Childcare Provider Course - Motheread, Inc

For the

Basic Skills Departmentsof North Carolina Community Colleges

Developed by MothereadInc.

Childcare Provider Course

Introductionto the

Profession

Table of Contents for Modules

Celebrating Differences Creativity Through Music and Art

DisciplineEncouraging Independence

Positive GuidanceReading Aloud

RoutinesConnecting to Parents

Thinking Skills

ReadingMaya Angelou, a well known African-American poet, has written the

following statement about respect for each other.

We all should know that diversity makes for a rich tapestry,

and we must understand that all the threads of the tapestry

are equal in value no matter what their color.

Maya Angelou

1. Do you agree or disagree with the author when she says

“diversity makes for a rich tapestry”?

Explain your answer.___________________________________________________________________

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2. To what does the phrase “threads of the tapestry” refer?________________________________

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What do you think?

EC Celebrating Differences Module page 1

Celebrating DifferencesA child’s development and relationship to the world is formed to a large extent by values and

beliefs of the family. As a result, an early childhood classroom is made up of children who have

different cultural realities, different interests, talents, and temperaments. It is critical for the

childcare provider to value individual differences and nurture new perspectives and ideas.

Find Out MoreAs one of the leading national organizations for the education of young children,

National Association for the Education of Young Children’s first commitment is

to the rights and interests of all children. Their positions on ethical conduct and

anti-discrimination are documented in the form of position statements that can

be found online. Familiarize yourself with their Anti-Discrimination Position

statement by going to the following website: www.naeyc.org and click on

“Position Statements.”

In addition, read the “Preamble,” “Core Values,” and “Ethical Responsibilities to

Children” that are part of the position statement on “Code of Ethical Conduct” on

site.

WritingThinking through what you believe and conveying that to others is a valuable

skill, particularly when you interact with lots of people on a daily basis. Create a

list that states your core values about ethical conduct and discrimination. Going

through the following steps can be helpful:

1. Know What Someone Else Thinks Review and analyze the information from the two NAEYC position statements

read earlier.

2. Know What I Think Think about the important information you have found and integrate it with your

own beliefs to create your list of core values.___________________________________

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3. Stand up for What I Think Go back over your list and ask yourself if you can support your point of view.

4. Take Another Look Revise the list you have written if needed. __________________________________

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When You Are at WorkThroughout the year, it is important to celebrate diversity. Think about how

during a one week period you would help preschool children explore, respect and

celebrate their individual family cultures and differences. It is also important to

let children know what is important to you as well. Include the following in your

planning: special materials and experiences in a variety of center areas; specific

age-appropriate books to read to children and for children to look at; circle time

activities, and using parents as volunteers to explore family heritages.

ReadingGreat artists and musicians admired for their talent today

learned their crafts one step at a time. The following quotes express the

views of Maria Montessori, an educator born in Italy in 1870; Maya

Angelou, an American poet born in 1928; and Grace Slick, an American

singer and songwriter, born in 1939.

“Free the child’s potential, and you will transform him into the world.” Maria Montessori

“You can’t use up creativity. The more you use, the more you have.” Maya Angelou

“Through literacy you can begin to see the universe. Through music you

can reach anybody. Between the two there is you, unstoppable.”

Grace Slick

1. How do you free a child’s potential?

Explain your answer.___________________________________________________________________

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2. What does the phrase “you can’t use up creativity” mean?______________________________

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What do you think?

Creativity Through Music and ArtThe early childcare provider plays an important role in helping children explore who they are

and what they can become - the world of possibilities. Incorporating music and art into the

classroom offers many opportunities to develop creativity and build vocabulary, as well as to

promote listening, thinking, and solving skills.

EC Creativity Through Music and Art Module page 1

Find Out MoreOver the years, national organizations, as well as state policy makers, have

developed reading standards and initiatives to address early childhood literacy

needs. Support for arts-based learning comes from the work of a variety of

researchers. To better understand the value of art and music in the early childhood

classroom, review three articles online or from other sources. Use key phrases like:

“value of art for early childhood”; “art & music for young children”; “why young

children need art & music.”

WritingSummarize the information from each article and include how specific literacy

skills are developed through age-appropriate music and art activities in the

classroom.

