may
state that the parents give their consent to the caregiver to take the child on field trips or
other outings, by automobile, bus or on foot. These consent forms also include
information such as the child's name, the parent's name and signature, and the date on
which the form is signed.

MAINTAINING ADMINISTRATIVE AND FINANCIAL RECORDS

An important part of taking care of your business is maintaining files and records. To
keep the information you need in an organized way, you must develop a system for filing
and storing records.
CHILDREN'S FILES
Maintain a file for each child that includes:
Child care agreement
Medical information/history form
Emergency contact form
Child Information form and/or notes on child's habits, preferences, child care experience,
family members, etc. from the pre-placement interview
Updates on child's progress and notes from meetings/interviews with parents
Completed medication authorization forms
Completed outing consent forms
Completed accident/illness reports
FINANCIAL FILES
Receipts, invoices, bills (maintain a separate file for each category of expense, for
example food, play supplies, household expenses, automobile expenses)
Expense journal
Attendance journal
Income journal
Bank statements and cancelled cheques
Budget
Statements of income and expenses from previous years
BUSINESS FILES
Insurance records
Licensing records/agency agreements
Written agreement forms
Medical information/history forms
Emergency contact forms
Medication authorization forms
Outings consent forms
Advertisements/flyers
Receipt forms
PROGRAM FILES
Newsletter/magazine/journal articles relating to child care
Brochures, pamphlets, etc. related to child health, safety, nutrition
Arts, crafts and activity ideas
Menu plans and recipes
Information on community resources, places to visit and events
PERSONAL FILES
Résumé
First Aid Certificate
Diplomas, certificates, and other proofs of participation and/or completion of diploma
programs, degrees, courses, seminars, conferences, workshops, etc.
Letters of reference, letters of thanks from clients
Association memberships
Newsletters
Information on upcoming conferences, workshops, etc.
NOTEWORTHY
For quick reference maintain an updated index card for each child that includes the
following information:
Child's name
Date of birth
Address
Home Phone #
Health Insurance #
Doctor's Name
Doctor's Phone #
Allergies
Existing medical conditions
Parents name
Parents place of work
Parent(s) phone # at work
Emergency contact name
Emergency contact phone #
Make a duplicate card for each child to take with you on any outings with the
children (if you usually travel by car, keep the cards in the glove compartment).

NOTEWORTHY
- Label your file folders clearly.
- If some of your files contain a lot of smaller items (cash register tapes for play
supplies, etc.) tape or staple the sides of the files closed so items don't slip out.
- Keep anything that has to be filed in a file basket or large envelope for weekly or
monthly sorting and filing.

How long you should keep files will depend on the type of file and the circumstances.
You should maintain a day care child's files for as long as the child is in your care and for
at least one year after care ends. Financial records should be maintained for at least six
years after filing an income tax return. You will likely want to keep your program and
personal files from year to year.

CHATTER BOX

"I love my program files and keep them forever. When I started two new little ones last
year I dug out files from 3 years ago when my school-agers were toddlers and
preschoolers. It was fabulous to come across all those ideas, recipes and activities - just
like taking a refresher course! One of my school-agers joined us in a finger-play the other
day (he was home for a professional development day from school). At the end, he sat
back on his elbows and said, ‘This takes me back to the olden-days when I was young.’
And he’s all of six now!"

ADVERTISING
One of the most effective (and least costly) methods of finding clients is through word-
of-mouth. Parents looking for child care are more comfortable when someone has been
personally recommended to them and often start their child care search by asking friends,
neighbours, family members and others for recommendations. Once people in your
community become aware that you are providing quality child care, you will find that
many of your new clients come through referrals from other people. So whether you are
an experienced or new caregiver looking for clients, the most important thing you can do
is to talk to people in your community, including:
family;
friends, and parents of your children's friends;
neighbours;
your partner’s co-workers;
other providers in your area;
neighbourhood schools (speak to the secretary);
neighbourhood churches (speak to the secretary);
major employers in your area (speak to the personnel department);
day care centres and nursery schools in your area (speak to the Director).

ACTIVITY

What has been your most effective means of finding client families? Think about the
children in your care now. How did you make contact with those families?

Both for child care referrals, and for the many other supports and resources you can
receive, you should consider registering and/or participating with:
child care resource and referral programs, registries and referral services;
family/home child care agencies;
family resource centres/programs;
community centres, community information offices;
caregiver associations.
If you are not getting sufficient response through your community contacts, (this is
often the case when you are just beginning to provide care), you'll want to try some other
methods. Start with the least costly and most practical for you, then try other methods as
required. Family child care is like most businesses, it takes time to get started and to find
the right clients.
Post notices on bulletin boards in:
local libraries community centres
major employers apartment lobbies
supermarkets laundromats
family resource centres drop-ins, play groups
Place ads in:
community newspapers
Penny Saver/Bargain Finder/Bargain Hunter-type publications
local newspapers
community radio bulletin boards
Respond to parents' advertisements for care in:
community newspapers
Penny Saver/Bargain Finder/Bargain Hunter-type publications
local newspapers
notices posted on bulletin boards
Distribute notices/flyers to homes in your area.

ACTIVITY

Write up a thirty word ad and a sixty word ad for your community newspaper. Compare
 your ads with those already in the paper. How would you improve yours?

ADVERTISEMENTS/NOTICES
Make your advertisements and notices brief, informative and appealing. Check other
caregiver's advertisements to get ideas. Keep the following points in mind in developing
your advertisements or flyers:
- Provide basic information including your location, phone number, hours and days of
operation. Some caregivers prefer not to put their name on advertisements and instead
simply list a phone number or the name of their family child care business and the best
time of day or evening to call for information;
- Avoid using negatives. For example, say "Will care for children two years and over,"
instead of "no infants."
- Even in a short advertisement, use words and phrases that tell something about you and
your child care (e.g. warm, caring, active, friendly, quality home child care, home-away-
from-home).
- If you are placing an advertisement in the newspaper, investigate and compare costs
carefully. It is sometimes less expensive to put an ad in for a full week than for two or
three days. Also, check to see if the ads are listed alphabetically. If so, and if there tend
to be a large number of ads for child care, consider wording your ad so that it doesn't end
up as the 50th ad on the page.
- Use an illustration on notices and flyers to attract attention. For instance, have a child’s
drawing at the top of the flyer and put the information under the illustration. Photocopy
the flyer and have the children help you colour the pictures. Make sure that you have
tear-off sections at the bottom of notices with your phone number on them.

for more information

Publications/Books:
Using Your Home For Child Care - available from Revenue Canada
Home Child Care: A Caregiver’s Guide, Lee Dunster, available from Home Child Care
Publications, 2085 Alton Street, Ottawa, Ontario K1G 1X3

Other resources/people who can help:

Provincial Ministries responsible for child care;
Child Care Support Programs and Family/Home Child Care Agencies
Family Resource Programs
Caregiver and Child Care Associations and Organizations
Revenue Canada

EVALUATION
OPTIONS:
8) ASSIGNMENT
9) QUIZ

ASSIGNMENT

Develop a written agreement to use with parents. Include the information outlined
for written agreements in this lesson, as well as other issues that you feel are
important.

QUIZ

1. What are at least three benefits of working within the licensed child care system
(e.g. becoming a licensed caregiver or working with a child care agency)?

2. What are at least three of the factors that will affect your earnings?

3. What should you consider in deciding the number and ages of children you will
care for?

4. What are the three types of information you must maintain for tax purposes?

5. List at least five child care expenses that are fully or partially deductible for tax
purposes.

6. What forms of insurance should you have in place when providing home child
care?

7. List at least five areas about which you should develop child care policies.

8. What information should be included in a medical history and emergency consent

form?

9. What types of information should you be maintaining in each child’s file?

10. Marsha is an experienced caregiver who has just moved to the area. What are at
least four ways you would suggest to Marsha to advertise her child care services?

FAMILY CHILD CARE TRAINING PROGRAM

LEVEL ONE - UNIT TEN

STARTING OFF RIGHT

LEARNING OBJECTIVES:
1. Identifying factors that help to establish good relationships between parents and
caregivers.
2. Recognizing that parents have needs, wishes, feelings and concerns regarding
their child care arrangements.
3. Identifying what parents and caregivers need to know before coming to a decision
about beginning a child care arrangement.
4. Identifying strategies for initial contacts and preplacement interviews with
parents.
5. Identifying strategies to ease the child’s adjustment before and after care begins.

CHATTER BOX

"My grandmother had an expression that she always used "Start as you mean to go on,"
and I remind myself of that expression every time I am filling a child care space. The
longer I’ve been involved in caregiving, the more I’ve realized the value of putting time,
effort and thought into making sure the child care match has a good chance of succeeding
before it begins, and then taking the steps necessary to make sure it succeeds."

