Wisconsin Department of Public Instruction
Wisconsin Department of Public Instruction
Assistant Child Care
Teacher Certication
A PROGRAM PLANNING GUIDE
AUGUST 2019
Wisconsin Department of Public Instruction
Carolyn Stanford Taylor, State Superintendent
Madison, Wisconsin
Assistant Child Care
Teacher Certication
A PROGRAM PLANNING GUIDE
AUGUST 2019
Sharon Wendt, Director
Career and Technical Education Team
Diane Ryberg
Family and Consumer Sciences Education Consultant
This publication is available from:
Division of Academic Excellence
Career and Technical Education Team
https://dpi.wi.gov/fcs
September 2019 Wisconsin Department of Public Instruction
The Department of Public Instruction does not discriminate on the basis
of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy,
marital status or parental status, sexual orientation or disability.
Foreword iii
Foreword
Career and technical education is critical in preparing students for
success in a global workforce. Professional development, workforce
support, and appropriate compensation is needed for all child care
professionals. Career and technical education includes opportunities
to earn industry-based certifications. One such certification is for
the Assistant Child Care Teacher (ACCT) program.
The Department of Public Instruction (DPI) was given approval in
August 1988 to develop, implement, and monitor secondary-level ACCT programs. The
DPI and the Wisconsin Department of Health and Family Services have worked together
to create a program that meets the competencies for this certification. Assistant Child Care
Teacher Certification: A Program Planning Guide resulted from secondary teachers working
together to develop a planning guide for a course to meet the requirements of the child
care services industry certification.
Quality child care is a major concern of parents, schools, and industry. The need for trained
child care workers has increased along with the concern for quality child care. The
research shows that children who participate in high-quality child care have higher
achievement and show better social skills. The Assistant Child Care Teacher Certification: A
Program Planning Guide was developed with these factors in mind to help teachers prepare
workers who provide early child care.
The teachers who worked on this guide hope it will be helpful to those making decisions
about training assistant child care teachers. The guide is designed to help with the
development of excellent programs for the industry-based certification program of ACCT
in the program area of family and consumer sciences education.
I commend the work of the authors of this guide and appreciate their time and effort given
for the good of family and consumer sciences education programs throughout the state of
Wisconsin. I know that this guide will be an invaluable planning tool for every teacher of
the certification program for assistant child care teachers.
C
arolyn Stanford Taylor
State Superintendent
Wisconsin Department of Public Instruction
iv Assistant Child Care Teacher Certification: A Program Planning Guide
Writing Task Force
A special thanks to Wisconsin educators, the Wisconsin Department of Children and
Families, and the Wisconsin Technical System who have provided comment and feedback
to the revision process to improve the quality of the workforce in the child care industry.
The Wisconsin Department of Public Instruction is highly appreciative of the willingness of
these individuals to share their expertise with their professional community. Our students
will be prepared to become career and college ready.
Nancy Merwin
Teacher
Cuba City High School
Cuba City, WI
Juanita Weinert
Teacher
Oregon High School
Oregon, WI
Kendra Scherg
Teacher
Kimberly High School
Kimberly, WI
Tina Feaster
Child Care Licensing Program Specialist
Bureau of Early Child Regulation
Department of Children and Families
Fitchburg, WI
Deb Schweickhardt
Retired Teacher
Wausau West High School
Wausau, WI
Britta Rotering
Teacher
Gale Ettrick-Trempealeau
Galesville, WI
Katie Roberts
Education Director
Wisconsin Technical College System
Office
Madison, WI
Christine Moldenhauer
Director of Professional Development
The Registry, Inc.
2908 Marketplace Drive, #103
Fitchburg, WI
Acknowledgements v
Acknowledgments
A special thanks goes to the many individuals at the Wisconsin Department of Public
Instruction who spent extra time assisting with the development of this guide. Without
their dedication and energy, this guide would not have been possible.
Division for Academic Excellence
Sheila Briggs, Assistant State Superintendent
Sharon Wendt, Director, Career and Technical Education Team
Diane Ryberg, Family and Consumer Sciences Education Consultant
Erik Sitts, Office Operations Associate
Copyrighted Materials
Every effort has been made to determine proper ownership of copyrighted materials and
to obtain permission for this use. Any omission is unintentional.
Table of Contents vii
Table of Contents
Foreword ................................................................................................ iii
Writing Task Force .............................................................................. iv
Acknowledgements ............................................................................ v
Introduction to Resource Units ..................................................... 1
Assistant Child Care Center Course Outline ........................... 3
Early Childhood Credentialing in Wisconsin ........................... 15
The Resource Units
Unit 1: Introduction to Child Care Services ....................... 21
Unit 2: The Center Environment ............................................ 41
Unit 3: The Children..................................................................... 53
Unit 4: Interacting with Children............................................ 81
Unit 5: Classroom Activities ..................................................... 93
Unit 6: Classroom Safety ........................................................... 125
Unit 7: Health and Safety ........................................................... 135
Unit 8: Meals and Snacks ........................................................... 147
Unit 9: Center Relationships .................................................... 157
Unit 10: Working with Children .............................................. 165
Unit 11: Professional Development ..................................... 177
Unit 12: Infant and Toddler Certification Curriculum .... 189
Appendixes ............................................................................................ 193
Selected Resources
Assistant Child Care Teacher Checklist
Assistant Child Care Teacher Summary and Final Evaluation
Infant Toddler Checklist
Infant Toddler Summary and Final Evaluation
Introduction to Resource Units 1
Introduction to Resource Units
The format of the units in this teachers’ guide is unique. Each unit consists of the following
sections:
1. Course objectives, academic standards, learning priorities, and performance
indicators.
2. An overview of the unit.
3. A content or subject matter section designed as a reference for teachers. This
section outlines the scope and sequence of the subject matter included in the unit.
4. Classroom interaction detailing activities for each content section. These are
arranged in the same order as the content or subject matter in the resource units.
5. Student handouts are provided that might be particularly useful in teaching this
unit.
6. Resources are listed with each unit and in the appendices. These resources are
listed specifically for that specific unit. The Appendix has selected resources that
are related to the course in general. It includes books, articles, periodicals,
websites, and catalogs.
More classroom activities are listed than a teacher may be able to use, given the number of
hours allotted per unit. Teachers are free to select those activities that are most
appropriate for their students, but they should try to select activities from each of the
designated content areas. Teachers also may wish to design some of their own student
activities to meet the required course and unit objectives. Student achievement should be
based on the required course standards, learning priorities, and assessments.
Assistant Child Care Teacher Course Outline 3
Assistant Child Care Teacher
Course Outline
The required course outline, as listed here, is based on an analysis of research results. The
competencies and performance tasks and checklist are located in the appendices. The
Department of Children and Families (DCF) administrative rules and information are an
important part of the basis of the course outline. Most Wisconsin schools have 50- to 55-
minute class periods; therefore, the course outline is based on 90 hours. The course outline
is divided into the following 12 units:
• Introduction to Child Care Services (4 hours)
• The Center Environment (4 hours)
• The Children (9 hours)
• Interacting with Children (4 hours)
• Classroom Activities (10 hours)
• Classroom Safety (3 hours)
• Health and Safety (7 hours)
• Meals and Snacks (2-3 hours)
• Center Relationships (4 hours)
• Working with Children (3 hours in class and 7 hours outside of class)
• Professional Development (4 hours)
• Infant and Toddler (10 hours plus 10 hours student observation in licensed
regulated centers)
Teacher Qualifications
The DPI-approved Assistant Child Care Teacher Certification program is considered an
advanced-level vocational career and technical education industry credential course. The
students who take this course are encouraged to take other courses in the programs of
study in the Human Services or Education and Training career clusters. Courses in the
learning plan could include child development or parenting. The teacher who teaches this
course must have a #1210 Family and Consumer Sciences teacher license and a #1211
supplemental vocational child care services license. The #1216-HERO Co-op license
requires 2,000 hours of family-and-consumer-sciences-related industry-based work
experience, with at least 1,000 hours are required in the child care services licensed
regulated child care facilities where students eventually will enter the workforce.
4 Assistant Child Care Teacher Certification: A Program Planning Guide
Approval and Monitoring Process
Initial approval of the ACCT program requires the school district to submit a proposal to
the DPI family and consumer sciences education consultant in the year preceding the
implementation of the course. Guidelines are available on the DPI website:
http://dpi.wi.gov/cte/skills-standards.
An online DPI registration of students enrolled in the ACCT course will be required each
fall. The ACCT certificate is an industry credential allowing students who successfully
complete the program to work at age 17 in licensed regulated centers. The regulation
available in the legislative code through the Department of Children and Families is DCF
251.05(1)(g)2.c.
Districts are required to ensure the following enrollment standards are met:
• Student enrollees must be 11
th
or 12
th
grade student or at least 17 years of age.
• Student enrollees must show and have potential career interests in the programs of
study in early childhood education.
• The class size should be no more than 20 students as each student is required to
complete 10 hours of community-based observations in licensed regulated centers.
Fifteen students is the recommended class size.
To certify the students, the districts are required to maintain records, and students must
meet the following requirements:
• The attendance minimum shall be 85 percent of the proposed training hours.
Excused absences of 15 percent of the hours could be made up at the discretion and
approval of the instructor.
• The student shall receive a C grade or better based on the evaluation in the state
course content.
• The student shall be physically, mentally, and emotionally able to provide
responsible care for all children including children with disabilities. Code regulation
is available: DCF 251.05(1)(a).
Certification
The local district will submit the names of the students who have successfully completed
the approved program to the DPI through the online skills certificate program registration.
The school district will assume responsibility for awarding the certificates to the students
and saving the records in the files so the district has evidence of successful completion of
the Assistant Child Care Teacher Certification program. For the infant and toddler
certification, the teacher must also submit the names and issue the certificates to those
who have completed the competencies for the program.
Assistant Child Care Teacher Course Outline 5
Assistant Child Care Teacher Course Units
Standard EC1: Students will integrate knowledge, skills, and practices required for
careers in early childhood education and services.
Unit 1: Introduction to Child Care Services (4 hours)
Learning Priority:
EC1.a: Investigate the necessity for and purpose of quality group care for young children.
Course Objective:
Describe the career opportunities in the child care industry.
Unit Objectives:
The student will be able to
• describe the necessity and purpose of group care for young children;
• explain the services child care centers provide;
• explain the types of child care centers: parent cooperative, chain, sick child care,
church-sponsored, employer-sponsored, and family day care;
• describe the typical staffing patterns used in a child care center: director, head child
care teacher, and assistant child care teacher;
• compare the staff qualifications, roles, and responsibilities of child care workers
within a center setting; and
• identify the historical contributions that have influenced how child care services are
currently provided.
Unit 2: The Center Environment (4 hours)
Learning Priorities:
EC1.c: Cultivate positive relationships with children in a child care setting.
EC1.g: Adhere to current United States Department of Agriculture Dietary Guidelines and
Wisconsin State Licensing Regulations.
Course Objective:
Arrange space and provide equipment.
Unit Objectives:
The student will be able to
• describe the impact that licensing has on center space;
• evaluate how group size affects the selection and organization of center space;
6 Assistant Child Care Teacher Certification: A Program Planning Guide
• explain room arrangement for each of the classroom areas: block building, art, socio-
dramatic play, woodworking, science, mathematics, small manipulative activities,
storytelling, music, and eating;
• describe the importance of safety in planning the physical space of a child care
center; and
• identify equipment and supplies needed for infants, toddler, and mixed groups of
children ages 2½ to 5.
Unit 3: The Children (9 hours)
Learning Priorities:
EC1.b: Apply theories of developmentally appropriate practice to classroom situations.
EC1.e: Create and facilitate developmentally appropriate activities for a variety of child
care curricula areas.
HD1.a: Analyze principles of human growth and development across the lifespan.
HD1.b: Analyze conditions that influence human growth and development.
Course Objective:
Describe the developmental sequence of children from birth through 12 years of age,
incorporating cultural differences.
Unit Objectives:
The student will be able to:
• describe how children develop physically, socially and emotionally, intellectually,
and morally;
• investigate how cultural differences may affect a child’s development;
• differentiate characteristics of children at different ages and stages of their
development;
• compare and contrast different methods of recording observations of young
children;
• observe a group of young children and record their activities;
• apply brain development theories on learning and behavior;
• incorporate critical windows of opportunity; and
• recognize the importance of the first five years of life.
Assistant Child Care Teacher Course Outline 7
Unit 4: Interacting with Children (4 hours)
Learning Priorities:
EC1.d: Guide children in appropriate behaviors.
IR1.c: Demonstrate communication skills and contribute to positive relationships.
IR1.d: Evaluate effective conflict prevention and management techniques.
Course Objective:
Describe appropriate guidance techniques for interacting with children.
Unit Objectives:
The student will be able to:
• illustrate positive verbal and nonverbal interaction techniques;
• apply appropriate behavioral limits for each stage of a child’s development;
• describe how different parenting styles, cultural backgrounds, and social class may
influence children’s reactions to guidance techniques;
• create a daily schedule related to the children’s needs;
• explain the importance of and plan transitions for moving children from one activity
to another: large group, small group, outdoor, indoor, nap, and meals; and
• plan positive center arrival and departure techniques.
Unit 5: Classroom Activities (10 hours)
Learning Priority:
EC1.e: Create and facilitate developmentally appropriate activities for a variety of child
care curricula areas.
Course Objective:
Comprehend the importance of planning classroom activities based on the children’s
developmental levels.
Unit Objectives:
The student will be able to:
• choose developmentally appropriate equipment and activities;
• plan and coordinate activities appropriate for children’s developmental stages and
cultural backgrounds;
• present a variety of activities related to the five areas of development: intellectual,
social, emotional, physical, and moral;
8 Assistant Child Care Teacher Certification: A Program Planning Guide
• organize space and materials for self-selected activities during free play;
• identify resources that can be useful in planning developmentally and culturally
appropriate programs for young children;
• create an activity for each of the curriculum areas such as: storytelling, art, music
and movement, dramatic play, block building, science, and mathematics; and
• select developmentally appropriate storybooks for children using the following
criteria: size of book, illustration, length, content, and cultural variety.
Unit 6: Classroom Safety (3 hours)
Learning Priorities:
EC1.g: Adhere to current United States Department of Agriculture Dietary Guidelines and
Wisconsin State Licensing Regulations.
EC1.h: Create a physically safe and emotionally secure environment for children both
inside and outside of the center according to the licensing regulations.
EC1.i: Implement modifications to accommodate special needs.
FMM1.b: Demonstrate planning, organizing, and maintaining an efficient housekeeping
operation for residential or commercial facilities.
FMM1.c: Demonstrate sanitation procedures for a clean and safe environment.
Course Objective:
Describe the assistant child care teacher’s role in maintaining a safe environment.
Unit Objectives:
The student will be able to
• create a safe day care center environment to prevent accidents and to allow open
space according to state licensing rules;
• explain the importance of constant supervision;
• identify possible classroom and outdoor safety hazards; and
• recognize the importance of a well-designed evacuation plan for any emergency.
Assistant Child Care Teacher Course Outline 9
Unit 7: Health and Safety (7 hours)
Learning Priority:
EC1.h: Create a physically safe and emotionally secure environment for children both
inside and outside of the center according to the licensing regulations.
Course Objective:
Explain the importance of health and knowledge of safety in a child care center.
Unit Objectives:
The student will be able to
• recognize symptoms of contagious diseases and childhood illnesses including typical
behavior patterns;
• apply first aid for bumps, bruises, and minor cuts;
• demonstrate skills necessary for CPR and infant CPR skills;
• assess the liability of transporting children in center-owned vehicles;
• identify center procedures to use when a child becomes ill; and
• explain the importance of sanitary procedures and universal precautions including
washing hands, brushing teeth, toileting, and disposing of soiled materials.
Unit 8: Meals and Snacks (2-3 hours)
Learning Priority:
EC1.g: Adhere to current United States Department of Agriculture Dietary Guidelines and
Wisconsin State Licensing Regulations.
Course Objective:
Explain the importance of guiding children during snacks and mealtime experiences.
Unit Objectives:
The student will be able to
• explain how independent eating habits can be fostered at mealtime;
• describe appropriate table manners for children;
• evaluate family service, listing tasks children can assist with during meal and snack
times;
• identify foods that could cause children to choke;
• explain the importance of not touching other people’s food or using other children’s
utensils; and
• recognize the importance of planning menus.
10 Assistant Child Care Teacher Certification: A Program Planning Guide
Unit 9: Center Relationships (4 hours)
Learning Priority:
EC1.c: Cultivate positive relationships with children in a child care setting.
Course Objective:
Describe the importance of maintaining positive relationships with staff, parents, and
volunteers.
Unit Objectives:
The student will be able to
• determine positive behaviors that would foster cooperative relationships with staff;
• identify ways of supporting the director and head child care teacher;
• describe ways of initiating positive parental contacts;
• explain how to make volunteers feel accepted and needed in the center;
• identify possible stressors present in a child care center environment; and
• examine ways of positively managing stress in the role of the assistant child care
teacher.
Unit 10: Working with Children
(3 hours in class and 7 hours outside of class in licensed regulated child care centers)
Learning Priorities:
EC1.b: Apply theories of developmentally appropriate practice to classroom situations.
EC1.c: Cultivate positive relationships with children in a child care setting.
EC1.d: Guide children in appropriate behaviors.
EC1.e: Create and facilitate developmentally appropriate activities for a variety of child
care curricular areas.
EC1.g: Adhere to current United States Department of Agriculture Dietary Guidelines and
Wisconsin State Licensing Regulations.
EC1.h: Create a physically safe and emotionally secure environment for children both
inside and outside of the center according to the licensing regulations.
Assistant Child Care Teacher Course Outline 11
Course Objective:
Participate in a classroom with a group of young children.
Unit Objectives:
The student will be able to
• recognize basic child observation skills;
• design, implement, and evaluate developmentally appropriate activities for
individuals and groups;
• demonstrate acceptable behavior, hygiene, and attire;
• prepare children in learning daily routines;
• differentiate children’s behavior in adjusting to new activities;
• model correct grammar and vocabulary;
• analyze children’s body language for signs of aggression;
• encourage children to participate in cleanup activities;
• supervise and comfort children as needed;
• evaluate snack and mealtime; and
• model the classroom teachers in their daily routines with children.
Unit 11: Professional Development (4 hours)
Learning Priorities:
EC1.f: Develop a career portfolio.
CCLC1.b: Demonstrate transferable and employability skills in school, community, and
workplace settings.
Course Objective:
Recognize the importance of self-management and development as an assistant child care
teacher.
Unit Objectives:
The student will be able to
• identify the importance of a positive attitude in the workplace;
• explain the importance of accepting advice and supervision from the director and
head child care teacher; and
12 Assistant Child Care Teacher Certification: A Program Planning Guide
• explain the importance of the following skills and abilities, which are essential for
the assistant child care teacher. These include
− has positive work attitude
− has good work habits, is on time, is dependable
− is safety conscious
− understands the value and importance of work
− is friendly and courteous
− works well with others
− accepts advice and supervision
− is flexible
− listens well enough to understand
− models a lead child care teacher for a day, recording his or her
responsibilities and routines
− discovers further opportunities for child care education in the field of child
care at the post-secondary and college levels
− interprets the state licensing rules for which the assistant child care
teacher is responsible
− examines major child care resources, such as publications and equipment
catalogs
Unit 12: Infant and Toddler Certification and Curriculum
(10 hours class time plus 10 hours student observation in licensed regulated child care
centers)
Learning Priorities:
EC1.a: Investigate the necessity for and purpose of quality group care for young children.
EC1.b: Apply theories of developmentally appropriate practice to classroom situations.
EC1.c: Cultivate positive relationships with children in a child care setting.
EC1.d: Guide children in appropriate behaviors.
EC1.g: Adhere to current United States Department of Agriculture Dietary Guidelines and
Wisconsin State Licensing Regulations.
Assistant Child Care Teacher Course Outline 13
EC1.h: Create a physically safe and emotionally secure environment for children both
inside and outside of the center according to the licensing regulations.
EC1.i: Implement modifications to accommodate special needs.
FMM1.c: Demonstrate sanitation procedures for a clean and safe environment.
HD1.a: Analyze principles of human growth and development across the life span.
HD1.b: Analyze conditions that influence human growth and development.
HD1.c: Analyze strategies that promote growth and development across the life span.
P1.b: Evaluate parenting practices that maximize human growth and development.
Course Objective:
The infant and toddler caregiver will be able to adequately meet a child’s physical,
emotional, social, and intellectual needs.
Unit Objectives:
The student will be able to
• apply appropriate practice related to the social-emotional development of children
ages birth to 3;
• apply appropriate practice related to the physical development of children ages
birth to 3;
• apply appropriate practice related to the brain development of children ages birth to
3;
• communicate effectively with parents and other staff members regarding children
ages birth to 3; and
• demonstrate licensing guidelines related to sanitation, health, and safety for
children ages birth to 3.
Early Childhood Credentialing in Wisconsin 15
Early Childhood Credentialing
in Wisconsin
Career and technical education (CTE) is critical in preparing the next generation of
students for success in the global workforce. Indeed, a high quality CTE program enhances
family, business, and community engagement. For students, this foundation is built
through career development, effective programs of study, and community partnerships.
Success in these components ensures students are college- and career-ready.
The Wisconsin Department of Public Instruction (DPI) (2018) identified three components
that make up a quality CTE program:
• academic and technical skills,
• work-based learning, and
• leadership development opportunities available via a career and technical student
organization (CTSO).
Two-thirds of Wisconsin high school students participate in career and technical courses,
and state data indicates that students who take three or more CTE courses have a higher
graduation rate (96 percent) compared to students not involved in CTE courses (90
percent) (Wisconsin DPI 2018). For students interested in early childhood careers, family
consumer sciences education offers certificate opportunities for students to pursue their
goals.
Addressing the Need
In the United States, like many western countries, more working parents are seeking child
care to balance their work and home lives. Although the birthrate in the U.S. has declined
(Centers for Disease Control and Prevention 2017), the number of working parents
continues to increase. Working mothers make up 40 percent of the workforce and 60
percent of children age 6 and under have both parents in the workforce (Child Care Aware
of America 2018).
The lack of quality and affordable child care can have a negative impact on communities,
where children may begin school at a disadvantage. “Children that participate in high-
quality child care have higher scores on achievement and language tests, show better
social skills, and fewer behavioral problems” (McCartney 2007, p.2).
The state of Wisconsin ranks 12th overall in child well-being according to The Annie A.
Casey Foundation’s Kids Count Data Book (2018) but could do better—especially in reading
proficiency; two-thirds of Wisconsin fourth graders lack reading skills at a critical time in
their education.
16 Assistant Child Care Teacher Certification: A Program Planning Guide
In its annual report, Child Care Aware of America (CCAoA 2018, p. 7) offered four
recommendations for Congress, two of which relate to professional development and
training. One recommendation states the “need to provide professional development and
training, workforce support, and appropriate compensation for all child care professionals”
(CCAoA 2018, p. 7) and another recommendation identifies the need for findings to
“support child care providers recruitment, retention, and professional development
through targeted training, technical assistance, coaching, and mentoring.”
Early Childhood Education Certificate Programs
In March 1988, the Wisconsin Department of Public Instruction submitted a proposal to
the regional office of the state Department of Health and Social Services (DHSS) to
develop a 40-hour course for assistant child care teachers (ACCTs) in Wisconsin
secondary schools. The DHSS reviewed the proposal, made recommendations, and gave
final approval in August 1988 for the DPI to implement and monitor secondary-level
assistant child care teacher programs based on this approved proposal. A program plan
was developed with competencies by a team of educators. The late Karen Zimmerman,
former professor at the University of Wisconsin-Stout, served as a reviewer on the writing
task force.
Beginning in 1992, Wisconsin’s Department of Public Instruction approved high school
family and consumer sciences instructors (with additional supplemental vocational child
care licensure) to offer early childhood education courses, completion of which allow a
person to work as an assistant child care teacher in a regulated, licensed child care center
at age 17. Students without the certification are prohibited from working as an ACCT until
the age of 18.
Family and consumer sciences educators who offer such programs must hold both a family
and consumer sciences teaching license and a child care services vocational license. The
latter license requires 2,000 hours of family and consumer sciences-related work
experiences, and 1,000 of those hours must be in a child care services area. In addition, the
FCS educators are required to attend an annual in-service professional development day
in the fall and to assist instructors with registration of students.
Early Childhood Educators Assistant Child Care Teacher Program
High school students in the Assistant Child Care Teacher Certificate program must be
enrolled in 11
th
or 12
th
grade, at least 17 years of age, and have taken a child development
course or parenting course with a child development component. To earn the Assistant
Child Care Teacher Certificate, students are required to
1. Complete a 40-hour course that includes multiple units identified in the state
curriculum guide and receive a minimum of two (three-point scale) on the
identified competencies.
Early Childhood Credentialing in Wisconsin 17
2. Attend no less than a minimum of 85 percent of the training hours.
3. Meet the physical and emotional health requirements.
4. Complete 10 hours of volunteer experience in a regulated, licensed child care
facility.
The assessment is conducted as a collaborative effort between the employer or
community-based partner and the school. Students must be registered on the Department
of Public Instruction website and, in order to receive their certificate, they must pass their
final competency review. Upon review, students will receive a skill certificate industry
credential. During the past 10 years, approximately 155,000 students have completed the
ACCT certificate as noted in Figure 1.
Figure 1: ACCT Skills Standards
18 Assistant Child Care Teacher Certification: A Program Planning Guide
Infant and Toddler Certificate Program
The Infant and Toddler (I &T) Certificate program builds on the ACCT curriculum and helps
students explore their career interest by documenting their infant and toddler skills.
Students must have successfully completed the ACCT certificate to participate. The I&T
program requires student to complete 20 hours of classroom activities and 10 hours of on-
the-job experience or observation with children ages birth to 3 in a child care setting: a
minimum of five hours must involve children age birth to 12 months. Like the ACCT
certificate, students must be registered and meet minimum ratings of two (on a three-
point scale) on evaluations completed by their supervisor. Since 2009, approximately
3,550 students have completed the program (Figure 2).
Figure 2: Infant/Toddler Skills Standards
The Child Care Teacher Program
Students earn the Child Care Teacher (CCT) Certificate by participating in a co-op
experience (in child services) through their local school district. Students must be 17 years
of age and have satisfactorily completed the ACCT course during their junior year.
Students enrolled in the program work at child care centers and must meet competencies
in the following areas:
• employability skills and attitudes
• personal and professional development
• child care skills
Students who satisfactorily complete the program and graduate with the high school
industry credential are qualified to receive the second-level Wisconsin Department of
Children and Families employment designation as child care teachers. Since 1999,
approximately 2,000 students have earned industry credentials (Figure 3).
Early Childhood Credentialing in Wisconsin 19
Figure 3: Child Services Skills Standards
Introduction of CTE Incentive Grants
Beginning in 2013, family and consumer sciences instructors, in public schools that offer
the ACCT, I&T, and CCT Certificates, become eligible to take advantage of CTE incentive
grants (Wis.Stats.106.273). This legislation established grants to incentivize school
districts to offer high quality career and technical education programs that mitigate
workforce shortages in key industries and occupations. The grants reimburse up to $1,000
for each pupil in a school district earning an approved industry-recognized certification.
Only programs that include rigorous coursework and assessments, and that hold value in
an employer setting, are included on the current approved CTE incentive grant list
(Wisconsin DPI, 2018).
Multiple factors are used to determine a program’s eligibility for the CTE incentive grant,
including items such as academic and technical skills, work-based learning, community
partnerships, career development skills, programs of study, industry endorsements, and
entrance into further education and training if desired by the student. Such grant funding
intends to support schools as they provide quality CTE programming that results in
industry-recognized certifications to mitigate workforce shortages.
20 Assistant Child Care Teacher Certification: A Program Planning Guide
Additional co-op opportunities are available for FCS students to gain industry credentials
in general 21
st
century employability skills, family and community services, and food
services, and represent accomplishments achieved in work-based learning courses. Work-
based education provides knowledge and skills necessary for career development and
success in a technological and global society. The classroom instruction is linked to
relevant, structured, real-world experiences where students learn from business and
industry leaders. The workplace and classroom learning are applied directly to the future
role as family member, worker, and citizen. A variety of career options are learned through
the level of skills and education required for these careers. Students will leave school
better prepared and more focused about their future academic and career planning.
References
Centers for Disease Control and Prevention. 2018. National Notifiable Diseases
Surveillance System. Retrieved from https://wwwn.cdc.gov/nndss/
.
Child Care Aware of America 2018. Checking In on the Child Care Landscape: 2018 State
Fact Sheets. Retrieved from
http://usa.childcareaware.org
/advocacy-public-policy/resources/research/statefactsheets/.
McCartney, Kathleen. 2007. Current research on child care effects. In Tremblay, R.E.;
Boivin M,, Peters, R.DeV., eds., Bennett, J, topic ed. Encyclopedia on Early Childhood
Development [online]. Retrieved from
http://www.child-encyclopedia.com
/child-care-early-childhood-education-and-care/according-experts
/current-research-child-care-effects.
Purkapile, Nicole Lopez; Tina Feaster; and Diane Ryberg. February 1, 2019. Verification of
Completion of a DPI-Approved Course for Child Care Workers While in High School
[Memorandum]. Madison, WI: Wisconsin Department of Public Instruction. Retrieved
from https://dpi.wi.gov/sites/default/files/imce/fcs/pdf/acct_cctverif.pdf
The Annie E. Casey Foundation. 2018. 2018 Kids Count Data Book: State Trends in Child
Well-being. Retrieved from
http://www.aecf.org/m/resourcedoc/aecf-2018kidscountdatabook-2018.pdf
.
Wisconsin Department of Public Instruction. 2018. Career and technical education.
Retrieved from https://dpi.wi.gov/cte
.
Unit 1: Introduction to Child Care Services 21
Unit 1: Introduction to
Child Care Services
4 hours
Overview
Historical Background of Child Care
Current Perspectives in Child Care
Legislation
Child Care Programs
Child Care Centers
Center Staffing
Staff Licensing
Classroom Interactions
Student Handouts
Resources
22 Assistant Child Care Teacher Certification: A Program Planning Guide
Unit 1: Introduction to Child Care Services (4 hours)
Learning Priority:
EC1.a: Investigate the necessity for and purpose of quality group care for young children.
Course Objective:
Describe the career opportunities in the child care industry.
Unit Objectives:
The student will be able to
• describe the necessity and purpose of group care for young children;
• explain the services day care centers provide;
• explain the types of child care centers: parent cooperative, chain, sick child care,
church-sponsored, employer-sponsored, and family day care;
• describe the typical staffing patterns used in a child care center: director, head child
care teacher, and assistant child care teacher;
• compare the staff qualifications, roles, and responsibilities of child care workers
within a center setting; and
• identify the historical contributions that have influenced how child care services are
currently provided.
Overview
Since the nineteenth century, society’s view of children and who should care for them has
changed. Today, due to economic factors and personal choice, single and dual career
families are working outside the home, creating the need for child care.
Many types of child care are available and offer a variety of services; they include parent
cooperatives, chain-owned centers, sick child care facilities, church-sponsored programs,
employer-sponsored centers, group or family care providers, and in-home care. Services
may include summer school activities, before- and after-school care, special needs group
programs, and others.
Center staffing patterns establish a chain of command and each position encompasses its
specific responsibilities. Staffing positions and qualifications are described in the
Wisconsin Administrative Code.
Unit 1: Introduction to Child Care Services 23
Historical Background of Child Care
Traditionally, women have shouldered the responsibility for child care in American society.
During America’s colonial, revolutionary, and early national periods, women generally
functioned within the framework of a family work unit. An entire family produced goods or
services on a family farm, in an artisan shop, or by other means. Women’s role within this
framework usually included child care; however, it existed as only one of their many daily
responsibilities. Although mothers most often bore this responsibility, a network of
extended family members, including grandmothers, aunts, nieces, sisters, and women
neighbors, also shared the task of looking after and providing for children’s’ needs.
During the nineteenth century, economic conditions, industrialization, and a rising middle
class changed society’s perspective of women and assigned to them the lone roles of wife
and mother. Unfortunately, this new perspective ignored all working-class women, whose
financial needs and cultural beliefs gave them obligations removed from motherhood.
These wage-earning women worked, either in or away from the home, on jobs that had no
connection with child care. Black women, both before and after emancipation in 1865,
nearly always worked in positions that limited their time with their children. Immigrant
women, as well, had only limited opportunities to provide full-time child care. Even the
white middle-class women who fit the stereotype of domesticity generally had such vast
amounts of work running their homes that not all of their time could be given to child care.
In large cities, parents frequently left children unattended if no one was available to care
for them while the parents worked. To cope with this problem, child care centers, then
known as day nurseries, were started in the mid-1800s. These day nurseries typically were
located in church basements and settlement houses. Their main purpose was to provide
custodial care, protecting children from harm. These types of private, church-sponsored
facilities continued into the twentieth century even though more women, as their families
moved into the middle class, were no longer forced to work out of economic necessity. A
large percentage of women remained in the workforce, and the need for child care still
existed.
