Embedded Files
Daily Schedules & Routines
Provide alternating periods of quiet and active play.
Schedule outdoor play daily, weather permitting.
At a minimum outdoor play will be 30 minutes.
Children will go outside daily unless the weather is extreme (below 25 degrees F, pouring down rain, above 100 degrees with no covered area to play in).
Classrooms providing service for five or more hours daily will schedule outside time in both the morning and afternoon.
Provide a balance of large muscle and small muscle activity.
Make available multiple options for a group activity (individual, small/large group).
60 minutes each day will be scheduled for child-initiated activities (e.g., choice time, discovery time).
Planned or routine activities may be changed according to the needs or interests of children and/or to cope with changes in weather or other emergent situations that affect routines. Changes in routine will be discussed with children to minimize anxiety.
Schedule field trips to provide hands-on learning experiences that will extend classroom learning policy.
Set aside 20-30 minutes each day for each meal.
The time between breakfast and lunch is at least 2.5 hours; between lunch and snack is at least 1.5 hours.
Be sure to allow adequate time for smooth transitions between activities. Children should not always be required to move from one activity to another as a group. Use transitions as a vehicle for learning.
Incorporate routine tasks into the program to further children’s learning, self-help, and social skills. Routines such as toileting, eating, dressing, hand washing, and tooth brushing should be relaxed, reassuring, and individualized based on developmental needs. (see Diapering, Hand washing, Toileting policy)
Brushing teeth will be on the daily schedule.
Washing hands will be on the schedule at least one time, but preferably before a meal.
Post a daily schedule in the classroom that is visible to adults and near the entrance to the classroom.
A picture schedule for children’s use will be posted in the classroom at child’s eye level.
Infant/Toddler Classroom Procedures
Starting the day:
Create Diaper Log on a daily basis
Create an Infant report sheet for each child, please update sheet every 2 hours or when babies are fed or
changed within 2 hours
Make sure babies have extra clothes in their cubbies
Babies are changed every two hours or whenever they are soiled
Babies do not lay on the floor with bibs
Babies do not lay in swings, cribs, or bouncers with a bottle
Diaper Changes:
Pull rolled paper out and gather diapers, wipes and gloves
Place baby on the changing table, put on gloves and change the diaper.
Place diaper inside of the gloves
When baby has on clean diaper and clothing is placed on the baby, proceed to the sink with the baby to wash
the baby’s hands and dry them.
Place baby in play area or bouncer
Throw away changing paper and diaper then proceed to wipe the changing table down with bleach.
Mark the diaper log by indicating if the diaper was a dry diaper, or Bowl movement and the time
Feedings:
Each baby is on their own schedule. Ask parent to give the last time of feeding, mark the time and amount on
the Infant Report
Babies eat every 2 hours unless sleeping. Infant report must reflect feedings every 2 hours and sleeping times
All feedings with amounts should be marked on the Infant report.
When you leave for the day, please make sure that all feedings are indicated on the sheet and you have
informed the next teacher when the child eats again.
Babies who do not sit up, must be feed by holding them. Bottles are held on a 45-degree angle at all times
Please use bibs for children who sit in a highchair
Babies who sit up can be feed in a highchair. If the baby is not holding the bottle, please assist the baby
Make sure children are washed properly after feeding. Hands, face and look for food in the hair.
Formula is only good for 2hours. Please Disregard the milk after 2 hours.
Your Classroom:
Do not use staples in the walls
Make sure your classroom rug is vacuumed/or swept every night. Children find particles from the floor and rug
to put in their mouths
Keep toys together and arrange them neatly on the shelf
Do not allow children to take daycare items home. This includes bottles, pacifiers, toys, etc
Become familiar with all items that belong to the children: Coats, sweaters, hats, gloves, bags, etc.
Wash all bouncer and Swing covers on your wash day
Teaching Practices to Support Social and Emotional Development
In order to support children's social-emotional environments, teachers should:
Teachers establish and maintain strong, supportive relationships with individual children to promote the development of trust, security, positive self-image, respect, and self-control.