Article 1 Main Idea________________________________________________________

Supporting details_________________________________________________________

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When You Are at WorkFostering a child’s imagination and creativity through the arts is a lot like

preparing a child to be a reader. Providing learning activities that encourage

children to explore literacy and art in simple fun ways is the first step. An

important part of the teacher’s job is finding ways to make the “center” areas

inviting. Imagine that you have your own early childhood classroom and

designated spaces for “ART” and “MUSIC.” How will you design the spaces to

foster creativity and encourage independent use of materials? What inexpensive or

recycled, limited budget supplies would you make available? How would they be

accessible to children? How would the surrounding wall space reflect the purpose

of art and music in classroom?

EC Creativity Through Music and Art Module page 2

An important goal of early childhood programs is to promote social and emotional growth.

Often discipline challenges arise because children lack appropriate skills for expressing

their needs and feelings in a positive way. Knowing childcare regulations for discipline

is an important first step. In addition, being able to notice verbal and non-verbal cues,

understanding what behavior can be expected, and practicing positive discipline techniques

will help create a nurturing classroom.

ReadingThe North Carolina Department of Health and Human Services, Division of

Child Development, regulates all childcare facilities in the state. Therefore it

is important to know and understand what this regulating agency has set as

discipline standards.

Read the following standards as outlined in the Child Care Centers Basic

Information packet (North Carolina Department of Health and Human

Services, Division of Child Development).

<No corporal punishment is allowed except in religious-sponsored centers operating under the provisions of G.S. 110-106. (a North Carolina law)

<Discipline may in no way be related to food, rest, or toileting.

<Children may never be locked up.

<Discipline may never be delegated to another child.

<The center’s discipline policy must be provided in writing to parents.

1. Explain what each standard means.

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2. Why are these standards important?__________________________________________________

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What do you think?

Discipline

EC Discipline Module page 1

Find Out MoreTo make good decisions about positive discipline techniques and strategies, it is

helpful to consider other viewpoints. To prepare for creating your own discipline

policy, find and explore the following information from these online sites.

<http://nrckids.org/STATES/NC/nc_9.pdf - Section .1800 - Discipline

<earlychildhood.leeschools.net/pdf/Discipline%20Position%20Statement% 20rev%2011-07.pdf

Use the key words “discipline” or “how to discipline children” to find information

from two additional sites.

WritingImagine that you are the owner of a childcare center. Write your own “Discipline

Policy” and defend your position. For example, if your policy states that “time

out” is a discipline strategy to be used, explain how and why.

My Discipline Policy_______________________________________________________

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When You Are at WorkCommunicating with parents about their children’s behavior promotes good

working relationships with parents. For each of the following scenarios, write a note

to the parent(s) of the children involved, describing what happened and the action

taken.

Scenario 1: During outdoor

playtime, one child throws a toy

and hits another child in the head.

The skin is not broken, but there

is a definite mark on the child’s

forehead.

Scenario 2: During circle time,

a child has trouble with listening

and continually disrupts the whole

group activity.


Encouraging IndependenceChildren try to do things for themselves in a variety of ways, beginning at a young age. One of

the roles of the early childhood professional is to create an environment that encourages a child

to become increasingly independent and develop new skills.

ReadingThe National Association for the Education of Young Children (NAEYC)

works to improve the quality of educational services for children from

birth through age eight. Their statement regarding the experiences that

best promote children’s learning and development is outlined in their

“Developmentally Appropriate Practice” (DAP) position statement. DAP

focuses on the decision making process and what to keep in mind to

promote children’s healthy development. Read the following summary that

outlines three key points.

<Knowledge Must Inform Decision Making: the early childhood

professional must be grounded in research-based knowledge about

age-related characteristics and behaviors; must look at each child as

an individual; and be aware of the social and cultural environments

in which children live.

<Goals Must Be Challenging and Achievable: use information to

provide new experiences that build on what is already known,

creating a process that moves children forward.

<Teaching Must Be Intentional to Be Effective - everything the early

childhood educator does should be “intentional,” which means

being thoughtful about classroom setup, lesson preparation, teaching

strategies, meeting program goals and interactions with children and

their families.

