Care Over Break (COB)
Southern Illinois University Carbondale
Child Development Laboratories
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Staff Manual
Updated: Spring 2012
Table of Contents
Structure of CDL
What is CDL? 4
Mission 4
Who’s in charge at CDL? 4
Scheduling 6
Expectations of Staff
Orientation 7
Conditions of Employment 7 Evaluations 8
Arriving for Work 8
Use of Time Clock 9
Appropriate Appearance 9
Maintaining the Environment 10
Absence 11
Breaks 11
Being the Teacher in Charge 12
Awareness of Children 12
Communication 12
Conflict Resolution 13
Staff Meetings 13
Accountability 14
Confidentiality 14
COB 16
Talking with Parents 17
Participation in CDL Events 18
Abuse and Neglect 18
Outside Employment 18
Health
Daily Health Checks 19
Illness in Children 19 Taking Temperatures 19
Medication 20
Children with Allergies 20
Blood Borne Pathogens Policy 20
Injuries 21
Working with the Children
Getting to know the children 23
Talking to the Children 23
Gender Roles 24
Documenting the Children’s Work 24
Guidance & Discipline 24
Negotiating with Young Children 28
Schedule and Procedures
Daily Classroom Schedule 31
Arrival 34
Toys from Home 34
Departure 35
Late Fees 35
Security 36
Observers 36
Maintaining Ratios 37
Bathroom Supervision 38
Handwashing 38
Diapering 39
Toileting 40
Toilet Training 41
Toothbrushing 42
Napping 42
Children’s Dress 43
Walks 43
Playground 45
Swimming 47
Clean up 48
Class Meeting 48
Circle Time 48
Sharing Meeting 48
Art 48
Writing with Children 49
Food Policy 49 Meal Times 50
Children’s Birthdays 51
Curriculum
Staff Participation Sheets 53
Classroom Set Up Sheets 53
Daily Activities Sheets 53
Project Work 53
Emergency Procedures
Emergency Procedures 54
Utility Emergency Procedures 54
Fire Emergency Procedures 54
Tornado Emergency Procedures 55
Earthquake Emergency Procedures 55
Bomb Threat Procedures 56
Animal Policy 56
Integrated Pest Management Program 58
Sources 59
STRUCTURE OF CDL
What is CDL?
The Child Development Laboratories is a unique facility on the campus of Southern Illinois University. The “CDL” as it is often called, has served as a research and training facility for the Early Childhood Education program for over 40 years. All students in the Early Childhood Education program work in CDL during 2 practicum courses. Students enrolled in C&I 318 work in one of the preschool rooms 3 hours each week (6 hours in the summer). C&I 405 students work in the infant and toddler rooms 4 hours each week (8 hours in the summer). CDL also serves as the student teacher training facility for preschool and primary majors. These students work in the CDL 8 hours a day for 8 weeks prior to graduation. On occasion, C&I 495 students work at CDL during their 16 week internship (8 weeks in the summer). In addition, CDL also hires student workers to work in the classrooms. The CDL serves as an observation site for many other students at SIUC such as psychology students, nursing students, architecture students, and others.
The CDL is licensed to care for 47 children each day. Four programs are available for families in the community. The infant program serves 7 children between the ages of 6 weeks to approximately 15 months. The toddler program provides care for 12 children between the ages of 15 months and 36 months. The preschool program provides care for 12 children ages 2 to 3 years of age. Sixteen children ages 3, 4, and 5 years attend our Pre-K program. All children are enrolled 5 days a week. Some children attend for the morning or afternoon sessions only, while others are in attendance all day.
Mission
The primary goal of the Child Development Laboratories (CDL) is to provide quality education and training for students majoring in Early Childhood Education, while enhancing the field of child development through research. In that context, the CDL offers high quality childcare for children from six weeks through six years of age. Quality care is delivered through a curriculum designed to provide sound emotional, social, physical and intellectual growth and development.
Who is “In Charge” at CDL?
Each of the four classrooms is under the direction of a highly qualified Master Teacher and Lead Teacher. Both Master Teachers at CDL hold Master’s Degrees in Education, as does the Director. The Lead Teachers are graduate students or Pre-K staff who hold Bachelor’s Degrees in Education. These people are ultimately in charge of what happens in the classrooms. At times, student teachers or student workers may be in charge. In these situations, they may make decisions about classroom rules and procedures for the time they are in charge. If at any time a staff member feels uncomfortable with the decisions that are being made, they should discuss the situation with the Master Teacher, Lead Teacher, or Director.
The staff at the Child Development Laboratories (CDL) consists of the following:
Director Lori Van Horn is the CDL Director. She is the faculty member who administers the CDL and is primarily responsible for all aspects of the program. Lori holds a Master’s Degree in Early Childhood Education and Illinois Director Credential Level II.
Master Teachers There are two Master Teachers at CDL. Both Master Teachers are faculty members and are responsible for all aspects of programming in their classrooms. Melissa Viernow is the Master Infant and Toddler Teacher responsible for the infant and toddler classrooms. Kathy Grace is the Master Preschool Teacher, responsible for the Preschool and Pre-K classrooms. Both Melissa and Kathy hold Master’s Degrees in Education.
Lead Teachers The Lead Teachers are graduate assistants and Pre-K Staff who serve as the head teacher in the classrooms. They work cooperatively with the Master Teachers. All Lead Teachers at CDL hold at least a Bachelor’s Degree in Education.
Office Manager The office manager is responsible for reception, maintaining records, fee collection, and all clerical work.
Administrative Administrative assistants work with the Director or a Master
Assistants Teacher while completing an internship and are often referred to as “interns.”
Student Workers Student workers are paid staff who work under the direction of the
Master Teachers and Lead Teachers. They are sometimes referred to as “teachers” and may be in charge in certain circumstances.
Student Teachers Student teachers are students completing an 8 week period of field work prior to graduation. They are sometimes referred to as “teachers” and may be in charge in certain circumstances.
Practicum Students Practicum students are students in early childhood courses which require supervised experiences at CDL. They are sometimes called “assistant teachers.”
Volunteers Volunteers assist the Master Teacher and Lead Teachers on a voluntary basis. They are not counted in adult to child ratios.
Food Production The food production supervisor is a full time CDL employee and is responsible for our food program.
Food Preparation Food preparation assistants are paid workers who assist
Assistants in the preparation and serving of food.
Clerical Assistants Clerical assistants work under the direction of the office manager.
Core Staff The term “Core Staff” is used to define the group of permanent CDL staff. This includes the Director, Master Teachers, and Lead Teachers.
Leadership Team This term is used to refer to the Director and Master Teachers.
Staff Members The term “staff member” is used to refer to all persons, paid and unpaid, who work in the CDL. This includes student teachers, student workers, practicum students, and volunteers.
Scheduling
Schedules are prepared each semester to provide appropriate staffing in each classroom. Student teachers are scheduled to work 8 hours each day with a 30 minute lunch and 2 15-minute breaks as well as some prep time. Students enrolled in C&I 318 are scheduled for a 3 hour shift. Students enrolled in C&I 405 are scheduled for four hours a week. Students enrolled in either practicum course during the summer semester must work 2 shifts each week. Student workers may work up to 27.5 hours per week during the regular semester and 39.5 hours per week during breaks. Student workers must be prepared to work on Mondays and Fridays unless they have classes. Intern students will work 20 hours per week during the fall and spring semesters and 40 hours per week during the summer semester. Any adjustments to the schedules must be approved in writing in advance by the appropriate Master Teacher.
Some staff members will be scheduled as early as 7:30am. These people are responsible for preparing the classrooms for the upcoming day. Checklists are provided to ensure that the necessary tasks are completed each morning. Lesson plans are posted by 7:30am each day to guide the arrangement of equipment and selection of materials. Staff should have the classrooms completely prepared by 7:45am.
Other staff members will be scheduled to stay to close at the end of the day. Checklists are provided to guide clean up activities each evening. Staff members should offer assistance to those working in other classrooms when finished in their assigned classrooms. The Core Staff Member on duty will check each area before any staff member may clock out. Staff will be dismissed only when all areas are completely finished.
The Core Staff is scheduled to allow for appropriate coverage throughout the day. There are times when core staff members have responsibilities outside of the classroom, such as for curriculum planning, staff meetings, office time, meetings with parents or students, lunch, breaks, faculty meetings, or leadership team meetings. Due to these responsibilities, it is not possible to arrange for a core staff member to be in each classroom at all times. During times when a core staff member is not available in the classroom, arrangements are made for an experienced staff member to be in charge of the classroom.
EXPECTATIONS OF STAFF
Orientation
All staff members, paid and unpaid, are required to attend orientation prior to the start of each semester. Staff members who miss this orientation will be required to attend a Make Up Orientation on the first Saturday of the semester. Staff Members who fail to attend the make up session may be terminated or dropped from their class.
Student workers shall be paid for duration of the orientation. Students enrolled in C&I 318, 405, 495, or EDUC 401 shall not be compensated while attending orientation as it is a requirement for the course. Student workers who are also enrolled in a lab related course will not be paid while attending orientation.
Conditions of Employment
All paid staff members must clear background checks conducted by both SIUC and DCFS. Employment is contingent upon clearance by both agencies. In addition, each staff member is required to create and maintain a professional development plan and obtain at least 20 hours of in-service training each year. A comprehensive orientation is also required.
All new paid employees are hired for an 8 week probationary period. At the end of the probationary period, the employee will meet with the appropriate Master Teacher or Director for a performance review at which time it will be determined if the employee will continue his/her employment at CDL. After this initial probationary period, staff members will participate in an annual performance review.
Unpaid staff members are also subject to the background check by DCFS. CANTS Clearance must be on file before any staff member may be left alone with a child or group, change diapers, assist with potties or change children’s clothes. C&I 318b students who have a CANTS clearance on file may assist with potties and changing of clothing, but no C&I 318b student may be left in charge of a child or group until after mid-term.
Each paid staff member is expected to attend all regularly scheduled staff meetings each semester. Practicum students must attend specific staff meetings each semester and will be provided with a list of those dates at Orientation. Staff members must also work a portion of all university breaks each semester. At the time of employment, staff are provided with the current list of these dates. An updated list is provided each fall.
Paid staff should refer to the SIUC student worker handbook available at siuc.edu regarding compensation, benefits, pay dates, social security, workers compensation, unemployment, sick leave, vacations, grievance procedures, promotions, pay increases, and discipline policies.
Evaluation
Student workers will be evaluated by the Core Staff each semester. Evaluations are designed to assess the student worker as s/he increases his/her skills, experience and time of employment at CDL. Student workers shall meet with their supervisor prior to the evaluation to determine the focus of the evaluation for the current semester. Student workers shall reflect upon their own performance as part of the process. Student workers will meet with their supervisors to review, compare, and discuss their evaluations. Student workers not meeting the minimum standards may be given an opportunity to improve their performance.
Practicum students and student teachers will be evaluated as determined by the course instructors.
Arriving for Work
When arriving at CDL for work, staff (paid and unpaid) should place their belongings in the cabinets provided. Purses, keys, cell phones, backpacks, medications, plastic bags, etc. should never be taken into the classrooms or kitchen areas. Please do not bring valuables as we have no secure place to store them. Staff members are expected to take care of all personal business, including making/accepting phone calls and using the restroom before entering the classroom. It is important for all staff to arrive in the classroom by the scheduled time and remain in the classroom for the entire time scheduled. All staff members, paid and unpaid, must wear their nametags and smocks each time they work. Staff members may not wear smocks off the CDL premises. Lost name tags must be reported to the CDL Office Manager and will be replaced at a cost of $10. Lost Key FOB’s must also be reported to the Office Manager. Replacement FOBs cost $25. Staff members working in the classrooms are also required to read any staff meetings notes before beginning their shifts.
Once in the classroom, staff should immediately wash their hands and then check in with the teacher in charge. Then staff should read through the lesson plans for the day, and sign up to do at least one activity before joining in with the children. Staff members should not leave the classroom for any reason without checking with the teacher in charge. Bathroom needs should be taken care of before coming into the classroom or during breaks as the adult to child ratios may not allow staff to leave the classroom to attend to these needs. Staff members should always communicate with the Teacher in Charge before leaving the classroom or playground.
Staff, parents, and children, are not permitted to enter the classrooms between 12:15 and 12:45 as children are settling in for their naps. Parents needing to drop off or pick up full day children during nap time, should make advance arrangements with the Master Teacher so not to disturb others. Staff needing to get into the kitchen during this time should get the key from the front desk and enter through the hallway door. The key should be returned quickly so that others may use it.
Under no circumstances should staff members take cell phones into work areas such as classrooms, kitchen, the front desk. If a staff member is expecting an emergency call, such calls should be directed to the CDL front desk at 453-4221. A message will be taken and the staff member will be notified immediately. Staff members should not make or accept non-emergency calls while on duty.
Staff members should not take any medication into the classroom with them. Staff Members needing to keep an inhaler close must see the Director to develop an individual plan for the storage and use of the inhaler. Staff members wearing any type of medication patch (birth control, nicotine, asthmatic, etc) must inform the CDL Director in writing before wearing the patch into the classroom. The patch must be placed in a location that will be covered by clothing or smock at all times.
Use of Time Clock
All staff members must clock in and out for each shift worked. Students working in multiple capacities must be very careful to clock in and out appropriately for each position.
Student Workers who recognize an error with their reported hours (failure to clock in or out, etc) are required to notify the Core Staff Member with whom they have been working. The Core Staff Member will record the information in the “Time Log.” Before the appropriate payroll records are submitted, the Office Manager will enter all corrections into the computer each Thursday morning.
