DCF Childcare Training Courses 1-5

A set of facts or principles analyzed in relation to one another and used to explain phenomena(a fact or behavior that can be observed)

*Ensure learning centers have ample space for movement. *Reduce the number of transitions throughout the day. *Ensure the environment feels safe for the child. *Provide activities that are slightly challenging to the child. *Provide activities to increase development without causing frustration.

The hierarchy of human needs

Five

Level 1-Physical Level 2-Comfort and Saftey Level 3- Social Level 4-Self-esteem Level 5-Self-Actualizing

*Air to breathe *Shelter to protect *Water to drink *Food to eat *Clothes to wear *Health care

*Safety *Security *Stability *Transportation *Safe relationships *Child care

*Adequacy *Confidence *Importance *Sense of efficiency,capability,resilency,hopefulness *Ability to cope and problem solve

*Fulfill one's life purpose and meaning *Being all that one is able to be *Spirituality *Personal emotional response *Refinement of interpersonal skills

*Basic needs must be met first,when not met,the child's self worth suffers. *Neglect can occur at all levels,not just basic needs.All needs are important. *Child care professionals need to be aware of the family circumstances to understand what needs are beig met at home.

*If you close the "M" at the bottom, it will form triangles or pyramids. *Maslow studies human needs. *What motivates children to act the way they do? Needs being met.

Yes

Fulfilling one's life with purpose and meaning.

He developed eight pyschosocial stages through which humans develop throughout their entire lifetime. It is called the Eight Conflicts in Emotional Development.

As a development pyschologist who can be compared to Sigmund Freud because of his theory that humans develop in stages.

Conflicts

A strong social and emotional life.

Trust vs. Mistrust (Birth to 1 year)

Autonomy vs. Shame and Doubt (1 to 3 years)

Initiative vs. Guilt (4 to 5 years)

Industry vs. Inferiority (6 to 12 years)

They are important in the study of human development,but they are less significant in child development,because Erikson believes that they occur after the age of 12.

*Trust is developed over time by providing an infant with a consistent,comforting environment. *When needs are met,trust is established. *Trust builds a emotional foundation. *A lack of trust can result in proor emotional stability.

*Toddlers need to explore their own bodies and environment in order to become confident about themselves. *When autonomy is allowed a person can become comfortable with his/her choices. *A lack of autonomy can result in a feeling of shame or insecurity.

*When initiative is encourged,a person experiments within one's environment. *4 or 5 year olds begin to develop an interest in exploring beyond themselves. *Children who can't explore will be prone to guilt for their actions. *A lack of industry can result in a feeling of low self worth.

It means they can: *Create relationships with children based on trust. *Allow children to exercise autonomy whenever safe and practical. *Guide children to initiate activity or portions of activities whenever safe and practical. *Promote the building of your children's creativity during activities.

*E. Erikson contains 8 letters---8 stages *E.E.= two "E's" playing together---social behaviors *Focus on emotional and personality development. *Major conflict at each stage and how they are dealt with affect development.

By encouraging trust, autonomy, initiative, and industry.

The Four Stages of Cognitive Development

His work on the psychology of intelligence.

Learning how children develop an intellectual understanding of the world.

The concept of cognitive structures. These structures are patterns of physical or mental action that underlie acts of intelligence and correspond to stages of child development.

They take the information that they recieve and process it,then react to it.

4

Acquiring a diffrent set of related characteristics and abilities.

1- Sensorimotor (0-2 years) 2- Preoperational (2-7 years) 3-Concrete-operational (7-11 years) 4-Formal Operations (11+ years)

*Explore their world through senses and motor skills. *Understand the world by physically manipulating objects. *Trial and error problem solving *Object permanence child does not know that physical objects remain in existence when out of sight.

*Preschoolers and early school-age children learn about their world through their actions. *Uses symbols to mentally represent objects. *Increase development of language and concepts. *Reasoning may be illogical and not sequential. *Egocentric thought processes

*Older school-age children learn about their world by applying logic. *Deal with changes and process *Are able to make relationships about why things happen. *Understand how things relate to one another

*Early high-school schildren learn about their world through constructing and solving problems. *Begin to think about thinking *Think in abstract terms *Make educated guesses

The stages help you understand how babies and children may percieve their envirnment.

A child's stage of cognitive development

Why children make thinking "mistakes"

Discovery learning and supporting the developing interests of children.

*Use of manipulative field trips and working in groups to help them learn

He developed the social development theory of learning

That social and cultural interaction are the primary sources of learning and behavior.

*Children acquire knowledge through culture. *Children learn through problem solving experiences shared with a knowledgeable abult or peer. *A child can perform a task under adult guidance or with peer collaboartion that could not be achieved alone. Vygotsky called this the zone of proximal and claimed that learning occured in this zone.

