New Employee Orientation

1. New Employee Orientation Little Dumplings Early Learning Center

2. Little Dumplings Early Learning Center Mission Statement We at Little Dumplings Early Learning Center believe the first five years are critical years for learning and development. At Little Dumplings Early Learning Center we are committed to providing each child enrolled in our care a warm, friendly, safe atmosphere that offers an educationally enriching environment that provides a variety of developmentally appropriate learning activities and fun play experiences which foster development of the whole child physically, intellectually, emotionally and socially. Goals: For the Child • To provide opportunities for positive interaction with others • To provide varied and challenging play materials and equipment • To teach children to use such materials creatively and constructively • To develop music, art and readiness skills • To develop a positive attitude toward learning

3. Little Dumplings Early Learning Center Mission Statement Cont. Goals: For the Child Cont. • To develop language and vocabulary skills. • To provide activities and projects to stimulate intellectual development. • To encourage a sense of well-being and self-esteem. • To teach respect by showing respect. • To develop small and large motor skills. Goals: For the Parents • To provide peace of mind by providing the best quality care possible. • To develop and provide quality care for the children while the parents pursue their own work or other interests. • To provide opportunities for the parents to take part in their child’s daily activities and interests at the center. • To provide parent forums where issues and solutions can be openly discussed. • To offer Parent Teacher Conferences on a regular basis.

4. About our staff: Our teaching staff is made up of trained early childhood educators dedicated to providing the best possible experiences for the children in their care. All participate in a continuous program of ongoing early childhood education for personal enrichment and professional advancement. Staff members are encouraged to continue their academic education by taking credit courses. They are encouraged to maintain active memberships in local, state and national professional early childhood organizations.

5. Review of Department of Children and Families (DCF) Licensing Rules • Please click the following link to review the complete list of licensing rules for group child care centers. http://dcf.wi.gov/childcare/licensed/pdf/dcf_p_205.pdf Summary of Licensing Rules Parents A. Parents of an enrolled child shall be notified of all the following: a). When their child has been exposed to a diagnosed or suspected communicable disease reportable under ch. DHS 145 and transmitted through normal contact. b). Immediately, if the child becomes ill or is injured seriously enough to require professional treatment. c). When they pick-up the child or when the child is delivered, if the child sustains a minor injury. d). Of the date, time and destination of any field trip which requires the use of a vehicle. B. The center shall permit parents to visit and observe at any time during the center’s hours of operation, unless access is prohibited or restricted by court order. C. The center shall make opportunities available at least twice each year for parent and staff communication regarding the child’s adjustment to the program, and the child’s growth and development. D. If religious training is part of the center program, reference to the religious component shall be included in any publicity and in the education policy. This information shall be shared with parents. E. The center shall provide a summary of this chapter to the parents of each child upon the child’s enrollment.

6. Center Contingency PlansIt is critical to conduct evacuation drills in order for children and staff to understand how to respond. Drills will be held monthly. Drills will be held at varying times of the day including naptime. Fire Evacuation Plan: The person discovering the fire will: • Close the door confining the fire to as small of an area as possible. • Sound the alarm by pulling it at the nearest pull station • Move all children to the shed outside in the parking lot on the south side of the building. • Do not cross any area in which there is fire All Staff Will: • Alert children of the fire • Evacuate the children to the shed outside in the parking lot on the south side of the building • Count all children before leaving the room • Infants will be placed in an evacuation crib – the crib that has the red support system on the bottom (four children per crib) and wheeled to the shed outside in the parking lot on the south side of the building. • Directors and other non-teaching staff will assist with infants and toddlers • Toddlers and all other children will proceed immediately to the shed outside in the parking lot on the south side of the building. • Lead teacher will check the bathrooms and get the sign-in sheet for taking attendance. • Once at the shed outside in the parking lot on the south side of the building, take head count of children and take attendance. • Notify the fire department if a child is missing. • 911 will then be called by a staff member that is not directly responsible for the children and they are all safely evacuated.