Errors that are not recorded in the log, but are discovered by the Office Manager when reviewing the time summary on Friday mornings, will be passed on to the student for correction. The Office Manager will provide written notice to students who have errors on their time report. In addition, e-mail notification will also be provided.
Errors that are not corrected before the time summary is submitted for the respective pay period must be reported on an “Under Hours” report with the next payroll submission. Time may be reported in this manner only once each calendar year per employee. As per SIUC Student Employment regulations, termination will result with repeated violations.
Appropriate Appearance
CDL is a place for young children and their families. We want to encourage our staff to feel comfortable getting down on the floor and being around messy materials. Because of this, we encourage staff to dress in clothing which is comfortable and easily cleaned. However, as a model program, it is essential that we portray ourselves as professionals. It is also important that parents feel comfortable leaving their children with us, and dress does have an impact on the impression we make with parents and others.
Casual dress is acceptable at CDL. To us that means jeans in good condition or shorts that come to within 4 inches of the top of the knee. T-Shirts are acceptable as long as they do not have inappropriate symbols, pictures, words or cigarette/alcohol advertisements. One piece swim suits are acceptable to wear when using water with the children in warm weather. Staff choosing to wear swim suits must bring shirt and shorts to wear out of the water.
Clothing that is not appropriate for wearing at CDL includes short shorts, any clothing that exposes the midriff, tight pants, excessively short skirts, or revealing clothing of any kind. Halter tops, spaghetti straps, low cut shirts, and pajama pants are not acceptable. Staff should pay attention to how they look when bending over, since this is often necessary in the classroom.
In addition to the above clothing restrictions, staff members are required to keep fingernails trimmed and jewelry on hands to a minimum for sanitary purposes. Acrylic fingernails are permitted provided that they do not interfere with the care and safety of the children. CDL Core Staff reserves the right to ask any staff member to trim his/her fingernails if they deem them to be unsafe. Piercings other than earrings, should be removed or covered for safety reasons. Tattoos that are not obscene, offensive, or scary to the children are permitted.
CDL Core Staff reserves the right to ask any staff member working in the lab to cover or change any clothing they deem inappropriate. Students asked to leave and change clothes must clock out and make up any missed time at a later date. Paid staff asked to leave and change clothes must also clock out and will not be paid while changing.
All staff working in the classrooms are required to wear smocks over their clothes or to wear a CDL or Educ8Kids shirt. Smocks may be removed when outside on hot days, as long as appropriate clothing is worn and the smock is put back on once inside. Staff working in the infant room are also required to remove their shoes as the infant room is a shoeless environment. In addition to staff, all persons entering the infant room must remove their shoes or cover them with shoe protectors when on the carpeted area. This keeps dirt and germs off the floor where the infants spend a great deal of time. CDL provides smocks, booties, and shoe covers.
Maintaining the Environment
An orderly learning environment is important in making people feel comfortable. Always be alert for small and large ways you can help maintain the classrooms. Pick papers up off the floor or playground. Pay close attention to paper towels on the floor of the bathroom. Take the initiative to replace or refill materials and supplies. Most importantly, put things back where you found them. Encourage children to clean up as they go. They should pick up their work in a center before moving to another area or going outside. You may need to remind them of this.
Other clean up duties are required throughout the day. A list is posted in each classroom for opening, noon time and closing. When these jobs are finished, have the Core Staff Member on duty sign off and then move to other classrooms and offer your assistance. At closing, no one is permitted to clock out until all classrooms and playgrounds are cleaned. The Core Staff Member in charge will let everyone know when it is OK to leave. Everyone’s cooperation is needed in this regard.
Absence
Staff members are expected to come to work as scheduled. Appointments, meetings, and other obligations should not be scheduled during work times. All staff members are expected to work their entire shift, as scheduled. Staff members are expected to secure substitutes when unable to come to work as scheduled. In circumstances such as illness or emergency when advance notice is not possible, staff must speak directly with a Master Teacher or the Director. Staff members may contact Core Staff at home between the hours of 6am and 9pm. Messages should only be left in extreme emergencies as we do not always receive the information in a timely fashion. Core Staff reserves the right to require documentation for any absence. Staff members who miss work and do not call their Master Teacher, except in emergency situations, may be terminated.
Illnesses that require exclusion from the program include fever, vomiting or diarrhea in the 24 hours prior to the start of work. Staff with a fever over 101( should not come to work until the fever is gone. Staff diagnosed with strep throat or pink eye may return to work 24 hours after beginning treatment. Documentation is required to confirm the diagnosis of any communicable disease. Vomiting due to excessive alcohol consumption is not an acceptable reason for missing work.
Practicum students and student teachers must make up all absences. Absences due to university closings such as holidays or weather related conditions may be made up at a time agreeable to the Master Teacher and student. Absences due to other circumstances must be made up during fall/spring break or finals week. All make-ups must be arranged in advance with the appropriate Master Teacher.
Breaks
Staff (paid and unpaid) who work a shift that is four hours or longer will receive a 15 minute break. Staff members working 6 hours or more will receive a 30 minute break. Staff members scheduled for 8 hours should take a 15 minute break and clock out for a 30 minute lunch. The teacher in charge is responsible for arranging breaks.
Staff should be flexible and willing to take breaks when asked. We are generally unable to accommodate requests for specific break times. Breaks may be taken anywhere outside of the classrooms. Staff members who are leaving Quigley Hall should alert a member of the Core Staff before leaving the area. The CDL lobby and workroom are available for your use during this time. Staff should refrain from using any area within the lab as a place to “vent” or gossip. Participation in such behavior is grounds for termination.
Be considerate of your co-workers and return to the room promptly when your break is over. Timers are available in the workroom for monitoring your break time. Staff are prohibited by DCFS regulations from smoking in areas where children may see them. SIUC policy prohibits smoking within 25 feet of any building or entry way. Staff members who wish to smoke on their breaks should remove their smocks while doing so.
Being the Teacher in Charge
As you become more experienced in the classroom, you may be asked to be in charge of the classroom from time to time. This is a big responsibility, and your supervisor should be able to answer any specific questions you have about your responsibilities in these circumstances.
Part of your responsibilities include supervising other staff and giving them directions to ensure that the room runs smoothly. Usually staff members respond to directions readily. You need to be explicit in your directions so that staff know exactly what is expected of them. Don’t expect people to read your mind. The clearer you can be about your expectations, the more likely that the person will follow through. Occasionally, however, you might have problems in getting other staff to follow through.
If you have difficulty with a staff member, use “I” messages to let them know how you’re feeling. For example, “When I ask you to go outside with the children and you don’t respond, I feel frustrated because I have to maintain ratio.” If you try to communicate with the other staff member yourself and are unsuccessful, you should notify the Master Teacher at once. This is also true in situations where you observe staff who are having difficulty with the children or other aspects of the classroom.
Your job is not to evaluate, but to alert the Lead Teacher and Master Teacher to problems that are occurring in the classroom when they are not present. Undergraduate students are not responsible for observing or evaluating others.
Awareness of Children
All staff members are expected to know how many children are present at all times. This can be confusing with staff coming and going throughout the day. There is a chart for recording this information in each classroom. It is the responsibility of each staff member to keep this information current, as well as to count the children every 2 to 3 minutes.
Staff members are not permitted to bring children into the lobby, workroom, or other areas outside of the classrooms/playgrounds unless specifically instructed to do so by a Core Staff Member.
Communication
Many different people work in the CDL each day. It is important that information regarding the children and program be shared between the staff. “Communication boards” are provided in each classroom for this purpose. However, information must be communicated with a Core Staff Member before being written on the board. All efforts must be taken to protect confidentiality, as well as to follow CDL policies and procedures.
Any information communicated by a parent that relates to changes in food intake, sleeping schedules, limitations to activities, toileting needs, etc must be directed to the Master Teacher or Director. Please assist families in locating the appropriate personnel to discuss these matters.
Staff should get permission from a member of the CDL Faculty before putting any sort of material in family or staff mailboxes. This includes things such as letters, candy, presents, treats, etc. Staff members wishing to distribute flyers or conduct surveys for classes, must obtain written permission from the CDL Director before beginning any study.
Conflict Resolution
From time to time conflicts may arise between staff members. In these situations it is crucial for everyone involved to remain professional. Staff members should discuss these situations only with those involved or a member of the core staff. All discussions of this type should take place out of the classroom. The CDL conflict resolution plan should be consulted when necessary.
Conflict Resolution Model
1. Listen actively to each person
2. Paraphrase what was said and clarify your understanding
3. Acknowledge the person’s feelings
4. Ask each person in turn what his or her needs are in the situation.
5. Jointly brainstorm many possible solutions to meet the needs.
6. Accept all suggestions as possibilities.
7. Do not evaluate at this point
8. Evaluate possible solutions and select one.
9. Make an action plan together.
10. Distribute copies of the action plan to those involved.
11. Implement the action plan.
12. Check back
13. Modify the action plan as necessary.
Staff Meetings
All staff members are required to attend all scheduled staff meetings. A list of meeting dates is provided at the beginning of each semester. Because staff meetings are crucial in disseminating information, staff members who miss more than one staff meeting in a semester may be terminated. Tardiness of 5 minutes or more will be considered an absence. Staff members who are absent or late will receive a write up. Regular staff meetings are held at 7:00am on the Thursday of weeks 2, 10, and 14 and on Friday of week 6 at 5:30pm. A schedule of staff meeting dates will be provided each semester. All staff members are required to attend all scheduled staff meetings. Child care is not provided.
Occasionally special staff meetings may be called to address specific issues or topics. Attendance at these meeting is also required. Advance notice is provided to the extent possible. Often these meetings are held on Friday evenings. Child care is not provided.
Accountability
CDL uses a points system with paid staff members. Staff members who violate CDL or DCFS policy may be disciplined for such action. Paid staff members who are written up 3 times in a year will be terminated. The year runs from the start of the fall semester through the end of the break before the next fall semester. Write ups for unpaid staff members will be reflected in the evaluations for their course work.
Confidentiality
The CDL follows a strict confidentiality policy as required by the Illinois Department of Children and Family Services regarding the children and families who participate in the program. Staff and students who work in the CDL are expected to maintain confidentiality regarding the children and their families. Seminars, staff meetings, and class sessions connected to the practicum or student teaching experiences and staff meetings are forums for staff and students to ask questions or discuss concerns about children. Information shared in these settings is absolutely confidential and must not be shared outside the appropriate setting. No discussion about children , families or staff should occur outside these approved venues. This means that information or photographs shared via email, text messages, phone conversations and messages, social networking sites such as FaceBook, MySpace, Twitter, etc expressly violates the confidentiality policy. Core Staff Members will not “friend” students while they are enrolled at SIUC.
Confidential information parents choose to share with staff should not be repeated without the permission of the parent. In situations where the parent does give such permission the staff member is expected to clear with the parent exactly who will be told the information. Staff Members who have personal contact with families outside the context of the Child Development Laboratories must be particularly careful to maintain boundaries and fulfill their obligations for confidentiality. The Child Development Laboratories does not encourage personal relationships between staff members and the families of the children served by the Child Development Laboratories. When these relationships do occur, it becomes the responsibility of the staff member to adhere strictly to the Confidentiality Policy.
Photographs, videos, and audio recordings of children at the CDL must not be used for other than approved purposes. Children’s name should be considered confidential and should not be shared with persons outside the center. It is expressly forbidden for photographs of children or the names of children or members of their families to be posted on the internet or other display in any format unless approved in advance in writing by the Director of the Child Development Laboratories.
Only select staff have access to child/family information and records. For the purpose of confidentiality of records, staff is limited to the Director, the Master Teachers, the secretary, clerical student workers, graduate assistants, and student teachers who work in the Child Development Labs. These are staff who may need to access the child’s records for the purposes of recordkeeping or assessing the child’s needs and development. Staff for the purpose of confidentiality of records does not include student workers (other than clerical), practicum students, volunteers or interns.
If any source outside the CDL requests information about children or families, parents will be asked to sign a Release of Information form. Upon receipt of the release form, only the information that has been specified on the form will be released to the requesting source. Addresses and phone numbers of CDL families who have completed the CDL Directory Information form will be printed in an annual Directory to be distributed to CDL families and staff. No staff member shall release this information if the parent has not completed the Directory information form. Failure to complete this form will be interpreted as a denial of the release of information.
CDL staff can share with parents information kept in the file at any time. Parents are updated on their child’s progress on an ongoing basis. This is one purpose of regular parent conferences.
In cases where a prospective parent has requested anonymity in placing their name on the waiting list, the Director will date the application and maintain it in a confidential file until the parent releases the information.
Background checks on staff will be kept confidentially in a separate file from the regular staff files to maintain the privacy rights of staff and students.
Any suspicion of, or information regarding, child abuse or neglect, or criminal background whether regarding a child, staff member, or a student will be maintained in the strictest confidence. This means that only those immediately involved in the situation and the Director should know when an incident is being investigated.
Confidential Information includes, but is not limited to:
Name, phone numbers, addresses, date of birth, age, name, martial status,
employment history, job performance evaluations, medical history, health status, criminal background, personal issues, behavioral issues, attendance/absence
Some examples of violations would be:
Printing, emailing, posting pictures of children enrolled at CDL
Using pictures of CDL classrooms or playgrounds for non-work related purposes
Using a picture of a child enrolled at CDL for your desktop, wallpaper, cell phone, etc
Making a comment of any sort about a child, co-worker, work related situation, behavior on a blog, website, social networking site, etc
Discussing a child, family, co-worker, work related situation, or behavior with someone who does not work at the CDL
Telling a parent who injured their child
Telling a parent whom their child injured
Telling a parent that another child has (illness)
Discussing a child’s behavior with another family
Discussing an adult student’s attendance with his/her family members
Some examples of appropriate communications would be:
Emailing or texting a co-worker to ask them to change shifts
Discussing a challenging siutation in C&I 318a, C&I 405a, EDUC 401.