An instrumental technique where a person interacting with the child assumes more responsibility for guiding the learning. As the child learns,the responsibility is gradually transferred to him.

*Give them things within in their range of ability *Pair children up

Where children play an active role in their own education as well as the educatiom of their peers. The adult collaborates with children in order to create meaing in ways that childrencan make their own.

Continous step-by-step changes in their learning and behavior.

...This course will teach you the basic principals of child growth and development.

...you will learn how these principles affect children's learning.

A is specific body changes and increases in the child's size,such as height,weight,head circumference and body mass index.

An increase in complexity,a change from relatively simple to more complicated.Usually involves a progression along a continous pathway on which the child acquires more refined knowledge,behaviors, and skills.

We define growth as specific ____ changes and increases in the child's size.

They can grow_10__inches in length and triple their birth weight.

They grow _5_ inches a year for the next 2 years and continues from age 2 or 3 to puberty at a rate of two to three inches each year.

Between _8_ to _13_ years of age

_10_ to _15_ years of age

From the head downward and from the center of the body outward.

Head and neck

The brain,heart,and spinal cord

The arm and leg muscles

Yes, some children are taller,some shorter. Some children are smaller,while others are larger.

By good nutrition,adequate sleep,and regular exercise.

No

Growth spurts

Show pictures of various stages of growth and showing them what's alike.

Show them that being diffrent is what makes us unique and special.

First build relationship with parent,then share typical growth information with them.

Yes,but the rate varies

*Children develop in relatively the same ways. *They can move forward,regressfor a short time,then move forward again. *Some children may skip a behavior or skill as they move forward. *While the sequence is similar and the behaviors or skills emerge in the same order children can take more or less time each behavior or skill.

*Development progresses from a beginning point moving in a forward direction. *Development of behaviors and skills moves from general to specific. *As children mature their bodily changes occur in a sequential order and give children new abilities. *As the brain and nervous system develops,a child's thinking cognitive skills and motor physical skills improve. *In motor development,an infant's large muscles develop first and result in the ability to wave the arms and kick the legs. *Development continues in the smaller muscles in the fingers and toes and results in the abilityof the fingers to grasp objects and the toes to help with balance when standing and walking.

*In children who develop normally,behaviors and skills they have already acquired become the basis for new behaviors and skills. *There is continuity from one phase of development to the next. *Children continue to add new behaviors and skills as they perfect their ability to walk,to write or draw and to speak. *In order for children to write or draw,they must have developed the control of their hands and fingers to hold a crayon and pencil.Holding a pencil develops into writing and drawing. *The continuation of development can easily be seen in children as they mature from age 2 to age 12.

*Each child is diffrent,and the rates at which individual children develop are diffrent. *Although the sequences for development are usually the same for all children,the rates at which individual children reach each stage will be diffrent. *Some children will walk at ten months while others walk at eighteen months of age. *Development is never uniform,but it is constant.

*Development in children is interrelated *Principles 1 through 4 show how the body has to grow and develop before new behaviors and skills can occur.They also demonstrate the first 2 of 6 areas od development,called domains.

*Physical Health *Motor Development *Cognitive Development and General Knowledge *Language and Communication *Social and Emotional *Approaches to Learning

Involves increased physical growth and abilities.

Thinking,planning,creating,exploring,and questioning.

A child's ability to see,hear,speak,read,and write.

By forming relationships and attachments.

100 billion but their is minimial wiring between them.

A connection between two nerve cells.They are formes throughout the brain throughout life.

Simple,vulnerable,and grow rapidly.

Myelin

Electrochemically

Serotonin,norepinephrine,epinephrine,dopamineand tryptamine

Pleasure,pain or alarm

Stimulation and experience

Stimuli that are encountered early and often,as well as the child's successful responses.

Practice and Repitition

Brain development

At random

Certain periods of time when children are especially receptive to their surroundings and interactions with other people.These periods of time are tied to brain developmental milestones. For example,language skills depend on hearing other people speak.

Language skills,especially grammar and pronunciation.

Around 5 Years old and greatly deminishes around puberty.

By the baby's environment and experiences.

The child's brain development

Early experiences in the environment

Their environment and experiences

*How you diaper,feed,and put to sleep. *The way you great,and the way comfort. *The amount of space the child had to play in,and the ambient lighting *The songs you sing *The toys you provide *The meals you serve

If your not feeding them properly they wont grow. Greeting allows them to feel like they belong. If they dont have a lot space they won't develop gross motor skills.

Detect indicators of possible delays,and can help get the child the assistance he needs.

Care and the environment can support or hinder development. The knowledgeable caregiver can support a child in learning new skills. When a child is struggling with a new skill,timely intervention can help hime over come a problem and catch-up.

All of them

Be on the lookout for signs of developmental delays and be aware of appropriate methods of dealing with children experiencing developmental delays.