War conditions in the 1940s created a need to fill factory vacancies, and more women
rapidly entered the workforce. Both patriotism and the advent of better paying jobs lured
mothers of all classes to work in both government and private factory jobs. To
accommodate mothers and encourage them to assist with the war effort, nurseries and
day-care facilities were established. These child care facilities, unlike those of the past,
received federal funds, as well as local funds, to ensure quality child care at a low cost.
When the war ended, both federal and local governments removed their funding, and
society attempted to reassign all women to the role of mother and chief child care
provider.
During the 1960s, child care needs increased for a variety of reasons. As the feminist
movement grew, some women grew dissatisfied with the assigned role of homemaker, and
entered the workforce, joining the minority and working-class women who had remained
24 Assistant Child Care Teacher Certification: A Program Planning Guide
there after the end of World War II. At the same time, an increased social conscience led to
the development of early childhood intervention programs. One such program was Head
Start, which had goals beyond basic child care. Head Start programs, based on parent
education, provided health services and nutrition education. The program targeted the
economically disadvantaged, abused, or children with disabilities.
The recession and rising inflation of the 1970s forced additional women into the
workforce. Thus, the number of two-income families increased. The divorce rate also
increased, and single-parent families became more prevalent. Often, divorced mothers
became sole breadwinners for their families. As women in the workforce increased, the
pool of available caregivers dwindled.
During the 1980s, under the Reagan administration the balance of federal child care
funding shifted, as expenditures for low-income families were dramatically reduced while
those benefiting middle- and high-income families nearly doubled. Such measures
stimulated the growth of voluntary and for-profit child care, much of which was beyond
the reach of low-income families. These families received some help from the Child Care
and Development Block Grant (CCDBG), passed in 1990, which allocated $825 million to
individual states. The Personal Responsibility and Work Opportunity Reconciliation Act of
1996 replaced Aid to Families with Dependent Children (AFDC) with time-limited public
assistance coupled with stringent employment mandates. Acknowledging the need for
expanded child care to support this welfare-to-work plan, Congress combined the CCDBG,
along with several smaller programs, into a single block grant—the Child Care and
Development Fund.
Although more public funds for child care are available than ever before, problems of
supply and quality continue to limit access to child care for welfare recipients who are now
compelled to take employment, and moderate-income families must cope with ever-rising
costs for child care. For all families, the quality of child care is compromised by the high
rate of turnover among employees in the field, in itself the result of low pay and poor
benefits. Because of its long history and current structure, the American child care system
is divided along class lines, making it difficult for parents to unite and lobby for improved
services and increased public funding for child care for all children.
When it comes to public provisions for children and families, the United States compares
poorly with other advanced industrial nations such as France, Sweden, and Denmark,
which not only offer free or subsidized care to children over 3 but also provide paid
maternity or parental leaves. Unlike the United States, these countries use child care not
as a lever in a harsh mandatory employment policy toward low-income mothers but as a
means of helping parents of all classes reconcile the demands of work and family life.
Unit 1: Introduction to Child Care Services 25
Current Perspectives in Child Care
According to 2017 data, 66 percent of the nation’s youngest children—more than 14.9
million kids under the age of 6—are growing up in families where all parents in their home
are employed. In 2017, 66 percent of children in the United States lived in married-couple
households, 25 percent lived in mother-only households and 8 percent were in father-only
households.
Group child care settings are needed now more than ever for four major reasons. First, a
larger number of mothers are in the labor force. Second, there are more single-parent
families. Third, greater geographical distance exists between family members, such as
grandparents and grandchildren, which reduces the ability of the extended family to act as
caregivers. Fourth, the number of children under age 18 rose during the past century from
30.7 million in 1900 to 74 million in 2016. The number of children in the country is
projected to continue to increase to 79.9 million by 2050
(https://www.childtrends.org/indicators/number-of-children).
Societal views have changed slowly. Group care and care by nonrelatives is now more
acceptable than it has been. Fathers also are taking a more active role in the care and
nurturing of their children. Additionally, certain groups of people have begun to receive
more attention by our society. These include multicultural or ethnic populations, people
with disabilities, women, people with varied work shifts, and people with nontraditional
careers. Continued change in child care programs is needed to accommodate these groups
more readily.
The following table contrasts old and current concepts of child care.
Table 1: Child Care Concepts
Old Concepts
Current Concepts
Day care
• was called day care
• was a social service
• was a public responsibility limited to
the poor
• combined all the social services
needed by poor families; these
services were provided through day
care
• was considered a “necessary evil” for
families who had problems
Day care
• is sometimes called early care and
education
• is a public service needed by all social
classes in every community
• supports families in performing their
parenting and work roles
• is viewed as a community
responsibility, even for those who are
able to pay for their own child care
• includes several types of care: family
day care, preschool and nursery
programs, and full-day child care
centers; may be public or private
26 Assistant Child Care Teacher Certification: A Program Planning Guide
Legislation
Child care laws have been enacted in every state to establish minimum requirements for
the health and safety of children and child care providers. State regulations vary
tremendously from state to state. Each individual state determines the adult/child ratio
and the required minimum qualifications of the child care providers. Federal standards do
not exist.
Child care centers and family child care providers who emphasize quality care strive to go
beyond minimum regulations established by their states. In these facilities there is usually
a lower ratio of children per caregiver than specified in state requirements. In addition, the
curriculum is designed to meet the social, emotional, intellectual, and physical
development of young children.
Research indicates that the following factors support quality care:
• appropriate educational background of caregivers, that is, child development and
early childhood training;
• previous experience of caregivers, such as employment in the child care field; not
just parenting and babysitting; and
• consistency of staff, meaning low staff turnover.
Child Care Programs
Child care licensing programs are a component provided by the Department of Children
and Families (DCF). DCF is the state agency responsible for licensing and on-going
monitoring of child care centers. The program is accountable for statewide licensure of
child care facilities, including family child care, group child care, and day camps. The
program promotes the health, safety, and welfare of children in licensed regulated child
care centers
Under Wisconsin law, no person may provide care and supervision for four or more
children under the age of 7 for less than 24 hours a day unless that person obtains a license
to operate a child center from the Department of Children and Families. This regulation
does not include a relative or guardian of a child who provides care and supervision for
that child; a public or parochial school; a person employed to come to the home of the
child’s parent or guardian for more than 24 hours a day; or a county, city, village, town,
school district, or library that provides programs primarily intended for recreational or
social purposes; a program that operates not more than four hours per week; a program
where the parents are on the premises and are engaged in shopping, recreation, or other
non-work activities; seasonal programs of 10 days or less duration in any three-month
period, including day camps, vacation bible school, and holiday child care programs,
emergency situations or care and supervisions for more than three hours a day while the
parent is employed on the premises. (http://dcf.wisconsin.gov/cclicensing).
Unit 1: Introduction to Child Care Services 27
There are three categories of state-licensed child care:
1. Licensed group child care facilities are open more than four but fewer than 24
hours per day and provide care for nine or more children. They usually are located
somewhere other than a residence and may be small or large in size.
2. Licensed family child care is providing care for between four and eight children in
the provider’s home.
3. Licensed day camps are seasonal programs that provide experiences for four or
more children 3 years of age and older. These programs usually operate in an
outdoor setting.
Other child care services include:
• School-age child care has a high ratio of children to adults. This type of care provides
a variety of activities before and after school; sometimes summer care, “camps,” and
vacation care may be available.
• Sick child care provides temporary care for ill children and is usually relatively
expensive. The service is limited to children with minor injuries or mild illnesses. A
high ratio of adults to children is common.
• Special needs groups are usually serviced by child care that is tailored to unique
groups of children, such as those differently abled or those with medical problems
such as asthma, cystic fibrosis, and so on. These programs may include children of
many ages. The ratio of children to adults depends on the type of activities program
provided and the needs of the children involved.
• Summer school activities may be sponsored by recreational departments, YMCAs
and YWCAs, churches, and school districts. These activities are usually theme-
oriented.
Child Care Centers
Child care centers may have a profit or nonprofit status. Profit centers pay taxes; nonprofit
centers are tax exempt. Nonprofit centers do not pay sales tax or income tax. Both profit
and nonprofit programs may participate in government-sponsored service programs when
they meet the qualifications requirements.
This is a list of typical programs that may have either a profit or a nonprofit status:
• Chain-owned centers are owned by a company or corporation, which frequently
operates more than one center.
28 Assistant Child Care Teacher Certification: A Program Planning Guide
• Church-sponsored child care is operated by a church board; church members have
preferential enrollment.
• Employer-sponsored child care is offered as a benefit by some employers. These
centers are on-site or at a center selected by parents or employers.
• Family child care providers usually work in their homes and typically have small
groups of children in their care.
• In-home care is made available in a child’s home. These care givers may also be
called nannies or au pairs. A nanny may live in or outside of the child’s home.
• Parent cooperatives are owned and managed collectively by a group of parents;
they require a high degree of participation by their members.
• Sick child care is provided in various settings such as hospitals, child care centers,
and/or a child’s home. Sick child care usually is limited to temporary care.
Quality Rating Systems
States have quality rating systems to help parents judge the quality of child care programs.
The systems are important to assess the level of quality in child care programs. Teachers
can use the instruments to assist them in making changes in their curriculum and
instruction in their programs.
Four rating systems were developed at the University of North Carolina. The purpose of
the assessments is to determine how programs meet the needs of children. Each
instrument is valid and reliable, and each focus varies.
• The Infant/Toddler Environmental Rating Scale (ITERS-R) evaluates programs with
children from birth to 2 years https://ers.fpg.unc.edu.
• The Early Childhood Environmental Rating Sales is designed to assess children in
programs from 2 through 5 years of age https://ers.fpg.unc.edu.
• The Family Child Care Environmental Rating Scale is designed to assess children in
homes that serve infants through school-aged children https://ers.fpg.unc.edu.
• The School-Age Care Rating Scale is designed to assess children from 5 to 12 years
of age https://ers.fpg.unc.edu.
Center Staffing
Table 2 illustrates a typical staffing pattern for a child care center. Note that the chain of
command begins with a governing board or owner to whom the director reports. Table 3
shows the responsibilities of child care personnel.
Unit 1: Introduction to Child Care Services 29
Table 2: Center Staffing
Staffing Pattern
Business or District Manager or Owner
Director Cook
Assistant Director Custodian
Head Teacher Bus Driver
Assistant Child-care Teacher
• Some larger centers include an assistant director who is responsible to the director.
• The head teacher usually is responsible for planning and implementing curriculum.
• Assistant teachers work under the guidance of the head teacher in the classroom.
• The support staff may consist of a custodian, cook, and bus driver.
• Job responsibilities in individual centers vary according to the size of the center, its
finances, and its purposes.
• In many smaller child care centers, the support staff’s responsibilities are part of the
teaching staff’s job description.
30 Assistant Child Care Teacher Certification: A Program Planning Guide
Table 3 : Responsibilities of Child Care Personnel
Responsibility
Director
Assist.
Director
Teacher
Assist.
Teacher
Cook
Custodian
Bus
Driver
Perform central operations
X
Aid in school philosophy,
goals, and objectives
X X
Supervise all staff
X X*
Conduct staff meetings
X X
Keep records of staff and
children
X X
Purchase and oversee
maintenance of materials
X X
Ensure safe environment
X X X X X X X
Monitor progress of
programs and students
X X X
Develop center–parent
relationships
X X X X X X X
Inform the community of
center activities
X X
Act as role model
X X X X X X X
Use positive guidance
methods
X X
Develop and implement
lesson plans
X X
Assist in the classroom
X
Remain warm and friendly
with children, parents,
X X X X X X X
Set up and cleanup of
classroom
X* X
Prepare learning materials
X X
Prepare meals and snacks
X* X* X
Plan and purchase menu
items
X
Maintain building
cleanliness
X X X X X X
Perform minor repairs
X X X X X X
Transport center staff and
children
X* X* X
*Sometimes may perform these duties.
Unit 1: Introduction to Child Care Services 31
Department of Children and Families (DCF)
Administrative Code Chapter DCF 251
Early Care and Education
The table below represents the minimum or least restrictive requirement for entry-level
educational qualifications for various positions in a child care center under legislative
code, https://docs.legis.wisconsin.gov/code/admin_code/dcf/201_252/251/05/1/g/2
Table 4: Wisconsin’s Licensing Requirements for Child Care Staff
Min.
Age
High
School
Experience
Training
Note: An administrator
may meet qualification
by choosing one option
in the experience
column and one in the
training column
21
Yes
Must have at least one of
the following:
one year as a manager and
one credit or non-credit
course in business or
program administration
Must have at least one of
the following:
one year as a center
director or child care
teacher or one credit or
non-credit course in early
childhood education
Center Director
50 or fewer
21 Yes 80 days full time (five or
more hours per day) or
120 days half time (less
than five hours per day)
working in a licensed
daycare center or
kindergarten
two credit or non-credit
courses in early childhood
education or two years of
credit from institution or
higher education with
three credits in early
childhood education
51 or more
21
Yes
two years as a child care
teacher or center director
with at least 80 full days
or 120 half days of
experience as a teacher or
assistant teacher in a
licensed child care center
four credit or non-credit
courses in early childhood
education or two years of
credit from institution of
higher education with 12
credits in early childhood
education
18
Yes
80 days full time (five
hours of more per day) or
120 days half time (fewer
than five hours per day)
working in a licensed day
care center or
kindergarten
two credit or non-credit
course in early childhood
education or two years
credit from an institution
of higher education with
three credits in early
childhood education
Worker
18
No
None
one credit or non-credit
course in early childhood
education
School Age Teacher
(school-age only
program)
18 Yes 80 working days full time
or 120 working days half
time
two credit or non-credit
courses in elementary
education, child guidance,
physical education, or
recreation
Teacher (school-age
only program)
18
No
None
10 hours school age
training or one credit or
non-credit class as above
Cook 18 No None
four hours of annual
training in kitchen
sanitation, food handling,
and nutrition
32 Assistant Child Care Teacher Certification: A Program Planning Guide
Note: All staff working with children under two years of age must have at least 10 hours of
training in infant and toddler care within six months of beginning to work with infants
and/or toddlers. This training is in addition to any other training necessary for the position
and may be counted as continuing education.
Continuing Education Requirements
DCF 251.05(2)(c)8.
(c) Continuing education.
1. Each administrator, center director, and child care worker who works more than 20
hours a week shall participate in at least 25 hours of continuing education each year.
2. Each administrator, center director, and child care worker who works 20 or fewer
hours a week shall participate in at least 15 hours of continuing education each year.
3. Continuing education hours may be used to meet the continuing education
requirement during the year in which the hours are earned and for the two years
following that year.
4. Continuing education courses taken for credit through an institution of higher
education may be used to meet the continuing education requirement during the year
the credits were earned and for the following two years.
5. Assistant child care teachers who are currently enrolled in their first entry-level course
are not required to earn continuing education hours for that calendar year.
6. Types of training acceptable to meet continuing education requirements shall be
limited to
a. formal courses resulting in credits or continuing education units;
b. workshops, conferences, seminars, lectures, correspondence courses, and home-
study courses;
c. training offered by the child care center through the use of guest or staff trainers;
and
d. documented observation time in other early childhood programs.
7. Continuing education experiences may be in the areas of early childhood education,
child development, child guidance, health, caring for children with special needs, first
aid, nutrition as it pertains to child development, supervision of staff or the business or
administrative aspects of the operation of a child care center, or in communication
skills.
Unit 1: Introduction to Child Care Services 33
8. Independent reading and watching of educational materials may be counted for up to
five hours of continuing education per year for each person required under par. (c) 1. to
have 25 hours of continuing education, and up to 2.5 hours of continuing education per
year for each person required under par. (c) 2. to have 15 hours of continuing
education.
Health Qualifications
The physical examination report required under DCF 251.05 (1) (L) 1.
DCF 251.05(1)(L)5.
1. Except as provided under subd. 2., persons who work directly with children, except
volunteers, shall have a health examination within 12 months before beginning work at
a specific child care center or within 30 days after beginning work at the center. The
results of the examination shall be stated on a form provided by the department. The
report shall be dated and signed by a licensed physician, physician’s assistant, or Health
Check provider. The report shall indicate all of the following:
a. that the person is free from illness detrimental to children, including tuberculosis
and
b. that the person is physically able to work with young children.
Note: The department's form, Staff Health Report—Child Care Provider, is used for
recording physical examination information. Information on how to obtain the form is
available on the department's website, http://dcf.wisconsin.gov.
2. The health examination requirement under subd. 1. does not apply to a person who
requests an exemption from the department in writing. The exemption is granted
based on adherence to religious belief in exclusive use of prayer or spiritual means for
healing in accordance with a bona fide religious sect or denomination.
3. No licensee, employee, volunteer, visitor, or parent with symptoms of serious illness or
a communicable disease transmitted through normal contact reportable under ch.
DHS 145 that presents a safety or health risk to children may be in contact with the
children in care.
4. No licensee, employee, volunteer, visitor, or parent whose behavior gives reasonable
concern for the safety of children may be in contact with the children in care.
The department may require a licensee, employee or other person in contact with the
children whose behavior gives reasonable concern for the safety of children to submit
to examination by a licensed mental health professional as a condition of licensure or
employment.
34 Assistant Child Care Teacher Certification: A Program Planning Guide
Note: See also DCF 251.11 (1) (f) that requires a written statement from a physician or
licensed mental health professional when there is reason to believe that the physical or
mental health of a person may endanger children in care.
5. No person with a health history of typhoid, paratyphoid, dysentery, or other diarrheal
disease may work in a center until it is determined by appropriate tests that the person
is not a carrier of the disease.
Chapter DCF 12
Caregiver Background Checks
https://docs.legis.wisconsin.gov/code/admin_code/dcf/001_020/12/02/24/c
On October 1, 2018, the Child Care Development Block Grant changed the background
check requirements for individuals in licensed and certified child care centers. The
resources will guide child care providers through the process of learning these new
requirements and ensure background check compliance on individuals associated with
their program https://dcf.wisconsin.gov/ccbgcheck.
Classroom Interaction: Unit 1
Teacher Involvement
Student Involvement
Historical Overview
Initiate group discussion
• How were children cared for when your
grandparents were children?
•
How has child care changed?
Discuss key questions. Think of possible examples of
child care and changes in child care.
Discuss history of child care, emphasizing how
economic conditions have resulted in mothers
entering the workforce.
Participate in discussion.
Discuss current needs for child care. Key points:
• quality care
• affordable care
•
types of care
Us key points as a basis for discussion:
• quality care
• affordable care
• types of care
Ask students to envision what child care will be like
in 2025:
• teacher–child ratios
• parent involvement (amount and type)
• teacher qualifications and salaries
• types of classroom materials and equipment
• Will need for child care increase or decrease?
Why?
Envision the future. What will child care be like in
the year 2025?
• teacher–child ratios
• parent involvement (amount and type)
• teacher qualifications and salaries
• types of classroom materials and equipment
• Will need for child care increase or decrease?
Why?
Current Perspectives in Child Care
Ask students to find current event articles related to
the need for child care.
Select and read article. Summarize in writing and be
prepared to discuss.
Contrast old and new ideas of child care.
Contrast old and new ideas of child care.
Unit 1: Introduction to Child Care Services 35
Teacher Involvement
Student Involvement
Discuss how views concerning child care and
parental roles have changed. Key points:
• number of women working outside the home
• father’s role in care of children
• child care arrangements
•
job options and flexibility for parents
Participate in discussion and include examples from
reading and personal experiences. Key points:
• number of women working outside the home
• father’s role in care of children
• child care arrangements
•
job options and flexibility for parents
Discuss changes in our culture affecting child care
services regarding the following:
• minority group status and services
• gender equality
• equal treatment of disabled population
Participate in discussing the need for child care
services to include the following:
• nonsexist programming
• multicultural programming
• special education programming
•
diversity programming
Legislation
Brainstorm with class. Why is there a need for rules
and regulations governing child care? What type of
care would there be without these regulations?
Participate.
Develop ideal regulations for a center. These might
include adult/child ratio for children of different
ages, staff qualifications, experience, and in-service
requirements. Discuss: Are these realistic in terms
of cost to parents? Why or why not?
Develop ideal regulations.
Discuss possible benefits of group child care. Key
points:
• socialization opportunities
• intellectual opportunities
• parental education
•
support system for families
Discuss and give examples of possible benefits of
group child care. Key points:
• socialization opportunities
• intellectual opportunities
• parental education
•
support system for families
Types of Child Care Services
Have students look at want ads, at local Human
Services Departments, and the internet to find types
of child care programs.
Complete assignment and be prepared to discuss
findings in class.
Review and differentiate findings with class. What
are the types of child care services and how do the
purposes differ?
Participate and ask questions.
Have a panel discussion regarding child care
services. Possible participants:
• parents
• community workers
• employer of a working parent
• minister
• teachers in building who have previous or
current experience
•
nurse
Develop a list of questions for the panel
participants. Possible questions:
• reliability?
• cost?
• availability?
• hours opened?
• adult–child ratio?
36 Assistant Child Care Teacher Certification: A Program Planning Guide
Teacher Involvement
Student Involvement
Ask students to interview parents of preschool
children about their views of child care. Key
questions:
• What’s the value of child care programs?
• Why or why not is your child in a child care
program?
• In what type of child care is your child enrolled?
• Why did you select this type of program?
• How close is the center to your home or place of
employment?
• How much does your child care cost?
• What hours is the center open?
• What is the center’s curriculum like?
• Would you recommend this center?
• Are you satisfied with the program? Why or
why not?
Interview parents and describe findings in a one-
page paper or other appropriate assignment.
Types of Child Care Programs
Contrast the two major organizational types of child
care centers
• for profit
•
nonprofit
Discuss differences.
Describe typical types of child care programs.
• parent cooperative
• chain-owned
• sick child care
• church-sponsored
• employer-sponsored
• family child care provider
•
in-home care
Compare and contrast the programs discussed.
Have students pick one type of program and find
additional information concerning that program; use
magazine articles, visit a child care program,
interview parents or teachers, or do other activity.
Write a one-page summary of one of the programs
presented in class or other appropriate assignment.
Staffing Patterns
Contact child care centers for job descriptions for
the positions of
• director
• head child care teacher
• assistant child care teacher, others
Compare and contrast. (See sample job descriptions.)
Read and discuss similarities and differences of
responsibilities and qualifications.
Describe the staffing pattern most commonly used
in child care centers. Discuss possible variations.
Participate in discussion.
If possible, invite a director to discuss the various
job roles in a child care center.
List and differentiate jobs and make a summary
report of the discussion. (See sample job
descriptions.)
Unit 1: Introduction to Child Care Services 37
Teacher Involvement
Student Involvement
Staffing qualifications: Wisconsin’s Licensing
Requirements for Child Care Staff
Using copies of the state’s licensing requirements,
outline the guidelines for staff qualifications.
• director
• child care teacher
•
assistant child care teacher
Outline important facts.
Brainstorm qualities needed for the positions of
director, head child care teacher, and assistant child
care teacher. List on board or overhead.
Give ideas and prioritize which qualities are most
important.
Ask students why they wish to work in the child care
field. What traits do they possess that will be
important in working with children? Sample traits:
• likes people including children
• is patient
• is a willing worker
• likes a variety of experiences
• is willing to accept responsibility
• has a lot of energy
•
likes to be creative
Analyze desires and career objectives.
38 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout: Sample Job Descriptions—
Director, Teacher, and Assistant Teacher
The director:
• helps establish the program’s philosophy, goals, and objectives
• supervise staff, conduct staff meetings, and oversee curriculum
• keeps current files on staff and students, per licensing regulations
• is responsible for purchasing and maintaining supplies and equipment
• is responsible for ensuring safe environment for staff and children
• communicates with parents regarding child and parenting methods
• maintains community relations
The teacher:
• demonstrates initiative and enthusiasm
• updates educational training
• maintains open communication with the director, parents, and staff
• serves as a role model to children, parents, and other staff
• develops lesson plans and room environment to foster learning
• ensures the health and safety of children
• uses positive discipline techniques
• supervises assistant child care teachers
The assistant child care teacher:
• assists in the classroom under the supervision of the teacher
• is warm, friendly, and communicative with students, parents, and staff
• assists in setting up and cleaning up room and outdoor areas
• prepares learning materials for children
• arranges bulletin boards and learning centers
• serves as role model for children
Unit 1: Introduction to Child Care Services 39
Resources
Michel, Sonya. 2011. The History of Child Care in the U.S. Social Welfare History Project.
Retrieved from
http://socialwelfare.library.vcu.edu/programs/child-care-the-american-
history/
Frank Porter Graham Child Development Institute. 2019. Environmental Rating Scales,
Assessment Instruments for Early Childhood and Child Care Program Quality. Chapel Hill,
NC: University of North Carolina. Available at https://ers.fpg.unc.edu
The Annie E. Casey Foundation. 2018. 2018 Kids Count Data Book: State Trends in Child
Well-being. Retrieved from
http://www.aecf.org/m/resourcedoc/aecf-2018kidscountdatabook-2018.pdf
Wisconsin Department of Children and Families. 2019. Wisconsin Administrative Code,
DCF 251, Licensing Rules of Group Day Care Centers. Available at
https://child careta.acf.hhs.gov/sites/default/files/public/wicenteraug2016.pdf
Unit 2: The Center Environment 41
Unit 2: The Center Environment
4 hours
Overview
Impact of Licensing
Learning Centers and Equipment
Special Needs Accommodations
Classroom Interaction
42 Assistant Child Care Teacher Certification: A Program Planning Guide
Unit 2: The Center Environment (4 hours)
Learning Priorities:
EC1.c: Cultivate positive relationships with children in a child care setting.
EC1.g: Adhere to current United States Department of Agriculture Dietary Guidelines and
Wisconsin State Licensing Regulations.
Course Objective:
Arrange space and provide equipment.
Unit Objectives:
The student will be able to
• describe the impact that licensing has on center space;
• evaluate how group size affects the selection and organization of center space;
• explain room arrangement for each of the classroom areas: block building, art, socio-
dramatic play, woodworking, science, mathematics, small manipulative activities,
storytelling, music, and eating;
• describe the importance of safety in planning the physical space of a child care
center; and
• identify equipment and supplies needed for infants, toddler, and mixed groups of
children ages 2½ to 5.
Overview
The ideal child care classroom is bright, attractive, clean, organized, and inviting. It has
plenty of room for learning centers, storage, and large-motor activities. Equipment and
toys in the classroom are appropriate for the developmental level of the children who will
be using them.
Child care centers must meet state licensing standards. Each state enacts its own rules and
regulations to ensure a baseline level of care. These state regulations establish only
minimum requirements.
Programs offered in child care centers vary, depending on the type of care for which they
are licensed: infant, toddler, preschool (ages 2½ to 5 years), middle childhood, or sick child
care. Most child care centers are licensed to care for preschool children, from 2½ to 5
years of age, and are organized into learning centers for preschool-age children. They
focus on particular activities: art, block building, literacy, mathematics, music, science,
small manipulative activities, and dramatic play.
Unit 2: The Center Environment 43
Impact of Licensing
Licensing standards for child care facilities, which vary from state to state, exist to protect
children as well as caregivers. Wisconsin statutes require licensing for child care centers
and day-care homes that enroll four or more children under the age of 7. A licensed center
or home must pass an inspection and be approved by the Department of Children and
Families through its community services regional offices. The licensing standards are the
minimum requirements established by the state.
The caregivers are legally responsible for providing proper care, protecting the children
from potential safety hazards, and making sure that the environment is well-maintained
and adequately supplied. Child care providers also are responsible for knowing and
adhering to the state’s licensing regulations.
Learning Centers and Equipment
Arrangement of Learning Centers and Equipment
Child care givers are responsible for planning and arranging the center in a way that
provides a safe environment, minimizes disruptions, and makes the best use of space and
equipment. Most preschool classrooms are arranged into learning centers, each of which is
dedicated to a particular activity or subject; art, block building, books, mathematics, music,
science and discovery, sensory, woodworking, eating, sleeping, small and gross motor
activities, private space, and dramatic play. Many areas are shared or used jointly. Outdoor
spaces should be fenced with a variety of surfaces that are landscaped. A storage shed is
useful in storing equipment for water and sand play, stationary equipment, carpentry,
science, dramatic play, construction, wheeled toys, and art.
How the learning centers are arranged in a classroom often affects the quality of the
program. When designing, establishing, and arranging interest areas, a caregiver should
consider the developmental levels of the children. A successful classroom arrangement:
• anticipates and analyzes the ways children use materials in an area,
• considers the number of children in the group,
• takes into account the children’s ages, sizes, and interests, and
• provides a healthy and safe environment.
The arrangement of furniture, equipment, and materials in each learning center must
convey to the children a clear idea of the activities that occur there. Well-defined areas
give children a feeling of security and a sense of belonging. Learning centers also need to
be arranged so that the children can be easily observed and supervised. For instance,
placing large, tall pieces of furniture around the perimeter of the classroom allows the
child care providers visual contact with all areas of the room.
44 Assistant Child Care Teacher Certification: A Program Planning Guide
General rules for arranging learning centers include the following:
• Place noisy areas as far away as possible from quiet areas. Noisy areas give children
space to release their energy and be noisy. These areas include block building,
housekeeping, music, and group games. Children can have time to themselves in
quiet areas where activities such as reading, working puzzles, and playing
manipulative games occur.
• Locate messy activities, such as art or sensory activities, near a sink on easy-to-clean
flooring material and near windows for natural lighting.
• Provide ample storage space close to where the children will play with toys or do art
projects. Select and arrange shelving in a manner that allows children easy access.
The storage shelves can also serve as dividers to designate interest areas.
• Consider the traffic patterns in the classroom. Study the bathroom entrances,
classroom entrances, and fire exits; keep these routes clear at all times. Whenever
possible, arrange the areas around the edges of the room, allowing the center of the
room to be used for traffic flow.
• Arrange the furniture with safety in mind. For example, place any climbing
apparatus in an open area away from other equipment, furniture, and shelving units.
• Arrange equipment so the staff has an unobstructed view of children at play.
• Define areas by arranging storage units into U or L shapes.
• Provide a private space where children can be alone.
Equipment Selection
In selecting equipment, consider the following:
• Appropriateness: Does the object correspond to the size, height, and age level of
children who will use the toys and equipment? Does the object meet the children’s
individual developmental levels?
• Versatility: Can the toys and equipment be used in more than one way?
• Durability: Will the toys and equipment withstand use by many children over a long
period of time?
• Cost: Does the cost of a particular piece of equipment justify its classroom value?
• Safety: Is the size and construction appropriate?
Unit 2: The Center Environment 45
Learning Centers
Art
The art area should include adequate space and materials for children to explore freely
and to use materials and tools. Special considerations include
• adequate table space for children’s projects,
• ample shelving space for art materials,
• location near a sink or bathroom,
• easy-to-clean or safety-covered flooring or carpet, and
• suitable space for drying and storing completed projects.
Block Building
The block-building area needs to be large enough for children to move about freely and
have enough storage for an ample supply of blocks and appropriate accessories. The
special considerations are
• an area where the noise created during play does not disturb quiet play areas;
• ample space for small groups of children to build both horizontal and vertical block
structures;
• an unobstructed view so that child care providers easily can view activities of the
children from other areas of the classroom;
• indoor or outdoor carpeting (Wooden blocks on a vinyl floor are noisy and children
have difficulty building on high density or shag carpets); and
• ample and appropriate shelves for storing blocks and accessories (Low shelves are
best for storing heavy blocks or large wooden trucks; high shelves pose a potential
safety hazard when children remove or replace objects).
Dramatic Play
Typically, dramatic play takes place in the housekeeping area. The area should be open and
flexible so the teacher can provide a variety of materials at different times. Examples of
dramatic play could include a beauty or barber shop, an office, a camping site, or a beach.
Special considerations include
• adequate space and materials that encourage dramatic play;
• space for a full-length mirror constructed from highly polished unbreakable metal,
placed at child height;
46 Assistant Child Care Teacher Certification: A Program Planning Guide
• dress up clothing that represents diversity of cultures and occupations that the
children can retrieve and return themselves (For safety reasons, avoid hangers with
long protruding hooks and avoid placement of hooks at the children’s eye level.
Some classrooms use large storage containers.); and
• prop boxes coordinating with seasonal units.
Music and Movement
Music activities should occur in an area where noise is acceptable. Adequate space for
movement may be provided along with access to recorded music. Frequently, the area
used for music can also be used for other activities such as large motor movement and
should have
• a sufficient number of musical instruments for children and
• a diverse selection of music.
Science and Sensory
The space for science and sensory activities can be located adjacent to the music area.