Discussing a challenging situation in a CDL staff meeting
Discussing a challenging situation with your supervisor or CDL Director
Using a picture of a child enrolled at CDL in your portfolio for C&I 318a, C&I 405a, EDUC 401 or SIUC TEP Portfolio.
Failure to comply with the Confidentiality Policy is considered a serious offense and may result in disciplinary procedures. Including grade reductions and dismissal from courses or termination of employment. Legal action may also result.
Care Over Break (COB)
The Child Development Labs follows the SIUC Academic Calendar. In addition, we are open 3 additional weeks each year. All paid CDL staff members are required to work the full week during these times. Staff members who fail to work the full week may be terminated.
COB periods are different from the rest of the year in some respects. For example, there are fewer children and staff and there are no practicum students or student teachers during COB periods. However, in almost all other respects, it is business as usual.
In addition to all usual and customary CDL policies the following conditions are also in effect during COB periods:
1) Student workers needing to make any sort of schedule change, must secure his/her own substitute. This includes absences due to illness.
2) All absences must be accompanied by appropriate documentation. (Doctor’s note, obituary, etc)
3) Student workers who fail to work as scheduled or arrange for a substitute may be terminated.
4) Staff who agree to work as a substitute for another staff member may not count that additional shift toward the required number of days for the semester.
5) During times when a Core Staff Member is not in the classroom, an experienced student worker will be designated as the “teacher in charge” in each room. This person is responsible for making sure CDL policies are followed, breaks are given, ratios are met, and children are engaged in meaningful activities throughout the day.
6) Lesson plans will be provided and are to be completed before other activities are started.
7) Use of wading pools during COB periods is permitted only when a member of the Core Staff is present on the playground.
8) Walks may only be taken when a CDL Faculty Member is on site. There must also be another member of the Core Staff available to go on the walk.
9) Groups of children will be combined by the Core Staff if needed so that a single teacher is not alone with a child or group of children. When groups are combined, the ratio is that of the youngest child present.
10) Student workers may work a maximum of 7.5 hours per day. A maximum of 37.5 hours per week is allowed. Student workers working more than the maximum hours will forfeit any excess hours.
11) All CDL policies and procedures must be followed at all times with children being the first priority. During COB Student workers must be extra vigilant regarding unfamiliar persons in and around the CDL.
12) Staff may perform duties unrelated to the direct care of the children only when adequate and/or additional staff is present.
Talking to Parents
Each day, an adult should be available to greet the parents and children when they arrive. If all others are busy, make yourself available. Be friendly and congenial. Take time to introduce yourself to the parents as soon as you begin working at the CDL. Let them know your role in the lab. If parents make requests or ask questions that you don’t know the answer to, refer them to a lead or Master Teacher. Do not agree to pass along a request, as this implies compliance with the request. An example of this would be if a parent tells you s/he would like his/her child to stay inside today. (That is not consistent with CDL policy). In this case staff members should let the parent know what the policy states or ask a member of the core staff to speak with the parent.
While we encourage students to take initiative, interactions with parents are of a sensitive nature and require skill under certain circumstances. Sometimes children at CDL behave in manners that we consider undesirable such as hitting, biting, pushing, and other aggressive behaviors. In these instances, the staff wants to keep parents informed about their children’s behavior. However, this is an area where we must proceed with caution.
While parents do want to be kept current on how their child is getting along at school, it is very hard for parents to hear information that might be interpreted as “negative.” Indeed even parents who ask for daily reports may not be prepared for a repetition of every problem the child has had throughout the day. Imagine how it must feel to pick up your child every day only to be met with a list of infractions s/he’s performed while you’ve been gone. This sets the stage for negative parent feelings when we really need to keep the lines of communication open during this time in their child’s life. Their anger and embarrassment may contribute to a difficult evening at home which would exacerbate the problem, rather than alleviating it.
We believe it is important for us to evaluate why we give parents the information that we give them. What can they do with the information? Do they have power to change the situation? Most often what a parent is able to do at home has a negligible effect on a child’s behavior at school. We are the ones who must work to help the child learn the limits at CDL. If this true, what is the purpose of telling the parents about every infraction? Too often, what we want to do is “dump,” to let someone else know how unhappy the behavior has made us. This is not a constructive reason for giving parents information. In addition, when too many people communicate information with parents about undesirable behavior, parents are left with the feeling that their child is a “bad” kid. We don’t want parents to get this impression.
The Core Staff is very skilled at this type of communication. Any communication regarding negative behavior will be handled by the Core Staff. Staff and students should communicate any concerns they have with a member of the core staff.
Participation in CDL Sponsored Events
CDL sponsors a number of events each semester. This includes events such as the costume parade, Valentine Exchange, Family Picnics, etc. Staff members are always welcome to attend any and all events.
Child Abuse and Neglect
Before you began work, you signed a “Mandated Reporter Of Child Abuse” form. You also completed an on-line Mandated Reporter Training. If at any time you suspect child abuse, do not discuss this with a co-worker. We ask that you report any suspicions to your Master Teacher or the Director and we will help you to evaluate the situation.
To make a report of child abuse or neglect, call the Illinois Department of Children and Family Services hotline at 1-800-252-2873. All calls are confidential.
To avoid being charged with abuse and neglect, there are several steps that staff members can take. Staff members are never scheduled to be the only teacher responsible for a group of children. In the event that a teacher should discover that s/he is the only one assigned to a classroom, s/he should report the situation to a Core Staff Member at once. At least 2 staff members should always accompany children when on excursions away from CDL and when taking children to the restroom away from CDL. Reporting any suspected abuse or neglect is also important. Any injuries that a staff member sustains at the hands of a child must also be reported to the CDL Director.
Outside Employment
Staff members may work other jobs outside of CDL provided that such employment does not interfere with the staff member’s responsibilities at CDL. However, student teachers and intern students may not hold SIUC student work positions during the semester that they are enrolled in these courses, as per University policy. Student workers who hold multiple on campus jobs are responsible for making sure that they do not exceed the maximum number of hours worked per week allowed by the University.
Staff members may be asked to babysit for families whose children attend CDL. Any such arrangements are private agreements between the two parties involved. CDL is not responsible for any damages or fees incurred through any such agreements. CDL and its staff does not provide any references for babysitters or families. Staff members are not permitted to care for children or make babysitting arrangements while “on the clock” at CDL. This includes the time from 7:30-7:45AM and 5:15-5:30PM. Staff members must be sure to observe all rules of confidentiality at all times.
HEALTH
Daily Health Checks
At CDL, we conduct a daily health check as each child arrives each day. The health check involves a visual inspection of the child as well as a check for fever, bumps, bruises and any other sign of injury. Staff members should be discreet as they conduct these inspections. Any findings should not be discussed openly in the classroom or lobby. A weekly form is used to record the results of the health check. This form is also used to record any minor injuries that may occur to a child while they are in our care.
Illness in children
It is important to observe children closely so that we are aware when they are not feeling well. If children are not as energetic as usual, are listless or seems cranky, it sometimes is a sign of illness. If you think a child may be ill, consult the teacher in charge. Only core staff members may make a decision to call parents when a child is ill.
Taking Temperatures
At CDL we typically take children’s temperatures with the temporal (forehead) thermometer. Always tell the child what you are going to do before you start. Children do not have a fever unless the temperature reaches 101(. If a child’s temperature exceeds 101( notify a member of the core staff so that the child’s parents can be contacted. During the flu season ( October-April) a temperature of 100 is considered reason for a child to go home.
Temporal Thermometer
Remove the plastic cover from the scanning area. Hold the button down as you gentle glide the thermometer across the child’s forehead and into the hair line.
Read the temperature and repeat to verify.
Auxiliary Temperature
If the ear other thermometers are not available you may take an auxiliary temperature by placing the digital thermometer under the child’s arm. Insert the thermometer in a disposable plastic sleeve before taking the child’s temperature. Remove the child’s arm from the shirt and place the silver end of the thermometer against the skin. Bring the child’s arm down and press it gently against the side of the body. You can help calm children’s fears by distracting them with a book or a toy. Hold the thermometer in place until it beeps.
In addition to fevers over 101(, children should be sent home when they exhibit any of the following: diarrhea twice, vomiting, unexplained rash, oozing eye discharge, or other questionable condition. Children who become ill at CDL should be brought to the lobby to wait with a staff member until the parent arrives. An illness report shall be completed and the bottom portion sent home with the parent. The report should clearly define when the child is able to return to CDL. After the child has gone home, the CDL portion (top) of the report shall be discreetly hung on the staff information board in the classroom to alert staff the following day of the conditions for the child’s return. Once the child returns, the form should be given to the office manager to record in the child’s file.
Medication
At CDL, we only administer prescription medication. All medication must come to CDL in the original container, labeled with the child’s name on the pharmacy label. We do not administer non-prescription medications, unless parents provide us with a written prescription from a physician. If parents do so, the medication must be in the original bottle and the prescription must specify the amount and times to be given. Parents may come in and administer non-prescription medication themselves unless the medication is an analgesic/fever reducer. All medications must be administered only at the dosage level specified on the bottle.
No analgesic (medications such as Tylenol and ibuprofen that lower fevers) may be given while a child is at CDL because they may lower a fever that could be indicative of communicable disease. The only exception to this rule is when a doctor has written a prescription and assures us that the child does not have a communicable disease.
All medication is to be stored in the locked cabinet or the breakroom refrigerator. Parents must sign in all medication each day it is to be administered to their child(ren). CDL Core Staff is responsible for administering all medication. No one other than Core Staff shall administer any medication. However, all staff should help remind core staff when children have medication.
Lotion, sunscreen, diaper ointment, and soap must all be signed in before CDL Staff may use them on a child. They must be treated as a medication and be labeled with the child’s name and stored in a locked cabinet. CDL does not apply bug spray to children. Families are responsible for applying these chemicals to their children.
Children with Allergies
From time to time we have children with serious allergies. Specific information about these allergies is posted in each classroom along with any restrictions, medical conditions, dietary requirements and/or special needs that a child may have. If you suspect a serious allergic reaction, notify the lead or Master Teacher or Director at once. If you cannot find them immediately, ask the office staff to do so. We often have medication on site to give children in these cases and it is imperative that we act quickly. In severe cases we may need to call an ambulance immediately.
Blood Borne Pathogens Policy
In 1991, the Occupational Safety and Health Administration (OSHA) promulgated a regulation designed to protect workers from the hazards in exposure to human blood. A copy of this regulation known as the Blood Borne Pathogens Standard ( 26CFR 1910,1030) and the SIUC Exposure Control Plan can be obtained from your supervisor or from the center for Environmental Health and Safety.
Human Blood can harbor infectious microorganisms (blood borne pathogens) capable of transmitting disease should they gain access to your bloodstream. Occupational exposures that allow transmission of blood borne disease include having infectious materials contact your broken skin or the mucous membranes of your eyes, nose or mouth or being cut with a contaminated object. Blood borne diseases cannot be transmitted by airborne route, you must experience one of the occupational exposures mentioned above.
Substances capable of transmitting blood borne disease are known as “potentially infectious materials” (PIM). Potentially infectious materials include human blood and blood products, semen, vaginal secretions and other internal body fluids ( such as cerebrospinal fluid, peritoneal fluid, etc;) Saliva is not considered infectious unless it is visibly contaminated with blood or it originated in a dental setting. Potentially infectious materials that you are most likely to encounter in the workplace are human blood or materials contaminated with human blood.
The most common blood borne pathogens are the hepatitis B virus (HBV) and the human immunodeficiency virus (HTV). Hepatitis B virus attacks the liver, causing a disruption in its function. Most people infected with HBV will experience mild to moderate symptoms for a short period of time, some will become severely ill and may even develop liver cancer or cirrhosis of the liver. Human immunodeficiency virus is the organism that causes AIDS. While there are treatments available that can prolong life, there is not yet a cure for AIDS.
Because of the hazards inherent in contact with human blood or other potentially infectious materials, only those who have received specialized training and have been offered the HBV immunizations are permitted to contact these materials. Your position at SIUC is such that you may occasionally notice or come across potentially infectious materials. Although paid staff has received the training and been offered the immunizations, you should not contact these materials. If you notice or otherwise discover PIM you must notify your supervisor or other designated individual. A list of those permitted to clean up or otherwise deal with PIM is available from your supervisor. Divergence from this policy except in an emergency may result in disciplinary action at the discretion of your supervisor.
At CDL, only core staff members are authorized to clean up potentially infectious matter such as blood or other bodily fluids. Any Staff Member may be asked to clean up vomit which does not contain blood.
Injuries
Accidents happen when children play together. If no blood is involved, tend to minor injuries by cleaning the wound with soap and water. All bites from humans must be washed with soap and water. Ice may be given to the child to hold on the wound or bump. Do not apply any ointments or creams, as some children are allergic to these medication. If blood is involved, in keeping with the blood borne pathogens policy form that you have signed, contact a member of the core staff. Core Staff members should be informed at once of any injury of a serious nature. They will determine if parents should be called. DO NOT CLEAN UP BLOOD BY YOURSELF.