EC Encouraging Independence Module page 1

1. Explain in your own words what each key point means to you.._________________________

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2. How do the key points relate to helping children become more independent?

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What do you think?

Find Out MoreAn important way to help children develop the skills needed to move towards

independence comes through providing age-appropriate experiences. In the early

childhood classroom, it is the teacher’s responsibility to develop instruction and

base interactions in ways that move the children beyond what they are already

able to do independently. The psychologist Lev Vygotsky calls this the “zone of

proximal development.” Read the following web link article for an overview of

Vygotsky’s theory.

<www.learnnc.org/lp/pages/5075

“Scaffolding” is another term used by scholars and researchers to describe

this process. The following web link explains more about scaffolding as an

instructional tool.

<www.learnnc.org/lp/pages/5074


WritingOne of the ways to integrate information from several sources is to write a

summary. The first step in creating a summary is to make an outline that includes

the main idea and the supporting details.

Begin this writing activity by creating an outline for each of the articles read

in “Find Out More.” Next using your outline as a guide, write a summary that

integrates the information from the articles read. This summary should rephrase

or restate the main ideas and supporting points accurately and in your own words.



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Summary_________________________________________________________________

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When You Are at WorkImagine yourself working in an early childhood classroom. Listed below are

examples of children at specific task levels. Based on your understanding

of scaffolding, give an example of what you would do to move the child to

increasingly independent and higher levels of performance.

<You have noticed that one of the babies consistently moves from his

stomach to all fours. Crawling is the next step - what can you do to

encourage this next level of development?

<What I would do


Positive GuidanceAs a childcare provider, you can make a big difference in how children express their needs and

communicate their feelings. From a young age, children imitate behaviors of adults around

them. We communicate our needs or feelings verbally and nonverbally every time we comfort a

crying child, shout in anger, speak harshly, clean up spills, manage classroom routines, or settle

arguments between children. An adult’s words and actions are observed and integrated into a

child’s life in either a positive or negative way. Choosing to use positive guidance techniques is

one way to be a positive role model for young children.

ReadingDiana Loomans is a speaker, author, success coach, and founder of The

Quantum Life Institute. Her presentations and books offer a rare blend of

knowledge, heart and soul. Read the following poem taken from

100 Ways to Build Self-Esteem and Teach Values, by Diana Loomans.

If I Had My Child to Raise Over Again

If I had my child to raise over again

I’d finger paint more and point the finger less

I would do less correcting and more connecting

I’d take my eyes off my watch and watch with my eyes

I would care to know less and know to care more

I’d take more hikes and fly more kites

I’d stop playing serious and seriously play

I would run through more fields and gaze at more stars

I’d do more hugging and less tugging

I would be firm less often and affirm much more

I’d build self-esteem first and the house later

I’d model less about the love of power

And more about the power of love.

Diane Loomans

Find Out MoreIdentifying and understanding what motivates your interactions with young

children is the first step in figuring out your approach to early childhood

EC Positive Guidance Module page 1

education. Read three articles on “positive guidance” from online sources and

write notes highlighting important information.

WritingAs a potential childcare provider, you need to be prepared to express your beliefs

and explain your approach to working with young children. Combining personal

beliefs along with information gathered from your online research, write a one

page position paper about your views on positive guidance. Be sure to remember

that a position paper requires that you 1) state your opinion, 2) include supporting

details and, 3) give examples.

1. Identify two lines from the poem that youparticularly like._____________________________

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2. Explain why you like these lines. Include supporting details and an example from your

life experience.________________________________________________________________________

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2. What is the author saying about her life and approach to child rearing?

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What do you think?


Title of Article 1 _______________________________________________

Main Idea_____________________________________________________

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Supporting details_____________________________________________

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Title of Article 2 _______________________________________________

Main Idea_____________________________________________________

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Title of Article 3 _______________________________________________

Main Idea_____________________________________________________

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POSITION PAPER

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When You Are at WorkFostering a positive classroom environment can help parents feel

comfortable with you as their child’s teacher. Create a poster that

expresses your approach to positive guidance in your classroom.


ReadingIn 1985, the Commission on Reading, a national committee funded through

the U.S. Department of Education, issued a report called Becoming a Nation

of Readers. Below is a summary of two of its primary findings:

<”The single most important activity for building the knowledge

required for eventual success in reading is reading aloud to children.”