By looking out for the child who is not yet showing the skills and behaviors we would expect in a certain age range.

To NOT diagnose children.

That children and adults with disabilities are entitles to the same rights.

It means that children with disabilities are legally entitled to equal access to community-based child care settigs.

No

Leveled surface area and enough space to manuvre.

Follow certain schedules,give them heads up on next transition.

Set them up with a buddy.

More challenging activities but dont make them mini teacher.

Don't hinder them,don't make things to difficult.

Internal and external

Food gives energy to get through the day and learn and grow.

The keep kids healthy

Consistence helps them feel better.

They provide a sense of security and belonging

So they can interact with others

Helps children with and without special needs interact in positive way.

Nutrition,exercise levels, daily routines in physical activities and learning and relationships with adults and other children.

The passing down of genetic charecteristics from parents to their children.

Through the inheritance pf physical characteristics and temperment from birth parents at the time of conception.

before the child is conceived.The egg of the mother and the sperm of the father carry genetic materials(genes and chromosomes) that combine to form a unique child.

Genes- They contain all the instructions necessary to create the human body.

Large,complex molecules called DNA.

A defect existing in the genetic material from either the father or mother and may be inherited by the child.

Hundrends but not all of them are favorable.

The emotional response of a child

A prevailing or dominant quality that characterizes a person.

The totality of a person's attitudes, interests,behavioral patterns,emotional responses,social roles and individual traits that endure over long periods of time.

The blend of physical and temperamental charecteristics inherited by a child from the birth parents. Inherited characteristics may have positive or negative influences on a child.

*Birth order affects a child by determing how he sees himself. *Research shows that generalizations can be made as to the typical characteristics of placement. *Firstborn children are more likely to go to college. *Middle children seem to have the strongest feelings of neglect by parents, often feeling that they were "squeezed out" by the other siblings. *The youngest child may be more pampered and creative.

*Be the center of attention;often enjoys position.May feel special. *Relys on service from others rather than own efforts. *Felt more incompetent because adults are more capable. *Feel unfairly treated when he doesn't get his own way. May refuse to cooperate. *Play "divide and conquer" to get his own way *Have poor peer relations as child but better relations as adult *Please others only when he wants to. *Be creative

Develop competent,responsible behavior or become very discouraged. *Sometimes strive to protect and help others accept responsibility. *Use to being center of attention *Believe's must have superiority *Pressure to please

Act as if in a race,trying to catch up,or overtake first child. If first child is "good", second may be labeled "bad." *Be rebellious.Often doesn't like this position in the family. *Never had parent undivided attention *Develop abilities first that first child did not.

*Feel unloved,left out, "squeezed." *Be adaptable.May learn to deal with both oldest and youngest sibiling. *Felt less pressure *Doesn't fit into family *Feels like problem child

*Behave like an only child.May feel that everyone is bigger and more capable. *Remain "The Baby." If youngest of three,often alies with oldest against middle child. *Felt smallest and weakest *Not taken seriously *Boss of family

Grow with fewer developmental challenges than an unhealthy child.

They are more likely the child will encounter a developmental delay.

A critical influence on the growth and development of a child from the pre-natal period through each age and stage.

Socio-economic status,gender, and race.

When a child eats well,gets a lot of physical activity and exercise,and has a healthy weight.

Sufficient rest,exhibiting appropriate emotions,behaviors and response to discipline appropriate for the age,practicing oral hygiene and developing speech and language proficiency.

His body works well,feels good,and can do all the things he wants to do.

*Don't reward children for good behavior or try to stop bad behavior with treats. *Don't insist that children finish all the food on their plates. *Do provide healthy foods and drinks *Teach the children why these foods and drinks are healthy. *Plan activities that give children numerous opportunities to engage in physical play and exercise. *Sharing information with parents on the healthy eating,as well as the exercise the children are participating in while in child care,could remind them of improvements they could make at home.

Impairment resulting from prenatal problems, trauma during birth,accidents,illness,or disease that damages the body or mind.

A child's nutritional intake

Poor eyesight,poor motor control and language impairment.

By teamwork between the child,parents and the child care professional.

The Inclusion Rule

In 1975, by the 94th congress

Including children with special need,side by side,with their non-handicapped peers. This allows children to learn from each other.

Including children with special needs helps speed up development,result in fewer children being retained in later grades and improve the quality of family relationships.

The child's family

Serving healthy meals, frequency of doctor visits and getting the necessary immunizations.

With good pre-natal care

Fetal Alcohol Syndrom. It results in a variety of mental and physical defects that develop inunborn babies when the mother drinks too much alcohol during pregnancy.

Growth,skeletal,facial,organ and central nervous system abnormalities.

*Difficulty with large muscle motor activities such as climbing stairs,crawling,riding a tricycle. *Frequently walking or bumping into things. *Shows a lack of energy *Difficulty with activities such as building a tower of blocks.

