STEP-BY-STEP INFANT TODDLER

CENTER

STAFF HANDBOOK

2015-2016

We want to welcome you to Step by Step infant and toddler center! We are
dedicated to the families that use the center. We are also dedicated to the
employees that make our center so great. Welcome aboard and thanks. There
are many different entities that we must work with in this program. These are the
school district, Licensing, and Health Department and Colorado Shines. It can
be overwhelming at times. It is best to start by reading the manuals provided to
you and keeping them handy for reference. Please read the Licensing Rules and
Regulations, and the Morgan County RE-3s District Handbook and Parent
handbook that was provided to you. I know how hard nurturing and teaching can
be here, but if you work hard and try your best it can be very rewarding. Many of
the affects we have on these children and their young parents will change their
lives and benefit them in many ways we never realize or imagined. While
working with these young adults we must make sure that we all work together as
a team. We have staff meetings on early release and professional development
days to address any of the areas that need attention.
Philosophy
The childcare center will provide a safe and nurturing environment for the
children while their parents pursue a diploma. The center practices inclusion for
any special needs child. The staff and volunteers will model positive parenting
skills. The children will be offered a variety of recreational and enriching activities
that will enhance their physical, emotional, cognitive, and social development.
Early intervention will be offered for any developmental delays to help ensure
school success.
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Mission
The program is designed to assist teen parents in obtaining their High School
diploma, and to pursue future training or education. The program will provide
quality, licensed childcare to the program participants children. We will teach and
promote good health practices, positive parenting skills, personal growth,
decision-making skills, healthy relationships, and economic self-sufficiency. The
program will help both generations it serves to be happy, healthy, socially
responsible, contributing members of society.
Curriculum
The curriculum of Step by Step will consist of several tools from Teaching
Strategies Gold and Expanding Quality for Infants and Toddlers (EQIT). When
parents give the staff their email address, the teachers set up Teaching
Strategies Gold so parents can log in to their childs information on
creativecurriculum.net and access their childs information online.

The staff

uses the Planning Form for Individualizing, Individual Child Observation and
Planning Guide, Individual Child Observation and Planning Guide, and Group
Planning Form. Activities are child directed and not teacher directed. Staff and
parents work together to do Denver II, Ages and Stages, Ages and Stages Social
Emotional and Ounce Scale Books for each child for curriculum development.
For the Teaching Strategies Gold program, staff write down observations, record
and enter the information into the computer. Dates for Teaching Strategies Gold
deadlines are posted on staff information board. Two parent teacher conferences
are done each school year when the high school students have their parent
teacher conferences. The information from the portfolios and Teaching
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Strategies Gold are shared with their parents. Also, at this time and the director
does a Touchpoints session with the parents.
Routines are great time to teach children. Teachers provide time daily for
indoor and outdoor activities. Teachers work together with families to help
children participate successfully in the center when professional values and
practices differ from family values and practices. Much can be solved through
communication. Parents usually have the childs best interests in mind as do the
staff. Communicating this helps to come to a compromise. Please let the
director know if differences cannot be solved though conservation.
Staff start language acquisition by communication with children through reading
the childrens cues from the children. Staff needs to talk to children about what
both children and staff are doing to teach language. Staff must read to children
as much as possible using literature that relates to the childs family and culture.
Assessment
Several assessments are done throughout the year. These are done to make
sure the environment is set up to enhance learning, to guide curriculum, to
discover the childrens strengths and weaknesses and to detect referral for child
find. Staff and parents work together to do Ages and Stages, Ages and Stages
Social Emotional for curriculum development and an Infant and Toddler
Environmental Rating Scale and CLASS evaluation on each classroom.
Results from assessments will be used for development of the following forms:
Planning Form for Individualizing, Individual Child Observation and Planning
Guide, Individual Child Observation and Planning Guide, and Group Planning

Form. Parents are encouraged to help develop lesson plans for their children and
make childrens portfolios. Teachers meet with the teaching teams at least
weekly to interpret and use assessment results to align curriculum and teaching
practices to the interests and needs of the children. During this time, teaching
teams design goals for individual children and plan curriculum and monitor
progress.
Portfolios are kept confidential. The director explains this to the parents and
explains that only the parents and the teaching staff are to access each individual
childs portfolio and access to creativecurriculum.net. If Child Find has been
asked to observe the child, they too may hay access to the childs portfolio.
Training and Forms
Staff is required to complete 15 hours of ongoing training annually and be up to
date on CPR, First-Aid, Medication Administration, and Universal Precautions.
Staff also needs a current health form and TB test.
Health and Safety
To maintain good health it is important to keep everything clean and disinfected
or sanitzed all the time. Your rooms need to be continuously cleaning and
disinfecting your rooms. When toys are mouthed they need to put up till they can
be cleaned and every night the teacher needs to spray down the classroom with
a disinfecting solution. Wash tables and high-chairs with soap solution and
santizier Once a week staff sanitizes the toys; washes the stuffed animals and
bedding in the washing machine; wash all bedding. The cots need to be washed
down every day with bleach solution. The walls, sinks, tables, cribs, cubbies,

shelves, and other furniture are constantly maintained and washed. This will help
keep diseases and illnesses to a minimum.
Staff, students and children will have a fire drill monthly. Everyone must
evacuate to the field east of the building.

Tornado drills are done annually.

Everyone goes in the girls locker room to the right inside the School building.
Lockdowns drills are done bimonthly. During this time the blinds are shut, doors
are locked and the lights are turned off.
Water Play
Sand or water play is offered daily. During water play, staff ensure that no child
drinks the water. Children with sores on their hands are not permitted to
participate in communal water play. Fresh water is used and the water is
changed before a new group of children plays in the water. The water needs to
be drained when the activity period is complete.
Administration Medication
All staff members are required to take an administration class. and use the five
right practices of medication administration:
1.
2.
3.
4.
5.

verifying that the right child receives

the right medication
in the right dose
at the right time
by the right method with documentation of each right each time the
medication is given

Staff are only allowed to administrate medication to child when the center has a
written note from the childs doctor; the dosage is clearly stated on the original
container with the childs name and the date either the prescription was filled or
the recommendation was obtained from the childs licensed health care provider,
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the expiration of the date of the medication or the period of use of the medication,
the manufactures instructions or the original prescription label that details the
name and strength of the medication, and instructions on how to administration,
and instructions on how to administer and store it.

All medications must be kept

in the locked medication box in the childs classroom. A medication form must
be properly filled out and signed after medication is given. We do our best to
keep children in the shade and away from insects. If this is not possible, we
need written parental permission for sunscreen and bug spray (containing DEET
only and used not more than once a day)
Sudden Infant Death Syndrome (SIDS)
Staff need to take all precautions to prevent SIDS.

Place infants on their backs to sleep, unless otherwise ordered by a

physician, on a mattress in their crib with only one blanket to cover the
baby. After being placed down for sleep o their backs, infants may then be
allowed to assume any comfortable sleep position when they can easily
turn themselves from the back position.
Pillows, quilts, comforters, sheepskins, stuffed toys, and other soft items
are not allowed in cribs.
If a blanket is used, the infant is placed at the foot of the crib with a thin
blanket tucked around the crib mattress, reaching only as far as the
infants chest.
The infants head must remained uncovered during sleep.

Bottle Feeding/Drinking for a Cup

Infants must be held for bottle-feeding. Children do not eat from propped
bottles at any time.
Children are not allowed to have bottles in the crib or on a nap mat.
Children are not allowed to carry bottles sippy cups, or regular cups with
them while crawling, walking or while lying down for nap.
Teaching staff offer children fluids form a cup as soon as the families and
teachers decide together that a child is developmentally ready to use a
cup.

