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1 Standards for the Operation, Management and Administration Of Early Childhood Institutions

2 TABLE OF CONTENTS INTRODUCTION 6 Standard 1 Staffing Personal Suitability of early childhood practitioners Professional Qualification Other Specific Training Requirements Minimum Staffing Levels, Practitioner-child Ratios, and Group Size Opportunities for Professional Development 27 Standard 2 Developmental/Educational Programmes Developmental/Educational Programme Planning Developmental/Educational Programme Structure Developmental/Educational Programme Content A Language Development 2.3B Physical Development (gross and fine motor) 2.3C Cognitive and Reasoning Development 2.3D Creative Development 2.3E Socio-Emotional Development 2.3F Academic Readiness Development (Reading, Writing, Mathematics, Science) Spiritual Development and National Identity (Applicable to institutions with children 3-5 years only) 2.4 Learning Resources A Access to Learning Resources (all institutions) 2.4B Access to Learning Resources for Academic Readiness Development (Reading, Writing, Mathematics, Science) Spiritual Development and National Identity (Applicable to institutions with children 3-5 years only) 2.5 Programmes for Personal Care Activities Developmental Monitoring of Children s Progress 67 Standard 3 Interactions and Relationships with Children Promoting Positive Behaviours Behaviour Management and Discipline Early Childhood Commission 2

3 Standard 4 Physical Environment Suitability, Zoning and Location of the Building and Premises Physical Layout of the Building and Premises Structure of the Premises Infrastructure and Basic Services 104 Standard 5 Indoor and Outdoor Equipment, Furnishing and Supplies Indoor Equipment, Furnishing and Supplies A Instruction and Play Area 5.1B Personal Care Areas (Sleeping, Toileting and Kitchen) 5.2 Outdoor Equipment, Furnishing and Supplies 119 Standard 6 Health Health Promotion and Preventive Health Measures Institutional and Personal Hygiene Practices Cleaning and Sanitation Schedules Management of Infectious (Communicable) Diseases, Other Illnesses and Injury 149 Standard 7 Nutrition Meals A Children Under One Year (Infants) B Children One to Six Years 163 Standard 8 Safety Indoor Safety Outdoor Safety Fire Safety Transportation and Excursion Safety Early Childhood Commission 3

4 Standard 9 Child Rights, Child Protection and Equality Child Rights Child Protection Equality Standard 10 Interactions with Parents and Community Members Interaction with Parents Interactions with Community 203 Standard 11 Administration Management Plans, Policies and Procedures Registration, Documentation and Records Facilitation of Inspection Process 229 Standard 12 Finance Finance Early Childhood Commission 4

5 APPENDICES APPENDIX 1 Summary of Registration and Inspection Processes 237 APPENDIX 2 Classification of Early Childhood Practitioners 240 APPENDIX 3 Lists of Common Childhood Illnesses 243 APPENDIX 4 Examples of Weekly Programme Plans 247 APPENDIX 5 Appropriate Methods of Restraining Children 258 APPENDIX 6 Examples of Small Equipment to Meet Food Preparation Requirement 262 APPENDIX 7 Public Health - Immunization Act 266 APPENDIX 8 Diaper Change Procedures 273 APPENDIX 9 Proper Hand Washing Techniques 275 APPENDIX 10 Appropriate Mixtures for Cleaning Solutions 277 APPENDIX 11 Nutritional Daily Requirements 280 APPENDIX 12 Basic Protocols for Gastroenteritis 282 APPENDIX 13 Role & Functions of Prescribed Persons Early Childhood Commission 5

6 INTRODUCTION THE IMPORTANCE OF STRENGTHENING EARLY CHILDHOOD DEVELOPMENT Early childhood describes the period in a child s life between birth and eight years of age. It is the most rapid period of development in human life and a child s experience during this period has an enormous impact on the health, cognitive development, educational attainment, socialisation and productivity of older children and adults. International research has demonstrated that the quality of a child s early childhood experience makes a significant difference to school preparation and participation, completion and achievement and to the reduction in costs to society of remedial and rehabilitative actions in later childhood and adulthood. A longitudinal research study in Jamaica of a national representative sample of children entering primary school at age six years in 1999 and followed up in 2000 and 2003 (the Profiles Project) identified a number of factors affecting child well being, with a number of these affecting all or almost all child outcomes of learning and behaviour. These include; Socio-economic status Parental education Parental stress Reading books Early childhood learning environment The study s findings also demonstrated clearly that efforts to improve child outcomes must be comprehensive. Furthermore, interventions need to occur prior to primary school entry, as the negative impact of the identified factors on child development outcomes worsens with time. Both the international and Jamaican research has demonstrated what can make the difference for children s positive development in early childhood Early Childhood Commission 6

