Biting          Investigation:                  Young children investigate anything new by tasting touching, feeling, hitting, kicking, talking, or biting.  From birth, they have explored their world through their senses.  Everything goes into their mouths. It is the primary way they categorize new things.  They are encouraged to eat new foods.     Infants and young toddlers are not sophisticated enough to know if something is edible or not.   What to do?   Provide a variety of sensory/motor experiences in the child care facility.  Infants and toddlers should experience closely supervised play with water, paints, play dough, and other wonderful materials.  Allow them to fully explore the new items.  The magic phrase is “closely supervised” play. Providers that care for young children should be aware of the possibility of biting and be on the lookout for “opportunities” and situations that will encourage biting.     Expression:  They are learning vocabulary as quickly as possible, but they do not yet have the words to explain feelings that are not understandable. What to do?   The most important issue is to help the young child develop a repertoire of behaviors for handling frustrations and angry feelings.  We can teach our children to say “No” and move away when another child tries to take a toy from them.  Teach the child the words to match the feelings swirling around inside him.  Brain research shows us that when a child is in an agitated state, using the vocabulary to explain the feeling lowers the agitation and allows the child to use reason and self-control.   Teething   What to do?  Provide the infant/toddler with teething toys, frozen bagels and chewy foods that will disintegrate in their mouth and won’t cause choking.  Clean frozen cloths can be kept on hand to provide cooling relief for the teething toddler (and for the child who has been bitten).   Engagement with Peers   Infants and toddlers are just beginning to learn how to engage peers in positive ways.  They usually do not understand they are hurting others when they bite them.  It is not their intent to cause pain.  Infants and toddlers do not know how to approach their peers in acceptable ways. They often express an interest in others by biting, pulling hair, pushing, etc.  They are interested in textures, reactions, tastes, and exploring new ideas and things.  Take the child’s hand as they reach out to another roughly and say “gentle touches”, or whatever other phrase you use in your class.   Instrumental Aggression is where the child goes after something she wants and he has it!  It is a typical act where a young child grabs, pushes, or shoves to take a toy or something else that is wanted. The aggressive child does not intend to hurt the other child.   However, the provider must deal with each child and patiently explain to both children the “right” and “wrong” of the situation.   “No, you cannot take things from other children”, and “It is alright to tell Sara ‘NO’ when she tries to take something away from you,” are a couple of examples of how to speak to children.  You must remember that if children are upset, it is necessary to help them calm down before any rationalization can take place.    Hostile aggression is different.  The attacking child intends to hurt, control or exert power over another child.  It is much more difficult to deal with for the intent is more frightening to both the adult, the victim and the other children observing the episode.  It is also natural and occurs regularly with young children.     While each child is unique, temper tantrums usually start around 12 months and become less intense and less frequent by age 4 or 5.   What is H.O.T.? When a behavior becomes a problem, ask yourself, Is the child: Hungry, Overwhelmed, or  Tired Choose your Battles Set Clear Limits Offer an Alternative Remove temptations Don’t overwhelm your child Remember personalities and temperaments Handle field trips carefully Know the warning signs     Stay calm. Never argue with a toddler. Ignore the tantrum if you can.                             NEW CHAPTER      Visual: A visual learner may prefer to read, or learn from pictures, charts, or graphs.  Visual learners watch demonstrations and learn from that observation.  They take in information through their eyes and process the details.  Visual learners can easily recall printed information in the form of numbers, words, phrases, or sentences.      Auditory: An auditory learner will learn more effectively through verbal instruction, either from others or from themselves.  They are always talking.  They will forget faces, but never a name.  An auditory learner will remember by repetition.  They will remember details from conversations.  They have strong language skills that include well-developed vocabularies and appreciation of words and sounds.  They will have strong oral communication skills and have finely tuned ears that may make learning foreign languages relatively easy.  Music is very special and auditory learners often have exceptional musical talents.     Kinesthetic: The third type of learning style is kinesthetic.  This person learns by doing, by direct involvement in the process.  The term "hands-on learning" was created for a kinesthetic learner.  They are great performers, including athletes, actors, and dancers.  They are generally well-coordinated with a strong sense of timing and they have fluid body movements.  These are the type of people often labeled as "hyperactive", for they have difficulty sitting still.  They are in motion even when sitting: wiggling, tapping their feet, and moving their arms and legs. Kinesthetic learner attack problems physically, they often select the solution that involves the greatest activity.  They are described as impulsive.  They are not good listeners, for listening doesn't involve body movement.  They use action words often in their conversations, such as take, make, get, do.          "Control Time" Method: "Control Time" is a method I have developed over the past 10 years as an answer to the ever popular “time-out” technique. Time-out is a reactive process:  the child misbehaves, the child gets time-out.  The designed purpose for time-out was to give the child an opportunity to calm down and take a break from a negative situation, then return the child to the activity.  There are various guidelines as to how long time-out should last for different age groups and situations.  There are as many variances as there are children.  I have heard from hundreds of child care providers: “time-out doesn’t work, what should I do?”

Mandatory reporting  By law we are mandated to report any suspicions of CA/neglect   Who Must Report?     Anyone with good faith    Most states designated professions whose memb4rs are mandated by law to report CA    Individual designated reporters:  Social workers Teachers and other school personnel Physicians and other health-care workers Mental health professionals Childcare providers Medical examiners or coroners Law enforcement officers   18 states and Puerto Rico, are required to report             of these 18, only 16 and Puerto Rico specify certain Professionals, also require persons suspected abuse or neglect regardless of profession                       NJ and Wyoming require all persons to report without specifying any professions.      Reporting Those who fail to make a report shall be guilty of a gross misdemeanor.          Two categories   :                                               Gross misdemeanors:  Punishable by up to 1 yr in jail/ 5,000 fine                                              Misdemeanors: Punished up to 90 days in jail/ 1,000 fine   First opportunity within 24 hours Reporting protocols that assign reporting responsibilities    Law intended to identify/protect children who are victims of abuse/neglect/          investigations to determine if abuse is occurring and services designed protect            The purpose of the law is to protect children who have been non-accidentally injured, sexually exploited, or deprived of the right to minimal nurture, health and safety by their parent, guardian or custodian.   Governing agencies respect the bond between child and parent/guardian, however, they do assert the right to intervene for the general welfare of the child where there is a clear and present danger to the child's health, welfare, and safety.  They do not intend to interfere with reasonable parental discipline and child-rearing practices that do not injure the child.   Making a report: Does not constitute a proven fact, merely raising a question about the condition/state of a particular child.  Reasonable suspicion based on objective evidence is all that is needed to report   Elements of a report that are universal. Mandated reporters are required to give their names to the intake worker when making a report.  Reporting anonymously does not meet the mandated reporting requirements.  Providing your name will provide documentation that as a mandated reporter, you did indeed make a report.  Under most conditions, maintaining confidentiality is of minimal concern, because your duty is to report.  The intake worker will need as much information about the child as possible.  You will be asked for the child's name, address, siblings, other adults in the home and addresses for parents not in the home and any other relevant information.   Details of suspected abuse, bruises, and unusual marks and who you believe did this.  While the report is being made, the intake worker begins a risk assessment of the report.   The intake worker uses a risk management matrix to decide whether the case meets state abuse definitions and if the case will be sent on for further investigation. Each incident of abuse or neglect constitutes a new report. You must make a new report every time additional suspicions arise.     Law Enforcement LE take the child to protective custody w/ court order when an emergency occurs that deals with the child's health, welfare, or safety.   2 types of cases that do not normally meet the state's definition of CA are head lice and truancy   Approximately 15% to 20% of all cases accepted for investigation are emergent, needing to be dealt with within 24 hours. The collaboration of many resources is required to protect children. You are one of these resources.     Types of Child Abuse          Physical Abuse    Any non-accidental physical injury to the child such as; Bruises in an unusual area of the body, burns, fractures, bites, intr4nal injuries, auditory, dental, ocular, or brain damage to any action that results in physical impairment of the child    36 states and American Samoa, Guam, the North4rn Mariana Island, Puerto Rico, and the Virgin Islands, the definition of abuse also includes acts or circumstances that threaten the child with harm or cr4eate substantial risk of harm to the kid's health/welfare               Sexual Abuse    There is a wide range of abuses that include:  indecent liberties, communication with a minor for immoral purposes, sexual exploitation of a minor (allowing the child to engage in prostitution or in the production of child pornography), child molestation, sexual misconduct with a minor, and rape of a child.             Negligence    An act that constitutes a clear and pr4esent danger to the child's welfare, health, and safety. Failing to seek medical help or exposing children to hazards is considered neglectful    Frequently defined in terms of deprivation of adequate food, clothing, shelter, medical care, or supervision.  Approx 21 states and American Samoa, Puerto Rico, and the Virgin Islands include failure to educate the child as required by law in their definition of neglect. 7 states further define medical neglect as failing to provide any special medical treatment/ Mh. 4 states define medical neglect with the withholding of medical treatment or nutrition for disabled infants with life-threatening conditions         Emotional Abuse    All States and territories except Georgia and Washington include emotional maltreatment as part of their definitions of abuse or neglect. Approximately 22 States, the District of Columbia, the Northern Mariana Islands, and Puerto Rico provide specific definitions of emotional abuse or mental injury to a child.  The typical language used in these definitions is "injury to the psychological capacity or emotional stability of the child as evidenced by an observable or substantial change in behavior, emotional response, or cognition," or as evidenced by "anxiety, depression, withdrawal, or aggressive behavior".               Signs of Abuse!   PA:   Signs of abuse include, but are not limited to: bruises, burns, bites, cuts, swelling, vomiting, and dizziness.             Bruises: Bruises and marks on the soft tissue of the face, back, neck, buttocks, upper arms, thighs, ankles, legs, or genitals are likely to be caused by physical abuse                             Another sign to look for bruises at various stages of healing, as if they are the result of more than one incident.                              The ages of bruises can be detected by the following consecutive colors: red; blue; black-purple; dark green tint; pale green to yellow.  It is very difficult to detect the color of bruises in children of color, particularly darker skinned children.  If you have concerns, a physician can distinguish the age and color of bruises in any child regardless of color.     EA:  blaming, belittling or rejecting a child; constantly treating siblings unequally, or a persistent lack of concern by the caretaker for the child’s welfare and safety. It also includes bizarre or cruel forms of punishment.              most difficult form of child abuse to identifying because the signs are rarely physical.             The effects of mental injury, such as lags in physical development or speech disorders, are not as obvious as bruises.  They can be attributed to other issues and are very difficult to prove.  Parents of an emotionally maltreated child often blame the child for all problems, refuse all offers of help, and are unconcerned about the child’s welfare.   SA: devastating to everyone involved.          vary in their behavior and actions            Some signs of sexual abuse include but are not limited to withdrawal, excessive knowledge of sexual acts beyond their developmental level, aggressive behavior, and regressive behavior.          suspect a child of being sexually abused, do not attempt to ask the child leading questions, or suggest any situations to a child.  Find someone who specializes in this area and be sure to make a CPS report.  Closely supervise all children when in the presence of someone who is known to have been abused.  It is highly likely that an abused child will attempt the same things they have experienced.     Common themes  There are several common themes to be aware of when looking for indicators of abuse or neglect: Patterns of bruising, cuts, physical injury. Patterns of unexplained injuries or explanations that do not make sense. Consistent failure for child to receive medical attention when it is needed. Lack of child supervision whenever there is potential danger of injury to the child. A child's inappropriate "sophistication" regarding sexual issues or seductive behavior in a child. Consistent verbal abuse: demeaning, criticism or insults. Significant changes in child's behaviors, usually regression.   TIPS   DO:  Check states requirements first Make sure the ECE professional is someone the child knows and trusts Sit next to the child at his/her level, don't stand and "Dominate" Ask the child to clarify the words or terms that are not understand  Engage the child in a conversation. Don't interrogate/push more than the kid is ready for Conduct the discussion in a place that allows for privacy but familiar to the child.   DON'T Suggest answers for child   Probe/press for answers Force the child to remove clothing Display horror/shock/disapproval of the parent (s), child or situation Leave the child alone w/ stranger ask why question Tips for Talking with a Parent Do: Select the person most appropriate to the situation to meet with parents. Conduct the discussion in private.  No audiences. Tell the parent(s) why the discussion is taking place. Be direct, honest, and professional. Reassure parent(s) of the program’s support to them and to their child. Tell the parent(s) if a report was made or will be made. Advise the parent(s) of the program’s legal and ethical responsibilities to report. Do Not: Try to prove the abuse or neglect; that is not an ECE’s professional role. Display horror, shock, or disapproval of the parent(s), child, or situation. Pry into family matters unrelated to the specific situation. Place blame or make judgments about the parent(s) or child.       Prevention   Education A good way to prevent some incidents of abuse is to provide opportunities for parents to ask questions, get information in a non-threatening manner, and admit when they need help. Early Intervention It is your responsibility to know your students well enough to know when something isn't "right".  When you pay attention to indicators and signs children give, you can get help and assistance for families before the abuse gets out of control.   Child Care Providers Child Abuse and Neglect is a serious issue.  Child care providers have an opportunity to help children receive help before a situation gets out of control.  However, do not see abuse in every little bruise and conversation.  All young children fall down when they are learning to control their muscles.  Be cautious, observant, and knowledgeable about the children in your care.

