FREE ELECTRONIC LIBRARY - Dissertations, online materials

Pages:   || 2 |

«As you think about child care for your infant or toddler. make a visit. ask questions. then decide. Pub-1115B (Rev.12/2015) Introduction Choosing ...»

-- [ Page 1 ] --

As you think

about child care for

your infant

or toddler...

make a visit...

ask questions...

then decide.

Pub-1115B (Rev.12/2015)


Choosing good child care is an important decision. Safe and

positive child care sets the stage for healthy growth and

development. It takes time, patience and an understanding of

what to look for when selecting child care.

Learn about different child care options and visit programs before

making a decision. Call and make an appointment. Look around the child care setting carefully. Watch how the children and adults interact with one another. Ask Questions. Listen. Talk to parents who use the program.

Once you have selected a child care program and your child is in care, keep asking questions. Always check to make sure the program still meets the needs of your family. It’s a lot of work, but your child is worth it.

Selecting child care is an important step in the life of your child.

You know the needs of your child and family. This important decision will make a big difference in your child’s development, health and happiness.

Think About Child Care Resources Call the New York Parents’ Connection at 1-800-345-KIDS or visit www.ocfs.ny.gov for other As You Think About Child Care materials.

• As You Think About Child Care

• As You Think About Child Care for your Infant or Toddler

• As You Think About Child Care for Your 3- to 5-Year-Old

• As You Think About Child Care for Your School-Age Child Six Tips When Looking for Child Care

1. Visit the child care program while it is open and the children are there.

2. Take the time to ask questions. Look around the program to see how things are handled.

3 Make sure the child care program:

• Has enough caregivers/teachers for the number of children.

Check New York State regulations to confirm compliance.

• Takes steps to prevent accidents and has a plan to handle fire or medical emergencies.

• Knows how to help children stay healthy and feeds infants on their own schedule.

• Plans a balance of indoor and outdoor time that is both active and quiet.

4. A good relationship between the children and caregivers/teachers

is important. The caregiver/teacher should:

• Enjoy talking to and playing with children.

• Have experience, education and/or training in caring for children.

5. Consider the cost, location and hours the child care is open.

6. Talk to parents who use the programs and keep looking until you are satisfied with your choice.

Think About the Type of Child Care Licensed or registered child care settings must meet specific health, safety and program requirements. Some programs may not be required to meet state regulations to legally provide care.

These options should meet your own standards for the health, safety and development of your child.

Regulated Child Care Situations for All Ages ■ Day Care Center - more than six children, not in someone’s home, for more than three hours a day.

■ Small Day Care Center - three to six children, not in someone’s home, for more than three hours a day.

■ Family Day Care Home - three to six children, in a home for more than three hours a day. One or two more school-age children may come after school. There must be one caregiver for every two children under two.

■ Group Family Day Care Home - seven to 12 children in a home, with the help of an assistant, for more than three hours a day. Up to four additional school-age children may come after school.

■ Head Start - licensed as a day care center and provides additional services to children and families.

■ Pre-Kindergarten Programs - offered by many public schools for 3- to-5-year-old children during the school year.

■ School-Age Child Care - seven or more children (kindergarteners through 12-year-olds) during non-school hours.

–  –  –

Legal but Not Regulated Child Care Situations ■ Informal Care - care provided by a child’s relative, a family friend or neighbor who watches one or two children not related to the caregiver, but never more than a total of eight children.

■ In-home Care - when a caregiver comes to your home to watch your children.

■ Non-Public Nursery School and Pre-Kindergarten Programs - a program that is not in someone’s home that cares for children three hours a day or less.

Completing the Checklist

Visit each program. Ask questions and look around to see how things are handled.

Ask about the things that are important to you and not on the checklist. Based on what you find, write Y/Yes or N/No in the space provided.

Once you’ve completed your visits, compare the different programs. Talk to other parents who use the program. Then decide on the best program for your child and family.

Think About Family Needs Questions to Ask and what to look for...

The cost of care, program hours and transportation are important things to consider when selecting child care. Make sure the policies and rules of the child care are available in writing.

–  –  –

You can get to the child care setting from home and work.

The program is open during the hours your child needs care.

