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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.

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When it comes to the guidelines we re the guide by the side
When It Comes to the Guidelines, We’re the Guide by the Side

PITC Partners for Quality

Advanced Training 2014



Learning outcomes
Learning Outcomes Side

Participants 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.


I t learning development program guidelines
I/T Learning & Development SideProgram Guidelines


Part one background
Part One: Background Side

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


Background review
Background Review Side

  • Chapters 1-4

  • Review


Chapter 1 the development of programs with families
Chapter 1: SideThe Development of Programs with Families


Chapter 1 key concepts
Chapter 1, Key Concepts Side

  • The Nature of Relationships Between Programs and Families

  • The Importance of Establishing Working Relationships

  • Cultural Perspectives on Nurturing Young Children


Chapter 2: Side

New Insights into

Early Learning and Development


Chapter 2 key concepts the four insights
Chapter 2, Key Concepts: SideThe 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.


Chapter 3: Side

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)


Chapter 3 key concepts the role of the infant care teacher
Chapter 3: Key Concepts SideThe Role of the Infant Care Teacher

  • Build and maintain positive relationships with families

  • Build and maintain positive relationships with children

  • Prepare the environment

  • Establish predictable, consistent routines

  • Appreciate physical activity as learning

  • Nurture social-emotional growth and development

  • Foster cognitive and language development & communication

  • Implement a curriculum process

    (Program Guidelines, p. 30)


SideEarly care and education programs are important parts of communities. The programs play an essential role that is more than providing child care.”

Chapter 4: Program Leadership

and Administration

(Program Guidelines, p. 48)


Chapter 4 table of contents
Chapter 4 : Table of Contents Side

  • Leadership

  • Policies supportive of professional growth

  • Reflective supervision

  • Policies for high-quality care & education

  • Relations with surrounding community

  • Administration

  • Conclusion


Part three resources
Part Three: Resources Side

  • Curriculum Resources

  • Organizations and Web-sites

  • Appendixes

  • Work Cited

  • Further Reading


Part two the guidelines
Part Two: The Guidelines Side

  • 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


Chapter 5 guidelines for operating i t programs
Chapter 5: SideGuidelines 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


  • Chapter 6: SideGuidelines for Facilitating Learning…

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

Section 8. Implementing an infant/toddler curriculum process




Section: SideIndicates specific guidelines section

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



Guidelines content
Guidelines Content Side

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



Quality improvement planning1
Quality Improvement Planning Side

  • 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.




Scenario potty in the play yard1
SCENARIO: Potty in the Play Yard Side

Observation:

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."


Scenario potty in the play yard2
SCENARIO: Potty in the Play Yard Side

The 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.


Scenario potty in the play yard3
SCENARIO: Potty in the Play Yard Side

After 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.


Scenario potty in the play yard4
SCENARIO: Potty in the Play Yard Side

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.


Scenario potty in the play yard5
SCENARIO: Potty in the Play Yard Side

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.





Putting it all together
Putting It All Together Side

  • 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.


Questions challenges reflections
Questions/Challenges/Reflections Side

  • What other support do you need to feel confident in using the I/T Program Guidelines in your delivery of PITC/PQ services ?


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