Motor Skills: Age 3  i. Large Motor skills - 3 year olds use all of their senses to increase physical capabilities.  They can  jump in place, throw a ball underhand, complete a summersault, walk up stairs with alternating feet, and move creatively to music.  Most 3 year olds can hop on one foot.  They can walk in a straight line without catching their feet. ii.  Fine Motor Skills - Fine motor control for 3 year olds concentrates on increasing hand-eye coordination. They work on using scissors to cut paper, building towers out of small blocks, pouring drinks from a pitcher and using a knife to spread foods.   They like to draw straight lines, create circles, rectangles, ovals, and squiggles.  They like to invent shapes. This is a time of gluing, pasting, and making things out of scraps of paper, cloth, and every other material available. b. Motor Skills: Age 4 i. Large Motor Skills - 4 year olds continue the work of large muscle development.  They can walk up and down stairs one foot per step.  They can ride a tricycle skillfully, ready for their Indy 500.  This is the time for learning to pump on a swing, allowing the wind to blow past their faces. A time to skip, run obstacle courses, and play games involving complex motor skills.  They like to jump rope and climb on jungle gyms. ii.  Fine Motor Skills - The fine motor development of 4 year olds concentrates on the expansion of skills they have just learned.  They work on buttoning and unbuttoning.  Putting on articles of clothing including shirts, pants, socks, and coats.   They are more precise when it comes to cutting, now being able to follow an outline carefully.  They can successfully work small puzzle pieces, are capable of creating extravagant Lego castles and sorting small manipulatives into specific categories.       Play is the work of the child, during which they will experiment, practice, imitate, negotiate, prepare and rehearse real life situations.  They will develop confidence, independence, self-esteem and many, many skills. There are six (6) types of play that we will be discussing in this class for preschool children ages 3 and 4: Physical Manipulative Creative Discovery Imaginative Social     a.  Physical Play Preschoolers continue physical growth and need all the movement they can get.  A preschool child will become more confident and adventurous.  Although he/she may still be a bit clumsy, that does not stop the desire to get going and keep going.  Encourage them to test their boundaries by trying out new activities.  Let's look at ages 3 and 4 years individually.  i. Age 3 - 3 year old children are learning to pedal and steer a tricycle.  They need to practice balancing and controlling the different parts of their bodies needed to make the tricycle go where they want it to go. 3 year old children require a lot of praise for their efforts.  Any accomplishment is a reason for celebration. This gives them the needed confidence to go on and try something else.  They are working on hopping, skipping, rolling, spinning, standing on their tiptoes, and other muscle control actions. ii. Age 4 - 4 year olds enjoy games like “Simon Says” or “Follow the Leader".  They like to be the leader and be in charge of a group.  They love music and love to play with moving their bodies to the music. It is important to plan several active movement times into your daily schedule. When you find a group of preschoolers getting too squirrelly, get them up and get them moving.     b.  Manipulative Play Manipulative play develops fine muscle control, concentration and hand-eye coordination.  Each child will develop at his own pace.  Experimenting through trial and error is part of this development. There is not a right or wrong way to do things.  It is important that each child builds on their own confidence and self-esteem skills by practicing manipulative play.  i. Age 3 - 3-year-old children will be experimenting more with shape sorters and construction blocks.  They like to work with stringing beads and pasta.  Play dough is a favorite activity.  They are entranced by magnetic toys and the chance to move them any way they like. They are excited about cards and the opportunity to "be big" and play card games.  This is an opportunity to introduce the concept of small, medium and large through manipulative materials. ii. Age 4 - 4 year olds like to use leftover household materials to create their own "masterpieces".  They like to plan the activity and explain how they will build it and then finally get to the construction.  Their creations are more elaborate and contain many different stages of completion.  They like to manipulate sewing cards and threading opportunities. c.  Creative Play Creative play can help a child express their own ideas and feelings by making something original. Creative play can be things such as drawing, painting, making play-dough models, sticking and gluing, cooking, or writing stories and poems. It is important to display creative projects in a prominent place in the room.  Children can be proud of their achievements and share them with the rest of the class. i. Age 3 - There is a great deal of emphasis on concentration, recognition, fine finger movement and muscle control for 3 year olds.  It is important to supply children with a variety of materials and enough of each material to go around for each student. Food is a great object for creativity.  Not only can it stretch their imagination, but it provides them with a snack.  Creative play works very closely with language development.  Encourage your children to explain their creations and provide new vocabulary for describing the details.  ii. Age 4 - This is a great time to introduce different textures into paints and other art materials for 4 year old children. Add sand, oats, or whatever else you might have to create a new substance.  Help them make their own books and create stories.   This is a good time to introduce skits and story telling actions.  Let them act out the stories they are familiar with, and then expand to stories they make up themselves.  Creative play is limited by your boundaries. Try to erase your limitations and let the children go as far as they can into the fantasy realms they can imagine.   d. Discovery Play Discovery play enables a child to find out about different things.  Children discover what things are like: the size, shape, color, smell, and texture. They find out how things are made, what can be done with them, how some things can be changed by adding something else.  For example when water is added to dry sand, what can you do with it? Younger children have been working on cause and effect. Now the 3 and 4 year old child can take that concept and experiment further. i. Age 3 - Be sure not to take over and direct a child during this type of play.  The object is for them to discover for themselves.  Three year olds love sensory experiences.  Encourage them to further develop their sensory skills.  Place items in  bags and let them feel it to identify the item.   Set up simple experiments and ask the child to guess what will happen, then let him find out.  This is a great opportunity to develop the senses of smell, feel, and taste.  Cover their eyes and ask them to guess items by their different qualities.  ii. Age 4 - Four year old children enjoy experimenting to find out why and how things work and what will happen IF.  This is a good time to start planting seeds, to use tubes, sieves and funnels, and to discover what happens when you mix several things together.  This is also an excellent opportunity to develop vocabulary. . Imaginative Play Imaginative play is "pretend" or "fantasy" play.  The child can imagine that he is something or someone else.  Children love dressing up and playing "let's pretend".  It can sometimes be a form of escapism.  For instance the normally quiet introvert child may completely change once they have donned a costume and can pretend to be someone else. Children imitate the adults they come into contact with when they are playing these games.  It can provide an interesting and sometimes eye-opening insight into how the child perceives these adults. i. Age 3 - 3 year old children do not really need any guidance when playing pretend games.  They are able to establish who or what they want to be.  They will be happy playing on their own or with other children.  The best thing to do for this type of play is to offer the materials needed to do a great job of pretending.   Large cardboard boxes are a necessity for pretend play.  They become houses, cars, boats, anything your child needs it to be for the moment.  Pretend play can be used to help prepare your child for an event that will be happening, for example, a visit to the dentist or a new baby arriving in the family. ii. Age 4 - Four year old children will very seldom need the interaction of adults unless it is to suggest a theme of play. They can pick up on any suggestion and run with it.  Dress up clothes need not be extravagant.  Simple is much better.  A bright piece of material is all they need to create an elaborate costume.  Ask your children what they need.  They will let you know.   f. Social Play Social play takes place when there is more than one child or person involved in the play activity.  It  teaches them to cooperate, share and take turns. Try to ensure that children do not always play in the same group.  Children learn by example and from watching others.  They will learn that anti-social behavior like bullying and cheating leads to isolation and loss of friendship.  They learn from each other's reactions, such as, when quarreling or fighting happens. Adults are the main role model for social behavior.  Children will copy examples set by you. i. Age 3 - Three year olds are becoming socially aware.  They are able to mix with other children in a way that adults will recognize as sociable.  You need to have realistic expectations.  They are still 3 years old and just learning social skills. Organize games in which the children can take turns or make choices or decisions involving other children.  In this way the child will learn how to make decisions and respect other children's feelings and wishes. ii. Age 4 - It is quite common for four year old children to split into their own "social" groups.  Try to organize games where they can join in with other children in the classroom.  It will become noticeable who are the leaders or more dominant personalities. Encourage (but never force) the more reserved children to take the lead or make choices.  Try introducing "Role Play" where one child is being unfair or hurting the other child's feelings.  Get the rest of the children to point out why this is not "nice".  Discuss the situation with the children.  This will help them to relate to others.       Nutrition     Important Nutrients There are five important nutrients that may be missing from children’s diets.  Calcium- strengthening bones/teeth: milk, Oj, cheese, yogurt, cabbage, spinach, beans, rhubarb and fortified cereals Iron- Prevent anemia/ helps red blood cells deliver oxygen to the body. Food: hamburger, cream of wheat, eggs, potatoes, rice, pumpkin seeds, and whole wheat toasts Zinc- Promotes cell reproduction and helps wounds heal. Baked beans, yogurt, milk, turkey, chicken, beef or red meat Vitamin A- Promotes healthy eyes, skin, hair, nails, teeth, and gums.: Raw broccoli, ground beef, spinach, pumpkin, carrots, sweet potatoes, and chicken Vitamin C- Heal cuts and scrapes and help shorten colds. Strawberries, tomatoes, cauliflower, oj, and peaches Grain: 6 servings per day.  Each serving should be equal to 2/3 slice of bread, 1/3 cup cooked pasta, rice, cereal, or 1/2 cup of dry cereal. Protein:  2 servings per day.  Each serving should be equal to 2 oz of cooked lean meat, poultry, or fish, 1 egg, or 1/3 cup cooked beans. Dairy: 2 servings a day.  Each serving should be equal to  1 cup milk, 2/3 cup yogurt, or 1 oz of cheese.  Fruit:  2 servings a day.  Each serving should be equal to 1/3 cup fruit, or 1/2 cup fruit juice. Vegetables:  3 servings a day.  Each serving should equal to 1/3 cup vegetables.The evidence is clear, kids and adults need a diverse diet.  A diet full of fruits, vegetables, whole grains, and protein to keep immunity high.       Children between the ages of 4 and 6 years of age need to have a second MMR (mumps, measles, rubella) and Varicella, the last in the IPV (inactivated polio) series, a final DPT (diphtheria, tetanus,pertussis) injection and a yearly influenza.   The next set of immunizations are not due until age 11 or 12. Children should have a physical examination once a year.  Be sure to have your health care provider check vision, hearing, and children's general health.  Children should also see the dentist regularly.       Children start to form a conscience around 4 years old   Children who have trouble learning and/or enacting these types of coping skills often exhibit acting out types of behavior, or conversely, can become withdrawn when confronted with fear or anxiety-provoking situations.     Psychologists call these skills emotion "display rules".  These are culture-specific rules regarding the appropriateness of expressing emotions in certain situations.  External emotional expression need not match one's internal emotional state. The ability to use “display rules” is complex.  It requires that children: understand the need to alter emotional displays take the perspective of another understand that external feeling displays need not match how you feel inside have the muscular control to produce emotional expressions be sensitive to social contextual cues that alert them to alter their expressions have motivation to display the "correct" expression      Two types of emotional display rules have been identified: Pro-Social: Displays rules involve altering emotional displays in order to protect another's feelings.  For example, a child might not like the sweater she received from her aunt, but would appear happy because she did not want to make her aunt feel badly.  Self-Protective: Displays rules involve making emotion in order to save face or to protect oneself from negative consequences.  For instance, a child may feign toughness when he trips in front of his peers and scrapes his knee in order to avoid teasing and further embarrassment.   The important thing to teach children is that communication, specifically verbal communication, is a valuable tool for getting along in the world.  Teach them the skills and abilities, let them explore the language and sit back and enjoy.   A preschooler is beginning to show an interest in science and nature.  Pets are a good project for children of this age. They learn responsibility by taking care of an animal.  They like to experiment and ask the "what will happen if...?" questions and they like to learn things that surprise them. They are developing better memories and can be told more than one thing to do at a time.  This is a time for improved attention spans.  They can stay focused on a single activity 20 to 30 minutes.   Role modeling is the strongest, most effective teaching method there is.           1. Development proceeds at varying rates from child to child and within each child. 2. Development occurs in a fairly orderly sequence with more complex skills and knowledge building on those already completed. 3. Development goes from simple to more complex, and to more organized and internalized learning. This process is predictable. 4. Children learn in many ways using different parts of their brain and body. 5. Learning and development happen when children have an opportunity to practice new skills and when they are challenged to reach beyond theirpresent ability level. 6. Development and learning occur in and are greatly influenced by multiple social and cultural contexts. 7. Early experiences and the child's cultural setting will influence development and these experiences may have cumulative and/or delayed effects on children. 8. Children are active learners who use their physical and social experiences to guide them and use theirculturally transmitted knowledge to build their own understandings of their world. 9. Children learn best when they feel safe, secure, and valued.

