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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: Background
Introduction
Chapter 1. The Development of Programs with Families
Chapter 2. New Insights into Early Learning and Development
Chapter 3. The Role of the Infant Care Teacher
Chapter 4. Program Leadership and Administration
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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 Teacher
1. 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 Contents
Leadership
Policies supportive of professional growth
Reflective supervision
Policies for high-quality care & education
Relations with surrounding community
Administration
Conclusion
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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 programs
Section 2. Providing relationship-based care
Section 3. Ensuring health and safety
Section 4. Creating and maintaining environments for infants and toddlers
Section 5. Engaging in program development and commitment to continuous improvement
Section 6. Helping teachers continue to grow professionally
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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 Walk
Guideline: Broad recommendation for program practice
Action Points (for programs and teachers): Lists recommendations for
how to apply guidelines in a childcare setting
Rationale: A paragraph or two
explaining why the guideline is important
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/Reflections
What other support do you need to feel confident in using the I/T Program Guidelines in your delivery of PITC/PQ services ?