Greet each child as they enter the classroom.
Treat each child with equal respect by the use of positive voice tones, unbiased language, and appropriate physical affection.
Respond to cries and cues in a timely manner. Teachers plan for and embed activities, experiences, and interactions that help children identify feelings and support strategies to manage feelings.
Teachers should create classroom environments that are predictable and repetitive and support autonomy and initiative.
Set clear, consistent limits, develop rules, post visual cues, and apply them consistently. Review and update rules throughout the year with input from children.
Visual schedules are posted at children’s eye level.
Head Start classrooms implement the Second Step program daily to promote and support a positive classroom climate and peer relations.
Involve children in the maintenance of the classroom including the use of “job charts” in HS classrooms.
Teachers should promote a classroom community that supports children’s knowledge of self and supports their growth in peer interaction and problem-solving abilities.
Classrooms are arranged in interest areas that provide opportunities for children to work and/or play alone or with others.
Teachers implement a classroom management system that promotes making choices and problem-solving, i.e. use of the symbol system in HS and two-year-old classrooms.
Materials for the classroom are chosen based on the children’s abilities, needs, and interests and enhance their knowledge of themselves and the world around them, e.g. books, music, dramatic play materials, dress-up clothing, etc.
Non-mobile infants are moved throughout the classroom and given opportunities to spend time playing near others.
Teaching Practices to Support Language, Literacy, and Math Skills and Development
Teachers should set up a classroom environment that is rich in opportunities to promote the development of language, literacy, and math skills.
Materials and displays in the classrooms are chosen to build vocabulary (including mathematical vocabulary), create opportunities for language-building conversations, and promote age-appropriate problem-solving and numeracy skills.
Materials and displays are changed regularly to facilitate growth and support the ongoing change and development of the children.
Teachers should plan activities and experiences to promote language, literacy, and numeracy concepts throughout the day, including routines and transitions.
HS classrooms plan for literacy-building skills, including letter recognition and phonological awareness, using either the Letter People program or the Letterland program.
Classrooms engage and plan for many experiences to promote meaningful print throughout the day, waiting lists, names on the artwork, recorded stories, etc.
Teachers should make use of multiple sources to plan developmentally appropriate and individualized activities and experiences. Some sources include:
TS Gold ongoing assessment reports
Classroom individual child portfolios
Teaching Practices to Support Social Studies and the Arts:
Classroom environments are set up and furnished to represent a diverse and unbiased representation of currently enrolled children, their families, the community, and the general world population.
Materials such as books, toys, music, and art materials are selected to expose and inform children of the similarities/differences in themselves, their families, and their world.
Classroom displays are selected based on an unbiased representation of age, gender, ability, race, religion, and culture.
The majority of classroom displays are children’s work and/or photos of the children and their families.
Teachers should plan activities and experiences which enhance children’s awareness and knowledge of themselves and others.
Lesson plans follow a Unit of Study guide which builds on the child’s knowledge and understanding of themselves and expands to the community (EHS) and the world (HS).
Children are exposed to diversity through the creative arts- music, dancing, art, literature, and dramatic play.
Teaching Practices to Support Physical Activities
Teaching staff is expected to recognize the importance of physical activity and promote the development of skills in both indoor and outdoor environments.
Outdoor environments offer children many varied opportunities for active play such as jumping, running, balancing, climbing, and riding tricycles/toys.
The indoor environment promotes active play through daily music and movement activities and some age-appropriate indoor gross motor equipment.
All classrooms are equipped with many varied toys and materials to enhance the fine motor skills of all children.
Teachers Should incorporate a variety of gross and fine motor activities throughout the day including routines and transitions.
HS classrooms plan for a minimum of 60 minutes of active play activities throughout the day.
EHS classrooms plan for a minimum of 30 minutes of active play activities throughout the day.
Developmentally appropriate fine motor skills such as stacking, stringing, gripping, and drawing, are planned for on a daily basis.
Activities are recorded on the lesson plan and reviewed by Education Supervisors.
Physical activity may not be used as a reward or punishment.