Ask about payment policies


• Child care subsidy payments

• Payment options

• Due dates and late fees

• Vacation and holiday payment Parents may visit the child care program any time it is open.

Parents get a copy of the policies and rules for the child care program.

Parents are told about the activities for children at least once a week.

–  –  –

A good relationship between the child, family, and caregiver/ teacher is important to everyone. The caregiver/teacher should have experience, education and/or training in child care. The caregiver/teacher should enjoy talking to and playing with children and communicate well with parents.

–  –  –

The caregiver/teacher has experience caring for infants and toddlers and really enjoys working with them.

The caregiver/teacher takes training and/or education courses to learn about the health, safety, and development of children.

–  –  –

When a child is upset the caregiver/teacher meets the child’s needs quickly even when the program is busy.

The caregiver/teacher respects and understands the values and culture of the child’s family.

Think About the Caregiver/Teacher

–  –  –

All regulated caregivers/teachers, alternates, substitutes and anyone over 18 years old living in a regulated child care home have been fingerprinted and completed all required criminal Child Abuse and Justice Center background checks.

Ask the informal caregiver if he/she has a criminal background and if anyone else over 18 years old will be in the home during child care hours.


–  –  –

Questions to Ask and what to look for...

It is important to know what steps the program takes to prevent accidents and what plans are in place in case of an emergency.

–  –  –

Children are supervised by the caregiver/teacher and can be seen and heard at all times, even at naptime.

The child care program is childproofed to prevent

accidents. Protections include:

• Poisonous and dangerous materials, like medicines and cleaning solutions, are stored out of the reach of children.

• Electrical sockets are covered.

• There are childproof locks on cabinets.

• Hanging cords from blinds are secured.

• Small household objects that may be a choking hazard are out of reach.

• There are safety gates on stairs.

The child care program has been checked for peeling paint, radon and asbestos.

Think About Safety

–  –  –

The program has a plan to handle fire and medical emergencies.

The program has a stocked first-aid kit.

The caregiver/teacher knows how to handle minor injuries and what to do when an injury requires a trip to the doctor or emergency room.

There is a working phone.

Emergency telephone numbers are posted.


–  –  –

There are smoke detectors on each floor and multipurpose fire extinguishers in the child care home.

The day care center has a fire detection system.

There are at least two separate building exits in case of fire.

The plan to escape a fire emergency is practiced at least once a month with the children, even during naptime.


–  –  –

Questions to Ask and what to look for...

To keep children healthy, the program should encourage good health habits and take steps to prevent the spread of germs.

Make sure you know the program has an approved health care plan and ask to see a copy. Child care programs must also follow specific rules to give over-the-counter and prescription medicine to children.

–  –  –

All children must have up-to-date immunizations.

The caregiver/teacher prevents the spread of germs by washing hands many times during the day. Children also wash their hands often during the day.

The child care setting is clean.

Toys, furniture and floors are washed frequently with a bleach solution to prevent the spread of germs.

Diapers are changed when dirty and the changing area is cleaned with a bleach solution after each use.

–  –  –

The program’s health care plan meets the health care needs of my child.

The program has a plan to handle medical emergencies.

The health care plan includes whether the caregiver/teacher will give medicine to children.

The caregiver/teacher has

the skills and training to:

• Give over-the-counter or prescription medicine to children.

• Know a minor injury from one that needs medical attention.

• Give first aid and CPR.

–  –  –

Menus for meals and snacks include a variety of fresh fruits, vegetables, meats, bread and milk products.

Feeding infants is planned with parents. Infants are held when fed a bottle and start eating solid foods slowly and carefully.

–  –  –

Toddlers are fed smaller portions.

Foods that may cause choking like popcorn, carrots, peanuts or raisins are not served.

Mealtime is for learning skills like self-feeding finger foods, using a spoon or fork, or setting the table.


–  –  –

Questions to Ask and what to look for...

A child care setting that offers a variety of activities and experiences will help children develop skills for future readiness.

Look for a balance of active, quiet, indoor and outdoor play based on the abilities and interests of children.

–  –  –

To help children use words, the


• Reads stories, sings songs and names objects with the children.

• Talks to children even during times like changing diapers and feeding.