*Difficulty in seeing distant things clearly. *Holds toys or books very close to eyes *Rubs eyes frequently *Blinking eyes often when doing work

*Poor speech,omits sounds,loud voice. *Does not understand directions. *Does not answer when called. *Trouble paying attention in large group activities. *Often gives the wrong answers to the questions. *Avoids playing with other children. *Becomes tires early in day

*No speech by age two *Does not use two or three word sentences by age three. *Difficulty understanding after age three. *Stutters after age five *Has poor voice quality *Problems understanding what is said.

*Unable to follow directions because they cannot remember what was said. *Frequently bumping into things,knocking things over. *Unable to see differences in size,shape and color *Cannot remember what is seen or heard. *Cannot tell the difference betweensounds and textures.

*Acts very quickly without thinking about consequences. *Very short attention span *Cannot complete task. *Switches from one task to another. *Easily distracted by another situation. *Unable to return to original task. *Excessive movement *Constant motion even when classroom is quiet.

They vary widely but affect all development.

Knowledge of developmental stages and influences on a child.

Any person under the age of 18 years

Any non-accidental injury, sexual battery, or injury to the intellectual or psychological capacity of a child by the parent, adult household member, or other person responsible for the child's welfare

Sexual contact or interaction between a child and an adult or older child. Including indecent exposure, fondling, touching sexual organs, forcible rape, sodomy, exploitation, and showing pornography.

Situations of known or suspected child abuse or neglect which occurs at the institution where the person allegedly perpetrating the child abuse or neglect is an employee of a private school; public or private child care center, residential home, institution, program, or agency or any other person at such institution responsible for the child's care

Failure to provide adequate food, clothing, shelter, health care, or needed supervision

Failure to provide support, adequate attention, warmth, supervision, and normal living experiences for a child to the extent that the child is impaired in ability to function normally in performance and behavior

Anything to a child's health or welfare that can occur when any person: a) inflicts, or allows to be inflicted, upon the child physical, mental, or emotional injury; b) commits, or allows to be committed, sexual battery, or lewd or lascivious acts against a child; c) allows, encourages, or forces the sexual exploitation of a child; d) exploits a child, or allows a child to be exploited; e) abandons a child; f) neglects a child; g) exposes a child to a controlled substance or alcohol; h) uses mechanical devices, unreasonable restraints, or extended periods of isolation to control a child; i) engages in violent behavior that demonstrates a wanton disregard for the presence of a child and could reasonably result in serious injury to the child; j) negligently fails to protect a child in his or her care from inflicted physical, mental, or sexual injury caused by the acts of another; k) has allowed a child's sibling to die as a result of abuse, abandonment, or neglect.

When a child is left alone in a situation beyond their physical and emotional development level or when a child is left in the care of someone who does not provide adequate supervision

When the child is exposed to structurally unsafe housing, exposed wiring, inadequate or unsafe heating, or unsanitary housing conditions

When a child suffers or is likely to suffer, from physical or emotional health conditions resulting from inadequate clothing, improper hygiene and uncleanness

When the caretaker has regularly failed to provide or have available adequate food to the child, which can cause malnutrition over a long period of time

When a medical or dental condition is left untreated, possibly resulting in serious or long-term harm to the child.

When the parents deny satisfying or fulfilling relationships, thus avoiding most interactions as a method of avoiding rejection and failure. The lack of support or emotional care or love can cause the infant and/or child's weight to fall below the fifth percentile for age.

When education is not enforced by the parents, thereby contributing to the child's absence from school - leading to the lack of education and leading to truancy

Operates 24 hours a day, 7 days a week, toll free telephone number 800-962-2873

Exemption from civil or criminal charges resulting from reporting "in good faith.

Any person, including, but not limited to, any: a) physician, osteopathic physician, medical examiner, chiropractic physician, nurse, or hospital personnel engaged in the admission, examination, care, or treatment of persons; b) Health or mental health professional other than one listed in paragraph a); c) Practitioner who relies solely on spiritual means for healing; d) school teacher or other school official or personnel; e) social worker, child care worker, or other professional child care provider, foster care, residential, or institutional worker; f) law enforcement officer; or g) judge - who knows, or has reasonable cause to suspect, that a child is abused, abandoned, or neglected by a parent, legal custodian, caregiver, or person responsible for the child's welfare shall report such knowledge or suspicion to the department (DCF) in the manner prescribed in subsection (2) of 39.201.