7. Operation of Fire Extinguishers (PASS) P - Pull the pin A - Aim the extinguisher nozzle at the base of the flames S - Squeeze the trigger while holding the extinguisher upright S - Sweep the extinguisher from side to side, covering the area of the fire with the extinguishing agent.

8. Center Contingency Plans Cont. Tornado Evacuation Plan: **If the weather looks like it is going to storm, turn a radio on immediately for weather coverage. Tornado Watch • A tornado watch means that conditions are right for a tornado to develop. No tornado has been sighted. The radio is to remain on and staff need to be alert that a tornado watch is in effect. Tornado Warning • A tornado warning means a tornado has been sighted. Staff is to direct all children, parents and visitors to the nearest center hallway away from all windows. The children, parents and visitors are to get down on the floor with their heads down and their hands covering their heads. Lead Teacher is responsible for getting flashlights and the sign-in sheet. Attendance needs to be taken. Every one will stay in this position until the all clear has been given. Classroom Teacher Responsibilities: • Begin evacuating all children to designated tornado shelter (posted in each classroom) • Avoid windows and glass doors, protect heads of staff and children with blankets, towels, etc. • Take attendance • Take first aid kit • Do last check for children in « Hidden » areas • Evacuate any remaining children and close any shelter doors • Remain in designated area until given further instructions or the all clear is given by administrative personnel Administrative Responsibilities: • Monitor tornado watch, warning or severethunderstormwatch/warning • When announcement is given to take cover, the Director and other management staff will assist in rooms with infants and no-ambulatory children first. Director and management staff will check building for all hidden children. • When the all clear is given, directors will check with teachers from each room to make sure all children are accounted for.

9. Little Dumplings Early Learning Center Severe Weather Policy The center will be open during snow storms. Staff is to report to work as soon as possible. In the event the storm is at the end of the day, the children will be reassured if their parents are unable to pick them up at the regular time. The center will remain open until all children are picked up. There will be no late fees assessed. Emergency food supplied will be kept at the center in the event that overnight care would be necessary. • Monitor all storm watches, warnings, travel advisories, etc. • Check the status of battery-operated radios, flashlights, back up lighting, power, heat and cell phones. • Release non-essential staff . • Arrange for snow or ice removal if necessary as well as any fallen trees and utility lines.

10. Little Dumplings Early Learning Center First Aid Procedures A first aid kit and manual will be kept at the center (in the director’s office and in the kitchen) in a first aid box for the treatment of less serious injuries. All staff are required to take first aid and CPR training and maintain certifications. Staff will use soap and water to clean all superficial wounds, and a covering applied. An ice pack may be applied to minor bumps and swelling. Parents will be notified for minor bumps and swelling at the end of the day when they will be asked to sign and date an accident report.

11. Job Responsibilities Lead Teacher: The lead teacher in each class is responsible for making certain a curriculum is being planned for each day of the week. He/she is responsible for keeping current with each child’s portfolio’s. Assistant Teacher: The assistant teacher role was designed to support the Lead Teacher in the classroom. Floating/Substitute Teacher: The role of the floating/substitute teacher is to fill-in for either the Lead or Assistant Teacher. The Floating or Substitute Teacher will be versatile and able to fill-in in all the classrooms.

12. Review of childhood illness procedure If a child attending the center shows signs of illness such as: sore throat, inflammation of the eyes, fever (over 101.0F) , lice, ring Worm, employees need to inform the director as soon as possible and a determination will be made at that time.

13. Infectious Disease Control Infection Control • Children’s hands shall be washed with soap and running water before and after eating, toileting and wiping/blowing noses. • Children’s hands and faces shall be washed before and after each meal. • Staff shall wash their hands with soap and running water before handling food and after assisting with toileting or nose wiping and upon arrival at work. • Wet and soiled diapers and clothing shall be changed promptly. • Parents are responsible for keeping a supply of dry clean clothing and diapers sufficient to meet immediately when wet or soiled by the center. • Cribs and cots will be labeled with the child’s name. The bedding shall be washed once a week or immediately when wet or soiled at the center. • Employees will follow the Exposure Control Plan for any contact with blood or body fluids visibly contaminated with blood.

