Quality Standards for Accreditation Divided into 5 areas: Relationships The Environment Developmental Learning Activities Safety and Health Professional and Business Practices Quality Standards Relationships 28 standards Scored: Fully and Consistently Met Partially or Sometimes met Not met Not Observed Intentional No Some standards are mandatory, they must be fully met Quality Standards Mandatory Standard: 1.1 The provider cares about, respects, and is committed to helping each child develop to his or her full potential. What does that look like? Get together is groups of 3 and come up with a list of descriptive behaviors a provider should do to show caring, respect and commitment to the children. When you are done, write your list on the paper under each heading. Standard 1.1 The provider: pays attention to individual children, taking the time to listen, talk and show an interest in the child. uses a warm, cheerful or calm tone of voice. gets down on the child’s level when talking. uses a gentle touch. express affection by hugging, holding and cuddling as appropriate. Standard 1.1 The provider: Lets children know they are appreciated, by recognizing small acts of kindness. Respond to children with patience and understanding. Is supportive when children are sad, worried or distressed and need support. Attends to children’s physical needs, feeding when hungry, changing when wet, etc. Standard 1.1 The provider is: Polite and courteous when talking to children. Apologizes when makes a mistake. Avoids disciplining older children in front of others. Avoids singling out a single child for behavior, good or bad. Avoids put-downs or labeling children. Standard 1.1 The provider: Observes each child and plans experiences and activities specifically for each child. Interacts with each child at his/her own level. Responds attentively to each child’s needs for support, encouragement, and acknowledgement. Recognizes and builds on individual children’s strengths. The educator is sincere and comfortable with children. Discovering new activities, ideas and experiences. Interacting with children at their own level. Showing affection, observing children and planning activities they are interested in. The provider observes children’s behavior, verbal and body language, and abilities. The provider uses this information to respond to each child. Determine the child’s interest, skills and needs. The provider cares about, respects, and is committed to helping each child develop to his or her full potential. Pay attention to each child Use kind, warm voice. Get down to the child’s level. The provider recognizes signs of stress in children’s behavior and responds with appropriate stress-reducing activities. The provider shows positive attitudes toward bottle weaning, diapering, toilet learning, discipline, and special needs of children. How do you show positive attitudes? The provider seeks information about each family’s cultural traditions and uses this information in responding to the children and in planning activities. Celebrate Differences Share Similarities Gender Age Class Sexual Orientation Physical abilities and characteristics Race and Ethnicity Equality, Justice and Inclusion The provider respects diverse family styles and recognizes the strengths of each family. The program supports the identity of every child enrolled. Provider and parents work together on issues such as guidance/discipline, eating, toileting, etc.; always keeping in mind the best interest of the child. Breakout session In groups of 4: Think of a time when you had a disagreement or misunderstanding with a parent over some aspect of care, child development, or policy. How did you resolve the problem? Were you able to individualize your program in response to a parent’s specific request, preference or values? Or did you stick with your policies? Mandatory The educator encourages parents to visit any time their children are present. She is available to parents by telephone when children are present, or regularly checks for phone messages. Communication and Involvement Parents are kept informed about what their children do, daily for infants, and weekly for older children. Yearly conferences are held to review the child’s progress and needs. Documentation Boards or books Communication The educator maintains an open and easy communication with each family and discusses concerns when they arise. If the educator does not speak the language of the provider, the provider finds an effective way to communicate with them. Communication If the educator does not speak the language of the provider, the provider finds an effective way to communicate with them. The educator provides a variety of ways for parents to participate in the program’s activities. Parent participation is voluntary. The educator plans occasional activities where the child care families can get together. What are some of the parent activities you plan? The Children with Each Other The educator supports children in developing friendships with each other, finding positive ways to interact with others. The educator encourages children to help and support each other. Children seem to