Three types of abuse

a life-threatening condition that occurs when an infant is forcefully shaken back and forth rupturing blood vessels in the brain and breaking neural connections

Parent blames or belittles child Parent talks about child as bad or evil Parent smells of alcohol/drugs or seems to be under the influence Parent fails to keep appointments Parent seems unconcerned with child

•Believe what the child tells you • Be someone the child trusts and respects • Conduct the conversation in a quiet, private and non-threatening place • Gather enough information to make an informed report to the Florida Abuse Hotline • Reassure the child that he/she has done nothing wrong • Allow the child to tell you what happened in a free and open manner • Let the child set the pace and use language that is comfortable to them • Ask the child to clarify unfamiliar terms

• Ask leading questions or suggest answers to the child • Ask for details (This is the job of the investigator) • Suggest that the story may not be true • Show body language such as shock, anger or surprise while the child is talking • Communicate feeling of shock, anger or surprise • Force child to remove clothing to show signs of physical abuse • Leave the child alone with a stranger • Ask "why" questions

Premature birth and/or birth defects Chronic or serious illness Physical/mental/emotional disabilty Temperament- slow or difficult to warm up to others Aggressive behavior problems Attention deficit disorder A personal attribute/characteristic identified by a parent as undesirable Childhood trauma

Personality factors- feelings of insecurity, lack of trust, low tolerance for frustration, depression or mental illness Childhood history of abuse Family structure - single parent with lack of support Social isolation - lack of support Marital problems and divorceDeath and/or illness Age Abuse of alcohol or other drugs Lack of parenting skills or living skills Financial problems or unemployment

Stressful life or community events (ex. Hurricanes) Low socioeconomic status poverty Homelessness Lack of access to medical care, health insurance, child care and social service Dangerous/violent neighborhood Community violence Cultural acceptance of abuse

Telephone, Fax, TDD and Online

Ensures that confidentiality we be maintained for child care workers reporting suspected cases abuse and neglect

an agency designed to receive, investigate and provide rehabilitation services for children and families with abuse issues

provides a spectrum of services to preserve and protect the well being of children and families

investigate cases of child abuse and neglect

provide intention to victims of child abuse and neglect, provide medical attention of counciling to the abused, abuser, and family

Provides services: divorce, domestic violence, guardian ad-litem

church services are provided for families that are having problems. youth programs can provide after school care

learn about child abuse and neglect

Florida Abuse Hotline

This agency determines state rules pertaining to child care and enforces these rules by licensing and inspecting child care facilities.

This agency inspects child care facilities and educates child care professionals about minimizing fires and other threats to safety.

This agency establishes, regulates, and enforces rules and local ordinances, which must meet or exceed state standards.

This agency is responsible for making sure child care facilities are inspected.

are made up by the individual laws which were passed by the Legislature. Each year, new statutes appear for the first time, some are rewritten or amended, and some stay the same. Statutes are written and proposed by the Florida Senate and House of Representatives. They are signed into law by the governor.

is made up of rules that are created by the Department of Children and Families and enforced by the Depatment of Children and Families and many other state local agencies. Rules and regulations are based on the Florida Statutues. The Florida Department of Children and Families governs many aspects of child care in the state, and its staff members write the rules and regulations that appear in the Florida Administrative Code.

passed in 1990, prohibits discrimination against people who are handicapped or disabled. Its goals are to promote community integration by prohibiting discrimination based on disability; to create early intervention services for infants and todlers (ages birth to 3 years) with special needs and their families; and to provide non-discriminatory, multidisciplinary evaluation by qualified professionals.

Employment History Local criminal records check through local law enforcement agencies Fingerprints Statewide criminal record checks through the Department of Law Enforcement Federal criminal records check through the FBI

notifies

15 days

30 days

appeal

to publicly announce

license programs.

meet or exceed......approve

every year

If the Department of Children and Families learns that the local licensing agency is not applying the Department of Children and Families' minimum standards, it notifies the local county commission.

each year.

annually.

change in ownership

social security

on-site review

coordinate

licensing fee...........all standards

has failed

six

Fines

involves making physical facilities, toys, and equipment readily accessible to and usable by a child with disabilities, so that he or she may participate.

At the state level, this includes rules set forth in Florida Administrative Code.

Specific details drawn up by an agency to support a law, and enforced by the court.

A legal decision that is enacted by a state agency.

A body of people whose job is to enact laws.

A person who has legal custody of a child.

A piece of legislation that is passed at the local level.

A document that is discussed or voted onby the State Legislature or Federal House or Senate

A parent who has been awarded custody of children after a divorce.

A government body responsible for directing activities according to rule, principle or law.

A bill that has been passed by the State House and Senate and approved by the governor.

A person who is declared legally responsible for the care of a child by a court of law.

These are the basic requirements permitted by law or authority to operate a child care program.

General Information

Physical Environment

Training

Health Related Requirements

Food and Nutrition

Recordkeeping

Evening Child Care

School Age Child Care

Gold Seal Quality Care Program

Enforcement

Renewal applications must be submitted 45 days prior to expiration. To operate an urban child care facility, it must show documentation that the outdoor play space requirement cannot be met. The license being described is for a facility. It can be applied for with the licensing authority or of the DCF website. The completed application must be signed by the individual owner, propsective owner or designated representative, of a partnership, association or corporation.