Bottles do not contain solid foods unless the childs health care provider
supplies written instructions and a medical reason for this practice.
Staff discard and formula or breast milk that is served but not completely
consumer after one hour.
Breast milk or formula is not to be heated in water hotter than 120 degrees
and for no more than five minutes.
No infant foods including formula and breast milk can be heated in the
microwave.

Meals and Snacks

The toddlers meals are prepared in the cafeteria (breakfast and lunch), and
their snacks are prepared by the toddler teacher in the classroom. The infant
supervisor prepared formula and food for the infants in the infant classroom. The
toddler teacher and the infant supervisor must ensure that all food is prepared,
served and stored in accordance with the U.S. Department of Agriculture (USDA)
Child and Adults Care Food Program (CACFP) guidelines and fill all the
appropriate forms for the food program. Menus are posted where families can
see them and copies available for families on the website, then at the end of the
month, menus are given to the director to keep on file.
Infant staff do not offer solid foods and fruit juices to infants younger than six
months, unless that practice is recommended by the childs health care provider
in writing and approved by the family. The toddler teacher needs to sit and eat
with toddlers at meal and snack times and engage toddlers in language. Serve
meals family style. All food must be served with gloves on. Staff must make
sure that all formula and bottles are labeled with the childs name, and all
leftovers from the cafeteria must be labeled and dated if stored in the refrigerator.
Food with expired dates must be discarded. Staff must make sure that all food
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requiring refrigeration stays cold until served.

All food is purchased by the

center. Other than breast milk, staff can serve only formula and infant food that
comes to the facility in factory-sealed containers and prepared according to the
manufacturers instructions. Baby food containers are cleaned and saved for the
art teacher. Sweetened beverages are not given to children. If 100% fruit juice
is served, it is to be served only at snack time and no more than four ounces per
child daily.

The program only gives children under 12 months formula and

breast milk, and children age 12-24 months only get whole milk. Staff do not
offer children hot dogs, whole grapes, nuts, popcorn, raw peas or hard pretzels,
peanut butter, raw carrots or chucks of meat that cannot be swallowed whole
Food for infants is smaller the -inch square and food for toddler is less than 1-2
inch square, according the each childs chewing and swallowing capability.
The program documents compliance and any corrections that it has made
according to the recommendations of the programs health consultant, nutrition
consultant, or a sanitarian that reflect consideration of federal and other
application food safety standards.
The infant supervisor works with families to ensure that the food served to
infants is based on the infants individual nutritional needs and developmental
stage. For each child with special health care needs or food allergies or special
nutrition needs, the childs health care provider gives the program an
individualized care plan that is prepared in consultation with family members and
specialists involved in the childs care. Food allergies are posted with the

parents consent. Liquids and foods that are hotter the 110 degrees are kept out
of the childrens reach.

Breast Feeding
The program supports breast feeding by accepted, storing, and serving
expressed breast milk for feedings. Breast milk is accepted in ready-to-feed
sanitary containers that are labeled with the infants name and date. Breast milk
is stored in the refrigerator for no longer than 48 hours (or no more than 34 hours
if it was previously frozen) or in a freezer at 0 degrees or below for no more than
three months. Staff is to gently mix, not shake, the milk before feeding to
preserve special infection-fighting and nutritional components in breast milk.
The program provides an enclosed, comfortable breast feeding area in the infant
room.

Staff work to coordinate feedings with the infants mother.

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Calling in Absent
If you cant make it to the center for your work day, please call the director at her
cell phone as soon as possible. The more notice you can give us the better. A
substitute will need to be called by the director to fill in for you. If for any reason
that the director is not available please call another employee of the center.
Opening the Center
Upon arriving at the center please do the following things.
1) Check the temperature of the room. It should be 74 degrees. If not please
adjust.
2) Unlocked all doors, and turn lights on.
3) Make sure the custodian has cleaned all areas properly. If not please do so.
4) Make sure that all snacks for the day are available.
5) Check to make sure everything is in its place neatly.
6) Unload the dishwasher and put away the dishes.
Teachers in Infant and Toddler rooms are responsible for the following;
1) Greet parents at the door, and have parents sign in.
2) Post any special instructions from parents are documented.
3) Make sure medication is properly handled and forms filled out.
4). Notify parents ASAP if child is ill.
6) Document each childs daily routine for parents.
7) Keep rooms organized and change pictures and displays monthly
8) Keep attendance and menus daily. Have parents to sign out daily.

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The only people who can remove a child from the center are those who have
permission to do so on in the childs file. At no time and for no reason is any
unauthorized person to remove a child from the center. If an unauthorized person
attempts to remove a child explain the proper procedure and ask them to leave. If
they refuse to do so contact the police immediately.
Discipline Policy
We want to bring children to the realization that they are responsible for their
behavior and results. Realistic natural consequences diversion separated from
the problem developmentally and age appropriate discussion with the child are
all techniques of disciplining the child in a positive and educational way. Positive
incentives and praise for appropriate behavior will help reinforce positive
behavior. All children and parents must abide by the program policies in order to
continue childcare services. Parents will be informed of serious, persistent,
challenging behavior and will be involved in developing and implementing an
individualized plan that supports the childs inclusion and success as a team with
teachers, the director and other professionals. Teachers will observe children
who have challenging behavior to identify events, activities, interactions and
other contextual factors that predict challenging behavior and may contribute to
the childs use of challenging behavior. Teaching staff may never use physical
punishment such as shaking or hitting and do not engage in psychological abuse
or coercion. Teaching staff may never use threats or derogative remarks and
may not withhold nor threaten to withhold food as a form of discipline.

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Challenging Behavior
Teachers address challenging behavior by trying to find the cause of it. This can
be done by documenting who, what, where, when and why the challenging
behavior occurs or use a frequency form to gain insight as to where the behavior
and its root source. Teachers also need to ask the parents about the challenging
behavior and communicate about what they have observed. Once information is
gathered the parents, teacher and director develop an individualized plan to
address the behavior by using positive support strategies.

Supervision
Teaching staff supervise infants and toddlers by sight and sound at all times. If
you need to leave the room for any reason, you need to find someone to cover
for you. You are not to leave the room during nap time and must be positioned to
see sleeping children while actively engaging with children who are awake.
Rooms are to be arranged so that there are no blind spots and children can be
seen at all times. Sides of cribs are to be checked to ensure that they are up and
locked.

Diapering Policy

Staff use only commercially available disposable diapers or pull-ups

unless the child has a medical reason that does not permit their use (the
health provider documents the medical reason).
For children who require cloth diapers, the diaper has an absorbent inner
lining completely contained within an outer covering made of waterproof
material that prevents the escape of feces and urine. Both the diaper and
the outer covering are changed as a unit.

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Cloth diapers and clothing that are soiled by urine or feces are
immediately placed in a plastic bag (without rinsing or avoidable handling)
and sent home that day for laundering.
Staff check children for signs that diapers or pull-ups are wet or contain
feces at least every 2 hours when children are awake and when children
awaken.
Diapers are changed when wet or soiled.
Staff change childrens diapers or soiled underwear in the designated
changing areas and not elsewhere in the facility.
Each changing area is separated by a partial wall or is located at least
three feet from other areas that children use and is used exclusively for
one designated group of children.
At all times, caregivers have a hand on the child when the child is being
changed on an elevated surface.