enjoy each other’s company. Animated conversation and laughter are heard much of the time. The arrangement of space and use of materials are balanced to meet the needs of both the child care program and the educator’s family. Appropriate steps are taken to make this a good experience for the educators own children. Share some ideas about how you have made your business work for your family. How have you included your own children? Do you have separate areas for your child care and your family? What are some of the obstacles you have met combining the needs or your business and the needs of your family? How do you support yourself? Do you network with other educator? Are you an active member of an association? What other forms of social support do you have? The Environment 29 Standards The Home Equipment Materials The child care space is well organized. The environment is arranged so that the provider seldom has to say “no” to children. Tubs with materials are labeled for easy access. Children can use what they can reach most of the time. Children can use what they can touch, without hearing “No” very often Materials are stored in consistent places and some of them are easy for children to find, help themselves to, and put away. Separate containers are provided for different kinds of materials. The environment is pleasant, not over stimulating. Background noise is kept to a minimum, and at least ½ the time there is no background noise. Enough space for freedom of movement 35 square feet per child of open space Outdoors has open space, play equipment and places for explorations A variety of materials are available outdoors. All equipment is safe for the ability of the children who use it. Equipment is modified to accommodate children’s special needs, or special equipment is provided. Wheelchairs can move freely, if needed. Each child has a space for personal belongings. Infant and Toddler area Space is available for babies to explore freely, to crawl and to stand. Sturdy, low furniture is available for those who are learning to walk. The Environment Equipment Materials Mandatory All equipment, outdoors and indoors, is safe for the ability of the children who use it. Heavy furniture, climbing equipment, swings, and slides are stable or securely anchored. Cushioning materials are under all climbers, swings and slides over 36 inches high Indoors and outdoors Helmets are worn Children always wear a helmet while riding bicycles, skateboards, scooters and in-line or roller skates. Can be scored: N/A No bikes, skateboard, or skates. Helmets are worn Children always wear a helmet while riding bicycles, skateboards, scooters and in-line or roller skates. Can be scored: N/A No bikes, skateboard, or skates. Special needs Children The environment has adaptations for special needs children. IFSP or IEP are followed The environment includes a comfortable and cozy place for children, as well as a place for quiet time alone. Cozy area includes stuffed animals and dolls. Enough materials to engage all the children in appropriate ways. Large and Small Motor Development Grasping toys, riding toys, peg boards, dancing props, blocks, outdoor sports equipment. Materials are stored in easy to use, organized containers Materials are rotated to maintain interest. If there is a toy box, it has safety hinges and air holes, or there is no lid. Babies can crawl freely. They need balls, stacking and nesting toys, and grasping toys. Sturdy furniture is available for babies to pull up and cruise on. Toddlers need climbing, riding, sensory play, blocks and puzzles. Open outdoor space for movement. Preschoolers can play manipulative out of reach of toddlers. School age need sports equipment and games. Games should include ones that require participation Art Materials Should be available everyday Under 2 can be brought out, over 3 needs to be accessible. Under 2 years Crayons or markers, paint brushes, large pieces of paper, non-toxic paint, play dough Over 2 years Tools for drawing, paint brushes, paint, paper, play dough, glue, college materials, scissors, etc. Dramatic play Dress up clothes Materials for children to create their own costumes or props Stuffed animals Puppets Theme props Miniature animals and people Blocks Language materials Books: Under 2 years: made of durable materials, simple pictures of people and familiar objects, short stories. Over 2 years: a variety of stories, pretend and real, information books Other language materials. Telephones Puppets Interactive games Written or audio materials in the child’s home language Math Materials Matching Sorting Counting Measuring patterns Comparing similar and different Graphing Science Materials Magnets Magnifying glass Balance scale Sand and water (or similar materials) Collections of natural materials Live animals or plants Planned and unplanned science experiences daily Real tools Hammer and nail Shovels Rolling pin Cookie cutters Plastic knives Measuring cups and spoons Diversity Materials reflect the lives of the children enrolled and diverse in race and ethnicity. No stereotyped pictures. Materials showing diversity should include books, dolls, puzzles and pictures.