It is important for us to let parents know of any accident that happens at CDL. After all immediate needs are taken care of, a Core Staff Member should be notified and an accident report should be completed. Each classroom has a supply of minor and major accident reports. Minor bumps and scrapes should be reported on the ouch report (or short form.) Accidents of a serious nature such as bites, injuries to the head, deep/long scrapes, injuries with significant bleeding and injuries caused by another child should be reported on the long form. A core staff member must be notified of all injuries and approve the written report before it is provided to the parents. To maintain confidentiality, the CDL portion of the report should be placed backwards in a folder in the classroom until the parents have been notified. At that time the form can be completed and given to the Master Teacher. Parents shall be verbally informed of any accident on the day of the incident. All written reports must be reviewed and approved by a Core Staff Member before being distributed to a parent.
When completing any accident report it is important to document all information thoroughly and accurately. Describe the accident as completely and objectively as possible. CDL staff shall never release the name of any child, even if parents specifically ask who has injured another child to the parent of either child involved. However, staff shall include the names of the children involved in the CDL portion of the accident report. All accident reports are confidential and should not be left out for public viewing. At closing each day, the folders in each classroom must be checked to ensure that all accidents have been reported to parents.
All injuries sustained to staff members must also be reported. Instructions will be provided for the completion of any necessary paperwork. This report must be made to the CDL Director in writing within 24 hours of the injury. Staff members who fail to follow this policy may jeopardize their ability to file a compensation claim or other insurance claims.
WORKING WITH THE CHILDREN
Getting to know the children
At CDL, we expect all staff be engaged with children and show initiative by initiating activities. Some children may be slow to warm up to you. Some may challenge your authority or suggest that they don’t want to play with you. Be patient. It takes time to build trusting relationships. Some children are more difficult to deal with than others, but there are no “bad” children. Chances are that if you are having a lot of trouble with a particular child, a deeper understanding will help. Talk to the Master Teacher. She might have some insight to why such behavior is occurring.
Talking to Children
One of your main goals should be to develop positive adult-child interactions. It is your responsibility to initiate interactions with the children. Keep the following in mind:
Talk to the children in all settings, regardless of age. Talk to them inside, outside, in the rest room, at meal times, etc. Everything the children do here is part of the curriculum because the children are learning from their experiences. By talking with the children, you can enrich and make the most of these experiences. (This is not to say that you must be talking continuously though.)
Ask open ended questions (questions with more than one answer) instead of questions children can answer with a simple “yes” or “no” or questions with only one right answer.
Learning about the children will make talking with them easier. With verbal children, ask about their home lives and remember their comments for future references.
Use your imagination in bringing up topics for conversation. For example, at mealtimes you can discuss a number of subjects.
What are we eating? What color is the food? What does it feel like? Is it hot or cold? How does it feel in our mouths? What ingredients do you think are in it? What do you like about the food?
Listen to the children’s words and pay attention to their body language.
Make sure your verbal and body language match. Children are very aware of body language and nonverbal cues.
Always move to the child to speak to them. Get down on their eye level by bending, stooping or sitting. Never call to a child from across the room, except in emergency situations where you would not be able to get to the child in time to prevent an injury.
Teach children to express themselves verbally. Help them to express what they are feeling by giving suggestions to younger children about words they could use and by asking older children what they could say instead of hitting, etc.
Apologize to children if appropriate. This shows children that everyone makes mistakes and provides children with a good role model.
Do not force apologies. Children will be insincere and fail to understand the meaning of saying “I’m sorry.” Some children who are forced to apologize when they don’t mean it get into a habit of intentionally causing harm to others or materials and then saying, “I’m sorry,” thinking this phrase solves any problem. You might conclude the resolution of a conflict by asking the children if they have anything else to say to each other. If they choose to apologize fine. If not, move on.
Gender Roles
At CDL we strive to help children develop a healthy self esteem. This includes avoiding stereotyping behaviors, colors, careers and clothing. Staff should avoid using statements such as “that is for boys/girls.” Instead children should be encouraged to experiment with fashion, color, style and career in a bias free environment.
Documenting Children’s Work
All staff members are expected to assist in the documentation of the children’s work and learning. CDL provides cameras, computers, copiers, and printers for this purpose. Staff members should learn their role in the documentation process at the CDL Orientation before each semester.
CDL printers should not be used to print pictures or other material for personal use or class assignments.
Guidance and Discipline
At CDL, we provide freedom within limits to the children. We let the children make choices as long as their choices do not infringe upon the rights of others. Children come to us not knowing what is expected in a social situation. Clear guidelines help children feel secure. Look at undesirable behavior as an opportunity to teach, rather than something “bad.” Our primary goal is to teach self-discipline, so that children will be able to monitor their own behavior in the future. Oppositional behavior, however undesirable, is normal as children explore to find out what is expected of them. Some children respond quickly to minimal intervention from staff, while others need a great deal of time to learn to modify their responses. The limits at CDL are simple. They are:
1. We do not hurt ourselves.
2. We do not hurt other people.
3. We do not hurt the materials or equipment.
In addition, we are all responsible for our own actions, and we treat all people equally and respectfully. Always look at a limit and ask yourself, “Is there a reason for this rule? What does it accomplish? Is it necessary?” We need to be clear and concise in explaining limits to the children so that they understand the reason behind the rule.
Staff are prohibited from the following behaviors:
1. Corporal punishment of any sort (spanking, smacking hands, etc.)
2. Yelling or belittling children (“I told you. Why can’t you remember?”)
3. Comparing children unfavorably to other children (“Mary can do it”)
4. Refusing food as punishment
Parents are not allowed to use corporal punishment on CDL premises. A Core Staff Member should be notified at once if a staff member witnesses a parent spank or strike a child while on CDL property.
You will need to be able to take into consideration each individual child as you work to modify behavior. Some children need only gentle guidance, while others will need regular, firm guidance. The staff work together to determine what methods to use in situations where behavior is a consistent problem with a child. It is important for the staff to be consistent in their approach and expectations. The least amount of intervention that is effective is that which should be used. This varies greatly from one child to another. If a child consistently behaves in an unacceptable manner, we reexamine our methods and the child’s individual situation.
When guiding behavior, we use both direct and indirect forms of guidance. Indirect guidance includes providing a variety of interesting learning materials, room arrangement, scheduling, planning ahead, making smooth transitions, avoiding situations which are difficult for young children (waiting, lining up, etc), and redirecting behavior before a problem is evident. As teachers we find the following behaviors to contribute to helpful relationships with children:
1. Be a positive role model. (Adults have more power in this area than
they realize.)
2. When speaking to a child, gain the child’s attention on a one-on-one basis, at the child’s eye level.
3. Use comforting physical contact.
4. Be consistent in expectations
5. State expectations of children in advance, especially in unfamiliar situations. Children may not know what is appropriate unless they are told.
6. Be true to your word. Follow through if you tell a child s/he will have to leave an area if they continue to display unacceptable behavior.
It is important that staff be consistent with rules, expectations, and directions. All teachers must understand and follow the CDL policies. If you have any questions at any time, just ask. However, there should be some flexibility in certain situations. Sometimes, you will be in situations where you will need to use your best judgment. For instance, you may be outside supervising a group of children and be concerned that what they are doing is unsafe, but not know the CDL policy for such behavior. In these situations, let the children know that you are making a decision for the moment based on what you believe is best. You might say, “I’m not sure about the rule for playing with the tires, but when you stack them so high, I worry that they might fall and hurt you. For now, I want you to only stack the tires 2 high. When I see (Nicole) or (Stephanie), I’ll ask them what the rule is for the rest of the time.”
When dealing with unacceptable behaviors, the following are some techniques we use. We always start with the least intrusive intervention, going to the more directive when the situation calls for it.
1. Show confidence in yourself. When you first begin working with children,
you are going to be uncertain about whether your interventions will work.
And the children will be less responsive until they come to know you. They
will be more responsive if they believe that you believe that they will follow
through with your directions. Work on developing a confident voice and manner that says to the child, “I know what I’m doing,” even when you’re not so sure.
2. Always use simple, positive directions. State what you want the child to do. Avoid using the words “no” or “don’t” except in extreme circumstances when a child’s safety immediate safety is in jeopardy. Surprisingly this technique works most of the time. Children really do want to please adults and a straight forward statement usually gets results.
3. Briefly explain why you want the child to behave in the directed manner. Children need to know that the limits are not arbitrary. Remember to keep it short. Too much explanation is as bad as too little.
4. Avoid the use of the words “good” and “bad” when referring to a child. These are judgmental terms. It is not up to us to determine a child’s worth dependent upon his conformity to our standards of behavior. Focus on the behavior, not the child.
5. State the limits one time, then enforce. Following through on directions and limits is extremely important. By allowing children to ignore rules and directions, especially when you have specifically stated them, you are diminishing your credibility and increasing the possibility of future inappropriate behavior. Repeated warnings tell the child that you will not follow through and they will learn to ignore you.
6. Ignore inappropriate behavior only when appropriate. Children sometimes behave inappropriately to see your reaction. This may be an appropriate time to ignore. In other situations, your silence implies approval.
7. Hesitate before intervening in interactions between children, unless safety is involved. Move closer to the children and monitor their interactions. Children cannot develop problem solving skills if we do not allow them to solve their own problems.
8. When you suspect trouble is brewing, gently try to interest the children in another activity. As you become more familiar with the children, you will be able to sense when “something is not right” and you will develop skills at redirecting children to something else.
9. Use “I” messages to let the children know how the behavior effects you. For example, “when you throw sand, I worry that you or one of the other children could get it in your eyes. I would like for you to keep the sand in the sand box.” The basic formula for “I” messages is as follows, however each situation is unique and your words should be as well:
When you… State the behavior
I feel State a genuine feeling you have, avoid using manipulation by pretending to feel something you don’t.
Because State the reason for your feelings
I would like State the alternative behavior you wish to see
“I” messages for infants and toddlers should be shorter and simple.
10. Whenever possible give choices to let the children feel a sense of control. Remember that both options must be acceptable to you. If you ask “Would you like to put the puzzle away now or leave it here and finish it after lunch? It must be OK to leave it or put it away. Don’t give choices when you don’t mean to let the child decide.
11. If simple directions or choices don’t work, use logical consequences. These are directly related to the behavior. For example, “If you throw sand, you will have to leave the sandbox.” Logical consequences are explained to the child once, then enacted if the behavior continues. The adult uses a firm, friendly manner and children are given a chance to try again later. Do not use overblown consequences. For example, a child throwing sand should not be sent inside. Children who are very active need to be outside where they can expend energy.
12. If none of these methods work, (they usually do) the child might be physically guided. Again, the child is given a choice. Generally the choice is “You can walk or I can carry you.”
13. If the child and adult are not able to resolve the problem with any of these methods, the staff will make decisions about what further steps will be taken. Occasionally, a child might be expected to sit out and cool off for a short period of time. This differs from “time out” in that it is not used consistently for prescribed behaviors and there is no “time out chair” or other specified area for the child to go to. Usually this occurs in the area where the behavior occurs, although some children feel more comfortable sitting in their cubbie during this time. Do not use this method unless it has been discussed with the Master Teacher or Lead Teacher.
14. On rare occasions, if the child is out of control, the adult may need to physically restrain the child to avoid injury to that child, the adult, or other children. Only the Master Teachers, Lead Teachers, and others they have trained will be allowed to use this method.
When the problem is between two or more children, rather than using the above methods, we work with the children on learning problem solving techniques. These include helping the children verbalize their feelings to each other and assisting them in negotiation. We find that once children become familiar with ways to solve problems, they are able to resolve conflicts without adult assistance a great deal of the time. By learning to work together at a young age, these children gain skills that will last a lifetime. Staff will receive guidance in problem solving techniques.
Remember that guidance in an art. It takes lots of experience, a great deal of thought, a willingness to change old behaviors, knowledge of the children involved, and a desire to learn and to be fair. You will make mistakes. Accept that and acknowledge those mistakes when necessary. With a proper amount of effort you will gain the children’s trust and respect, and they will want to cooperate with you. You should spend your first few times in the lab getting to know the children and trying to relax. We are here to help you. Later on you will be expected to take on more responsibility. If you are not sure what you should be doing, ask.
Negotiating with Young Children
Young children are learning to interact with others and develop social relationships.
When children come into conflict with each other, the following keys to mediation should be followed.
1. Approach the situation cautiously. If the children can safely work out the problem without your assistance, let them while watching from close by.
2. If one of the children has approached you, be certain that you convey to the child that this is his/her problem, but you are willing to help the children talk it out.
3. Get down on the children’s eye level.
4. Establish eye contact with both children.
5. If one of the children is less assertive or more vulnerable, position yourself closer to that child for additional support.
6. Use a neutral tone of voice and speak in a respectful manner. Avoid being judgmental.
7. Encourage the children to direct their comments to each other, not to you.
8. Don’t be discouraged if, after the negotiation process, the children don’t seem interested in completing their turns. This doesn’t mean that you have wasted your time. What children want is the opportunity to be heard and to have their feelings taken into consideration. Once this has happened, the actual object of contention is secondary.
9. Remember: Teaching negotiation skills is a form of investment. It takes time now, but will pay off later when children have learned to problem solve without adult intervention. In the long run, you will save time.
10. Don’t force negotiation. If one child walks away, s/he has made the decision that the source of conflict is not that important.
Steps for Negotiating with Young Children
What to Do What to Say
1. Initiate Mediation “What is going on here?”
“Did you ask her if you could play with the
rolling pin?”
“What’s the problem?”
“Can you stop crying and tell me what’s wrong?”
“I can’t understand you with your hands in your mouth.”
2. Define the Problem “Sounds like you both want to ride the same
tricycle.”