Shelving should be sized and placed for easy access. Also, space is necessary for activities
and experiences that prompt children to explore and formulate thoughts and ideas. Table
space is needed for children to observe and touch objects and materials as they think,
contemplate, and reformulate thoughts and ideas. Be sure to
• place materials on a surface that can be cleaned easily and
• locate the sensory area near a sink or other water supply so that children can wash
their hands and help wipe up spills (also convenient for filling and emptying).
Mathematics and Small Manipulatives
This area provides a quiet space for individuals and small groups of children who may
interact with adults. Small manipulative objects that children can take apart, construct, or
reassemble are located in this area. Different sizes and shapes for sequencing and
counting. To encourage the development of hand-eye coordination and small-motor
development, it is important to consider the following factors:
• a sufficient shelf space for toys, games, and puzzles,
• storage containers that children can easily retrieve and return, and
• both table and floor space.
Storytelling and Books
The storytelling and books area is another quiet area in the center. Be sure to incorporate
• a place for children to enjoy printed material;
• an area for small groups of children to interact with a teacher;
Unit 2: The Center Environment 47
• space to display books, puppets, and flannel boards;
• writing materials; and
• comfortable area to be seated.
Outdoor Play Space
The outdoor play space should contain a variety of play areas and equipment that
encourage physical development. Arrange the area to maximize space, foster safe play, and
be easy to supervise. Select play equipment that encourages children to use their bodies in
a variety of ways: climbing, crawling, running, and jumping. A variety of play surfaces—such
as hard-surfaced areas for wheeled toys, a gross motor area, and an area for digging—also
should be provided for the children. Trees give shade on sunny days and add to the
aesthetic quality of the center.
Special considerations should be given the following precautions:
• Provide grassy surfaces for group games; asphalt or cement surfaces for tricycle
paths and play on wet, muddy days; and sand, wood chips, or other such material
under climbers for child safety.
• File sharp edges on playground equipment and cover protruding nuts and bolts with
plastic.
• Select equipment that is appropriate for the sizes and ages of the children using the
area.
• Anchor large, immovable equipment to the ground.
• Check the play yard for safety and the equipment for needed repairs on a periodic
basis.
Common Equipment Needs for Various Programs
The center’s program and philosophy, as well as the age and characteristics of the children
enrolled at the center, determine the equipment and supply needs. Handouts at the end of
this unit list the basic equipment and supplies needed for programs of different age groups.
Special Needs Accommodation
Children with special needs can be integrated into a classroom with minimal adaptations.
In order to provide the best care for children with special needs, the child care staff needs
to work closely with the child’s parent and any professional specialist the child sees. The
equipment and supply needs of these children will depend on the individual’s special
needs. Children with special needs may have hearing impairment; speech and language
delay; visual impairment; mobility related problems; missing or incomplete limb
development; transplanted organs; or life-threatening illness such as leukemia, cancer,
muscular dystrophy, or multiple sclerosis.
48 Assistant Child Care Teacher Certification: A Program Planning Guide
Young children with acute speech, hearing, or visual impairments or delays usually attend
programs that provide individualized training and enrichment. These children often need
care before or after their enrichment programs. To meet the special needs of these
children, seek advice from trained professionals concerning adapting and selecting toys
and equipment.
Children with mobility-related special needs usually are under the care of a physical
therapist or others who can assist the child care staff in understanding the different
abilities and developing appropriate activities.
Children with non-communicable illnesses need the socialization opportunities that child
care centers can provide. Parents, medical professionals, and child care staff need to work
closely together to integrate the child with other children.
Classroom Interaction: Unit 2
Teacher Involvement
Student Involvement
Impact of Licensing
Read the current licensing rules for group day care
centers.
Understand the need for compliance with the day
care licensing standards.
Discuss the importance of compliance with state
licensing requirements. Key points:
• emergencies
• sanitation
• equipment
•
floor space
Give reasons for complying with licensing
requirements.
Contact the licensing specialist in the regional office.
Ask the specialist to visit your classroom and discuss
the licensing requirements and how these impact
individual child care centers’ liability.
Alternate activity: Contact the directors of two or
three local child care centers and ask them to speak
in the class on the topic of licensing requirements.
Prepare questions to ask. Sample questions:
• What is liability?
• Who is liable in a center?
• In what types of situations would the assistant
child care teacher be liable?
• How are licensing requirements determined?
• To whom should someone report
noncompliance of a center or person?
Arrangement of Interest Areas and Equipment
See the licensing rules regarding child-to-staff ratio,
for infants, toddlers, preschoolers, and middle
childhood.
Participate in discussion and understand the
relationship of adult-to-child ratio to program
quality. Questions:
• Why are there ratios?
• Should these ratios be met at all times? Why or
why not?
• How are ratios calculated in a multi-age
classroom?
Unit 2: The Center Environment 49
Teacher Involvement
Student Involvement
Initiate discussion on licensing rules for the physical
plant and the furnishings.
• indoor space: 35 sq. ft. per child
•
outdoor space: 75 sq. ft. per child
As a class, brainstorm appropriate use of indoor and
outdoor space and furnishings for both.
Discuss room arrangement. Discuss reasons for
arrangement of following areas:
• noisy away from quiet areas
• messy activities by a water source
•
storage near area to be used
In small groups, practice room arrangement using
models or paper drawings. Share and discuss in a
large group.
Equipment Selection
Analyze equipment from catalogs and determine
which are appropriate, versatile, durable, and cost
effective for the following age groups:
• infants
• toddlers
• 2½- to 5-year-olds
• 6- to 12-year-olds
Given a budget, evaluate and select equipment
pictured in catalogs for children of different ages.
Criteria:
• appropriateness
• versatility
• durability
• cost
•
diversity
Have students select toys for a classroom of one of
the following groups: infants, toddlers, preschool, or
middle childhood. Record cost.
Select toys developmentally appropriate and record
cost.
Learning Centers
Define each of the typical learning centers in a
preschool classroom.
Describe the typical learning centers including the
types of activities that occur in each.
Obtain early childhood and equipment catalogs.
Divide into small groups. Assign each group a
specific learning center. Have each group select
equipment needed for the learning centers.
Determine equipment needed for designated
learning center.
Use mock floor plans of two preschool classrooms
(see Handouts A and B). Ask the students to analyze
the appropriate placement of learning centers and
the placement of classroom equipment. Questions
to ask regarding sample room arrangements:
• Are noisy areas separate from quiet areas?
• Are the art area and science and sensory area
near water?
• Is there adequate storage space in each area for
toys and equipment?
• Are each of the learning centers well defined?
• Does the classroom arrangement allow child
care staff to view easily all areas of the
classroom?
• What changes in the classroom arrangement
would you make? Why?
Working in small groups, evaluate each floor plan.
Criteria:
• placement of learning centers
• traffic patterns
• ease of supervision
• safety
50 Assistant Child Care Teacher Certification: A Program Planning Guide
Teacher Involvement
Student Involvement
Common Equipment Needs for Various Programs
Identify equipment and supply needs for the
following groups:
• infant
• toddler
• preschool (multi-age groupings 2½ to 5 years)
• middle childhood
• special needs
•
sick child care
Categorize pictures of equipment for the following
groups:
• infant
• toddler
• preschool (multi-age groupings 2½ to 5 years)
• middle childhood
• special needs
•
sick child care
Culminating activity:
Arrange for students to visit a child care center.
Observe and examine the center for the following:
• indoor floor plans and outdoor arrangement
• arrangement of designated learning centers
• types of age groupings
• adult-to-child ratios
• toy supply available for the group of children
• storage of toys and equipment
• developmentally appropriate toys
•
safety of equipment and play area
Unit 2: The Center Environment 51
Student Handout: Checklist of Basic Equipment and Supplies
Infant/Toddler Programs
Infant Program
Toddler Program
(12 months to 2 ½ years)
•
cribs, one per child
• rocking chairs
• changing table
• storage for additional clothes, diapers, and
bedding
• storage for used diapers, soiled clothing, and
bedding
• storage for food and equipment to warm
food
• sink with running water for washing hands
• high chairs
• mirror hung at child’s level
• developmentally appropriate toys that can
be sanitized
•
cribs or cots—one per child
• rocking chairs
• changing table
• storage for additional clothes, diapers,
bedding
• storage for used diapers, soiled clothing, and
bedding
• adult kitchen to prepare and store food
• child-sized sink
• adult-sized sink
• mirror hung at child’s level
• gates for doorways
• low shelves
• table and chairs
• climbing toys
• individual lockers
• potty chairs or small toilets
• developmentally appropriate toys
• audio device
• consumable supplies, such as extra-large
crayons and nontoxic modeling clay
2½ to 5 Years Old and Middle Childhood
2 ½ to 5 years old
Middle childhood
(6 to 12 years)
•
individual lockers or cubbies
• child-sized tables and chairs
• child-sized sinks and toilets
• drinking fountain at child level
• storage shelves for toys and games
• child-sized housekeeping materials
• dress up clothes
• easels
• blocks and block accessories
• cots and blankets
• audio device
• art supplies
• developmentally appropriate books, games,
small manipulative toys, and large motor
apparatus
•
individual lockers or cubbies
• appropriately sized tables and chairs
• appropriately sized toilets
• age-appropriate magazines and books
• materials for organized outdoor games
• board games
• art materials
• computer, if funding permits
• area with tables designated for homework
and snacks
• audio device
• television and video
• balls and accessories
52 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout: Checklist of Basic Equipment and Supplies (cont’d)
Sick Child Care
• individual cots or beds
• individual lockers or cubbies
• sinks and toilets
• storage for additional bed linens
• table and chairs
• audio device
• appropriate first aid equipment
• medical storage area, with security
• possible television and video
• toys and games that are appropriate for age
Unit 3: The Children 53
Unit 3: The Children
9 hours
Overview
Child Development
Early Childhood Brain Development (0-36 Months)
Infants (Birth to 12 Months)
Toddlers (12 to 36 Months)
Preschool Children (2½ to 5 Years)
Middle Childhood (6 to 12 Years)
Observations in Early Childhood Settings
Classroom Interactions
Student Handouts
Resources
54 Assistant Child Care Teacher Certification: A Program Planning Guide
Unit 3: The Children (9 hours)
Learning Priorities:
EC1.b: Apply theories of developmentally appropriate practice to classroom situations.
EC1.e: Create and facilitate developmentally appropriate activities for a variety of child
care curricula areas.
HD1.a: Analyze principles of human growth and development across the lifespan.
HD1.b: Analyze conditions that influence human growth and development.
Course Objective:
Describe the developmental sequence of children from birth through 12 years of age,
incorporating cultural differences.
Unit Objectives:
The student will be able to:
• describe how children develop physically, socially and emotionally, intellectually,
and morally;
• investigate how cultural differences may affect a child’s development;
• differentiate characteristics of children at different ages and stages of their
development;
• compare and contrast different methods of recording observations of young
children;
• observe a group of young children and record their activities;
• apply brain development theories on learning and behavior;
• incorporate critical windows of opportunity; and
• recognize the importance of the first five years of life.
Overview
Children usually progress through a predictable sequence as they develop physically,
socially, emotionally, intellectually, and morally. These stages or steps are referred to as
developmental stages, and they provide information about the normal skill development of
children and the typical age span during which particular skills develop. Child care
providers who are knowledgeable about the normal sequential development of young
children can plan and implement appropriate programs to meet the individual needs of
children. Knowledgeable child care providers also can observe individual children’s
developmental levels and accurately record their actions and behaviors. These
observations can help determine potential spurts or lags in a child’s development.
Unit 3: The Children 55
Child Development
Physical Development
The physical changes that occur in young children include body changes and the
development of fine and gross motor skills. As the child’s body matures, muscle control
increases. The two main factors that affect this growth rate are environmental conditions
and heredity. For example, environmental conditions can affect weight. When nutritional
needs are met, children tend to have normal weight development.
Motor development, the ability to move body parts and control body motions, can be
divided into three stages. The first is primary movement, the use of large muscles for gross
motor actions such as crawling, walking, and running. Secondary movements include the
use of small muscles for fine motor skills such as grasping objects, writing, and buttoning.
The final stage, integrated movement, combines both primary and secondary movements
for activities such as running and catching a ball in an organized game.
Social and Emotional Development
Social development is the process by which children learn to interact with others.
Emotional development involves refining feelings and expressions of feelings. The family
system is the first influence on a child’s development. The outside world, that is the child’s
caregiver, school, friends, and community, increasingly influences the child’s social
development. Emotional development is affected by heredity and the environment.
Children may inherit the tendency to be difficult or easy; however, they learn
from their caregivers how to react in situations they encounter.
Children of various cultures learn to ascribe different meaning to some social
situations. Some cultures, for example, do not value competitiveness while
others place a high value on individual achievement.
Cultural differences and family background may also affect the emotional development of
children. For example, children who grow up in cultures that discourage public displays of
emotions may tend to camouflage their feelings. Children whose parents and caregivers
provide a consistent, trusting environment are able to develop more readily a full range of
emotions. In contrast, children who live in an inconsistent environment are often unhappy
or confused, and they may withdraw.
Self-esteem and self-concept are important factors in social development. Self-esteem is
the feeling individuals have about themselves, including the confidence level. Self-esteem
can vary from high to low. Self-concept is how individuals view themselves, positively or
negatively.
Intellectual Development
Intelligence includes a range of learning functions such as sensory development, language
development, concept or cognitive development (acquiring knowledge), reasoning, and
creativity. How and what children learn and how they express what they have learned are
Play is the
fundamental
building block of
learning for
children.
56 Assistant Child Care Teacher Certification: A Program Planning Guide
all part of intellectual development. How people develop
intellectually is influenced by their environment and physical
development, especially the physical development of the brain.
Children need proper nutrition to ensure normal physical
development, and they also need a stimulating environment that
provides opportunities for intellectual growth.
Jean Piaget, theorist, is well known for his extensive studies on how children develop
intellectually. He felt that children learn differently than adults do, and he established the
concept of cognitive development. His studies focused on how children learn and process
information in their lives. Piaget felt that learning follows a predictable pattern and that
each individual progresses through the sequence at his or her own rate. Three main stages
of learning relate to children birth to 12 years of age. The transition between stages is
gradual and thus the ages listed are only approximate.
Sensorimotor (infancy)
Infants explore the world with their five senses and motor skills.
Preoperational (ages 2-7)
“Pre” means before and “operational” means mental actions. There are two subdivisions of
the preoperational stage:
• Preconceptual (ages 2-4): Children develop some concepts but many of them are
incomplete or illogical. For example, most 3-year-olds would say that a 25-year-old
man who is 6 foot, 3 inches tall is older than a 45-year-old man who is 5 foot,
7 inches tall. To a child of this age, taller people must be older because the older the
child gets, the taller he or she becomes.
• Intuitive (ages 4-7): In solving problems, children base the solution on “feelings”
rather than on logic. Frequently, explanation or reason cannot be given by the child.
Concrete Operations (ages 6-12 or older)
The name “concrete operations” is used because the child needs to start with something
real or tangible. Children:
• are able to do “if-then” thinking,
• can handle several ideas at the same time, and
• rely more on logic than intuition.
As children mature, they progress through various stages of play: solitary play
(independent play), parallel play (play alongside other children), cooperative play (two or
more children play together), symbolic play (using toys to represent real-life objects), and
game play with rules. During the school-age years (ages 6 to 8), peers gain importance and
frequently influence the child’s decision-making process.
Learning follows a
predictable pattern and
each individual progresses
through the sequence of
his or her own rate.
—Piaget
Unit 3: The Children 57
Another important aspect of intellectual development is language
development. Children acquire language by listening to sounds and words,
and then putting sounds together to make words. In order to communicate
with others, children need to use both expressive language (ability to produce
language forms) and receptive language (listening and understanding).
Moral Development
Moral development is the process of acquiring the standards of behavior considered
acceptable by society. In other words, learning to base one's behavior on personal beliefs
of right and wrong. For an example, play teaches valuable lessons in which children need to
follow rules and act fairly toward others. They learn to share and to encourage the efforts
of others around them. Morality involves understanding and using accepted rules of
conduct when interacting with others. These standards of appropriateness that we learn,
eventually become internalized.
Early Childhood Brain Development
Research
The amount of research that has been done on brain development, especially in the past
five years, is quite vast. Researchers have learned that contrary to popular belief,
experiences after birth, rather than something innate, determine the actual wiring of the
human brain. To briefly summarize this abundant research, Sharon Begley (1997) notes
that experience seems to exert its effects by strengthening synapses. Just as a memory will
fade if it is not accessed from time to time, synapses that are not used will also wither away
in a process called pruning. The way to reinforce these wispy connections has come to be
known as stimulation. Stimulation occurs when caregivers touch, sing to, read to, or play
peek-a-boo with their children.
Language Development
First of all, regarding language development, researchers say that in the past few years,
scientists have found that an adult’s potential vocabulary is determined largely by the
words filtered through the brain before age three (Begley 1997). This is obviously
important information for parents and caregivers to know and understand in order to
enhance language development.
According to Sandra Blakeslee (1997), some researchers say the number of words an
infant hears each day is the single most important predictor of later intelligence, school
success, and social competence. The words have to come from an attentive, engaged
human being. Radio and television do not work as far as anyone can tell. Talking to children
is very important and parents and caregivers need to be aware of this.
Children acquire
language by
listening to sounds
and words.
58 Assistant Child Care Teacher Certification: A Program Planning Guide
Geoffrey Cowley (1997) talks about infants being born with brains that are “wired” to
speak up to 6,000 languages but become more accustomed to the one or ones they are
exposed to most often. The brain focuses on the sounds that make up the words, not the
words themselves, and build connections that allow babies to retrieve the sounds as a
child’s vocabulary grows (Cowley 1997).
Begley (1997) argues with this research and says that the size of a toddler’s vocabulary is
strongly correlated with how much a mother talks to the child. At 20 months, children of
chatty mothers averaged 131 more words than children of less talkative mothers; at 2
years, the gap had more than doubled, to 295 words. (Begley 1997) The important thing is
the number of times the child hears different words.
Begley also talks about the importance of “live” language versus radio or television. She
says the reasoning for this is because children have to attach meaning to words in order to
understand them (p.31).
When the child first begins developing language skills a lot of scaffolding takes place. The
more language skills a child develops, the less scaffolding is necessary (Berk & Winsler
1995). This goes on until the child can take over the task himself. Many of Lev Vygotsky’s
views on development associated with language development tie in with brain
development research and as we will see, there is also much correlation with attachment.
Attachment
A lot of research had been done regarding attachment between children and their
caregivers. It seems that scientists are quite interested in whatever it is that bonds human
beings together. Alicia Lieberman (1997), says. “The foundation for how a child feels about
himself and the world is how he feels in the relationship with the primary caregiver.” If
attachment is this important, parents and caregivers should strive to have as close of a
bond as possible with their children.
Attachment is beneficial to brain development, as the brain grows when parents interact
with their children. The studies surrounding this involve Romanian orphans who are
institutionalized shortly after birth. These babies’ brains do not develop as fully as children
who have been properly care for. Children who do not have much contact with a parent
also suffer emotional and learning problems down the road (Begley 1997).
Parents and caregivers hold it within their power to help a baby’s brain grow. Simple
actions everyday can stimulate brain growth and strengthen connections.
Windows of Opportunity
Since the windows of opportunity for certain skills last only a short time, parents and
caregivers should learn all they can to promote this development. There is so much that
parents and caregivers can do to help this information should be learned to ensure every
child develops his or her skills to the highest potential. People who work with children or
have their own children owe this to them.
Unit 3: The Children 59
Emotional Development
Emotional development takes place between the ages of birth to 18 months. Even though
emotional disorders are sometimes linked to genetics, this is usually not the case. A child’s
environment is what causes certain personality traits to come through. Children who are
brought up in a nurturing environment develop emotional stability, while children who live
in a stressful or traumatic environment can develop emotional problems.
Parents and caregivers should understand the importance of developing a stable, secure
environment for their children. When a baby cries, a parent or caregiver should respond to
his or her cry as quickly as possible. Some caregivers and parents feel that responding to a
baby every time he or she cries will spoil an infant. An infant cries because he or she has
needs. In order to be spoiled, a child needs to know how to manipulate and infants are
incapable of that.
It is also most beneficial for a child to have the same caregiver as much as possible. In
today’s world, with parents working and children going to child care, it can be difficult to
provide this, but to make the child feel secure every measure should be taken to provide
the child with a consistent caregiver.
Caregivers and parents should not respond to children with frustration or hostility.
Children need to feel loved and cared for and to help them feel this, caregivers need to
respond in a caring loving manner.
All of these things will help promote emotional stability throughout the child’s life.
Children who have secure relationships early in life will be able to handle stress and this
will give a child the ability to handle stressful situations throughout adulthood.
Since children’s brains are not fully developed at birth, parents and caregivers need to
constantly provide learning experiences for children. Children need a healthy social
environment to build upon. Parents and caregivers owe these experiences to their children
to aid in learning.
Infants (Birth to 12 months)
Physical Development
For the first year of life, a child’s physical changes are dramatic due to rapid growth.
Children progress from total dependence on others to gradual mobility and primary self-
help techniques.
Infants typically grow 9 to 10 inches in their first year. Increases in
length are mostly the result of growth in trunk; the infant’s head is
usually about one-fourth of his or her total body length. Infants
typically triple their birth weight during their first year.
During the first year of
life, physical changes are
dramatic due to rapid
growth.
60 Assistant Child Care Teacher Certification: A Program Planning Guide
Motor Development
Gross Motor
Infants are born with reflexes that gradually decline as senses develop and refine. For
example, when the bottom of an infant’s foot is stroked, the entire leg will move. At about
four weeks, these reflex movements are replaced by voluntary movements. The infant
develops more complex body movements as the bones, muscles, and nervous system
mature. This allows the infant to develop control from the center of the body to the
extremities. The typical sequence of body control begins with head and neck control.
Second to develop is trunk control, which gives the infant the ability to roll over and then
sit up. Finally, leg control occurs and the infant begins to crawl, stand, and eventually walk.
Fine Motor
Fine motor skills begin to develop in the first year. Usually the infant’s ability to grasp
objects develops in sequence. At about 2 months, the infant will swipe at an object with
either hand. From 4 to 5 months, a child will reach for and attempt to grasp a stationary
object. The infants are 6 or 7 months old when they can put grasped objects into their
mouths. At about the eighth or ninth month, babies are able to use their thumbs and
fingers to grasp small objects.
Social and Emotional Development
Infants are egocentric and focused on themselves. By having experiences with others,
infants gradually learn to realize they can make things happen and develop a sense of self-
awareness; that is, they realize that they are separate individuals. Social and emotional
development of infants is affected by interaction with parents, siblings, and others. They
respond verbally by crying, smiling, or cooing. An infant during this period is able to
distinguish the voice and touch of parents and show special attachment to them. The infant
visually can fix on an object or person and, with maturity, visually track an object or person.
An awareness of hands and feet also develop. Infants less than four months express
displeasure or distress by crying and tensing their muscles. Excitement or happiness is
expressed by smiling, cooing, or wiggling.
Infants from 8 to 12 months imitate interactions with others as in waving or clapping. They
will move towards or away from encounters with others as a result of improved mobility
skills. Infants of this age will demand attention and are possessive of materials and people.
They like to keep parents or caregivers within sight.
Infants from 4 to 8 months develop strong attachments to parents and primary
caregivers. They are able to discriminate between familiar and unfamiliar
people and can recognize themselves in a mirror. Also, the infant at this age
can imitate and interact with people and engage in games like peek-a-boo.
Attachment behaviors can be observed as infants interact with their primary caregivers.
By the end of the first year, infants with healthy emotional development will express a
range of emotions such as love, fear, anxiety, anger, displeasure, and trust.
Babies learn to imitate
kind, helpful adult
behavior.
—Alice Sterling Honig
Unit 3: The Children 61
• Love: Infants whose needs are met over an extended period of time become
attached to their caregivers. Babies feel loved when they are consistently clean, dry,
warm, fed, and comforted. They can also become attached to objects such as
pacifiers, toys, and blankets.
• Fear: Newborns respond to loud noises by a jerking motion, known as the Moro
reflex. At about 4 months, infants usually recognize familiar faces and will react to
new faces. Infants may fear a familiar face if the person has a new hairstyle or an
unusual hat. By 6 months, babies express two types of fear: unknown fears and
learned fears. Unknowns are unfamiliar faces, sudden movements, or loud noises.
Learned fears are a result of experiences such as the pain associated with an
injection at the doctor’s office.
• Anger: Infants express anger physically by turning red, crying loudly, and flinging
arms and legs. Babies display anger when they are restrained against their will, when
objects are taken away or are too far from their reach, or when other conditions may
occur.
• Trust: Infants depend on caregivers to meet their physical needs of food, warmth,
and sleep, and their psychological needs on cuddling, communicating, and
interacting with others. Erik Erickson, psychologist, theorizes that if the physical and
psychological needs are met, trust develops. If these needs are inconsistently met,
the infant will feel confused and helpless. Erickson believes that if trust is not
developed at this age, difficulty will occur in later stages of development. (Erickson
1963).
Intellectual Development
The intellectual development of infants is rapid, similar to their physical development. As
their bodies mature, so do visual and auditory abilities. The ability to focus and track
objects improves, as does the ability to distinguish high and low pitches and sounds.
Through repetition and varied activities, the infant begins to make sense out of its world.
Infants:
• practice reflexes, such as sucking, grasping, and crying (0-1 month).
• begin to control the environment (4-8 months). For example, when infants kick their
legs in their cribs, the mobiles move.
• begin to look for objects. They gradually realize objects exist even when not seen (4-
8 months). This is called object permanence.
• begin to solve problems such as sorting simple shapes (8-12 months).
• begin to combine actions. For example, the infant will push aside a box and reach for
a toy behind the box.
62 Assistant Child Care Teacher Certification: A Program Planning Guide
Language Development
Language development also progresses and includes crying, cooing, and babbling. Infants
use inflections and babblings to express happiness, commands, and questions. They also
can listen and react to the calmness or tension in a caregiver’s voice. By the end of the first
year, the infant’s vocabulary is about 10 words.
Toddlers (12 to 36 months)
Physical Development
After the first year, body growth begins to slow. The toddler’s body appears less plump
than before, arms and legs grow long in proportion to the body, and the toddler’s head is
more in proportion to the rest of the body.
Motor Development
Toddlers learn new motor skills and refine existing skills. One of the most significant
developments of a toddler is mobility. Walking without support usually occurs two to
three months before or after the child’s first birthday.
Gross Motor
The continued development of large muscles enables the child to crawl, walk, and climb.
Toddlers may have some initial difficulty balancing due to body proportions. As toddlers
gain control, they begin to put two actions together. They also begin to place both feet on
each step when they are ascending or descending stairs.
Fine Motor
Toddlers need opportunities to manipulate objects for small muscle development. Objects
need to be small enough in size for the toddler’s hand, yet large enough not to be
swallowed. Through the practice and development of hand-eye coordination, feeding skills
improve. Around 18 to 24 months, a toddler can hold a large crayon, string large beads, and
open doors. Hand preference is not yet established.
Social and Emotional Development
Toddlers are still egocentric: They are in a transition stage between infancy and preschool.
Toddlers frequently want to do things that are more advanced than their abilities allow.
Toddlers usually are self-assertive and do not always know or understand the rules of
appropriate behavior. As toddlers mature, they need to develop a balance
between assertive behavior and behavior within limits or guidelines.
Toddlers around 12 months of age use a variety of behaviors to get
attention, such as being negative or defiant. They usually participate in
parallel play (playing next to, not with someone else). By around 18 months,
toddlers participate in simple self-help skills such as brushing hair. At this age, they will
display contrary behavior, have difficulty sharing, and can be defiant, but they also have
developed an awareness of others’ feelings, and they like companionship. By 24 months,
toddlers are possessive of belongings and desire more independence. They also enjoy
Toddlers are in a
transition stage
between babyhood
and preschool.
Unit 3: The Children 63
helping adults and begin to play cooperatively with others. This type of play, however, will
require direction and assistance. Toddlers around 30 months, usually like to please adults
and will display a cooperative attitude.
The developing mental abilities of toddlers allow for expansion of their emotional
understanding and expression. Toddlers:
• expand their experiences. They know more people to love as well as things and
people to fear.
• can sense and respond to emotions in others. They respond to crying, smiling, and
detect fear in others.
• respond to emotions verbally and with physical responses. They forcefully state,
“No!” They run or hide when fearful and kick or hit when angry.
Love
Toddlers expand their affection to adults other than caregivers, other children, and pets.
Frequently, toddlers express affection by wanting to be near the caregiver and will seek
the caregiver in stressful or fearful situations.
Fear
As toddlers mature, so do their fears. At around age 2, toddlers become fearful very
quickly, due to broadened knowledge and experiences. They now know about
more objects and situations that could harm or hurt them. Also, as their
imagination develops, they fear unusual creatures or situations that exist only
in their minds.
Anger
Emotional development of anger or temper tantrums frequently occur in the second year
of life. These emotional outbursts usually happen when things or events do not go as the
child would like. Tantrums gain attention and usually are not directed towards others.
Intellectual Development
Previous learning experiences combined with motor skills make toddlers inquisitive
learners. Piaget names this stage “sensorimotor” because children learn by using their
senses and motor actions.
Toddlers (12-18 months) discover new ways to solve problems; that is, the child seeks new
things and new ways to explore his or her world. They will roll, shake, and throw objects to
see what happens when an object is moved in a variety of ways.
At around 18 months to 2 years, a child’s thoughts begin to precede actions: The child
thinks about what he or she is doing before acting. For example, if the child wants to reach
a cookie on the counter, he or she will push a chair to the counter, climb on the chair, and
take the cookie.
As toddlers mature,
their imagination
develops.
64 Assistant Child Care Teacher Certification: A Program Planning Guide
Language Development
Language development is rapid for the toddler. Articulation skills and comprehension of
many words are developing. Toddlers:
• find articulation of some consonants difficult and may substitute one sound for
another (i.e., “too” for “shoe” or “Caffy” for “Cathy”);
• join words to make two- or three-word sentences; and
• expand their vocabulary to approximately 30 words.
The rate of language development varies with individual children. Differences in language
development can be due to hearing, mental abilities, and the need to use speech. Some
toddlers experience little need to develop verbal skills if parents or siblings talk for them.
Preschool Children (2½ to 5 years)
Physical Development
The body of the preschooler continues to change, and adult-like proportions emerge.
Between 2½ and 5 years of age, children grow 2½ to 3 inches in height and gain an average
of three to five pounds per year.
Motor Development
Gross Motor
As preschool children mature, they are able to perform activities with increasing skill and
speed. Once a skill like tricycle riding is mastered, variations are tried,
such as letting a friend ride on the back or pulling a wagon with the
tricycle. When walking, the child can now swing the arms alternately to
foot placement. They can also do walking variations such as walking
sideways, backwards, and on tiptoes. When running, the preschooler
can start and stop suddenly, turn corners, and increase speed. Around
three years of age, the preschool child can alternate feet when ascending stairs. By 4 years
of age, the child can use alternate feet when descending stairs.
Fine Motor
Fine motor skills improve with practice and maturation. However, girls tend to develop at a
faster rate than boys do. By age 5, children have greatly improved eye–hand coordination
and refined control of small motor movements. Right- or left-hand preference has usually
been established. Some typical fine motor skills that preschoolers progressively improve
on with maturity and practice are
• self-help skills: the ability to unbutton, button, zip, snap, wash hands, brush teeth,
comb hair and feed one’s self; and
• art projects and related skills: cutting, pasting, coloring, and tracing.
Preschool children
are able to perform
activities with
increasing skills and
speed.
Unit 3: The Children 65
Social and Emotional Development
For preschool children, social development involves developing a balance between self-
assertion and cooperation. Ways adults respond and guide conflict
situations affect the preschoolers’ social and emotional development.
Certain emotions may be reinforced or not reinforced according to
culture: displaying emotions by touching, crying, and so on. Preschoolers
usually define who they are in terms of what they can do. Thus, at this age,
they need to understand that they are not bad if they make a mistake.
During the preschool years, children begin to develop an awareness of male and female
roles within the family.
Adults need to provide children with a role model for conflict resolution. Social behaviors
at this age include
• expanding experiences and developing friendships outside the family;
• learning to share;
• viewing themselves as male or female;
• learning how to deal with conflicts in relationships;
• starting to look at the world through others’ viewpoint; and
• beginning to notice racial cues and differences, such as skin color.
Controlling and Expressing Emotions
Preschoolers can learn how to appropriately express emotions. They need to know that all
people feel angry, sad, happy, and hurt. Children can learn to express feelings verbally
instead of using physical force.
Dependency
Children need a center environment that encourages independence. Preschoolers prefer
to do things for themselves.
Love
Children start to realize new ways of showing love and caring. They start to realize that
helping others is a way of showing love. After age 4, friends become increasingly
important. The child enjoys friends and, at times, prefers the companionship of friends to
that of family members. In the center, the child begins to develop close friendships with
two to four other children. When their friends are absent from the center, they may miss
them and feel lost.