Hand Washing Policy

Proper hand washing is critical to maintaining health and hygiene in the center.
All staff, teachers, aides and volunteers are responsible for following proper hand
washing procedures. Teachers and aides are responsible for teaching children
when and how to wash their hands.
1. All staff must attend Hand Washing Training.
2. Administrators, trainers and quality rating personnel visit the classrooms
regularly to observe and ensure proper hand washing is performed.
Procedure
1. Signs are posted at each sink explaining the proper hand washing
procedure.
2. Staff and volunteers must wash their hands using warm water and soap,
working up a good lather and washing for 20 seconds:
Before preparing food
Before & after eating
Before & after giving medication
After coughing & sneezing
After touching animals
After using the restroom
After changing diapers
After toileting a child
After blowing ones nose
After wiping a childs nose
After handling garbage
After coming in from outside
After handling bodily fluids
After removing vinyl/latex gloves
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Proper hand washing procedures includes:

Using liquid soap and running water.
Rubbing hands together vigorously for at least 10 seconds, including the
backs of hands, wrists between fingers, under and around any jewelry,
and under fingernails
Rinsing hands well.
Drying hands with a paper towel.
Turning the faucet off with a paper towel.
Hand-washing sinks are not to be used for bathing children or for removing
smeared fecal material. The food preparation sink and the hand washing sinks
need not be used for other purposes. Gloves must be worn when handling bodily
fluids that might can blood, when contamination with blood may occur or when
diapering. This is not a substitute for hand washing.
Tooth/Gum Brushing
Teaching staff provide an opportunity for tooth brushing and gum cleaning to
remove plaque.
Cleaning and Sanitation
Staff clean and sanitize as indicated in the Cleaning and sanitation Frequency
Table. . Staff are to use ventilation and sanitation rather than sprays, air
freshening chemicals, or deodorizers, control orders in inhabited areas of the
facility an in custodial closets. Procedures for standard precautions are used and
include the following:
Surfaces that may come in contact with potentially infectious body fluids
must be disposable or made of a material that can be sanitized.
Staff use barriers and techniques that minimize contact of mucous
membranes or of openings in skin with potentially infectious body fluids
and that reduce the spread of infectious disease.
When spills of body fluids occur, staff clean then up immediately with
detergents followed by water rinsing.
After cleaning, staff sanitize nonporous surfaces by using the procedure
for sanitizing designed changing surfaces described in the Cleaning and
Sanitation and Frequency Table.
Staff clean rugs and carpeting by blotting, spot cleaning with a detergentdisinfectant, and shampooing or stem cleaning.
Staff dispose of contaminated materials and diapers in a plastic bag with a
secure tie that is placed in a closed container.

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After a toy is mouthed by a child or is contaminated by body fluids are to be

washed by hand using water and detergent, then rinsed, sanitized, and air
dried or washed and dried n a dishwasher before it can be used by another
child. . Staff must maintain areas used by staff or children who have allergies
or any other special environment health needs according to the
recommendation of health professionals.
Classroom or Visiting Pets
Any classroom pets or visiting animals must:

Appear to be in good health.

Have documentation from a veterinarian or an animal shelter to show

the animals are fully immunized and that the animal is suitable for
children

Be supervised by the staff for appropriate interactions and children

must be instructed on safe behavior when around animals.

Not be retiles because of the risk for salmonella infection.

Staff must make sure that any child who is allergic t a type of animal is not
exposed to that animal.

Smock and Shoe Policy

Smocks must be worn in the infant room. There is a no shoe policy in the
infant room. Anyone in the room must take their shoes off or put surgical
booties on over their shoes.
Staff are required create a professional development plan in the
Professional Development Information System in Colorado Shines.

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Staff are to know and follow the following NAEYC Code of Ethical Conduct:
NAEYC recognizes that many daily decisions required of those who work with
young children are of a moral and ethical nature. The NAEYC Code of Ethical
Conduct offers guidelines for responsible behavior and sets forth a common
basis for resolving the principal ethical dilemmas encountered in early childhood
care and education. The primary focus is on daily practice with children and their
families in programs for children from birth through 8 years of age, such as
infant/toddler programs, preschools, child care centers, family child care homes,
kindergartens, and primary classrooms. Many of the provisions also apply to
specialists who do not work directly with children, including program
administrators, parent and vocational educators, college professors, and child
care licensing specialists.

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Core Values
Standards of ethical behavior in early childhood care and education are based on
commitment to core values that are deeply rooted in the history of our field. We
have committed ourselves to
Appreciating childhood as a unique and valuable stage of the human life cycle
Basing our work with children on knowledge of child development Appreciating
and supporting the close ties between the child and family.
Recognizing that children are best understood and supported in the context of
family, culture, community, and society.
Respecting the dignity, worth, and uniqueness of each individual (child, family
member, and colleague)
Helping children and adults achieve their full potential in the context of
relationships that are based on trust, respect, and positive regard
Conceptual Framework
The Code sets forth a conception of our professional responsibilities in four
sections, each addressing an arena of professional relationships: (1) children, (2)
families, (3) colleagues, and (4) community and society. Each section includes an
introduction to the primary responsibilities of the early childhood practitioner in
that arena, a set of ideals pointing in the direction of exemplary professional
practice, and a set of principles responsibility that affirms our commitment to the
core values of our field. The Code publicly acknowledges the responsibilities that
we in the field have assumed and in so doing supports ethical behavior in our
work. Practitioners who face ethical dilemmas are urged to seek guidance in the
applicable parts of this Code and in the spirit that informs the whole.
Ethical dilemmas always exist
Often, "the right answer" -- the best ethical course of action to take is not
obvious. There may be no readily apparent, positive way to handle a situation.
One important value may contradict another. When we are caught "on the horns
of a dilemma," it is our professional responsibility to consult with all relevant
parties in seeking the most ethical course of action to take.
Section I: Ethical responsibilities to children
Childhood is a unique and valuable stage in the life cycle. Our paramount
responsibility is to provide safe, healthy, nurturing, and responsive settings for
children. We are committed to support children's development, respect individual
differences, help children learn to live and work cooperatively, and promote
health, self-awareness, competence, self-worth, and resiliency.
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Ethical dilemmas always exist

Often, "the right answer" -- the best ethical course of action to take?is not
obvious. There may be no readily apparent, positive way to handle a situation.
One important value may contradict another. When we are caught "on the horns
of a dilemma," it is our professional responsibility to consult with all relevant
parties in seeking the most ethical course of action to take.
Section I: Ethical responsibilities to children
Childhood is a unique and valuable stage in the life cycle. Our paramount
responsibility is to provide safe, healthy, nurturing, and responsive settings for
children. We are committed to support children's development, respect individual
differences, help children learn to live and work cooperatively, and promote
health, self-awareness, competence, self-worth, and resiliency.
Ideals
I-1.1. To be familiar with the knowledge base of early childhood care and
education and to keep current through continuing education and in-service
training.
I-1.2. To base program practices upon current knowledge in the field of child
development and related disciplines and upon particular knowledge of each child.
I-1.3. To recognize and respect the uniqueness and the potential of each child.
I-1.4. To appreciate the special vulnerability of children.
I-1.5. To create and maintain safe and healthy settings that foster children's
social, emotional, intellectual, and physical development and that respect their
dignity and their contributions.
I-1.6. To support the right of each child to play and learn in inclusive early
childhood programs to the fullest extent consistent with the best interests of all
involved. As with adults who are disabled in the larger community, children with
disabilities are ideally served in the same settings in which they would participate
if they did not have a disability.
I-1.7. To ensure that children with disabilities have access to appropriate and
convenient support services and to advocate for the resources necessary to
provide the most appropriate settings for all children.
Principles