“Sounds like Jeremy doesn’t want to be followed, but you want to play with him.”
“What happened that made you so angry?”
“Did something happen before you hit Allison that made you angry?”
“Did anything else happen to make you angry?”
“Tell Max how you felt when that happened”
3. Generate Solutions “What do you think we should do?”
“What are some ways we can solve this
problem?”
“Allison says that’s not okay with her. What
are some other ideas?”
I hear Jim saying he’d like to take turns.”
“Joe says he wants to be first. Is that all right with you?”
“Which ideas do you like best?”
4. Agree on solution that is “All right, you’ve agreed that you will each
acceptable to both children get five minutes and Jim will go first.
5. Implement the Solution “I’ll set the timer. When it goes off it will
be Joe’s turn”
“Five minutes are up. Now it’s Joe’s turn.”
“Okay, Megan, Jeremy will play with you as
soon as he’s finished making his rocket.”
“We’ll put the sign up sheet over here and
I’ll let you know when its your turn.”
6.Reinforce the Process “I see you’re playing with the tyrannosaurus
now. You talked it over and solved your
problem.”
“I see Jeremy is playing with you now,
Megan. You solved your problem.”
Techniques to avoid:
1. Ordering children to take turns. This is their problem. Let them solve it to their satisfaction.
2. Lecturing about sharing. Even adults are only willing to share on their own terms.
3. Removing the object. This teaches children that conflict is bad and to be avoided.
4. Separating or removing a child. Again, this teaches that conflict is to be avoided.
5. Distracting. Avoids dealing with problem.
6. Threatening. Your role should be to help out, not to make matters worse.
7. Placing blame. It doesn’t really matter who started it.
8. Discounting children’s feelings. feelings matter, even if they don’t make sense to us.
9. Restraining a child
Core Staff may choose to separate children in extreme circumstances. This is a technique that may only be utilized by core staff members.
SCHEDULE & PROCEDURES
Daily Classroom Schedule
7:30-7:45 Classroom & Playground Set Up
7:45-8:30 CDL Opens
Table Activities, Easel Painting, Reading, Center Play, Outdoor play
Children & Staff should potty & wash hands as they arrive
Infants & Toddlers are changed upon arrival
8:15 Infants and Toddlers Clean Up
8:20 Infants and Toddlers have Circle Time with Songs before Breakfast
8:25 Toddlers Wash Hands, Followed by PS and Pre-K
Infants Wash Hands Individually
8:30-9:00 Breakfast Begins, children may choose to eat or play
Table activities, easel painting, center play, outdoor play continues in PS and Pre-K
Toddlers finish Diapers/Potties after breakfast
9:00-9:05 Breakfast Clean Up
Tooth brushing for Infants
ISBE Pre-K Officially Begins
9:05-11:05 Pre-K Class Meeting (9:10-9:20)
Children and staff meet to discuss project, classroom news
Class Meeting is signaled by Teacher in Charge
* On Fridays Pre-K gathers for sharing meeting
Project work
Field Trips (must start by 10:00)
Teacher Guided Activities
Table Activities
Easel Painting
Center Play
Outdoor Play
318/405 Student Activities
9:30 PS and Pre-K Toothbrushing
9:45 PS Potties/Diapers
10:15 Toddler Diapers
10:45 Pre-K Potties
11:00 All Field Trips have Concluded
All children put on own shoes and clothes
11:10 PS and Pre-K Clean Up Time Inside & Outside
Signaled by Teacher in Charge
11:15 PS/Pre-K Circle Time Begins
PS/Pre-K gather to sing, read books in small or large groups, do flannel, magnet, story apron, or pre-recorded stories
Teachers begin setting the tables with the assistance of the children
Infant & Toddler Clean Up Time Inside & Outside
Signaled by Teacher in Charge
11:20 Infant & Toddler Circle Time Begins
Infants & Toddlers gather to sing songs, do fingerplays, read stories, do flannel stories, etc.
Teachers begin setting the tables with the assistance of the children
11:25 Toddlers Wash Hands, Followed by PS and Pre-K
Infants wash hands individually
11:30 Lunch Begins
11:45-12:00 Lunch Clean Up
Children washing hands/faces, going potty
Preschool Potties/Diapers
12:00 Lights Out, Blinds Closed, Reading Light On
All Day Children on Cots reading books with teachers
AM Children playing outside or reading in small groups
12:05 Bathroom Closed and Bathroom Lights Out
12:15 Books under cots
Classroom entry is limited until 12:45
12:45 Lights On
Children who are awake can get up
PM Children can come in, wash hands, potty, have diaper changed
Children should use the restroom or have their diapers changed when waking or upon arrival
Table Activities, Easel Painting, Reading, Center Play, Outdoor Play
1:00 Blinds Opened
Pre-K Class Meeting
Children and staff meet to discuss project, classroom news
Class Meeting is signaled by Teacher in Charge
* On Fridays gather for sharing meeting
1:30 Toddler Diapers
2:00 PS Potties/Diapers
2:10 Clean Up Time (Infant & Toddler 2:15) (PS & Pre-K 2:10)
Signaled by Teacher in Charge
2:15 Circle Time (I&T 2:20) (PS 2:15)
Signaled by Teacher in Charge
Children gather to sing songs, do fingerplays, read stories, do flannel stories, etc.
Teachers begin setting the tables with the assistance of the children.
2:25 Toddlers Wash Hands, Followed by PS and Pre-K
Infants wash hands individually
2:30 Snack Begins
Pre-K children may choose to eat or continue with their work
2:45 Snack Clean Up Begins
Children & Staff Wash Hands & Faces
Activities Resume
Field Trips must start by 3:00
3:15 Toddler Diapers/Potties
4:00 All Field Trips have Concluded
PS Potties/Diapers
Sensory Table and Easels Closed & Cleaned Up
4:30 All Children put on own shoes & clothes
4:40 Clean Up Begins Inside & Outside (I&T 4:45) (PS & PreK 4:40)
Signaled by Teacher in Charge
4:45 Toddlers Brush Teeth
PS & Pre-K Circle Time (Inside or Out)
5:00 All Children reading books in small groups with Teacher (Inside or Out)
Miscellaneous Schedule Information
➢ For safety reasons, chairs may be stacked only after all families have left the facility
➢ When one room is finished, the staff should split up and help other rooms.
➢ Everyone is required to stay until the Core Staff Member on Duty gives the OK to go.
Arrival
Children may begin arriving as early as 7.30. Staff members should still continue to arrange the classroom for the day until 7:45. However, no child may be left in our care until the clock on the classroom wall says 7:45. Parents must assist their children in washing their hands before entering the classroom and sign them in prior to leaving for the day. If a parent forgets, a staff member should sign the child in and put his/her initials behind the parent’s name.
A student teacher or experienced student worker should be available each morning to greet each child and parent. Children should be screened for obvious signs of illness or injury upon arrival each day. After washing hands, that information must be recorded on the Daily Health Check form. The staff member should help the child become involved in an activity. Occasionally children may have difficulty separating from his/her parent. In these situations it is important for the staff member to stay close and help the parent as need. Some parents will wait for extra minutes. Staff members may need to ask if parents are ready for them to take the child. Always be sure to encourage the parent to say good bye, even if the child is upset. We do not endorse the practice of sneaking out.
Parents and children arriving for the afternoon session should wait in the lobby until 12:45. Occasionally they may enter the classroom before 12:45. Staff should direct them back to the lobby as this disrupts children trying to nap.
Toys from Home
Children may bring small, soft items from home for use at nap time. These items must be stored in the child’s mailbox or cubby bag until nap and returned to the mailbox or cubby bag when the child awakens. Children are not allowed to play with these as they are considered contaminated. Children who bring other toys from home should store them in their mailboxes in the lobby. Blankets and comfort items from home are sent home at the end of each week for laundering. Please be sure to put the reminder slip in the child’s mailbox to help remind the family.
Children may ask to take home a CDL toy from time to time. We do not loan out materials from the classrooms. However, families may use the lending library in the lobby to check out books.
Children may not bring backpacks or other luggage into the classroom. They should store those in the bottom of the mailboxes in the CDL Lobby.
Departure
Children enrolled for the morning session must be picked up no later than 12:15. Children enrolled in the afternoon and full day sessions must be picked up no later than 5:15. A student teacher or experienced student worker should be available each day to greet each parent as they arrive at the end of the session. Parents should be given relevant information about the child’s day and any upcoming CDL events. Each child must be signed out by the person picking him/her up each day. Staff members should remind parents of this very important responsibility if they forget.
Parents and children may exit through the playground gate after signing out. This is particularly helpful when some children are playing outside while others are napping. The gate should not be used to enter the playground.
Late fees
Staff are responsible for issuing late fees each time a child is picked up late. Parents arriving after 12:15 or 5:15 must be assessed a late fee. Parents are informed of the policy at the time of enrollment, so staff should not feel that they are presenting parents with an unfamiliar policy. Staff members should use the clock on the classroom wall to determine if a parent is late. This policy must be enforced consistently and without exception.
Parents picking up their children after the allotted pick up times must be given the late fee form at the time of pick up. Parents must either pay the fee at the time of pick up or before dropping off the child the following day. Parents who choose to pay by check should make the check payable to the child’s Master Teacher or the CDL Director. If the parent pays at the time of pick up, the money and the CDL portion of the form should be placed in an envelope and placed in the appropriate Master Teacher’s mailbox. If the parent elects to pay the following day, the CDL portion of the form should be placed in the envelope on the staff board in the classroom. Staff working the following day are responsible for collecting the fee before allowing the parent to leave his/her child. Staff members who fail to collect the fee and allow a parent to leave his/her child will be responsible for calling the parent to make arrangements for payments of the late fee.
All late fees collected for pick ups prior to 5:30 will go into a staff development fund. All late fees collected for pick ups after 5:31 will be split between CDL and the 2 staff persons who were caring for the child between 5:30 and the time of pick up. The portion of the fee assessed during the period between 5:16 and 5:30 will go into the staff development fund. The portion of the fee assessed after 5:31 and the time of pick up will be split between the 2 persons caring for the child. The Master Teacher will distribute all payments to staff.
The following steps must be taken when a child is still in attendance after 12:15 or 5:15.
1. The Core Staff Member on duty must be informed promptly at 12:16/5:16
2. The child should be brought the lobby to wait with a staff member. At no time shall staff members discuss the parents behavior in front of the child.
3. The Core Staff Member on duty should immediately begin calling the child’s parents and other authorized pick up persons. Calls should continue to be made every 5-10 minutes until someone is reached who can pick up the child. All calls and times must be documented on the back of the CDL portion of the late fee slip.
4. Children who are still present after 5:30 must be assigned to the care of at least 2 CDL staff members, one of who must be a Core Staff Member.
5. One of those persons shall continue making and documenting phone calls while the other cares for and comforts the child. Both staff members and the child should stay together in the CDL lobby while waiting.
6. The CDL Director should be contacted if any child is still in attendance after 12:45/5:45, even if arrangements have been made for his/her pick up.
7. The Carbondale Police Department will be called to take custody of the child at 1:00pm or 6:00pm if CDL staff is unable to reach and/or make arrangements with an authorized pick up person.
8. If the child is still present at 1:30/6:30pm or the time agreed up on by the authorized pick up person, CDL staff will turn over custody of the child to the Carbondale Police Department.
9. CDL staff responsible for the child will leave a visible note on the front door of CDL directing the family to contact the Carbondale Police Department.
10. The CDL Director should be notified once the child is in the custody of the Carbondale Police Department.
Security
All parents and staff are issued a key FOB for access to the CDL suite and classrooms. Staff members should not hold the door for others, as they may not be authorized to enter the classroom. FOBs should not be shared with others.
Staff may only release children to persons authorized by the child’s family. A current list of these persons is available in the Office Manager’s Office. Office personnel who verify the identity and status of a pick up person will escort the person into the classroom and introduce the pick up person to staff in the classroom. Staff should never assume that a person who has entered the classroom is authorized to pick up a child. If a person is attempting to pick up a child and is not known to the staff member, s/he must request a photo ID. The staff member and the unknown person should then go to the front desk to check the list. Under no circumstances should an unknown pick up person be allowed to wait in the classroom while a staff member checks the list or to remove a child from the CDL.
A staff member should never release a child to a person whose name is not written on the pick up list. Immediate termination will result.
Observers
Students enrolled in various courses at SIUC may use the Child Development Labs (CDL) for their assignments. Students enrolled at other colleges and educational institutions may be allowed from the observation booth with the approval of a member of the CDL Core Staff. Students who are not enrolled in the Early Childhood Education program at SIUC may only observe from the observation booths unless prior approval from the CDL Director has been given. Students may not use cameras, video cameras, audio recorders or any other recording devices without prior written consent of the CDL Director.
All observers must provide photo ID before signing in and out at the front desk. The first names and ages of the children are available for students needing to calculate the ages of the children they have observed. Staff working in the classrooms are expected to screen anyone entering the classroom who has not been escorted into the room by another CDL staff member and introduced to them. Anyone in the classroom without an observers badge should be asked to leave the classroom.
Students may observe in the classrooms under the following conditions.
1. The student must be listed on the class roster provided to the CDL Director by
the course instructor.
2. The student must provide photo ID each time s/he observes.
3. The student wears a name badge provided by CDL during the observation.
4. The student is not disruptive to the classroom.
5. The student does not interact with children in the classroom.
6. The student is only allowed to take pen, paper, and/or writing surface in the classrooms.
7. A Core Staff Member is present in the classroom during the observation.
In rare cases, students may obtain special permission from the CDL Leadership Team to record the children and staff or otherwise interact with the children. In these situations, arrangements must be made in advance.