THE BASICS
Your beliefs, philosophy, experiences and personal values are reflected in the way that
you organize your family child care and undertake your daily activities, from guiding
children’s behaviour to playing with them. Likewise the parents of the children in your
care bring their own set of values, philosophy, experiences and expectations into the child
care situation.
The ideal parent and caregiver relationship in home child care is a partnership between
the parent and the caregiver and the focus of that partnership is the care of the child. In
order for this relationship to be successful, you will need to understand one another’s
point of view.
Before you enter into a child care arrangement, the parents need to tell you about their
child, their needs, their concerns, and the kind of care that they are looking for. You need
to tell parents about yourself, your home and family, and the kind of care that you
provide. You also need to come to agreement about the business part of your
arrangement, such as fees and hours of care.
It’s clear that open communication in the beginning stages of a child care arrangement is
an important part of a good child care relationship. But, what are some of the strategies
that you can use to ensure this positive connection? Consider the usual steps that precede
a new child coming into your care: the initial contact; the interview; and meeting the
child. Develop routines that you follow at each of these stages to promote a good rapport
with the child and his or her parents.
How you manage a family’s first few days of care is equally important. Giving the
child(ren) and their parents the encouragement and attention that they need sets the stage
for a happy, long-term relationship.

THE INITIAL CONTACT

The child care parents may have heard about your family child care from a neighbour,
responded to your advertisement, or been referred to you by an agency or child care
referral program. In their first contact with you, often by phone, basic information should
be exchanged to determine whether or not a child care arrangement might be possible.
While some parents who are seeking care may be very experienced and confident, many
parents may need some help in knowing what questions to ask and what information to
share with you. Your ability to respond in a friendly, helpful and well-informed way can
help parents feel comfortable.
Think about the basic information that must be exchanged before an actual care
arrangement could be considered. Be prepared to respond to a parent’s enquiries and ask
questions that are relevant to you.

Before you can both decide if an interview is appropriate:

The parents need to know;
The location of your home;
– If you have space available for their child considering the hours and days they require
care, the age of the child, and any special needs/requirements that exist;
Your fees;
The number and ages of other children in your home, including your own;
The proximity of your home to schools and/or the availability of bussing to schools.
You need to know:
The name and age of the child and any special needs/requirements that the child has;
The days and hours for which care is needed;
The desired starting date;
The parent’s name and phone numbers.

This initial communication will establish whether the child/parents’ needs match with
the child care that you offer. If so, it’s time to move on to a more formal information
exchange - the interview. You should arrange an interview time suitable to you and the
parents. You might wish to offer the parents the option of checking some of your
references before the interview.
If it doesn’t appear that your needs are well-suited, provide parents with the contact
information for a child care registry or resource and referral program, or other caregivers
in your neighbourhood if possible.

NOTEWORTHY
Keep a "child care" notebook near the telephone. Written information about
yourself and your child care, directions to your home and a list of nearby schools
can help you respond easily to any questions that a perspective parent might ask.
Your notebook could also contain a written list of the questions that you usually ask
a parent who calls you. It’s an easy way to remember to ask for all of the important
 details. Record the names and telephone numbers of the parents who call you in
this book as well as other essential information, for easy referral.

ACTIVITY

With a partner, role play a telephone contact from a parent looking for care. First, you
act as the caregiver, then switch roles for a second call and you act as the parent. If
possible, tape record your conversations. Did you provide all the information you
intended to? Did you get the information you needed?

THE INTERVIEW

CHATTER BOX

"I always got so nervous about interviewing new families until a friend (who was looking
for a caregiver at the time) said to me "What have you got to be nervous about, you’ve
done this several times. It’s the parents who are nervous." Well, that really made me
think. In five years as a caregiver I have done more than a dozen interviews with parents,
and many of the parents I’ve met had very little, or no, experience interviewing
caregivers. By concentrating on making the parents feel more comfortable, I stopped
worrying about myself. I feel much more confident now when I meet with families."

When caregivers and parents first meet there is bound to be a bit of nervousness.
You’re both wondering if you’ll like each other; come to an understanding together; and
move on to a solid child care relationship.
Remember that you both have the same goal in mind and that is the right child
care situation for this child. Both you and the parents are deciding whether this
child and family are a good match for your family child care.
Plan the interview beforehand to ensure that all the necessary details will be covered in
an organized way. Some caregivers find it easier to have a first interview with parents
without the child to allow for open discussion without interruption. If the child is
present, spend some time chatting informally with parents and child first, then offer the
child some quiet activity nearby while you and the parents chat.
You may decide to have a fairly informal interview where you and the parents talk
about the child’s and family’s needs and your family child care. You might then
provide parents with written information, policies and/or a child care agreement to look
over at home and review together at a later meeting. On the other hand, you may prefer to
use written information on your family child care, your policies and/or written
agreements during the interview.
Whichever method you choose, you will need to cover the basics to ensure that you
and the parents fully understand what you expect of each other and that you have enough
information to decide whether a child care arrangement might be made. Now is the time
to find out if your views fit with those of the parents so that you can both determine
whether you will be able to work as a team in the best interest of the child. Remember to
provide a writing pad and pen for yourself and the parents to note any information
or questions.

There are four essential areas to be covered in the interview.

1) Discussing the needs of the child and family;
2) Sharing information about yourself and your child care;
3) Discussing business arrangements;
4) Showing the child care areas of your home.

DISCUSSING THE NEEDS OF THE CHILD AND FAMILY

Children’s parents are the people who have the best understanding of their children. They
will want to share information about their child and his or her unique characteristics.
They will also want to let you know about their expectations are around the care that their
child receives.

Basic information that you will require includes:

child’s full name, age, address;
parents’ name(s), address(es), home and business phone numbers;
medical history and health information.

Other helpful information that you should invite the parents to share about the
child’s usual routine, interests and preferences can be covered with questions like:
What other family members or persons live with the child? Are there any family pets?
What kinds of activities does the child enjoy? Favourite games, books, foods, toys?
Are they used to playing/being with other children?
What is their general disposition?
What is their general health status? Prone to colds, ear infections?
What are child’s eating, sleeping/napping and toileting habits?
Has the child attended child care before?
If so, was this a positive experience?
Are they working on any particular developmental task at this time (e.g. learning to drink
from a cup or learning to use the toilet)
For a school-aged child: What arrangements can be made regarding transportation to and
from school? What extra-curricular or community activities does the child participate in?
How will the child get to and from these activities? How much supervision is required?
(For example is the child allowed to go to the park on their own, or to visit friends?
Which friends and where?)
Have there been any major changes in the child’s or family’s life recently?
Does the child have any special needs or conditions which would affect their care?
If the child does have special needs or conditions, are there other services/individuals
involved with the child (e.g. therapists, physicians) who you should be aware of and who
might serve as a resource to you in meeting the child’s needs.
.
Encourage the parents to share what they are looking for in the child care setting.
What are the normal days and hours for which care is required?
Is care required occasionally/frequently outside normal hours?
If the child has been in other care situations, was it a positive situation? Did they have
any concerns?
What kinds of things do the parents enjoy doing with their child?
Is a family-like atmosphere important to the parents?
Are activities, like arts and crafts, school readiness, field trips important to them?
What kinds of child guidance approaches do they use?
What are their views on television viewing? Toilet training? (Depending on age of child)

What kinds of things are really important to them for their child?
Some families may have preferences or concerns related to their culture or beliefs.
If parents are of a culture and/or beliefs different from your own, show your interest and
willingness to learn about their culture and/or beliefs. Ask parents to share any specific
preferences or concerns they have. Ask about possible sources of information that would
help you learn more. Talk about how you and the parents might work together to ensure
a child care situation where the child feels a sense of acceptance and belonging.
Some families may have special needs or concerns as a result of personal circumstances,
for example, a recent divorce or separation. Are there custody and access arrangements?
What are those arrangements? Reassure parents that all information that they share with
you will be kept confidential and will help you to better meet their child’s needs.

SHARING INFORMATION ABOUT YOURSELF AND YOUR CHILD CARE

The type of child care that you provide is an extension of the person you are. Your
interests, experiences, beliefs and child rearing philosophy all contribute to your home
day care. The parents will want to find out who you are and what you believe in. It is
important that they get to know and feel comfortable with the person who will be caring
for their child.