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P-1.1. Above all, we shall not harm children. We shall not participate in practices
that are disrespectful, degrading, dangerous, exploitative, intimidating,
emotionally damaging, or physically harmful to children. This principle has
precedence over all others in this Code.
P-1.2. We shall not participate in practices that discriminate against children by
denying benefits, giving special advantages, or excluding them from programs or
activities on the basis of their race, ethnicity, religion, sex, national origin,
language, ability, or the status, behavior, or beliefs of their parents. (This principle
does not apply to programs that have a lawful mandate to provide services to a
particular population of children.)
P-1.3. We shall involve all of those with relevant knowledge (including staff and
parents) in decisions concerning a child.
P-1.4. For every child we shall implement adaptations in teaching strategies,
learning environment, and curricula, consult with the family, and seek
recommendations from appropriate specialists to maximize the potential of the
child to benefit from the program. If, after these efforts have been made to work
with a child and family, the child does not appear to be benefiting from a
program, or the child is seriously jeopardizing the ability of other children to
benefit from the program, we shall communicate with the family and appropriate
specialists to determine the child's current needs; identify the setting and
services most suited to meeting these needs; and assist the family in placing the
child in an appropriate setting.
P-1.5. We shall be familiar with the symptoms of child abuse, including physical,
sexual, verbal, and emotional abuse, and neglect. We shall know and follow state
laws and community procedures that protect children against abuse and neglect.
P-1.6. When we have reasonable cause to suspect child abuse or neglect, we
shall report it to the appropriate community agency and follow up to ensure that
appropriate action has been taken. When appropriate, parents or guardians will
be informed that the referral has been made.
P-1.7. When another person tells us of a suspicion that a child is being abused or
neglected, we shall assist that person in taking appropriate action to protect the
child.
P-1.8. When a child protective agency fails to provide adequate protection for
abused or neglected children, we acknowledge a collective ethical responsibility
to work toward improvement of these services.
P-1.9. When we become aware of a practice or situation that endangers the
health or safety of children, but has not been previously known to do so, we have
an ethical responsibility to inform those who can remedy the situation and who
can protect children from similar danger.
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Section II: Ethical responsibilities to families

Families are of primary importance in children's development. (The term family
may include others, besides parents, who are responsibly involved with the
child.) Because the family and the early childhood practitioner have a common
interest in the child's welfare, we acknowledge a primary responsibility to bring
about collaboration between the home and school in ways that enhance the
child's development.
Ideals
I-2.1. To develop relationships of mutual trust with families we serve.
I-2.2. To acknowledge and build upon strengths and competencies as we support
families in their task of nurturing children.
I-2.3. To respect the dignity of each family and its culture, language, customs,
and beliefs.
I-2.4. To respect families' childrearing values and their right to make decisions for
their
I-2.5. To interpret each child's progress to parents within the framework of a
developmental perspective and to help families understand and appreciate the
value of developmentally appropriate early childhood practices.
I-2.6. To help family members improve their understanding of their children and to
enhance their skills as parents.
I-2.7. To participate in building support networks for families by providing them
with opportunities to interact with program staff, other families, community
resources, and professional services.
Principles
P-2.1.We shall not deny family members access to their child's classroom or
program setting.
P-2.2. We shall inform families of program philosophy, policies, and personnel
qualifications, and explain why we teach as we do which should be in
accordance with our ethical responsibilities to children (see Section I).
P-2.3. We shall inform families of and when appropriate, involve them in policy
decisions.
P-2.4. We shall involve families in significant decisions affecting their child.

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P-2.5. We shall inform the family of accidents involving their child, of risks such
as exposures to contagious disease that may result in infection, and of
occurrences that might result in emotional stress.
P-2.6. To improve the quality of early childhood care and education, we shall
cooperate with qualified child development researchers. Families shall be fully
informed of any proposed research projects involving their children and shall
have the opportunity to give or withhold consent without penalty. We shall not
permit or participate in research that could in any way hinder the education,
development, or well-being of children.
P-2.7. We shall not engage in or support exploitation of families. We shall not use
our relationship with a family for private advantage or personal gain, or enter into
relationships with family members that might impair our effectiveness in working
with children.
P-2.8. We shall develop written policies for the protection of confidentiality and
the disclosure of children's records. These policy documents shall be made
available to all program personnel and families. Disclosure of children's records
beyond family members, program personnel, and consultants having an
obligation of confidentiality shall require familial consent (except in cases of
abuse or neglect).
P-2.9. We shall maintain confidentiality and shall respect the family's right to
privacy, refraining from disclosure of confidential information and intrusion into
family life. However, when we have reason to believe that a child's welfare is at
risk, it is permissible to share confidential information with agencies and
individuals who may be able to intervene in the child's interest.
P-2.10. In cases where family members are in conflict, we shall work openly,
sharing our observations of the child, to help all parties involved make informed
decisions. We shall refrain from becoming an advocate for one party.
P-2.11. We shall be familiar with and appropriately use community resources and
professional services that support families. After a referral has been made, we
shall follow up to ensure that services have been appropriately provided.
Section III. Ethical responsibilities to colleagues
In a caring, cooperative work place, human dignity is respected, professional
satisfaction is promoted, and positive relationships are modeled. Based upon our
core values, our primary responsibility in this arena is to establish and maintain
settings and relationships that support productive work and meet professional
needs. The same ideals that apply to children are inherent in our responsibilities
to adults.
A. Responsibilities to co-workers
22

Ideals
I-3A.1. To establish and maintain relationships of respect, trust, and cooperation
with co-workers.
I-3A.2. To share resources and information with co-workers.
I-3A.3. To support co-workers in meeting their professional needs and in their
professional development.
P-3A.4. To accord co-workers due recognition of professional achievement.
Principles
P-3A.1. When we have concern about the professional behavior of a co-worker,
we shall first let that person know of our concern, in a way that shows respect for
personal dignity and for the diversity to be found among staff members, and then
attempt to resolve the matter collegially.
P-3A.2. We shall exercise care in expressing views regarding the personal
attributes or professional conduct of co-workers. Statements should be based on
firsthand knowledge and relevant to the interests of children and programs.
B. Responsibilities to employers

Ideals
I-3B.1. To assist the program in providing the highest quality of service.
I-3B.2. To do nothing that diminishes the reputation of the program in which we
work unless it is violating laws and regulations designed to protect children or the
provisions of this Code.
Principles
P-3B.1. When we do not agree with program policies, we shall first attempt to
effect change through constructive action within the organization.
P-3B.2. We shall speak or act on behalf of an organization only when authorized.
We shall take care to acknowledge when we are speaking for the organization
and when we are expressing a personal judgment.
P-3B.3. We shall not violate laws or regulations designed to protect children and
shall take appropriate action consistent with this Code when aware of such
violations.
C. Responsibilities to employees
23

Ideals
I-3C.1. To promote policies and working conditions that foster mutual respect,
competence, well-being, and positive self-esteem in staff members.
I-3C.2. To create a climate of trust and candor that will enable staff to speak and
act in the best interests of children, families, and the field of early childhood care
and education.
I-3C.3. To strive to secure equitable compensation (salary and benefits) for those
who work with or on behalf of young children.
Principles
P-3C.1. In decisions concerning children and programs, we shall appropriately
utilize the education, training, experience, and expertise of staff members.
P-3C.2. We shall provide staff members with safe and supportive working
conditions that permit them to carry out their responsibilities, timely and
nonthreatening evaluation procedures, written grievance procedures,
constructive feedback, and opportunities for continuing professional development
and advancement.
P-3C.3. We shall develop and maintain comprehensive written personnel policies
that define program standards and, when applicable, that specify the extent to
which employees are accountable for their conduct outside the work place.
These policies shall be given to new staff members and shall be available for
review by all staff members.
P-3C.4. Employees who do not meet program standards shall be informed of
areas of concern and, when possible, assisted in improving their performance.
P-3C.5. Employees who are dismissed shall be informed of the reasons for their
termination. When a dismissal is for cause, justification must be based on
evidence of inadequate or inappropriate behavior that is accurately documented,
current, and available for the employee to review.
P-3C.6. In making evaluations and recommendations, judgments shall be based
on fact and relevant to the interests of children and programs.
P-3C.7. Hiring and promotion shall be based solely on a person's record of
accomplishment and ability to carry out the responsibilities of the position.
P-3C.8. In hiring, promotion, and provision of training, we shall not participate in
any form of discrimination based on race, ethnicity, religion, gender, national
origin, culture, disability, age, or sexual preference. We shall be familiar with and
observe laws and regulations that pertain to employment discrimination.
24

