Chapter 7 Creating High Quality Environments ©2015 Cengage Learning.

What Determines Program Quality? Researchers have identified three factors that are associated with quality programs: –Small group size –Low teacher/child ratios –Teacher preparation and qualifications

Locating High-Quality Programs Resource and referral agencies (R&Rs) are located throughout the country to assist families in locating early childhood programs. Families must determine which program best meets their unique needs.

Program Accreditation Several professional organizations recognize exceptional early childhood programs –Each organization has established its own standards and review criteria. –Participation is usually voluntary and requires a combination of self-study and program review.

Early Childhood Program Licensure There are no uniform national standards. –Caring for Our Children attempts to address this problem by providing a set of research-based recommendations. Each state establishes and enforces its own child care licensing regulations. –What are the advantages and disadvantages of this approach? –What is the objective of state licensing? Some early childhood programs are exempt from state licensing requirements.

Licensing Areas that are commonly examined as part of the licensing process include: –Teacher qualifications –Staffing ratios –Group size –Curriculum plans –Emergency preparation and services (e.g.,plans, policies, protection)

Learn More about the Licensing Regulations in Your State Click on the link below to locate state licensing regulations: National Resource Center for Health & Safety in Child Care & Early Education

Indoor Safety Teachers have an ethical and professional obligation to protect children’s safety and well-being –Young children are especially vulnerable to hazards in their environment –Young children have limited ability to recognize unsafe conditions

Indoor Safety When creating safe indoor environments, special attention should be given to: –Building location and adequate space –Room arrangement –Building security ( Teacher Checklist 7-2 ) –Fire safety and evacuation plans ( Teacher Checklist 7-3 ) –Bathroom facilities and sanitation –Lighting, ventilation, air quality ( Teacher Checklist 7-4 )

Outdoor Safety When outdoor environments are carefully planned and supervised they provide all children with unique learning opportunities. –Safe outdoor play areas reduce the risk of unintentional injury and liability issues. –They are also less stressful for teachers to monitor.

Outdoor Safety Planning safe outdoor environments requires that special attention be given to: –Providing adequate space to accommodate children’s active play –Designing play areas so they are easy to supervise

Outdoor Safety –Selecting play equipment that is developmentally appropriate, safely constructed, properly installed and accessible to all children (Teacher Checklist 7-5, Table 7-4) –Eliminating poisonous plants and vegetation –Maintaining play equipment and surface materials in safe condition –Supervising children’s play at all times

Transportation When programs transport children: –Children’s safety must always be a major concern. –Programs should be aware of insurance and liability issues. –Vehicles should be equipped with proper safety seats, seat restraints, and fire extinguisher.

Transportation Facts Motor vehicle injuries are the leading cause of death for children under 15 years in the U.S. ( National Center for Health Statistics, 2012 ). In 2011, 1283 children died as occupants in motor vehicle crashes; 207,432 were injured. That’s an average of 3.5 deaths and 568 injuries each day (National Center for Injury Prevention & Control, 2013).

Transportation Facts Child safety seats and lap/shoulder seat belts reduced the risk of death in passenger cars by 71% for infants, and by 54% for toddlers ages 1 to 4 years (NHTSA 2012).

Transportation The use of privately-owned vehicles should be discouraged to limit a program’s liability. If they are used: –Drivers should possess the appropriate license and be insured. –Vehicles should be inspected for safety. –Travel plans should be developed, reviewed, left with the director, and followed precisely.

Case Study Linh Nam cares for several neighborhood children while their parents work at the local meatpacking factory. In the beginning, she agreed to take in one or two children on days when their parents were unable to find other child care arrangements. However, now Linh has seven children, 19 months to 6 years, who show up on a regular basis. Their parents are grateful and pleased with the nurturing care Linh provides. She fears that local licensing authorities will discover her activities, but is reluctant to contact them because she has no formal training in child care and isn't sure that her house will meet safety standards. She also knows that her friends depend on her for child care and could lose their jobs if they don't have anywhere to leave their children.

Case Study Questions 1.What are Linh's options? 2.What steps can Linh take to improve her chances of becoming licensed? 3.Should licensing (or registration) be mandatory for in-home child care? 4.Should programs that don't meet state licensing standards be closed down? 5.How can increasing demands for child care be balanced against a need to improve their quality?