Share information about you:

your experience, including your parenting and child care experience;
your reasons for providing home child care and your feelings about providing care
(especially what you like most about caregiving);
any training or education you have had concerning children/child care (workshops,
courses, certificate, diploma or degree programs, first aid training, etc.);
your child care philosophy and your approach to child rearing (What do you think
children need most from care? What are the qualities you think are most important to
encourage in children? What do you hope children will gain from your care?);
information regarding any assistants, co-providers, alternates or other people that the
children have regular contact with.
 CHATTER BOX

"I think it’s really important that you be very honest with parents at the interview stage. I
know we all want to make a good impression, and I do share my enthusiasm for my work.
But I want parents to know that my house doesn’t always look perfect at the end of a child
care day. They also need to know that with three children of my own in baseball,
Brownies, soccer and hockey, I cannot work overtime - period! So if a somewhat untidy
home is going to drive them crazy, or if they work late two nights a week and can’t make
other child care arrangements for those nights, it just isn’t going to work.

Share information about your family child care:

the other children you are caring for, their names and ages;
your usual routines/schedule including snack times, story or craft times, outdoor play,
and nap/quiet time, outings, etc.;
the kinds of meals and snacks you serve, or if parents are providing meals and snacks,
any policies/requirements you have regarding meals and snacks;
your health policies and practices, including immunization requirements, policies;
regarding the child’s illness, health practices you use to safeguard children’s health and
well-being;
references from current or previous care families (or others who can attest to your
character and suitability to care for children if you are new to care).

DISCUSSING BUSINESS ARRANGEMENTS

A clear understanding and mutual agreement about the business arrangements and your
own and the parent’s responsibilities will greatly benefit your relationship and allow you
to focus on the child and their needs in that relationship. Whether you provide written
documentation at the first interview, or at some other time before the care actually begins,
it is very important to provide written information about business arrangements and
responsibilities and/or a written agreement to parents so that both parties are clear about
their obligations.

Business arrangements and responsibilities include:

fees, including basic fee, method and frequency of payment, overtime fees (if applicable)
and requirements (e.g. notice of overtime), payment requirements when a child is absent
from care, payment requirements when the caregiver or an alternate is not available,
payment requirements for statutory holidays;
hours and days of the week when care will be provided;
items that parents will provide (e.g. diapers, food, equipment such as car seat, changes of
clothing, etc.);
items/equipment that caregiver will provide (e.g. meals and snacks, toys, materials and
equipment);
provisions for alternate care when caregiver is not available (e.g. Are you responsible for
finding alternate care? Are the parents? Is alternate care available through the agency or
system that you work with?);
your policies regarding the child’s illness (How sick is too sick to come to care? What
do you do in the event that a child becomes ill while in your care?, etc.).

SHOWING THE CHILD CARE AREAS OF YOUR HOME

The parents will want to see where the children will play as well as some of the toys,
books, and equipment that they will use each day. Remember, child care parents are not
looking for a beautiful home or a day care centre. What most parents are looking for is a
comfortable, clean and child-friendly environment that says "Children are welcome
here."
While doing your tour, talk about what activities happen where, and some of the activities
and games that you find the children enjoy. Show families the areas where the children
play, eat, sleep and use the washroom. If the children play outdoors in the front or back
yard, show the parents these areas as well. This is a good time to discuss any special
support needs the child has. If the equipment or environment needs to be adapted or
special equipment acquired to meet the needs of the child, what are those requirements,
and who will be responsible for the equipment and/or adaptations?

ACTIVITY

With a partner, role play the interview for child care. First play the role of the caregiver,
then switch and play the role of the parent. Did you give and receive the information you
needed? How did you feel in the caregiver role? Did you feel differently playing the
parent’s role?

MAKING THE DECISION

You and the parents will have exchanged a great deal of information in the course of the
interview. You may prefer to both take some time to consider before a decision is made
about making the child care arrangements. You should encourage parents to visit and
interview other caregivers before they make a final decision. While accepting a new
child into care is an important decision for you, it is a critically important decision for
parents, and they should take their time in making sure that their choice is one that they
are very comfortable with.
You should be considering the information parents have provided and your own
impressions of the parents. Does it appear that you will be able to meet the needs of the
child? Will the child fit in well with your existing group? Did you feel a connection with
the parents? Do you see the potential for a good relationship? Do you anticipate any
difficulties in respecting and supporting the parents’ preferences and needs on an
ongoing basis? Caregivers are giving people by nature and the enthusiasm of the moment
will often cause you to want to help out. It’s important to recognize your own needs and
the needs of your family child care and family before making a final decision.
If you are unable to accommodate a family for any reason, provide them with contact
information for child care referral services or other caregivers in your community. Doing
so shows your concern for the family and a degree of professionalism. Even if no formal
child care referral or registry exists, referrals to other caregivers helps establish an
informal referral system within your own community. You may suggest another caregiver
today and receive a referral from her at another time. Personal referral is one of the best
ways to link up with families seeking care.
If it appears that the match is a promising one, arrange for the parents to visit again, with
the child, and make your final arrangements during that visit.

YOUR MEETING WITH THE CHILD

Whether you meet the child at the first interview with parents, or at another time, that
first get-together should be a welcoming and friendly one. Meeting outside of regular
child care hours will give you an opportunity to relax and give your full attention to the
child’s first visit. This visit will also give you a chance to observe the child’s behaviour
and the child-parent interaction. Use your observations and the information provided by
the parents to develop a basic impression of the child’s personality to help you prepare
for their transition into care.
Here are some tips for that first get-together:
· Spend time in the room where the children usually play to acquaint the child with their
new day care surroundings.
· Infants and toddlers often prefer to stay near mom or dad and check you out from the
safety of their arms. Speak to them but don’t rush to hold them unless both the baby and
the parents seem comfortable.
· Have some age-appropriate toys or activities available. If the child doesn’t feel like
talking he can busy himself with something fun while you talk with the parents.
· Take the parents and child on a small tour of your home, showing them where they’ll
play, where they’ll eat, where they’ll use the washroom and where they’ll put their
outdoor clothes and shoes when they arrive.
· Ask older children about themselves and what they like to do.
· Tell children about the other children in care and some of the activities that they like to
do.
· Put the child’s name on a sticky tag and label their coat hook, basket, etc. with their
help.
· Purchase some books that talk about children going to child care or play groups. Send
one or two home with the child and parents and ask for it’s return on the first day of child
care. (An excellent choice is Mr. Rogers Goes to Day Care. It talks about what to expect
in the typical child care day as well as some of the feelings that the child may
experience.)
· Invite the child to bring a favourite comfort toy with them on the first day of care.
FOLLOW-UP VISITS BEFORE THE CARE BEGINS
If at all possible encourage parents to follow a plan of visits to help ease their child into a
new day care situation. This is particularly important for those first timers (parents and
children) who need a little more encouragement and support. The following schedule
allows for a gradual introduction to the child care home:
Child and parent come for a visit together. A visit during child care hours will help the
child become familiar with the environment, the routine and the other day care children
with the security of having mom or dad there. A school-aged child and parent could join
the other children for afternoon snack.
Child comes to stay for a short visit (one or two hours)without parent. Ask the parent to
say good-bye to the child with the reassurance that they will be back soon. No sneaking
away as this will cause extra insecurity for the child.
Child comes for a half-day and lunch without parent. Encourage the other children in
your child care group to help the new child learn all about their child care home.
Children love to share their knowledge of all the toys and games, the family pet, the
routines, and especially all about the rules!
Child comes for full day with shortened hours. Prepare for this day by organizing meals
and activities beforehand so that you can be attentive to the new child and foster their
connection to the other children. Include some of the new child’s favourite books, toys,
foods or activities in the day.
THE FIRST DAYS OF CARE
Children need time to learn about their new environment and the people in it, to
understand the routines, and to develop a sense of security. You play a very important
role in easing the child’s transition into care.
It’s natural for the parents and the caregiver to experience an initial adjustment period as
well as the child. This settling-in stage usually lasts about two to four weeks. You may
find yourself dealing with children who are teary and reluctant at times and parents who
are anxious and concerned while you yourself are adapting to the new addition to your
child care group. Accept the fact that it will take a while to get to know your new child
and his/her family and for them to get to know and trust you. Maintain a positive attitude
and support the child and parent(s) with your acceptance and patience.
Some parts of your normal routine and practice become especially important when a
child is beginning care, including:
A welcoming environment which includes a special place for each child to put his
belongings;
A parent bulletin board near the entrance with information about the menu and activities
of the day;
Planning your schedule so that you are free to give your attention to the parents at drop-
off and pick-up times. (And allowing some extra time for the new parents);
Asking parents about their day and telling them a bit about yours. Before the parents
arrive, think of at least one good thing to tell them about their child and his/her day.
When there is a new child coming to care you should:
Take some time during afternoon naps to give the new parents a reassuring call;
New children will adjust easier with a more relaxed schedule. Don’t plan any major
outings or changes in daily schedule for those first few weeks;
Encourage the other children to be special buddies with the new child to create a warm
welcome;
Go slow and easy and be watchful of the child’s responses and feelings;
Enlist the parent’s help in speaking to their child about you and your child care home in
a positive way;
Always encourage kind words and actions among the children and encourage everyone’s
participation in welcoming the newest group member.
The age of the child starting care will impact on their adjustment and the strategies you
can use to help. Consider the following:

INFANTS:
Infants will require extra holding and cuddling;
Other children and busy surroundings may be something new for baby. For those times
when you aren’t holding the baby, a safe place such as a playpen or a bounce seat with
you in sight, will help with a gradual introduction to his or her new environment away
from curious faces and hands;
Ask parents to bring some favourite crib toys and blankets so that baby can see, touch
and smell something familiar;
Try to follow the baby’s usual habits and routines as closely as possible for the first few
weeks until they feel comfortable;
Provide parents with a verbal or written update on baby’s feeding, sleeping, bowel
movements and mood.