Section IV: Ethical responsibilities to community and society

Early childhood programs operate within a context of an immediate community
made up of families and other institutions concerned with children's welfare. Our
responsibilities to the community are to provide programs that meet its needs, to
cooperate with agencies and professions that share responsibility for children,
and to develop needed programs that are not currently available. Because the
larger society has a measure of responsibility for the welfare and protection of
children, and because of our specialized expertise in child development, we
acknowledge an obligation to serve as a voice for children everywhere.
Ideals
I.4.1. To provide the community with high-quality (age and individually
appropriate, and culturally and socially sensitive) education/care programs and
services.
I-4.2. To promote cooperation among agencies and interdisciplinary collaboration
among professions concerned with the welfare of young children, their families,
and their teachers.
I-4.3. To work, through education, research, and advocacy, toward an
environmentally safe world in which all children receive adequate health care,
food, and shelter, are nurtured, and live free from violence.
I-4.4. To work, through education, research, and advocacy, toward a society in
which all young children have access to high-quality education/care programs.
I-4.5. To promote knowledge and understanding of young children and their
needs. To work toward greater social acknowledgment of children's rights and
greater social acceptance of responsibility for their well-being.
I-4.6. To support policies and laws that promote the well-being of children and
families, and to oppose those that impair their well-being. To participate in
developing policies and laws that are needed, and to cooperate with other
individuals and groups in these efforts.
I-4.7. To further the professional development of the field of early childhood care
and education and to strengthen its commitment to realizing its core values as
reflected in this Code.
Principles
P-4.1. We shall communicate openly and truthfully about the nature and extent of
services that we provide.
25

P-4.2. We shall not accept or continue to work in positions for which we are
personally unsuited or professionally unqualified. We shall not offer services that
we do not have the competence, qualifications, or resources to provide.
P-4.3. We shall be objective and accurate in reporting the knowledge upon which
we base our program practices.
P-4.4. We shall cooperate with other professionals who work with children and
their families.
P-4.5. We shall not hire or recommend for employment any person whose
competence, qualifications, or character makes him or her unsuited for the
position.
P-4.6. We shall report the unethical or incompetent behavior of a colleague to a
supervisor when informal resolution is not effective.
P-4.7. We shall be familiar with laws and regulations that serve to protect the
children in our programs.
P-4.8. We shall not participate in practices which are in violation of laws and
regulations that protect the children in our programs.
P-4.9. When we have evidence that an early childhood program is violating laws
or regulations protecting children, we shall report it to persons responsible for the
program. If compliance is not accomplished within a reasonable time, we will
report the violation to appropriate authorities who can be expected to remedy the
situation.
P-4.10. When we have evidence that an agency or a professional charged with
providing services to children, families, or teachers is failing to meet its
obligations, we acknowledge a collective ethical responsibility to report the
problem to appropriate authorities or to the public.
P-4.11. When a program violates or requires its employees to violate this Code, it
is permissible, after fair assessment of the evidence, to disclose the identity of
that program.

Statement of commitment
As an individual who works with young children, I commit myself to furthering the
values of early childhood education as they are reflected in the NAEYC Code of
Ethical Conduct.
To the best of my ability I will
26

Ensure that programs for young children are based on current knowledge of child
development and early childhood education.
Respect and support families in their task of nurturing children.
Respect colleagues in early childhood education and support them in maintaining
the NAEYC Code of Ethical Conduct.
Serve as an advocate for children, their families, and their teachers in community
and society.
Maintain high standards of professional conduct.
Recognize how personal values, opinions, and biases can affect professional
judgment.
Be open to new ideas and be willing to learn from the suggestions of others.
Continue to learn, grow, and contribute as a professional.
Honor the ideals and principles of the NAEYC Code of Ethical Conduct.
This document is an official position statement of the National Association for the
Education of Young Children.
Orientation
Staff teaches students proper hand washing techniques, diaper changing routine,
and bottle, and food preparation.
Before working alone with children, new teaching staff are given an initial
orientation that introduces them to the fundamental aspects of program operation
including
program philosophy, values and goals
expectations for ethical conduct
health, safety, and emergency procedures
individual needs of children they will be teaching or caring for accepted
guidance and classroom management techniques
daily activities and routines of the program
program curriculum
child abuse and neglect reporting procedures
program policies and procedures
NAEYC Early Childhood Program Standards
regulatory requirements

27

Follow-up training expands on all areas of the initial orientation.

Substitutes and Volunteers
Substitutes, volunteers and other adults are given a preliminary orientation that
introduces them to fundamental aspects of program operation before they begin
working with children. The orientation includes:
health safety, and emergency procedures. These adults work with
children under the direct supervision of qualified teaching staff. Follow-up
training expands on the initial orientation.
accepted guidance and classroom management techniques.
child abuse and neglect reporting procedures.
These adults work with children under the direct supervision of qualified
teaching staff. Follow-up training expands on the initial orientation.
These adults work with children under the direct supervision of qualified
teaching staff. Follow-up training expands on the initial orientation. Substitutes,
volunteers and other adults are given a preliminary orientation that introduces
them to fundamental aspects of program operation before they begin working
with children. Substitutes, volunteers and other adults are given a preliminary
orientation that introduces them to fundamental aspects of program operation
before they begin working with children. The orientation includes d. regulatory
requirements.
Teacher Training
All teaching staff have specialized college-level course work, professional
development training, or both that prepares them to work with children and
families of diverse races, cultures, and languages. Specialized college-level
coursework may include core courses that cover these topics or courses that
address these topics specifically. Teaching staff adapt their teaching in
response to childrens differences.
All teaching staff have specialized course work or professional development
training in the programs curriculum as well as in communication and
collaboration skills that prepare them to participate as a member of a team.
(6.A.08) All teaching staff who supervise or mentor other staff members have
specialized college-level course work or professional development training and
preparation in adult supervision, mentoring, and leadership development.
Specialized college-level course work may include either core courses that
cover these topics or courses that address these topics specifically. All
teachers and assistant teachers-teacher aides have specialized college-level
course work or professional development training in knowledge and skills
relevant to the specific age (or ages) or to the special circumstances and
specific needs of the children they teach. Specialized college-level course work
may include core courses that cover these topics or courses that address these
topics specifically. All teachers and assistant teachers-teacher aides have
28