Social and emotional
development involves
developing a balance
between self-assertion
and cooperation.
66 Assistant Child Care Teacher Certification: A Program Planning Guide
Fear
Causes of fear change as preschool children start to realize there are differences between
the real and the imagined. Other fears develop as they become aware of potential dangers,
as they do not know enough to fully understand what is and is not dangerous. Also,
preschoolers are more afraid of being hurt as they now know more things can hurt them.
Anger
Anger is a feeling that should be expressed in ways society considers appropriate. Children
need to understand that they can feel angry, but it is not acceptable to use aggression to
solve a conflict. Planned anger directed towards others usually occurs around age three.
Jealousy
Jealousy begins when children discover that they must share love, attention, possessions,
and time. Jealous behaviors are commonly the result of a change in a child’s family or a
change in the daily routine. Jealousy may cause preschoolers to cry, cling, and show other
signs of emotional dependency. Sometimes regressive behaviors may occur.
Grief and Loss
Grief is a complex and confusing emotion for preschoolers. They often grieve over the loss
of a pet or a friend who moves. The comprehension of and the ability to
fully understand death develop gradually. Preschool children have
difficulty understanding that life can stop and that death is forever.
They need help from adults to learn it is okay to cry and to talk about
their feelings (Herr 1990).
Intellectual Development
The mental abilities of preschoolers are continuously developing through experiences.
Preschoolers learn by seeing, hearing, touching, tasting, smelling, comparing, and
contrasting. When determining the problem, they observe, question, and gradually solve
the problem. Preschoolers can
• understand concepts such as up, down, under, over, there and here;
• place smaller objects inside of large containers; and
• rearrange toys and objects.
Time
Time concepts are difficult for preschool children. Terms such as
“yesterday,” “tomorrow,” and “in 30 minutes” are not readily
understood. Preschool children link time to events such as “after
breakfast they go to school” or “at Christmas time it is winter.”
Grief is a complex and
confusing emotion for
preschoolers.
Time concepts are
difficult for preschool
children. Preschoolers
are able to exchange
ideas and thoughts
with others.
Unit 3: The Children 67
Play
Imagination is a wonderful thing! Through imaginative play, young children begin to
understand the processes of symbolic thought. For an example, imaginative play allows a
big refrigerator box to become a spaceship or sailboat. In addition, play also helps children
to better understand the world around them. For instance, while playing with blocks a
child begins to understand the concepts of cause and effect, shapes and same or different.
The bottom line is: When children are playing, they are learning.
Drawings
Preschoolers attempt to represent their world through drawings, which represent what
they think, not what is visually accurate. Preschoolers frequently draw first and then
decide what the picture represents.
Language Development
Preschoolers expand their language and are able to exchange ideas and thoughts with
others. Their ability to articulate (pronounce difficult sounds and words) improves. Their
vocabulary also increases dramatically. Preschoolers develop grammar skills using the
proper words and word order. For example, 3-year-olds say, “when Daddy will come?”
Five-year-olds, who know “feet” is the plural of “foot” say, “I went barefeeted last night.”
Middle Childhood (6 to12 years)
Physical Development
Children during middle childhood have similar growth rates. Children 6 to 12 years of age
grow two to three inches on average in height and gain an average three to six pounds per
year. The head and waist appear small in proportion to the body.
Motor Development
School-age children continue to develop and refine their motor skills, but the rate of
improvement is not as remarkable as during the preschool years.
Gross Motor
During middle childhood, children have developed the ability to participate in
organized sports. Due to improved precision and flexibility, they also have the
ability to perform more complex motor skills such as performing jumping jacks
and balancing on one foot with their eyes closed.
Fine Motor
Fine motor skills are also highly developed, although girls tend to have better control over
precise movement than boys do. During this stage, detailed games and complex puzzles
are enjoyed.
School-age children
participate in
organized sports.
68 Assistant Child Care Teacher Certification: A Program Planning Guide
Social and Emotional Development
School-age children are less egocentric at this age than they were earlier; they become
increasingly concerned about how their peers think of them. Characteristics of social
development for children in middle childhood include
• following more complex rules and directions in a game,
• participating in organized group activities such as scouts or sports,
• distinguishing more clearly between right and wrong,
• understanding the responsibility and consequences of their actions,
• understanding fairness and honesty and showing consideration for others,
• becoming keenly aware of personal shortcomings, and
• moving toward an understanding of race and ethnic background.
The emotional development of children in middle childhood is more
complex than that of preschool children. As children grow mentally, they
develop different concerns and worries. Their manner of expressing
emotions is less overt than that of preschoolers.
Love
Children in middle childhood express love by doing things with others. They will seek out
people who accept them as they are. During middle childhood, children seek others with
common interests.
Fear and Anxiety
Children in middle childhood are more able to separate reality and fantasy than preschool
children are. Fears and anxieties of school-age children focus on:
• people and actions: family quarrels, custody or divorce, media influences, and
others;
• the future: any new situations or changes such as in the home, the school, the
neighborhood, or elsewhere; or
• failure at school: wetting pants, making a mistake in front of peers, not being
selected for a team, or other embarrassing situations.
Anger
During middle childhood, children express anger in more complex ways than younger
children do. For example, they:
• use words rather than physical means,
• blame others for their mistakes,
School-age children
express love by doing
things with others.
Unit 3: The Children 69
• gossip and plot against their enemies,
• display anger by sullenness and pouting, and
• express anger when friends are wronged.
Intellectual Development
During this age, children make the transition to the third stage
of intellectual ability: the concrete operational stage. At around
age 7, children are less dependent on their feelings than they
were earlier; perceptions and logic slowly begin to replace
intuitions. They are now mentally able to formally study subjects
such as reading, mathematics, science, geography, and language
arts.
At this age, children can understand smaller subgroups within a
set of objects. For example, a set of animals can be divided into
farm and zoo animals and then into farm animals with four legs and two legs, and zoo
animals with four legs and two legs.
During middle childhood, children can distinguish differences:
• by weight or volume
• with less trial and error and more speed than a preschooler can
• with two variables in mind at the same time
• by verbal problems: Who is tallest, Jennifer, Hector, or Sean?
• by one-on-one matching: triangle for each circle
At this age, children understand terms such as “far away, near, open, and closed,” as well as
the concepts of “close to, connected, behind, in front of, above, below, left, and right.” They
understand that as a jet flies off, it really does not get smaller in size. However, at this age,
children probably do not fully understand clock and calendar time until approximately age
10 or 11.
Language Development
Children in middle childhood are less egocentric in talk than are younger children; they
talk about others rather than about themselves. They continuously develop and expand
their speaking, reading, writing, and spelling vocabularies. Visual ability is near 20/20 at
around age 7. By age 8, the child should master the articulation of all English sounds.
Auditory activity matures around age 7. Children can distinguish slight differences in
words, such as “sit” and “sat.”
Many children are taught to sit
down, be still, give the right
answer quickly, and compete
against each other. These skills
were quite useful on an assembly
line, but are of little value when
teams need to solve complex
problems together.
—Ellen Galinsky
70 Assistant Child Care Teacher Certification: A Program Planning Guide
Moral Development During Middle Childhood
As children grow older, they spend more time outside the home. In turn,
they more often face decisions about right and wrong that they must
answer alone, without a parent around. This is especially true during this
middle childhood stage as children are feeling a growing need to be
independent.
Caregivers can help children make the right choices by
• setting a good example. Showing tolerance to others and behaving in a moral way is
the best way to teach a child to act in a moral way. (role modeling)
• supporting the child's growing conscience. Sometimes the wrong thing can seem
attractive, but remind the child, though, that doing the wrong thing can leave an
uncomfortable feeling afterward.
• talking about situations that may occur. Discuss "what ifs" ahead of time can give a
child coping strategies when confronted with difficult situations.
• reinforcing empathy. A child may notice that joining in teasing another child can win
acceptance by the group doing the teasing, so talk to the child about how they would
feel if they were the object of that teasing. The child will probably remember that
lesson in the future.
• using that child's sense of fairness. Children of this age value fairness. This value can
lead them to the right decision.
Observations in Early Childhood Settings
A basic understanding of child development is required to effectively make and use
observations of children. The child care provider needs to understand how children
sequentially develop physically, social and emotionally, and intellectually.
Recording children’s behaviors over a period of time can provide insight and
understanding. Observations may be recorded by writing notes or creating an audio or
video record. Writing notes tends to be the most frequently used means of recording
observations in child care settings.
The most popular observation methods are anecdotal records and checklists. The observer
must record factual information and be cautious to avoid personal interpretations. An
anecdotal record is a brief narrative recording events and behaviors of children. They are
usually kept on index cards in a file box easily accessible only to center staff because they
contain confidential information. Each child’s behaviors are recorded on their personal
card. A sample anecdotal card would look like this:
The most popular
observation methods
are anecdotal records
and checklists.
Unit 3: The Children 71
General questions to be answered during an observation are
• Who is doing the action or behavior?
• What is the child actually doing and/or saying?
• When did the event occur?
• Where did the event occur?
• How did the event occur?
General guidelines for making a written observation are
• Identify the child by name and age.
• Include your name, date, time, and place of observation.
• Focus on one or two children at a time.
• Position yourself in an inconspicuous place.
• Use a child-sized chair to be at the children’s level.
• Do not talk to staff, children, or others during an observation.
• If a child speaks to you, respond briefly and then return to work.
• Avoid expression in your face in response to a child’s action. For example, do not
laugh at a child’s antics or give a disapproving look at quarreling children.
• Record only what the child actually says and does. Do not add your own
interpretation such as “Susan hit John because she was mad at him.” Instead, write
“Susan hit John with a plastic bucket.”
Sam Johnson (child’s name) Aug. 5, 20— (date of birth)
Date: ____________________
9/14— Today Sam’s dad brought him to school. Sam and his father walked over to
the block building area, and his dad began playing with Sam. When it was
time for Sam’s dad to leave, he gave Sam a gentle tap on the shoulder and
then left.
Calvin Jones
(person making the observation)
10/2— Sam’s dad brought Sam to school. After Sam’s dad helped Sam hang up his
coat, Sam said, “Dad, can I have a hug when you leave today?”
Juanita Rivera
72 Assistant Child Care Teacher Certification: A Program Planning Guide
• Use all recorded information in a confidential, professional manner. Do not talk
about your observation with parents, your classmates, or others in the community.
• Child care workers sometimes jot down key thoughts or words to help them
remember what they have observed. Then when time allows, the child care worker
can objectively enter the event on the child’s file card.
Checklists
Checklists are printed forms that ask questions about a particular child,
a staff member, or a center. A checklist provides a quick tool to use in
observations.
Daily checklists or charts are used in infant and toddler programs. These checklists are
designed so that caregivers can easily record what and how much the child ate, when the
child was diapered, when and how long the child napped, and any other pertinent
information. Checklists are especially useful because infants and toddlers are unable to
verbally communicate with their parents regarding their care at the center. (See Student
Handout 1: Sample Checklist for 3- to 5-year-olds).
Classroom Interaction: Unit 3
Teacher Involvement Ideas for Student Involvement
Basic Areas of Child Development
Discuss concept of developmental stages. Participate in discussion.
Ask students to think about the types of children
they might find in a child care center. Discuss
various age groups, races, cultures, and
socioeconomic backgrounds.
Students create case studies to discuss different
types of children.
Physical Development
Review and discuss physical development of
children—infants through age 8, noting key
milestones of each stage. Highlight body growth and
development, gross motor, and fine motor
development for infants, toddlers, preschoolers, and
school-age children.
Use diagrams of children to label with changes.
Create timelines of physical development. Create a
childhood photo essay.
Discussion: How do gross motor skills differ from
fine motor skills?
Participate and give examples of fine and gross
motor skills for each developmental level.
A checklist provides a
quick tool to use in
observations.
Unit 3: The Children 73
Teacher Involvement Ideas for Student Involvement
Review and assess student knowledge of the
physical development of children at certain ages.
Each student will be assigned a different age range
to write about a fictitious child. The paragraph
should include aspects of the child’s physical
development. After assignments are completed,
students will read their paragraph to the rest of the
class and have them determine if the paragraph best
describes an infant, toddler, preschooler, or school-
age child.
Ask students to complete a checklist on physical
development. (See student handout.)
Locate a 3- to 5-year-old and complete childhood
checklist on physical development.
Social and Emotional Development
Discuss the social and emotional development of
children, infants through age 8. Highlight key
characteristics for infants, toddlers, preschoolers,
and school-age children.
Become familiar with the social development of
children 0 to 8 years of age.
Have students observe a classroom of any age of
children 0 to 8 years old. Note social and emotional
characteristics displayed by the children and
interactions between child to child and adults to
child. Note: If it is difficult to observe children in a
classroom setting, observe a school recess. Another
alternative is to observe a neighbor child or a
relative. Observe for
• interactions
• levels of play: (solitary, cooperative, parallel,
and group)
Observe a classroom and write summary on the
interactions.
Brainstorm with class and make a list of qualities
caregivers should display in order to be a positive
social and emotional role model.
Participate and give examples.
Discuss with class some possible child care center
classroom situations. What would you do if
• a toddler takes toys from others?
• a 3-year-old who loves to ride the tricycle is
unwilling to get off the bike to allow another
child a turn?
• a 4-year-old only child frequently plays alone
and rarely interacts with other children?
• a 4-year-old frequently takes toys from other
children?
• two 6-year-olds argue over who gets to start
the game?
• it is the first day in the center for a toddler.
• a 3-year-old child clinging to a parent and is
unwilling to separate.
• a 4-year-old is unhappy about the arrival of a
new sibling.
• a 5-year-old child is reluctant to join in-group
activities.
• a 7-year-old dominates others’ play.
Role play with partner.
74 Assistant Child Care Teacher Certification: A Program Planning Guide
Teacher Involvement Ideas for Student Involvement
Discuss how cultural differences may affect a child’s
social and emotional development. Include in your
discussion differences between cultures in
• display of affection
• sex role development
• the way competitive behavior may be viewed
• personal space
Describe cultural differences and participate in
discussion. Listen to a guest speaker. View video.
Have students complete a checklist on social and
emotional development. (See student handout.)
Locate a 3- to 5-year-old and complete a checklist
on social and emotional development.
Discuss ways to help children deal with emotional
experiences such as
• death of pet or family member
• a close friend moving away
• separation or divorce of parents
• fear of storms, loud noises, or the dark
• fear of an imaginary animal in child’s room
In groups, discuss each example; formulate ideas to
help children to deal with fears. Share ideas with
class. Assign pairs to write advice column “Dear
Abby” for children.
Assign a paper about childhood fears students
experienced. Cite how the fears were handled and
how they would now handle a child encountering
the same fears.
Write paper.
Locate and bring to class children’s books that
discuss emotional subjects such as fears, anger,
death, divorce, new babies, going to school, and
stepfamilies; or have students locate the books and
bring to class.
Read books and discuss their effectiveness.
Show clip of media representation of someone
handling an emotional situation. Analyze the
student’s ability to deal with these emotions and
discuss.
Participate in class discussion.
Intellectual Development
Review and discuss the intellectual development of
children, infants through age 8. Highlight key
milestones for infants, toddlers, preschoolers, and
school-age children.
Become familiar with the intellectual development
of young children.
Assign an observation of an infant or toddler with a
parent or caregiver for 10 to 20 minutes. Record all
types of communication skills observed such as
words, sounds, actions, and gestures. This could be a
casual observation at worship, in the child’s home,
or at a community function.
Observe, record, and be prepared to share the
observation.
Have students ask children of three different ages,
such as 3, 5, and 7, draw pictures of a person. Collect
samples. Note detail differences in drawings.
Locate three children of different ages. Ask children
to draw pictures of a person. Label each picture with
the artist’s name and age. Reassure child you will
return the picture if the child wants picture
returned.
Unit 3: The Children 75
Teacher Involvement Ideas for Student Involvement
Assign an interview with a child. Ask the following
questions:
• How old are you?
• When is your birthday?
• How old do you think I am?
• How old is your mother?
• How old should you be when you get married?
• What time do you get up in the morning?
• When is a child old enough to walk across the
street by him or herself?
Discuss the results in a large group.
Locate a child 3 to 7 years of age. Interview the
child. Ask these questions. Record the child’s name,
age, and responses to the questions.
Assign students checklists on intellectual
development (See student handout).
Locate a 3- to 5-year-old and complete the checklist
on intellectual development.
Observation in Early Childhood Settings
Discuss and define anecdotal records and checklists. Become familiar with different types of
observations.
Why are observations important for child
caregivers?
List reasons why child caregivers need to make
observations:
• understand individual child’s level of
development
• identify developmental lags
• identify health considerations
76 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 1: Sample checklist for 3- to 5-year-olds
Social and Emotional Development
Child’s Name First and Last Child’s Age
Observer’s Name First and Last Date Mo./Day/Yr.
During the time you were observing, did any of the
following occur?
Yes
No
1. Did the child share toys and/or materials?
2. Did the child work in a small group?
3. Did the child work independently?
4. Did the child willingly participate in group activities?
5. Did the child participate in clean-up activities?
6. Did the child show concern or sympathy for others?
Unit 3: The Children 77
Student Handout 2: sample checklist for 3- to 5-year-olds
Intellectual Development
Child’s Name First and Last Child’s Age
Observer’s Name First and Last Date Mo./Day/Yr.
During the time you were observing, did any of the
following occur? Yes No
1. Did the child use an appropriate volume of speech?
2. Did the child respond to spoken directions?
3. Can the child recognize similar shapes such as circles,
squares, and others?
4. Can the child distinguish between big and little?
5. Did the child name the following shapes when shown
an example?
a. circle?
b. square?
c. triangle?
78 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 3: sample checklist for 3-to 5-year-olds
Physical Development
Child’s Name First and Last Child’s Age
Observer’s Name First and Last Date Mo./Day/Yr.
Select a child with whom you can assess the
following:
With
Difficulty
With
Assistance With Ease
Gross Motor Skills
How well can the child jump on two feet?
How well can the child jump on one foot?
How well can the child skip?
Fine Motor Skills
How well can the child hold a pencil or crayon?
How well can the child turn a page in a book?
How well can the child string beads?
How well can the child do a puzzle?
Unit 3: The Children 79
Resources
Begley, Sharon. 1996. “Your Child’s Brain.” Newsweek, February 18, 1996.
https://www.newsweek.com/your-childs-brain-179930
.
Berk, Laura, and Adam Winsler. 1995. Scaffolding Children’s Learning: Vygotsky and Early
Childhood Education. Washington DC: NAEYC.
Blakeslee, Sandra and V.S. Ramachandran. 1999. Phantoms in the Brain: Probing the
Mysteries of the Human Mind. New York: William Morrow.
Cowley, Geoffrey. 1997. “The Language Explosion.” Newsweek, Spring/Summer 1997.
Erikson, Erik H. and Joan M. Erikson. 1997. The Life Cycle Completed: Extended Version. New
York: W. W. Norton
Herr, Judy. 2020. Working with Young Children. 9
th
ed. Tinley Park, IL: Goodheart-Wilcox.
Lieberman, Alicia F. 1997. “Toddlers’ internalization of maternal attributions as a factor in
quality of attachment.” In Attachment and Psychopathology, edited by Leslie Atkinson and
Kenneth J. Zucker, pp. 277-299. New York: Guilford Press.
———. 2000. “Negative parental attributions: Effects on toddlers’ sense of self.”
Psychoanalytic Inquiry, 19: 737-757.
———. 2004. “Child-parent psychotherapy: A relationship-based approach to the
treatment of mental health disorders in infancy and early childhood.” In Treating Parent-
Infant Relationship Problems, edited by Arnold J. Sameroff, Susan C. McDonough, and
Katherine L. Rosenblum, pp. 97-122. New York: Guilford Press.
Pruitt, David. 1998. Your Child: Emotional, Behavioral, and Cognitive Development from
Birth to Preadolescence. New York: HarperCollins.
Vygotsky Lev S. 1978. Mind in Society: The Development of Higher Psychological
Processes. Cambridge: MA: Harvard University Press.
———. 1986. Thought and Language. Translated by Eugenia Hanfmann, Gertrude Vakar and
Alex Kozulin. Cambridge, MA: The MIT Press. (Original work published in 1934)
———. 1987. The Collected Works of L.S. Vygotsky. Edited by Robert W. Rieber and Aaron S.
Carton. New York: Plenum Press.
Unit 4 :Integrating with Children 81
Unit 4: Interacting with Children
4 hours
Overview
Direct and Indirect Guidance
Monitoring Behavior
Planning the Daily Schedule
Influences on Children’s Behavior
Appropriate Behavior Limits
Positive Center Arrival and Departure
Classroom Interactions
Student Handouts
82 Assistant Child Care Teacher Certification: A Program Planning Guide
Unit 4: Interacting with Children (4 hours)
Learning Priorities:
EC1.d: Guide children in appropriate behaviors.
IR1.c: Demonstrate communication skills and contribute to positive relationships.
IR1.d: Evaluate effective conflict prevention and management techniques.
Course Objective:
Describe appropriate guidance techniques for interacting with children.
Unit Objectives:
The student will be able to:
• illustrate positive verbal and nonverbal interaction techniques;
• apply appropriate behavioral limits for each stage of a child’s development;
• describe how different parenting styles, cultural backgrounds, and social class may
influence children’s reactions to guidance techniques;
• create a daily schedule related to the children’s needs;
• explain the importance of and plan transitions for moving children from one activity
to another: large group, small group, outdoor, indoor, nap, and meals; and
• plan positive center arrival and departure techniques.
Overview
A child’s age, cultural background, and socio-economic status may influence classroom
behavior. Effective communication is important in helping children learn responsible
behavior. Communication with children is both verbal and nonverbal: talking, gestures,
facial expressions, and a combination of verbal and nonverbal techniques.
Not only are verbal and nonverbal techniques important, but indirect guidance techniques
also can affect children’s behaviors. These include the schedule of daily activities,
organization of space, and selection of appropriate equipment. Children’s behavior needs
to be monitored for many reasons such as safety, health, self-concept, and social
awareness.
Direct and Indirect Guidance
Direct guidance is physical and verbal actions that influence behavior. Effective
communication is important to help children learn responsible behavior. Speech, gestures,
and facial expressions are all ways to communicate with children. These are direct
guidance techniques:
Unit 4 :Integrating with Children 83
Direct Guidance
Verbal
When speaking to children, consider the following techniques:
• Speak in a well-modulated voice, at a moderate rate. Speak loudly enough so that
the children can hear and understand what is being said.
• Use short, simple sentences; use vocabulary and terms the child will understand;
avoid “baby talk.”
• Use words to describe the child’s feelings. This helps the child understand his or her
feelings and also lets the child know that he or she is understood.
• State suggestions or responses in a positive form. Tell the child what to do. For
example, say “Place the puzzle on the table.” A positive direction is less likely to
receive resistance than a negative one.
• Give the child a choice only when prepared to allow an actual choice. Being able to
make choices helps the child develop maturity.
• Avoid using threats. Shaming or blaming a child for unacceptable behavior lessens
the child’s self-confidence and esteem.
• Define and maintain limits. State the rules in terms of what a child should do. Rules
should have a clear purpose. The most appropriate rules are those that deal with
protecting children and property.
• Avoid motivating a child by making comparisons. This may be damaging to a child’s
self-worth and is of particular concern in a multicultural classroom.
Nonverbal
Nonverbal techniques involve maintaining eye contact throughout a conversation with the
child.
• Bend down to the child’s level to talk.
• Reinforce words with actions.
• Anticipate the need for a change of pace; redirecting the children to other activities
when the children become excitable, tense, or negative. Alternative activities should
be related to the children’s interests and needs.
• Give the minimum amount of help so that children can reach the maximum amount
of independence.
• Model appropriate behavior. Children are great imitators.
• Reinforce appropriate behavior with a nod, a smile, or a wink.
84 Assistant Child Care Teacher Certification: A Program Planning Guide
Indirect Guidance
Indirect guidance is outside factors that influence behavior, such as the physical set-up of
the center. Indirect guidance can be achieved through
• the organization of space. There should be enough open space for movement
without interference, well-defined learning areas, and clear paths or traffic lanes.
• the daily schedule. Enough time should be allowed for planned activities and
transitions. Active and quiet periods should be alternated. The schedule should be
flexible enough to incorporate a change of pace when needed.
• the equipment. Developmentally appropriate toys and materials must be selected. A
safe toy for one 4-year-old child may be dangerous for another 4-year-old who is not
as advanced developmentally. To foster cooperative play, an ample supply of toys
must be available.
Monitoring Behavior
Children’s behavior needs to be monitored for a number of reasons:
Safety
Monitoring the behavior of children is necessary to prevent injury. A safety conscious staff
will position themselves so that all areas of the classroom can be observed. They will check
all equipment for safety and watch children closely when they are using equipment.
Health
Some appropriate practices to make the environment as healthy as possible are to adjust
children’s clothing to the temperature, both inside and outside. Good sanitary habits
(handwashing at appropriate times, for example) can be taught and reinforced daily.
Finally, ill children can be isolated as much as possible from healthy children.
Social Awareness
It is important to help children interact successfully with others. Knowing and respecting
the rules are part of this process.
Self-confidence
Self-confidence leads to self-respect and self-control. Children gain self-respect and self-
control when they are encouraged to ask questions, to seek answers, to express feelings,
and to listen to and become aware of the feelings of others.
Planning the Daily Schedule
Children like schedules because they know what to expect; schedules provide
predictability. An effective schedule is divided into time blocks that balance active and
quiet activities, small and large groups, and teacher-directed and child-selected activities.
Unit 4 :Integrating with Children 85
Enough time should be allowed for both planned activities and transitions. Large blocks of
time are useful for self-selected activities and shorter periods of time for structured,
teacher-directed activities, including time for transition.
Caregivers should be careful to plan schedules that are flexible enough to incorporate a
change of pace when necessary. A flexible schedule can be altered to meet the needs and
interests of the children. Sample schedules for a morning program and a full-day child care
program are included at the end of the unit as student handouts.
Transitions are the time periods during which children put away materials, use the
bathroom, or get ready for the next activity. Transition activities should be used as
learning opportunities. Transitions may be difficult and confusing for children when rules
and procedures are not clearly understood or no advanced warning is given for upcoming
transition. In addition, if insufficient time is provided to change from one activity to
another, the children may become frustrated, and they may misbehave. Caregivers can
expect troublesome moments when schedules are poorly designed.
Smooth transitions occur when children know a few minutes ahead of time that a change
will occur. This gives them time to finish their work in progress. Caregivers model
appropriate behavior and plan for transition in sufficient detail so that potential conflict or
problem points can be prevented.
Influences on Children’s Behavior
An assistant child care teacher needs to understand and appreciate children’s cultural
heritages. Sometimes various cultural practices may affect a child’s behavior. For example,
some Native American children are taught that eye contact is a sign of disrespect. Thus, in
some instances, caregivers may need to adjust their own nonverbal communicative style to
accommodate that of the children. Likewise, it is helpful for the caregiver to understand
the style of parenting used in the children’s homes. Research suggests that there are three
styles of child rearing: authoritarian, permissive, and authoritative.
Parents who use an authoritarian style tends to expect absolute obedience and rarely
show their love in warm and tender ways. Such parents focus on one-way communication
with their children and usually do not encourage the child to express feelings when there is
a conflict.
Those who use a permissive style are accepting of their children’s behavior and are not
demanding or controlling. They rarely discipline or reinforce. Permissive parents often do
not train their children to be independent or self-reliant.
Parents using an authoritative style set limits and communicate expectations to influence
their children, using moderate discipline only when necessary. These parents communicate
effectively. During the verbal give-and-take process, they encourage their children to
develop reasoning ability. These parents encourage individual initiative and self-esteem.
86 Assistant Child Care Teacher Certification: A Program Planning Guide
Appropriate Behavioral Limits
Caregivers need to assume responsibility for keeping a child within safe and acceptable
limits. It is important that caregivers be consistent and immediate with their discipline. To
illustrate, show a child who is misbehaving an alternate, positive behavior. Verbal and
nonverbal approval of acceptable behavior can also be effective. Children react more
positively to praise or positive reinforcement than they do to reprimands, so the caregiver
should use positive techniques whenever possible.
Toddlers (Ages 1 and 2)
Toddlers frequently misbehave or act inappropriately. For example, they may throw
temper tantrums that include kicking, screaming, or demonstrating their frustrations in
other ways. Caregivers must ignore the noise and the “show.” After the toddler has “cooled
down,” the caregiver can interest him or her in something else.
Toddlers need to learn that aggressive actions hurt others. Sometimes toddlers bite, and
they may not realize that biting hurts. If they are told that it hurts, they may learn to stop
biting. Physical aggression such as hitting, hair-pulling, spitting, and pushing is also
common.
Preschoolers (Ages 2½ to 5)
Like toddlers, preschoolers need guidance. At this stage of development, most
preschoolers have begun to understand and can accept the consequences of their actions.
The consequences should fit the actions. Because preschoolers want approval, they will
accept verbal guidance; however, example is still the best teacher.
School-age (Ages 6 to 8)
The guidance and discipline of school-age children should strike a balance between letting
children be independent and protecting them. A caregiver needs to clearly state and
explain rules; then the rules must be enforced consistently.
Positive Center Arrival and Departure
Arrivals and departures are important teacher–child, parent–child, and teacher–parent
interaction times. On arrival, the caregiver will greet children cheerfully by name and
observe each child’s emotional and physical state. This time is an opportunity for parents
and teachers to exchange information. The respect and rapport established will enable the
teacher to work successfully with the parents. At departure times, if possible, share the
child’s successes of the day with parents.
Unit 4 :Integrating with Children 87
Classroom Interaction: Unit 4
Teacher Involvement
Student Involvement
Direct and Indirect Guidance
Have small groups reword the following examples
so that they are stated positively:
• Stop shouting.
• Don’t stand on the slide.
• Haven’t I told you before not to play with your
food?
• Pick up those toys now!
• Can’t you two play nicely together?
• Don’t throw sand!
• I told you not to take the cash register out of
the dramatic play area!
• Stop crying!
In small groups reword statements to be positive
rather than negative.
In small groups ask students to list two nonverbal
techniques for interacting with children and
demonstrate these techniques to the class.
Examples:
• maintaining eye contact
• getting down to child’s level to talk
• setting a good example
• giving help when needed
In small groups list two nonverbal techniques and
demonstrate to class.
In small groups, role play what nonverbal and verbal
techniques an assistant child care teacher would use
in the following situations:
• Jim and Mary are fighting in the block area.
• José will not eat his vegetables at lunchtime.
• Rosa pushes Tammy, and Tammy falls on the
playground.
• Jerry is talking loudly instead of listening to
the story in large group.
• Hector is painting his smock rather than his
picture on the easel.
Role play situations using both verbal and nonverbal
techniques.
Discuss how the setting can be an indirect guidance
technique. Key points:
• organization of space
• program activities
• daily schedule
• equipment
• staff
Participate in discussion.
Create listing of classroom rules that would be
useful in a child care facility.
Monitoring Behavior
Discuss reasons why teachers need to monitor
children’s behavior. Examples:
• safety
• health
• social awareness
• self-control
In small groups, identify reasons why children’s
behavior needs to be monitored in a child care
center.
88 Assistant Child Care Teacher Certification: A Program Planning Guide
Teacher Involvement
Student Involvement
Review the Wisconsin Administrative Code
regarding required child staff ratios (55.32(3)). Have
students discuss the following:
• Why do we need ratios?
• How is a ratio determined for children in a
mixed-age group?
• When can you break the rules for maximum
group size?
Review Wisconsin Administrative Code on child
staff ratios (55.32(3)). Discuss.
The Daily Schedule
Brainstorm why a schedule is important. Key points:
• eliminates confusion
• lessens conflict
• assures smooth operations
• eliminates potential behavior problem
Participate in discussion. Review sample schedules.
Using student handout, discuss planning a schedule.
Key points:
• time blocks
• quiet and active periods
• teacher directed/child selected
• transitions
Participate in discussion. Interview child care
providers to learn how schedules are utilized.
In small groups using the sample schedules as a
guide (See student handout), have each group plan
an all-day schedule.
In small groups plan a daily schedule.
Define the importance of transitions. Questions:
• Why are some transitions difficult for
children?
• What can an assistant child care teacher do to
facilitate smooth transitions?
Participate in discussion. Create a list of possible
transitions.
Have each student plan and present transition to
the class. Examples:
• song
• fingerplay
• children whose name begins with certain letter
• children wearing certain color
Plan a transition to present to class.
Influences on Children’s Reactions
Discuss environmental influences on behavior of
young children. Key points:
• culture
• style of parenting:
o authoritarian
o permissive
o
authoritative
Participate in discussion. Reflection on past,
present, future.
Discuss the concept of prejudice. Brainstorm ideas
about how prejudice might affect the center
classroom, including
• prejudice of a caregiver
• prejudice of a parent
• prejudice of a child
Generate ideas about how prejudice relates to
discipline.
