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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PITC Partners for Quality
Advanced Training 2014
What’s in Your Suitcase?
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
New Insights into
Early Learning and Development
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)
(Program Guidelines, p. 30)
“Early 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
(Program Guidelines, p. 48)
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
Section 7. Understanding that learning and development are integrated across domains
Section 8. Implementing an infant/toddler curriculum process
Section: Indicates specific guidelines section
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
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."
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.
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.
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.
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.