Early childhood sees several areas develop: the brain stem or the survival brain the cerebellum where coordination develops, and the sensory regions of the cerebrum that rule visual, auditory, touch, and movement   The brain is divided vertically intohemispheres, the right and the left,each with a different set of functionsthat myelinate (forming an insulating sheath of white, fatty substance about certain nerve fibers) and mature during different stages of life.     When puberty hits, the brain develops the limbic system which is referred to as the feeling brain.  During late adolescence the prefrontal cortex (anterior or front part of the frontal lobes which are situated in the front portion of the brain) of the frontal lobes develop, which fine tune the higher level thinking and emotional regulation of the brain.     There are at least 100 billion neurons in the adult human brain.  There are support cells, called glial cells that number 10 times more than neurons.  The neurons communicate with each other through billions of tiny web connections in an electrochemical process. There are about 500 trillion connections in the adult brain.  When you do the math the minimum number of possible thought patterns in the brain is the number 1 followed by over 6 miles of typed zeros.       Your brain is about the size of a cantaloupe and wrinkled like a walnut.  You brain weighs between 3 and 3.5 pounds and has the consistency of jello.  This lump of matter is the best organized most functional awesome three pounds of matter in the known universe.     Dendrites Dendrites receive information in the brain. The number of dendrites on a neuron varies from a few hundred to thousands. They are covered with tiny 'spines' that are neurotransmitter receptor sites. Cell Body The cell body and its DNA genetic system use the nutrients that the blood brings to maintain the cell and to synthesize neurotransmitter molecules (chemical messengers). Axons and Terminals Axons send information.  Neurons generally have one axon branching out into many terminals.  Axons vary in length:  some can be up to 3 feet long.  Mature axons are covered in an insulated coating called myelin. Neurons don’t actually touch each other, there is a gap between the terminals. This is called a synaptic gap. The neurotransmitters are released into the gap that acts as a chemical messenger for the receiving neuron. How do neurons transmit information? The axon sends a message through a series of electrical impulses.  When the impulses reach the end of the axon, the electrical activity ceases.  A chemical process then takes place at the synaptic gap. Although the process is complex, the end result is chemicals released by Neuron #1 turn Neuron #2 on or off, telling it to "transmit" or "don't transmit" the message.  Neuron #2's dendrite receives the message and sends it electrically through the axon to Neuron #3.  This process repeats until the message has reached its destination.  A single neuron can fire up to 50,000 times a minute if necessary. Let’s break it down-  The cell body (that's easy enough) has dendrites (the receivers) and axons (the senders). The axons are covered in an insulation layer called myelin.The neurons send information from the cell body down the axon to the next cell's dendrite across a synaptic gap.  The information goes through as many neurons as it takes to get the message to the appropriate place. Let’s think of this whole process in another context.    Think of your brain as a phone system in a very large city.   The city is “alive” with calls being made between millions of senders (axons) and dendrites (receivers) all day and all night.  And this city is a completely wireless system, which explains the gap between the axons and dendrites, no phone cords.  Sometimes the “call” is made directly, but most of the time it is like calling your local phone company's main office.  It takes many connections for the message to get to the correct place!   Myelinization This helps explain why infants can’t see very well, and don’t have good motor coordination, among other things.  Their neurons just aren’t working fast enough, so they can’t coordinate very well.   Wrapped around many of the axons are cells which form myelin sheaths, composed mainly of fat.  These sheaths serve to insulate the axon, letting its signal travel about 100 times faster than in an unmyelinated axon.  Why is this important?Well, if you have more myelinated axons in your brain, then your circuits are working much faster, and certain activities may be easier for you to learn.  This myelinizationis extremely important in children, because as newborn infants, we have very few myelinated axons.         The chemicals released into the synaptic gap are called neurotransmitters.    FAS: Fetal Alcohol Syndrome is a serious medical condition due to exposure to high levels of alcohol during pregnancy. Recent research has discovered that alcohol interferes with the development of the cerebellum (controls coordination), the hippocampus (controls memory and learning), and the migration of neurons up to the cortex of the brain resulting in a severe deficiency in the prefrontal lobes which control executive functions of the brain. FAE:  Fetal Alcohol Effect is similar to FAS, but involves children exposed to a lesser amount of alcohol during the mother’s pregnancy.  They are usually smaller at birth, and can have lower than average IQ’s.         A healthy brain must have the right conditions in the womb to develop.  The mother's general health, stress level, nutrition and exposure to external and internal toxins all dramatically impact the developing brain.     According to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V) children must show at least 6 symptoms in one domain prior to age 12. Inattentive-type symptoms are: lack of close attention to details difficulty sustaining attention does not appear to listen does not follow through on instructions struggles difficulty with organization avoids or dislikes tasks requiring sustained mental effort loses things easily distracted orgetful in daily activities Hyperactivity-impulse type symptoms: fidgets with hands or feet or squirms in chair has difficulty remaining seated runs about or climbs excessively difficulty engaging in activities quietly acts if driven by a motor talks excessively blurts out answers before questions have been completed difficulty waiting or taking turns interrupts or intrudes upon others Combined-type symptom is: individual that meet both sets of inattention and hyperactive/impulsive criteria

Choking hazards:    Small, round objects: grapes, hard candy, nuts, raisins, and beans Light dry food: Chips, popcorn, pretzels Chewy sticky foods: caramels, gummy bears, fruit rollups Vegetables: raw/undercooked/ cooked choking sized pieces Chunks of meat Skins: Chicken skin in large pieces, potato skins Unpeeled fruit: Anything with pits/seeds Stringy foods: Melted cheese on other foods   Preventive measures    Keep child upright while eating Give small portions/ wait till their mouth is clear/ watch for food stored in cheeks Avoid chokable foods Cook pasta, rice, beans until soft Never leave child alone while eating   Learning to use the muscles in their mouth and throats.   Textures are a consideration when serving food Avoid food: sticky and may not be manageable by kids.   Distinguish smells from foods Allow them to fully integrate their sense of smell with as many examples of diff foods. Trying to feed themselves: 7 skills.          hand-eye coordination             Strengthening the muscles in their hands          Learning the "Pincer grasp"               Distinguishing between what is "Squishy" and what is "Wiggly" Learning the concepts of hot, warm, cold, slippery, colors, good,  "yucky", hungry, and "all gone",  Learn manners, courtesy rules, and conversational skills from mealtime discussions.    Food poisoning Immune systems of infants/ YC are not fully developed and cannot fight disease as well as adults Produce less acid in their stomachs which can kill some harmful bacteria Easier for them to get sick    Sources of food poisoning    Touch food w/o washing hands    Allow raw meat to contaminate other food    Thaw food on the kitchen counter   Eating partly cooked foor    FP can happen:       Red/pink hamburger, steak, or roast beef       Undercooked chicken or fish       Raw/partially cooked eggs   Storage problems    Cool food on the counter/range    use container which is not shallow.    Store raw meats above other food in refrigerator. ALWAYS store raw meant below.   Bacteria Carried by raw/uncooked meat Raw milk used styrofoam meat trays kitchen towels, dishcloths, sponges cutting boards Kitchen counters, silverwre, dishes pets you   Bacteria grow in: Milk Eggs meat poultry fish     Clean    Wash hands and child w/ soapy water    Cover mouth/nose when sneeze, turn your head and cough/sneeze into your elbow    wash kitchen towels. don't use sponges    Cutting boaardes should be run through the dishwasher4 for sanitizsing    Disinfect solution after ashing and finishing items used for preparing food      3 step method    wash dishes w/ warm soapy water    Rinse dishes w/ clean hot water    Submerge dishes in mild bleach for 1 min, air dry, use towel just to puts germs back on dishes   Separate: Keep raw meat, poultry, and fish away from other foods to prevent contamination. It is generally suggested that one cutting board be  dedicated for use with raw meats and another for raw vegetables, etc. Use plastic or other nonporous cutting boards.  Bacteria can hide in the cracks of wooden cutting boards. Cook Germs grow best at room temperature. Cook food till it reaches a high enough internal temperature to kill the harmful bacteria. Always use a food thermometer to measure the internal temperature of cooked foods. When using a microwave stir or rotate foods regularly to make sure there are no cold spots. Keep foods hot (>140° F) after cooking. *Eggs Cooked eggs = firm yolks and firm whites. Scrambled eggs should be cooked until firm. No raw eggs. (homemade mayonnaise etc.) Don't taste batters containing raw eggs. *Meats Cook red meat until brown inside.  The internal temperature of meat should be: Beef = 145° F Pork = 160° F Ground Beef = 160° F Temperatures charts may vary, the above is USDA recommendations. *Poultry Cook until juices are clear, not pink. Thickest part = 165° F *Fish Cook until fillet flakes with a fork. Thickest part = 145° F   Safe Microwaving Watch for cold spots Watch for hot spots Stir and turn food Allow for standing time Check temperature Chill: Refrigerate promptly. Keep cold foods (perishables) cold. Never let raw meat, poultry, eggs, or cooked meals sit at room temperature more than two hours (one hour when the temperature is above 90°F). Discard perishable foods on a regular basis.  Shelf life varies for different foods.      Preparing formula bottle    Wash hands    Label bottle with name, date, and time of prep    don't pr4epare more formula than the child will eat in 1 sitting    refrigerate immediately     don't heat bottles in the microwave    Keep bottles away from heat sources/windows    heat/light can destroy nutrients   Preparing Milk bottles    Only accept br4east milk that is fresh/frozen    Don't heat in the microwave, heat by placing the bottle in warm water     Read name label carefully    Discard unused portions   Solid food    Sitting position    Seperat4e dishes, No sharing    Discard any food left in the dish, no r4eheating or reusing    No heating jars of baby food in the microwave, can explode    Immediately refrigerate any food left in jar     Other Food Issues regarding Infants and Toddlers Do not give honey or any product with honey to infants less than 12 months of age.  Honey may cause botulism, a deadly food borne disease.  Baking and cooking do not destroy the spores that lead to botulism. Do not serve any foods containing raw eggs, including homemade ice cream.  Raw eggs  may be contaminated with Salmonella. Potentially hazardous foods in the choking category are: round slices of hot dogs, whole grapes, marshmallows, nuts, popcorn, and pretzels.   Children under the age of two are growing fast and require a higherpercentage of calories from fat.  They also need frequent feedings adjusted to their needs. After age two, children need a variety of foods, meals low in fat, saturated fat & cholesterol, plenty of vegetables, fruits, and grain products, and moderate use of sugar & salt.