14. Universal Precautions For spills of bodily fluids (urine, vomit, etc.) staff must clean and disinfect the floors, walls, bathrooms, tabletops, toys, kitchen countertops and diaper changing tables or any other surface possibly exposed to the fluids. These fluids will be cleaned up by staff wearing gloves, using bleach water and disposed of in plastic bags. They will wash hands with soap and warm water immediately afterwards. Gloves must be disposed of in plastic bag.

15. Schedule of center activities

16. Child Abuse and Neglect Laws Any staff member at Little Dumplings Early Learning Center who knows or has reasonable cause to suspect that a child has been abused or neglected will immediately contact the center Director (Wendy Steele) who will then contact the County Department of Social Services or a local law enforcement agency. All staff and volunteers who come in contact with children will have received training during orientation on all of the following: • Child abuse and neglect laws • How to identify children who have been abused or neglected • The process for reporting known or suspected cases of child abuse or neglect. • Suspected child abuse or neglect will be reported within 24 hours of the event. This includes the use of improper discipline by a staff member.

17. Knowing Where Your Children Are At All Times Little Dumplings Procedure Each classroom is given a daily registrar that indicates exactly what children will be attending for that particular day. Teachers must document on their classroom clipboard the time each child arrives and departs from their classroom. When going outside for recess, the teacher(s) must take the attendance clipboard along with them so they can keep track of exactly how many children are in their care at any given time.

18. Child Management Techniques Possessiveness, hoarding, not willing to share, monopolizing an activity, toy or game. 1. Be clear and consise in explaining appropriate behavior. 2. Accept the child’s need for ownership and acknowledge his/her feelings. 3. If it’s a popular play item, arrange to get more so that others can enjoy too. 4. Set a time limit (use timer) to regulate how long each child can play with a a toy or activity. 5. Use one-three-five minute transitional warning technique. 6. Play a cooperative game. 7. Give child choices you can live with and let him/her decide. 8. Model and teach turn taking

19. Management Strategies Cont. Inappropriate Body Touch of Other or Sexually acting out toward self or others 1. Clearly explain limits about appropriate touch 2. Provide alternative suggestions for healthy touch like shaking hands, high five’s or hand clapping games. 3. Redirect the child to appropriate behavior 4. Explain that any part of our bodies covered by a bathing suit is private and needs to be respected 5. Encourage children to learn to say NO when they don’t want to be touched 6. Encourage all children to use words and drawings about how they are feeling 7. Immediately and assertively limit any touch toward you or another child that makes you feel uncomfortable – this is important for the victim’s mental health.

20. Management Strategies Cont. Temper Tantrums 1. Keeping the child safe if out of control by removing all dangerous objects 2. Use positive guidance techniques. Time out if used only equivalent to child’s age, up to five minutes 3. Set the timer for five minutes and tell the child that when the timer goes off, the tantrum is over 4. Ignore it 5. Redirect to an appropriate activity 6. Make sure that the child’s bodily needs are met. 7. Put the child’s feelings (usually frustration) into words and validate him 8. Tell the child that you are here when he is ready to stop 9. Encourage the child to take deep breaths 10. Restrain only when needed for the safety of the child or others through basketball hold

21. Management Strategies Cont. Difficulty with transitions/changes in routines 1. Make sure to give the one-three-five minute warning of upcoming changes or transitions 2. Give children specific and easy to follow directions and time to complete 3. Give children a reason for upcoming changes or transitions 4. Sing a song as you tidy up or get ready to go outside 5. Notice and verbally acknowledge children who are moving in the right direction 6. Be consistent, firm but gentle Unable to make decisions, child appears emotionally paralyzed and unresponsive 1. Offer limited choices 2. Be patient 3. Use the child’s name often and encourage a decision 4. Give familiar choices that you think the child might respond to 5. Make choices fun and easy 6. Pair the child with an older, more confident, patient child 7. Find lots of ways to encourage and inspire confidence 8. Choose for the child 9. Give the child a quiet smile when he participates even minimally 10. Give the child time