Unit 4 :Integrating with Children 89
Teacher Involvement
Student Involvement
Assign a one-page paper discussing discipline
techniques that the student’s parent used and how
they may have influenced present behavior.
Appropriate Behavioral Limits
Define limits. How do behavioral limits relate to the
age of the child? Points to consider:
• language development
• physical development
• emotional development
Participate in discussion. Create list of rules for each
age group.
In small groups, discuss appropriate behavior limits
for toddlers, preschoolers (2 ½ to 5 years), and
school-age children.
In small groups discuss behavioral limits for
toddlers, preschoolers, and school-age children,
giving examples of limits for each group.
Positive Center Arrival and Departure
Have small groups discuss what problems may occur
at arrival and departure times. Examples:
• child not wanting to leave parent
• child who is not feeling well
• child not wanting to leave center
• child who is still sleepy at arrival
Role Play positive arrival and departure techniques.
Role play the following situations:
• child crying after parent(s) leaves
• child clinging to parent
• communicating with a parent who does not
speak English
• greeting parent(s) and child departure
Discuss solutions used and other possible ways to
handle each situation.
Role play situations.
90 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 1: Sample Morning Schedule
9:00-10:00 Self-Selected Play
Greet the parents and the children as they arrive. Help the child with his or her
clothes, if necessary, and encourage independence. Help the child who has
difficulty finding something to do. Areas that need planned activities include
socio-dramatic play, fine motor, reading area, blocks, science, gross motor,
music, woodworking, or cooking. (Not all areas need to be prepared for each
day, but in a week’s time each area should be included.)
10:00-10:10
Cleanup
10:10-10:25
Large Group
Several experiences are appropriate during this time, including
• stories told in many ways
• songs
• movement or music
• simple, noncompetitive games
• language experiences, group discussion, or language charts
• fingerplays (also a good transitional tool)
10:25-10:40 Snack
This is a good opportunity for conversation and a chance for the children to
practice social skills like sharing, taking turns, and demonstrating appropriate
table manners. Encourage independence by allowing each child to do as much
as possible. Make sure the children are settled before distributing the snacks.
10:40-11:00 Small Groups
Consider the theme of the week when planning these activities. Plan enough
activities to use the entire time. Plan “back-up” activities in case the children
finish early and prepare all activities before the children arrive.
11:00-11:30 Outdoor or Dismissal
Plan “back up” activities for times when children are unable to be outdoors due
to weather conditions.
Note: The times serve only as guidelines. Monitor daily how the children are reacting to
the activities and adjust schedule according.
Unit 4 :Integrating with Children 91
Student Handout 2: Full-Day Schedule Sample
6:30-8:00 Center opens
Greet children and parents.
Allow children to select from relaxing activities.
8:00-8:15 Cleanup and wash hands for breakfast, use bathroom.
8:15-8:45 Breakfast
8:45-9:00 Wash hands and face, brush teeth, and use bathroom if needed.
9:00-9:15
Group time: sing songs, do fingerplays. Introduce and discuss activities that will
be available during self-select play
9:15-10:30 Self-selected play—planned activities available for art, easel, sand/water table,
blocks, socio-dramatic play, fine muscle development, music, mathematics, and
science
10:30-10:45 Cleanup
10:45-11:00 Planned large group activity: story, resource person, song, or discussion
11:00-11:20 Small group activities: i.e., game, story, small group project
11:20-11:50 Outdoor play
11:50-12:00 Prepare for lunch, wash hands, use bathroom.
12:00-12:30 Lunch
12:30-12:45 Wash hands, brush teeth, and use bathroom if needed.
12:45-1:00 Read to groups of children.
1:00-2:30 Naptime: Scratch backs and listen to relaxing instrumental music.
1:45-2:30 For children who do not sleep, prepare a variety of quiet activities.
2:30-3:15 Self-select play
3:15-3:30 Cleanup and prepare for snack.
3:30-3:45 Snack
3:45-4:30 Outdoor play
4:30-4:45 Planned large group activities
4:45-5:45 Self-select play
5:45-6:00 Cleanup
6:00-6:30 Read to children and engage in relaxing activities.
Note: In a full-day schedule, children arrive and depart throughout the day. Times for
activities may need to be adjusted according to the children’s needs.
Unit 6 :Classroom Safety 93
Unit 5: Classroom Activities
10 hours
Overview
Developmentally Appropriate Curriculum
Selecting Developmentally Appropriate Activities and Equipment
Developmentally Appropriate Activities
Resources for Developmentally Appropriate Programs
Organizing Space and Materials for Free Play
Theme Ideas
Activity Plans
Selecting Developmentally Appropriate Books
Classroom Interaction
Student Handouts
94 Assistant Child Care Teacher Certification: A Program Planning Guide
Unit 5: Classroom Activities (10 hours)
Learning Priority:
EC1.e: Create and facilitate developmentally appropriate activities for a variety of child
care curricula areas.
Course Objective:
Comprehend the importance of planning classroom activities based on the children’s
developmental levels.
Unit Objectives:
The student will be able to:
• choose developmentally appropriate equipment and activities;
• plan and coordinate activities appropriate for children’s developmental stages and
cultural backgrounds;
• present a variety of activities related to the five areas of development: intellectual,
social, emotional, physical, and moral;
• organize space and materials for self-selected activities during free play;
• identify resources that can be useful in planning developmentally and culturally
appropriate programs for young children;
• create an activity for each of the curriculum areas such as: storytelling, art, music and
movement, dramatic play, block building, science, and mathematics; and
• select developmentally appropriate storybooks for children using the following
criteria: size of book, illustration, length, content, and cultural variety.
Overview
Knowing and understanding children’s developmental progress is essential in providing a
quality child care program. Teachers who understand child development plan activities
which are appropriate for children’s ages and individual needs. Such curriculum provides
activities for all areas of child development: physical, social, emotional, moral, and
intellectual. Teacher observations of each child’s interest and developmental progress are a
prerequisite for planning; implementation requires activities be included that encourage
children to explore actively and interact with other children, adults, and materials.
Developmentally Appropriate Curriculum
Developmentally appropriate child care programs are based on the premise that variances
exist in each individual’s normal development. Such programs have flexible expectations
about when children achieve certain competencies. The term “developmentally
appropriate” means matching the activity level to the needs of the children.
Developmentally appropriate experiences also provide challenges that prompt children to
extend their skills.
Unit 6 :Classroom Safety 95
Two factors, which affect developmental appropriateness, are age and individual
differences. The normal sequence of growth and changes that occur in children determine
the appropriateness of activities. Similarly, a child’s personality, learning style, and family
background must be considered.
When planning developmentally appropriate curriculum, child care providers, who
understand child development, are able to identify the range of appropriate behaviors,
activities, and materials for a specific group of children. In addition, child care workers
observe individual children’s strengths and interests, and use these observations to design
the most appropriate learning environment.
Planning developmentally appropriate curriculum includes
• knowing the age span, developmental levels, needs, and interests of the children;
• planning activities that promote the physical, social, emotional, moral, and
intellectual development of children;
• using on-going observations of each child’s developmental progress;
• providing varied activities that both encourage active exploration and interaction
with materials and other persons;
• selecting real, tangible materials and experiences relevant to children;
• sequencing activities with attention to difficulty and complexity;
• encouraging children’s language growth by asking questions to stimulate thinking;
• including multicultural and nonsexist experiences and materials;
• providing a balance of quiet and active activities; and
• providing activities that promote the inclusion of students with special education
needs.
Selecting Developmentally Appropriate Activities and Equipment
Infants and Toddlers
Appropriate programs for children under age 3 encourage play, active exploration, and
movement. Such programs provide a wide variety of stimulating experiences within an
established routine. Adults encourage and guide learning experiences for infants and
toddlers by providing a safe, emotionally supportive environment that encourages
interaction with others. Adults caring for infants and toddlers should be patient, warm,
dependable, supportive, and sensitive to the changing signals of each child.
96 Assistant Child Care Teacher Certification: A Program Planning Guide
Developmentally appropriate activities and caregiver practices for infants include
• frequent touching and holding;
• consistent care adjusted to the infant’s eating and sleeping pattern;
• responsive verbal and nonverbal adult/child interactions;
• opportunities for sensory and motor experiences;
• ample amounts of varied materials for exploration and play;
• opportunity to move about safely; and
• daily communications with parents of the infants.
Developmentally appropriate equipment and environment for infants include separate
areas for sleeping, feeding, diapering, and play. It is also necessary to have individually
labeled cribs, bedding, feeding utensils, and clothing. The area where infant care occurs
should be cheerfully decorated with bright color and with pictures placed at the children’s
eye level.
Children at this age respond well to a variety of music, which they enjoy listening to and
which encourages body movement. In addition, safe, washable toys placed on low open
shelving allow the infant to make a selection. Interaction toys such as busy boards, clutch
balls, nesting blocks, rattles, teethers, rubber dolls, and squeeze toys are the most popular.
Books with cardboard pages and bright pictures of familiar objects will begin to stimulate a
child’s interest in books and language.
A safe environment is fundamental to a quality child care program. Cover electrical outlets;
safely store extension cords and hazardous materials (such as cleaning supplies). Toys
should be sanitized when a child is finished putting them in his or her mouth.
Toddlers thrive on exploration, creativity, and imagination. They need ample opportunities
to develop and express their creative potential. Developmentally appropriate toddler
programs allow children the time and opportunity to explore. Toddlers need sensitive
adults to intervene and to help them deal with intense feelings and rapid fluctuations in
moods.
Developmentally appropriate programs for toddlers:
• encourage active and safe interaction with people and objects;
• support self-control during toilet training and avoid punishment or shaming;
• use realistic, clearly stated expectations and guidance techniques;
• encourage making choices, developing independence, and learning self-reliance; and
• maintain a predictable routine.
Unit 6 :Classroom Safety 97
A developmentally appropriate toddler program would also provide unstructured materials
for art, music, dance, and dramatic play. Art media such as large crayons, washable markers,
and large sheets of paper are necessary staples. Because of their age, however, children
should not be expected to produce finished products.
Language development is also important and can be encouraged by naming real objects that
the children are familiar with and by reading frequently to children. The teacher can also
sing songs, do finger plays, and allow children to actively participate with flannel board or
magnetic board stories. Sturdy picture books for independent use are also important.
In addition, developmentally appropriate programs provide snacks and meals that include
finger food and utensils that are easy to use. It is a good idea to make sure that food is ready
before children are seated. A well-planned food-related activity also encourages
communication with and support for families.
Developmentally appropriate environments for toddlers have individual cribs or cots,
bedding, feeding utensils, and clothing. Separate areas are provided for diapering or
toileting, sleeping, and feeding. A user friendly environment is created when these areas
have been decorated with pictures of friendly animals, faces of people, and family members.
Toys can be made available on low, open shelves for self-selection.
Frequent opportunities for active gross motor development should include both indoor and
outdoor settings. Climbing equipment should be low and well-padded. It is a good idea to
separate outdoor play space from that of the older children. Center staff should also take
precautions to prevent the spread of germs. Toys need to be sanitized regularly and adults
should wash their hands before and after diapering or toileting children, and before
handling food. Children’s hands also need frequent washing.
3-Year-Olds
The development of 3-year-old is unique. They sometimes display skills and understanding
similar to those of 4-year-olds and at other times they behave like toddlers. Adults should
not expect too much or too little of 3-year-olds. Since many child care programs have multi-
age groups of children in the same classroom, it is important for child care providers to
recognize the unique needs of 3-year-old children.
Developmentally appropriate programs, activities, and equipment for 3-year-olds
encourage independence. Schedules should provide time for children to do things for
themselves, such as eating, washing hands, dressing, and toileting. However, the care
provider must take into account that 3-year-olds overestimate their physical powers and
try activities that are unsafe or too advanced. This is especially true in multi-aged
classrooms where 3-year-olds often model the 4- and 5-year-olds.
Developmentally appropriate programs for 3-year-olds also provide uninterrupted time for
activities and ample materials for children to freely select and explore. They encourage
children to use their natural curiosity and to experiment with cause and effect
relationships. For example, blocks, knobs, latches, and objects that open and close or can be
taken apart are popular.
98 Assistant Child Care Teacher Certification: A Program Planning Guide
Stringing beads, doing puzzles, or working with assorted construction sets can encourage
the development of fine motor skills. Also, art materials such as large crayons and blunt
scissors are necessary equipment. Music and rhythm activities are also popular and help
develop fine motor skills.
To encourage language development, teachers need to speak clearly and frequently to
children and listen attentively to their responses. Patient responses to frequent “how” and
“why” questions foster the desire to be inquisitive. Stories, poems, and finger plays are also
favorite activities.
Preschoolers (ages 4 and 5)
Developmentally appropriate child care programs for 4- and 5-year-old children focus on
child-centered activities. Children should participate actively in learning experiences
instead of being expected to recall and repeat information provided by the child care staff.
It is possible to train children to recall information correctly, such as the alphabet or
numerals from 1 to 20. However, these are rote skills and do not reflect an understanding of
the concepts.
A curriculum that is focused around a theme and that provides a variety of interest
activities in each area related to the theme are an integrated curriculum. For example, if the
children are interested in dogs, their art, music, stories, socio-dramatic play, mathematics,
and science activities can be related to this theme.
Developmentally appropriate activities and materials allow 4- and 5-year-olds to
• observe and use real objects, build with blocks, and measure substances or
ingredients for cooking experiences;
• observe changes in animals, plants, water, and the environment; or
• express themselves through song, music, drawing, painting, and clay.
Developmentally appropriate programs for 4- and 5-year-olds encourage active
exploration and interactions. Children work individually or in small groups most of the time.
The children are physically and mentally active; they select activities from interest areas
prepared by the staff. For this age group, the program might emphasize self-directed
problem solving and experimentation with real-life objects. People relevant to their own
life experiences, such as community helpers, become important factors in their learning
experience.
The role of the staff is to view each child as unique and to guide or facilitate play and
learning by preparing stimulating, challenging materials and activities. The staff will also
observe children closely to determine what they understand; the staff will provide
additional challenges to stimulate further thinking.
Unit 6 :Classroom Safety 99
Middle Childhood (6-12)
Middle childhood programs should offer children a variety of choices: good books and
opportunities to participate in sports, field trips, cooking projects, and woodworking
experiences.
Developmentally appropriate middle childhood programs provide materials for children to
explore and ponder. The materials and the related activities should be relevant and
meaningful, allowing children to construct their knowledge from actual experiences.
Generous blocks of time for exploring learning centers and the materials available are
important considerations.
Middle childhood programs also should encourage communication and interaction with
others. The program should challenge children to develop thinking skills and to identify and
solve problems. Interactive conversations with adults and other children promote positive
peer group relationships. Finally, group outdoor activities for skill development and self-
expression foster communication and interaction.
Activities and materials appropriate for middle childhood children should be scheduled so
those children have places to work individually or in small groups. In one area, children
could use blocks, cards, games, art materials, and scientific equipment. In another, they
might browse through books, listen to audio or videos, or explore both fiction and
nonfiction. Mathematics, language, or strategic thinking games could be arranged in a third
area. And they could draw and illustrate stories and write about experiences at a fourth
station.
Developmentally Appropriate Activities
Activities selected by the staff in a developmentally appropriate program should meet
needs and stimulate growth in all aspects of children’s development: intellectual, social,
emotional, and physical. Quality programs recognize that one aspect of development is not
more important than another. Child care providers need to be concerned about developing
the “whole” or “total” child.
Infants (Birth to 12 months)
Five Areas of Development
A safe environment stimulates the physical, social, emotional, moral, and intellectual
development of infants. As the infant matures, a safe environment allows the child to roll
over, sit without support, crawl, pull self up, stand holding onto furniture, walk when led,
and walk alone. Nurturing care should also be a factor in the children’s environment. This
includes ample cuddling, gentle handling, and speaking to the child in soft tones.
Consistency in care and environment helps infants develop trust. Needs should be met
within a reasonable time frame. The caregiver plays with, talks to, sings to, and reads books
to the infant. Major changes in the environment, staff, and routine should be kept to a
minimum.
100 Assistant Child Care Teacher Certification: A Program Planning Guide
Opportunities to see, feel, smell, taste, and hear objects encourage infants to focus their
eyes on bright objects, to vocalize sounds, and to imitate actions like “bye-bye.” Toys that
encourage interaction and that are responsive to the infants’ actions are busy boards,
nesting toys, and music boxes. These provide opportunities to gain familiarity with and
acceptance of others. Brightly colored, durable toys, which are sized for infant’s hand to
grasp, release, manipulate, and transfer from one hand to the other, foster the development
of physical skills.
Chart 1 shows how children (toddlers, preschoolers, and middle childhood children)
develop physically, socially, emotionally, morally, and intellectually.
Chart 1: How Children Develop
Toddlers
12-36 months
Preschoolers
2½-5 years
Middle Childhood
6-12 years
Physical
Development
Activities that support
physical development are
serving finger foods, using
utensils and bowls
adapted for toddlers. Toys
and equipment should be
appropriate for skill level.
Markers, large-sized
crayons, colorful, durable
toys work well.
Activities that encourage
small muscle development
are building with small
toys and objects; drawing
and painting pictures with
crayons, markers, pencils,
and other art supplies;
sipping, pouring, twisting,
tracing, and pounding.
Running skipping,
hopping, climbing, and
riding toys encourage
large motor development.
School-age children need
firsthand experiences; it is
important to remember
that they are fatigued
more by inaction than
they are by running or
bicycling. School age
children will gain speed
and accuracy as they
refine both gross motor
and fine motor skills.
Social
Development
Social development
depends on adults who
interact in a sharing
manner. Adults might say,
“Sam, I’d like to play with
the blocks too.” Toddler
will model the behaviors
of adults. Toddlers like to
roam around or sit near
toys, objects, and other
people.
Social development
depends on adults who
encourage the sharing of
belongings and who
establish limits for
personal behavior. Adults
can explain the feelings of
all children in conflict
situations: e.g., “Sam
wants to play with the
truck some more. Ask him
to give you a turn when he
is finished.” Children
should be treated with
respect, kindness, and
individuality. Allow
children to independently
resolve conflict.
Middle childhood children
should be given the
opportunity to develop
skills such as helping,
cooperating, and
negotiating. Adults can
help by giving support,
time, and assistance for
projects and activities.
Modeling positive values
and attitudes is very
significant; actions speak
louder than words. Adults
should develop a balance
between letting children
go and being supportive.
Unit 6 :Classroom Safety 101
Toddlers
12-36 months
Preschoolers
2½-5 years
Middle Childhood
6-12 years
Emotional
Development
Emotional development
depends on actions and
reactions of adults who
are realistic, clear, and
consistent. Directions
should be worded
positively: “We walk
inside” instead of “Don’t
run.” Success will be more
likely if adults respect the
child’s need to make some
choices (what to wear), to
develop new skills, and to
be praised for their
accomplishment and self-
control. Toilet training is
effective only when
children want to learn and
if they feel a spirit of
cooperation and
enthusiasm.
Emotional development is
healthy when the children
respect and value their
families and the cultural
patterns by which their
families live. Appropriate
activities are those which
reassure and support
children as they deal with
fears and anxieties. It is
also important to
establish reasonable rules
and limits: selecting new
activities for growth and
following through in a
consistent, firm manner
when children fail to
follow the rules.
Adults who help children
develop respect,
acceptance, and
appreciation of others
whose abilities, interests,
or family backgrounds are
different, foster emotional
development.
Multicultural and
nonsexist activities will
enhance self-esteem. A
caregiver can promote
self-control by
establishing clear limits;
children may be actively
involved in establishing
rules and developing
solutions for misbehavior.
Intellectual
Development
Activities that support
intellectual development
include thinking skills,
which result from active
participation: classifying
and sorting objects into
groups such as hard or
soft, big or little, or wet or
dry. Language
development is
encouraged through
modeling, giving
information, singing, and
daily reading.
Activities that support the
intellectual development
of preschoolers require
them to use all five senses,
to solve problems, to
classify and compare
(color, size, shape), and to
sort objects or pictures
into a sequence (smallest
to largest). Vocabulary
building and
communication skills
result from dictating
stories or creating
collages.
Middle childhood children
need hands-on
experiences in memory,
logic, word play, and
strategic games. Children
need to recall,
understand, and
communicate information.
They may be encouraged
to explain, to state ideas
clearly and concisely; to
recognize connections;
and to distinguish,
duplicate, and extend
patterns. They organize,
match, group, and order
objects. They can
distinguish details, colors,
textures, designs, and
sizes. They can analyze
and solve problems; they
will develop original,
unique, and unusual ideas.
102 Assistant Child Care Teacher Certification: A Program Planning Guide
Resources for Developmentally Appropriate Programs
One of the best references for understanding developmentally appropriate practices is
titled Developmentally Appropriate Practice in Early Childhood revised edition, edited by Sue
Bredekamp. It is published by the National Association for the Education of Young Children
(N.A.E.Y.C.).
Child care programs have staff who are aware of and continuously sensitive to cultural and
ethnic differences. Child care programs need to support children and their families
regardless of cultural or religious background. Child care providers can promote cultural
awareness by selecting books that include illustrations of people from various cultural
backgrounds. Caregivers would also be sensitive to and provide for religious differences,
practices, and celebrations.
Resource people from a variety of cultures can be consulted and invited to participate in
center activities. A center should also purchase toys and equipment that encourage cultural
awareness, such as dolls or play figures (used in the block area or dollhouse) that depict
people from various cultures.
Organizing Space and Materials for Free Play
Child care providers who understand child development know the importance of free play
and will encourage child-initiated, child-directed, teacher-supported play as a major
component of a developmentally appropriate program. They select materials and organize
classrooms to encourage children to learn through active exploration and interaction with
materials, other children, and adults. During free play, child care providers move among the
children to encourage and support the use of various materials. Teachers ask questions and
offer suggestions as needed. Learning centers prepared by the staff include art, music,
dramatic play, blocks, science, mathematics, games, puzzles, books, and sensory
experiences.
When planning activities for self-selected play, the child care staff needs to
• consider the arrangement of the room. As discussed in Unit 2, the room arrangement
should allow staff to supervise and view the entire classroom. Noisy activities should
be placed away from quiet activities, and messy areas should be near a sink.
• provide a variety of activities. Take into consideration the ages and developmental
levels of children. A toddler should be able to select from three to five learning areas,
whereas a 5-year-old needs six to eight choices.
• consider the amount of adult support and intervention needed to oversee all free
play activities. Children should be able to do the majority of activities with minimum
adult guidance so the number of activities that require movement should balance
with those that are restful.
Unit 6 :Classroom Safety 103
Theme Ideas
Children acquire knowledge and information through playful interactions with objects and
people. For children to fully understand and remember what they have learned, the
activities must be appropriate to the children’s experiences and stages of development. The
developmental needs of the children are best met using an integrated curriculum approach
that consists of activities related to the topic or theme being explored.
Learning experiences are often planned around themes that are suited developmentally for
the children. For example, these are some sequential themes for a unit, concerning toddlers’
movement:
Chart 2: Integrated Curriculum
Week One
I can move (crawling, walking, jumping)
Week Two
Toys I can move or move in (big wheels, strollers, wagons)
Week Three
Things I can ride in (cars, trucks, buses)
An example an integrated curriculum approach follows.
Chart 3: Integrated Curriculum Example
Theme Trucks
Art Provide construction paper and some precut circles. Encourage
children to design their own trucks.
Easel Allow children to paint by dipping wheels of small cars in paint and
pressing cars on paper.
Books Provide assorted books about different kinds of trucks.
Socio-dramatic Provide boxes painted to resemble trucks, chair for seats, steering
wheel.
Woodworking Provide precut circle shapes, assorted rectangle shapes, nails.
Blocks Provide wooden trucks and traffic signs. Encourage children to build
roads and garages.
Music Sing the song, “Wheels on the truck go round and round.”
Sensory Place small cars and trucks in the sand table.
Science Encourage children to explore how a car with triangle wheels moves
versus a car with circle wheels.
Mathematics Encourage children to sort and classify pictures of assorted trucks: tow
trucks, dump trucks, garbage trucks, vans, and others.
Small Motor Provide truck puzzles.
104 Assistant Child Care Teacher Certification: A Program Planning Guide
Chart 4: Sample Theme Ideas
2-3 years old
4-6 years old
My School
Things I Can Do at School
My Senses:
• hearing
• touching
• tasting
• smelling
• seeing
Colors:
• red
• blue
• yellow
Shapes I See:
• circles
• squares
• triangles
Things that Move:
• me
• cars
• trucks
• boats
• planes
Animals:
• pets
• farm
• zoo
• water
• bugs
• birds
People in My Neighborhood:
• librarian
• beautician or barber
• aerobics instructor
• baker
• mail carrier
My School and School Helpers
All About Me
• my feelings
• my friends
• my home and family
Safety at Home at School
Fruits and Vegetables
Other Foods
Healthy Habits
• exercise
• sports
• music
• dance
Communication:
• signs and symbols in our town
• books
• printing and newspapers
• telephone
• television and radio
• acting and puppets
Plants:
• trees—shade and fruit
• nuts, seeds, and bulbs
• plants
• flowers
Tools:
• tools that cut
• magnets
• woodworking tools
Community Helpers:
• doctor
• nurse
• dentist
• police officer
• librarian
• mechanic
• veterinarian
Unit 6 :Classroom Safety 105
Activity Plans
Written activity lesson plans help teachers think through an activity and organize both
procedure and materials. When using lesson plans, staff can determine if they are regularly
including experiences that support all areas of development. Writing lesson plans in
advance allows teachers time to expand or revise plans, gather materials, and organize the
room. Sequential planning builds on and reinforces previous learning experiences.
When planning activities, the child care staff needs to consider the following points:
Select the activity and determine goals or purpose of activity.
• Does the activity aid in the emotional, social, intellectual, moral, or physical
development of children?
• For what ages is the activity developmentally appropriate?
• How can the activity be adapted to meet individual differences?
Outline materials needed for the activity.
• Are the materials readily available?
• Are the materials safe for your age group?
Prepare to implement the activity.
• Collect, organize, and prepare materials.
• Does the amount of time required to make, set up, and cleanup justify the activity?
Determine the procedure to implement activity.
• How will you introduce the activity?
• What are the steps involved in presenting the activity?
• Are the steps arranged in a sequence easily understood by the children?
• How will you end and clean up the activity?
Evaluate the activity.
• How did the children respond to the activity?
• Were the materials and procedure matched to the children’s ability to learn?
• How would you change this activity if you did it again?
See sample lesson plans at the end of the unit.
106 Assistant Child Care Teacher Certification: A Program Planning Guide
Selecting Developmentally Appropriate Books
Developmentally appropriate books focus on children’s interests. Children are usually
concerned about things that are familiar: themselves, their homes, their families, their
friends, and their neighborhood.
Children’s favorite books are often those in which they can identify with the main
character(s) and are familiar with the situation or setting. Children frequently enjoy
repeating words that rhyme; nonsense words; or repetitive words, phrases, or sounds.
When selecting books, look for stories that feature warm family situations, have a happy or
satisfying ending, and have simple illustrations shown in bright colors. Books should also
present their characters in a variety of ethnic and socio-economic situations.
Appropriate books will be matched in length to the attention span of the listeners. It should
be possible to complete a story in a single sitting. If children begin to lose interest, quickly
summarize and end the story.
Daily classroom schedules should include times for children to select and look at books on
their own as well as times for teachers to read to the children. Whenever possible, it is
preferable to read to children in small groups.
Preparing to Read Books
Before reading to a group of children, practice reading the story aloud two or three times.
Use an interesting, pleasing voice, and encourage the children to get involved with the
story. The book should be held so that children can see the illustrations. Sit sideways, on the
children’s level, instead of directly facing the children. This position allows both the reader
and the children to see the page.
Steps to follow in preparing to read to children:
1. Select a book.
2. Prepare yourself by practicing reading aloud. As you practice reading, look for
words for which you can use sound effects such as “moo,” “meow,” or “rain” (finger
tapping). Also note places for which you can substitute the name of the town the
children live in or relationships in which you can insert a particular child’s name.
Watch for places in the story to pause and ask questions. Be aware of new or
unfamiliar words that might need to be defined. And watch for repetitious phrases
that the children can repeat.
3. Gain children’s attention and introduce the story. Before you begin to actually read
the story, make sure the children are settled and ready to listen.
4. Introduce the story. For example, hold up the book Whistle for Willie by Ezra Jack
Keats. Have the children look at the picture on the cover. Tell the children that the
name of the boy on the cover is Peter. Point at the partial picture of an animal. Ask
Unit 6 :Classroom Safety 107
the children the name of the animal. Explain that Peter is trying to learn to whistle
so he can call his dog. Establish an interest: “Let’s read the story and find out if Peter
learns to whistle.”
5. Use an interesting voice. Dramatize the story by using soft, whispery, loud, or scary
tones. Practice reading the story, using your voice in different ways. Read the story
slowly so that children have time to think about what is happening to the characters.
Record yourself and listen to how you sound.
6. Involve the children in the story whenever possible. The story flows more smoothly
if you ask a different child to answer each time you ask a question, as everyone will
want a turn. Encourage all children to repeat rhyming words or repetitious phrases
in unison.
7. Extend the storybook experience whenever possible. For example, after reading The
Very Hungry Caterpillar by Eric Carle, go for a walk to look for caterpillars or talk
about the different kinds of fruit in the story.
108 Assistant Child Care Teacher Certification: A Program Planning Guide
Classroom Interaction: Unit 5
Teacher Involvement Student Involvement
Developmentally Appropriate Curriculum
Discuss difference between age appropriateness and
individual appropriateness. Key questions:
• How do differences in child’s personality affect
individual appropriateness?
• How do differences in family background and
ethnic heritage affect individual
appropriateness?
Participate in discussion.
Using real, tangible objects, formulate a list of
appropriate activities that are relevant for toddlers,
preschoolers, and middle childhood children.
Example of activity:
Toddlers discriminating between big and little
objects. Have two of each of object, such as one large
and one small ball.
Contribute and record ideas.
Selecting Developmentally Appropriate Activities
and Equipment
Divide students into four groups: infant and toddler,
preschool, and middle childhood. Have each group
prepare a list of appropriate equipment and toys for
their assigned age.
Complete group assignment and share with class.
Ask groups of students to select toys and equipment
from toy or equipment catalogs for preschool-aged
children for the following areas: art, music, outdoor,
and dramatic play.
Optional activity: Have students record price with
items.
Complete assignment and compare equipment list.
Prepare a list of materials that encourage
unstructured art, music, and dramatic play activities
and experiences for toddlers, preschoolers, and
school-age children. For example, art materials
needed for toddlers might include blank sheets of
paper, large crayons, washable markers, modeling
clay, and plastic cookie cutters.
Complete assignment individually or in groups and
compare lists.
Activities That Support the Intellectual, Social,
Emotional, Moral and Physical Development of
Children
Assignment: Locate or develop one activity for each
of the following areas of development: intellectual,
moral, social, emotional, and physical. (Check local
library, CESA office, and elementary school library.)
Complete assignment individually or in pairs and
share activity ideas with class, making sure to include
name of activity, area(s) of development, age level
appropriate for, brief description of activity.
Identify activities and equipment in a preschool
classroom that promote fine and gross motor
development. Example: Fine motor—puzzles,
puppets, scissors, crayons, small manipulative toys,
dressing skills, pouring own juice for snack, etc.
List activities and determine if these foster fine or
gross motor development.
Unit 6 :Classroom Safety 109
Teacher Involvement Student Involvement
Gross motor—balance beam, climbers, tricycles,
creative movement to music.
Resources for Selecting Developmentally and
Culturally Appropriate Programs
Obtain activity resource books and early childhood
curriculum guides from school library, public library,
CESA office, kindergarten teachers, or other sources.
Require students to determine if the curriculum
guide or activity resource book is a good resource for
developmentally and culturally appropriate program
activities.
Complete assignment in large group, small group or
individually, using the following criteria to evaluate
activity resource. Discuss. Evaluation criteria:
• Do the suggested activities use concrete,
tangible items?
• Do the suggested activities encourage children
to participate actively and interact with objects
or people?
• Do the suggested activities encourage creative
thought and expression?
• Can the suggested activities be adapted to
meet individual children’s abilities?
Have students choose a popular children’s story and
rewrite it in a different cultural setting.
Adapt a popular children’s story for another culture.
Organizing Space and Materials for Free Play
Building around themes that are interesting to
children, require students to make a daily activity
plan for free play for toddlers, preschoolers, or
school-age children.
Complete assignment. Using the following areas,
develop daily activity plan for free play:
• art
• books
• blocks
• fine motor
• music
Share completed assignment and discuss in class.
Planning Activities
Examine sample activity lesson plans. Discuss
sections of the plans.
Read and review.
Assign two lessons for any two of the curriculum
areas. (See student lesson plan handouts for
examples)
Complete assignment individually or in groups.
Have students present activity to peers and
complete evaluation section on lesson plan.