<The commission found conclusive evidence to support reading aloud

not only in the home but also in the classroom: “It is a practice that

should continue throughout the grades.”

Reading Aloud

What do you think?

Explain what you think the findings in the report have to do with helping children

a. express their needs effectively_ _________________________________________________

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b. communicate thoughts and ideas_______________________________________________

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c. be ready to enter the world of formal education__________________________________

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From the moment infants come into the world, they are learning to become readers, writers,

talkers, listeners, and thinkers. The adults who interact with children on a regular basis play a

significant role in helping them express their needs effectively, communicate thoughts and ideas,

and prepare to enter the world of formal education. Researchers agree that reading books and

talking to children throughout the day are two of the best ways to build literacy skills that will

last a lifetime.

EC Reading Aloud Module page 1

ReadingThe following excerpt is taken from The Read Aloud Handbook by Jim Trelease,

who works full-time addressing parents, teachers and professional groups about

children, books and television.

“There is one skill that matters above all others, because it is the prime predictor

of school success or failure: the child’s vocabulary upon entering school. Yes, the

child goes to school to learn new words, but the words he or she already knows

determine how much of what the teacher says will be understood. And since most

instruction for the first four years of school is oral, the child who already has the

largest vocabulary will understand the most, while the child with the smallest

vocabulary grasps the least.

Once they begin reading, that personal vocabulary will feed comprehension, but

a small vocabulary will frustrate it. And, of course, school tests grow increasingly

complicated with each grade. That’s why school-entry tests on vocabulary predict

so accurately.”

What do you think?

What is the connection between “vocabulary building” as described by Jim Trelease and

the Commission findings in 1985? ________________________________________________

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Find Out MoreChildren develop literacy skills in a variety of ways and, most importantly, with

the help of adults. How and what you read to young children, along with the

quantity and quality of conversations you have with children throughout the day,

creates a solid foundation for the future. The following websites offer information

about reading and talking to children. Find and read two additional online sources

that give information about reading and talking to young children. Write notes

that summarize the information that you find most relevant.

<www.extension.org/pages/How_to_Read_with_Children_in_Child_Care

<www.childcareaware.org/en/subscriptions/dailyparent/volume. php?id=53

WritingTo choose books that are appropriate for infants, toddlers, and preschoolers,

we need to know something about the physical, intellectual, emotional, and

social behaviors of children at different ages. Using the information found

in the following online resource, develop an “easy-to-read” chart matching

child development characteristics for infants, toddlers, and preschoolers to the

appropriate types of books.

<wiki.carr.org/db/attachments/emergentliteracy/38/1/ageappropriate books.pdf


When You Are at WorkReading to young children is most effective when the book is “age-appropriate,”

meaning that the book suits the age and ability of the child.

Imagine that you are a lead teacher in your center and you must give the director

a lesson plan for sharing a story with three different age groups - infants, toddlers,

and preschoolers. Visit the library and select one appropriate book that you might

read with each age group. Describe what you would do to make each story come

alive. Include ways you might read the book, what you might talk about, and an

activity you might have the children participate in after reading the book.

Book title______________________________

Author________________________________

Description for infant book reading

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Author________________________________


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A young child’s development of self-awareness, self-confidence, and the ability to cope with

and understand feelings is a huge task. For children in daycare, the role of the teacher is very

important in developing these skills. Every interaction with a child has the potential to build

up or confuse and frustrate.

ReadingOne of the ways to help children feel in control and competent, even at

a young age, is to establish routines. There are some routines that must

be implemented because of safety and health regulations. Hand washing

policies and procedures are examples of health requirements. A hand

washing policy can be reviewed online at www.healthychildcarenc.org.

Other routines are part of organizing the day and providing consistency

and security for children. These routines would be found on a posted daily

schedule.

The Infant/Toddler Environment Rating Scale (ITERS) and the Early

Childhood Environment Rating Scale (ECERS) are evaluation tools used to

assess early childhood classroom settings in North Carolina. Personal care

routines that are associated with comfort, health, and well-being of children

include the following:

<greeting/departing

<meals/snacks

<nap/rest

<diapering/toileting

<personal grooming

Routines

EC Routines Module page 1

1. Why do public agencies regulate childcare routines? ___________________________________

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2. In what ways can toddlers and preschoolers share responsibility for their care?