• Offers books, games and other materials such as colorful cloth and cardboard books.

–  –  –

There is a variety of and enough materials and toys that are clean,

safe and in good repair such as:

• Safe toys for infants to see, hear, touch, and put in their mouths.

• Toys and materials like large cardboard blocks, water and sand, and stacking toys for toddlers.

• Music toys, or a radio/CD/tape player.

• Paper, crayons, paint, and clay for toddlers.

Active and Quiet Time Program Program Program The outdoor and indoor play spaces and equipment are clean, safe and free of sharp edges.

The children are taken outdoors every day unless the weather is bad.

Toileting Program Program Program The caregiver/teacher works with parents to help toddlers with toilet use. Toileting accidents are handled calmly.

–  –  –

Indoor space is large enough for infants and toddlers to crawl, and to use balls and push/ride toys.

There is soft furniture and toys when toddlers need quiet space and time.

During naptime:

• Children are always seen and heard.

• Infants sleep when needed.

• The space is clean, quiet, and large enough.

• Each child has a crib, mat, cot or bed with clean sheets and blankets.

• Quiet activities are planned for children who wake up early or do not nap.

To prevent Sudden Infant Death Syndrome, infants sleep on their backs. There are no stuffed toys, or soft or loose bedding in cribs.


–  –  –

Questions to Ask and what to look for...

Programs need to set limits for children. Those limits depend on a child’s age and abilities. Children should be reminded of the limits without hitting or scaring them, hurting their feelings or taking away something important like food or rest.

Corporal punishment is never allowed.

–  –  –

Parents agree to the program’s Behavior Management Plan.

Babies are not disciplined, and are cared for with a comforting voice and gentle touch.

There is an understanding that


• Are just beginning to talk and when upset may bite, hit, kick or have a tantrum instead of using words.

• Do not know how to share toys.

Pages:   || 2 |

Similar works:

«IN THE UNITED STATES DISTRICT COURT FOR THE EASTERN DISTRICT OF PENNSYLVANIA :AMY MEDLEY CIVIL ACTION : :v. : : : COUNTY OF MONTGOMERY NO. 12-1995 : MEMORANDUM Padova, J. July 16, 2012 Plaintiff Amy Medley, a former employee of Defendant County of Montgomery, brings claims under the Family and Medical Leave Act (“FMLA”), 29 U.S.C. § 2601 et seq., and a federal common law claim for equitable estoppel, alleging that Defendant told her that she could take leave pursuant to the FMLA, but then...»

«Detection and Prevention of Melanoma Guest Expert: David Leffell, MD Professor of Dermatology and Surgery CEO, Yale Medical Group www.wnpr.org www.yalecancercenter.org Welcome to Yale Cancer Center Answers with Dr. Ed Chu and Dr. Ken Miller. I am Bruce Barber. Dr. Chu is Deputy Director and Chief of Medical Oncology at Yale Cancer Center and Dr. Miller is a medical oncologist specializing in pain and palliative care and he also serves as Director of the Connecticut Challenge Survivorship...»

«! ! #$ & %' The IADNAM would like to acknowledge and thank the following professional colleagues for their hospitality, exchange of information and ongoing collaboration. Peter Carter, CEO, RCN, London Nora Flanagan, Operational Manager RCN, London Trish MorrisThompson, Chief Nurse, NHS, London Steve Gladwin, Head of Communications, NHS Trust Development Authority Stephen Judge, Implementation Consultant, NICE Rob Smith – update on Health Education England Jane Clegg, Deputy Director of...»

«EUROPEAN COMMISSION HEALTH AND FOOD SAFETY DIRECTORATE-GENERAL Brussels sante.ddg2.g.dir(2015)732270 SUMMARY REPORT OF THE STANDING COMMITTEE ON PLANTS, ANIMALS, FOOD AND FEED HELD IN BRUSSELS ON 11 SEPTEMBER 2014 12 SEPTEMBER 2014 (Section Animal Health & Welfare) CIRCABC Link: https://circabc.europa.eu/w/browse/d36ff9ae-0fd1-41e0-8ee0-8fec085e3c37 A.01 African swine fever Information from Poland, Lithuania and Latvia on the epidemiological situation, surveillance activities and control...»