Present activity and complete evaluation section on
lesson plan form.
Assign an interview with kindergarten or preschool
teacher regarding how they plan activities.
Interview a teacher in a preschool or kindergarten
and record findings. How does he or she formulate
weekly lesson plans? Possible discussion questions:
• How does the teacher decide what theme or
topic to teach?
• How does the teacher decide what additional
material will be used?
• What method of lesson planning does the
teacher use and why?
• How often does the teacher do lessons planning?
• Does the teacher have a copy that you could
take to class?
110 Assistant Child Care Teacher Certification: A Program Planning Guide
Teacher Involvement Student Involvement
In large group discuss the findings of the interviews. Participate in discussion.
Selecting Developmentally Appropriate Books
Take a field trip to an elementary school or public
library. Find three books appropriate for
preschoolers and middle childhood children.
Locate three books for each of the following age
groups: preschoolers and school-age children.
Select three children’s books and evaluate them
using student handout titled, Selecting Books.
Complete assignment.
Assignment: Select one children’s book and prepare
to read book to the rest of the class. Read story as
you would to children.
Select book, privately practice reading the book out
loud, and read book to class.
Unit 6 :Classroom Safety 111
Student Handout 1: Checklist—Selecting Books
Name First and Last
Title Author First and Last Name
Publisher Publication Date Mo./Day/Yr.
After reading the storybook, answer the following questions yes or no.
Yes No
Did the children identify with the main character?
Is the situation of the story familiar to the children?
Is the setting familiar to the children?
Are the illustrations bright and attractive to children?
Are the illustrations nonsexist?
Are the illustrations of people from different cultural groups?
Are the words interesting and understandable for the children?
Is the action exciting and fun for children?
Is the ending appropriate for the children?
Can the story be read at a single setting?
Summary of the Story: Write a short paragraph about the story.
112 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 2: Sample Activity Lesson Plan—Dramatic Play
Student’s Name First and Last
Rachel Jackson
Date Mo./Day/Yr. Time
Theme
Pets
Activity
Pet Store in Dramatic Play Area
Age Range of Children
3½-5
Number of Children
Developmental Goals:
Learning Objectives:
Introduction and Motivation:
Activities and goals for children Supplies and materials or resources needed
Become more aware of pets.
Become familiar with jobs in a pet store.
Play creatively.
Participate in cooperative play.
Practice language interaction skills.
Stuffed animals: cats, birds, dogs, rabbits
Clean, empty bird, gerbil, or other small animal cages
Empty cardboard boxes for dog or cat pens
Empty boxes of dog, cat, or gerbil food
Clean, empty dog and cat dishes
Play telephone, money, and cash register
Books about different animals and their care
Procedure:
• Collect needed materials.
• Arrange the dramatic play area as a pet store. Place stuffed animals in boxes or beds.
Supply empty pet food boxes. Place a cash register on a table with play money,
telephone, and note pad for store clerk.
• Establish a limit of four to six children in the dramatic play area at any given time.
• Interact with children to stimulate play if needed. Possible idea—say “Ring-a-ling! Hello,
pet store? My name is Rachel, and I’d like to know if you have any dogs that need a home?
Yes, you do? Great! I’ll be right over.” While playing with the children, discuss and ask
questions about animal care and equipment use.
• At cleanup time, encourage children to assist. “Sam, the stuffed animals belong in this
box; Jennifer and Holly, the food boxes and dishes are kept in this paper sack.”
• Thank the children for helping.
Closure or Transition:
Unit 6 :Classroom Safety 113
Student Handout 3: Sample Activity Lesson Plan—Storybook
Student’s Name First and Last
Jenny Jones
Date Mo./Day/Yr. Time
Theme
Insects
Activity
Reading the book, The Very Busy Spider
Age Range of Children
4-5
Number of Children
Developmental Goals:
Learning Objectives:
Introduction and Motivation:
Activities and goals for children Supplies and materials or resources needed
Enjoy story time.
Know how and why a spider spins a web.
Practice listening skills.
Practice language interaction skills.
Construction paper spider
Book—The Very Busy Spider by Eric Carle, 1984
Procedure:
• Find three to five children who would like to hear a story; assemble in the book corner.
• Have all of the children find a comfortable spot to sit.
• Introduce the children to a construction paper spider. “Hi, boys and girls. Do you know
my name? Yes, I am a spider, and I came to your school today to hear the story called A
Very Busy Spider. Jim is going to let me sit on his lap while he reads the story.”
• Read the story. Turn each page and ask the children to identify the picture of the animal.
Let the children join in repeating the words, “But the spider didn’t answer. She was very
busy spinning her web.”
• Name one animal that watched the spider spin her web. How many legs does a spider
have? How does a spider spin a web? Why does the spider spin the web?
• Have the construction paper spider thank the children for listening so well and tell the
children that the next day they will get a chance to make their own spider.
Closure or Transition:
114 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 4: Sample Activity Lesson Plan—Art
Student’s Name First and Last
Jenny Jones
Date Mo./Day/Yr. Time
Theme
Insects
Activity
Making Construction Paper Spiders
Age Range of Children
4-5
Number of Children
Developmental Goals:
Learning Objectives:
Introduction and Motivation:
Activities and goals for children Supplies and materials or resources needed
Follow directions.
Create own spider.
Practice taking turns.
Recognize the parts of a spider.
Practice eye-hand coordination skills.
Practice counting to eight.
Assorted colors of construction paper
Scissors
Crayons
Glue
Tape
Some precut circles and long thin rectangles for legs
five or six sizes of cardboard circles for children to
trace if they choose
Thin elastic
String or yarn to attach to the spider to allow the
spider to walk
Encyclopedia with pictures of spiders
Procedure:
• Prepare all the materials and place on the art table.
• Tape elastic to the construction paper spider from yesterday’s story time and show
children how the spider moves as you lift your arm.
• Before the children begin, ask the children if all spiders are the same size and color. Talk
about the difference in the size of a tarantula and a common household spider. Show
children pictures of spiders in an encyclopedia. Note how spiders have two circle body
parts and eight legs; note the different lengths and shapes of spiders’ legs.
• Tell the children that they can make any size and color of spider that they would like,
using the materials on the table.
Unit 6 :Classroom Safety 115
• Explain that the children can draw and cut out their own circles or they may trace around
one of the cardboard circles to make their spider.
• If needed, demonstrate how to glue body parts and legs on the spider.
• Encourage children to decorate their spiders.
• Tape elastic on finished spiders.
• Encourage the children to assist in cleaning up before they go on to another activity.
Closure or Transition:
116 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 5: Sample Activity Lesson Plan—
Music and Movement
Student’s Name First and Last
Michael Brown
Date Mo./Day/Yr. Time
Theme
Teddy Bears
Activity
Rhythm Sticks—Music
Age Range of Children
4-5
Number of Children
Developmental Goals:
Learning Objectives:
Introduction and Motivation:
Activities and goals for children Supplies and materials or resources needed
Practice following directions.
Develop listening skills.
Respond to the rhythm.
Words to “Teddy Bear Chant”
Rhythm sticks—two sticks per child
Procedure:
• Gather rhythm sticks.
• Gather six to eight children in circle by joining hands. Release hands.
• While everyone is standing, introduce the “Teddy Bear Chant” and demonstrate the
actions.
• Teddy Bear, Teddy, Bear turn around (child turns body around).
• Teddy Bear, Teddy, Bear touch the ground (touch the floor).
• Teddy Bear, Teddy Bear show your shoe (hold up foot and shoe).
• Teddy Bear, Teddy, Bear that will do! (shake finger).
• Have children clap when saying the words “Teddy Bear, Teddy Bear.”
• Have children join in clapping, singing, and repeating the actions.
Unit 6 :Classroom Safety 117
• Before passing rhythm sticks to the children, discuss and demonstrate how to gently and
safely tap the beat. Show how the ticks should be held when turning around, touching
the ground, and touching shoes. State that children must safely use the sticks or they will
be asked to put the sticks away.
• Let the children show how to safely tap the sticks.
• Sing and do actions.
• To end the activity, have children chant slowly, repeat the actions, and sit down. Pass a
basket around and ask each child to put rhythm sticks in it.
Closure or Transition:
118 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 6: Sample Activity Lesson Plan—Block Building
Student’s Name First and Last
Kim Wong
Date Mo./Day/Yr. Time
Theme
Animals
Activity
Zoo Play in Block Area
Age Range of Children
3-5
Number of Children
Developmental Goals:
Learning Objectives:
Introduction and Motivation:
Activities and goals for children Supplies and materials or resources needed
Develop eye-hand coordination.
Play cooperatively.
Practice language interaction skills.
Participate in cleanup time.
Blocks on shelves
Assorted zoo animals
Small dishes that could be animal feeders, like old
margarine containers
Pencils and paper
Popsicle sticks to use as tree trunks or cage signs
Procedure:
• Gather materials and start building one or two zoo cages. Place animals inside.
• Using popsicle sticks as trunks, make two different construction paper trees. Tape each
tree to heavy wooden block.
• Place extra animals, food dishes, paper, and pencils in the block area.
• Encourage play as needed. Ask the children questions like “Where should we place the
giraffe cage?” “Where would we place the water dish for the giraffe?”
• Encourage the children to add personal touches to the zoo, such as construction paper,
hay, or straw, which they can make.
• Encourage children to participate in cleanup time. As the children clean up, make
comments about the way in which the children are working together well and doing a
nice job.
Closure or Transition:
Unit 6 :Classroom Safety 119
Student Handout 7: Sample Activity Lesson Plan—Math
Student’s Name First and Last
Juanita Cruz
Date Mo./Day/Yr. Time
Theme
Fish
Activity
Recognizing Geometric Forms
Age Range of Children
3-5
Number of Children
Developmental Goals:
Learning Objectives:
Introduction and Motivation:
Activity’s goals for children Supplies and materials or resources needed
Recognize differences in shapes.
Identify the name of shapes.
Practice hand-eye coordination.
Practice taking turns.
Fishing poles—one pole to share or a pole for each
child (Magnet attached to stick that is 12 inches long)
Cut circles, triangles, squares, and rectangles from
construction paper. Six of each shape is needed.
Place paper clip on each shape. If possible cover
shapes with clear contact paper on both sides.
One long piece of yarn
Procedure:
• Have six children sit in circle on floor.
• Form a circle using long piece of yarn to outline fishing pond on floor.
• Spread construction paper shapes inside of yarn circle.
• Hold up one shape and ask one child to go fishing for a shape that matches or is the same
as the one being held up.
• Let child fish for a shape; then ask the children to name the shape.
• Hold up another shape. Ask another child to fish for that shape. Continue the game until
each child has had a turn.
• Pass the basket and ask each child to place shapes in it.
Closure or Transition:
120 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 8: Sample Activity Lesson Plan—Science
Student’s Name First and Last
Lori Miller
Date Mo./Day/Yr. Time
Theme
Gardens
Activity
Do All Plants Grow from Seeds?
Age Range of Children
4-5
Number of Children
Developmental Goals:
Learning Objectives:
Introduction and Motivation:
Activity’s goals for children Supplies and materials or resources needed
Observe changes in plant life.
Identify plant needs.
Practice taking turns.
Develop an awareness of plant growth.
Two or three carrot tops and jar lid
Sweet potatoes
Flower cuttings, such as geraniums or carnations
Two clear jars or glasses or, preferably, clear plastic
peanut butter jar
Pitcher of water
Toothpicks
Procedure:
• With a group of children, hold up each item and name it. Ask one child to place the carrot
tops in shallow dish or jar lid. Add water to shallow dish. Ask the children what they think
will happen to the carrot top in one day, two days, and during the next week.
• Place toothpicks in sweet potato, root side down. Ask one child to place sweet potato in
jar. Ask another child help to pour the water in the jar. What will happen to the sweet
potato in one day? Two days? Next week?
• Have one child put the flower in the jar. Have another child help pour the water in the jar.
Ask the children what they think will happen to the flower in one day, two days, and
during the next week. Accept all responses.
• Place carrot tops, sweet potato, and flower on the table. Encourage the children to look
at the plants each day and note change.
• Each day observe the plants for changes.
Closure or Transition:
Unit 6 :Classroom Safety 121
Student Handout 9: Sample Activity Lesson Plan
Student’s Name First and Last
Date Mo./Day/Yr. Time
Theme
Activity
Age Range of Children
Number of Children
Developmental Goals:
Learning Objectives:
Introduction and Motivation:
Activities and goals for children Supplies and materials or resources needed
Procedure:
Closure or Transition
122 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 10: Evaluation of Sample Activity Lesson Plan
1. How did the children respond? Explain in detail.
2. Was the procedure effective in meeting activity goals?
3. If you were to repeat the activity, what would you do differently? (teaching techniques,
different materials, etc.)
4. Cooperating teacher’s reactions and suggestions for the activity.
Cooperating Teacher’s Signature
Date Signed Mo./Day/Yr.
Student Signature
Date Signed Mo./Day/Yr.
Unit 6 :Classroom Safety 123
Student Handout 11: Evaluation of Student Teaching Experience
Students will evaluate:
1. What were the strengths of your teaching experience? Explain in detail.
2. What were some areas that you could improve on? Explain in detail
3. If you were to repeat the activity, what would you do differently? (teaching techniques,
different materials, etc.)
4. Cooperating Teachers will evaluate:
a. The strengths of the student teacher and the experience. Explain in detail.
b. Areas of improvement for the student and/or activities. Explain in detail.
Cooperating Teacher’s Signature
Date Signed Mo./Day/Yr.
Student Signature
Date Signed Mo./Day/Yr.
124 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 12
Teachers who understand child development plan activities that are appropriate
for children’s ages and individual needs.
• The term “developmentally appropriate” means matching the activity level to the needs
of the children.
• Appropriate programs encourage play, active exploration, and movement.
• Toddlers thrive on exploration, creativity, and imagination.
• Reading frequently to children can encourage language development.
• Frequent opportunities for active gross motor development are important.
• Adults should not expect too much or too little of 3-year-olds.
• Young children cannot think very well when they sit silently.—Constance Kamii
• Developmentally appropriate programs encourage independence.
• Developmentally appropriate programs focus on child-centered activities. They allow
children to construct their knowledge from actual experience.
• Young children’s play activities are characterized by being involved with peers in various
degrees leading to more organization, as social skills become more refined.—Jerry Bigner
• Challenge children to develop thinking skills.
• Quality programs recognize that one aspect of development is not more important than
another.
• Be concerned about developing the “whole” or “total” child.
• Learning experiences are often planned around themes that are suited developmentally
for the children.
• Free play encourages children to learn through active exploration and interaction with
materials, other children, and adults.
• Developmentally appropriate books focus on children’s interests.
• Practice reading the story aloud two or three times.
• Involve the children in the story.
Unit 6 :Classroom Safety 125
Unit 6: Classroom Safety
3 hours
Overview
Safe Environment
Analyzing Center Areas
Supervision
Reporting Repairs
Evacuation Procedures
Classroom Interaction
Student Handout
126 Assistant Child Care Teacher Certification: A Program Planning Guide
Unit 6: Classroom Safety (3 hours)
Learning Priorities:
EC1.g: Adhere to current United States Department of Agriculture Dietary Guidelines and
Wisconsin State Licensing Regulations.
EC1.h: Create a physically safe and emotionally secure environment for children both
inside and outside of the center according to the licensing regulations.
EC1.i: Implement modifications to accommodate special needs.
FMM1.b: Demonstrate planning, organizing, and maintaining an efficient housekeeping
operation for residential or commercial facilities.
FMM1.c: Demonstrate sanitation procedures for a clean and safe environment.
Course Objective:
Describe the assistant child care teacher’s role in maintaining a safe environment.
Unit Objectives:
The student will be able to
• create a safe day care center environment to prevent accidents and to allow open
space according to state licensing rules;
• explain the importance of constant supervision;
• identify possible classroom and outdoor safety hazards; and
• recognize the importance of a well-designed evacuation plan for any emergency.
Overview
Since safety is important, the classroom areas and equipment must be organized
appropriately. To ensure safety of children, teachers should be able to view the entire play
area from any position in the classroom; and emergency exits should have clear passage.
Supervision contributes to safety. The amount of supervision necessary will
depend upon the ages and number of children present. Supervision includes
practicing appropriate child guidance techniques, being aware of potential
accidents, knowing emergency medical and evacuation procedures, and
identifying and eliminating potential hazards in the center and on the playground.
Supervision
contributes
to safety.
Unit 6 :Classroom Safety 127
Safe Environment
Space in a child care center should be arranged so that the staff can easily supervise
children. Poorly arranged space can contribute to accidents, poor lighting, limited
movement, and limited access to exits. Observation of the entire play area
should be possible from any position in the classroom.
Boundaries within the classroom discourage running and encourage small
groups of children to play in the areas, thus preventing disciplinary
problems. Equipment and shelving can be used as dividers to separate the various learning
centers such as block, socio-dramatic play, and others.
Similar types of areas should be placed together within the classroom. Large movement or
“noisy areas” such as block building and music should be placed together. Likewise small
manipulative and storytelling or “quiet areas” should be placed in close proximity. The art
area should be located close to the water source.
Analyzing Center Areas
The staff should continually analyze the classroom areas to identify and eliminate hazards.
To do this, the following are recommended:
• Draw a map of the classroom space to help plan room changes. It
should be updated regularly and different arrangements should be tried
to meet the needs of the children.
• Maintain emergency exit routes and clear passage to ensure
children’s safety. Also, aisles should be free of toys and furniture.
• Plan an open arrangement of furniture and equipment to provide
easy access and avoid congestion. Appropriate amounts of space for
each interest area are important. A large amount of space is required in the block
area for movement and building; the book area typically needs only a corner, which
includes sitting space and room for the teacher and a few children.
• Record child behaviors requiring adult intervention on index cards. By reviewing
these records, staff can identify problems caused by a poor room arrangement and
can make any necessary changes.
Supervision
The amount of supervision needed will vary according to the age, number of children, and
room arrangement. In addition, state licensing regulations and the specific type of activity
will influence the amount of supervision needed. Continuous supervision of the entire
group of children contributes to safety. Children depend upon adults to help them learn
safety behaviors. Therefore, assistant child care teachers need to consistently model safety
behaviors.
The staff should
identify and
eliminate hazards.
Injuries are the result of
problems in the
environment, a mismatch
between a child’s abilities
and activities and/or a
lack of adult supervision.
—Abby Sharpiro Kendrick
128 Assistant Child Care Teacher Certification: A Program Planning Guide
Supervision also includes awareness of the environment. Observe the environment from
the child’s perspective. Get down on your knees and move through the classroom. Observe
what a child sees to identify potential hazards that might go unnoticed. Supervision
responsibilities include maintaining a constant mental count of the children, their
whereabouts, and their activities. This is important in the classroom, on the playground, and
on field trips to avoid accidents.
Assistant child care teachers need to be aware of potential causes of center accidents. They
include
• children who are hungry, tired, and /or excited;
• caregivers who are worried, preoccupied, or uncommunicative with other staff;
• staff members who socialize while they are responsible for children;
• staff members who are unaware of the children’s developmental levels and individual
needs;
• adult-to-child ratios that are not appropriately matched to the activity;
• changes in the routine and/or the environment;
• poorly arranged play spaces; and
• improperly stored hazardous materials, such as detergents and cleaning supplies.
The child care staff needs to be alert constantly to indoor and outdoor hazards and to check
routinely for the following.
Indoor Hazards
Indoor hazards can include small toys that potentially could cause choking,
slippery or wet surfaces, broken toys, cluttered floor space, and broken locks
on doors. Supplies should be properly used and stored. This includes both
cleaning supplies (dishwashing detergent, cleanser, paints) and office supplies
(such as rubber cement and correction fluid).
Outdoor Hazards
Examples of outdoor hazards are broken fences or gates, sticks, twigs, stones, uneven
ground surface, broken play equipment, sharp edges on equipment, and equipment
inappropriate for the size of the child. Surfaces can be hazardous when slippery or wet; they
are also unsafe if there is a lack of cushioning under slides, swings, and climbers.
Immediately
eliminate or reduce
any indoor or
outdoor hazard.
Unit 6 :Classroom Safety 129
• Action should be taken immediately to eliminate or reduce any indoor or outdoor
hazard. This may include removing a broken toy, replacing a missing nut or bolt, or
rearranging a room to curtail inappropriate behavior.
• Special consideration and planning are necessary before taking child care center
children on field trips. Parental permissions slips must be obtained and be on file in
the center. For safety purposes, consideration must also be given to weather
conditions, mode of travel, and site dangers.
• Assistant child care teachers need to be aware of the medical emergency procedures
established by the center and required by licensing laws. Sample guidelines
procedures might include these steps:
− Immediately apply appropriate first aid when needed.
− React immediately when a serious accident occurs. If a child’s life is in danger,
contact paramedics. Attempt to contact parent(s) or guardian(s). If parent(s) or
guardian(s) cannot be reached, check the child’s folder for parental approval of
alternate contact and parental emergency consent form.
− Complete the center’s accident report form and discuss it with the director. In
Wisconsin, as required by state licensing rules and regulations, the director is
responsible for filing the report in the center’s emergency and accident records.
− Communicate with parent(s) about minor injuries when the child is picked up.
Explain how the injury occurred
and the child’s reaction.
Reporting Repairs
The child care staff needs to report broken equipment and facilities that need repair to the
director. Reporting is important to ensure safety. By reporting repairs to the director, the
assistant child care teacher allows for
• the item to be removed or repaired
• the area to be roped off until removal or repair is possible
• money to be budgeted for repair or replacement of item
• lawsuit potential to be reduced
130 Assistant Child Care Teacher Certification: A Program Planning Guide
Evacuation Procedures
Evacuation of the building is necessary for fire, bomb threats, and floods. By Wisconsin law,
an evacuation plan is required. The evacuation plan must be posted in each
classroom and must include at least two exit routes. Windows and doors can
be used as exit routes. Practice evacuation procedures with the children. Some
centers do this on a monthly basis.
Each time you enter a new classroom, check for exits, fire extinguisher, alarm systems, and
other safety items. Remember that the children’s safety is a caregiver’s main responsibility.
If an evacuation is necessary:
• Remain calm. If you panic, it will become contagious and the children will react.
• Once outdoors, count the children to ensure everyone is out of the building.
• Instruct the children to hold hands and encourage them to stay in a group with you by
singing songs, telling stories, or using other appropriate activities.
• Comfort and reassure children that you will stay with them.
By Wisconsin
law, an
evacuation plan
is required.
Unit 6 :Classroom Safety 131
Classroom Interaction: Unit 6
Teacher Involvement Student Involvement
Safe Day Care Environment
Discuss the importance of safety when planning
classroom arrangements. List the factors that
contribute to classroom and outdoor safety. Key
Points:
• placement of equipment
• supervision
• types of equipment used
Participate in discussions. Key Points:
• placement of equipment
• supervision
• types of equipment used.
Assign a visit to a local child care center. Analyze the
center layout for safety.
Visit the center. Analyze the center layout for
safety. Key points to consider:
• What are the strengths and weaknesses of the
floor plan and room arrangement?
• How could the plan be improved?
Alternate assignment: Design a center layout
emphasizing a safe environment.
Alternate assignment: Design a center layout
emphasizing a safe environment.
Take photos of a variety of classrooms and outdoor
play areas. Then share pictures with class. Ask
students to identify possible safety hazards.
Examples of possible hazards:
• cluttered rooms
• unsafe equipment
• traffic patterns
Identify possible safety hazards.
Analyzing Center Areas
Discuss types of accidents that might occur in these
areas:
• play yards
• hallways
• storage areas
• kitchen
• classrooms
• bathrooms
Identify ways an assistant child care teacher can
help prevent center accidents. Examples:
• Pick up toys and equipment.
• Report and remove broken items.
• Return equipment to proper storage areas.
• Wipe up spills.
Assign an observation of a child care playground and
complete observation report (See student handout).
Observe a child care playground and complete
observation form.
Obtain an evacuation plan from a local child care
center and review it with the class
Simulate this activity in the classroom, using props.
Supervision
Ask students to discuss the following questions in
small groups:
• Why do children need continual supervision?
• What preventative maintenance is needed to
ensure safety?
• What are the best locations in a classroom and
a play area for supervision?
• What body positions are best for supervision
purposes?
Share ideas about children and supervision in small
group sessions. Share small group answers with total
group.
132 Assistant Child Care Teacher Certification: A Program Planning Guide
Teacher Involvement Student Involvement
Invite a center director or licensed specialist to
share the legal implications of managing a safety
child care center.
Prepare questions to ask the speaker regarding
routine center safety precautions. Sample
questions:
• How are safety regulations determined?
• How is noncompliance of safety regulations
reported and handled?
Review section of state licensing requirements
related to supervision with the students—HSS 55.33
Physical plant and furnishings (sections 1-11).
• How many square feet per child indoors?
Outdoors?
• What is the minimum allowable inside
temperature?
• Why must a motor vehicle be available at the
center at all times?
• Which staff members must know how to use
the fire extinguisher?
• What does the code say regarding:
a. cots
b. potty chairs
c. garbage
Review state licensing requirements.
Ask students to write a paragraph outlining their
role in promoting a safe center environment as an
assistant child care teacher.
Write a paragraph incorporating ideas from class
and other sources.
Reporting Repairs
Elicit students’ ideas for spotting necessary repairs.
List ways to correct the problem. Key points:
Temporary solutions—removal or roping off
Long-term solutions—repair or discard
Discuss ways to check for items that may need
repair. List correction actions.
Discuss methods of reporting repairs to director:
• written
• verbal
Role-play reporting repairs to the director using
correct grammar and specific details. Suggested
situations:
• broken step on climber
• burned-out light bulb
• clogged sink
• icy sidewalks
When is it important that the director be notified
immediately of the need for repairs?
Unit 6 :Classroom Safety 133
Teacher Involvement Student Involvement
Evacuation Procedures
Invite a firefighter or local authorities to discuss fire
prevention, evacuation procedures, and the
implication for young children.
Prepare questions and participate in discussion.
Sample questions:
• How should one leave a smoke-filled room?
• Should windows be open or closed?
• How do you determine if it is safe to leave a
room?
• What is the correct procedure for reporting a
fire?
• Is it important when reporting a fire to state
that several children are on the premises?
List changes that would need to be made in an
evacuation plan if a child in the room had limited
mobility. List possible alternatives.
Discuss evacuation plan alternatives for child with
limited mobility. Simulate through blindfolding or by
using the wheelchair from the school nurse.
134 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 1: Playground Observation
Student’s Name First and Last
Date Mo./Day/Yr.
Playground Site
Time
Visit a playground at a child care center, park, or school. Evaluate the playground layout and
equipment. Check the box that best describes what you observed. For any items you check
“No,” use the bottom of the paper and explain why you marked “No.”
Yes No
Not
Observed
1. Can the supervising staff easily view all areas of
the playground?
2. Does the playground have:
a. grass for group games?
b. asphalt or cement for play on wet, muddy days?
c. sand, wood chips, or similar material under
climbing equipment?
3. Are the pieces of play equipment placed with
children’s safety in mind? For example, children
coming down a slide into a middle of the sandbox
is not very safe.
4. Do the pieces of available play equipment
encourage children to use their bodies in a variety
of ways, such as crawling, climbing, running, and
jumping?
5. Are the toys and equipment safe and in good
working condition?
Unit 7 :Health and Safety 135
Unit 7: Health and Safety
7 hours
Overview
Contagious Diseases and Childhood Illnesses
Prevention
First Aid
Emergency First Aid
CPR and Infant CPR
SIDS Awareness
Center Procedures for Ill Children
Transporting Children
Encouraging Children to Use Safety
Classroom Interaction
Student Handouts
136 Assistant Child Care Teacher Certification: A Program Planning Guide
Unit 7: Health and Safety (7 hours)
Learning Priority:
EC1.h: Create a physically safe and emotionally secure environment for children both inside
and outside of the center according to the licensing regulations.
Course Objective:
Explain the importance of health and knowledge of safety in a child care center.
Unit Objectives:
The student will be able to
• recognize symptoms of contagious diseases and childhood illnesses including typical
behavior patterns;
• apply first aid for bumps, bruises, and minor cuts;
• demonstrate skills necessary for CPR and infant CPR skills;
• assess the liability of transporting children in center-owned vehicles;
• identify center procedures to use when a child becomes ill;
• explain the importance of sanitary procedures and universal precautions including
washing hands, brushing teeth, toileting, and disposing of soiled materials.
Overview
Contagious infectious diseases can spread from one person to another. They may be caused
by viruses, bacteria, fungi, or parasites. The most effective way to prevent the spread of
illness and disease is to identify the disease and remove ill children from the classroom.
Other preventive measures include appropriate hygiene: washing hands, brushing teeth,
cleaning up properly after diapering and toileting, and handling food safely.
Using first aid procedures for injury and illness is essential. First aid skills are often needed,
especially for minor cuts, scrapes, and bruises; CPR (cardiopulmonary resuscitation) skill is
also necessary. New research indicates the need to identify risk factors and practice
procedures for SIDS prevention. Additionally, the correct procedure for handling ill and
injured children must be understood and followed.
Proper transportation procedures should be used. When transporting children, the child
care center staff’s first consideration should be the children. Children should wear
appropriate restraints.
Finally, during their early years, children form lifelong safety attitudes and habits. Modeling
safety behaviors and is an effective teaching method.
Unit 7 :Health and Safety 137
Contagious Diseases and Childhood Illnesses
Often contagious diseases and illnesses are spread by people who do not look or feel sick.
Such illnesses may be spread by body secretions that have come in contact with air, food, or
other surfaces. Diseases may be spread in many ways such as through the respiratory tract
via secretions from eyes, nose, and mouth or through direct contact or touching.
Contagious diseases usually follow a progression:
Incubation stage: This includes the time between exposure and the appearance of the first
signs (symptoms) of the illness. The length of the incubation period varies with each illness
or disease.
Prodromal stage: This is the period when the first nonspecific signs of infection begin; it
ends with the appearance of symptoms characteristic of a particular illness. Early symptoms
commonly may include headache, low-grade fever, slight sore throat, and/or a general
feeling of restlessness.
Acute stage: The person is ill. This is marked by the onset of symptoms typically associated
with the specific illness.
Recovery stage: Symptoms gradually disappear, and the person is no longer contagious.
Prevention
Preventing the spread of illness in the classroom is essential. Teachers must identify and
immediately remove sick children from the room. This requires observing changes in a
child’s normal appearance and behavior. A child’s skin color may be flushed or pale; a child’s
eyes and body actions may not be typical. Changes in behavior patterns, such as unusual
tiredness or loss of appetite, can be indications of impending illness. Such information needs
to be shared with staff.
Controlling the environment also reduces the incidence of disease. Moderate room
temperatures and well-ventilated rooms favor prevention. Also, illness is less likely to occur
in rooms arranged so that only a few children congregate in a specific area.
Centers should have written policies for the routine cleaning and maintenance of the
facility and equipment. These policies specify the type of sanitizing and cleaning agents
used, the method recommended, and a schedule for cleaning.
Washing Hands
A handwashing policy should define procedures for personnel and children. Unwashed or
improperly washed hands are primary carriers of infections. Hands should be washed as
soon as staff members arrive at the center. They should also be washed before eating and
handling food; before feeding a child; after diapering or toileting a child; after giving
medication; after cleaning; and after wiping noses, mouths, bottoms, and sores.
138 Assistant Child Care Teacher Certification: A Program Planning Guide
Brushing Teeth
Children should brush their teeth after they eat snacks and meals. Each child needs to have
a toothbrush marked with his or her name; it should be properly stored where it can air dry
and not touch others’ brushes.
Diapering and Toileting
Specific sanitation procedures are necessary during diapering and toileting to prevent the
spread of disease. Use only a specified area for diapering a child, one as far away from the
food area as possible. Both the staff person and the child should wash their hands after each
changing. Diapers should be properly disposed of or rinsed and wrapped immediately.
Handling Food
Improper handling of food is another way in which diseases are spread. To ensure proper
food handling follow these procedures:
• Always wash hands before and after handling food,
• Do not allow children to share food, such as licking the same frozen fruit bar or
putting two spoons in the same serving container,
• Keep food and food utensils separate from classroom items,
• Follow USDA recommendations for food handling such as safe temperatures and
storage time.
First Aid
Part of an assistant child care teacher’s responsibility includes ensuring the health and
safety of children. First aid is the immediate care of persons who are injured or ill. All staff
must be trained and currently certified in first aid.
Minor Cuts and Scrapes
Simple cuts, scrapes, and abrasions are among the most common types of injury for young
children. First aid is concerned mainly with the control of bleeding and the prevention of
infection.
To care for a child in this situation, take these steps:
• Wash hands thoroughly before caring for the wound. If the child is bleeding, apply
direct pressure on the wound with sterile pad.
• When the bleeding has been stopped, carefully clean wound with soap and water or
other appropriate cleansing agents.
• Cover the wound with a sterile bandage.
• Complete the center incident report after accident.