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What do you think?

Find Out MoreChange can be difficult, and helping young children transition from one

activity to another can present challenges. Much can be done by the childcare

professional to make a day go smoothly. Providing structure as defined by a class

schedule is one way to promote a sense of well-being for children. Find samples

of daily schedules for infants, toddlers, and preschoolers from a variety of sources.

When you use the internet, use key phrases: “transitioning children in childcare,”

“childcare routines,” and “childcare daily schedules.” Analyze the schedules to

identify transitions from one activity to another that you think would be the most

difficult for children.

Collect ideas from as many sources as possible to enhance your understanding of

how the emotional development of young children is impacted by change.

Many books and magazine articles, as well as early childhood curricula, provide

information about transitions for young children. Go to your community college

library and early childhood education program to find some of these sources of

information.


WritingA large repertoire of songs and finger plays appropriate for young children can

be a very helpful strategy in moving from one activity to another throughout

the day. Collect a variety of songs and finger plays and write them on individual

index cards. If you’re relying on in-line sources, try the key word “fingerplays.”

Incorporate children’s names and/or specific actions you want them to take into

verses of familiar tunes. Placing these cards in a small file box that you can easily

access will help promote the use of these transition strategies in the classroom.

When You Are at WorkCreating a daily schedule for the early childhood classroom should reflect focused

and intentional blocks of time that balance small and large group activity time,

individual time, as well as indoor and outdoor time. Schedules will vary based on

the age of children. Using information already collected, as well as other sources,

choose two different age groups and develop a daily schedule for your potential

class.

Daily ScheduleAge group_______

_______________________________________________________________________________Morning

_______________________________________________________________________________Lunch

_______________________________________________________________________________Lunch/Quiet Time

_______________________________________________________________________________Afternoon

_______________________________________________________________________________Leaving the center or outdoor play

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When You Are at WorkDaily Schedule

Age group______________________________________________________________________________________Morning

_______________________________________________________________________________Lunch

_______________________________________________________________________________Lunch/Quiet Time

_______________________________________________________________________________Afternoon

_______________________________________________________________________________Leaving the center or outdoor play

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The words “sharing and cooperating” can mean different things in different settings. For the

early childhood classroom, these words have significant meaning for relationships formed

between the childcare provider and the families of the children in her care.

Connecting to Parents

ReadingAs the regulatory agency for childcare in North Carolina, the Division of

Child Development determines rules and standards for providers. The “Basic

Information for Potential Providers” packet identifies specific standards

about which parents need to receive information. Listed below are some of

the required communications.

<Nutrition: Menus must be planned a week in advance and posted.

<Care-Giving Requirements: There must be a written plan that shows

the activities available to the children in care.

<Transportation: Written permission for transporting a child must be

obtained from the parent or guardian.

<Discipline: The center’s discipline policy must be provided in writing

to parents.

<Records: An incident report must be completed when a child is

injured while in the care of the center.

What do you think?

1. Do you think parents have a right to be informed about the items listed above?

Why or why not? ________________________________________________________________

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2. What are some other things that should be communicated to parents? ____________

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EC Connecting to Parents Module page 1

Find Out MoreChildren are best served when a partnership is formed between the childcare

provider and the parent. The childcare provider is often the person who sees

children do or say something for the first time. How this fact is communicated

to parents can create enthusiasm or make parents feel that they have missed

something important.

The U.S. Department of Education and ChildCareAware websites offer information

on a variety of topics relevant to childcare. Read the two articles listed below and

find two additional articles about communicating with parents.

<www.childcareaware.org (look under publications, then Newsletter, then Volume 29 article entitled “It’s a Win-Win Situation: When Parents and Providers Work Together”)

<www2.ed.gov/teachers/how/early/teachingouryoungest/index.html “Communicating With Parents and Caregivers”

WritingMaintaining a positive relationship with the parents of children in childcare is an

important role of the childcare provider. The agency which regulates childcare has

certain guidelines for what must be communicated to parents. In addition, sharing

information about everyday happenings in the classroom can assure parents of the

quality of care their child is receiving.