The child care facility license is issued in the name of the owner, partnership, association, or corporation. At least one week to changing ownership of a facility, one of the following methods of notification to parents or guardians must be observed. Posting a notice in a conspicuous location at the facility, incorporating information in any existing newsletter, individual letters or files. 402.305(18) F.S.

There must be a staff person at least 21 years of age on the premises at all times. (in the absence of the operator)

Mixed Age Groups---Where children under 1 year of age are included, one staff person should be responsible for no more than 4 children of any age group. Where children 1 year of age but under 2 years of age are included, one staff person shall be responsible for no more than 6 children of any group.

4

6

11

15

20

25

4

6

largest

Means watching and directing children's activities with the same rooom or designated outdoor play area.

Sufficient staff are in close proximity. Pool---certified lifeguard

One additional adult for every 20 children, a child care facility must have one (1) credentialed staff member.

5 caregivers

1 Caregiver

1 Caregiver

2 Caregivers

2 Caregivers

The number of people in the vehicle cannot exceed the number of safety belts. A driver must have certificates showing completion of First Aid and CPR Training. The driver needs a current Florida Driver's License and an annual physical which grants medical approval to drive. All child care facilities must comply with the inspection responsibilities and insurance requirements. Each child must have a seatbelt. A log shall be maintained for all children being transported with signatures from the driver and staff. Staff-to-children ratios must be met.

Parents should be advised at least 2 working days in advance. Written parental permission must be obtained.

Verification that written procedures have been provided with signature of parent/guardian. Prohibition of humiliation, spanking. A copy of practices must be available to licensing authority. Redirection, modeling, and reminding are usually acceptable practices.

A child care facility must provide the custodial parent or legal guardian access, in person and by telephone, to the childcare facility during the facility's normal hours of operation or during the time the child is in care.

(General Requirements) The facility must be clean and safe. It can't be used for an unsafe activity while chidren are present. Animals must have current immunizations and be healthy and clean. Buildings must meet local building codes---design and construction of a new child care facility or modification to an existing facility.

Rooms Occupied by Children A foot candle measures the amount of light that actually falls on a surface, such as a floor or table. At all times lighting must be sufficient to visually observe and supervise chidren, including during naptime to ensure safety and wellbeing.

The Department of Children requires either 20 or 35 square feet of usable floor space per child, depending on when the facility was first licensed. In addition to the total facility minimum square footage per child, each room that is routinely occupied by children must also have a minimum of 20 square feet or 35 square feet. The square foot requirement may be suspended during specific times of the day.

DCF requires 45 square feet of safe area play area for 1/2 of the facility's population over 1 year of age. "Safe" is defined. Urban facilities are given permission to substitute.

45

half

For the purpose of childcare facilities who are providing care to school-age children, a fence is not required around an outdoor play area if all of the following conditions are met: The children using the outdoor play area are in kindergarten or above. The staff-to-child ratio is exceeded by at least 1 staff member. Certain traffic conditions are met. Written approval has been granted by the licensing authority.

The Department of Children and Families requires that children have a safe, clean, and comfortable place to rest as determined by the rules in this code. There must be 18" maintained between napping.

Back to Sleep---Babies who can't roll over on their own must be placed on the their backs, not their stomach to sleep.

Potty chairs are not considered toilets. There has to be at least one bath facility. Handwashing soap is not considered a hazardous or toxic substance, and can be placed within reach of children.

All Drill logs should be maintained for one year and contain specific information. Current attendance record must accompany staff out of the building during drill or actual evacuation.

Facilities have to conform to standards set by the State Fire Marshal. Facilities must be inspected annually. A copy of approved fire inspection report must be on file with the licensing authority. Must conduct 10 fire drills a year at least 30 days apart-one during naptime, one using an alternative route and one in the presence of licensing staff.

All building must have screens on open windows or doors. Caregivers must wash hands. Child must have access to safe drinking water. Children can't share toothbrushes, towels and washcloths.

Toys, equipment and furnishing must be provided by the facility. They must be safe and sanitary. There are specific regulations for outdoor equipment, and these are in place to maintain safe conditions for play. Equipment is anchored securely. Free of rust or jagged edges. No hazardous objects.

Training Requirements- All Part I courses (30 hours) Part II courses (10 hours) of your choice----Early Literacy and Language Development Course

Beginning training means starting a course. This is accomplished by attending your first child care training instructor based course or starting an online course, acquiring an educational exemption or completing a competency examination.

By passing the competency exams you may be exempt. There are no educational exemptions from the Child Care Facility Rules and Regulations and the Identifying Child Abuse and Neglect courses or from the department's online training courses.