Teachers make use of multiple resources to plan developmentally appropriate and individualized activities and experiences. Some sources include:
TS Gold ongoing assessment reports
Classroom individual child portfolios (TSG)
Toiletings & Diapering
Toileting routines must meet the needs of the individual child and may occur at any time throughout the day and appropriate supervision will be maintained. Self-help skills are a focus in our classrooms and children will be encouraged and taught toileting skills and routines to help children become independent and self-sufficient. Children with special needs will receive adequate support assisting the children with becoming fully independent in toilet use at their comfort level. Parents are asked to supply a change of clothing in case their child has an accident and needs to be changed. It is a requirement of the program to have an extra set of clothing for each child.
Procedures
Infant Diaper Changing
• Gather diapers, wipes, and gloves.
• Pull rolled paper out and cover the changing table.
• Secure baby on the changing table by fastening the safety belt, put on gloves and change the diaper.
• Discard soiled diaper inside of the gloves by placing one hand on child and use the other to discard the diaper. If clothing is soiled, please place them in a separated bag to send home. If the clothes have feces, notify parent and the parent if the clothes should be sent home.
• When baby has on clean diaper and clothing is placed on the baby, proceed to the sink with the child to wash the child’s hands and dry
them.
• Place baby in play area or ongoing activities with the classroom
• Throw away changing paper and diaper then proceed to wipe the changing table down with bleach.
• Wash your hands according to the hand washing policy.
• Mark the diaper log by indicating if the diaper was a dry diaper, or Bowl movement and the time.
• Report anything unusual and if the child has diarrhea, the family support specialist and site manager will be notified for consideration of a contagious illness.
Toddler Diaper Changing
1. Gather diaper or Pull-up, wipes, and gloves.
2. Escort child to the washroom or changing area.
3. put on gloves and change the diaper.
4. Discard soiled diaper or Pull-up inside of the gloves by placing one hand on child and use the other to discard the diaper. If clothing is soiled, please place them in a separated bag to send home. If the clothing has feces, notify parent ask the parent if the clothes should be sent home.
5. When child has on clean diaper or Pull-up and clothing is placed on the baby, proceed to the sink with the child to wash the child’s hands and dry them.
6. Place child in play area or ongoing activities with the classroom
7. Proceed to wipe the changing table down with bleach.
8. Wash your hands according to the hand washing policy.
9. Mark the diaper changing log by indicating if the diaper or Pull-up was a dry diaper, or Bowl movement and the time.
10. Report anything unusual and if the child has diarrhea, the family support worker will be notified for consideration of a contagious illness.
CSD_Toileting Policy & Procedure_04.2021.pdfTechnology and the Classroom
The use of technology and media tools is planned and integrated into the learning environment and used as one of many options to support children’s learning. Media is used to supplement the curriculum or as a special event rather than as part of the regular daily routine. Screen time is defined as computers/tablets/IPads, whiteboards, handheld games, and projectors and is limited to 30 minutes per day, per child, and no more than 2 ½ hours per week. Screen time is prohibited for children under 3 years of age.
Technology and Media in the classroom include a broad range of digital and analog materials including but not limited to computers, tablets, multi-touch screens, whiteboards, cameras, DVD and music players, audio recorders, and older analog devices such as tape recorders, record and cassette players, light tables, projectors, and microscopes.
Teachers must document screen time in the lesson plan. It must be used to meet a developmental or learning goal and/or to support and extend classroom themes or activities.
The use of TV/video/internet is not used in place of transition activities.
All programs are age-appropriate, stereotype free, non-violent, and culturally sensitive.
Alternate activities are available for children during screen time. Children are not forced to watch the program.
Teachers are actively involved in screen time by discussing material, participating in activities, and helping children learn to use technology to develop critical thinking skills.
All children, including dual language learners and children with special needs, will have opportunities to use and learn from available technologies.
Software/apps cannot be installed/downloaded without permission from Site Manager and Information Technology.
Classrooms are provided with tablets for documentation purposes.
Teachers are not to be on computers during instructional teaching time.
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