Imagine that you are a parent of a child in childcare. What things would you want

the teachers to tell you about your child? Divide a piece of paper in half. On one

side, list things that you would want to know about on a daily basis. On the other

side, list things that would be communicated weekly or monthly. Then go back

and put a “V” by things that could be told to you verbally and a “W” by things

that you would want in writing.

Every Day From Time to Time_____________________________________________________________________

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When You Are at WorkThis lesson has explored the importance of establishing good relationships with

parents through communicating on a regular basis. Writing a note to parents is

one way to keep them informed. Sometimes choosing the right words to use can

present a challenge.

Create a “note to parents” that would convey the appropriate information about

each of the following situations:.

<A two-year old has been biting other children.

<A preschooler shows concern towards a child who got hurt during outdoor play.

<A crawler took his first steps. Note to Parents ________________________________________

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Note to Parents ________________________________________

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Note to Parents ________________________________________

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Thinking Skills

ReadingExperience with language is the first step in becoming a reader, writer, talker,

listener, thinker, and solver. The book “Much More Than the ABC’s,”

written by Judith Schickedanz, offers valuable information about children’s

literacy development. Read the following excerpt as an introduction into

how children gain literacy skills.

Children who acquire a lot of literacy knowledge and skill before entering

first grade are most likely to be those who have had a rich history of skillfully

mediated literacy experiences. Children do vary, of course, in terms of the

extent that they can benefit from specific experiences. Some children learn

quickly from experience and thus need fewer experiences than do other

children to make a specific amount of progress. However, the astonishing

variations we see among children as they enter kindergarten and first grade

seem to be due to wide variations in the amount and kinds of literacy

experiences different groups of children have during their early years.

“We all have the duty to call attention to the science and

seriousness of early childhood cognitive development - because

the [years] between birth and age five are the foundation upon

which successful lives are built.” Laura Bush - White House Summit on

Early Childhood Cognitive Development July 26, 2001

“Play acts as an integrating mechanism which enables children to

draw on past experiences, represent them in different ways, make

connections, explore possibilities, and create a sense of meaning....

It integrates cognitive processes and skills which assist in learning.

Some of these develop spontaneously, others have to be learnt con-

sciously in order to make learning more efficient. We would all like

children to become successful learners.”Bennett et al. (1996)

For children, many important developmental milestones are exhibited through everyday events.

Some things children learn to do are noted with great fanfare, such as taking a first step or

learning to tie shoes. Some milestones go unnoticed, merged into a hectic day of classroom

life. There are no insignificant actions or words in a child’s life as each experience represents

multiple levels of thinking and solving skills. The value placed on children’s accomplishments,

whether big or small, by the early childcare providers can have a profound impact on future

EC Thinking Skills Module page 1

What do you think?

1. How does play develop thinking skills? _________________________________________

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2. How do the above quotes relate to each other? __________________________________

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Find Out MoreChildren use thinking and solving skills to help them understand complex

situations. These skills follow a progression that lays the foundation for cognitive

skill development throughout life. Use a variety of sources to research theories

or approaches about how children’s thinking skills develop. Use key phrases such

as; “How children think,” “developing children’s thinking skills,” “infants and

toddlers thinking.”


WritingObservation is an important skill for the classroom teacher. Many

professionals working with children frequently document events and

behaviors they observe on a regular basis. These records over time enhance

the teacher’s understanding of how a child is developing in all areas. Such

records are referred to as “anecdotal notes.” Simply put, this is a recorded

account of an event in a child’s day that gives information about how a child

is learning. For the following writing activity you will need to observe two

young children of different ages. For each child, write down exactly what

you observe taking place. Include the following:

<date and time of day

<age of child

<where the observation is taking place (classroom, park, grocery store, etc.)

<what he/she is playing with

<what he/she is doing with the toy

<based on the observation, write summary comments that connect what the child is doing to the development of thinking skills.

When You Are at WorkSome childcare providers keep individual child portfolios that contain

samples of children’s work, anecdotal records and notes to parents. Keeping

regular anecdotal records on multiple children can be a challenge. To

prepare for managing your own classroom, think about and then write

procedures that will help you to collect information for portfolios.


Documents

Childcare Provider Course - Motheread, Inc