TODDLERS:
As a rule, toddlers don’t like change! If at all possible plan for a gradual introduction to
care with one or two visits with mom, followed by shorter than usual days to start with;
Small children usually relate well to other children. Ask an older child in your group to
act as playmate and helper for a while;
Follow a regular timetable because toddlers love order in their lives. However, there
should be enough flexibility to meet the child’s individual needs, such as fatigue or
hunger, that fall outside usually scheduled times;
A special quiet-time toy or blanket from home offers extra comfort and security for your
toddler;
Invite children to participate in activities but don’t force the issue.

PRESCHOOLERS
The toddler suggestions apply equally well to the preschool group as well;
Talk to preschoolers about the usual activities and routines so that they will know what
to expect;
During the first few days, talk about what is happening next, and give five minutes
notice of an upcoming change;
Each evening, tell mom and dad about some activity or event of that day so that they can
talk to their child about it at home.

SCHOOL-AGE CHILDREN:
School age children will be more comfortable if you provide them with an understanding
of your routines and expectations;
Show them the areas of your home that they will use (where to hang their jackets and
school bags for example);
Ask each child about favourite foods and activities and include them in your plans;
 Make a special point of having extra time to spend talking with them before and after
school for the first few weeks.

ACTIVITY

What are some of the special things you do to make a new child feel welcome?

Whatever the age of the child, help him or her become a special part of your child
care family.

EVALUATION

OPTIONS:
7. ASSIGNMENT
8. QUIZ

ASSIGNMENT

Develop your own Personal Portfolio that you can share with parents. Organize a
folder or binder with personal information and achievements. You might include:
a brief description of your child care philosophy
your résumé including relevant experience (parenting counts too!); information on
training you have participated in and certificates or diplomas from child care
courses or workshops;
contact information for references and/or letters of reference from present or
previous child care families;
information on criminal record check;
photos of you and your children involved in outings and typical activities in the
home;
a basic daily schedule, listing approximate times for usual routines;
a sample of your daily or weekly menu plan.

QUIZ

1. What information do you need to have from a parent seeking care to decide if an
interview is appropriate?

2. What information do parents need from you to decide if an interview is

appropriate?
3. Discussing the needs of the child and family are one of the four essential areas
you should cover in an interview. What other three areas should be discussed?

4. Besides the child’s name, age, address and medical history, what other helpful
information should you be seeking about the child at the interview?

5. List at least three questions that you could ask parents at the interview that
would help you determine what kind/style of care they are looking for.

6. What kind of information should you share about yourself at the interview?

7. Besides fees, what are at least three other areas of the business arrangements that
should be discussed at the interview?

8. What are some of the things you should be aware of in regard to your routines
when a new child is starting care?

9. Toby, a two year old, will be beginning care with you in two weeks time. What
are some of the ways you can help Toby prepare for and adapt to your home?

10. What are some of the things you can do to help parents feel less anxious in the
first few weeks of care?

FAMILY CHILD CARE TRAINING PROGRAM

LEVEL ONE - UNIT ELEVEN

PARTNERSHIPS WITH PARENTS

LEARNING OBJECTIVES:
1. Understanding the benefits of positive parent and caregiver partnerships.
2. Recognizing the importance of communication in building and maintaining
partnerships.
3. Developing strategies and techniques to encourage parent - caregiver
communications.
4. Identifying strategies for encouraging parental involvement.
5. Reviewing problem-solving techniques.
 CHATTER BOX

"I worked as a caregiver in my home for nearly seven years and then decided to return to
work outside the home. After less than a year, I made the decision to go back to
caregiving, this time permanently - it’s what I want to do. I think what changed most in
my year as a parent working outside the home, was my understanding of what parents
experience in the child care arrangement. I provided good care to children, and even
had good relationships with the parents, but would I ever like to call every one of them
now and say I am so sorry for not being more understanding of the pressures and stresses
of their everyday lives. I have much stronger and better relationships with my child care
parents now. Partly, at least, because I understand that providing child care is hard work,
but so is parenting and working outside the home."

THE BASICS
A good partnership is a positive, respectful relationship where people work together
towards a common goal. Being partners does not mean that the relationship will always
enjoy smooth sailing, but it does mean that individuals will treat each other as they would
wish to be treated themselves.
The parent-caregiver relationship can sometimes be a complicated one. Ideally you will
interact with each other in an atmosphere of respect, and discuss and encourage - as
partners - the healthy development of the children. The safety, well-being and overall
progress of the children is your common goal. These partners, however, are also your
clients. Just as you would hope that parents respect your work and the role you play in
their child’s life, they too, must be respected as clients who have legitimate expectations
about the care their children receive. No matter how attached their children are to you,
parents will need you to be sensitive to and respect their primary role in their children’s
lives.
The Starting Off Right module of this training program focuses on the early days of
your relationship with parents, from the interview to the first few weeks of care. The
time and attention you devote to establishing a good relationship from the beginning will
provide a good foundation for a positive partnership. But a good beginning is only the
start. Your relationship with parents is like any other important relationship in your life,
it takes time, thought and attention to become and remain strong.
A positive and mutually supportive relationship with the parents will enrich your life and
theirs’, but most importantly, it will enrich the lives of the children you care for.

PARTNERSHIPS IN PRACTICE
Everyone benefits in the child care arrangement from a positive partnership between
caregiver and parent.

Children thrive ... Just as children tend to do better at school when their parents are
involved in their education through parent councils, volunteering in the classroom,
attending parent-teacher interviews and baking cookies for the class party, parental
involvement in the goings-on of your child care home will be a positive experience for
the children. The children will know that their parents are interested in what they do
every day with you. They will observe how their parents and their caregiver talk to each
other about them and planned activities and events. The children will feel cared for and
important to their parents and to you.

- Parents will feel confident and respected in their role as the child’s primary caregiver.
Parents will also have the opportunity to learn more about child development and care as
you share resources, information and your experience and expertise. Through your
actions and rapport with the children and parents, you have the opportunity to
demonstrate what quality family child care is and may find that parents become your
strongest advocates.

You will have opportunities to tap into additional resources, information and expertise as
parents share their knowledge and experience. You’ll gain confidence, pride and greater
satisfaction with your work through stronger partnerships with parents.

The Building Blocks of Successful Partnerships

You spend a great deal of time encouraging cooperative and positive relationships
among the children in your care, teaching them how to share, how to listen to the words
of others, how to use their own words, how to appreciate the differences in others and
how to avoid hurting the feelings of others. The phrase: "How would it make you feel if
someone said that/did that to you?" may be one you have used in guiding the children in
your care. Those same skills, attitudes, behaviours and qualities are important in
building your partnership with parents.

TRUST
Trust starts with the sharing of information, views, goals and ideas in a way that feels
safe and comfortable for both parties. Trust grows over time, when you know that your
mutual responsibilities will be met, that your views will be considered, and that
information you share will be kept confidential.
In the child care relationship, parents need to feel:
-- confident that their opinions, views, and child-rearing practices and philosophies, will
be sought out, listened to, understood and valued;
-- that their child(ren)’s needs will be met in a warm and caring manner while in your
care;
-- that you will be available to provide care during the agreed upon hours and days;
-- that the information that they share with you about their child and family will be used
only to help you provide the best care possible to their child, and will be treated in a
strictly confidential manner.

You need to feel:

-- that parents will respect you and your work;
-- that parents will fulfill their responsibilities in the child care arrangements and comply
with your child care policies;
-- that parents will work co-operatively with you in meeting the needs of their children;
and that parents will show consideration for your own family and the other children and
families you work with.