specialized professional development training in how to accurately use the

programs assessment procedures for assessment of child progress and
program quality. Their training is used to adapt classroom practices and
curriculum activities. All teachers and assistant teachers-teachers aides have
specialized college-level course work or professional development training that
prepares them to work with children who have special needs. The course work
or training may include either courses that cover these topics or courses that
address these topics specifically. The course work and training include:
family-centered practice
atypical development and common health problems
IDEA and other applicable laws
childrens and families rights under these [IDEA and other applicable]
laws
roles and responsibilities related to the IEP and IFSP
strategies for supporting inclusion
strategies for modifying and adapting curriculum, schedules, materials,
and instruction to meet individual needs
the referral and assessment process
community supports and resources
Professionalism
All teaching staff evaluate and improve their own performance based on
ongoing reflection and feedback from supervisors, peers and families. They add
to their knowledge and increase their ability to put knowledge into practice.
They also develop an annual individualized professional development plan with
their supervisor and use it to inform their continuous professional development. (
All teaching staff continuously strengthen their leadership skills and relationships
with others and work to improve the conditions of children and families within
their programs, the local community or region, and beyond. Teaching staff
participate either informally or formally in local, state, or regional publicawareness activities related to early care by joining groups, attending meetings,
or sharing information with others both within and outside the program.
Family Relationships
As a part of orientation and ongoing staff development, new and existing
program staff develop skills and knowledge to work effectively with diverse
families. Program staff use a variety of formal and informal strategies (including
conversations) to become acquainted with and learn from families about their
family structure; their preferred child-rearing practices; and information families
wish to share about their socioeconomic, linguistic, racial, religious, and cultural
backgrounds. Program staff actively use information about families to adapt:
the program environment [to the families they serve]
curriculum [to the families they serve]
teaching methods to the families they serve.
29

To better understand the cultural backgrounds of children, families, and the

community, program staff (as a part of program activities or as individuals),
participate in community cultural events, concerts, story-telling activities, or
other events and performances designed for children and their families.
Program staff provide support and information to family members legally
responsible for the care and well-being of a child. Program staff establish
intentional practices designed to foster strong reciprocal relationships with
families from the first contact and maintain them over time. Program staff
ensure that all families, regardless of family structure; socioeconomic, racial,
religious, and cultural backgrounds; gender; abilities; or preferred language are
included in all aspects of the program, including volunteer
opportunities[Volunteer] opportunities consider each familys interests and skills
and the needs of program staff. Program staff engage with families to learn
from their knowledge of their childs interests, approaches to learning, and the
childs developmental needs, and to learn about their concerns and goals for
their children. This information is incorporated into ongoing classroom planning.
Program staff use a variety of formal and informal methods to communicate with
families about the program philosophy and curriculum objectives, including
educational goals and effective strategies that can be used by families to
promote their childrens learning. Staff use a variety of methods such as new
family orientations, small group meetings, individual conversations, and written
questionnaires, which help staff get input from families about curriculum
activities throughout the year.
Families may visit any area of the facility at any time during the programs
regular hours of operation as specified by the procedures of the facility. The
program facilitates opportunities for families to meet with one another on a
formal and informal basis, work together on projects to support the program, and
learn from and provide support for each other. The programs governing or
advisory groups include families as members and active participants. Staff or
other families in the program encourage and support family members in taking
on leadership roles. Program staff and families work together to plan events.
Families schedules and availability are considered as part of this planning.
Program staff use a variety of mechanisms such as family conferences or home
visits to promote dialogue with families. The program staff asks adults to
translate or interpret communications as needed. The program compiles and
provides program information to families in a language the family can
understand. This information includes program policies and operating
procedures.
Program staff inform families about the programs systems for formally and
informally assessing childrens progress. This information includes the purposes
of the assessment, the procedures used for assessment, for gathering family
input and information, the timing of assessments, the way assessment results or
information will be shared with families, and ways the program will use the
30

information. When program staff suspect that a child has a developmental delay
or other special need, this possibility is communicated to families in a sensitive,
supportive, and confidential manner and is provided with documentation and
explanation for the concern, suggested next steps, and information about
resources for assessments.
Advocacy for Children
Program staff encourage families to regularly contribute to decisions about their
childs goals and plans for activities and services. . Program staff encourage
families to raise concerns and work collaboratively with them to find mutually
satisfying solutions that staff then incorporate into classroom practice. .
Program staff encourage and support families to make the primary decisions
about services that their children need, and they encourage families to advocate
to obtain needed services. Program staff use a variety of techniques to
negotiate difficulties that arise in their interactions with family members.
Program staff make arrangements to use these techniques in a language the
family can understand. Program staff provide families with information about
programs and services from other organizations. Staff support and encourage
families efforts to negotiate health, mental health, assessment, and educational
services for their children. Program staff use established linkages with other
early education programs and local elementary schools to help families prepare
for and manage their childrens transitions between programs, including special
education programs. Staff provide information to families that can assist them in
communicating with other programs. To help families with their transitions to
other programs or schools, staff provide basic general information on enrollment
procedures and practices, visiting opportunities, and program option. Before
sharing information about a child with other relevant providers, agencies, or
other programs, staff obtain written consent from the family.
Community Relationships
Program staff maintain a current list of child and family support services
available in the community based on the pattern of needs they observe among
families and based on what families request (e.g., health, mental health, oral
health, nutrition, child welfare, parenting programs, early intervention-special
education screening and assessment services, and basic needs such as
housing and child care subsidies). They share the list with families and assist
them in locating, contacting, and using community resources that support
childrens and families well-being and development. Program staff develop
partnerships and professional relationships with agencies, consultants, and
organizations in the community that further the programs capacity to meet the
needs and interests of the children and families that they serve. Program staff
are familiar with family support services and specialized consultants who are
able to provide culturally and linguistically appropriate services. They use this
knowledge to suggest and guide families to these services as appropriate.
Program staff encourage continuity of services for children by communicating
with other agencies and programs to achieve mutually desired outcomes for
31

children and to guide collaborative work. Program staff identify and establish
relationships with specialized consultants who can assist all childrens and
families full participation in the program. This assistance includes support for
children with disabilities, behavioral challenges, or other special needs. Program
staff advocate for the program and its families by creating awareness of the
programs needs among community councils, service agencies, and local
governmental entities. Program staff include information gathered from
stakeholders in planning for continuous improvement, building stakeholder
involvement in the program, and broadening community support for the
program.
Community Resources
Program staff use their knowledge of the community and the families it serves
as an integral part of the curriculum and childrens learning experiences.
Program staff connect with and use their communitys urban, suburban, rural, or
tribal cultural resources. Program staff inform families about community events
sponsored by local organizations, such as museum exhibits, concerts,
storytelling, and theater intended for children. Program staff invite members of
the performing and visual arts community, such as musical performers,
coordinators of traveling museum exhibits, local artists, and community
residents, to share their interests and talents with the children. The program
engages with other community organizations and groups to cosponsor or
participate in cultural events to enrich the experience of children and families in
the program.
Involvement in the Community
Program staff are encouraged to participate in local, state, or national early
child- hood education organizations by joining and attending meetings and
conferences. Program staff are also encouraged to participate regularly in local,
state or regional public-awareness activities related to early care and education.
The program encourages staff to participate in joint and collaborative training
activities or events with neighboring early childhood programs and other
community service agencies. The program encourages staff and families to
work together to participate in and support community improvement or advocacy
projects. Program leadership builds mutual relationships and communicates
regularly with close neighbors, informing them about the program, seeking out
their perspectives, involving them in the program as appropriate, and
cooperating with them on neighborhood interests and needs. Program staff are
encouraged and given the opportunity to participate in community or statewide
interagency councils or service integration efforts. Program leadership is
knowledgeable about how policy changes at local, state, tribal, or national levels
affect the services and resources available for children and their families.
Environment
Staff select and use materials, equipment, and furnishings to:
support the curriculum
32