1. Give medications, prescriptions and nonprescription, only on the written approval of a parent, person, or agency having authority by court order to approve medical care.     2. Give prescription medications: Only as specified on the prescription label; or as authorized in writing by a physician or other person legally authorized to prescribe medication. 3. Give the following classification of non-prescription medications with written parent authorization, only at the dose,    duration, and method of administration specified on the manufacturer's label for the age or weight of the child needing the medication: Anti-histamines Non-aspirin fever reducers/ pain relievers Non-narcotic cough suppressants Sun screen Decongestants Diaper ointments and powders Anti-itching ointments or lotions   4. Give other non-prescription medication:  Not included in the categories listed in subsection 3; or taken differently than indicated on the manufacturer's label; or lacking labeled instructions. Only when disbursement of other non-prescription medication is as required under this subsection. Authorized, in writing, by a physician; or based on established medical policy approved, in writing, by a physician or other person legally authorized toprescribe medication. 5. Accept from the child's parent, guardian, or responsible relative only medicine in the original container, labeled with: The child's first and last names, the date the prescription was filled, or the medication's expiration date; and legible instructions for administration, such as manufacturer's instructions or prescription label.   6. Keep medication refrigerated or non-refrigerated, in an orderly fashion, inaccessible to the child. (Which means: put medications in a locked container out of reach of children.) 7. Store external medication in a compartment separate from internal medication. (Which means: medications taken orally (by mouth) are kept separate and in a different place from medications that are put on the skin.  For example, cough medication is kept separate from diaper ointment.) 8. Keep a record of medications disbursed. (You are required to keep a record of the amount given, the date and time given, and who gave the child the medication for each dosage of any medication dispersed.  This includes diaper cream, hand lotion, sunscreen, and any other medication.) 9. Return to the parent or other responsible party, or dispose of medication no longer being taken. (Which means:  throw away expired medications) 10. At the licensee's option, permit self-administration of medication by a child in care if the: Child is physically and mentally capable of properly taking medication without assistance. Licensee includes in the child's file a parental or physician's written statement of the child's capacity to take medication without assistance. Licensee ensures the child's medications and other medical supplies are stored so the medications and medical supplies are inaccessible to another child in care.     record keeping    Every record keeping system for medication management should start with the parent permission form.  This form should include: Child's name Name of Medication Frequency of dosage Parent's signature Reason for medication Dosage amount Expiration of dosage Date This form should become a permanent part of the child's file.  Do not throw away.    Who gave the medication. The date and time the medication was given The amount of the medication given to the child.  This form also becomes a part of the child's permanent file.   Lip balm, baby powders, Vaseline, sunscreen, hand lotion, and toothpaste all need written parental permission.  Parents can sign blanket authorization for these items but parents must bring the items themselves and label it with their child's name.  The item must be stored so that other children do not have access to it.  Do not allow children to share these items. Never give aspirin to children under 18 years old without a doctor's written approval.  Aspirin is linked to Reye's Syndrome, a serious disease that can be fatal to children.   What do you do to promote safety in the center? How often do you check for these? Often/Sometimes/Never? Untied shoes Playground hazards Posted emergency numbers Cleaning supplies locked up Children sitting when eating ID for anyone unknown picking up a child Exposed electrical cords Dangerous climbing or chair tipping Backpacks for medication, etc. Fences and equipment for necessary repairs First aid kids for needed supplies The size of small items for toddlers Non-toxic art materials Attendance list/head counts regularly Stop risky behaviors If a child develops a fever of 100 degrees or higher, they are considered contagious and need to go home.  If a child vomits on 2 or more occasions within a 24 hour period, they need to go home. If a child has 3 or more watery/runny stools within a 24 hour period, they need to go home. If a child has a draining rash, he/ she should not be in the child care facility. If a child shows signs of pinkeye, or has eye discharge, child needs to go home and be treated. If a child has lice or nits, he/she should not be in the child care facility.  A no nit policy is best to avoid spreading the lice. If the child has open or oozing sores, they need to be completely covered and parents should seek medical attention.   All communicable diseases are to be reported to the local/ state Department of Health if contracted by a child or staff member. These include but are not limited to: • Mumps • Giardiasis • Rubeola • Shigellosis • German Measles • Hepatitis • Meningitis • Whooping Cough • Rheumatic Fever • AIDS • Salmonellosis • E. Coli • Tetanus • Tuberculosis • Diphtheria

Evaluating the program - One of the most powerful tools for improving your program is observation.  By examining the environment, you can tell what works well and what doesn't and then make needed improvements. There are activities that would be successful if: you had more space you had more materials your teachers had more training you had more time you had more funding you had more/less students you had more teachers you had involved parents The term "objectivity" implies without bias or interpretation. While it may be tempting to make interpretations of what you see in an observation, it defeats the purpose.  To be objective, ask yourself the question, "if a group of ten people were to view the same scene, would all ten descriptions sound the same?" The more specific our description is, the less subject it will be to varying interpretations.   Objectivity goes hand in hand with accuracy.  Accuracy requires specific actions described in the order they actually happened, the exact words that were spoken, the time it took for an activity to occur, and as with objectivity, no judgments or interpretations made in the recording of the event.   Accuracy and objectivity are the twin components of effective observations.  While it is possible to be objective and not accurate, (by avoiding judgments but getting the facts wrong or the sequence of events out-of-order) or to be accurate but not objective (by getting the sequence of events right, but by drawing conclusions or making judgments), both factors are important.   Valid or Faulty - Inferences can be valid or faulty.  It is very important to use caution and professional judgment when making inferences.  Positive expectations are much easier to accomplish.  Negative expectations are much more difficult to overcome.        Barriers to Observations - Some barriers to doing observations include: Not enough staff Not enough funding to hire additional staff Large turnover of students or teachers Un-involved parents Confidentiality issues This is by no means complete.  You will have your own barriers to add to the list to overcome in your facility.   Not enough staff:  This is a chronic complaint from all child care facilities even when observation is not an issue.  However, there are several resources to tap in order to get additional adults in classrooms in order to free time for teachers to observe students.  Ask for parent volunteers, college or high school early childhood program interns, grandparents, or schedule supervisory staff into classrooms. Not enough funding to hire additional staff:  Another chronic complaint from all child care facilities.  Grant writing and other funding sources need to be explored.  It is important for child care facilities to collaborate with community agencies and resources to become involved in programs that provide additional funds and personnel. Not enough training. It can be difficult to find specific training for observation skills: There are several good publications to help staff members find out about the best way to observe.  The next best thing is to practice, perfect individual skills, and become confident with applied skills.     Not enough time:  This is probably the easiest barrier to overcome.  Efficient scheduling combined with creative staffing can open up time periods to do observations. Large turnover of students or teachers:  This barrier is one to live with.  There are times when turnover is slow and other times when turnover is high.  Creating and maintaining a quality program will provide a stable environment and low turnover rates. Un-involved parents: Communication is the key to getting parents to become an interested party when there are developmental concerns for children.  It is wonderful when parents can do some observations of their own children to help set up appropriate lessons for children.  Parents always want the best for their children and child care providers need to make parents part of the team, not an outsider. Confidentiality issues: Confidentiality is a critical issue for observations.  It is necessary to have a specific process in effect for how reports are written, who has access to the report, and how the report is used.   Diary Observations This is the oldest type of observation method. Diary observations are also called periodic overviews.  They are the weakest type of observation method in that they are usually unsystematic in nature and are of variable reliability. Diary observations are written accounts in a narrative form of what happens during a brief period of time. Entries may vary from minimal, daily commentary to very detailed reports. This type of observations method is most valuable when used in conjunction with other forms of recording observations. Anecdotal Observations Anecdotal observations record information about a single selected event or behavior.  They can range from notations about developmental milestones to behavioral descriptions. Checklist -  A checklist is a specific list of items, skills, or behaviors to be performed.  The observer checks off the skills or behaviors that are exhibited by the child observed.  Checklists often require a "yes", "not yet", or "sometimes" response.  Checklists are often used for safety and health assessments. Rating scales - his type of observation focuses on designated behaviors and requires the observer to judge the degree to which the behaviors are exhibited.  They usually use a numerical scale or the use of descriptive phrases in a specific order. Sampling Observations  Sampling observations are generally used to study children's behavior. Time sampling requires the observer to check for the presence or absence of a particular behavior during specified time intervals, say every 5 minutes. Event sampling observations study the conditions under which a particular behavior appears.  The observations are only made when the behavior under study is present.  Your Observations   It is best to prepare yourself for observations rather than to just jump in and start writing down details.  Be sure to have a specific purpose in mind for the observation, think about the method of observation and form you want to record your notes on.  Feel free to experiment with making your own observation form to fit what you are trying to accomplish.   Running records  This method of observation is time-consuming.  Running records are used to collect narrative information over a specific time period.  The observer records as much as possible about behavior and skills.   Running records provide comprehensive portraits of children and their interactions with other children, their environment, teachers, and other aspects of their lives.