RESPECT
Learning to accept and respect each other’s positions, views, lifestyles and practices,
does not necessarily mean sharing those views or engaging in those practices. It means
understanding and celebrating that it is our differences that makes the world a rich and
wonderful place. Others often mirror our own behaviour and attitudes. When you
demonstrate respect to and for others, and have respect for yourself, you are modelling
the type of behaviour you have the right to expect from others.
We live in a world rich with diversity. The families using your child care services may
be of cultures, language, and lifestyles different from your own. These differences
should be explored. Ask questions. Show your interest and willingness to learn. Give
parents a clear and positive message that you want every child and parent to feel
validated and comfortable sharing important parts of their family lives. Learning more
about their culture, lifestyle, and language, and incorporating some of your new
information into your daily practice and program is an important way to convey that
positive message.

EMPATHY
Being able to put yourself in another’s place, to ‘walk a mile in their shoes,’ is
fundamental in developing partnerships with others. Stepping back from a situation and
viewing it from the other person’s eyes, often gives a very different perspective of an
issue. It is one of the reasons why "I" messages are so important in communicating with
others. It helps people see the issue or problem from your perspective.
Parents’ feelings about their child’s caregiver can often be an ambiguous one. They
want their children to receive good care and have a good relationship with their caregiver;
but it can be difficult sometimes to see another person playing such an important part in,
and sharing so much of their children’s lives.
Taking an empathetic and sensitive approach will help ensure a positive partnership.

ACTIVITY

Imagine that you were going to work outside the home. Think about how you would feel
leaving your child(ren) in another person’s care. What are some of the things you would
worry about? How would you want to be treated?

COMMUNICATION: The Engine that

Makes the Partnership Work
Establishing open communication from the beginning will go a long way in building a
solid partnership. Some caregivers, like some parents, are outgoing and chatty, others are
shy and reserved. Various combinations of caregiver-parent personalities will impact in
different ways on the ease, quality and frequency of the communication. Your
personality and demeanour may remain relatively unchanged when dealing with each of
your child care parents, but the connection you make with each of them will be different,
as they are different. Finding ways to communicate that are comfortable for both you
and the parents is what matters. People take their cues from each other. Always be
courteous, respectful and attentive. This is your territory, so even if you’re shy, be the
first to smile, offer an observation or ask a question.
Make it Your Practice to:
· Meet parents and children at the door with a smile and a pleasant greeting every day.
Let them know you are happy to see them. Encourage parents to share information about
the child. Did they sleep well? How was their appetite this morning?
· Offer a positive observation about the child every day at pick-up time (even if it’s been
a difficult day). Share an amusing story, a new accomplishment, or a general, positive,
observation about how the child is growing and developing. Share information about the
child’s day. Did they nap well? Was their appetite good? Any special activities, events
or outings?

· Put up a bulletin board near your entrance where you post daily or weekly menus; a
calendar of events, activities, birthdays (even pay day); children’s art work; reminders
and notices.
· If you are caring for infants, provide a daily journal for parents with a note about the
baby’s eating, sleeping, toiletting and general disposition that day.
· Keep a notebook by the entrance (or provide a sheet on the bulletin board) where you or
parents can jot down any important information and dates (e.g. upcoming doctor’s
appointments, vacation dates, Grandma’s visit).
· Provide positive feedback and reinforcement to the parents. We all need to hear we are
doing a good job, and parents appreciate your recognition that they too have needs.
· If either you, or the parent(s) has an issue of importance to discuss arrange a mutually
convenient time by phone or in person (without the children present) to discuss the
matter. Discourage serious discussion on the doorstep, unless it is of immediate concern.
· Call parents on the phone occasionally to talk about their child’s progress. Check with
parents to see if they would prefer calls during work hours (perhaps at the children’s
naptime) or outside work hours. A brief call to touch base is especially important if there
has been a period of time when drop-off and/or pick-up times have been particularly
hectic.
· Share information with parents on child development and care. If you come across an
article, book, or workshop handout which you found interesting, especially one that
relates to their child’s stage of development, lend it to the parents.
· Plan to meet with parents at least once or twice a year, without the children present, to
talk about their child’s progress and the child care arrangements.
· Keep parents informed of any challenges you are experiencing with their child, and
discuss how you are addressing them. Be positive and direct but not dramatic. Your
confidence and calm approach will be reassuring to parents. They may be more inclined
to relay their parenting challenges and their attempts to address them. Matter-of-fact,
non-judgmental sharing will create a very natural opportunity for you to work together in
addressing the challenges which every child will present at one time or other. The child
will benefit from the consistency of the messages he/she is receiving at your home and in
the family home. A shared approach to toilet training, for example, will help increase the
chances of success.
· Make it clear to parents that not only are you not their rival for their child’s affections,
you will actively encourage and support their parental relationship, by talking with the
children about their families and by reinforcing the importance of parents, siblings,
grandparents and extended family members.

NOTEWORTHY
On the other hand ...
Some of your parent-clients may be all too eager to share personal matters with you -
some pertaining to their children, and some not. When you are seen as nurturing and
kind and an available sympathetic ear, you may find yourself in the uncomfortable
position of wondering "how much is too much?" Close bonds shouldn’t be discouraged,
everyone benefits, especially the children. However, you must determine whether your
level of involvement with a parent creates a burden on you, blurs your objectivity, or
creates expectations in the parent that you are their personal counsellor in addition to
their child’s caregiver.
Be prepared to make referrals to agencies, programs and services in the community
that may help meet the needs of a parent who is struggling with personal issues, family
matters, or money troubles, etc. Educate yourself on the available resources in your
community which help support families and share this information in confidence with the
parent, in a caring and sensitive manner.

How Can You Encourage Parent’s Involvement?

The greatest benefits to everyone, and the strongest child care partnerships, are ones
where parents are involved in meaningful ways in their child’s care. This doesn’t just
mean inviting parents to an annual picnic or having them contribute toilet paper rolls for
crafts (although there is nothing wrong with them doing that too!). Meaningful
involvement is:

1) Asking for and incorporating parents’ ideas and suggestions into your daily
activities and practice. Ask for parents’ suggestions about activities, books, music,
games and outings the children might enjoy. Invite parents to share recipes and menus
they prepare and enjoy in their homes, and incorporate those foods into your meal and
menu planning. If you plan around themes, ask for parents’ ideas around what areas
might be of interest and/or benefit to the children. If parents are of a culture different
from your own, ask for their suggestions for materials and activities that you could use in
your program. Invite them to lend pictures, books, music, or other materials that reflect
their culture and/or language. Ask parents to teach you words, simple phrases and
children’s songs in their language, and incorporate these into your everyday activities
with the children.
2) Including parents when you are reviewing or developing policies and procedures
for your child care program. Your child care policies and procedures are about you
and the way you operate your home child care. But your home child care service must
meet the needs of children and families in order to succeed. When you are developing or
reviewing your policies and procedures, allow parents a voice. Ask their opinions: Do
they see the policy as fair? Do they have any concerns about the policy? Consider
parents’ views carefully in making your decisions.

CHATTER BOX

"Misato was just thrilled the day her mom spent the morning with us, sharing some
Japanese traditions and language, and helping us prepare Japanese food for our lunch.
Misato (who was only three at the time) even showed us all how to use chopsticks and gave
a gift of chopsticks to each of us. Every time the children see rice on the lunch table they
insist that we put the cutlery away and take the chop sticks out, and make our bows to each
other. Poor Misato is still trying to help me become more adept with the chopsticks."

3) Offering tangible ways that parents can participate in their child’s care. Make
parents feel comfortable taking advantage of your ‘open door’ policy if they can.
(Especially when a family is new to your care, parents will need reassurance that they can
visit during the day care day.) Invite parents to join you for a picnic lunch, a special
celebration or an outing. Some parents may be able to provide photocopying of activity
sheets for the children, or contribute baked goods for a special celebration. Others might
contribute scrap paper from work and other ‘treasures’ for art and craft activities. Invite
parents to share a special skill or talent with the children one day.

Involving parents in a meaningful way shouldn’t involve making constant demands on

parents’ time and resources. Nor can you expect all parents to engage in the same way,
or to the same degree. Each parent, like each caregiver, is an individual with their own
interests, skills, abilities and demands on their time. Some parents will have greater
flexibility in their work schedules, and the resources available to them, than others.
Your challenge is to find ways to encourage and support parents to be involved in their
child’s care in ways that accommodate their needs, interests and availability.

