When It Comes to the Guidelines, We’re the Guide by the Side

1. When It Comes to the Guidelines, We’re the Guide by the Side PITC Partners for Quality Advanced Training 2014

2. What’s in Your Suitcase?

3. Learning Outcomes Participants will: • Deepen their knowledge of the I/T Program Guidelines. • Gain experience using the I/T Program Guidelines as a tool for developing and supporting quality improvement plans (QIPs) by: • Identifying guidelines and action points to support QIP goals. • Identifying resources and developing a timeline for QIP goals.

5. I/T Learning & Development Program Guidelines

7. Part One: Background Introduction Chapter 1. The Development of Programs with Families Chapter 2. New Insights into Early Learning and Development Chapter 3. The Role of the Infant Care Teacher Chapter 4. Program Leadership and Administration

8. Background Review • Chapters 1-4 • Review

9. Chapter 1:The Development of Programs with Families

10. Chapter 1, Key Concepts • The Nature of Relationships Between Programs and Families • The Importance of Establishing Working Relationships • Cultural Perspectives on Nurturing Young Children

11. Chapter 2: New Insights into Early Learning and Development

12. Chapter 2, Key Concepts:The Four Insights • Insight 1: Infants and toddlers learn and develop in the context of important relationships. • Insight 2: Infants and toddlers are competent. • Insight 3: Infants and toddlers are vulnerable. • Insight 4: Infants and toddlers are a unique blend of nature and nurture.

13. Chapter 3: The Role of the Infant Care Teacher “The teacher is all at once a nurturer, a guide, a supporter, an encourager, an observer, a planner, a provider of new experiences, a safe lap, and a listener.” (Program Guidelines, p. 27)

14. Chapter 3: Key ConceptsThe Role of the Infant Care Teacher • Build and maintain positive relationships with families • Build and maintain positive relationships with children • Prepare the environment • Establish predictable, consistent routines • Appreciate physical activity as learning • Nurture social-emotional growth and development • Foster cognitive and language development & communication • Implement a curriculum process (Program Guidelines, p. 30)

15. “Early care and education programs are important parts of communities. The programs play an essential role that is more than providing child care.” Chapter 4: Program Leadership and Administration (Program Guidelines, p. 48)

16. Chapter 4 : Table of Contents • Leadership • Policies supportive of professional growth • Reflective supervision • Policies for high-quality care & education • Relations with surrounding community • Administration • Conclusion

17. Part Three: Resources • Curriculum Resources • Organizations and Web-sites • Appendixes • Work Cited • Further Reading

18. Part Two: The Guidelines • Chapter 5: Guidelines for Operating I/T Programs • Sections 1-6 • Chapter 6: Guidelines for Facilitating Learning and Development with Infants and Toddlers • Sections 7-8

19. Chapter 5: Guidelines for Operating I/T Programs Section 1. Providing family-oriented programs Section 2. Providing relationship-based care Section 3. Ensuring health and safety Section 4. Creating and maintaining environments for infants and toddlers Section 5. Engaging in program development and commitment to continuous improvement Section 6. Helping teachers continue to grow professionally

20. Chapter 6:Guidelines for Facilitating Learning… Section 7. Understanding that learning and development are integrated across domains Section 8. Implementing an infant/toddler curriculum process

21. Understanding the Program Guidelines

22. Understanding the Program Guidelines

23. Section: Indicates specific guidelines section Page Walk Guideline: Broad recommendation for program practice Action Points (for programs and teachers): Lists recommendations for how to apply guidelines in a childcare setting Rationale: A paragraph or two explaining why the guideline is important

24. Break

25. Guidelines Content • With your table group, research your given Guidelines section. Then complete the quick sheet for your Guidelines section.

26. Quality Improvement Planning

27. Quality Improvement Planning • To be effective, the QIP must: • address the program’s specific needs and context (start where they are). • include mutually agreed upon approaches. • be limited to an achievable number of goals and action points with reasonable timeframes.

28. QIP Practice - Let’s try it out!

29. SCENARIO: Potty in the Play Yard

30. SCENARIO: Potty in the Play Yard Observation: The provider is inside, in the kitchen, preparing lunch. The assistant is outside in the play yard with all of the 7 older children. The two younger infants are sleeping inside. There is one potty chair outside in the yard and the assistant proceeds to place each of the 7 toddler-aged children on the potty one after the other. To each child she says, "Sit there until you pee."

31. SCENARIO: Potty in the Play Yard The assistant does not use gloves during the diapering and toileting and there is no hand washing for the children or assistant. The potty chair is not sanitized between each child. Each child’s diaper is removed, before sitting on the potty chair, and the assistant places all of the diapers in the same plastic bag. During the diapering and toileting, the provider comes out once to bring more diapers to the assistant. Children are riding tricycles and playing around the child on the potty chair.

32. SCENARIO: Potty in the Play Yard After diapering and toileting, the children sit down for lunch. After lunch, the provider uses the same washcloth to wash each child's face. During my one-on-one feedback discussion with the provider, the provider mentions her son who is hitting and biting other children in her care. The provider asks if her assistant could attend the training as well.

33. SCENARIO: Potty in the Play Yard Recently trained on the topic of routines, modeled diapering in a training session and used a Glo-Germ training. Provider was inside preparing lunch. Assistant proceeded to place each child on the potty, one after the other saying, "Sit there until you pee.” Did not use gloves and no hand washing or hand sanitizing for the children or the assistant.

34. SCENARIO: Potty in the Play Yard Children were riding tricycles and playing around the child on the potty chair. Provider used the same washcloth to wash each child's face. Provider wanted to discuss her son who was hitting and biting other children in care. Provider has asked if her assistant could attend training.

35. Quality Improvement Planning

36. Quality Improvement Planning

37. QIP Practice - Let’s try it out!

38. Putting It All Together • Use the Guidelines for Early Learning in Child Care Home Settings along with the I/T Program Guidelines for family child care QIPs. • Focus on small, modest, achievable goals and action points. • Intentionally focus observations and feedback on QIP goals and action points.

39. Questions/Challenges/Reflections • What other support do you need to feel confident in using the I/T Program Guidelines in your delivery of PITC/PQ services ?