meet program goals

foster the achievement of desired outcomes for children

Outdoor Environment
The program provides at least 75 square feet of outside play space for each
child playing outside at any one time. The total amount of required play space is
based on a maximum of one-third of the total center enrollment being outside at
one time.
The findings of an assessment by a Certified Playground Safety Inspector are
documented and available on site. The assessment documents:
that play equipment is safe, protecting against death or permanently
disabling injury for children from two years through kindergarten
that, through remedial action, the program has corrected any unsafe
conditions, where applicable
that an inspection and maintenance program has been established and
is performed on a regular basis to ensure ongoing safety
that the outdoor play area accommodates abilities, needs, and interests
of each age group the program serves.
Children must go outside daily for fresh air.
Indoor Environment
There is a minimum of 35 square feet of usable space per child in each of the
primary indoor activity areas. Staff clean and sanitize toilet seats, toilet handles,
toilet bowls, doorknobs, or cubicle handles and floors either daily or
immediately if visibly soiled. Staff clean and sanitize potty chairs, if in use, after
each childs use. Program staff protect children and adults from hazards,
including electrical shock, burns or scalding, slipping, tripping, or falling. Floor
coverings are secured to keep staff and children from tripping or slipping. The
program excludes baby walkers. . Fully equipped first-aid kits are readily
available and maintained for each group of children. Staff take at least one
[first-aid] kit to the outdoor play areas as well as on field trips and outings away
from the site. Fully working fire extinguishers and fire alarms are installed in
each classroom and are tagged and serviced annually. Fully working carbon
monoxide detectors are installed in each classroom and are tagged and
serviced annually. Smoke detectors, fire alarms and carbon monoxide
detectors are tested monthly, and a written log of testing dates and battery
changes is maintained and available. Areas that have been recently painted,
carpeted, tiled, or otherwise renovated are ventilated before they are used by
children. Vehicles that programs use are held to school bus standards or are
multifunction school activity buses. These vehicles are labeled with the
programs name and phone number. Program vehicle maintenance is
performed according to manufacturers recommended maintenance schedule.
Documentation of maintenance is available on site for each vehicle, showing
date of regular and at least quarterly inspections and preventative
maintenance. Staff carry out daily pre-trip inspections of vehicles and correct
33

any unsafe conditions, including unsatisfactory air pressure in tires. Staff use
vehicles and approved child and adult safety-restraint devices in accordance
with the manufacturers instructions, and they use the restraints at all times
when transporting children. Documentary evidence, available on site, indicates
that the building has been assessed for lead, radon, radiation, asbestos,
fiberglass, or any other hazard from friable material. Evidence exists that the
program and facilities meet Americans with Disabilities Act (ADA) accessibility
requirements. Accessibility includes access to buildings, toilets, sinks, drinking
fountains, outdoor play space, and all classroom and therapy areas.
The routine frequency of cleaning and sanitation in the facility is carried out as
indicated in the Cleaning and Sanitation Frequency Table. When the water
supply source is a well or other private source (i.e., not served by a public
supply), onsite documentary evidence verifies that the local regulatory health
authority has determined the water to be safe for human consumption. Program
staff protect children and adults from exposure to high levels of air pollution from
smog or heavy traffic by limiting outdoor and physical activity as a precaution
during smog or other air pollution alerts. All rooms that children use are heated,
cooled, and ventilated to maintain room temperature and humidity level. The
maintenance staff or contractor certifies that facility systems are maintained in
compliance with national standards for facility use by children. The facility and
outdoor play areas are entirely smoke free. No smoking is permitted in the
presence of children. Areas used by staff or children who have allergies to dust
mites or to components of furnishings or supplies are maintained by the
program according to the recommendations of health professionals. The
program maintains facilities so they are free from harmful animals, insect pests,
and poisonous plants, pesticides and herbicides, if used, are applied according
to the manufacturers instructions when children are not at the facility and in a
manner that prevents skin contact, inhalation, or other exposure to children. The
program uses techniques known as Integrated Pest Management (IPM) so the
least hazardous means are used to control pests and unwanted vegetation.
The Director
The program has a well-articulated mission and philosophy of program
excellence that guide its operation. The goals and objectives relate to the
mission, philosophy, and all program operations and include child and family
desired outcomes.
The program administrator demonstrates commitment to a high level of
continuing professional competence (see Appendix A of Standard 10:
Leadership and Management, Program Administrator Definition and
Competencies) and an ability to promote teamwork. The program, regardless of
its size or funding auspices, has a designated program administrator with the
educational qualifications detailed in Criterion. When a program has a total
enrollment of fewer than 60 full-time equivalent (FTE) children, employs fewer
than eight FTE staff, or both, the ) program may have a part-time administrator
or an administrator who fulfills a dual role (e.g., teacher-administrator), or in
multi-site programs with fewer than 60 FTE children or fewer than 8 FTE staff,
34

the sites may share an off-site administrator. When a program has a total
enrollment of 60 or more FTE children and employ eight or more FTE staff the
program has a full-time administrator, or in multi-site programs with 60 or more
FTE children and 8 or more FTE staff, individual facilities have an on-site fulltime administrator or full-time manager under the direct supervision of an
individual who meets the qualifications outlined for the program administrator.
NOTE: When more than one person share administrative responsibilities, at
least one person must meet the qualifications detailed in criterion. This person is
considered the designated administrator, and her or his contributions will be
included in the assessment of criteria within the Leadership) topic area. The
program administrator provides leadership to staff to implement the program
mission. . The program administrator and other program leaders systematically
support an organizational climate that fosters trust, collaboration, and inclusion.
Policies detail staff responsibilities, planning time, and training and resources,
address the importance of families and professionals across disciplines, and
emphasize the need to work as teams and to build community partnerships. All
components of program operation are guided by written policies and are carried
out through articulated plans, systems, and procedures that enable the program
to run smoothly and effectively and that guide the program toward achieving its
goals. . Technology-based information management systems are in place.
Procedures guide staff in collecting and analyzing data that are used to monitor
the operation of the program and to inform program. The program and facility
are licensed to operate or are regulated by the applicable state and local
regulatory systems. The program maintains documentation showing that it is
considered in good standing by its regulatory bodies and it can document all
certifications, approvals, and corrections of violations and deficiencies. Accident
and liability insurance coverage is maintained for children and adults. A
certificate of insurance is available for review. If a program is led or governed by
a board of directors, advisory group, council, or other similar group, written
policies define their roles and responsibilities along with those of the program
staff who work directly with those entities. . The program has a strategic
planning process that outlines actions the program will take to
implement the programs vision and mission
achieve outcomes desired for children
maintain high-quality services to children and families.
provide long-term resources to sustain the operation of the program.
The program has written policies and procedures that demonstrate how the
program prepares for, orients, and welcomes children and families. These
policies and procedures are shared verbally and) in writing with families of
enrolled) children and are available in languages that families use and
understand. Policies address
the programs philosophy and curriculum goals and objectives
the programs commitment to welcome children and families
guidance and discipline

35

the variety of strategies used by the program for ongoing communication

with families, including communication in their preferred language or through
translation
how IFPs, IEPs, and other individualized plans will be addressed for children
with disabilities and other special learning needs
health and safety precautions and requirements that affect families and their
children, including building security and access, medications, inclusion or
exclusion of ill children, and emergency plans
the variety of techniques used by the program to negotiate difficulties and
differences that arise in interactions between families and program staff
payment, meals and snacks, and sleeping arrangements
how the program ensures confidentiality of child and family information
how and when children are scheduled for field trips
safety precautions that will be used to safeguard the children on trips,
including having a communication device to call for help whenever
necessary while on the trip having first-aid supplies on the trip, and alternate
transportation arrangements if there is a problem with the transportation
vehicles during the trip

The program has plans and policies to attract and maintain a consistently
qualified, well-trained staff and to reduce staff turnover. Procedures address
expected consultant skills, payment, access, availability, and working
relationships with staff as well as how the program will arrange with other
agencies to use their consultants for children who are eligible for their services.
Policies guide the appropriate use of specialized consultants to support staffs
efforts to meet the needs of children and families to participate fully in the
program, including children with disabilities, behavior challenges, or other
special needs. Policies prescribe that each group be assigned teaching staff
who have primary responsibility for working with that group of children. These
teaching staff provide ongoing personal contact, meaningful learning activities,
supervision, and immediate care as needed to protect childrens well-being.
Written procedures address the maintenance of developmentally appropriate
teaching staff-child ratios within group size to facilitate adult-child interaction
and constructive activity among children. Teaching staff-child ratios within group
size are maintained during all hours of operation including groups of children
may be limited to one age or may include multiple ages during indoor time,
outdoor time or during transportation and field trips. The program is organized
and staffed to minimize the number of transitions experienced by an individual
child during the day and program year.
Every attempt is made to maintain continuity of
relationships between teaching staff and children and among groups of
children.
teaching staff [transitions experienced by an individual child during the day
and program year.]