ACTIVITY

Think about the individual parents you are working with now. What is their present level
of involvement in their child’s care? Is there room for improvement? What are some
ways that you could help encourage their further involvement?
 WHEN PROBLEMS ARISE
The world is an imperfect place and while that makes it an interesting place to live in,
it also means that there are bumps in the road now and then. When a bump, or a problem,
does occur, the important thing is to resolve the problem - and always assume that by
working together it can be resolved in a positive, constructive way. Working together
through issues that arise with respect and understanding can lead to a stronger partnership
in the long run.

When you have to discuss a concern with a parent:

Don’t let it brew for long. Give the parent a chance, or two, but then address the
problem.
Arrange an appropriate time to talk, when you are not feeling annoyed or angry and
when the children are not present.
Be honest, but be careful not to use words or a tone which will make parents feel
defensive. Imagine yourself in their shoes, hearing your words. What would your
reaction be?
When you address a problem, try using a light touch the first time around, and avoid
sarcasm. "Just a reminder that pick-up time is at 5:30 pm - call me ahead of time if you
have a special request to extend the time - see you tomorrow!"
If you feel the situation warrants a more serious discussion, use "I" messages in stating
your position. For example, "I’m feeling a little annoyed that you have been 20 minutes
late for pick up two days this week. I want to be flexible for you when you need it on
special occasions, but I need to hear from you when you are going to be late. I’m afraid
that if I say nothing to you, you will assume it’s okay to continue the practice, and I’ll
end up feeling taken advantage of. Is there a problem that I’m not aware of? I’d like to
hear what you think about this."
Once you have stated the problem, listen to parents’ response. It may be that there is an
explanation and a valid one. (Construction on a major through-fare could be making
everyone late this week.) If there is a valid explanation, look for solutions with parents.
If there isn’t, simply remind parents what your expectations are for the future.
Don’t let the discussion get side-tracked. This is not the time for you to raise other
issues. Nor is it the time to allow parents to raise other issues (unless they are directly
related issues). If parents get side-tracked, simply say that you would be happy to discuss
any other issues after you have resolved this one.
End the discussion on a friendly, positive note. For example, tell parents that you are
pleased that you have been able to talk to them about this concern and to come to a
resolution together. Add that you hope that they will feel comfortable discussing any
concerns they have with you.
Obviously, discussions around lateness, payment and many other issues, will be
helped if you are able to remind parents about the child care agreement or policies
you provided them with (one reason why it is so important to put things in writing).
The clearer these things are at the beginning, the easier it will be to address and/or
revisit them.

ACTIVITY
 Think about the last time you discussed a concern with a parent. How did you feel before
you had the discussion? How did you feel afterwards? How do you feel you managed the
discussion? Were there things that you felt you handled really well (e.g. not getting side-
tracked but sticking to the issue at hand)? Are there things you would like to do differently
the next time? What are they?

When parents raise a concern with you:

Take a deep breath and remain calm.
Don’t respond defensively or immediately. If this is not a good time for a discussion,
tell parents you very much want to talk to them about the issue and arrange a convenient
time for a private discussion as soon as possible.
Let parents talk, and try to hear what their real concern is.
Ask them how they think their concerns can be resolved.
Try to respond fairly, and without emotion. If you have been at fault, admit it and
apologize. If there has been a misunderstanding, try to clarify your position or view.
Discuss how the issue/problem can be resolved to the satisfaction of both parties.
End the discussion on a friendly, positive note. For example, tell parents that you are
pleased that the parent(s) were able to talk to you about the issue/problem and that you
realize how difficult it must have been for them to do so.

ACTIVITY

Think about a time when a parent raised a concern regarding your care with you. How
did you feel? How did you respond? Would you handle it differently now? If so, in what
way?

Working on your communication skills, and developing the ability to build and
maintain strong partnerships with your child care parents will truly enrich your own life,
those of the parents, and the children, who are, after all, the beneficiaries of that
partnership.

For more information

Your public library, resource library with a family resource program, child care
resources and referral program, family child care agency or association, would all be
excellent places to start your search for further information A few of the resources
available include:
Home Child Care: A Caregiver’s Guide, Lee Dunster, Home Child Care Publications,
2085 Alton Street, Ottawa, Ontario K1G 1X3

The Family Day Care Team: Building Partnerships, Manitoba Child Care Association,
364 McGregor Street, Winnipeg, Manitoba, R2W 4X3

Good Beginnings, Western Canada Family Child Care Association, 11129 87th Avenue,
Delta, B.C. V4C 2Z4

EVALUATION

Options:
1) ASSIGNMENT
2) QUIZ

ASSIGNMENT

Develop your own Parent Involvement Policy. Write down how you feel about
parent involvement and why you feel it is important. Indicate a variety of ways that
you do/will encourage parent involvement. Talk to the parents of the children
currently in your care about what they feel should be included in your Parent Policy
and incorporate their suggestions. Ask a fellow caregiver (or two) to review your
policy and offer their advice. Remember, your means of encouraging parental
involvement should be flexible enough to accommodate parents with a variety of
schedules, personalities and interests.

QUIZ

1. How do you feel a good partnership between parents and caregivers benefits
children?

2. Indicate at least five things that parents should expect from you?

3. Indicate at least five things that you should expect from parents?

4. How can you show respect for families whose culture and language may be
different from your own?

5. How can you ensure that parents are informed about daily events in your child
care home?
6. What information would you include in a written daily journal when caring for
an infant?

7. What are some of the ways that you can involve parents in your daily activities?

8. Shelley, a young single mother, is experiencing very serious difficulties in a

relationship with a boyfriend and is sharing very personal information with you.
You are concerned that the relationship may be abusive. You are also concerned
that the children are overhearing these discussions. What action could you take?

9. Mark picks the children up each day and has been at least 15 minutes late once or
twice a week for several weeks. How do you handle the situation?

10. You have recently started providing care to Kareen, a seven month old infant.
Kareen’s mother is very anxious, lingers for at least half an hour in the morning,
calls two or three times a day, and has dropped in several times in the first three
weeks of care. You understand her anxiety, but feel her behaviour is somewhat
disruptive. How do you handle the situation?

FAMILY CHILD CARE TRAINING PROGRAM

LEVEL ONE - UNIT TWELVE

CONNECTING WITH YOUR COMMUNITY

LEARNING OBJECTIVES:
1. Understanding benefits to children and caregivers of active community
involvement.
2. Identifying a range of possible resources and services in the community for
children and caregivers.
3. Reviewing strategies for undertaking successful outings with children.

CHATTER BOX

"We live in a town-house with a tiny yard. While taking the school-agers to and
from school every day we passed and admired a home with a lovely garden. The
children were always saying Hello to the home-owner, an elderly woman who was
often working in her garden. One day, we all stopped to chat and she invited us into
the yard to explore her garden. She was so impressed by how well-behaved and
 interested the children were, even the little ones, that she invited us to visit several
more times. The next spring, she invited us over and had established a little garden
plot just for the children. We've tended 'our garden' for four years now and our
garden, and our new friend, have added incredible richness to all our lives."

THE BASICS

Providing child care is rewarding work, but it is also hard work which will be made
richer and more enjoyable for you if you tap into information, activities, opportunities
and support which lay beyond your home. Every community offers many resources to aid
you in your work and to provide children with wonderful opportunities to grow, develop
and learn.

Children are a vital part of any community, and with the caring guidance of a caregiver,
should have opportunities to explore their community. Sometimes your outings and
adventures may be in the immediate neighbourhood of your child care home: the nearby
park or the corner store. At other times you may venture into the larger community, the
village, town or city. Through a variety of activities, you can introduce the children to the
wonders of that bigger world and provide them with many opportunities to learn.

How Do Children Benefit?

Getting involved in their community will provide many benefits for the children in your
care. Some of these benefits are:

Exploring the world of work

One of the ways children learn about the world is by seeing others at work. It is important
for a child to "try on" - in their imagination, through play activities, and through seeing,
meeting and talking to people, the world of work. It teaches them about choices, and it
instills a sense that they can do or be anything. Try to show children men and women in a
variety of jobs, for example, male nurses and child care workers, and female construction
workers and pilots.

CHATTER BOX

"Sammy, a precocious three year old in my care, was always declaring that he
wanted to be whatever it was he had learned about that day. If we went to the Fire
Station, he wanted to be a fireman; the Police Station - a policeman; the airport - a
 pilot; the grocery store - a grocer. It really got to be a standing joke with his
parents: What did he want to be this week? His father was a little taken aback when
after a morning watching an all-female crew doing renovations on a home on our
street, Sammy announced at pick-up time 'Dad, I've definitely decided. I want to be
a woman!' But it worked out all right, the next week he wanted to be a plumber."