Maintaining Ratios
State regulations specify the maximum number of children an adult may supervise. Based on those regulations, the following ratios apply at CDL. These ratios apply inside as well as outside. Be sure to announce toddlers and preschoolers as they go in and out the door to the playground to help keep count.
Infants 1:4 No change when sleeping
Toddlers 1:5 No change when sleeping
1:8 If all are 2 years of age
No change when sleeping
Preschool 1:8 1:16 when all are on cots
Pre-K 1:10 1:20 when all are on cots
Children may never be left unattended under any circumstances. When children are sleeping in their cribs or on their cots, at least 2 teachers must be in the room with the child.
Bathroom Supervision
All children must be monitored the entire time they are in the bathroom. The bathroom poses many dangers. Children can slip if the floor is wet and hit their heads on the hard fixtures. Sometimes they also stuff paper towels or toys in the drains and flood the lobby.
If they request some privacy, you may wait outside the door.
Under no circumstances should children be left unattended in the classroom. In the event that a staff member is alone inside with a small group of children and one child needs to use the restroom, another staff member should be called in for assistance. One staff member should help the child in the bathroom while the other assists the other members of the group. Teachers should not take more than 2-3 children to the restroom at one time.
Children who have finished using the restroom and are waiting for the others to finish may wait in the hallway, except between 11:30 and 12:15. During this time, the hallway is too crowded which poses a safety hazard. Books, materials or toys may not be taken into the restrooms. To prevent falls, toilets must be flushed by hand, not foot. Trash cans must be opened using the foot pedal so not to contaminate hands. Children may not use the restroom while other children are brushing their teeth.
Sinks must be sanitized before being used for handwashing prior to cooking experiences or eating/drinking. If a child needs to use the restroom after the sinks have been sanitized, the teacher accompanying the child to the bathroom is responsible for sanitizing all four sinks when the child is finished. Children may not use the restroom while others are washing their hands for food related experiences. The quick sink and portable sinks should not be used to wash hands after toileting except in rate instances. In these cases, the teacher accompanying the child must sanitize the sink before leaving the area.
Handwashing
Staff and children must was their hands using the following technique:
1. Wet both hands under warm running water;
2. Lather both hands well and scrub vigorously for at least 15 seconds (Two rounds of Happy Birthday song or ABCs)
3. Rinse hands thoroughly under warm running water
4. Dry both hands with a new single use towel
5. Turn off faucet using a disposable towel instead of bare hands to avoid recontamination of clean hands.
Hand sanitizers are not allowed in the classrooms or on the playground as per DCFS regulations.
Children’s hands must be washed at least at the following times:
1. Upon arrival at the center
2. Before and after each meal or snack
3. After using the toilet or having diaper changed
4. After handling pets or animals
5. After wiping or blowing his/her nose
6. After touching items soiled with bodily fluids or waste
7. Before and after cooking or other food experience
8. After outdoor play
9. Before and after using the water table
Staff Member’s hands must be washed at least at the following times:
1. Upon arrival at the center
2. After using the bathroom or helping a child to do so
3. After changing a diaper
4. After wiping or blowing their nose or helping a child to do so
5. After handling items soiled with bodily fluids or waste
6. After handling pets or other animals
7. After handling or caring for a sick child
8. Before and after eating or drinking
9. Before preparing, handling or serving food
10. Before dispensing any medication
11. Before and after administering first aid
12. When changing rooms or caring for a different group of children
13. After using spray bottles
14. Before and after water play
Diapering
Diapering is a social time. Children should be talked to and/or smiled at during the entire process.
DCFS Diaper Procedure:
*Get diaper, wipes, ointment, gloves, bag (if BM) PRIOR to starting the diaper change.
1. Lay child on diaper table.
2. Put on gloves
3. Remove diaper
4. Clean child’s bottom with a wipe from TOP TO BOTTOM.
5. Put dirty diaper and wipes in trashcan or bag if BM
6. Place any soiled clothing in a bag
7. Throw gloves in trashcan
8. Clean your hands with a wipe and then the child’s hands with another wipe
9. Place clean diaper on child
10. Place a paper towel on the table to indicate it is dirty
11. Take child to the sink and wash his or her hands
12. Return the child to the play area
13. Clean/disinfect the diaper table by:
A. Spraying with soapy water
B. Wiping with paper towel
C. Spraying with bleach water
D. Allowing to air dry
14. Go to sink to wash your hands
15. Document diaper change on classroom diaper chart
16. Document diaper change on child’s daily chart (infant room)
*Diaper ointment must be applied with a clean, gloved hand.
Children in the infant room are diapered upon arrival and then every two hours. In the
toddler room children are diapered and use the toilet at 8.30, 10.30, 1.30 and 3.30.
Children in the early preschool are taken to the bathroom at 8:00, 10:00, 12:00, 2:00
and 4:00. Children in the preschool who are wearing diapers and those toddlers
being potty trained should be encouraged to use the toilet before changed on the
changing table. Children in the Pre-K generally do not wear diapers. Ask a Core Staff Member for permission before applying baby powder to a child’s bottom.
Toileting
Just like diapering, toileting is a social experience. While talking with the children, remember to encourage them to do as much for themselves as possible. Independent toileting is our goal. Toddlers and preschoolers should follow the schedules in their respective classroom. Preschoolers who are not listed on the potty chart should be asked if they need to use the bathroom, but not forced to go if they decide they do not need to go. Children in the preschool room should be allowed to go at will.
1. If the child is in underwear, s/he simply needs to pull down his/her pants. If the child is wearing diapers, you will need to help the child remove his/her diaper after encouraging him/her to pull down his/her pants. Be sure the toilet seat is dry before allowing a child to sit down.
2. If there is BM in the child’s pants or diaper, put latex gloves and take the child to the changing table. Dump any solid matter in the toilet. Do not rinse underpants in the sink. Put all soiled clothing in a plastic bag. Clean the child’s bottom before encouraging him/her to sit on the toilet. It may be necessary to put the child on the changing table to cleanse his/her bottom. If this is the case, begin at step #1 of the diapering procedure. Remove gloves, wash hands and continue.
3. Help the child select a toilet. Ask boys if they prefer to sit or stand. Help position the child on or near the toilet as necessary.
4. After the child has finished, encourage him/her to wipe on his/her own. You will need to provide assistance if the child has difficulty reaching or cleaning completely-be sure to wear a glove. If you use a wipe, it should be thrown away in a trash can, instead of the toilet as it will clog the toilet. Be sure to wash your hands after helping a child wipe.
5. Children should flush the toilet if they urinate or have a BM. We prefer that children flush the toilet with their hands as they may slip and fall if using a foot to flush.
6. If the child is wearing underwear, encourage him/her to pull up his/her pants on his/her own. Children wearing diapers may be diapered in the bathroom or on the changing table. If you choose to have the child stand, make sure the diaper is fully opened so that the absorption pad touches the child’s body. If you choose to diaper the child on the diaper table, begin following the diaper changing procedures at step #1.
7. If the child needs to change clothes, get his/her clean clothes from his/her box in the classroom. There are extra clothes in the bathroom if the child’s supply is exhausted. Children should be encouraged to help dress & wipe themselves.
8. The toilet should be disinfected with bleach solution and air dried after each use.
9. The child and teacher should wash before going to the classroom.
10. The teacher should bag up the soiled clothes and write the child’s name on the bag with a permanent marker. The bag of soiled clothes should be put in the child’s mailbox in the lobby.
At CDL we use correct anatomical terminology. Proper terminology includes words such as penis, vagina, poop, BM, pee, urinate. Our goal is to give children the words to label their own bodies and bodily functions and not feel ashamed.
Toilet Training
In order to be effective, toilet training must be a joint effort between CDL and the family. Prior to beginning any toilet training with a child, the Master Teacher will meet with the family to discuss the specifics for that child. A specific plan for each child will be available for staff in the staff meeting notes folder. In general, we encourage the following:
1. Once the decision is made to begin the process, children should wear underwear during the day. Reverting back to diapers only confuses them.
2. CDL does not support the use of pull ups during the day. They feel like diapers and confuse the children.
3. Children will be taken to the restroom every hour in the beginning phases of toilet training.
4. Accidents will happen. It’s not a big deal.
5. Children should be involved in cleaning up any accidents.
6. Children should be responsible for pulling up and down their own clothing.
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Toothbrushing
Preschoolers and Pre-K children are encouraged to brush their teeth after breakfast. It generally takes 2 teachers to assist children with their toothbrushes and other needs. Toddlers are encouraged to brush their teeth after snack. Infants over 12 months are encouraged to brush their teeth after breakfast. Prior to brushing teeth, all 4 sinks must be sanitized. Children needing to use the restroom while others are brushing teeth must wait until they are finished.
One teacher should help with hand washing while the other teacher assists with tooth brushing and face washing. Each child has a personal toothbrush in the holder inside the bathroom cabinet. The teacher assisting with toothbrushing should give each child his/her toothbrush after swiping a pea sized tab of toothpaste from a paper plate. When finished brushing, the child or teacher should rinse the toothbrush with hot water before the teacher returns the brush to the cabinet. Toothbrushes are kept for the entire semester. All children should wash their faces before leaving the bathroom after lunch. The two teachers should use the chart provided in the bathroom to insure that all children wash hands and wash their faces.
Napping
Nap time preparation begins at 12:00 for children enrolled all day. Children should use the bathroom and get drinks prior to the beginning of nap. The bathroom lights should be turned off and all children should exit the bathroom by 12:05. All full day children should be on their cots by 12:00. During the time between 12:00 and 12:15 children may read books quietly on their cots by themselves, with teachers or in groups of 2-3. A teacher in each classroom should turn off the lights at 12:00 . At 12:15, children should put their books under their cots. Teachers should avoid talking to children during between 12:15 and 12:45.
During nap time, staff members are expected to sit with children and help them fall asleep. Some children may need more assistance than others. Staff members should consult the charts in each room to determine how to help each child. Staff members should refrain from talking with children during this time. Children should be reminded that this is not a time for talking if they begin conversations with staff members. As children fall asleep, staff members should record this time on the nap chart. Additionally, staff should record the time the children wake up. This information is very important to parents.
Children may get off their cots at 12:45 if they are awake. Children who are sleeping should be allowed to sleep. Children should only be awakened if the Master Teacher has given specific instructions for waking a child. The lights should be turned on at 12:45 so that parents and children arriving for the afternoon session feel welcome. The curtains should be opened by 1:00.
Children’s Dress
Children are expected to come to CDL in comfortable play clothes. Staff should help children push up their sleeves while washing hands and provide smocks when offering messy activities. Dirty clothes, even those belonging to CDL, should be bagged, labeled and sent home for laundering. Each child has a supply of extra clothes in his/her cubbie. There is also a supply of extra CDL clothes and shoes in the bathroom.
We have a hearty supply of dress up clothes and swim suits that the children enjoy wearing year round. When children wear the swim suits for water play, they should not wear underwear. The suit should be washed after swimming. Infants and toddlers generally wear their diapers when swimming. However, if a child is wearing a swim suit for dress up, s/he should wear underwear. Swim suits being used for dress up should be laundered weekly according to the classroom checklist. When children take off their shoes, they should place them in their cubbies for safe keeping. Children may not wear indoor dress up clothes outdoors. Absolutely no capes, scarves, or necklaces are allowed outdoors. Children may not wear dress up clothes from home as clothing. If children arrive in dress up clothes from home, they should be assisting in changing their clothes upon arrival.
All children should wear appropriate shoes. Infants who can walk should not be allowed to wear crib shoes outside. Flip flops are not appropriate shoes to wear when walking on an excursion. Children may take off their shoes while playing inside provided that they place them in their cubbies. Children who wear shoes outside must keep them on while outside. If they would like to take them off outside, they will need to put them in their cubbie first.
Children should be encouraged to wear appropriate clothing outdoors. When staff members are wearing jackets or coats, children should be encouraged to do the same. However, staff should remember that children are very active and may get warm once outside. In these situations, staff should be sensitive to the children’s needs and act accordingly. If a child says that s/he doesn’t want to wear a jacket, staff should suggest that the jacket be taken along “just in case.”
Walks
Remember that walks are for children, not the staff (although we hope you enjoy them). Talk to the children as you stroll. Point out sights such as pretty flowers, squirrels eating acorns etc. Groups may stop in a safe, grassy area and let children walk or crawl around. Keep the children’s best interests in mind at all times. Children may choose to participate or not participate in walks. All children must participate in field trips.
At least two adults must always accompany children on a walk. One of these adults must be a member of the Core Staff. At no time shall an adult be alone with a child when away from CDL, even when taking children to the restroom. If there are more adults than strollers or wagons, some of the staff should stay behind and catch up on work in the classroom. Walks should be taken before 10:15 and 3:15. Everyone should be back no later than 11:00 and 4:00. At CDL, we prepare for a walk by doing the following.
1. Make arrangements for appropriate staff ratios taking into account any children who might arrive while the group is gone. Arrangements should also be made for staff coming in or leaving while the group is away. Be sure that a Core Staff Member is available to go along.
2. Ask the children if they would like to go on a walk. Children are not forced to go on walks at CDL. All children are expected to go on field trips.
3. Assign a staff member to help the children use the restroom while another helps with diapers.
4. Dress each child as directed by the teacher in charge.
5. Assign a teacher to each child. This teacher is responsible for knowing where the children who have been assigned to him/her are at all times.