• Inform the parents when they come to pick up child.
Unit 7 :Health and Safety 139
Bruises
Bruises are often caused by falls, bumps, or blows. First aid is used to control subsurface
bleeding and swelling. For minor bruises, apply ice or cold packs to the bruised area for 15
to 30 minutes; repeat three to four times in next 24 hours. For severe bruises or abnormal
swelling, or when the bruises or swelling are located around the head and neck area,
parents should be contacted immediately.
Emergency First Aid
Medical emergencies can occur in a preschool classroom. Emergency first aid is the
immediate care of persons who are injured or ill. All staff must be trained in first-aid
procedures. These are some general first aid instructions:
• Take all complaints of illness or injury seriously.
• Keep calm and notify the head teacher or director immediately.
• Continuously reassure child.
• Handle first aid emergencies in this order:
− Check the child’s breathing.
− Stop any bleeding.
− Treat for shock.
• Do not move child if an injury to the back or neck is suspected.
• If a child needs a medical professional, contact the parent or guardian. If parent or
guardian cannot be contacted, try other numbers on the emergency card. Then check
child’s emergency card for name of physician, hospital preference, and any additional
instructions.
• As soon as possible following the accident, complete the center incident report. If the
child needs to see a physician, a more detailed accident or illness report must be
completed for center files.
• Inform the parent immediately of an injury. Let the parent decide if the child will stay
or be picked up.
CPR and Infant CPR
CPR and Infant CPR skills are important lifesaving techniques. Training by a certified
instructor is required to become CPR certified. However, this is not required for ACCT
Certification. CPR certification may be required for continued employment. You may make
arrangements for the high school students to complete this requirement. Suggested
sources of certified instructors are the fire department, police station, hospital, or school
personnel, such as a nurse or physical education or health teacher.
140 Assistant Child Care Teacher Certification: A Program Planning Guide
SIDS (Sudden Infant Death Syndrome) Awareness
SIDS is the unexplained death of an infant under one year of age, after autopsy, death scene
investigation, and review of the baby’s medical record. In Wisconsin the rate is 1.8 out of
1000. Fourteen percent of SIDS deaths occur while the child is in child care centers or in
family day care. SIDS is not hereditary, contagious, caused by vomiting or chocking,
immunizations, or neglect. SIDS is not child abuse or anyone’s fault.
There are three factors that may increase the incidence of SIDS:
• vulnerable infant—mother smoked or used drugs during pregnancy, prenatal care
was minimal or late
• child is in critical development period (two to four months after birth).
• a stressor is present: stomach sleeping, soft sleep surface, a cold or something to
prevent free movement of air around baby’s face.
To reduce the risk of SIDS all infants should be place on their backs when laid down to sleep.
Other considerations include:
• Provide a firm sleep surface—no waterbeds or pillows.
• Do not use stuffed animals.
• Set room temperature comfortable for adults.
• Do not use comforters or thick blankets.
• Consider a onesie sleeper instead of blanket.
• Keep the baby’s face uncovered.
• Provide a smoke-free environment.
• Do not put baby down on couches, chairs, or adult beds.
Center Procedures for Ill Children
Center procedures concerning ill children are regulated by the Wisconsin Administrative
Code. The director is responsible for overseeing and implementing all health policies and
procedures in the program. All staff should promptly notify the director of illnesses or
accidents.
Unit 7 :Health and Safety 141
Transporting Children
Motor vehicle accidents represent one of the greatest threats to a child’s life. Whenever
motor vehicles are used to transport children, special safety measures are necessary. The
driver must assume responsibility for the safety of the passengers and must have a valid
operator’s license. Children need to be properly fastened in safety seats or belts.
Transportation of children is regulated by the Wisconsin Administrative Code.
When transporting children, the center staff will find the procedures helpful to ensure a
safe trip:
• A signed trip authorization form must be on file for each child.
• One adult other than the driver should be responsible for enforcing safety rules.
Children need to be told what the rules are.
• All children and adults need to be appropriately restrained and/or wearing safety
belts. Each child should have an individual belt.
• Passengers ride politely; fighting cannot be allowed.
• Seat belt should be placed across the hips, not the stomach.
• Everyone should remain buckled until given permission to unbuckle.
• Children should be required to keep all parts of their bodies inside the vehicle.
• Children should never be left unattended in a vehicle.
• During travel time, discuss rules for safe riding as needed and keep children occupied
with activities like songs and finger plays.
A seat belt that is inappropriate for the child will not adequately protect the child from
accidents. Therefore, care must be taken to match individuals to the appropriate restraint.
• When transporting infants, use only an infant safety seat specifically designed for
birth to 20 pounds. Infants should be positioned facing the rear of the vehicle.
• Toddler safety seats should be used only by children weighing 20 to 50 pounds who
can sit up by themselves. Place the seat in an upright position, facing forward.
• Safety belts are for children too tall or too heavy for safety seats. Fasten the lap belt
across the child’s hips. Use the shoulder belt only if it does not cross the child’s face or
neck.
142 Assistant Child Care Teacher Certification: A Program Planning Guide
Encouraging Children to Use Safety
During the early years, children form lifelong safety attitudes and habits; therefore this is
an important time to learn about safety. Modeling of behavior is an effective teaching
method.
Modeling behavior
Adult behavior, attitudes, and appearance all affect children’s learning. Children need to
observe adults also brushing their teeth, washing their hands, handling equipment and
materials properly, and using seat belts.
Classroom Interaction: Unit 7
Teacher Involvement Student Involvement
Contagious Diseases and Childhood Illnesses
Discuss way infection and diseases are spread. Key
points:
• person-to-person
• sneezing or coughing (mouth)
• unclean hands
• disposal of soiled tissues
• food sources:
o improper storage or cleaning
o improper preparation
• toileting or diapering
Participate in discussion. Key points:
• person-to-person.
• sneezing or coughing (mouth)
• unclean hands
• disposal of soiled tissues
• food sources:
o improper storage or cleaning
o improper preparation
• toileting or diapering.
Create a list of common diseases and illnesses with
class. Discuss the symptoms. (See handout Common
Infectious Diseases.) Key points to consider:
• symptoms
• incubation period
• duration of contagion
• preventive measures
Formulate list and discuss each disease and illness.
(See handout Common Infectious Diseases.) Key
points to consider:
• symptoms
• incubation period
• duration of contagion
• preventive measures
Contact local health department, clinic, and school
nurse to determine which diseases must be
reported.
Working with partners choose an infectious illness
and present findings to the group.
Preventive Measures
Discuss what measures may be taken to prevent the
spread of infections. Key points to consider:
• food handling
• handwashing
• environmental controls
• observation of children
In small group, discuss examples of methods to
prevent the spread of illness and disease in child
care centers. Develop ideas for teaching children
self-help skills. Identify and practice daily health
inspection of children. Practice procedures for
sanitizing work surfaces, toys, and equipment.
Unit 7 :Health and Safety 143
Teacher Involvement Student Involvement
Invite a child care provider to speak about his or her
responsibilities in preventing illness and disease.
Outline questions for speaker relating center
policies concerning children who are ill.
• What illnesses are most prevalent in centers?
• What methods are used to prevent the
spreading of these illnesses?
First Aid for Bumps, Bruises, and Minor Cuts
Invite a certified first aid instructor to speak on
common first aid procedures. Ask speaker to
address proper care for
• bumps
• bruises
• minor cuts
• control of swelling
Practice applying first aid techniques for minor
bumps, bruises, cuts, and swelling.
Display a first aid kit containing all recommended
supplies. Discuss each item with class, its purpose,
and usage.
As a class discuss the importance of a well-stocked
first-aid kit and where a first-aid kit should be
located. Practice universal precautions by putting on
and disposing of gloves.
CPR and Infant CPR Skills
Explain that individual arrangements need to be
made to meet the training requirement. Make
arrangements so that students meet the training
requirement.
Participate in CPR and Infant CPR training.
SIDS Awareness
• Define Sudden Infant Death Syndrome.
• Discuss factors that increase the risk of SIDS.
• List practices that might reduce the risk of
SIDS.
• Watch video: identify risk factors explain
policies and procedures for infants.
• Complete the post-test on SIDS training.
• Students achieving 85 percent accuracy will be
awarded a SIDS Training Certificate.
Center Procedures for Ill Children
Discuss state licensing requirements for ill children
in the Wisconsin State Administrative Code. Points
to cover:
• Determine potential illness.
• Isolate from other children.
• Contact parents.
• Provide medication (only with written parental
authorization).
Participate in discussion, and know the basic
procedures for recognition and reporting illness.
Identify reasons for center policies and procedures
concerning ill or injured children.
Identify reasons for center procedures.
Transporting Children
Review main points of state requirements
concerning transportation of children in the
Wisconsin State Administrative Code. Key points:
• Obtain authorization (permission) slips.
Note main points:
• Obtain authorization (parent or guardian
permission slips).
• Develop a list of safety guidelines for children
on a fieldtrip away from the center.
144 Assistant Child Care Teacher Certification: A Program Planning Guide
Teacher Involvement Student Involvement
•
List safety precautions:
o proper seat restraints
o locked doors
o additional adult other than driver
o
equipped with first aid kit
o
proper seat restraints
o locked doors
o additional adult other than driver
o equipped with first aid kit
o
buddy system
Explain reasons for permission slips. Key points:
• liability
• communication with parents
Participate in discussion.
Discuss types of restraints needed in transporting
children. Key points:
• infants
• toddlers
• safety belts
Invite a police officer or hospital personnel to class
to speak about correct seat belt use and safety seats
for children.
Participate in discussion. Key points:
• infants
• toddlers
• safety belts
Encouraging Children to Use Safety
Describe ways to encourage children to act safely.
Key points:
• modeling safe behaviors
• posters
• bulletin boards
• socio-dramatic play:
• practice situations; such as buckling up in
pretend vehicles and keeping hands inside car.
Resource people:
• police
• firefighter
• nurse
Invite community helpers and safety officers to the
classroom to talk with the children, about safety.
Give examples of how an assistant child care teacher
can foster safe practices.
Develop age appropriate activities for safety.
Compile a list of books about safety and community
helpers.
Unit 7 :Health and Safety 145
Student Handout 1: Common Infectious Diseases
Diseases/Symptoms
Incubation
Period
Duration Preventive Measures
Chicken Pox:
Aching muscles and fever.
Small blister-like pimples
appear on which scabs later
form.
14-21 days Normally 6
days after
outbreak
None. There is a natural
immunity after recovery from
the disease.
Common Cold
Runny nose, sneezing,
coughing; child may have
watery eyes, be listless, may
attend school if no fever.
1-2 days
Varies
Handwashing, good hygiene.
When coughing or sneezing,
keep mouth covered,
preferably with a cleansing
tissue.
Herpes, Oral (cold sores)
Blisters in mouth, on lips, or
near mouth. First open, then
develop dark crust. Once a
person has had herpes, may
reappear often. No need to
exclude from school.
Usually 2-12
days.
Variable Good hygiene; avoid contact
with an open sore.
Impetigo
Blisters on skin that open,
then develop yellowish crust.
Child may attend school if
under treatment and if sores
are covered with sterile
dressing.
Variable Most
contagious
first 24 hours
after sores
appear.
Handwashing with soap, good
hygiene, clean fingernails;
avoid direct contact.
Influenza (Haemophilus) H Flu
Type B
Headache, sore throat,
accompanied by fever. Child
may return to school when
temperature is normal.
1-3 days Varies A vaccine is available; usually
used with children only if they
are suffering a chronic illness.
Measles, German (Rubella):
Slight fever, swollen glands
behind ears and on neck. Flat
reddish-pink rash on the head
and/or body. Rash does not
itch.
12-21 days 4-5 days
duration
Immunization available;
required for children before
they start school. (Women of
childbearing age who have not
had German measles should
be vaccinated against it. The
disease can cause birth
defects.)
146 Assistant Child Care Teacher Certification: A Program Planning Guide
Diseases/Symptoms
Incubation
Period Duration Preventive Measures
Measles (Rubeola):
Fever, cough, runny nose,
followed by rash in 4 days.
Eyes may be very red. Rash
usually starts on some part of
face and spreads downward.
Miniature pimples may appear
in mouth prior to outbreak.
7-14 days;
usually 9-11.
Usually 7-8
days or until
rash is gone.
Vaccine available. Required
before starting school.
Mumps
Headache, fever, sometimes
irritation in the mouth; the
salivary glands between ear
and chin swell painfully.
11-26 days;
usually 17-19
Until the
swelling is
gone.
Natural immunity when young
and after having disease.
Shots available if exposure is
important for a particular
individual.
Pinkeye
Eyes are red, inner lids may be
very red; eyelids may have
slight discharge, and may
become encrusted. Allergic
conjunctivitis is similar in
appearance, but is not
contagious. (When in doubt,
contact a physician.)
1-3 days.
2-5 days
Good hygiene, handwashing
with soap.
Ringworm
Flat, scaly spots on skin,
usually in circular shape but
may be irregular. May have
raised borders around them.
Borders may be slightly red.
May attend school if all spots
covered.
1-10 days
(skin); 10-20
days (scalp).
Varies Good hygiene; avoid contact
with affected area.
Scabies
Tiny red bumps or blisters,
severe itching. May return to
school if under physician’s
care for the infection.
First time, 1
month;
reinfection,
2-5 days
Varies Avoid close contact with
someone who is infected.
Strep Throat
Headache, nausea, fever,
extreme soreness in the
throat.
1-7 days,
usually 2-5.
7-10 days,
until all
symptoms are
gone.
None. Antibiotics given after
exposure.
Unit 8 :Meals and Snacks 147
Unit 8: Meals and Snacks
2-3 hours
Overview
Planning Menus
Special Considerations
Fostering Positive Eating Habits
Involving the Children
Classroom Interaction
Student Handouts
148 Assistant Child Care Teacher Certification: A Program Planning Guide
Unit 8: Meals and Snacks (2-3 hours)
Learning Priority:
EC1.g: Adhere to current United States Department of Agriculture Dietary Guidelines and
Wisconsin State Licensing Regulations.
Course Objective:
Explain the importance of guiding children during snacks and mealtime experiences.
Unit Objectives:
The student will be able to
• explain how independent eating habits can be fostered at mealtime;
• describe appropriate table manners for children;
• evaluate family service, listing tasks children can assist with during meal and snack
times;
• identify foods that could cause children to choke;
• explain the importance of not touching other people’s food or using other children’s
utensils; and
• recognize the importance of planning menus.
Overview
Most children enjoy nutritious foods if they are provided. By following USDA (United States
Department of Agriculture) recommendations when planning breakfast, lunch, or dinner,
and snack menus, caregivers insure that children receive proper nutrients and serving sizes.
Meals should be made appealing with a variety of colors, flavors, and textures. Menus
should include both new foods as well as favorite foods. Remember that children enjoy
foods that are common in their cultural and ethnic backgrounds.
Eating is a sensory, emotional, and social learning experience. A pleasant, relaxed
atmosphere with child-size utensils, tables, and chairs will help foster good habits. The best
time to develop good eating habits is at an early age. Children learn more quickly if the
teacher models appropriate habits. Finally, children enjoy helping with the preparation of
food and setting and cleaning the table.
Planning Menus
Most children enjoy eating and will consume nutritious foods if they are provided. Children
are generally curious about what they eat. The tastes, textures, and shapes of foods are
intriguing to them. Mashing, squeezing, and playing with foods is a common and natural part
of learning for young children.
Unit 8 :Meals and Snacks 149
A well-balanced diet is vital to ensure proper growth and health; food is necessary for
children’s physical and intellectual development. Poor nutrition contributes to low
resistance to colds and infection, poor muscle tone, unhealthy skin, weight problems,
stunted growth, soft bones, poor teeth and gums, and easily bruised skin. Mental
performance can also be affected by a poor diet: A hungry child also may have difficulty
concentrating.
During the preschool years, it is common for eating patterns and habits to change. Sudden
food likes and dislikes appear and appetites vary from child to child. Changes occur as a
child progresses through different stages of development. During slower growth periods,
the child may eat less. Being over-tired or excited, being in a strange setting, or having the
regular routine interrupted may contribute to changes in appetite.
The following nutrients are essential for healthy development:
• proteins for body growth and repair
• vitamins and minerals for growth and body functioning
• fats and carbohydrates for sources of energy
• water for regulating body temperature, transporting nutrients to cells, and removing
waste products
Since the primary function of a menu is to meet the nutritional needs of children, the basic
food groups should be used in planning the menu. Minimum serving sizes are determined by
the child’s age. The handout, “Child Care Programs; Meal Pattern Requirements,” gives
serving sizes as established by the USDA.
Breakfast
A typical breakfast menu that ensures minimum nutritional requirements includes whole
grain, enriched bread, or substitute, fruit or vegetables or their juices, and milk.
Snacks
Children enjoy snacking. Since children’s stomachs are smaller than those of adults, they
need to eat three meals and two to three snacks a day to ensure proper nutrition. A healthy
snack should contribute significantly to a child’s daily food needs. It should consist of foods
low in sugar, salt, and fat; and it should be scheduled so as not to affect the child’s appetite
for meals.
When planning a snack, a child care provider should review daily menus to avoid repeating
foods and, whenever possible, coordinate the snack with a classroom activity. Snack time
offers a good opportunity to introduce new, nutritious foods. Also, remember that children
enjoy being involved in the planning, preparation and service of snacks.
150 Assistant Child Care Teacher Certification: A Program Planning Guide
Two of the following foods should be included in a minimum nutritional snack: whole grain
or enriched bread or substitute, milk, meat or meat substitute, and pure fruit or vegetable
juice or fruit or vegetable.
Lunch
For children in full-day programs, two-thirds of the daily diet requirements should be
provided by the center. Attention must be given to food served for lunch. The menus should
be simple and contain only a few choices.
Minimum lunch requirements include meat or meat substitute, two or more fruits and/or
vegetables, whole grain or enriched bread or substitute, and milk.
A good menu is nutritious and appealing. Since children use the five senses to interpret
their environment, color, flavor, texture, and shape influence their food choices. Sensory
stimulants to consider include the following qualities:
• Color—use a variety of colors.
• Flavor—be aware of strong or mild taste and sweet or sour properties.
• Texture—alternate between crisp and soft foods.
• Shape—provide round shapes, cubes, strings, and other shapes.
• Temperature—offer both hot and cold foods.
Introduce only one new food at a time and serve it along with familiar foods. To encourage
the children to try the new foods, talk about taste, color, and texture. Also, remember to
model eating the food. If a child rejects a food after being encouraged to taste a small
portion, be accepting and try the food again in a few weeks.
The children’s cultural and ethnic backgrounds also need to be considered when planning
menus. Including ethnic foods in the menu encourages meal variety, increased parental
participation, and an understanding of others and acceptance of foods that are unfamiliar.
Introduce the food as a sampling of what some individuals in a particular culture might eat.
For example, families recently from Mexico may not eat the same foods as third-generation
Mexican-Americans. Also include in your menu foods that children would regularly eat at
home.
Special Considerations
Allergies
Children’s food allergies need to be identified. Common foods that may cause allergic
reactions in some children include milk, cereal grains, eggs, shellfish, nuts, fresh fruit juice,
chocolate, and food additives.
Unit 8 :Meals and Snacks 151
Information on foods that cause allergic reactions in a child MUST be included in the forms
a parent completes when enrolling the child in the center. It is important to check these
records.
Choking
Safety must be a consideration in menu planning. Children under the age of 3 are
susceptible to choking on foods that may become lodged in the throat or lungs. Nuts,
popcorn, whole grapes, hot dogs cut into chucks less than one-half inch, and carrot or celery
sticks or chunks are frequently cited as problems. Carrots and celery can be eaten if
shredded, cooked, or thinly sliced.
A child can and should be taught how to prevent choking while eating. Some rules that
children can learn include staying seated while eating, always taking small bites, chewing all
food thoroughly, swallowing what is in the mouth before taking another bite, and not
laughing or talking with food in the mouth. Also, since peanut butter is a dry, sticky
substance, it should be used with caution. It should be applied sparingly on crackers and
bread and served with plenty of fluids.
Fostering Positive Eating Habits
Eating is a sensory, emotional, and social learning experience. The best time to develop
good food habits is during the preschool years. The children might be motivated to try new
foods if the classroom themes and the introduction of the unfamiliar foods are linked. For
example, try a new food that is associated with an upcoming event or holiday. A food
related activity, such as planting a garden or going on a field trip to a farm or a grocery
store, provides another good time to introduce a new food. Children also may enjoy a
tasting party or a cooking experience.
Table Arrangement
Tales used in preschool classrooms should have an easy-to-clean surface to allow for
sanitary cleanup. Adequate table space and enough chairs should be provided for all
children and adults to be comfortably seated. The arrangement of tables should allow
caregivers to view other tables in the event that one adult might leave to assist a child or
get additional food. Proper tools for the cleanup of inevitable spills should be convenient.
Atmosphere
A pleasant, relaxed atmosphere is important for successful mealtimes, and the classroom
should be free from distractions during meals and snacks. Child-sized furniture allows
children to sit comfortably while eating.
The child care center staff should try to avoid conflicts over how much to eat or about a
refusal to eat. Children often rebel if forced to eat. Children may have “food jags,” asking for
the same food day after day and then suddenly refusing to eat it. Food should not be used as
a reward, pacifier, or punishment. This places an undue emphasis on food and leads to the
formation of poor eating habits.
152 Assistant Child Care Teacher Certification: A Program Planning Guide
Teacher Modeling
Teachers foster good eating habits by modeling appropriate behaviors and attitudes.
Therefore it is important for teachers to sit and eat with children. Teachers should
encourage children to eat foods from different food groups. The teacher may also guide the
conversation to topics like classroom experiences; plans for future activities; the origin,
color, and taste of foods served; and daily classroom experiences.
Teachers should also model acceptable table manners. Manners develop slowly, are learned
by watching adults, and differ with age. Nagging about table manners makes everyone
tense. It is more effective to praise the behaviors that are positive than to criticize or nag.
During eating times, the teacher can also discuss the importance of taking the food one
touches, using one’s own utensils, an covering one’s mouth when coughing. Good eating
habits are fostered when there are a few simple rules for meal or snack time.
Involving the Children
Children feel a sense of accomplishment when they assist in mealtime preparation.
Depending on age and ability, the children can help prepare foods, set the table, serve
themselves, and clear and wipe the tables.
Child-sized serving bowls and pitchers should be provided. When children experience
family style service, they learn independence and decision making. Children like to make
choices about foods they eat. Choosing between two vegetables may encourage the child to
eat a vegetable that he or she might not have tried.
Cooking Experiences
Cooking experiences can foster children’s independence, cognitive development, and
attitude toward food. For example, the children can observe and assist in the preparation of
food. They can learn the names of pots and pans, kitchen utensils, ingredients, and
processes like stirring, grinding, or beating. Then, children can talk about what they see,
hear, or smell. Some conversation starter questions are “Tell me what is happening now?”
“What will we do next?” Picture and word recipes can be used to teach children preparation
steps.
Successful cooking experiences will be carefully organized. Give children background
information about the foods that they are using. Have all the materials assembled before
the activity begins. Emphasize the need to cook with clean hands and the reasons for
following other sanitary procedures (not sneezing or coughing into the food). Safety issues
may need to be addressed. The child’s age must be considered when having children
participate in food preparation, or activities that involve hot foods and sharp tools.
Unit 8 :Meals and Snacks 153
Classroom Interaction: Unit 8
Teacher Involvement Student Involvement
Planning Menus
Discuss nutritional needs. Key points:
• body’s use of nutrients from food eaten
• need for protein, vitamins, minerals, water, fats,
and carbohydrates
• poor nutrition causes a variety of problems
Participate in discussion.
Review the food guide pyramid.
Give examples of foods that belong in each section of
the pyramid.
Using “Child Care Programs: Meal Pattern
Requirements” handout, discuss USDA food
requirements and serving sizes.
Participate in discussion and note important facts.
Plan menus for children of different ages for
• snacks
• breakfast
• lunch or supper
In small groups develop menus for two days for
children of different ages for
• snacks
• breakfast
• lunch or supper
Invite students to share examples of what makes a
meal appealing to them. Key points:
• color
• flavor
• texture
• shape
• temperature
Give examples of what makes a meal appealing.
Discuss how children’s ideas of what makes a meal
appealing might differ from adults.
Discuss how children’s ideas of what makes a meal
appealing might differ from an adults. Why?
Brainstorm methods of introducing new foods to a
group of children.
Give examples of ways to introduce new foods.
Discuss importance of including cultural and ethnic
variety in center menus.
Participate in discussion.
Special Considerations
Discuss special considerations related to foods. Key
points:
• food allergies
• choking
• food size
Participate in discussion.
Fostering Positive Eating Habits
Explain the importance of developing positive eating
habits.
Participate in discussion focusing on methods
assistant child care teachers can use to promote
positive eating habits with children.
Discuss the importance of providing child-size
serving dishes and utensils.
Participate in discussion.
154 Assistant Child Care Teacher Certification: A Program Planning Guide
Teacher Involvement Student Involvement
Develop a set of rules for meal or snack time. Develop rules for meal or snack time.
Child Involvement
Brainstorm ways children can be involved with
• meal preparation
• meal serving
• cleanup
Participate and give examples.
Discuss what is meant by family service. How can
family service foster independence?
Participate in discussion.
Plan a cooking experience to be used as a snack.
Develop a picture-word recipe to use with it.
Contribute in planning.
Have students develop a picture-word recipe that
can be used with children.
Develop a picture-word recipe and describe in
writing how it would be used.
Table Manners
Discuss appropriate table manners for children. Participate in discussion.
List possible ways to teach children table manners. List.
Unit 8 :Meals and Snacks 155
Student Handout 1: Child Care Food Program—
Meal Pattern Requirements
Children
1 and 2 years
Children
3-5 years
Children
6-12 years
Breakfast
milk, fluid ½ cup ¾ cup 1 cup
juice or fruit or vegetable ¼ cup ½ cup ½ cup
bread (enriched or whole grain) and/or ½ slice ½ slice 1 slice
cereal: cold, dry or ¼ cup* ⅓ cup** ¾ cup***
cereal: hot, cooked ¼ cup ¼ cup ½ cup
Midmorning or Midafternoon Snack
(supplement) Select two of these four components
milk, fluid ½ cup ½ cup 1 cup
meat or meat alternative ½ oz. ½ oz. 1 oz.
juice of fruit or vegetable ½ cup ½ cup ¾ cup
bread (enriched or whole grain) and/or ½ slice ½ slice 1 slice
cereal: cold, dry or ¼ cup* ⅓ cup** ¾ cup***
cereal: hot, cooked ¼ cup ¼ cup ½ cup
Lunch or Supper
milk, fluid ½ cup 3/4 cup 1 cup
meat or meat alternative
o meat, poultry, or fish, cooked (lean
without bone) or cheese
1 oz. 1½ oz. 2 oz.
o egg 1 egg 1 egg 1 egg
o cooked, dried beans or peas ¼ cup ⅜ cup ½ cup
peanut butter 2 tbsp. 3 tbsp. 4 tbsp.
vegetable and/or fruit (2 or more) ¼ cup ½ cup ¾ cup
bread or bread alternative, enriched grain
or whole grain
½ slice ½ slice 1 slice
* ¼ cup (volume) or 1/3 oz. (weight), whichever is less
** ⅓ cup (volume) or 1/2 oz. (weight), whichever is less
*** ¾ cup (volume) or 1 oz. (weight), whichever is less
Unit 9: Center Relationships 157
Unit 9: Center Relationships
4 hours
Overview
Maintaining Staff Relationships
Working with Parents
Working with Volunteers
Dealing with Stress
Classroom Interaction
158 Assistant Child Care Teacher Certification: A Program Planning Guide
Unit 9: Center Relationships (4 hours)
Learning Priority:
EC1.c: Cultivate positive relationships with children in a child care setting.
Course Objective:
Describe the importance of maintaining positive relationships with staff, parents, and
volunteers.
Unit Objectives:
The student will be able to
• determine positive behaviors that would foster cooperative relationships with staff;
• identify ways of supporting the director and head child care teacher;
• describe ways of initiating positive parental contacts;
• explain how to make volunteers feel accepted and needed in the center;
• identify possible stressors present in a child care center environment; and
• examine ways of positively managing stress in the role of the assistant child care
teacher.
Overview
Since center relationships affect the quality of the program, cooperation and understanding
are necessary between center staff members. Child care staff need to have good
interpersonal skills.
Working in a child care center requires knowing one’s responsibilities and maintaining a
positive job attitude. Working with parents and being interested in their children are
important facets of center relations. This interest can be conveyed through one-on-one
contact, individualized notes, telephone calls, newsletters, bulletin boards, and visits.
Volunteers are very helpful in a center. They need to feel welcome and be given a variety of
responsibilities so that they may contribute effectively. An important consideration in any
human service job is stress and how an individual deals with it. Because of the nature of
child care, “burn-out” can occur. Therefore, the individual worker needs to recognize
stressors and learn appropriate ways to alleviate them.
Maintaining Staff Relationships
For a center to run smoothly, cooperation and understanding among the staff are essential.
Teamwork is enhanced by effective communication and good verbal and nonverbal
communication skills. A unified attitude fosters a healthy and happy environment for both
children and adults.
Unit 9: Center Relationships 159
Working successfully in a center requires sharing ideas and giving support whenever
possible. This means cooperating with other staff members as they perform their individual
roles. Staff relationships are enhanced by these behaviors:
• arriving at work on time
• listening carefully and following instructions
• accepting and acting upon suggestions and criticisms
• admitting mistakes
• completing assigned tasks willingly
• continuing to learn about child development
• learning to use community resources to benefit the program
• supporting director and teacher in decisions and policies
• helping to achieve center goals
Working with Parents
Positive parent–teacher relationships are based on mutual understanding. The initial
contact between parent and assistant child care teacher is important. First impressions are
influential. Assistant child care teachers can enhance relationships with parents by
demonstrating an interest in their children.
This interest can be conveyed in the following ways:
• informing the parents about their children’s activities and interactions
• listening to the parents’ thoughts, feelings, and requests for information
• treating the parents courteously and with respect
• showing an interest in the child’s welfare
• knowing when to refer parents to other staff members
The brief, routine contacts between parents and caregiver at arrival and departure times
are the chief building blocks in a relationship. These contacts need to be positive, personal,
informed, and focused on the child.
Individualized notes. Parents enjoy receiving short, positive notes. These messages should be
individualized for each child, stating the child’s name, date, and a description of child’s
activities, successes, and other significant information.
160 Assistant Child Care Teacher Certification: A Program Planning Guide
Telephone calls. Telephone calls should be reserved for either positive reports or
emergencies. A parent must be called when a child is ill or injured. News of a child’s
misbehavior is seldom an emergency. A face-to-face meeting is always better for talking
about behavior problems, because it allows for sensitivity to the other person’s reactions
and feelings.
Newsletters or parent letters. Newsletters or parent letters may be sent out weekly,
bimonthly, or monthly. Through newsletters, parents can learn about events that are
planned for the children, menus, highlights of the upcoming week, birthdays, and other
center events, changes, or policies.
Parent visits or open house. Encourage parents to visit the center. This allows parents a
firsthand view of what their children’s days are like and gives them opportunity to ask
questions.
When informally discussing a child with his or her parent, consider the parent’s
experiences. Conversations should be meaningful and nonthreatening. Successful
conversations occur more frequently when a staff member tries to understand the parents’
attitudes and values, as well as their needs and perceptions of the program.
A staff member should also listen attentively and ask questions to clarify anything that
might be misunderstood.
Working with Volunteers
Volunteers can be very helpful in a child care program. They may come in regularly and
carry out duties similar to those of an assistant child care teacher, or they may come for
special purposes. Volunteers can contribute needed services such as preparing snacks,
working with children on special days, or cleaning and repairing equipment and toys.
Volunteers may be parents, grandparents, or other relatives; high school or college
students; or people from the community. For volunteers to be effective, someone must be
responsible for giving them adequate directions and an understanding of children’s
behaviors. Volunteers should have some knowledge about how children learn and what
children need to learn. Much of this background information can be provided at a center
orientation meeting.
Wisconsin Administrative Code requires two hours of center orientation for volunteers.
This meeting should also cover these topics (as outlined by the State of Wisconsin
Administrative Code):
• center policies
• training in emergency procedures, including first aid
• job responsibilities as outlined in the job description
Unit 9: Center Relationships 161
• training in the recognition of childhood illnesses
• schedule of activities
• review of child abuse and neglect laws
• procedure for ensuring that all child care workers know the children assigned to their
care and their whereabouts at all times
• child guidance techniques
• integration of children with special needs into the program
When a volunteer arrives at the center for the first day of work, he or she should be greeted
by name and given a place to hang a coat and to place personal items. The volunteer should
then be reoriented to the center and the center’s routine. To assure a smooth transition, the
volunteer should be given a list of responsibilities or tasks to be performed. Remember,
these individuals are sharing their time, energy, and talents with the children and the center
staff. A simple “thank you” or praise for a job well done will be appreciated.
