Early Childhood Education 3 (2023-)

Students will receive Utah Pre-service Training and implement Utah Child Care Licensing Rules

Identify signs of child abuse, abusive head trauma, and sudden infant death syndrome.

Students will evaluate and model developmentally appropriate practices with children

Students will review guidance strategies in Early Childhood Education 1 Strand 3 & 4. Examine positive guidance strategies I-messages and problem solving.

Complete and implement Pre-service training

Students will review and implement Utah licensing standards.

Apply active supervision of each child at all times.

Identify the signs of child abuse

Describe causes, prevention, and consequences for infant Abusive Head Trauma(AHT).

Describe sudden infant death syndrome (SIDS) and prevention strategies.

Review and implement a developmentally appropriate environment and curriculum

Identify i-messages in the use of positive guidance strategies

Identify the reasons to teach and use i-messages in an early childhood setting.

Facilitate and encourage the development of independent problem solving.

Utah preservice-All students should complete the annual Utah preservice training

https://childcarelicensing.utah.gov

Individual center health and safety plan based on Utah Childcare Licensing Rules

Identify qualifications for directors, lead teachers, and supporting teachers in an early childhood setting.

Maintain the number of caregiver-to-child ratios for single-age groups of children in the table below:

Set Up the Environment- so staff can supervise and be accessible to children at all times

Child Safety and Injury Prevention

Emergency Preparedness and Response

Health and Infection Control

Food and Nutrition

Provider shall ensure that no child is subjected to physical, emotional, or sexual abuse while in care.

Utah law requires any person who has reason to believe that a child has been subjected to abuse,

neglect, or dependency to immediately notify the nearest office of Child and Family Services, a peace officer, or a law enforcement agency.

Inform parents, children and those who interact with the children of the center’s behavioral expectations and how any misbehavior will be handled

Individuals who interact with the children shall guide children’s behavior by using positive reinforcement, redirection and by setting clear limits that promote children’s ability to become selfdisciplined Caregivers shall use gentle, passive restraint with children only when it is needed to stop children from injuring themselves or others, or from destroying property

Interactions with the children shall not include: restraining a child’s movement by binding, tying, or any other form of restraint that exceeds gentle, passive restraint

Abusive head trauma (AHT), including shaken baby syndrome, is a severe form of child abuse that results in brain injury.

At least one of every four babies who experience AHT dies from this form of child abuse.

SIDS is the sudden, unexplained death of an apparently healthy child in their sleep (often under 1 year old)

Use safe sleep practices to reduce the risk of SIDS:

Avoid letting infants get too hot when they are sleeping. Infants are too hot when you see them sweating or have damp hair, flushed cheeks, heat rash, or rapid breathing.

Supervise sleeping infants by having them sleep in a location where you can see and hear them or by doing an in-person observation at least once every 15 minutes.

Purposes of intentional space arrangement

Centers are defined and include a quiet/calming space where a child can be alone

The space should be inclusive (multicultural, non-sexist, differing abilities) through books, pictures and learning materials

Space arrangement

I-messages: A specific description of behavior how it affects you, and your feelings about it.

An i-message should follow this form “I feel when because , next time please .”

Emotional intelligence: become more comfortable with labeling their emotions and communicating them to others.

Assertiveness: respectfully and clearly teach others how to treat us.

Problem solving: A tool to express feelings without blaming or judging.

Passive Intervention: Giving children time to work through their own problems. If a situation does not escalate to destructive or aggressive behavior, simply observe as the children seek a solution, or be present to serve as a gentle reminder to use words instead of action. Trust children to ‘figure it out’ and help as needed.

Physical Intervention: Physically stop children when they are hurting each other. Then focus on actively resolving the conflict at hand.