6. Assign a staff member to get the fanny pack, a cell phone and sign out on the board in the lobby. Be very specific about the destination of the walk and the estimated time of return. The cell phone number should be written on the board and given to the Office Manager.
7. Assign a staff member to prepare the strollers or wagons. Infants and toddlers use the strollers while Preschoolers use wagons and one quad stroller. Pre-K children walk holding a teacher’s hand or the hand of another. All children must either walk or ride in a wagon or stroller. We do not carry children while on walks except for short distances when they need comforting. One teacher may have as many as 4 children in her group. Children who are under 4 years of age or who may have difficulty holding hands with other children must hold the hand of a teacher. Be sure to allow space in the stroller/wagon in case a child gets tired of walking. Ask the core staff member going on the walk to check the groupings before leaving CDL.
8. Begin the walk quickly once the children have been informed of the plans.
9. Preschool and Pre-K groups should exit and enter through the north gate-locking it behind them. The west gate near the infant room may be used by infant and toddler groups.
10. ALL STAFF MEMBERS should count the children immediately after leaving the building/playground and every 1-2 minutes during the walk.
Stay away from Route 13 and 51, the Student Center, pedestrian bridges and the other dangerous areas. Be especially careful of bicyclists. Children should only be taken on elevators if approved by the Master Teacher. Children should never be taken on the escalators. DCFS regulations require infants and toddlers to stay on the ground level of buildings. If stopped by someone on campus other than a parent, do not release the children’s names. If photos are taken by the media, please direct them to the CDL to speak with the Director and gather names. Never allow someone to hold a child. Also, staff should be aware of restrictions on publicity photos for certain children. If the group encounters and animal, wild or other, while on a walk, it may be admired from a distance. The children should not be allowed to pet or handle any animal during a walk.
Staff members should count the children every 1-2 minutes throughout the entire walk. The whole group should stay together while away from CDL. Core staff members, student teachers or experienced student workers should be the first and last adults in the group. The group should travel closely together without large gaps between members.
If stopping to allow children to play, all teachers must create a perimeter for the children to play within. Children who cannot stay within the perimeter or display other challenging behaviors while on a walk should be brought back to CDL. If 2 teachers are not available to walk the child back to CDL, someone should call the main CDL number and arrangements will be made to come get the child.
Playground
CDL has an open door policy for daily playground usage. We see it as an extension of our classroom and use it everyday. Children may go outside at any time during the day. A staff member should open the door for toddlers and preschoolers. Pre-K children may go in and out on their own provided that staff members are available inside and outside. Staff must be constantly alert to ratios aware of the number of children in our care. Staff working in the PS and Pre-K must use the intercom system to stay in contact with each other. The teacher in charge should make sure that the outdoor activities planned for the day are implemented.
Conditions that keep us inside and at CDL are lightening, severe thunderstorm warnings, tornado warnings, hail, extreme heat advisories and extreme cold advisories. A member of the Leadership Team must be consulted when there is ice on the playground or equipment. With approval from a Core Staff Member, children may play outside in light rain, if dressed appropriately. During times of serve weather watches or tornado watches, the children may play outside as long as weather conditions allow. However, they may not leave the facility. During rainy weather, the area under the awning may be used by children in any classroom. There is only enough room under the awning for one classroom at a time so staff members will have to work together to develop a rotation schedule. Additionally, we must come inside while work crews are mowing and/or weed eating near or on the playground.
Staff members are expected to come to work dressed to work outside for 20-30 minutes each day. Staff members will be rotated every 20-30 minutes in extreme weather conditions. If a staff member needs to switch with someone inside, s/he should alert someone inside to this need. Children should not be brought inside simply because a teacher is cold/hot/bored.
Between May1 and October 1, a cooler of water and cups should be taken outside each day. The kitchen will prepare the cooler each morning by 8:00. A single tray of ice may be added to the cooler. Very cold ice water is dangerous for young children’s hearts.
Playground Guidelines
Staff should
• interact with the children, push swings, “spot” the climbers and sliders.
• Read or play games if another teacher is outside. The comfy swings may be used for this purpose.
• Empty and sanitize pools immediately when children finish swimming.
• Tell an adult when you send a child inside who has to use the bathroom, or who has an accident.
• Give children your undivided attention.
• Help children open doors paying close attention to little fingers. All children must be announced as they go in and out.
• Help the children dress appropriately for the weather.
• Help clean up the playground at the end of the session.
• Make sure children don’t wear capes outdoors, because they can catch on climbing equipment.
• Make sure the gate stays closed and latched at all times.
Staff should Avoid
• Sitting and watching the children. Instead get involved in their play.
• Having children spread out too far. If you are alone outside, insist that children stay in one area (bottom of the hill, sandbox area, etc.)
• Talking to people outside of the fence.
• Leaving children outdoors alone, even for a minute.
• Letting the children play in the infant toddler area without permission.
• Using the equipment themselves. It is for the children. Preschoolers do not need you to hold them while they swing.
• Leaving children unguarded on the swings or climbers.
• Pushing children higher than your shoulders on the swings.
• Swinging children by their arms or lifting them above the teachers head. (Shoulders and elbows are very easily dislocated in young children.
Children May
• Swing, slide, climb, run, ride bikes, paint.
• Read books
• Dig in the sandbox.
• Engage in dramatic play.
• Garden with supervision.
• Use water in their play.
• Participate in any activities set up outdoors. The art studio is a shared area for all children to play.
Limits for Children
• Sand needs to be in the sandbox. It is not for throwing or dumping in other areas of the playground. Children should sit or kneel in the sand box.
• Children must sit on bikes/trikes to ride them. Children must wear helmets when riding bikes/trikes. They may not ride backwards down the hill. Crashing into each other is not acceptable.
• Sidewalk chalk may be used on the concrete. It is very difficult to remove chalk from the side of the buildings, so this should be avoided.
• Children may not go behind on the shed
• Children may not climb the fence for any reason.
• The toddler slide is always a down slide.
• Children may either go up the slide or down the PS/Pre-K slides, but everyone needs to be going in the same direction. The supervising teacher will determine if it is an up-slide or down-slide.
• Children must sit on their bottoms when swinging high. Straddling the swing is not allowed. Children may lie on their bellies and swing straight ahead. Observers need to stay a safe distance from moving swings.
• Scary or rough chase games are not permitted by children or staff.
• Gun play is not permitted.
• No tackling.
• Toys are not allowed on climbers or in the fall zones.
• Children may not wear capes or other long clothing outside as it may cause strangulation.
• If worn outside, shoes must stay on or the child may take them inside.
• Children should participate in clean up before lunch and at the end of the day.
• Infants and toddlers must play on the upper level of the playground. PS and Pre-K children should walk down the path to get to their playground and are not allowed to play on the infant toddler playground.
• Children are not allowed to move the dinosaur foot print steps.
• Children may not play on the burm between the playgrounds.
Swimming
Children enjoy swimming in warm weather. Staff may fill the wading pools when the children show an interest, as long as core staff member is notified first. There must be at least one person in or within arms reach of the pool at all times. Several staff members should be on hand to help out as needed. There must be an additional staff member available to help children with diapering/toileting/changing. All pools must be emptied and sanitized immediately after the last child has excited the pool. The sprinklers may be used whenever at least 2 teachers are available to supervise.
Clean Up Time
The clean up song may be started to signal the beginning of clean up time. All adults and children present should be actively involved in the clean up process. The singing should stop once clean up is complete. Children should be encouraged to clean up the classroom. The teachers may need to carefully guide the children to areas needing attention as well as directing them to the appropriate location to store the item. From time to time children may tell you that they do not want to clean up. In these situations, you should let them know that they may clean up now or you will save it until later. If they choose to wait, you will need to alert others to the plan. Children choosing to wait should come back to clean up after lunch or in 10-15 minutes, whichever is more appropriate. Children who are waiting should not be permitted to participate in other activities until the clean up is completed. It is not necessary for a staff member stay next to the child while s/he waits.
Class Meeting
Class meetings are part of the daily schedules in the Pre-K classrooms. They are a time to gather and discuss the children’s interests and plans for the day. They may also be used to introduce new materials or review classroom limits. Class meetings are different from Circle Times in that songs and story readings are not part of Class Meetings. Class meetings generally last for 5-10 minutes. Children should not bring toys or other materials to meetings. Clean up prior to a meeting is not necessary as the children can return to their work at the conclusion of the meeting.
Circle Time
Circle time is a time for singing, dancing and moving. Children may choose to come to circle time or help with table setting. However, once a child has made a choice, s/he may not change his/her mind. Generally a student teacher or Master Teacher will lead circle time. From time to time student workers may be asked in advance to lead the circle time. Circle time leaders should have pre-determined plan and move quickly from song to song. Children who become disruptive to others should be removed from the group and helped to make another choice. Circle time is always followed by hand washing and a meal. The toddler room washes hands first, followed by the PS. The Pre-K washes hands at the portable sink.
Sharing Meeting
Sharing meetings happen on Fridays in place of class meetings. This is a time for the children to come together and listen to each other talk about the things they are learning. The Pre-K children share their work or their words. During sharing meetings, teachers are expected to help facilitate the sharing process by reminding children to make positive suggestions, use their manners with each other and formulate constructive responses.
Art
Children are encouraged to express themselves through art. At CDL we do art throughout the day, every day. Sometimes we do art inside, sometimes we do art outside. When we do messy projects, children should wear smocks. Adults should refrain from creating projects for the children. However, if a child asks for an adult to draw something, the adult may do so after first encouraging the child to try for him/herself. Adults should refrain from creating artwork for themselves. It is very frustrating for children when they can not make the same things that we, as adults can make. Instead, the adults should model different techniques for the children to try. When adults write (names, dictation, etc.) on children’s work, they should always do so the back side the paper, unless the child requests otherwise.
Writing with children
Children take great pride in learning to write. It is important for us to model the correct hand positions and technique. When a child asks you to write his/her name, encourage the child to try it first. If the child insists that you write his/her name do so. Always use capital letters and lower case letters as appropriate. Be sure to spell the child’s name correctly. If you do not know how to spell the child’s name, check the cart in the classroom or ask the teacher in charge. Please write back of the child’s work, unless s/he points out a specific place for you to write. The front is for the child.
You may be asked to write words for the children, as well as take dictation. Write down exactly what the child says. Anytime a child asks you to make a letter for them, do so. Always use proper form, upper and lower case letters in the proper places and appropriate punctuation. Do not edit the child’s words. When the child has finished, reread the dictation to the child pointing to each word as you read.
Food Policy
Our goal at CDL is to teach children to eat wholesome, nutritious foods. We try to keep down sugar and salt levels in food we cook and serve. We also want to teach children that food is for eating, not playing with.
For cooking projects, keep guidelines in mind. We do not serve chocolate, high sugar foods, pork products, nuts, raisins or peanut butter. Cookies must contain nutritious ingredients such as oats and must contain minimum amount of sugar. If a recipe calls for eggs, we use egg substitute. Recipes must be approved by a Master Teacher or the Director at least one week prior to implementation. Alternative, yet similar foods must be made for children unable to eat the final product of any cooking project. All foods used in cooking projects must be purchased by CDL. Under no circumstance shall a staff member bring in food to be used in a cooking project. C&I 318 and C&I 405 students should not plan activities involving food as it difficult to coordinate the implementation of the activity with the purchase of the food.
At CDL, we never force children to try any food. Research shows that children need to be exposed to a food an average of twelve times before they accept it. Allow children to try foods as they are ready, but do let them know how much you are enjoying the food. More specific information about mealtimes is provided later in this manual.
At CDL, meals are served at the following times:
Breakfast 8:30-9:00 Children must arrive before 9:00 to eat breakfast at CDL
Lunch 11:30-12:00
PM Snack 2:30-3:00
Children who are still eating at the table should be reminded to take their last serving at :55. The bowls should be picked up at :00. Children may continue eating what is already on their plates.
From time to time, children may be asleep during a meal or snack time. In these instances, staff should save the child a plate of the meal or snack. Items needing refrigeration should be covered, labeled with the child’s name, and placed in the refrigerator in the kitchen or infant room.
Mealtimes
CDL participates in the child and Adult Care Food Program administered through the Department of Education. We serve nutritious meals based on their guidelines. In addition, CDL avoids foods high in sugar or fat and those that contain chocolate, peanuts(many children are allergic) and pork or pork products (a number of our families do not eat pork). Always be sure to check the ingredients of all food items as some common foods are made from pork products. For example, gelatin is often made from pork product. CDL also encourages children to try a variety of foods not just those that are children’s favorites.
All staff members who are in the room at meal time are expected to sit down and eat with the children. Staff are expected to eat at least one spoonful of every food served unless you have an allergy to that food or it is against your philosophical or religious beliefs to eat it. If this is the case you should simply explain to children who ask why you are not eating that food. For example, “I don’t eat meat.” Be careful to do so in a manner which is not judgmental of people whose beliefs differ from your own.
Meal times in CDL are social times and times where we can model appropriate manners. We don’t insist that the children say “please” and “thank you”, but we use these terms ourselves. If a child is yelling or behaving in a demanding manner, you can remind them to ask in a more acceptable manner. For example, “can you think of another way to ask for food?” Encourage the children to use signs or words to ask for what they want. Encourage children to try all of the food served and to pass the food to others. All children are encouraged to serve themselves. Staff may provide hand over hand assistance as necessary. Reminders to take small servings of favorite foods (usually breads and fruit) so there is plenty for everyone are often needed. Children should be provided with the opportunity to help set the tables before each meal.
