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When It Comes to the Guidelines, We’re the Guide by the Side. PITC Partners for Quality Advanced Training 2014. What’s in Your Suitcase?. Learning Outcomes. Participants will: Deepen their knowledge of the I/T Program Guidelines. - PowerPoint PPT Presentation
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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 ?