22. Management Techniques Cont. Destructive or aggressive behavior towards others 1. Set firm limits about acceptable behaviors 2. Acknowledge the child’s feelings 3. Encourage the child to put feelings into words. Give appropriate behavioral options 4. Follow through and be consistent 5. Model how to express anger appropriately, using expression of feelings 6. Find non-threatening ways to reinforce the child’s contributions to the group. 7. Redirect to a healthier activity Clinging 1. Be empathetic and caring but support independence 2. Acknowledge the child’s feelings 3. Play cooperative games where everyone wins 4. Utilize group games that encourage children to work together in small groups or teams 5. Minimize competition 6. Avoid negative comments or statements 7. Praise and support all efforts, no matter how small 8. Create a structure where children can succeed and gain confidence 9. Give plenty of verbal and non-verbal approval

23. Management Strategies Cont. Regression of developmental milestones 1. Accept child’s mistake wtihout excitment. 2. Don’t draw attention to it. 3. Offer supportive physical touch like rubbing the child’s back or inviting the child to sit on your lap. 4. Offer words of encouragement that imply that it’s not a big deal to wet, to suck your thumb or whatever the behavior is. 5. Encourage the child to be your helper. 6. Be careful to avoid shaming or blaming tactics. Short attention span 1. Make sure that the environment is structured and organized. 2. Avoid over stimulation. 3. Redirect in new ways to use the same materials. 4. Say ‘’I will stay with you for awhile as you finish your work’’. 5. Gradually decrease your support as the child gains confidence 6. Redirect in new ways to use the same materials. 7. Limit auditory and visual distractions 8. Respect the child’s struggle to stay on task 9. Acknowledge the effort regardless of the results 10. Avoid intrusive background music and choose calm, quiet melodic music to soothe the childrens work or play. 11. Pace the activities throughout the group’stime.

24. Management Strategies Cont. Increase anxiety over discussion or display of feelings 1. Express your own feelings 2. Own your own feelings 3. Model the ownership 4. Label other’s feelings 5. Help children to identify what their feelings are 6. Encourage children to use art to express their feelings 7. Be careful not to force the discussion thatmay cause a power struggle Excessive Attention Seeking 1. Calmly tell the child what your expectations are 2. Agree to give 1 to 1 attention for a specific amount of time and let the child know what you can do 3. Start playing with a toy near the child and slowly withdraw when he starts to take interest in it 4. Introduce a peer strategy by creating a parnership between chlildren 5. Remember to give frequent, brief positive attention while the child is appropriately engaged with an activity.

25. Management Techniques Cont. Wary of physical touch, tends to cringe, startle easily, or runs away when approached 1. Ask the child’s permission to give a hug, but don’t insist on one unless the child consents 2. Be calm, gentle and consistent in your approach 3. Avoid sudden movements that could startle the child. 4. Engage the child in group games that involve healthy, non-threatening touch Eating problems, throwing food, spitting at snack time, stuffing or gagging on food 1. Remind child that food is for eating, balls are for throwing 2. Make eating as routine and stress free as possible 3. Remove food and give the child an opportunity to cooperate thus earning the food back 4. Play quiet music during snack time 5. Limit the portions 6. Involve the child in food preparation, serving and cleanup 7. Give healthy choices so that the child can decide when she wants to eat 8. Encourage children to see food as friends and nourishment for the body 9. Talk about the importance of healthy food forgrowth and development 10. Ask children to share what their favorite foods are and why 11. Have special tea parties, rituals and enjoyable activities around food

26. Sharing Information Related To Child’s Special Health Care Needs(Physical, emotional, social, cognitive) Procedure: Teachers share information verbally with each other on a daily basis regarding information related to child’s special health care needs. For example, for those children who have allergies, we have a posting in the child’s primary classroom with the child’s picture and what they are allergic to. That posting travels with the child when they transfer/move to another classroom.