Children may have seconds of any food item without being forced to eat or try other foods. When a child asks for thirds, the teacher at the table should ask the other children present if they’d like any more of that item before allowing a child to have thirds. Condiments such as ketchup, cream cheese, sauce, etc. is not a food. Children should not be allowed to eat condiments without an accompanying food item. Sandwiches must be eaten as a whole. Children must eat the bread and inside components before being allowed to get another sandwich. Children who spill during meals are expected to assist the teacher with the clean up process.
CDL provides food for all meals, snacks and activities. Children may not bring food from outside sources into the classrooms. Staff is expected to inform the child’s parent/guardian that CDL and DCFS policy prohibits children from bringing food into the classroom. The parent may choose to sit with the child in the lobby while the child finishes or the items may be placed in the mailbox (if refrigeration is not necessary) or thrown away. At no time should a staff member offer to sit with the child while the child finishes inside the classroom or in the lobby.
Some families have signed contracts with CDL to provide organic food or formula for their children. In these situations, they have been provided with guidelines for this process and must follow them. Children who have these plans must be served food off the regular menu when the items for their meals are not on site.
After each meal, staff is expected to help the children clean up after themselves. Toddlers, Preschoolers and Pre-K children should scrape their plates and return their dishes to the cart before washing their hands and face. When everyone is finished, staff should load all remaining supplies onto the cart and return the cart to the kitchen. Before using the tables again, they must be cleaned and sanitized. Chairs should be wiped out and the floor should be swept if needed. In addition, staff is responsible for completing the meal count chart during each meal and charting how well the children ate.
The infant staff should load the dishwasher as instructed and return the serving bowls, pitchers to the kitchen. Toddler, PS, and Pre-K staff should return the carts to the kitchen by 9:05/12:05/3:05.
Each infant has a chart on the wall outlining his/her current meal information. In the infant room, citrus fruits (oranges, tangerines, lemons, limes) are not served. Granola, corn kernels, raw carrots, whole grapes, whole bananas and popcorn are not served to infants. Children over one year of age are served whole milk. Glass bottles and jars are not allowed in the classrooms as per DCFS regulations.
When preparing an infant for a meal, be sure the food is on the table or tray before seating a child at the table. Infants should never sit on the table waiting for the food. While one teacher is preparing the food another should prepare the children. All wear bibs when eating. Lift the infant up to the sink and wash his/her hands with soap and water and dry with a paper towel. The children (if they are able to sit up) sit in the regular chairs at the table.
Children’s Birthdays
Children’s birthdays will be planned in the daily schedule. Children’s birthdays will be celebrated by encouraging the child to select an item from the birthday box to decorate. The child’s picture should be taken and attached to the sign outside the classroom to let everyone know that it is a special day. The class will work together to make birthday muffins to eat at lunch or snack. The birthday child will be sung to and allowed to blow out a candle on his/her cupcake. Families are encouraged to attend the celebration.
Families wishing to bring treats as part of the celebration should be instructed to speak with the child’s Master Teacher. Families wishing to distribute birthday party invitations must invite all the children in the child’s class.
CURRICULUM
Staff Participation Sheet
These sheets are used in each classroom so that staff members can record the spontaneous activities they lead during the course of the day. The sheets are returned to the Master Teacher each Friday and are kept for the semester. They may be used to complete teacher evaluations.
Classroom Set Up Sheet
These sheets are used to plan for the materials in each center. The Student, Lead, and Master Teachers meet weekly to make these weekly plans. The sheet is set up so that one center/area is changed or added to during each session (Monday AM, Monday PM, etc). The materials in the center are there for the children to use for the upcoming week. If water is used in the sensory table, it must be emptied and the tub sanitized after each group of children at noon/end of the day.
Daily Activities Sheet
These activities are planned by the Student, Lead or Master Teacher to enhance the children’s development based on their current interests. A minimum of 3 activities are planned for each session. Practicum students may also have activities to implement. Project work is planned for each day as well. In addition, special events such as birthdays, special guests, field trips, etc are also recorded on these forms. The practicum students and student workers are expected to implement these activities. Thus, written directions are necessary. The written directions should follow the current format used by student teachers. Documentation of these activities is required and should be embedded in the activity. A schedule outlining who is responsible for these plans for each day/week will be developed by the Master Teacher.
Project Work
These plans are created weekly by the Student, Lead and Master Teachers during curriculum planning. These plans are based around the current project and should attempt to flow according to the schedule outlined by Sylvia Chard and Lillian Katz. A culminating event to highlight the children’s learning is needed at the end of each project. Project plans are typically implemented by the Student, Lead and Master Teachers with assistance from practicum students and student workers.
EMERGENCY PROCEDURES
Emergency Procedures
Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, available on the BERT website at bert.siu.edu, Department of Public Safety website dps.siu.edu (disaster drop down) and in the Emergency Response Guidelines pamphlet. Know how to respond to each type of emergency.
Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting you location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to your instructor in evacuating the building or sheltering within the facility.
CDL has policies for a number of emergencies including fires, earthquake, tornadoes and bomb threats. You will need to be familiar with all of these policies. In case of an accident, you need to be familiar with our policy concerning blood borne pathogens which is included elsewhere in this manual. If you are not on the list of staff trained to handle blood, you should immediately contact a staff member who is, if there is a bleeding injury in the classroom. Other procedures to follow in case of a serious accident include:
1. Stay calm. You may not feel calm, but your behavior will have an impact on how the children react. Take a deep breath, move slowly and talk softly.
2. Notify a member of the core staff immediately. If you cannot find any of these people, ask the office staff to do so.
3. Comfort the child until someone arrives who has been trained to handle blood.
Utility Emergencies
As per the SIUC Risk Management Plan, the SIUC Physical Plant must be notified of any mechanical emergencies such as flooding, electrical outages, gas leaks, etc. Staff members discovering any of these types of problems must report them to a Core Staff Member immediately. The Core Staff Member is responsible for calling in the problem to the SIUC Facilities Operations Center (FOC) at 453-6769. FOC personnel will instruct the Core Staff Member on the action to be taken at that time.
Fire Emergency Procedures
Each month a fire drill will be conducted as required by DCFS regulations. We use a handheld, home alarm so not to inconvenience the entire building.
Staff should gather the children and direct them toward the door. The preferred exits are through the doors that open onto the playground. We will use these doors unless a fire prevents us from doing so. An adult must always lead the children out the door. DO NOT let the children precede an adult out the door. The last one out of the classroom should also be an adult. It is this adult’s responsibility to look throughout the room to assure that no children remain. The last adult out should also take the sign in sheets. Once outside the children and staff should exit through the northwest gate. Again, it is imperative that an adult precedes the children through the gate and that an adult is the last one out. Children should gather under the tree outside the gate on the west end of the playground. Children must sit down while the teacher in charge calls role. Children may return to the building when given the all-clear signal by the Director or her designee, if they are performing a fire drill or by campus security if the entire building has evacuated. Again, and adult should be first and last.
In situations when the building must be evacuated for long periods of time, the children and staff will move to Davies Gym.
Tornado Procedure
A tornado warning signal is a long three minute steady blast of campus sirens. The city of Carbondale tests its sirens on the first Tuesday of every month. We do not evacuate during these tests. In the event of a tornado, the following procedures should be followed:
1. Calmly lead the children out of the lab, into the hallway and down the stairs to the basement level of Quigley Hall and into the Social Work Lounge. Bring sign in sheets. Have the children sit on the floor on either side of the hallway between the glass safety doors. Call Roll.
2. Wait until authorities say it is OK to go back to the classrooms.
3. Singing songs, telling stories and reading books is a good way to keep the children occupied.
Earthquake Procedure
There are no earthquake drills. As earthquakes occur without warning, there is no audible alarm. During an earthquake, the following procedures should be followed:
1. Stay calm.
2. If you are outside, stay outside. If you are inside, stay inside.
3. Take action at the FIRST indication of ground shaking.
4. When inside, drop and cover. Take cover under tables or cribs and away from windows. Hold on to table or crib legs. If possible, take cover facing a wall. If your shelter moves during the quake, try to move with it. Remain in your shelter for at least 60 seconds.
5. When outside, drop and cover. Move away from the buildings and trees. If possible move to the north west corner of the playground. The greatest danger from falling debris is just outside doorways and close to outer walls. Lie or kneel down to avoid being thrown about by the quake. Try to stay away from the canopies. Stay where you are until the ground stops shaking.
After an earthquake, the following procedures should be followed:
1. Stay calm.
2. Be prepared for aftershocks.
3. When the teacher in charge outside gives the command, everyone outside should move to the grassy area outside the fence.
4. People inside the building must prepare to evacuate as soon as possible after the shaking stops. The teacher in charge should give the command to evacuate. Building evacuation should be quick and orderly although it may be difficult to maneuver through the debris. Use fire drills routes to evacuate if possible.
5. Aftershocks may occur during or after building evacuation. If so, drop and cover.
6. Once outside, move away from the building and any canopied areas. Proceed toward the assembly area outside the fence.
7. All children and staff should be accounted for by the teacher in charge.
8. Attend to first aid needs while remaining calm and reassuring.
9. Keep records of children released to parents or to their unauthorized pick up persons.
Bomb Threat Procedures
In the past, bomb threats have been nothing but a college prank. However, the appropriate precautions still need to be taken.
1. Remove all children from the building to the playground area. Bring the sign in sheets and call roll. If the weather is extremely cold, walk children to Davies Gym.
2. If police feel that it is more than a prank, the children need to be moved to Davies Gym.
3. Remain calm and wait for the police to give the all clear before returning to the building.
Animal Policy
It is the understanding by the faculty of the Child Development Laboratories that respect for the earth and all living things is the foundation on which all environmental education is based. To this end, we believe that children should be exposed to a number of life forms and that all adults in the classroom should model respect for life. Our goal is that the children develop these basic understandings:
1. People and wildlife have the same basic needs.
2. Living and non-elements are interdependent.
3. People effect the environment and the environment affects people.
4. People are accountable for their effects of the environment (O’Brien and Stones, 1987)
Toward this end, we follow this policy, which is in keeping with the licensing standards of the Illinois Department of Children and Family Services ( DCFS).
1. Healthy household pets that present no danger to children are permitted on the premises, upon the advance approval of the Director or Master Teachers. Dogs and cats must have a certificate from a licensed veterinarian stating that they have been inoculated against rabies.
2. All animals shall be physically separated from children both indoors and outdoors except as a portion of a specifically planned program activity under the direct supervision of a staff member.
3. Immediate treatment shall be obtained for any child who sustains a bite or scratch from an animal and the child’s parents shall be notified. The Director shall also be notified immediately, as well as the county animal control administrator.
4. Animals shall be properly housed, fed and maintained in a safe clean and sanitary condition at all times. Students who bring in animals are responsible for caring for the animals while they are at the CDL. Master Teachers are responsible for supervising the care of classroom pets.
5. Arrangements must be made with the Master Teacher or the Director before bringing any animals into the classroom. Temperament of the animal should be discussed in regards to whether this is an appropriate animal to have around young children. Dogs or cats which show fear or aggressive tendencies ( growling, hissing etc;) should be removed from the classroom immediately. No animal that has ever bitten should be brought into the CDL.
6. The length of time the animal will be in the classroom must be determined before the animal is introduced into the classroom. In the case of activities involving reproduction, plans must be made for the placement of the offspring before the activity is started.
7. Animals are not allowed in the kitchen. They should be caged or crated in the classroom during meal times.
8. Stray animals that are on or near the premises should be reported to the Jackson County Animal Control Office.
9. Wild animals on the playground that are behaving in an unusual fashion should be reported to the Jackson County Animal Control Office.
10. No live wild mammals may be brought into the classrooms, except as part of a program conducted by wildlife professionals.
11. No monkeys, parrots, ferrets, turtles, iguanas or psittacine birds ( birds of the parrot family) are allowed in keeping with DCFS regulations.
12. Insects and spiders in the classroom ( with the exception of roaches) should be captured and released outside. Adults in the classroom should never kill these invertebrates or allow the children to kill them. Insects and spiders on the playground should be treated in a similar fashion-observed only or removed from the playground if appropriate. Adults should respect life. If roaches are killed in the presence of the children, the adult should explain the reasoning behind this (i.e. the spread of disease).
13. Any animals or insects collected by the children or adults should be released at the end of the day in the same place they were found.
14. All animal cages should be cleaned by adults only. Dogs should eliminate outside the fenced playground. Feces should be immediately removed and disposed of properly.
15. Children should be discouraged from chasing the squirrels and chipmunks on the playground as a cornered squirrel or chipmunk may become aggressive.
Integrated Pest Management Program
The CDL has an Integrated Pest Management Program (IPM). All staff members are required to report all sightings of cockroaches, mice and other pests to a member of the Leadership Team. The Leadership Team will record in the information in the Pest Sighting Log for the Pest Control Technician. At no time shall a staff member spray for any pests, inside or out. All spraying must be done by a certified technician. Children may not be present when pest control measures are applied. All families on the CDL registry must be notified at least 48 hours prior to any application, except in cases of an emergency. In such situations, notification must be made within 4 hours.
Sources:
Negotiations: Dewerff & Starbuck, SIUC, Curriculum & Instruction 1995
Connell, Joseph. Sharing Nature with Children. Dawn Publications, Nevada City, CA, 1979.
Kramer, David. Animals in the classroom. Addison-Wesley, 1989.
O’Brien, Kathey and Stones, Dorleen K. “Increasing Environmental Awareness through Children’s Literature, The Reading Teacher, 41(1) 10-14.
Licensing Standards for Day Care Centers, Illinois Department of Children and Family Services, January 1998.
Southeastern Missouri University, Center for Child Studies Staff Manual, 2009
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