Active Intervention: Steps in Teaching Conflict Resolution

2.5 hours of training is required before providing care to children

Training should be provided based on individual center or preschool rules

Position Staff- If there is more than one staff member in a space, position yourselves so that you can observe and see children at all times

Scan and Count- staff always know how many children are in their care and what they are doing

Listen- listen for specific sounds or the absence of them that could indicate a potential danger

Anticipate Children’s Behavior- staff use what they know about their children to anticipate potential challenges

Engage and Reflect- staff work together to assist in the care of children

All harmful objects and hazards are inaccessible to children; to view a list see the Child Care Center Rule Interpretation Manual, section 13

Objects and other items that are brought into the center (backpacks, things in pockets, etc.) may also be hazardous

Items with small parts or that fit through a paper towel tube are too small for children under the age of 2

Keep first-aid supplies in center, including at least antiseptic, bandages and tweezers

Fire drills are conducted monthly and disaster drills at least once every 6 months

Health and safety plan are located in the center and followed in an emergency or disaster

Parents will receive a written report of every incident, accident, or injury involving the child

Keeping the facility clean, sanitized, and washing hands are key factors in preventing and reducing the spread of illness

Toys and materials (bedding, dress-up clothing, etc.) should be cleaned weekly or more often if needed. (ie: for example if a toy is in a child’s mouth)

Proper Handwashing Procedures should be posted and followed:

Use warm water. Run water over hands to remove soil before applying soap.

Use liquid soap and rub hands together to create a soapy lather.

Rub hands for at least 20 seconds including back of hands, between fingers and under fingernails.

Rinse hands and dry with a single-use towel.

A child who is ill with an infectious disease may not be cared for at the center except when the child shows signs of illness after arriving at the center

Gloves should be worn during diapering/toileting practices, first-aid and when handling food

Each child age 2 years and older is offered a meal or snack at least once every 3 hours

Providers should be aware of food allergies and sensitivities and ensure that children are not served the food or drink of which they are allergic/sensitive

It is caused by violent shaking and/or with blunt impact.

The resulting injury can cause bleeding around the brain or on the inside back layer of the eyes.

Abusive head trauma is preventable by responding to infant crying appropriately.

Techniques for soothing an infant: Touch, Motion, Sound.

If your coping threshold (how much a person can take of something) for crying is reached and there is no one around to relieve you by taking the baby, put the crying baby down in its crib, close the door, and go do something to relieve the stress (i.e. dance to loud music, vacuum, watch TV, etc.) Checking on the baby every 5-10 minutes.

Always place infants on their backs for sleeping.

No toys, pillows, stuffed animals, bumper pads, or wedges in the crib or bassinet.

Sleep infants in equipment designed for sleep, such as cribs or bassinets. Car seats, strollers, and swings should be avoided for sleeping.

Dress infants in sleep clothing, such as sleepers and sleep sacks, instead using blankets

Avoid letting infants get too hot when they are sleeping. Signs of overheating include sweating, damp hair, flushed cheeks, heat rash, or rapid breathing.

Supervise sleeping infants by having them sleep in a location where you can see and hear them or by doing an in-person observation at least once every 15 minutes covering them with blankets.

Everything in your space, including furniture, materials and supplies set the tone for the class

Children will be inclined to act appropriately if the space is orderly and organized with a place for everything

Space should be welcoming, pleasing to the eye and safe

Children should have ownership in the space (ie: children’s artwork displayed at their eye level)

Containers and shelves are child sized and labeled with words and pictures to support independence and language skills.

Wet- Visual arts and Science/sensory

Dry- Mathematics and manipulatives

Active- Dramatic arts and blocks

Quiet- English Language Arts and technology

Ex: “I feel worried when you climb up the slide because you might get hurt next time please use the ladder.”

Identify the problem and define it as a shared problem.

Invite children to participate in fixing the problem.

Generate possible solutions as a group.

Examine each idea for its merits or drawbacks. Decide which idea to try.

Work out ways of putting the plan into action.

Follow up. Evaluate how the plan worked

Handwashing is required:

After cleaning up or taking out garbage

AHT often happens when a parent or caregiver becomes angry or frustrated because of a child’s crying.

Examine ways to cope with crying.

Before handling or preparing food or bottles

Before and after eating meals and snacks or feeding a child

After using the toilet or helping a child use the toilet

After contact with a body fluid

When coming in from outdoors or arriving to work