7 THE EARLY CHILDHOOD COMMISSION The Early Childhood Commission was established by an Act of Parliament, the Early Childhood Commission Act, in The Commission has the responsibility to ensure the integrated and coordinated delivery of early childhood programmes and services. The Commission, through its varying activities, will guide the holistic development of children, including physical, cognitive, social and emotional development. These activities will require collaboration among the authorities in health, education and child development services; parents; the public and private sector; NGO s and international development partners. The Commission will use lessons from research and experience to develop strategies to reach all children, but particularly the youngest and most vulnerable children in the country. The Early Childhood Commission has eight legislated functions, as described in The Early Childhood Commission Act (2003), one of which indicates direct responsibility for early childhood institutions: (a) advise the Minister on policy matters relating to early childhood care, education and development in Jamaica, including initiatives and actions to achieve national early childhood development goals; (b) assist in the preparation of plans and programmes concerning early childhood development; (c) monitor and evaluate the implementation of the plans and programmes referred to in paragraph (b) and, in respect thereof, make to the Minister such recommendations as it thinks fit; (d) act as coordinating agency to ensure effective streamlining of all activities relating to early childhood development; (e) convene consultations with relevant stakeholders as appropriate; (f) analyse needs and submit recommendations for budgetary allocations for early childhood development; (g) identify alternative financing through negotiation with donor agencies and liaise with such agencies to ensure effective and efficient use of donor funds; (h) supervise and regulate early childhood institutions; In order to successfully achieve the above mandate the Commission (i) Conduct Research in ECD. LEGAL FRAMEWORK FOR EARLY CHILDHOOD INSTITUTIONS The legal framework applies to all early childhood institutions providing services to more than four children up to six years of age for at least six hours per day and at least four days per week; for a fee, whether privately owned or public; whether a day-care institution, a preschool, basic school, infant school or infant department. The framework is comprised of three documents: the Early Childhood Act (2005), 2007 Early Childhood Commission 7

8 the Early Childhood Regulations (2005) and the Standards for the Operation, Management and Administration of Early Childhood Institutions. THE EARLY CHILDHOOD ACT 2005 The Early Childhood Act requires operators of Early Childhood Institutions to apply for registration with the Early Childhood Commission and to facilitate the process of inspection (the registration and inspection processes are summarised in Appendix 1). The Act also requires that operators comply with specific personnel, physical, health and safety and other requirements to ensure that institutions offer a safe and stimulating environments in which children can play and learn. Failure to comply with the requirements of the Act carries significant legal consequences. The Act makes provisions for the Minister to make regulations (Section 23 (2) (b), including the provision of standards for the efficient operation of early childhood institutions. THE EARLY CHILDHOOD REGULATIONS 2005 The Early Childhood Regulations are subsidiary to the Act and are put in place to give effect to the provisions of the Early Childhood Act. Regulations generally give much more detail than an Act, and often include procedures and requirements which are more likely to change with time, allowing for easier and timelier amendments. Failure to comply with the Regulations also carries legal consequences, but the penalties are generally less severe than those in the Act. The Regulations make reference to this document in Regulation 20, p. 20, where it states that the operator of an early childhood institution shall ensure that the provisions of the Standards for the Operation, Management and Administration of Early Childhood Institutions issued from time to time by the Minister are adhered to as closely as is reasonably attainable by that institution, taking into account the resources of that institution. STANDARDS FOR THE OPERATION, MANAGEMENT AND ADMINISTRATION OF EARLY CHILDHOOD INSTITUTIONS In Jamaican law, there are two types of Standards; those promulgated by an Act or Regulations and which therefore carry legal consequences and those that serve to improve practice voluntarily and are not legally binding. For practical purposes, this Standards document includes both sets of standards, with clear indications of those standards that are legally binding. The Acceptable Category is highlighted, giving quick reference for self-evaluation Early Childhood Commission 8

9 HOW THE ACT, REGULATIONS AND STANDARDS WORK TOGETHER The Act and Regulations, which together comprise the legal requirements, specify the minimum levels of practice below which institutions will not be registered or allowed to operate. The standards that are not legally binding define best practices for early childhood institutions and serve to encourage institutions to raise their level of practice above minimum requirements. Institutions should try to achieve the highest possible standards to ensure the best outcomes for children. HOW TO USE THIS DOCUMENT This document reflects the result of extensive research both locally and internationally, on what makes a difference to children s outcomes. There are 12 standard statements, presented in Standards 1 to 12 of this document, each statement describing specific desired outcomes to be achieved (See below for Standard Statements). In each section, the standard statement is accompanied by a rationale, based on research evidence or identified best practice. The ability of an institution to meet the standard of practice is assessed by performance criteria which define the processes through which the standard is achieved. Each performance criterion generally has three categories; Needs Improvement (describing an unacceptable level of practice), Acceptable (describing an acceptable level of practice), and Good (describing a high standard of practice). The category of Good presumes that all criteria in the Acceptable category have been satisfied. Each category has a statement describing the level of practice relevant to that category. Prior to the Performance Criteria, the relevant sections of the Early Childhood Act and Regulations are stated, to make the reader aware of those performance criteria that are legally binding Also, the letters A ( Act), R ( Regulations) and V ( Voluntary) are written in a column beside each performance criterion to assist readers in identifying legal and voluntary standards. Additionally, the performance criteria for Voluntary Standards are written in blue. The Early Childhood Act is supported by other laws and regulations that existed before, e.g. the Public Health Act and Regulation. Laws and Regulations from other Ministries and government agencies are written in red. Where deemed necessary, Appendices are added to provide clarification and more detailed information, as well as to make reference to other laws and requirements of other Ministries and agencies that are referred to in the performance criteria Early Childhood Commission 9

