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

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

by the Side

PITC Partners for QualityAdvanced Training 2014

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What’s in Your Suitcase?

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Learning OutcomesParticipants will:

• Deepen their knowledge of the I/T Program Guidelines.

• Gain experience using the I/T Program Guidelines as a tool for developing and supporting quality improvement plans (QIPs) by:

» Identifying guidelines and action points to support QIP goals.

» Identifying resources and developing a timeline for QIP goals.

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I/T Learning & Development Program Guidelines

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Part One: BackgroundIntroductionChapter 1. The Development of Programs with

FamiliesChapter 2. New Insights into Early Learning and

DevelopmentChapter 3. The Role of the Infant Care TeacherChapter 4. Program Leadership and

Administration

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Background Review

Chapters 1-4 Review

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Chapter 1:The Development of Programs

with Families

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Chapter 1, Key Concepts• The Nature of Relationships Between

Programs and Families• The Importance of Establishing Working

Relationships• Cultural Perspectives on Nurturing

Young Children

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Chapter 2: New Insights into

Early Learning and Development

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Chapter 2, Key Concepts:The Four Insights• Insight 1: Infants and toddlers learn and

develop in the context of important relationships.

• Insight 2: Infants and toddlers are competent.

• Insight 3: Infants and toddlers are vulnerable.

• Insight 4: Infants and toddlers are a unique blend of nature and nurture.

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Chapter 3: The Role of the Infant Care Teacher

“The teacher is all at once a nurturer, a guide, a supporter, an encourager, an observer, a planner, a provider of new experiences, a safe lap, and a listener.”

(Program Guidelines, p. 27)

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Chapter 3: Key ConceptsThe Role of the Infant Care Teacher1. Build and maintain positive relationships with families2. Build and maintain positive relationships with children3. Prepare the environment4. Establish predictable, consistent routines5. Appreciate physical activity as learning6. Nurture social-emotional growth and development7. Foster cognitive and language development &

communication8. Implement a curriculum process(Program Guidelines, p. 30)

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“Early care and education programs are important parts of communities. The programs play an essential role

that is more than providing child care.”

(Program Guidelines, p. 48)

Chapter 4: Program Leadership and Administration

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Chapter 4 : Table of ContentsLeadershipPolicies supportive of professional growthReflective supervisionPolicies for high-quality care & educationRelations with surrounding communityAdministrationConclusion

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

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Part Two: The Guidelines Chapter 5: Guidelines for Operating I/T Programs

Sections 1-6

Chapter 6: Guidelines for Facilitating Learning and Development with Infants and Toddlers

Sections 7-8

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Chapter 5: Guidelines for Operating I/T Programs Section 1. Providing family-oriented programsSection 2. Providing relationship-based careSection 3. Ensuring health and safetySection 4. Creating and maintaining

environments for infants and toddlersSection 5. Engaging in program development

and commitment to continuous improvementSection 6. Helping teachers continue to grow

professionally

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Section 7. Understanding that learning and development are integrated across domains

Section 8. Implementing an infant/toddler curriculum process

Chapter 6:Guidelines for Facilitating Learning…

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Guideline

Rationale

Action Point

Understanding the Program Guidelines

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What

Why

How

Understanding the Program Guidelines

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Page WalkGuideline: Broad recommendation

for program practice

Action Points (for programs and teachers): Lists recommendations for

how to apply guidelines in a childcare setting

Rationale: A paragraph or two

explaining why the guideline is important

Section: Indicates specific guidelines section

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Break

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Guidelines ContentWith your table group, research your given Guidelines section. Then complete the quick sheet for your Guidelines section.

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Quality Improvement PlanningOBSERVATION

PROGRAM FEEDBACK/INPUT

DATA FROM ASSESSMENT

S (CLASS, ERS, ETC.)

QUALITY IMPROVEMENT PLAN

(QIP)

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Quality Improvement Planning To be effective, the QIP must:• address the program’s specific needs

and context (start where they are).• include mutually agreed upon

approaches.• be limited to an achievable number of

goals and action points with reasonable timeframes.

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QIP Practice - Let’s try it out!

Guideline

• Using the information you have gathered, what Guideline(s) would support this program in their continuous improvement process?

• Is there more information you need?

Action Point

• What specific action point(s) under the guideline(s) chosen would support the program in their process?

• Make sure action point is understandable to the practitioner and feasible to implement

Activity• What specific activities or tasks need to

be completed to fulfill the action point?• By whom? By when?

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SCENARIO: Potty in the Play Yard

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

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

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

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SCENARIO: Potty in the Play Yard• Recently trained on the topic of routines,

modeled diapering in a training session and used a Glo-Germ training.

• Provider was inside preparing lunch.• Assistant proceeded to place each child on

the potty, one after the other saying, "Sit there until you pee.”

• Did not use gloves and no hand washing or hand sanitizing for the children or the assistant.

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SCENARIO: Potty in the Play Yard• Children were riding tricycles and playing

around the child on the potty chair.• Provider used the same washcloth to

wash each child's face.• Provider wanted to discuss her son who

was hitting and biting other children in care.

• Provider has asked if her assistant could attend training.

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Quality Improvement Planning

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Quality Improvement Planning

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QIP Practice - Let’s try it out!

Guideline•Using the information you have gathered, what Guideline(s)

would support this program in their continuous improvement process?

•Is there more information you need?

Action Point

•What specific action point(s) under the guideline(s) chosen would support the program in their process?

•Make sure action point is understandable to the practitioner and feasible to implement.

Activity •What specific activities or tasks need to be completed to fulfill the action point?

•By whom? By when?

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Putting It All Together• Use the Guidelines for Early Learning in

Child Care Home Settings along with the I/T Program Guidelines for family child care QIPs.

• Focus on small, modest, achievable goals and action points.

• Intentionally focus observations and feedback on QIP goals and action points.

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Questions/Challenges/ReflectionsWhat other support do you need to feel

confident in using the I/T Program Guidelines in your delivery of PITC/PQ services ?