Dealing with Stress
Assistant child care teachers must be healthy in order to maintain energy, vitality, and
enthusiasm for their work. Stamina is required to work for long hours with children. To
prevent “burn-out,” a healthy balance between work and leisure is essential. Teachers need
to cultivate interests and to participate in leisure activities outside of teaching hours.
Stressors in child care centers include the nature of the work itself. Close personal
relationships with young children, who have many needs and require constant attention,
are often a drain on a teacher’s energy. Another stressor is the actual working conditions.
Centers may have a low budget, limited supplies, and a high child-to-staff ratio. Finally, low
pay, lack of benefits, and low status become discouraging.
Symptoms of stress may include a reluctance to go to work; a high sense of failure; feelings
of anger, resentment, or guilt; negativism; fatigue; sleeplessness; absenteeism; and
increased susceptibility to illness. Watch for signs of stress and attempt to reduce the
impact of stressful events whenever possible.
These are ways to positively manage stress:
• Recognize stressors. Stress results when demands are greater than a person’s
resources. An important step in managing stress is to recognize sources of stress and
then take steps to eliminate or reduce them.
162 Assistant Child Care Teacher Certification: A Program Planning Guide
• Manage time. This involves making a “to-do” list and prioritizing tasks, recognizing
which tasks are urgent and which can wait. It also means setting goals and making
steady progress towards them. “Pace” yourself during the day by taking on only a
realistic amount of work and working steadily.
• Develop a support system. Form friendships with people both in and out of the child
care field. Friends in the field are good to share common experiences with and for
identification. Friends outside the field are also important, because they demand that
your perceptions stay varied.
• Use personal time. Avoid mixing professional and personal life; make certain to set
aside personal time daily. Also, exercise and a balanced diet keep the body healthy
and alleviate stress.
• Maintain a sense of humor. The ability to see the humorous side of a situation and to
laugh at oneself is a valuable asset. Laughter helps to relieve tension.
• Learn relaxation skills. Literally hundreds of ways to relax exist: alternate muscle
tension and relaxation, breathing exercises, musical interludes, and massage are just
a few.
• Develop communication skills. Effective communication eliminates roadblocks and
helps foster a positive work environment. Learn to listen actively to achieve mutual
understanding. Try to understand and acknowledge a speaker’s message. Initiate
conversations with the head teacher if questions arise. It is important to continually
clarify expectations and responsibilities inherent in the assistant child care teacher
role.
• Learn to approach problems in functional rather than dysfunctional ways. For
example, learn to accept problems as they are rather than deny that they exist.
Approaching problems in a positive, solution-oriented manner is more effective than
assigning blame. Staff members, all of whom have unique abilities and views, must
learn to be accepting and appreciative of differences in people. In making a
commitment to quality child care, a teacher has to remain flexible.
Unit 9: Center Relationships 163
Classroom Interaction: Unit 9
Teacher Involvement Student Involvement
Maintaining Staff Relationships
Brainstorm reasons for developing and maintaining
positive staff relationships. Key points:
• Provide a positive environment for children.
• Keep communication lines open to staff,
parents, and volunteers.
• Project a positive perception in community.
Brainstorm.
Divide into small groups and develop a list of ways an
assistant child care teacher can enhance staff
relationships. Compare and contrast lists to develop
a class list.
In small groups, list ways an assistant child care
teacher can show a positive work attitude. Report
list in class.
Assign a written project: What qualities does the
student possess that would make him or her a
valuable center staff member.
Written assignment: Outline professional qualities
that the student possesses that would make him or
her a good assistant child care teacher.
Working with Parents
Discuss assistant child care teacher’s role with
parents:
• Greet parents and children.
• Guide and direct parental concerns and
questions to appropriate staff personnel.
Participate in the discussion, giving examples of ways
this role can be facilitated.
Discuss pros and cons of various ways of
communicating with parents. Examples:
• individualized notes
• telephone calls
• newsletters
• bulletin boards
Discuss pros and cons of various methods used to
communicate with parent. Examples:
• individualized notes
• telephone calls
• newsletters
• bulletin boards
Have students sketch a bulletin board on paper for
parents. This sketch should communicate
information to the parent. Examples:
• tips on parenting
• information on child development
• upcoming center events
• safety
• nutrition
• health tips
Design and sketch a bulletin board for the parents.
Volunteers
Discuss how volunteers can contribute to a center.
Key points:
• potential for children to interact with other
cultures and generations
• extra support for staff and children
• share talents or expertise
Discuss the question. Why are volunteers important
to a center?
164 Assistant Child Care Teacher Certification: A Program Planning Guide
Teacher Involvement Student Involvement
Brainstorm ways to make the volunteer feel
welcomed and useful in a center. Examples:
• Greet by name.
• Provide a list of responsibilities.
• Support them as needed.
• Acknowledge their contributions.
Share examples of ways to make the volunteer feel
welcomed and useful.
Stress
Identify stressors in a child care setting. Examples:
• poor pay
• high turnover of staff or children
• lack of equipment or supplies
• hours
• low status
Describe stressors in a child care setting
Discuss ways to alleviate job stress. Solutions may
include
• time management
• support system
• personal time
• relaxation skills
Participate in discussion.
The following are situations that an assistant child
care teacher might encounter in a child care center.
Discuss how they might be stressful and list ways of
positively managing the stress.
• As an assistant child care teacher, you feel you
are not informed and do not really know what
is going on in the center. What might you do?
• You are an extremely neat, tidy, and organized
person. However, the head teacher you are
working under is not. How can you deal with
your differences?
• Some of the other child care teachers don’t
want to attend the required in-service meeting.
They see it as a waste of time, You, however,
feel it is valuable and would like to go. How
would you deal with their request to join them
for pizza instead?
• As an assistant child care teacher, you work
under two head teachers, one in the morning
and one in the afternoon. Teacher A has a
relaxed style, where you do what you want in
the classroom. Teacher B, however, is much
more structured and prefers a tightly planned
schedule. How might this be stressful for you?
How can you deal with it?
Divide into small groups and discuss ways of dealing
with stressful situations outlined by teacher. Share
ideas with larger group.
Unit 10: Working with Children 165
Unit 10: Working with Children
3 hours in class and 7 hours outside of class
Overview
Arranging Student Placement Sites
Preparing Students for Participation Experiences
Classroom Interactions
Student Handouts
166 Assistant Child Care Teacher Certification: A Program Planning Guide
Unit 10: Working with Children
(3 hours in class and 7 hours outside of class in licensed regulated child care centers)
Learning Priorities:
EC1.b: Apply theories of developmentally appropriate practice to classroom situations.
EC1.c: Cultivate positive relationships with children in a child care setting.
EC1.d: Guide children in appropriate behaviors.
EC1.e: Create and facilitate developmentally appropriate activities for a variety of child
care curricular areas.
EC1.g: Adhere to current United States Department of Agriculture Dietary Guidelines and
Wisconsin State Licensing Regulations.
EC1.h: Create a physically safe and emotionally secure environment for children both inside
and outside of the center according to the licensing regulations.
Course Objective:
Participate in a classroom with a group of young children.
Unit Objectives:
The student will be able to
• recognize basic child observation skills;
• design, implement, and evaluate developmentally appropriate activities for
individuals and groups;
• demonstrate acceptable behavior, hygiene, and attire;
• prepare children in learning daily routines;
• differentiate children’s behavior in adjusting to new activities;
• model correct grammar and vocabulary;
• analyze children’s body language for signs of aggression;
• encourage children to participate in cleanup activities;
• supervise and comfort children as needed;
• evaluate snack and mealtime; and
• model the classroom teachers in their daily routines with children.
Unit 10: Working with Children 167
Overview
This unit is the culmination of the previous units. Unit 10 requires that students observe
and participate in actual early childhood settings. Students should be guided and supervised
by the instructor and the child care staff. The instructor needs to arrange placements for
students in quality programs staffed by qualified early childhood personnel. Guidelines and
evaluation forms will be provided for the cooperating child care staff. The students should
also be given copies of these forms so they may become familiar with the evaluation forms
prior to the actual participation experience.
Arranging Student Placement Sites
It is the instructor’s responsibility to arrange placement sites. Since this process may be
time consuming, it should be started early. To locate potential participation sites, contact
the regional licensing office for a current list of child-care facilities. Another source for
student placement may be the local kindergarten and early childhood program. Community
after school programs are a third possibility. And, if necessary, an instructor may arrange a
short term on-site program for preschool children.
Before students participate in a child care center or school classroom, it is recommended
that the instructor visit the potential sites and consult with the cooperating teacher. The
instructor can outline the program goals and requirements for the course and clarify any
questions regarding the responsibilities of personnel at the cooperating site. Secondly, the
instructor can provide the cooperating teachers with information regarding student
participation requirements and qualifications.
Preparing Students for Participation Experiences
Before students begin their participation experience, discuss the importance of
professional behavior. During the participation experience, the students should remember
to practice a few simple behaviors:
• Be prompt and reliable. If ill, call the center and reschedule the time missed.
• Respect the program’s policies and practices. Remember that a student is a guest of
the cooperating program.
• Maintain confidentiality regarding children and staff.
• Participate with individuals or groups of children.
• Be prepared when presenting an activity.
• Model correct behavior, language, and grammar at all times.
• Dress appropriately and professionally
• Be prepared to assist with any and all tasks that are required of an assistant teacher.
168 Assistant Child Care Teacher Certification: A Program Planning Guide
Students should observe in the classroom several times before leading activities with
children. They should become familiar with the class rules and routines. Child guidance
techniques should be followed as indicated by the center. The instructor and cooperating
teacher must preview lesson plans before the student presents an activity to children.
A variety of forms and checklists, which may be duplicated, are included at the end of this
unit. Adaptions may be necessary to meet the unique needs of a class.
Unit 10: Working with Children 169
Classroom Interaction: Unit 10
Teacher Involvement Student Involvement
Participation Experience
Provide cooperating teachers and students with
outlines of expected behaviors and copies of
evaluation forms.
Review forms and clarify any questions.
Review goals and objectives of the participation
experience with students, stressing the importance
of professional behavior, language, and attire.
Listen and ask questions.
Have students write a personal journal about their
participation experience. Encourage students to
write down questions and concerns to be discussed
as needed. Students should evaluate their teaching
and how they would change things in the future.
Write daily journal.
Have students keep regular anecdotal records on
two children for the entire participation experience.
(See Unit 3 observation section.)
Select two children. Regularly observe them and
write anecdotal records.
Have students plan five activities to use with
children during their participation. They need to
develop activity lesson plans for five different
curriculum areas using the activity lesson plan form.
Select and plan activities.
Ask each student to write a lesson plan; prepare and
present the activity to the class for peer and teacher
feedback.
Present activity to the class and evaluate possible
changes.
Assign students the “Observation Checklist for Early
Childhood Setting.” (See student handouts.)
Observe the classroom and complete checklist.
Discuss experience and findings.
170 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 1: Observation Checklist for
Early Childhood Setting
Student’s Name First and Last
Date Mo./Day/Yr.
Setting
Time
Center Contact
Telephone No. Area/No.
Place a check mark in the box before each item observed in the classroom.
1. What learning centers were provided?
art
block building
books and storytelling
gross motor activities
mathematics
music or movement
science
sensory (sand/water table)
small manipulatives
dramatic play
2. If an art area was provided,
was there sufficient table space for several children?
was it located near a water source?
were a variety of art materials and tools available?
could the children independently select and return supplies?
is there proper storage?
Unit 10: Working with Children 171
3. If a block area was provided, did it include
assorted sizes and shapes of blocks?
an ample supply of blocks?
sufficient space for building?
accessories such as trucks, cars, people figures, and plastic animals?
4. If there was a book or story area, did the area include
a comfortable, quiet space to look at books?
books displayed at the children’s level?
a variety of books for children of different ages and interests?
multi-ethnic books, such as books with illustrations of people from several
cultures?
books related to current theme being taught in the classroom?
5. If a gross motor area was provided, did the area provide
climbing, crawling, and balancing equipment?
open space where children could safely move?
6. If a mathematics area was provided, were there
“hands-on” games and activities?
materials to sort, classify by color, shape, and size?
7. If a music or movement area was provided,
were rhythm instruments available?
was a variety of music available and accessible?
was there sufficient space for creative movement?
8. If a science area was provided, was there
gerbils, hamsters, fish, insects and/or other live animals?
interesting and inviting materials, displays, and arrangements such as flowers,
rocks, bird nests?
magnifying glasses, color paddles, child-sized binoculars, or a prism?
a water source nearby?
172 Assistant Child Care Teacher Certification: A Program Planning Guide
9. If sensory (sand/water) table was provided, was
the table large enough so several children could participate?
it placed near a water source?
10. If an area for small manipulative activity was provided, did the area include
a variety of puzzles matched to the ability levels of the children in the
classroom?
a variety of manipulative toys and games?
toys at various levels of complexity?
an ample supply of materials to encourage cooperation?
storage that allows children to easily select and return toys and games?
toys and game that were in good working condition and puzzles that had all of
the pieces?
11. If a dramatic play area was provided,
was a full-length mirror available?
was equipment child-sized?
was dress-up clothing provided?
could children independently select and return clothing?
were dolls of different racial and ethnic groups provided?
were kitchen and table accessories available?
12. Did the setting provide
a locker or cubby for each child’s personal belongings?
bulletin boards, placed at children’s eye level?
adequate shelves and storage space for toys and equipment?
quiet areas separated from noisy areas?
uncluttered play spaces?
sufficient lighting and ventilation?
wet areas separated from dry areas?
Unit 10: Working with Children 173
Student Handout 2: Activity Lesson Plan
Student’s Name First and Last
Date Mo./Day/Yr. Time
Theme
Activity
Age Range of Children
Number of Children
Developmental Goals:
Learning Objectives:
Motivation and Introduction
Procedure
Materials needed:
Closure or Transition:
174 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 3: Evaluation of Activity Lesson Plan
Students will evaluate
1. How did the children respond to the activity? Explain in detail.
2. Was the procedure effective in meeting the activity goals?
3. If you were to repeat the activity, what would you do differently (teaching technique,
different materials, other)?
4. Cooperating teacher’s reactions and suggestions for the activity:
Cooperating Teacher’s Signature
Date Signed Mo./Day/Yr.
Student Signature
Date Signed Mo./Day/Yr.
Unit 10: Working with Children 175
Student Handout 4: Student Teaching Experience
Students will evaluate
1. What were the strengths of your student teaching experience? Explain in detail.
2. What were some areas that you could improve on? Explain in detail.
3. If you were to repeat the activity, what would you do differently (teaching technique,
different materials, other)?
Cooperating teachers will evaluate
4. The strengths of the student teacher and the experience. Explain in detail.
5. Areas of improvement for the student and/or activities. Explain in detail.
Cooperating Teacher’s Signature
Date Signed Mo./Day/Yr.
Student Signature
Date Signed Mo./Day/Yr.
Unit 11: Professional Development 177
Unit 11: Professional Development
4 hours
Overview
Attitude and Work Ethic
Skills and Abilities
State Licensing Rules
Further Opportunities for Education
Classroom Interaction
Student Handouts
Resources
178 Assistant Child Care Teacher Certification: A Program Planning Guide
Unit 11: Professional Development (4 hours)
Learning Priorities:
EC1.f: Develop a career portfolio.
CCLC1.b: Demonstrate transferable and employability skills in school, community, and
workplace settings.
Course Objective:
Recognize the importance of self-management and development as an assistant child care
teacher.
Unit Objectives:
The student will be able to
• identify the importance of a positive attitude in the workplace;
• explain the importance of accepting advice and supervision from the director and
head child care teacher; and
• explain the importance of the following skills and abilities, which are essential for the
assistant child care teacher. These include
− has positive work attitude
− has good work habits, is on time, is dependable
− is safety conscious
− understands the value and importance of work
− is friendly and courteous
− works well with others
− accepts advice and supervision
− is flexible
− listens well enough to understand
− models a lead child care teacher for a day, recording his or her responsibilities and
routines
− discovers further opportunities for child care education in the field of child care at
the post-secondary and college levels
− interprets the state licensing rules for which the assistant child care teacher is
responsible
− examines major child care resources, such as publications and equipment catalogs
Unit 11: Professional Development 179
Overview
An assistant child care teacher is an integral member of the center staff. Positive attitudes
are demonstrated by maintaining confidentiality; following center rules; using good work
habits; and accepting responsibility, advice, and supervision. Effective assistant child care
teachers possess the following skills and abilities: flexibility, communication and listening
skills, courtesy, friendliness, and dependability.
Assistant child care teachers assist in maintaining an environment that fosters the health
and safety of children. This requires being familiar with the Wisconsin Administrative Code
Licensing Rules for Group Day Care Centers and Licensing Rules for Family Child Care
Centers.
There are a variety of opportunities at both the post-secondary and college level in child
care services. Child care resources, publications, and catalogs are also available online. See
resources in appendix.
Attitude and Work Ethic
A positive work ethic and attitude is essential. The assistant child care teacher is a center
staff team member. The staff member works under the direction and guidance of a teacher
who is responsible for meeting the goals and objectives defined by the center.
An assistant child care teacher who possesses a positive work ethic and attitude is a great
asset to the center and staff. This work ethic is demonstrated by a willingness to behave in a
professional manner.
To function effectively as part of the team, the assistant child care teacher should maintain
confidentiality, which means not discussing information about children and their families
with anyone other than the person involved or another professional who might help. It also
means not talking to parents about their child’s behavior when the child is present.
The assistant teachers also must practice good work habits:
• demonstrates integrity
• demonstrates initiative and self-direction
• demonstrates safety and security regulations and practices
• demonstrates collaboration with others
• demonstrates effective communication
• maintains composure under pressure
• develops positive relationships with others
• applies job-related technology, information and media skills in the work place
180 Assistant Child Care Teacher Certification: A Program Planning Guide
Additionally, assistant child care teachers must practice being dependable, flexible, and
willing to help others. Following through on tasks and showing initiative are also positive
habits. It is necessary to accept advice and supervision from the director and head child-
care teacher and to follow the center rules. This promotes positive staff relations and
contributes to one’s professional growth.
Skills and Abilities
Just as a positive work attitude and ability is important to be an effective staff member, so
too are the skills and abilities that a person brings to the job. These skills and abilities allow
the center to run more smoothly and assure its standard of care for the children. Important
skills and abilities to possess include the following:
• Flexibility: Changes in plans, schedules, and responsibilities at the center may be
necessary.
• Modeling: Children observe and copy the behavior of assistant child care teachers.
Personal attitude, professionalism, and grooming reflect upon the center.
• Communication skills, both verbal and nonverbal: A speaker’s tone, clarity and word
choice affects relationships. What is said should be well thought out and clearly
spoken. Nonverbal communication such as posture, dress, facial expressions, and
gestures are as important as verbal skills.
• Listening skills: To become an effective listener, look directly at the person who is
talking. Also, listen carefully to what is being said and avoid interrupting. Sometimes
it is a good idea to rephrase what was said to determine whether you understand.
• Good work habits: Good work habits include accepting responsibility, being on time,
being dependable, working well with others, and understanding the importance of
the job.
Wisconsin center directors consider the following skills and abilities important in hiring
assistant child care teachers:
1. Has positive, caring attitude toward work
2. Has a passion for young children
3. Relates easily and spontaneously to others
4. Is kind, patient, and confident
5. Is creative and uses a variety of resources
6. Dependable and reliable, and respects differences
Unit 11: Professional Development 181
7. Is a keen observer, listener, and communicator
8. Promotes positive classroom behaviors
9. Is compassionate and accepting of children’s behaviors
10. Is safety conscious
11. Has a strong sense of the value of a work ethic
12. Shows initiative and energy in the classroom
13. Is courteous and friendly
14. Collaborates with others and is a team player
15. Accepts constructive criticism
16. Is flexible and adaptable to change
17. Listens and demonstrates comprehension
18. Follows through on assignments and demonstrates comprehension
19. Is willing to learn new skills
20. Is willing to improve job skills
21. Communicates clearly and effectively with co-workers and parents
22. Has specific skills required to perform the job of an assistant child care teacher
23. Initiates, plans, directs own work and is a self-starter
24. Physically, emotionally, and mentally able to provide responsible care to all children
25. Makes sound decision making in own area of work
26. Solves problems and makes sound decisions
27. Dresses appropriately for work situation
28. Produces quality work, is accurate, does not waste time
29. Demonstrates appropriate reading, writing, and math skills on the job
30. Produces appropriate quantity of work
31. Practices good personal hygiene
32. Demonstrates a positive role model
182 Assistant Child Care Teacher Certification: A Program Planning Guide
State Licensing Rules
An assistant child care teacher is responsible for helping with the health, safety, and
sanitation of the children, and the maintenance of the center. Therefore, he or she needs to
become familiar with appropriate sections of the Wisconsin Administrative Code, Licensing
Rules for Group Day Care centers available at DCF 251.06. The pertinent sections are:
• Maintenance. This section deals with the building.
• Safety. This section deals with protective measures, emergencies, and fire protection
and transportation safety.
• Sanitation. This section deals with the premises, including both indoor and outdoor
space; sanitary procedures for dish washing and food preparation.
• Health. Included in this section are procedures for handling ill children, administering
medication, and dealing with injuries and accidents.
Further Opportunities for Education
A degree (one- or two-year) from a technical college or a university in child development or
early childhood education are educational opportunities. Check with local two- and four-
year colleges for information on programs offered.
In addition to basic career training, individuals in child-related careers are required to
participate in in-service education on a regular basis. Inservice education may include
workshops, seminars, or child-related course work.
Major Child Care Resources: Publications and Catalogs
The National Association for the Education of Young Children (NAEYC) and the American
Association of Family and Consumer Sciences (AAFCS) are professional organizations that
publish relevant books and materials. They also sponsor professional conferences on the
state and national levels.
Numerous professional publications related to child care services are available. Examples
are listed in the Selected Resources in the Appendix.
Shadow a Lead Child Care Teacher
Each student should shadow a head child care teacher and record his or her responsibilities
and routines. Contact the teacher(s) and make arrangements in advance of this assignment.
An observation form and interview questions are included at the end of the unit.
Unit 11: Professional Development 183
Classroom Interaction: Unit 11
Teacher Involvement Student Involvement
Positive Attitude
Brainstorm how an individual can be an effective
“team” member. Key points:
• maintaining confidentiality
• following rules
• developing good work habits
Participate.
Discuss why it is important to accept constructive
criticism and supervision. Key points:
• professional growth
• maintenance of staff relations
• knowledge
Participate.
Invite a director to discuss what he or she looks for
when hiring an assistant child care teacher.
Prepare questions. Examples:
• What qualities should an assistant child care
teacher possess?
• What responsibilities does the assistant child
care teacher have?
Important Skills and Abilities
List skills and abilities an assistant child care teacher
needs. Examples: communication skills, listening
skills, work habits, modeling.
List skills and abilities needed by an assistant child
care teacher.
Assign a one-page paper. What skills and abilities do
you possess that would make you an effective staff
member?
Write one-page paper.
State Licensing Rules: DCF 251.05(1)(g)2.c
Review the pertinent sections of the Wisconsin
Administrative Code concerning
• health and safety
• sanitation
• maintenance
Review.
Further Opportunities for Education
Invite a guidance counselor or child care director to
discuss further educational opportunities on the
post-secondary and college levels. Invite technical
college personnel to discuss child care training
programs; who, and how people get involved in the
child care industry; business trends of child care
throughout the country; updates in legislation, etc.
Participate.
Review brochures and catalogs of post-secondary
college programs related to child care services.
Examine and compare brochures and catalogs.
184 Assistant Child Care Teacher Certification: A Program Planning Guide
Teacher Involvement Student Involvement
Discuss various career ladders possible in child care,
early childhood education, or child development to
become
• head teacher
• director of a center
• kindergarten teacher
• child development teacher in high school
Discuss career options.
Assign one-page paper: What are your career goals
upon graduation? Two years and five years from
graduation?
Write one-page paper explaining goals.
Major Child Care Resources
Display various publications and catalogs. Examples:
• Young Children
• ABC School Supply
• Childcraft
Examine publications and catalogs.
Assign: Find three different organizations for
information. Guide students to use internet. Remind
students to obtain resource information (name,
website, telephone number, etc.)
Find three different organizations for information.
Share with class.
Shadow a Lead Teacher
Assign: Shadow head child care teacher. Complete
observation report.
Shadow head teacher completing observation form
(student handout).
Assign: Interview a head teacher in a child care
center using interview form. (student handout.)
Discuss in large group the results of the
observations and interviews.
Unit 11: Professional Development 185
Student Handout 1: Observation Form
Teacher Responsibilities and Routines
Name of Person Observing First and Last Observation Date Mo./Day/Yr.
Teacher’s Name First and Last Time Present From/To
Center
In the space below, record the time you observed and what you observed the teacher doing.
For example, 9:00-9:15/Greeted parent and children by name. Instructed children to find
an activity among those set up. Assisted those children who needed help removing outdoor
clothing.
Time Activities Observed
186 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 2: Interview Form: Lead Child Care Teacher
Teacher’s Name First and Last Observation Date Mo./Day/Yr.
Student’s Name First and Last Time Present From/To
Center
1. Where did you receive your training and education? What qualifies you to teach young children?
What type of degree do you hold?
2. How long have you been a lead teacher at this center?
3. Is this a typical day in terms of what your normal teaching responsibilities are? Why or why not?
4. What part of your job do you enjoy the most?
Unit 11: Professional Development 187
5. Do you plan room activities for the children with the other center staff or by yourself? Briefly
describe how you go about planning these activities.
6. What guidance techniques do you find work best when redirecting young children?
7. What qualities do you think are important in an assistant child care teacher? Name five.
8. What journals, conferences, or in-services do you find helpful in keeping current in the field of
child care services?
188 Assistant Child Care Teacher Certification: A Program Planning Guide
Student Handout 3: Skills and Abilities
Just as positive work attitude is important to be an effective staff member, so too are the
skills and abilities that a person brings to the job, which allow the center to run more
smoothly and assure its standard care for the children. Important skills and abilities to
possess include the following:
Flexibility. Changes in plans, schedules, and responsibilities at the center may be necessary.
Modeling. Children observe and copy the behavior of assistant child care teachers. Personal
attitude, professionalism, and grooming reflect upon the center.
Communication skills both verbal and nonverbal. A speaker’s tone, clarity, and word choice
affect relationships. What is said should be well thought-out and clearly spoken. Nonverbal
communication such as posture, dress, facial expressions, and gestures are as important as
verbal skills.
Listening skills. To become an effective listener, look directly at the person who is talking.
Also, listen carefully to what is being said and avoid interrupting. Sometimes, it is a good
idea to rephrase what was said to determine whether you understand.
Good work habits. Good work habits include accepting responsibility, being on time, being
dependable, working well with others, and understanding the importance of the job.
The skills and abilities that Wisconsin center directors consider important in hiring
assistant child-care teachers are ranked in order:
1. Has positive attitude toward work
2. Has positive work habits, is on time, is dependable
3. Is safety conscious
4. Understands value and importance of work
5. Is courteous and friendly
Unit 12: Infant and Toddler Certification Curriculum 189
Unit 12: Infant and Toddler
Certification Curriculum
10 hours class time plus 10 hours student observation
National Family and Consumer Sciences Standards:
4.0 Education and Early Childhood Comprehensive Standard
4.1 Analyze career paths within early childhood education and related services.
4.2 Analyze developmentally appropriate practices to plan for early childhood
education and services.
4.3 Demonstrate integration to meet children’s developmental needs and interests.
4.4 Demonstrate a safe and healthy learning environment for children.
4.5 Demonstrate techniques for positive collaborative relationships with children
4.6 Demonstrate professional practices and standards related to working with children.
190 Assistant Child Care Teacher Certification: A Program Planning Guide
Competencies
1. Apply appropriate practice related to the social-emotional development of children
ages birth to 3.
(4.2; 4.3; 4.4; 4.5)
Learning Objectives:
• Promote a safe, comfortable environment where infants and toddlers can thrive.
• Plan and implement activities that stimulate social and emotional development
• Demonstrate nurturing behaviors.
• Respond to behavioral cues (comforting techniques, attachment behaviors, reducing
stranger anxiety, etc.).
2. Apply appropriate practice related to the physical development of children ages birth
to 3.
(4.2; 4.3; 4.4; 4.5)
• Select toys and playthings that are developmentally appropriate, healthy, and safe.
• Arrange the indoor and outdoor space to promote both learning and safety.
• Recognize and respond appropriately to cues that children are ready to learn self-
help skills or have a need for assistance.
• Use recommended practices to develop infant and toddler motor skills and reflexes.
• Document basic care according to licensing and/or center policies
3. Apply appropriate practice related to the brain development of children ages birth to 3.
(4.2; 4.3; 4.4; 4.5)
• Recognize critical windows of opportunity.
• Develop activities that promote brain development.
4. Communicate effectively with parents and other staff members regarding children ages
birth to 3.
(4.2; 4.3; 4.4; 4.5)
• Participate in record keeping requirements.
• Explain the importance of communication with parents during drop off and pick up.
Unit 12: Infant and Toddler Certification Curriculum 191
• Develop written communication to inform parents of center activities.
• Maintain confidentiality.
• Demonstrate empathy.
• Apply bias free language and style suitable to audiences and purposes.
• Listen responsively.
5. Adhere to licensing guidelines related to sanitation, health, and safety for children ages
birth to 3.
(4.2; 4.3; 4.4; 4.5)
• Follow center’s daily safety and sanitation procedures (hand washing, diapering,
disposal, meals, etc.).
• Identify common signs and symptoms of illness in children and respond
appropriately.
• Inspect the safety of indoor and outdoor space, furniture, and equipment.
Appendix 193
Appendix
Selected Resources
Books, Periodicals, and Articles
Centers for Disease Control and Prevention. 2018. National Notifiable Diseases
Surveillance System. Retrieved from https://wwwn.cdc.gov/nndss/
.
Child Care Aware of America 2018. Checking In on the Child Care Landscape: 2018 State
Fact Sheets. Retrieved from
http://usa.childcareaware.org
/advocacy-public-policy/resources/research/statefactsheets/.
Herr, Judy. 2020. Working with Young Children. 9
th
ed. Tinley Park, IL: Goodheart-Wilcox.
McCartney, Kathleen. 2007. Current Research on Child Care Effects. In Tremblay, R.E.;
Boivin M., Peters, R.DeV., eds., Bennett, J, topic ed. Encyclopedia on Early Childhood
Development [online]. Retrieved from
http://www.child-encyclopedia.com
/child-care-early-childhood-education-and-care/according-experts
/current-research-child-care-effects.
Purkapile, Nicole Lopez; Tina Feaster; and Diane Ryberg. February 1, 2019. Verification of
Completion of a DPI approved Course for Child Care Workers While in High School
[Memorandum]. Madison, WI: Wisconsin Department of Public Instruction. Retrieved from
https://dpi.wi.gov/sites/default/files/imce/fcs/pdf/acct_cctverif.pdf
The Annie E. Casey Foundation. 2018. 2018 Kids Count Data Book: State Trends in Child Well-
being. Retrieved from
http://www.aecf.org/m/resourcedoc/aecf-2018kidscountdatabook-2018.pdf
.
Wisconsin Department of Public Instruction. 2018. Career and Technical Education.
Retrieved from https://dpi.wi.gov/cte
.
Websites
https://www.abcschoolsupplies.ie/ (ABC School Supplies)
http://www.childcraft.com (toys for classroom, fine motor skill, conceptual development)
https://www.communityplaythings.com/ (early childhood resources and products)
https://constructiveplaythings.com/ (selection of toys, materials, and classroom supplies)
https://dcf.wisconsin.gov/ (Department of Children and Families)
194 Assistant Child Care Teacher Certification: A Program Planning Guide
https://www.dhs.wisconsin.gov/publications/p4/p44397.pdf (Department of Health and
Human Services, Wisconsin Childhood Communicable Diseases)
https://www.discountschoolsupply.com/?t=gb (wide selection of toys, materials, and
classroom supplies)
https://dpi.wi.gov/pathways-wisconsin (Wisconsin Career Pathways)
https://www.kaplanco.com/ (Kaplan School Supply Corporation; supplies of play, learning,
and growth)
www.keepkidshealthy.com (Keep Kids Healthy; educational purposes)
https://www.lakeshorelearning.com/ (curriculum materials)
http://naeyc.org (National Association for the Education of Young Children)
https://natureexplore.org/ (Nature Explorer; educational classroom projects for children)
https://www.enasco.com/we-are-so-muchmore?
utm_source=bing&utm_medium=cpc&utm_campaign=EDUCATION%20BRAND&utm_ter
m=eNasco&utm_content=TM-Educ (catalog of classroom materials)
https://store.schoolspecialty.com/OA_HTML/ibeCCtpSctDspRte.jsp?minisite=10206
(Beckley Cardy
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