The resume The initial call The application The interview Thank you Miscellaneous You might be asked what position you are applying for.  Indicate if you are looking for full time or part time work. If the center operates non-standard hours it is very important to be specific about the days and times you are available. This also may be the place it is asked what type of salary you desire. Personal Information All applications should include the applicants basic contact information such as full legal name, address and phone number and an email address. Other personal information may be requested as needed. Work Requirements Typically you must have a CPR, and First Aid certification of some type, a TB test, and some type of criminal history check.  There is typically a section on the application that asks if you have these items and an expiration date if applicable. You may also have to sign a statement that as a contingency of being hired you must complete and receive a criminal history clearance for the state in which you are working. Education and Employment History A section is typically available for the applicant to list their education. The application typically includes the name of the college or college attended. When asking about employment history, the dates of employment as well as the name, address and phone number of past work places are typically desired. Space will be available to list your duties and reason for leaving. Volunteer work is also an important part in the employment piece of the application.  Volunteer work can give the employer an idea of how dedicated this person is to the field of Early Education.  Volunteer work shows that you have taken the time to go above and beyond the “job” and volunteer in the community. Personal and Professional References If it is not designated separately on the application, assure that you state whether your reference is personal or professional. Be prepared to give the name, address and phone number of the reference.  This gives the employer the option of calling or sending a questionnaire to your reference.     A professional: has specialized knowledge and skills pursues a specific expertise exhibits curteous, ethical behavior in the workplace acts with integrity seeks and shares knowledge   There are several ways to build your knowledge base: Reading more Reading Professional journals such as Young Children, Teaching Exceptional Children, Early Childhood Bulletin etc. help you stay up to date on the latest research on the development of young children, as well as teaching strategies for young children.  The Journal of Young Children comes Free with your subscription to your local National Association for the Education of Young Children.  There are also many other journals available on-line at no or minimal cost.  Licensing Requirements Reading and becoming familiar with your licensing requirements is a critical part of doing your best to assure that your classroom is, at a minimum, meeting those regulations.  However, a good teacher is always striving to go higher than the minimum regulations. Don’t stop by reading articles in professional journals and your state licensing requirements, follow through and implement what you have learned.  Ask questions, and reflect on what you have learned.   Developing interpersonal skills Participating in peer feedback Part of growing as a professional is to observe and listen to what your peers are doing.  Listen when constructive feedback is given to you by a peer, supervisors or parents.  This will assist you in finding out what works well, where people see your strengths, as well as determining in what areas you need to continue improving. Motivating others As a new teacher or an experienced teacher it is your job to keep others around you motivated.  Teachers need to show consideration of co-workers, as well as the children.  Teachers need to learn when to be a leader and when to be a follower, they need to be sociable but most of all they need to have a sense of humor.  Teachers need to have a vision.  Ask yourself, ask your co-workers, what do you want to see five years from now for the children you are caring for today?  What steps can you take as an educator to assist these children and their families? Learning about attitudes and dispositions Teachers need to be enthusiastic, self- confident, and show courage.  However, they must also be humble, and take risks in order to work with the many different children and adults they will interact with throughout their teaching career.  Learning how to interact with each individual's personality is a constant challenge. When analyzing a new group of people ask yourself - What values do you share with these people?  What specific shared goals can you accomplish by focusing on these shared values.  “The challenge for new leaders is to unlearn old mind-sets and concentrate on the potential and creativity diversity brings.” (Sullivan).  Sharing values between leader and followers enhances two-way communication and facilitates a stronger working environment and stronger commitment to the children and families with whom you work. Analyzing your skills to identify areas to strengthen What are your special interests and skills? As a teacher you work to understand how young children grow, develop and learn, and how to meet each of their diverse needs.  But what about yourself?  It is important that you work to understand your own gifts and talents, and how you developed each of those. Many of the characteristics and strengths that come naturally to you now were those developed in your childhood. Think about your own family, what were the traditions and culture in which you  grew up? What were you like as a child and young adult? Were you a leader or a follower? Were you reserved and quiet or social and outgoing? What actions, behaviors, and beliefs, from growing up did you carry with you into adulthood? Survival  During the first several months of teaching or when teaching in a new program the teacher spends most of their time learning about the routines of the children and the program.  During this time the focus is on your immediate needs, learning where you fit into this program.  This is the time where you observe, listen and nurture yourself.   Consolidation   Confident/organized.  They are seeking new ways to accomplish every day routines.  They are beginning a transformation from having a job to becoming a professional.  During this stage teachers need to analyze each day in the classroom and ask themselves what actions and behaviors they have observed that can assist them in making the transformation from having a job to having a career. When a teacher begins the transformation they need to analyze not only what is happening in the classroom, but what is happening with themselves.  Who am I as a teacher?  What am I good at?  What do I believe in?  What do others think of me?  What do I believe about what they think?  This transformation assists you in unlearning old mind-sets and concentrating on your potential and creativity.  Take some time during this stage to imagine what your goals are as an Early Childhood Professional.     Renewal    After a few years on the job, one's enthusiasm begins to fall.  This is the time to find something that will renew your interest in your career.  Burn-out is very high in Early Childhood Professionals. This is why you need to take the time to renew and nurture yourself.  Begin to set goals that take you above and beyond “just the classroom.” Moving beyond “just the classroom” does not necessarily mean that you need to discontinue working in the classroom with the children, it just means you need to imagine ways to renew your interest in the classroom and the children’s.  Most states require Early Childhood Professionals to take continuing education classes, however it is your job to search out the classes that best fit your needs. Take time to analyze what your strengths are and what areas you need to improve.  If you are strong in literacy take workshops that challenge your skills in this area.  Look for new ways to build literacy in your classroom.  If you are weak in science, seek out workshops that center on how to do basic science in the classroom. Follow through with your passions and dreams, and remember, by renewing the children’s interests you often renew your own desire to be with the children.     Maturity  Congratulations!!! You have reached maturity.  You have made the decision, the commitment, to be an Early Childhood Educator.  You have reached a level where you need to set aside 'professional' time.  This means something different for each person. For some, this may mean it’s time to stand up and advocate for a cause.  Although the common cause is young children, each professional has their own passion.  For some the passion may be children with special needs, for others it may mean abused children, and yet for others it may mean moving into more of a management position.  Whatever your passion, you need to find a way to develop your skills and to begin being part of the leadership and mentoring team. If you are struggling to determine how you are going to accomplish this, a good starting point is to gain a membership in a professional development organization. This will help you learn how to exemplify child care as a profession.  The most common professional organization among Early Childhood Educators is the National Association for the Education of Young Children (NAEYC). Each state and most cities have local chapters.   Let's think back on the four stages that teachers go through and ask yourself the following questions. What stage are you in? What action, behaviors or beliefs do you see in yourself that help you determine what stage you are in? What are some specific events that have happened in the past week that help you determine what stage you are in?  How have they assisted you? Think back on a problem that resulted in a change in your center within the last couple of weeks.  In what way has the change created a new set ofproblems or what success came as a result of the change.  How did this problem assist you in determining what stage you are currently in? Early Learning Guidelines.  "In 1929 NAEYC published Minimum Essentials for Nursery Education – a description of what we might call 'standards' today." ( Hyson, 2003)  The field of Early Childhood Education has come a long way since that time.  In the last several years there has been an increase in national awareness of the critical importance of the early childhood years.   Individual states, the Head Start Bureau, along with others have engaged in developing standards for children in early childhood programs.  In July of 2000 NAEYC’s Governing Board also decided to give greater attention to standards in early childhood and, after much discussion, dialogue, and conference sessions, NAEYC developed a position statement to identify principles or criteria for developing, adopting, and using early learning standards. (Hyson, 2003) In order to strengthen the position statement’s impact, NAEYC partnered with the National Association of Early Childhood Specialists in the states' departments of education; and in November of 2002 the final version was approved.  These standards, sometimes known as “shared expectations” for young children’s learning and development can be an important part of an effective early education system.  If children are to benefit from early learning, you as the teacher need to become very familiar with the essential characteristics of the standards.      Effective early learning standards: emphasize significant developmentally appropriate content and outcomes. are developed and reviewed through informed, inclusive processes. gain their effectiveness through implementation and assessment practices that support all children's development in ethical, appropriate ways. require a foundation of support for early childhood programs, professionals, and families.   From NAEYC's Joint Position Statement: 1. Effective early learning standards emphasize significant developmentally appropriate content and outcomes. emphasizing all developmental domains incorporating proven meaningful content and desired outcomes based on relevant 'early learning and development' research creating appropriate age-specific expectations accommodating and supporting variations - community, cultural, linguistic and individual   Emphasizing all developmental domains It is important that content and desired outcomes take into account all domains (physical, cognitive, social, language and self help), address motivation, consider how children learn, and include all disciplines (arts, math, science, etc).  Only a consistent, comprehensive approach can best ensure the best outcome for our children. Incorporating proven meaningful content and desired outcomes It is important to consider whether or not content and desired outcomes have any true meaningfulness to the child, either currently or in the future.  Trying to play a particularly tedious game, one young child looked up and frustratingly said, "What's the meaning of this?"  We do well to consider the "So what?" of what we teach and do with our children. Based on relevant 'early learning and development' research It is important to develop our standards based upon age-appropriate research rather than simplifying standards for older children.  The needs at each developmental stage are unique and specific.  Properly addressed the child will be appropriately prepared for the next stage of development. Creating appropriate age-specific expectations It is important that our expectations match our research findings and that we recognize the range encompassed by a standard. Failure to recognize variability among children can lead to frustration for both the child and the teacher.  It is good to view the standards as a continuum with flexibility that can be adapted for each child. Accommodating and supporting variations - community, cultural,linguistic and individual It is important to embrace these variations in the content and desired outcomes.  A child's unique culture, experiences and abilities are intimately connected to how they will learn.  By recognizing these unique situations and adapting our curriculum to them, we promote each child's changes of successful learning. 2. Effective early learning standards are developed and reviewed through informed, inclusive processes. relying on valid sources of expertise involving multiple and varied stakeholders sharing widely and creating multiple opportunities for comment using a systematic and interactive process for regular review and revision   Relying on valid sources of expertise It is important that content and desired outcomes utilize the sound knowledge base of developmental and educational research that exists.  As standards are utilized, there is an ongoing validation that must go on to substantiate their continued inclusion. Involving multiple and varied stakeholders It is important to engage many varied participants in the development and review of standards.  All cultures, communities, positions and disciplines need to be involved:  families, educators, providers, community members, etc.  Every participant brings a unique and valuable insight to the process. Sharing widely and creating multiple opportunities for comment It is important that the standards be widely and clearly shared and used.  Opportunities for discussion and comment should be many and varied.  If we value diversity of persons, we must ensure adequacy of opportunity for all persons interested and willing to be involved. Using a systematic and interactive process for regular review and revision It is important to continually review and revise standards as our knowledge and understanding of early learning and child development grows and as changes are made to upper level standards.  The goal is to continue to develop a professional set of standards across all age and grade spectrums that are comprehensive and well-integrated, yet individually meaningful.     3. Effective early learning standards gain their effectiveness through implementation and assessment practices that support all children's development in ethical, appropriate ways. requiring supportive curriculum, classroom practices and teaching strategies involving assessment tools that are valid and yield useful information being used to benefit children   Requiring supportive curriculum, classroom practices and teaching strategies It is important that the curriculum, classroom practices and teaching strategies accurately and effectively implement the standards so as to connect with children and promote positive learning.  While the standards provide the 'what' of learning, the 'how' of learning must necessarily be diverse and creative, seeking to challenge each child. Involving assessment tools that are valid and yield useful information It is important that the tools used for assessing children not only be technically adequate, but practically valid.  In other words they must be able to provide useful information to teachers and families that actually help them to adequately assess each child. Being used to benefit children It is important that we don't lose sight of the end of the whole process - to benefit the child.  Ultimately, our standards and assessments are for the purpose of improving our curriculum and practices, creating better learning outcomes, better engaging children in learning and improving support for each child in order to maximize their ability to learn.   4. Effective early learning standards require a foundation of support for early childhood programs, professionals, and families. promoting high-quality programs improving professional development involving families   Promoting high-quality programs It is important that we provide the kind of environments and relationships for children that are most conducive to learning.  The development and implementation of program standards are an essential first step toward maximizing the child's opportunity to learn. Improving professional development It is important that effective and accessible professional development be available.  This development includes training, mentoring, coaching, professional associations, etc. and relates to curriculum, strategies, relationships, etc.  Teachers armed with knowledge and motivated by genuine concern for the children provide the key to successful outcomes for children. Involving families It is important that providers view the family as a critical component to the challenge of educating children.  Family involvement should be encouraged at every level and communication with families is key.  It must be remembered that we exist to support the family and not that they exist to support us.  It is our privilege to be entrusted with this child. NAEYC recognizes that those who work with young children face many daily decisions that have moral and ethical implications. The NAEYC Code of Ethical Conduct offers guidelines for responsible behavior and sets forth a common basis for resolving the principal ethical dilemmas encountered in early childhood care and education. The Statement of Commitment is not part of the Code but is a personal acknowledgement of an individual's willingness to embrace the distinctive values and moral obligations of the field of early childhood care and education. The primary focus of the Code is on daily practice with children and their families in programs for children from birth through 8 years of age, such as infant/toddler programs, preschool and prekindergarten programs, child care centers, hospital and child life settings, family child care homes, kindergartens, and primary classrooms. When the issues involve young children, then these provisions also apply to specialists who do not work directly with children, including program administrators, parent educators, early childhood adult educators, and officials with responsibility for program monitoring and licensing. Core Values Standards of ethical behavior in early childhood care and education are based on commitment to the following core values that are deeply rooted in the history of the field of early childhood care and education. We have made a commitment to Appreciate childhood as a unique and valuable stage of the human life cycle Base our work on knowledge of how children develop and learn Appreciate and support the bond between the child and family Recognize that children are best understood and supported in the context of family, culture, community, and society Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague) Respect diversity in children, families, and colleagues Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect Conceptual Framework The Code sets forth a framework of professional responsibilities in four sections. Each section addresses an area of professional relationships: (1) with children, (2) with families, (3) among colleagues, and (4) with the community and society. Each section includes an introduction to the primary responsibilities of the early childhood practitioner in that context. The introduction is followed by a set of ideals that reflect exemplary professional practice and a set of principles describing practices that are required, prohibited, or permitted. The ideals reflect the aspirations of practitioners. The principles guide conduct and assist practitioners in resolving ethical dilemmas. Both ideals and principles are intended to direct practitioners to those questions which, when responsibly answered, can provide the basis for conscientious decision making.   NAEYC Code of Ethics Please read this before going further (https://www.naeyc.org/store/node/450) Now that you are somewhat familiar with the NAEYC Code of Ethics it is important to determine if your own personal philosophy is reflective of this.  In order to accomplish this ask yourself a series of questions: Do you know the philosophy of your center? Do you understand the philosophy? Do you actively participate in informal peer and self evaluations? Do you accept comments and criticisms from colleagues, supervisors, and parents in a constructive way? Do you work cooperatively with staff members, accepts supervision and helps promote positive atmosphere in the center? Do you take advantage of opportunities for professional and personal development? Have you joined professional organizations? Are you attending meetings and conferences to gain new and additional knowledge? Are you making yourself aware of new laws and regulations that affect knew Early Childhood laws?