Training is documented by certificates of training or training transcript.

Requirements ensure that introductory trainers have a minimum level of education and experience in early childhood education.

In-service training is training that is completed on an annual basis to improve knowledge about the child care profession. All childcare professionals must complete 10 hours of training annually.

National Early Childhood Credential: Birth through Five Florida Chil Care Professional Credential; Florida Department of Education Child Care Apprenticeship Certificate; Early Childhood Professional Certificate; School Age Professional Certificate or formal education qualifications.

Education and Experience A Director Credential must be renewed.

Communicable Disease Control Child neds to have daily health checks to notice signs of disease. Sick children should be isolated. A communicable disease is one that can be transmitted from one person to another through direct or indirect contact.

The facility must have a valid First Aid and CPR certificate(s) on file, a person on duty holding a valid certificate, and a first aid kit that meets the code. Report all accidents to parents with written accident/injury report.

Facilities do not have to dispense medication. Written directions from a physician have to be followed. Medicine should be inaccessible by children.

Nutrition Special food restrictions must be shared with staff and posted in a conspicuous location. USDA determines the nutritional needs of children and recommend daily allotments that must be followed in licensed facilities.

Food handling and preparation in child care facilities must meet or exceed those used in other public situations. Each child will receive individual care at meal times, and children must be seated at tables. No propped bottles.

Children's Health Requirements DH Form 3040 Student Health Examination; DH Form 680 Florida Certification of Immunization DH Form 681 Religious Exemptions School age children who are enrolled in a public school are not required to have these records on file at the facility.

Enrollment forms must be kept current and children cannot be released to any other custodial parent, or other peron authorized in writing. Parents should receive a copy of Know Your Child Care Center. Parents receive a copy of disciplinary procedure. Info on flu in August and September

Daily Attendance, Record of accidents and injuries, Emergency evacuation plans, Record of monthly fire drills, Documentation of First Aid and CPR training, Parental permission for field trips, Daily menus and Specialized diet documentation.

6:00 p.m.-7:00 a.m.

Staff must remain awake at all times. While children are awake, direct supervision must be provided.

For centers providing evening care only, outdoor space is not required. CDA or credentialed staff is not required for Evening Child Care Staff. Director credentialed staff is not required of Evening Child Care.

DefinitionsL School Age Child means a child who is at least 5 years old by September 1st of the beginning of the school year and who is attending kindergarten through grade 5. School Age Child Care Program- Means before and after school programs that are licensed and serve only school age children.

No license is required for programs located in public/nonpublic school sites who exclusively serve children who attend the school during the day.

Kindergarten or above Traffic conditions are met Staff to child ratio is exceeded by at least one staff member Written approval has been granted Student health records are not required for school age programs

Training provided at a national organization that includes evidence of competency or any of the other Part II training courses developed by the Department of Children and Families.

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1. Appetite 2. Appearance 3. Activity

Behavior, Face & Body

Irritable, drowsy, whinny, lethargic

Flushed, rashes, cuts, abrasions, bruises, pale, discolored stool, burns, diarrhea.

fever, vomiting, stomach aches, sneezing, etc.

The condition is caused by excessive sweating. the person's skin becomes pale and clammy, and the person feels sick, dizzy, and/ or faint. Pulse rate and breathing become rapid, and a headache or muscle cramps may develop. Take action! Parents should be notified.

Occurs because of prolonged exposure to very hot conditions. The mechanism in the brain that regulates body temperature rapidly rises to 104 degrees Fahrenheit. The person becomes flushed, with hot, dry skin and strong, rapid pulse. He or she quickly becomes confused or unconscious.

Dry to very dry mouth. Little or no tears when crying. Less active than usual, or very fussy. Infant will wet less than 6 diapers a day; a child will make fewer trips to the restroom than he normally does. Eyes are sunken. Hands and feet are cool and blotchy. Pulse may seem weak and fast. Child will not urinate for hours.

Grows best in warm, moist places. Can causes athlete's foot and ringworm. Effective medication is available. Medications work best when condition favorable to fungi growth are removed.

Smaller than bacteria. Grow only in living cells. Can cause colds, chicken pox, measles, German measles, mumps. Antibiotics have no effect. Rest is the best action; body fights better when rested. Vaccines against common ones available.

Small organisms seen with an ordinary microscope. Can causes strep throat, impetigo, pink eye, and some pneumonia. Antibiotics help stop growth.

Organisms that live on or in animals and people. Common examples include pin worms, roundworms, head lice. Effective medications are available for most.

1. respiratory 2. Direct contact 3. Fecal/ Oral 4. Blood born

1. Wash hands 2. Clean/ disinfect 3. Stay home when your sick

1. Wear gloves 2. Throw away after one use. 3. Change diapers on non-porous surface.

toys, kitchen, restroom, tables, chairs, floor, carpet/

Permission slip with parent signature and name of child with who authorized to give medication. Log- name of child, dose, day and time, amount given, and who authorized. Medicine needs to be original package.