Building Social Skills

Participating in outings allows children to experience new places and new faces. This
encourages the development of their social skills, which in turn builds self-esteem,
confidence and independence in children. For the caregiver, outings provide many
teaching opportunities: children can practice the words and ways to ask for help in a
store, ask questions about how things work, order in a restaurant, and learn about the
world in an active manner.

Encouraging School Readiness

For preschoolers, participating in a drop-in or playgroup with circle time, snack time,
tidy-up time and social interaction with a larger group of children, makes the child more
comfortable with the environment they will experience in kindergarten.

How do caregivers benefit?

Whether you are participating in outings with children, using resources and services in
your community for parents and caregivers, or simply networking informally with other
adults, you too will benefit from community involvement. Some of these benefits
include:

Reducing Isolation

Even when you love caring for children, working all day with little or no adult contact
can be isolating. Getting out and about in the community, with or without the children,
offers you opportunities to meet and network with other caregivers and parents. Adult
contact can provide opportunities to seek and give advice, support, encouragement and
information.

Building Your Caregiving Skills

The community may provide access to training opportunities, information and resources
relevant to your work. Seek out learning opportunities to help you in any weak areas, and
take refresher courses even in your strong areas - you will benefit from the stimulation,
encouragement and validation you will receive from participating in training
opportunities. You'll approach your work with renewed energy, and everyone will
benefit, especially the children in your care.

Participating with the children in outings also provides opportunities to enhance your
caregiving skills. You'll meet other caregivers and parents, exchange ideas, learn new
activities, and have an opportunity to see how others handle the situations, behaviours
and the different personalities of children.

Promoting Your Family Child Care Business

Word of mouth is one of the most successful means of finding child care clients. When
people are looking for care, they often start by asking friends, neighbours, co-workers
and local organizations to recommend caregivers they know. The people you meet, the
programs, services, and activities that you participate in, even the businesses you
patronize, are all possible sources of referrals. So the more people and organizations you
connect with, the more possibilities there are of referrals to your child care business.

Making Referrals

You should be familiar with the services and resources your community offers that
support and assist families and children so that you can refer parents to appropriate
resources if the need arises. Such services might include government social service
agencies, counselling services, children's aid societies, food banks, shelters, parenting
support services and parenting workshops.

Enhancing the Image of Family Child Care

Participating in your community provides you with many opportunities to enhance the
public image of family child care and to promote family child care as a valuable service
to families and the community. Just being 'out there,' especially participating in activities
with the children, conveys a positive image. Answering people's questions (even those
silly ones like "Are they all yours?") helps educate people about what family child care
is.

WHERE TO GO AND WHAT TO DO?

Every community, even the most isolated, is rich with resources, places to go and things
to do. Your challenge is to seek out the resources in your community.

FOR CHILDREN

To identify places to visit or tour, or activities that you could participate in with the
children, you'll need to do some research. Talk to friends, neighbours, your child care
parents and other caregivers for ideas and recommendations. Scour your local newspaper,
look in the phone book and yellow pages (start with the Child Care or Day Care section)
for ideas, and take a tour around your town with "fresh eyes," by imagining the learning
opportunities each building might hold for young children. See how many ideas you can
add to the following lists:

Organizations that offer programs for children and caregivers include;

• Community Centres and recreation facilities (pool, rink, etc.)

• Family Resource Centres (also known as Family Centres, Family Places, Parent
Child Resource Programs or Centres and Child/Family Support Programs)
• Family Child Care Agencies (also known as Home Child Care Agencies and
Family Day Home Agencies)
• Family Child Care Associations and caregiver networks
• Child Care Registries
• Child Care Resource and Referral Programs
• Toy lending libraries
• Public libraries

Other organizations/services that may offer tours or activities (and often have Open
House events) include:

• Fire Hall Police Station Bakery Florist

• Pet Shop Museums Art Galleries Public Gardens
• Day care centre City Hall Stores of all kinds Parks
• Radio/television station Bus station Train station Farms
• Airport Manufacturer Retirement Home Animal shelter
• Bank School Post office Printer

Don't limit yourself to finding places to visit. People are important resources too! Tap
into the talents, interests, hobbies and professions of your friends, neighbours, extended
family members and other people in your community. Invite people to visit your home to
share their interests and expertise with the children or ask if you and the children might
visit them. You will be amazed at how many people are flattered and pleased at your
interest. Senior citizens in particular may have more time to share and are often eager to
impart their knowledge and experience. Creating opportunities where young and older
generations can interact is important for everyone; it fosters understanding, respect and
tolerance in children. Here are just some of the possibilities:

• an avid gardener a carpenter or woodworker a musician an artist

• a craft-person a cake decorator an athlete a pilot
• a native elder a story teller a dancer a writer

Remember if you are visiting others, especially those unaccustomed to having young
children around, you will have to be very alert to any potential safety risks.
 ACTIVITY

Make a list of people you know with a skill or interest they might
share with the children.

Some Popular Services and Activities for Caregivers and Children:

The Public library

Most communities have a public library or a mobile library that visits regularly. In
addition to being an obvious source of wonderful books for children and caregivers alike,
many offer special activities (usually free of charge) for children. The children will love
story hour at the library, poetry mornings, special craft or music activities. library
activities are normally well advertised in your local newspaper, or call the library and
inquire about regularly scheduled and special seasonal/theme activities for children.

Play groups*

Play groups can often be found in community centres, church basements or other
community facilities and are generally run on a voluntary basis by participants. Costs are
usually covered with a small fee. Typically the routines include free play with sand/water
tables and toys, crafts, circle time with music, poems and stories, snack time and clean up
time. There may be play areas for the children such as dress-up/dramatic play, and a
baby-toddler area. Some family resource programs offer regular play groups in rural
communities.

Informal Play Groups*

An informal play group is often a small number of caregivers and/or parents and their
children who come together on a regular basis to meet, socialize and play. Many informal
playgroups meet once a week in each other's homes for a morning of socializing and
activities. Many caregivers and/or parents enjoy an informal play group which rotates
locations among the participants, and where the adults take turns providing snacks or
activities for the children. Ask friends, neighbours and other caregivers if such a group
exists in your neighbourhood and if not, consider starting one yourself. All you need is
one other caregiver or at-home parent to get started.

* Check with your licensing office and/or agency to be sure that participating in a
play group (whether formal or informal) doesn't contravene regulations in your
jurisdiction and that your liability insurance coverage would cover any incidence.

CHATTER BOX
 "A fellow caregiver and I have been doing a play group together once a week for
two years now, in rain, sleet or snow. We take turns having it at each other's house
and the 'hostess' has to provide the activities and the snacks for the kids (and for
us). The kids really enjoy play group and have all become great friends. But to be
really honest, I think the greatest benefit is to us. It's amazing how much I look
forward to it each week."

Drop-ins

Drop-ins (sometimes called Mom and Me or Mom and Tot programs) offer the same
sorts of activities as play groups, but are offered in a permanent space (no taking out and
putting away equipment every week!) and most often have staff present to help parents
and caregivers operate the program. Although staff are present, caregivers/parents are
normally required to stay with the children. Like play groups, drop-ins may be offered
through child care agencies, family or community resource centres.

Special Community Events

Annual public events held in your community for your community can be found in most
small towns and big cities, often arranged by a local government, agency or a charitable
foundation. Heritage events, harvest fairs, teddy bear picnics and maple syrup festivals,
are just a few examples. Participating with the children in these events provides the
children with a fantastic opportunity to learn about the history of their home town and a
great chance to get to know your neighbours!

GETTING THE MOST 'OUT' OF OUTINGS

Planning and preparing before outings and following up after outings can make them
more enjoyable for the children and for you.

1. Nothing is more disappointing than an outing that just doesn't work. Get all the facts
first before you decide on an outing. Find out:

• hours and days of operation;

• if pre-registration is required;
• are there costs involved;
• are there age restrictions;
• how will you get there: By car - Directions? Is there parking? Any parking fee?
By bus - What route? How often do buses run? What will it cost? Walking -
Directions? How far is it? (Don't forget you also have to walk back!);
• any other relevant information.
2. Always discuss your plans for outings with parents so that they are aware of and
consent to your plans. Tell them where you're going, how you'll get there, what you will
be doing and seeing, when you will be leaving and returning and whether they are
expected to share any costs.

3. If you work with a child care agency, or are licensed, a specific consent form is likely
required. If you are not working with a system that provides or requires outing consent
forms, develop one of your own that provides all the pertinent information and includes a
space for the date and the parent's signature.

