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Healthy Child Care ETC

Healthy Child Care ETC. “Empowerment Through Consultation”. Outline of Modules. Overview of child care health consultation Consultation Skills I Consultation Skills II Consultation Skills III Consultation Skills IV Consultation Skills V Consultation Skills VI. Outline of Modules.

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Healthy Child Care ETC

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  1. Healthy Child Care ETC “Empowerment Through Consultation”

  2. Outline of Modules • Overview of child care health consultation • Consultation Skills I • Consultation Skills II • Consultation Skills III • Consultation Skills IV • Consultation Skills V • Consultation Skills VI

  3. Outline of Modules • Introduction to Healthy Child Care ETC • CCHC Business Skills I • CCHC Business Skills II • CCHC Business Skills III • CCHC Business Skills IV

  4. Why is child care health consultation needed?

  5. Do you Remember … • Caring for Our Children • Stepping Stones • Bright from the Start • DECAL • Quality Care for Children • ITERS-R / ECERS-R

  6. Do you Remember … • Bright From the Start • Licensing agency for Child Care Centers • Important Resource for Consultants • Also know as DECAL = Department of Early Care and Learning

  7. Do you Remember … • Quality Care for Children The mission of Quality Care for Children is to expand the capacity of parents, child care providers and Communitiesto nurture and educate infants and young children in Georgia

  8. In Our Area … Child Care Resource & Referral Of Northwest Georgia 913 North Tennessee Street Suite 202 Cartersville, Georgia  30120 770.387.0828 Toll Free 800.308.1825

  9. Consultation Skills I: “Lions and Tigers and ECERS-R OH MY!!!” Getting Past the Fear Of Center Assessments

  10. ITERS-R/ECERS-R • Infant-Toddler Enviromental Rating Scale (ITERS-R) and Early Childhood Environmental Rating Scale(ECERS-R) are standard assessments for child care centers. • ITERS-R/ECERS-R assessments can be the tool to start a center on it’s journey to self improvement and higher credentialing. 

  11. Benefits of ITERS-R/ECERS-R • ITERS-R and ECERS-R • Research Proven • Based on Best Practices • A Reliable and Valid Tool • Based on NAEYC definition of program quality

  12. Age Appropriate Assessments • ITERS-R • ECERS-R Designed to assess group programs for children of preschool through kindergarten age, 2½ through 5. Designed to assess group programs for children from birth to 2½ years of age.

  13. Subscales of ECERS • ECERS assesses: • Space and Furnishing • Personal Care Routines • Language – Reasoning (ECERS) • Activities • Interaction • Program Structure • Parents and Staff

  14. Space and Furnishings • Furniture for play, learning, care, relaxation and comfort • Room size, arrangement, and privacy allowance • Space for gross motor play and equipment

  15. Personal Care Routine • Greeting at arrival and departure from the care givers to the children • Meals and Snacks • Naps/Rest • Toileting and or Diapering • Health and Safety Practices

  16. Language - Reasoning • Using books and pictures • Encouraging communication • Using language to develop reasoning skills • Informal use of language

  17. Activities • Fine motor skills and active physical play • Art, Music, Blocks, Sand and Water, • Dramatic Play • Nature, Science and Math • TV, Video, Computer use • Promoting Diversity

  18. Interaction • Supervision of children • Discipline • Staff – Child Interaction • Peer Interaction

  19. Program Structure • Scheduled Activities • Free Play • Group Time • Provisions for children with Disabilities

  20. Parent and Staff • Provisions for parents • Provisions for: • Personal needs of staff • Professional needs of staff • Supervision and evaluation of staff • Opportunities for professional growth • Staff interaction and cooperation • Staff Continuity

  21. Now Let’s Practice … • Video and Discussion • Questions and Answers

  22. More Information … • http://www.fpg.unc.edu/~ecers/ • Also Available: • FDCRS Family Day Care Rating Scale Designed to assess family child care programs conducted in a provider's home. • SACERS School – Aged Care Environment Rating Scale Designed to assess group-care programs for children of school age, 5 to 12.

  23. Consultation Skills II: Policy Development

  24. Policy Development • Operational Definition • A policy is a written statement that guides the daily operations of the center. Policies substantiate the standards that the center’s child care services are based on. In order for a policy to be valid, it must explain the purpose, necessity, and relevancy of the statement to the program.

  25. Caring for Our Children Standard • “The facility shall have policies to specify how the caregiver addresses the developmental functioning and individual or special needs of children of different ages and abilities who can be served by the facility.”

  26. CCHC Role • The consultant reviews, provides input, or makes recommendations to center policies, but it is not the responsibility of the consultant to write or develop policies for the center.