«Helping People Live Healthier Lives Section J: Quality Management (Section 14 of RFP) J.1 Document experience in other States to positively impact the healthcare status of Medicaid and or CHIP populations. Examples of areas of interest include, but are not limited to the following: (GSA C) Quality Assessment Performance Improvement (QAPI) Our philosophy supporting quality assessment and performance improvement (QAPI) is to leverage our assets, capabilities and engaged employees to provide our...»

«1 WELCOME TO THE 3O CLEAN™! WHO ARE WE? Welcome to The 30 Clean! We’re so excited to join you in your journey to achieving optimal health and wellness. Before we get into the details of our program, allow us to introduce you to the team that will be supporting you every step of the way.THE 3O CLEAN FOUNDERS Heather Hemmer The Visionary and Health “Hammer” aka CEO and Holistic Health Coach Heather is a Certified Holistic Health Coach (C.H.E.K.) and fitness trainer who is passionate about...»

«RESUME PROFESSOR M GIAS UDDIN AHSAN Syndicate Member Ph.D, MPHM, DTM&H (MU), MBBS (CU) North South University Dean Member of the Technical Advisory School of Health & Life Sciences Committee & Chairman, Department of Public Health, World Health Organization, South East Asia North South University Region, New Delhi, India Contact: Tel: +8802 55668200 Extn: 1901, 2298 (Office), +8802 8158798 (Resident) Project Leader Cell: +8801796584979 Canadian IDRC-NSU Project Residence: Flat-B1, 1/12 Iqbal...»

«Basics for Practitioners: Oral Anatomy and Pathology Matt Lemmons, DVM, DAVDC MedVet Indianapolis Carmel, IN Dentistry is truly a branch of medicine and surgery. A strong knowledge of normal anatomy and pathology is cornerstone to adequate diagnosis and treatment of diseases of the oral cavity. The majority of oral related disease is inflammatory (periodontal disease) or traumatic (fractured teeth, orthopedic injuries) in nature. However other causes are not rare and need to be recognized. The...»

«Health Systems in South America: Challenges to the universality, integrality and equity SOUTH AMERICAN INSTITUTE OF GOVERNMENT IN HEALTH Executive Director José Gomes Temporão Technical Coordinator Henri Jouval MINISTERS OF HEALTH IN SOUTH AMERICA IN MAY 2012 Juan Luis Manzur Argentina Juan Carlos Calvimontes Bolivia Alexandre Padilha Brazil Jaime Mañalich Chile Beatriz Londoño Colombia Carina Vance Ecuador Bheri Ramsaran Guyana Esperanza Martínez Paraguay Carlos Alberto Tejada Peru Jorge...»

«Dr. Sharon M. Douglas Department of Plant Pathology and Ecology The Connecticut Agricultural Experiment Station 123 Huntington Street, P. O. Box 1106 New Haven, CT 06504 Phone: (203) 974-8601 Fax: (203) 974-8502 Email: Sharon.Douglas@po.state.ct.us COMMON TREE HEALTH PROBLEMS There are a number of diseases that can be considered of general importance or common occurrence for many different tree species. This fact sheet covers most of the common abiotic and biotic problems and provides a general...»

«The Healthy School Environmental Action Guide Advocates for Children of New York, Inc. and Healthy Schools Network, Inc. Copyright ©1999 Copyright Updated © 2005 PREFACE Families and communities are working hard to protect the next generation from the threats of violence and addictions. Yet, other threats such as childhood asthma, learning disabilities, behavior problems, and some cancers are increasing rapidly despite parents' best efforts and advances in medicine. New research demonstrates...»

«EUROPEAN COMMISSION Brussels, 1.3.2016 C(2016) 1158 final COMMISSION IMPLEMENTING DECISION of 1.3.2016 concerning the work programme for 2016 in the framework of the third Programme of the Union's action in the field of health (2014-2020) and the EU financial contribution to the WHO Framework Convention on Tobacco Control, serving as a financing decision (Text with EEA relevance) EN EN COMMISSION IMPLEMENTING DECISION of 1.3.2016 concerning the work programme for 2016 in the framework of the...»

<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.