Persons working in a job where they might reasonably expect to be exposed to blood or Other Potentially Infectious Materials (OPIM) will directly benefit from this training. OSHA Beginning in 1991, OSHA (The Occupational Safety and Health Administration) announced a new standard entitled: Occupational Exposure to Bloodborne Pathogens.  It has since had several updates.  It applies to all occupational exposure to blood or other potentially infectious materials (OPIM).   Occupational Exposure means: reasonably anticipated skin, eye, mucous membrane, or parenteral contact with blood or other potentially infectious materials (OPIM) that may result from the performance of an employee's duties. The following list is an example of some of the employees and occupations typically covered: health care and dental personnel first responders, firefighters, police officers housekeepers in medical facilities, lab workers barbers, child care providers, funeral service workers employees whose job description requires them to provide first aid   First Aid Providers The standard specifically applies to employees who are required by their job to administer first aid.  However, it does NOT apply to employees, trained in first aid, but whose job does NOT require them to render aid.  Employers, however, are encouraged to offer follow-up services for “Good Samaritan” responders as well as for required trained responders.  It is an important guideline to be utilized for any potential occupational exposure to bloodborne pathogens.   Standard Requirements Practices required by the standard in order to reduce or control occupational exposure include: Utilizing engineering and work practice controls Providing personal protective equipment (PPE) Implementing an exposure control plan The standard also requires that employers: make Hepatitis B vaccination available for employees with occupational exposure to blood and OPIM specify procedures to be followed should an employee have an exposure incident provide training and maintain records Key Facts: Outcome 1:  Identify the types of jobs covered by OSHA’s Bloodborne Pathogens Standard.       Bloodborne pathogens are infectious materials found in the blood (bacteria, viruses, or other microorganisms) that can cause disease in humans.  Those posing the greatest present risk to workers in the United States include hepatitis B & C (HBV, HCV), and HIV. Others include syphilis, brucellosis, babesiosis, relapsing fever, viral hemorrhagic fever (Ebola, Lassa Fever, etc.), hepatitis D, arboviral infections (diseases transmitted by mosquitoes, e.g.malaria, and ticks), and leptospirosis.  (Leptospirosis [lep-to-spy-RO-sis] is a potentially serious bacterial illness that is most common in the tropics.  Infected wild and domestic animals pass leptospirosis-causing bacteria in their urine). Hepatitis Hepatitis is an inflammation of the liver causing swelling and loss of function.  It may be caused by specific hepatitis viruses, bacteria, toxins, alcohol, or drugs.  Cirrhosis or cancer may subsequently develop.  The most common types of viral hepatitis are hepatitis A, B, and C.  Hepatitis A, which is not bloodborne, is acute and usually self-limited.  Hepatitis B and C are both bloodborne, can be chronic, and are the most serious of the viruses affecting the liver.  We will discuss them in more detail. There are vaccines to prevent Hepatitis A and B, but not for Hepatitis C. Trends & Statistics:  Hepatitis B (HBV): The hepatitis B virus can survive for 7+ days in dried blood. With the routine vaccination of children beginning in 1990, the annual number of new infections has declined from 260,000 in the 80’s to about 19,200 (11,000-47,100) currently. Of this number, many may not have symptoms and do not know they are infected. Currently it is estimated that there are between 850,000 and 2.2 million chronically infected Americans. Each year, about 1,800 people die in the US from chronic liver disease or liver cancer caused by HBV. Trends & Statistics:  Hepatitis C (HCV): With the widespread screening of blood beginning in 1992, the annual number of new infections has declined from 240,000 in the 80’s to about 30,500 (24,200-104,200) currently. Of this number, many may not have symptoms and do not know they are infected. Currently it is estimated that there are approximately 3.2 million chronically infected Americans. Each year, about 19,700 people die in the US from chronic liver disease or liver cancer caused by HCV but current information indicates these represent a fraction of deaths attributable in whole or in part to chronic hepatitis C. Signs and Symptoms: Early symptoms may include fatigue (tiredness), abdominal pain, loss of appetite (including a distaste for cigarettes), nausea, vomiting, and joint pain (especially with Hepatitis B).  After 3-10 days the urine darkens and stools lighten. This is followed by jaundice (yellowing of the skin and/or the whites of the eyes).  Hives and itching may develop. Lastly, there is a lessening of earlier symptoms and the patient begins to improve. Jaundice peaks in 1-2 weeks and then fades during the recovery phase of 2-4 weeks.  The liver is generally enlarged and often tender, but soft.  The spleen is enlarged 15-20% of the time. Symptoms from HCV (Hepatitis C) are generally, less severe than those for HBV (Hepatitis B).  HCV symptoms usually be-gin around 7 weeks following infection, but range from 2-24 weeks.  HBV symptoms can take 1 to 9 months following exposure before becoming noticeable. About 30% of persons infected with HBV and 80% of those with HCV have no signs and symptoms but can still transmit the virus to others.  This is known as the chronic carrier state.  Signs and symptoms are less common in children than in adults.  Only about 10% of children infected with HBV show any symptoms.  The numbers for HCV are even lower. Vaccine:   Hepatitis B vaccine has been available since 1982 and is recommended routinely for 0-18 year olds and for risk groups of all ages.  It is about 90% effective.  There is no vaccine at this time for HCV (Hepatitis C).  Research to develop a vaccine is underway.   HIV The Human Immunodeficiency Virus (HIV) is a deadly bloodborne pathogen, although fragile, surviving only a few hours in a dry environment.  It causes a serious viral infection which damages the immune system (our body’s defense system), hindering its ability to protect against infections.  When, due to decreasing immune function, certain specific ‘opportunistic’ infections (tuberculosis, Kaposi’s sarcoma, etc.) become evident a diagnosis of AIDS (Acquired Immune Deficiency Syndrome) is made.  About 1/4th of the HIV-infected persons in the U.S. are also infected with HCV (Hepatitis C), which further impacts their disease. Trends and Statistics: HIV is a major health issue worldwide with 36.7 million persons living with HIV and 1.8 million new cases of HIV each year. In the United States, it is estimated that there are 1.1 million persons living with HIV/AIDS, with approximately 40,000 new cases and 15,000 deaths each year. It is estimated that 1/4th to 1/3rd of those infected are unaware that they have HIV. HIV progresses to AIDS at a rate of about 5% of person per year.  Without treatment the risk of developing AIDS is 50% by the 10th year. Signs and Symptoms: Although HIV disease is a continuum, HIV infection can generally be broken down into three distinct stages: Acute HIV Infection - flu-like symptoms; lasts a few weeks Chronic HIV Infection - Clinically asymptomatic and free from major symptoms, may have swollen glands; lasts about 10 years AIDS - progression of disease to where it meets the criteria for an AIDS diagnosis with emergence of 'opportunistic' infections and cancers, multi-system disease. Long Term Effects: At this time, HIV infection is lifelong and almost all untreated HIV infected persons will eventually develop AIDS.  The average time from HIV infection to death without treatment is 10-12 years. Treatment/Medical Management: During the past 10 years several drugs have been developed to help fight both HIV infection and associated infections and cancers.  Combination therapy has become an important treatment option.  These drugs have significantly reduced the number of deaths from AIDS in this country, greatly improved the health of many people with AIDS and reduced the levels of circulating virus. Key Facts Outcome 2: Define bloodborne pathogens:    Bloodborne pathogens are infectious materials found in the blood (bacteria, viruses, or other    microorganisms) that can cause disease in humans. Modes of Transmission   Bloodborne pathogens may be transmitted through contact with infected blood or other potentially infectious material (OPIM), such as: Semen Vaginal Secretions Breast milk Other body fluids from around the brain, spinal cord, joints, lungs, heart; or in the abdomen or the uterus around the baby Any body fluid visibly contaminated with blood (Some sources claim to have found very low amounts of bloodborne pathogens in saliva and tears, but these sources, along with sweat, urine and feces, are generally considered infectious only when they are visibly contaminated with blood) Any detached human body tissue or a viral culture Blood, organs and tissues from infected animals Bloodborne pathogens are most commonly transmitted through: Sexual contact (oral, vaginal, anal) Sharing needles or other IV drug equipment Pregnancy or childbearing Breastfeeding Accidental workplace exposure   Accidental exposure in the workplace varies with your type of job.  Healthcare workers may be exposed through needle-stick injuries or splashes.  Child care workers may be exposed through an open sore or cut.  First aid providers may be exposed through an injury resulting in bleeding. Housekeeping workers may be exposed while cleaning up a contaminated site.  Many other workers have occupations that involve situations where there is potential for exposure to blood or OPIM.  Whatever your job, always be alert to possible exposure to body fluids. Lifestyle risks: Multiple partners, you or your partner Unprotected sex IV drug use by you or your partner Work risks:  Providing first aid or medical care Cleaning or working with infectious fluids It is not enough to simply be aware of your risks, you should consider what positive steps you can take to reduce your risk both in your personal lifestyle and your on-the-job decisions. Key Facts: Outcome 4: List the three most common non-blood fluids that may transmit bloodborne pathogens: Semen Vaginal Secretions Breast milk   Exposure Control Plan Any employer with employees who have occupational exposure (i.e., reasonably anticipated skin, eye, mucous membrane, or piercing of the skin, contact with blood or OPIM that may result from the performance of an employee's duties) from the assigned duties is required to have an Exposure Control Plan that details how they will eliminate or minimize employee exposure to bloodborne pathogens. The Plan shall include at least the following: an exposure determination a schedule and methods of implementation for all required tasks the procedure for evaluation of circumstances surrounding exposure incidents (i.e., actual eye, mouth, other mucous membrane, non-intact skin or skin piercing contact with blood or OPIM while performing your work duties) The schedule and methods of implementation for all required tasks includes such things as: Methods of Compliance: Necessary engineering and workplace controls and personal protective equipment (PPE) are to be available and used. Written Protocols: Each employer must insure that written housekeeping protocols are developed and effective disinfectants are purchased. Medical Requirements: Appropriate medical action must be taken in the event of an exposure and records maintained. Required Training: Initial and annual training must be provided and documented. A copy of the Exposure Control Plan should be accessible to the employees. The Exposure Control Plan should be reviewed and updated annually or whenever there are applicable changes, to include new job classifications or tasks and consideration of new technologies. Input from employees at risk should be solicited and documented as part of any review, identification, evaluation and selection of new and effective engineering and work practice controls. OSHA Exposure Control Plan Sample Exposure Determination In doing an exposure determination the employer considers which employee jobs have occupational exposure and where the exposure may occur.  