4. Prepare children for the outing. Talk to them about where you're going and what
they might see. Provide books and play activities to help them learn more about the
activity. Encourage them to think of questions they would like to ask, or things that they
want to learn more about and write their questions and ideas down to bring with you.

5. Explain safety rules for the outing to children. Emphasize appropriate behaviours for
travelling to and from your destination. REMIND CHILDREN THAT THEY MUST
STAY TOGETHER AND ALWAYS HAVE YOU IN SIGHT.

6. Ask another adult to come along on your outing. Invite the children's parents, a
friend or relative to join you. Or invite another caregiver to join you with her children. An
extra pair of hands, ears and eyes is always helpful.

7. Take along any necessary supplies. Pack an outing bag with:

• children's medical history and emergency contact forms with you in case of
emergencies (a large zip-lock bag will keep them dry and clean)
• a travel-sized first aid kit
• diapers, extra clothing and a plastic bag for soiled diapers or clothing
• wet towelettes or damp face cloths in zip-locked bags
• snacks and juice
• story books and small toys to keep children amused in the event of delays
• sun screen
• a camera so you can relive the outings with children and the parents with photos

8. On the outing, make the trip active. As much as possible, allow the children to walk
around, touch, smell, feel, taste and see things and to ask questions. Children need to use
all their senses to explore.

9. After the outing, talk to the children about the experience and do some follow-up
activities. Have children draw pictures of what they saw, visit the library to get books on
the subject, provide materials for dress-up and imaginative play around the theme.

10. Encourage children to tell their parents about the outing.

 NOTEWORTHY

If you are not used to outings and feel daunted by the work involved in
getting everyone out the door, start small and gradually build your
confidence: arrange something close by in your neighbourhood, perhaps
with a friend, neighbour or another caregiver to help you out.

ACTIVITY

Make a list of possible outings in your own neighbourhood. Don't

forget to include parks, school playgrounds, stores and the fire
station.

FOR CAREGIVERS

To identify what services, organizations and supports might be available to you, start
your search by talking to friends, neighbours, other caregivers and your child care
parents. Then extend your search to local newspapers, the telephone directory and yellow
pages, and flyers and notices posted in your community. Once you've found one service
or organization of interest, ask them to recommend other services. Some sources of
information, training, resources and support that might be available in your community
include:

Caregiver Associations/Networks

Caregiver associations are run by caregivers for caregivers, and typically are involved in
the development and delivery of information, training and other support services
designed with the home child care provider in mind. Caregiver groups often offer
newsletters, workshops and other training opportunities, social events for caregivers,
planned outings for caregivers and the children, start-up information packages for those
new to caregiving, bulk discount shopping opportunities and a parent referral service.
Even linking with a small, informal caregiver group can offer you an opportunity for
exchanging ideas, challenges and victories with others who have "been there."

Family Resource Centres/Programs

Family Resource Centres/Programs are community-based facilities typically offering a

range of services to support caregivers, parents and families. Services may include play
groups and/or drop-ins, book and toy-lending libraries, newsletters, workshops, caregiver
and/or parent support groups and child care registries.

Toy Lending Libraries

A toy lending library may operate independently or as part of a larger facility or program,
such as a family resource centre. The resources and toys available through lending
libraries provide you with an excellent, inexpensive way to access toys, play equipment,
books and videos without having to purchase them, or to try out a toy or large piece of
play equipment before deciding whether to buy it yourself. (It is also an opportunity to
teach children the concept of "borrowing!") Toy lending libraries often also offer
excellent resources, including books and videos of interest to caregivers and parents.

Toy lending libraries operate much the same as a public library with items available on
loan, usually for two or three week periods. Most toy libraries charge an annual
membership fee but this may be waived if it presents a financial hardship. Some may
have a mobile service that picks up and delivers toys to your home or to a community
play group on a regular basis. Many have evening and weekend hours of operation.

Family Day Care/Family Day Home/Home Child Care Agencies

If you choose to provide care through a family child care agency, a number of services
may be made available to you including referrals of client families, parent/caregiver
mediation, workshops and training opportunities, newsletters, play groups and/or drop-
ins, toy and equipment lending, provision of arts and crafts supplies and materials,
networking with other caregivers, organized outings and social events and support from
agency staff. The services offered by agencies vary as do the requirements of the
agencies.

Child Care Resource and Referral Programs & Child Care Registries

Child care registries and child care resource and referral services, immigrant services and
multicultural centres provide services for both parents and caregivers. These programs
may maintain lists of caregivers and information on other child care options in the
community for parents seeking care. There may be a fee for the parent and/or the
caregiver to list with the service. Some programs offer ongoing support services similar
to those of associations or agencies, such as newsletters, home visits, consultations, toy
lending, play groups and drop-ins, first aid courses and other resource materials.

Community Colleges and Local Boards of Education

One-time workshops or full or part-time courses of interest to caregivers may be

available through your local college or school board. These might range from a Saturday
seminar on starting up a home day care presented at the local high school site, to a
certificate program in home/family child care, or a diploma in Early Childhood Education
from your local community college. Watch the newspapers and contact the school boards
and colleges directly to find out what is offered.

Public Health Units

Your local Public Health Unit is a valuable source of information and advice on such
topics as nutrition, dental care, common childhood illnesses and communicable diseases,
dealing with asthma and allergies and a whole range of child health concerns. In addition
to providing free printed materials, public health nurses are available by telephone to
answer your questions and in some communities, may also be able to visit your home if
you have specific health concerns.

Fire Departments and Police Services

In addition to being great sites to take the children on outings, fire and police departments
are good sources of information for you as a caregiver. You can obtain guidance on how
to develop an evacuation plan in case of a fire and have an assessment done on the fire
safety status of your home. Police services can provide information on topics such as
street-proofing children, and upon request, may be able to perform a criminal reference
check on you, providing you with a certificate of proof for the child care portfolio/résumé
you present to prospective parent-clients.

'Connecting' at Home

While many caregivers may be able to access or create opportunities to go out into the
community, for some caregivers these opportunities may be limited or restricted because
of family responsibilities, geography, weather, cost or lack of transportation.

Whether you have limited or boundless opportunities to get out and about, all caregivers
can access printed and/or video materials and even training opportunities on a broad
range of topics in child care, and home child care in particular. Child care and caregiver
associations and agencies offer newsletters for their members. Distance education
materials are available across Canada from some community colleges, and countless
books and videos on a broad range of topics are available through public libraries and
other sources. Whether you want information on child guidance or development, health,
craft and activity ideas or age-appropriate books for the children - resources are abundant.
Be selective. A magazine like Interaction, produced by the Canadian Child Care
Federation, regularly provides reviews on child care resources and children's books and is
an excellent source of information. Ask other caregivers what books and resources they
have found useful. Go to the public library, or borrow books and videos from your family
resource centre. Your local public health unit or government agency responsible for child
care is likely to have free fact sheets and other literature on child care topics. If you have
access to the Internet, do a search on the child care topic of your choice. Make note of
quality websites that other caregivers, parents, or teachers have successfully used - good
websites are often reviewed in newspapers and magazines. The Internet also provides
opportunities to network with other caregivers without leaving your home!

A final word about your community..

Be resourceful, be persistent, be creative and be involved. If a service or activity that you
feel is important isn't offered in your community, get involved in developing it. Start your
own play group, develop your own caregiver network or work with your neighbours to
lobby local government for a children's playgroup in your neighbourhood. Our
communities are as rich with resources as we make them!

EVALUATION
OPTIONS:

• ASSIGNMENT
• QUIZ

ASSIGNMENT

Develop a list of resources in your community. Your listings might include formal
(e.g. associations, agencies, resource and referral programs, resource or community
centres) or informal (e.g. playgroups, parks) resources that you can use yourself, or
visit with the day care children. You could also include sources of written resources
you could receive by mail, Internet resources, or people.

Your listings should include:

• a brief description of the type of services or resources available;

• information about location, hours, costs, pre-registration requirements, and
contact person for more information; and
• any other information that would be helpful.

QUIZ

• How do children benefit from outings?

• How do caregivers benefit from outings?
• Name at least five places that you might visit with the children in your
community.
• What sort of activities might be available for children at your public library?
• What sort of information should you have before you decide whether or not
to go on a particular outing?
 • What information should you provide to parents about any planned outings?
• How can you help children prepare for an outing?
• Name at least three possible sources of information and support that might
be available to you in your role as a caregiver.
• Sara, a fellow caregiver, is concerned that one of her care families does not
believe in immunization. Suggest at least three places where Sara could get
more information about this concern.
• Martine lives in a very isolated area and does not have her own
transportation. Suggest some ways that Martine could connect with other
caregivers.

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