27. SIDSProcedures to reduce the risk 1. Place infants twelve months or younger on their backs in a crib to sleep, but the child will be allowed to assume the position most comfortable when able to roll over unassisted. 2. All children under one year of age will be placed on their backs unless otherwise specified in writing by the child’s physician 3. Use a safe crib – babies should sleep in a crib on a firm tight fitting mattress and there should be no soft blankets or comforters under the baby. Remove pillows, quilts, comforters, stuffed toys and other items for the crib. 4. Waterbed soft mattresses, pillows and other soft surfaces are prohibited as infants sleeping surfaces. 5. If a blanket is used, the infant will be placed at the foot of the crib with a think blanket tucked around the crib mattress reaching only as far as the infant’s chest. Keep infant’s head uncovered. 6. Provide ‘’tummy time’’ for awake non-mobile babies 7. Unless infant has a note from a physician specifying otherwise, infants will be placed supine (back) position for sleeping to lower the risk of SIDS. 8. Unless doctor specifies and writes an order the need for a positioning device that restricts movement within the child’s crib such devices will not be used.

28. Procedure To Contact A Parent If A Child Is Absent From The Center Without Prior Notification Our Policy: If a child has not arrived by 10:00am, and his/her parent or guardian has not contacted the center, the teacher must place a call to the parent or guardian to confirm whether or not the child will be in attendance for that particular day.

29. Child Management Techniques Progressive Guidance Ignoring: Children sometimes use negative behavior to get attention. These behaviors sometimes can be stopped when the child does not get the attention desired. We will use the technique of ignoring unless the safety of the child or other children is involved. Redirection/Distraction: Alternatives will be offered to children engaged in undesirable behaviors by offering a different toy, suggesting a new activity, engaging child in activity with another child or adult or encouraging independent play. Infants and toddlers do not understand why their behavior is unacceptable therefore the caregiver should gently direct them too more acceptable behaviors. Verbal Intervention: Teacher helps child with appropriate words and suggest appropriate behaviors. Logical Consequences: Toys or objects are removed or child is removed from activity as a logical consequence. When children experience immediate repercussions for harming others, they understand more clearly why we are disciplining them. Whenever possible children should be offered positive alternatives to their actions (asking the child to help rebuild a block structure she has knocked down is more productive than removing her from the area entirely.

30. Progressive Guidance Cont. Time Out: Child is separated from the group to allow him/her to relax or calm down. It also eliminates peer influence. Child will have access to activities and will be surprised. Child may return to the group as soon as negative behaviors is significantly reduced or stopped. When child is calmed down, a caregiver will clearly explain to the child what is appropriate and inappropriate behavior. Time out should not be humiliating nor should the child feel threatened or afraid. Children should feel safe with the knowledge that people care for them. Tailor the method of discipline to each individual child based on age, maturity and individual differences. No single technique will work with every child every time. Teach the child to solve her own problems with love and support and time outs may no longer be necessary. If these positive guidance techniques do not work in the classroom, parents will be included in an action plan to address the offending behaviors.

31. Emergency Numbers, Systems and Locations All phones will have emergency numbers posted by them, and a copy is attached to your handbook. All classrooms and common areas will have a floor plan outlining the evacuation route from the location as well as denoting the location of all fire extinguishers (Red dots) and Pull Stations (Blue Dots) Floor Plan will indicate primary and secondary routes for evacuation from each area. It will also identify centers shelter location evacuation assembly areas for tornado warnings. Emergency Notification: The center’s response for most emergencies generaly involves either sheltering or evacuation. The exception to this is providing emergency medical care and use of fire extinguishers for small-localized fires.

32. Emergency Numbers, Systems and Locations

33. Little Dumplings Early Learning Center Please use the following link to guide you to the final step in our orientation process. In order to pass, you must score at least 80% on the survey. http://www.surveymonkey.com/s/LJ389JD