The exposure determination should include the following: A list of Job Classifications where: All employees in that classification have occupational exposure Some employees in that classification have occupational exposure A list of all Tasks and Procedures with exposure in these job classifications. Exposure is to be determined without regard for the use of personal protective equipment (PPE). View an Employee Exposure Determination Sample. Consider some of the following ways people can be exposed to BBPs Handling syringes or other sharps (includes needles, syringes, lancets, auto injectors, infusion sets, connection needles/sets, scalpels, razors or other blades, broken glass or plastic containers). The risk of infection from a contaminated sharp for HIV is about 1 in 300, for hepatitis C it is about 5.4 in 300. It is much higher for hepatitis B, ranging from 69-186 in 300. Preventing sharps injuries is the best way to protect oneself from infection. Cleaning up broken containers containing blood or OPIM Transferring a body fluid Performing surgery or any other healthcare task involving exposure to body fluids Handling contaminated laundry Restraining and infected and combative person Cleaning contaminated surfaces Disposing of BBP hazardous waste Providing emergency first-aid Standard Precautions are based on the principle that ALL blood, body fluids, secretions, excretions (except sweat), non-intact skin, and mucous membranes may contain potentially transmissible infectious agents. Standard Precautions address such issues as: hand hygiene, the use of personal protective equipment (PPE), respiratory hygiene, patient placement, safe injection practices and care of the environment.  Standard Precautions primarily pertains to the healthcare setting, but workers in many different occupations are at risk for exposure to bloodborne pathogens.  The OSHA Bloodborne Pathogens Standard details what any employer must do to protect workers whose job puts them at a reasonable risk of coming into contact with blood and other potentially infectious materials.  In the OSHA Standard, besides the general Universal Precautions, noted earlier, the following three specific methods of compliance are indicated: Engineering and Work Practice Controls Personal Protective Equipment (PPE) Housekeeping Practices Engineering and Work Practice Controls Engineering and work practice controls are to be used to eliminate or minimize employee exposure to BBPs. Engineering controls are devices that isolate or remove the hazards of bloodborne pathogens from the workplace.  These include: A physical guard:  Sharps disposal containers Safer medical devices: Needleless systems, engineered injury protection, self-blunting and self-sheathing needles Environmental Controls:  Ventilation hoods with barrier protection, centrifuge shields, autoclaves Barriers:  Biological safety units to protect lab workers Work Practice Controls reduce the likelihood of exposure by altering the manner in which a task is performed.  Examples of work practice controls are: Personal Habits: Hand washing:  reducing exposures Personal Activities:  avoiding unnecessary exposure Hand Washing: Employers should provide facilities for hand washing and ensure immediate hand washing after removal of gloves or other PPE, and washing of skin and/or flushing of mucous membranes after potential exposure to a BBP.  Where no sink is immediately available, suitable waterless hand washing products should be used. Current CDC hand hygiene recommendations allow the use of waterless antiseptic hand rubs as the sole means of hand hygiene as long as the hands are not visibly soiled, otherwise you still need to wash your hands with running water as soon as possible. The Technique: Use soap with warm (not hot) water, with lots of friction. Lather top, bottom and all sides of hands and fingers. Hum two verses of Row, Row, Row Your Boat during lathering. When done, rinse. Rinse from the fingertips down to the wrists so water runs off the wrists. *This all should take 15-20 seconds.  Then... Dry hands on a paper towel which can be used to turn off the water and open the door.   Black Light Germ Juice Handwashing training kits can be obtained for under $50.  These can be fun and educational. www.blacklightworld.com Personal Activities: Employees are prohibited from Eating Drinking Smoking handling contact lenses or applying cosmetics or lip balm (in an area where there is a reasonable likelihood of occupational exposure) Food and drinks should NEVER be stored in areas where potentially infectious materials may be present.     . Identify the types of jobs covered by OSHA’s Bloodborne Pathogens Standard. Employees whose job description and duties potentially expose them to blood or OPIM are covered by the BBP standard. For example: Health-care personnel First responders Housekeepers in medical facilities Employees assigned to provide first aid Employees, trained in first aid, but whose job does not require them to render aid, are not covered; though the follow-up services are encouraged. Review 2 2. Define bloodborne pathogens 3. Name the three most common bloodborne pathogens 4. List the three most common non-blood fluids that may transmit bloodborne pathogens: Bloodborne pathogens are infectious materials in blood that can cause serious disease in humans. Most commonly they are Hepatitis B, Hepatitis C, and HIV The three most common non-blood fluids that transmit BBP are semen, vaginal secretions and breast milk. Review 3 5. Identify the five most common modes of transmission of bloodborne pathogens: Sexual contact (oral, vaginal, anal0 Sharing needles or other IV drug equipment Pregnancy or childbearing Breastfeeding Accidental Workplace Exposure Review 4 6. Name three primary methods of compliance in the standard and give specific examples of each. Engineering and Work Practice Controls Safer medical devices; sharps containers Personal Habits: hand washing, minimizing personal activities exposure Work Habits: safer handling of sharps, safer methods for procedure Personal Protective Equipment (PPE) – gloves masks, face shields, etc. Housekeeping Practices General Cleanliness: scheduled cleaning Decontamination: use appropriate disinfectant Regulated Waste: appropriate containers and handling Laundry: minimal handling, wearing appropriate PPE Review 5 7. List the three primary steps in handling and exposure incident: Stop Wash Report 8. identify the two requirements in the standard: Hepatitis B vaccination Post-exposure evaluation and follow-up Review 6 9. Evaluate your company’s Exposure Control Plan: The plan shall include at least the following: An exposure determination A schedule and methods of implementation for all required tasks The procedure for evaluation of circumstances surrounding exposure incidents The schedule and methods of implementation for all required tasks included such things as Use of Standard Precautions (Methods of Compliance) Written housekeeping protocols available Compliance with medical requirements Required training (initial and annual) provided       not bloodborn- 4   not covered- 3   contain BP- 4   Wash- False   SP, except sweat= true   BP enter= 3   eat/drink- false   not considered PPE- 1   Vac cines Heo B/C- false   Biohazard- 3

Income/revenue – the money you get from the sale of goods or services (program fees, etc.) Expenses – what you spend on things like rent, wages, supplies, etc. Fixed expenses – costs that you’re obligated to pay each month (rent, utilities, etc.) Variable expenses – costs that may vary each month (supplies, materials, etc.) Non-recurring expenses – one-time costs that don’t continue each month Net Income (profit/loss) – the amount you make (or lose) after deducting your expenses from your income   Example: Income from program fees - $10,000 Total Expenses (fixed, variable and non-recurring) - $9,000 Net Income - $1,000 (income – expenses)   The Planning Cycle Your budget is only one component of your business planning cycle.  This cycle describes where the budget fits into the typical business planning process. Notice that it occurs later in the cycle (step 5).  Taking the time to complete each of these steps sequentially will contribute significantly to the success of your budget. We'll only be focusing on the budget for this class so don't be too intimidated by the entire process!  This section is simply to understand how this fits into the big picture. Planning Cycle Steps Defining the Mission This defines who you are, what business you are in, and the reason for your school/child care’s existence.  This helps guide your course of business. Planning and Goal Setting This is the plan for the next 12 months that will help you achieve your mission and provide services to your clients. Defining Your Potential There will be limits to what you can do depending on space, hours, time, and energy. You must recognize these limitations and decide how they will impact your income and expenses. Based upon your potential and the cost of being in business, you will set your rate to ensure that you cover your costs and make a profit. Developing Action Plans As a business person, there are things you may wish to accomplish that help you better service clients, grow the business, or make your life easier. By creating an Action Plan with detailed steps to follow, you are more likely to bring your vision to fruition.  Action Plans contain deadlines, resources, needed challenges, specific steps, and costs. Writing a Budget This is your estimate for the revenue you will collect, the expenses you will incur, and any other special costs to run the business over the next year. Comparing Performance This is where keeping good records becomes so important.  Analyzing budget performance is: comparing what you actually collected in income against what you projected comparing what you actually spent against what you budgeted to spend At the same time, you should monitor your Action Plan to determine if you're on track to meet your goals. Deciding How to Proceed Budgeting is something you think about all year long, not just at the beginning of the year. Based on what is currently happening with your business, you will likely need to make some changes due to budgetary needs. This may also require reviewing the underlying assumptions that you used to build your budget, such as capacity and number of clients. The lessons learned over the course of the year need to be evaluated and considered in the next year's planning process. Thus, planning becomes a year-round process.   Before you start creating a budget, think about your business: What are the goals of your program? (how many children enrolled, etc.) What are your financial goals? (i.e., profit, etc.) Is your business growing? What fixed expenses do you have (rent, leases, etc.)? What investments might you need to make in the next few years (bigger facility, new furnishings, etc.)? What is the student limit for your facility? What other sources of income might you have (grants, etc.)? What other situations might affect your business?   Revenue – estimate the number of children for you program over the next year, as well as fees charged per child.  Be sure to consider any other sources of revenue (grants, rental income, product sales, etc.). Expenses – this will likely be the more challenging task.  You’ll need to estimate your expenses over the next 12 months, including rent, wages, supplies, materials, advertising, utilities, and many others.   What is one of the key purposes of a budget?  to manage income and expenses and ensure they align with our business goals !     Which of the following would be consider a fixed expense?    rent   What are the different types of expenses?    all of the above   How is Net Income (profit/loss) calculated?  add all expenses together  subtract total expenses from total income     When estimating expenses for your budget, you can use: (choose the best answer)    all of the above   What is the Profit & Loss Statement used for? (choose the best answer)    all of the above   The Variance Report compares the difference between each expense account.    False   Which of the following would be consider income?  rent  child care fees  maintenance   Having a budget helps you determine where to cut costs if needed.  True     A budget is always developed independent of the business planning process.    False   Small expenses do not need to be tracked.  True  False