- Keep chemicals out of reach - following safe food handling - obey directions found on medicine label - teach children to not place unfamiliar object near their mouth.

Put on its back in crib to prevent sides... use crib bumper - breathable bumper

no broken things, supervise child.

take attendance, tell procedures, number of poison control, numbers to emergency and back up, know where exits are.

Properly secured in seat belt, booster, care seat

Baby bottle decay

baby- anything not milk Toddler- honey, peanuts, hard candy, sugar, popcorn. Young child- soda, caffeine, sweets, fast food in moderation...

when a child care worker recognizes and notes an identifiable performance or behavior and uses instruments such as checklists, anecdotal records and running records. The instruments are used to measure progress against a standard and to share results with assessment experts.

instrument intended to identify and monitor normal development or possible developmental delay. Screening programs are not diagnostic, and are not based on whether a child has passed a certain curriculum.

When the child has not yet acquired the skills that are typical for the childs age or when they seem to give up

mandated that child care providers complete a course that covers the topic of observation of developmental behaviors, including using a checklist or other similar observation tools and techniques, to determine the child's developmental age level.

allows for timely referral for intervention

activities that strengthen the child's skills.

leads to sound assessment so that early detection of potential developmental delays will determine the correct referral and intervention

represents air and other things have free access to the space within, but when the window is closed, nothing can get through the window

Development in young children occurs

Development in young children occurs and typically progresses in

All children develop at their own

work together to make each child special and different from all others.

Skills are acquired in

Developmental progress is periods of stammering, characterize development and Periodic regression is normal and should be expected.

Early experiences and opportunities to practice new skills are

are important. The social setting and culture the child lives in influences the ways the child grows and develops.

Physical Health Motor Development Cognitive Development & General Knowledge Language & Communication Approaches to Learning Social & Emotional

refers to the changes in body shape and proportion. It includes change in weight and height

refers to a child's ability to move about and control body parts such as grasping, rolling over, hopping

a child's intellectual or mental abilities. It involves finding processing and organizing information and using it appropriately. Discovering, interpreting, sorting, classifying, and remembering information.

child's ability to express himself verbally and to receive and understand the verbal communication of others. It involves vocabulary, grammar, reading, writing, and ability to understand things around them

Focuses on how children feel about themselves and their relationships with others. Refers to individual behaviors, responses to play and work activities, attachment to parents and relationships with siblings and friends.

how skills and knowledge are acquired through the three qualities of eagerness and curiosity, persistence and creativity, and problem solving.

represent a range(rather than an exact point in time) when specific skills will be achieved.

not age that is the important factor in evaluating a child's progress

Participants should always ____ during the observation process before and after the observation

Participants must be _____ in their observations.Subjective information is open to interpretation and is not useful for describing behavior.

Checklists, Anecdotal Records, Running Records

Record only ____

Record every ____ don't leave out anything.

Use ____ that describe but do not judge.

Record the facts in the ___ they occur.

Observation of children in ____ lets the observer report what the child is able to do in an environment that supports the child to perform her best.

Do not try to observe more than____ a time.

Do not influence the child's by your presence.

Make sure there is ____ for the observation.

Make sure that ___ are kept to a minimum.

Use an area that is ___ to the child

Make sure you build a relationship with the___

Allows you to interact with children directly and ask them certain things

You do not hide the fact you are observing a child's actions

The observer is concealed behind a screen or a 2-way mirror and does not interact with the child

When the children are not told they are being observed.

Physical Health, Motor Development, Cognitive Development & General Knowledge, Language & Communication, Approaches to Learning, and Social & Emotional.

The screening process can not confirm

Screening helps to ___ children that could benefit from early childhood intervention programs

are divided into the categories of physical, cognitive, language, and social/emotional.

is difficult to test.

reliable, valid, and free of bias

for tracking the individual children as they progress through the program

where you record the child's name, parents' names, the child's age at the time of the screening, name of the screener and their relationship to the child (parent, child care provider, nurse, doctor)

where you record the child's actions and responses

for locating the child's data in relation to the norms of other children their age;

to help with the screening results (continue screening at next interval, referral).

Planning the process you will use, identifying how you will engage parents and at what points in the process, obtaining the materials if any are needed, developing forms.

Identifying the time and location for the activity, scheduling staff or substitutes if the activity requires 1:1 attention to an individual child.

Obtaining permission from parents, conducting the activity, recording the activity, scoring the activity if appropriate, working with parents.

Talking with parents, beginning to identify the next steps.

four basic tasks involved in developing and maintaining a successful behavioral observation and screening process

the first step of any observation and screening activity

is important. You must be clear about the need for assessment and its benefits to the child.