  27. Resources • Caring for Our Children • Stepping Stones • Model Child Health Policies • Healthy Child Care ETC Handbook

  28. When, Under What Circumstances, and In What Capacity • Annual Policy Reviews • Issue or Incident Demands the Development or Revision of a Policy • Center Request TA in Policy Development • Center assessment uncovers the need for policy revision or development

  29. Activity Case Scenario: Evaluating Need for Policy Revision and Development

  30. Providing TA • Develop an outline for each policy and gather information about the topic to read and review. • Review CFOC, Stepping Stones, and current state regulations regarding the policy topic. • Encourage the center to share a rough draft and policy justifications with their parent advisory group, staff, and yourself so that they can get input and insight from key stakeholders. • When you review the final draft of the policy, make sure that the all components of the policy are present, that the policy statement is aligned with state regulations, CFOC, and Stepping Stones, and check the wording of the policy.

  31. Components of a Valid Policy • Belief Statement- Explains why the center believes that this policy is important. The center’s vision or mission may have underlying principles that support the policy. • Intent Statement- Purpose of the policy • Background- Actions that led to the development of the policy. Sometimes policies are written in light of a new state regulation, a new national standard, or an incident that happened within the center. • Procedure- Activities that are taken to accomplish the proposed policy

  32. Components of a Valid Policy • Applicable Parties- A statement that announces the people who are affected by the policy (staff, parents, children, etc.) • Communication- The method by which individuals are informed that the policy is effective (memo, email, verbal statement, center posting, etc.) • References- Resources used by the author to write the policy • Review/Review Date- Statement listing all parties who reviewed the policy and the next date in which the center will review the policy. • Effective Date- Date in which the policy will be put into effect

  33. Activity Case Scenario: Writing A Valid Policy

  34. Conclusion and Take Home Message • The consultant only provides technical assistance to the center in writing policies; it is not the responsibility of the consultant to write a center’s policies. • Acknowledge the fact that most center policies are written from templates. If a center is using templates, make sure that all of the necessary statements are included that will make the policy valid.

  35. Conclusion and Take Home Message • Refer to Stepping Stones and CFOC to ascertain whether a center has developed all the necessary health and safety policies. • Be aware of circumstances that may arise that will require the rewriting of a center policy. • Make sure that the center shares with you effective dates of the policies, when it was last reviewed, and what method was used to make others aware of the new policy (posting in the center, employee or parent handbook, memorandum or letter given to affected parties, etc.)

  36. Consultation Skills III: Evaluation Through Caring for Our Children and Stepping Stones

  37. Don’t forget your other evaluation tools! • ITERS and ECERS covers a portion of the center’s evaluation. • So, how do we as consultants cover the other portion of a center’s assessment?

  38. Do you Remember … • “Caring for Our Children – National Health and Safety Performance Standards: Guidelines for Out-of-Home Child Care Programs” • A consultant’s best resource • A child care center’s best guide Don’t leave home without it!

  39. Do you Remember … • “Stepping Stones to Using Caring for Our Children” • A quick reference guide for consultants or center directors • Contains the standards most likely to prevent frequent or severe disease, disability or death in child care settings

  40. Using the tool • CFOC and Stepping Stones are national standards not policies. • Learn how to retrieve information by using the reference guide in the handbook. • Most important reference in helping to answer questions or develop policies for the center.

  41. Activity Evaluation Activity: Using CFOC and Stepping Stones

  42. Consultation Skills IV: Aiding Center Staff- Health Risk Assessments

  43. Health Risk Assessments • Allows staff to see where they stand health-wise • Staff empowered to act on results by consultant’s support • Overall wellness of center is improved

  44. Administering the Assessment • Explain the type of questions being asked • Personal Health Seeking Habits • Alcohol/Caffeine/Tobacco Consumption • Physical Activity • Nutrition Habits • Injury Prevention • Stress Related Issues • Stress confidentiality

  45. Administering the Assessment • Encourage reporting of lifestyle changes • Encourage utilization of additional community resources given by the director to the consultant • Scoring • Four Point Scale • Section Score • Composite Score • Consultation Sessions

  46. Consultation Skills V: Community Resources

  47. Community Resources • Essential to Consultation • Remember that the consultant does not “do” the work but she “supports” the work. • Community Resources are her support.

  48. Gathering Resources • Start with yourself • Check with local government agencies • Visit the local YMCA and health related agencies • Contact local churches • Check with local hospitals

  49. Gathering Resources • Family Connections • Seek regional resources via the internet • Check state and federal resources • Remember one contact will open the door to several other resources • Draft a resource list and update as needed • Provide a copy of the resource list to the center director

  50. Activity Conducting a Health Risk Assessment and Finding Appropriate Community Resources

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