Bully    Children w/ disabilites/special needs may be a5t higher risk for being bullied    Bullying Peaks at 11-12 year age range    1/4 are bullied    43% KIDS SURVEYED FEAR BULLYING IN THE SCHOOL BATHROOM    1/5 admit to being a bully or "Doing some bullying"    Consequences     Stresses of being bullied can interfere with school productivity    Kids who are bullied are more likely experience depression      Bullying creates a climate of fear/disrepesct in schools diminishing the learning environment      Bullies are more likely to engage in other serioujs antisocial behaviors such as fights, vandalism, or stealing, drinking, nd dropping out of school   Adult Responce    70% of teachers believe that teachers intervene "almost always" in bullying in situations. only 25% of students agree    2002, a kid on a playground bullied a kid every 7 mins. During the time adult intervention is 7% peer intervention is 11% and no intervention is 85%    Most reports agree that adults dramatically under4estimate the amount of bullying that really goes on.    Types of bullies 1. Confident- Stereotypical bully who acts like he owns the place, no empathy, strong, and mean 2. Social- Spread rumors, gossips, verbally taunt others, socially shuns kids seen as inferior 3. fully armored- cool, unemotional, charming and deceptive to adults, vicious and vindictive to targets  4. Hyperactive- struggles with grades, poor social skills, "He made me do it" excuses 5. Bullied bully- Target and a bully bullies to have a relief from feelings of being powerless 6. Bunch of bullies- "nice kids" that know what they'r4e doing is wrong but dont bully on their own 7. Gang of bullies- strategic alliance to gain power lack of empathy, and remorse, very scary group   Characteristics of bullies   1. Dominate others 2. Get what they want 3. Sense of entitlement, like they deserve everything they want 4. Powerful feelings of dislike towards those who are different from them 5. Don't accept responsibility for their actions 6.  Little empathy of others 7. Tend to hurt other kids when adults not around     Excuses bullies give (and get away with): “I was just playing around with him.” “It wasn’t my fault; he just went all ‘psycho’ on me.” “Gosh, you can’t even take a joke.” She cries and calls the other kid the bully. “He started it!” She counts on bystanders to support her “defense” to the crowd or the adult who questions her.       Target 1. New kid 2. youngest in school/class 3. Submissive, anxious kids with low self-confidence 4. A kid with odd or annoying behaviors 5 Kid who shows emotion easily  6 Kid who look and acts physically different from most 7. Braces or glasses   Why “targets” don’t tell anyone: They are ashamed of being bullied. They are afraid of the bully “getting back” at them for telling. They don’t think anyone can or will help them. They have been told (and believe) that bullying is an expected and normal part of childhood. They might believe that adults are part of the problem, especially if adults are bullying them, too.   Warning signs of a child being bullied: Sudden lack of interest in school/daycare, refusing to go. Takes an unusual route to and from school/daycare. Grades in school drop. Wants to be left alone a lot. Is “starving” after school, says he lost his lunch money or wasn’t hungry at school (especially if it seems often). Lots of physical complaints (very tired, headaches, stomachaches, etc.). Stops talking about peers and activities.   The Bystander   Types: Followers – take active part but don’t start the bullying Supporters/passive bullies – support bullying but take no active part Passive supporters – like the bullying but display no open support Disengaged onlookers – do nothing, “It’s not my business” Possible target defenders – don’t like the bullying, but don’t do anything about it     Why they don’t get involved: They are afraid of getting hurt themselves. They are afraid of becoming the bully’s new target. They are afraid of doing something that would make everything worse. They just don’t know what to do.   Bystander Excuses It’s too much of a “pain” to get involved. Kids don’t want to be called a “snitch.” It’s safer to be in the “in group” than be with the targets. “He deserved to get bullied, he asked for it.” “She’s a loser anyway.” “The bully is my friend.” “It isn’t my problem.” “That kid isn’t my friend, so why do I care?” There are three basic family structures:  Authoritarian, Permissive, and Authoritative. Authoritarian and permissive families help create bullies, targets, and bystanders who do nothing.  Authoritative families help create bystanders that are likely to stop a bullying situation in progress.  They also create kids less likely to become targets or bullies themselves.  A brief look at family structures will help you understand why.     Authoritarian Parents lecture, threaten, bark orders Important concerns – control, obedience, power Parent has absolute authority Threats of physical punishment Use of fear and humiliation Perfection is the goal Children have to be obedient to earn love and approval     Permissive Punishments and rewards are inconsistent and random Second chances are randomly given Threats and bribes are common since there are not set rules Little routine or predictable patterns, general chaos Emotions rule everyone’s actions “Love” is based on pleasing unpredictable parents Parents may be detached and neglectful, or smothering and emotionally tangled with the child   Authoritative Everyone has opportunities for decision making and learning responsibility Parents give supportive messages to their children daily Creative, constructive, responsible environment Discipline helps children’s learning in the home Rules are clear and easy to understand Consequences and privileges are natural or reasonable Children get smiles, hugs, and humor regularly Love is unconditional, given just because they are who they are     Bullying is a conscious deliberate act of aggression against someone who is weaker. Bullying always includes the following three elements (markers):     An imbalance of power     Intent to harm     Threat of further aggression When bullying goes on unchecked, add a fourth element:     Terror   Imbalance of power A bully always has more power than its target in some way.  The following is a list of some advantages a bully uses:     Higher on the social ladder   Larger size   Physically stronger   More verbally skilled   A different race or sex   Older age   A large number of kids with similar advantages   Intent to harm   Bullying is never done on accident.   “Oops, I didn’t mean it” from a bully is a cover-up. A bully always means to hurt their target, emotionally and/or physically. They get some kind of enjoyment from watching the target suffer from the pain they inflicted.    Threat of further aggression   Bullying is rarely a one-time event. Everyone involved knows good and well that it will happen many times over. It will certainly happen many times before anyone intervenes. Bullying usually happens when adults are not there to witness, which makes it easy to repeat.    Terror When a bully continues on his or her path of destruction for a long period of time, terror builds for the target.  This ensures the bully free reign to do what he or she pleases without fear of being “ratted out.”  The emotional and physical reaction of a terrified target is also satisfying to a bully. The target becomes so powerless they are not likely to fight back.  For as long as the target stays powerless, the bully will “own” them.     Physical bullying This is the most easily seen type of bullying.  It can range from something more hidden, like tripping a child in a busy hallway, to something very obvious like punching or shoving. Boys most commonly use this form of bullying.  However, girls can certainly pick on other smaller girls and get into physical fights. This is what most people think of when they hear the word “bullying”.   Verbal bullying It is the most common form of bullying. It is done with words directly to the target’s face.  Verbal bullying can be humiliating comments, name calling, insults, teasing, and harassing.  It can also involve intimidating kids out of their lunch money, making verbally abusive phone calls, threatening violence, and making racial slurs. It is easy to get away with, and can be whispered near adults without being detected.   Social/relational bullying This form of bullying uses social shunning and exclusion, and it is most often used by girls.  Unfortunately, this kind of bullying can also be hard to detect.  Social bullying is usually indirect, as opposed to how verbal bullying is said directly to the target.  It is done through body language, mean or degrading notes, gossip, and ignoring.    Cyber bullying This is a more recently evolved form of bullying thanks to current technologies.  It is the use of text messaging, email, chat- rooms, and other electronic communication methods for bullying.  The bully can gain an extra sense of anonymity and distance from the incident. Also, the target may receive the bullying long after the bully has done it. This can be a difficult form of bullying to track because it happens in isolation.  "Socially Acceptable" Bullying There are forces in our society that make it possible for bullying to thrive.  When someone thinks of a small kid being bullied, they might feel sympathetic.  But if it comes in other forms, a person can easily turn a blind eye. Not everyone may think of the following examples as bullying.  Keep in mind that bullying is a mismatch of power, with the more powerful person intentionally harming the less powerful person in some way. Racism Kids are taught racism from people in their community. Kids learn racism through thought (stereotype); through feeling (prejudice); through action (discrimination). Kids willing to discriminate against a group may easily pick out one kid to bully. Bullying is covered up or tolerated because of a community that allows racism.   Hazing Hazing is seen in society as “fun” and a “way to belong.” Rites of passage or initiation don’t have to be demeaning to be powerful. In one study in 2000, 48% of 1541 high school students in various clubs reported being hazed. Bullying is covered up or tolerated because of a community that tolerates and/or encourages hazing.   Social “Cliques” Social cliques are groups of kids that share interests, but also exclude those who “don’t fit in”. Kids who don’t fit in are often shunned and taunted for being “unworthy”. School administrators and staff who tolerate strong cliques most likely support the bullies more than the targets. Bullying is covered up or tolerated because of a school community that tolerates powerful social cliques.     The Bullying Incident The “bullying incident” is more complex than it may appear at first.  Understanding the process is important for making effective interventions.  Let’s take a look at the sequence one stage at a time.  There are 4 stages.   Stage One:  Identify The bully does several things to see if he or she can pull off bullying someone. They scan the scene for the ideal location. They find a good target. They confirm the lack of adult supervision.   Stage Two:  Test Once they find a target, they do two important things.  This will determine whether or not the bullying can continue at that time. The bully tests the target for a reaction; the bigger the reaction, the more the bully likes it. The bully observes the reactions of the bystanders.   Stage Three:  Proceed This is when the bully has the “green light” and can really show their power.  The bully and bystanders stop seeing the target as a person by now. The bully takes major action verbally, physically, socially. The bystanders either move away or join in. The target blames him or herself for the attack.   Stage Four:  Close Finally, the incident is over.  This ends for one of the following reasons: The bully decided it was over. The target stood up for him or herself. Someone from the outside intervened. Most likely, it is because the bully decided it was over.  Also, adults most likely don’t know that anything ever happened.     There are 7 Intervention Basics that will help you make your daycare a “bully free” zone.  It is not enough to do just one or two of them.  The problem of bullying is a system of many parts working together.  A quality prevention/intervention solution must involve all of these parts.    1.  Provide a Safe Social Environment Bullying lives on strongly where adults are permissive about children’s behaviors.  Bullying must become “uncool” in the child care environment, and “cool” to help out if someone sees bullying going on.  The right tone needs to be set by the adults, but the kids need to be involved in changing attitudes.     2.  Assess bullying in your child care facility. As you recall, there is usually a “code of silence” and many myths about bullying.  These factors can make it difficult to really see how widespread bullying may be in a large group of children.  Instead of guessing, it can be very useful to do some anonymous surveys of the kids.  This direct information can be very helpful in understanding the real scope of the problem.    3.  Enlist staff and parent support To keep bullying under careful watch, a daycare center needs the support of the staff and the parents.  The job cannot be managed by just a single administrator or staff member.   4.  Get a coordinating team together. A coordinating team can help make plans and provide direction for the staff.  They can help to monitor progress with prevention efforts, and ensure that these continue over time.  This can be made up of representatives from the child care teacher, janitorial staff, the administration, and parents.     5.  Train staff and increase adult supervision in bullying “hot spots”. Training can help all adults involved with the child care program.  Everyone can better understand the nature of bullying, how to respond to it, and how to prevent it. Increasing adult supervision in bullying “hot spots” can cut back on opportunities for bullies to operate.   6.  Establish rules related to bullying and spend “class” time on bullying prevention. It is important to let the kids know that you expect kids not to bully.  The kids also need to know you expect them to be good citizens by helping someone who is being bullied.  There are also ways to fit in small amounts of time every week learning about bullying.    7.  Intervene consistently and over time. All of the interventions just mentioned will be most effective when done consistently.  Prevention for bullying will best be done through changing the entire environment for good.  Bringing out the bullying materials once in a while will not be enough.  The message about bullying needs to be woven into the child care's activities on a regular basis.