36

classroom transitions experienced by an individual child during the day and

program year.
Procedures address transition planning by administrators, teachers, and families
to facilitate childrens transition from one teacher to another, from one group to
another, from one classroom to another, and from one program to another.
Policies encourage keeping infants and toddler/twos together with their teaching
staff for nine months or longer.

Fiscal Accountability Policies and Procedures

Financial policies and the procedures to implement them provide evidence of
sound fiscal accountability using standard accounting practices. Financial
policies and procedures are consistent with the programs vision, philosophy,
mission, goals, and expected child outcomes. ) Operating budgets are prepared
annually, and there is at least quarterly reconciliation of expenses to budget. A
system exists to review or adjust the budget if circumstances change, and it
includes a yearly audit. Budgets are reviewed and amended as needed. Fiscal
records (such as revenue and expenditure statements, balance sheets, banking
reconciliation, etc.) are kept as evidence of sound financial management. The
person directly responsible for program implementation (administrator, site
manager, program manager, or supervising teacher) is included in long-range
fiscal planning and in operating budget preparation, reconciliation, and review.
( The program has resources to support the programs vision, philosophy,
mission, goals, operation, and expected child outcomes. Program administrators
and other program leaders actively work to generate and manage the resources
needed to support a program of excellence.

Health, Nutrition, and Safety Policies and Procedures

The program has written policies to promote wellness and to safeguard the
health and safety of children and adults. Procedures are in place that address:
steps to reduce occupational hazards such as infectious diseases (e.g.,
exposure of pregnant staff to CMV [cytomegalovirus], chicken pox,
injuries (e.g., back strain, falls), environmental exposure (e.g., indoor air
pollution, noise, stress)
management plans and re- porting requirements for staff and children
with illness, including administration of medicine and criteria for their
inclusion and exclusion
supervision of children in instances when teaching staff are assigned to
specific areas that are near equipment where injury could occur
the providing of space, supervision, and comfort for a child waiting for
pick up because of illness
the providing of adequate nutrition for children and adults
sleeping and napping arrangements, including sleep positioning for
infants
sanitation and hygiene, including food handling and feeding
maintenance of the facility and equipment
prohibition of smoking, firearms, and other significant hazards that pose
risks to children and adults
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the providing of referrals for staff to resources that support them in

wellness, prevention and treatment of depression, and stress
management

The program has written procedures to protect children and adults from
environmental hazards such as air pollution, lead, and asbestos, according
to public health requirements.
The program has a written policy for reporting child abuse and neglect as
well as procedures in place that comply with applicable federal, state, and
local laws. The policy includes requirements for staff to report all suspected
incidents of child abuse, neglect, or both by families, staff , volunteers, or
others) the appropriate local agencies. Staff who report suspicions of child
abuse or neglect where they work are immune from discharge, retaliation, or
other disciplinary action for that reason alone unless it is proven that the
report is malicious.
The program has written procedures to be followed if a staff member is
accused of abuse or neglect of a child in the program that protect the rights
of the accused staff person as well as protect the children in the program
The program has written procedures that outline the health and safety
information to be collected from families and to be maintained on file for
each child in one central location within the facility. The files are kept current
by updating as needed, but at least quarterly. The content of the file is
confidential, but is immediately available to
administrators or teaching staff who have consent from a parent or
legal guardian for access to records
the childs parents or legal guardian
regulatory authorities, on request
Written procedures address all aspects of the arrival, departure, and
transportation of children. The procedures:
facilitate family-staff interaction
ensure that all children transported during the program day are
accounted for before, during, and after transport
ensure the safety of all children as pedestrians and as
passengers.
address specific procedures for children with disabilities.
address special circumstances in picking up children at the end of
the day.
Transportation services are managed and program vehicles are licensed and
insured in accordance with applicable federal and state laws. Certification of
licensing and insurance is available on-site.

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The program has written and posted disaster preparedness and emergency
evacuation procedures. The procedures
designate an appropriate person to assume authority and take action in
an emergency when the administrator is not on-site
plans that designate how and when to either shelter in place or evacuate
and that specify a location for the evacuation
plans for handling lost or missing children, security threats, utility failure,
and natural disasters
arrangements for emergency transport and escort from the program
monthly practice of evacuation procedures with at least yearly practice of
other emergency procedures.
The program has written, up-to-date, comprehensive procedures to prepare for
and respond to medical and dental emergencies for children and adult staff. The
procedures include:
identification of a hospital or other source of medical care as the primary
site for emergency care (program staff have informed the facility of their
intent to use their services in an emergency)
immediate access to written familial-consent forms to relevant health
insurance information for emergency medical treatment and
transportation arrangements
arrangements for emergency transport and escort from the program for
individuals who require immediate medical attention
presence of an adult with current pediatric first-aid training certification
on-site at all times (training includes providing rescue breathing,
management of a blocked airway, and any special procedures that
physicians of enrolled children have documented that the children
require);
individual emergency care plans for children with known medical or
developmental problems or other conditions that might require special
care in an emergency (allergy, asthma, seizures, orthopedic or sensory
problems, and other chronic conditions; conditions that require regular
medication or technology support)

Personnel Policies
The program has written personnel policies that define the
roles and responsibilities
qualifications
specialized training required of staff
specialized training required of volunteer positions
nondiscriminatory hiring procedures
policies for staff evaluation
job descriptions for each position
salary scales with increments based on professional qualification, length
of employment, and performance evaluation
benefits
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resignation, termination, and grievance procedures

personnel policies provide for incentives based on participation in
professional development opportunities

Hiring procedures ensure that all employees in the program who come into
contact with children in the program or who have responsibility for children
have passed a criminal-record check. Medication is administered only with
written permission of the parent or legal guardian and as prescribed or as
recommended in writing or by another form of direct communication with a
licensed health care provider for a specific child. A standing order from a
licensed health care provider may guide the use of over-the counter medications
with children in the program when that order details the specific circumstances
and provides specific instructions for individual dosing of the medication.
Teaching staff who administer care to children requiring special medical
procedures are competent in the procedure and guided in writing by the
prescribing health care provider.
Closing Procedures
Make sure all children are out of the center and have been properly signed out.
Make sure the room is in generally good order.
Stack chairs on tables.
Clean and disinfect mats, and put up.
Check supplies.
List any items that need to be purchased.
Sanitize all toys.
Make sure dishes are put in dishwasher, and run it.
Sanitize and replace any toys in the sinks daily.
Empty water from humidifier and let it air dry over night.

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Shut off all lights.

I_____________________________ have read the staff policies for the Infant
Toddler Center for the 2015-2016 School year. I agree to abide by said policies.

Employee Signature________________________________
Date ____________________________________________

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