10 STANDARD STATEMENTS Standard 1: STAFFING The staff at early childhood institutions has the characteristics, training, knowledge, skills, and attitude, to help children achieve their full potential. Standard 2: DEVELOPMENTAL/EDUCATIONAL PROGRAMMES Early childhood institutions have comprehensive programmes designed to meet the language, physical, cognitive, creative, socio-emotional, spiritual, cultural and school readiness needs of children. Standard 3: INTERACTIONS AND RELATIONSHIPS WITH CHILDREN Early childhood staff has the characteristics, training, knowledge, skills and attitude to promote positive behaviours and reduce difficult and challenging behaviours in children. Standard 4: PHYSICAL ENVIRONMENT Early childhood institutions have physical environments that meet building, health and safety requirements; allow adequate space for children and facilitate the development of children and staff Standard 5: INDOOR AND OUTDOOR EQUIPMENT, FURNISHING AND SUPPLIES Early childhood institutions have indoor and outdoor equipment and furnishings that are safe, child-friendly and promote optimal development of children. Standard 6: HEALTH Early childhood institutions have physical facilities, policies, programmes and procedures that promote healthy lifestyles and protect children and staff from illness. Standard 7: NUTRITION Early childhood institutions provide children in their care with nutritious meals and model good nutritional practices for children and families. Standard 8: SAFETY Early childhood institutions provide safe indoor and outdoor environments for children, staff, stakeholders and visitors to the institution. Standard 9: CHILD RIGHTS, CHILD PROTECTION AND EQUALITY Early childhood institutions uphold the rights of children, protect them from harm and ensure that all children have equal access to services. Standard 10: INTERACTIONS WITH PARENTS AND COMMUNITY MEMBERS The management and staff of early childhood institutions have good relationships with parents, caregivers, family members and the community. Standard 11: ADMINISTRATION Early childhood institutions have a management structure that ensures good administration. There are plans, policies, procedures and programmes that ensure child, family and staff well-being. Standard 12: FINANCE Early childhood institutions have sound financial practices and adhere to standard accounting principles Early Childhood Commission 10

11 INSPECTION AND REGISTRATION Inspection of Early Childhood Institutions is the procedure designated under the Early Childhood Act for ensuring that operators comply with the minimum acceptable standards of practice. The Early Childhood Commission is required under the Act to inspect each Early Childhood Institution twice annually. It is a requirement of registration that the registered operator co-operates with the Early Childhood Commission s inspection process. The registered operator is defined as the person required to apply for registration of an early childhood institution and may be an individual or a group. In deciding on the suitability of an Early Childhood Institution for registration under the Early Childhood Act, the Early Childhood Commission will, based on information obtained at inspection visits, determine whether or not an Early Childhood Institution meets and complies with the Act and Regulations. Where existing provision falls short of the legal requirements, and the shortfall does not present a real and present danger to children, a permit to operate until full requirements are met will be granted, with time scales for institutions to meet requirements. It is acknowledged that some institutions may exceed minimum requirements in full or in some sections only. The Early Childhood Commission encourages the promotion of the highest standards of practice by monitoring not only the minimum requirements at inspection visits, but also by monitoring those standards that are not legally binding. EQUITY The Early Childhood Commission has a policy of equity. This means that the Act, Regulations and Standards apply to all institutions. All will be inspected and expected to comply Early Childhood Commission 11

12 STANDARD ONE Staffing 2007 Early Childhood Commission 12

13 STANDARD AND PERFORMANCE CRITERIA FOR STAFF Standard: The staff at early childhood institutions has the characteristics, training, knowledge, skills and attitude to help children achieve their full potential. Rationale: Children have the best developmental outcomes when teachers have high levels of general education and specialised training in early childhood development. Trained teachers possess the knowledge skills and attitudes to provide caring positive interactions with children and their families and a highly stimulating learning environment. Ongoing professional training and development of staff is necessary for staff members to keep up to date in their field, to maintain interest and to motivate staff to higher personal and professional development. 1.1 PERSONAL SUITABILITY OF EARLY CHILDHOOD PRACTITIONERS The standard of early childhood practitioners is affected by factors other than professional qualifications. Early childhood practitioners need to be of suitable character, free of serious criminal convictions, in good health and able to demonstrate positive attitudes to children s care, education and development. The Early Childhood Act: The Act requires that at registration, the applicant and all employees at an Early Childhood Institution have not been convicted of offences under the Dangerous Drug Act, the Offences Against the Person Act or the Child Care and Protection Act, or an offence involving fraud, dishonesty or moral turpitude (Section 3 (3) (c), pg. 2). The Act also requires that employees be not infirmed of mind or body or otherwise incapable of operating or being employed in the institution (Section 3 (3) (f), pg. 3). The Act also states in the Second Schedule (Section 4) that the following should be submitted with every application for registration. (a) the prescribed fee; 2007 Early Childhood Commission 13

14 (b) two passport-sized photographs of the applicant; (c) (d) (e) a reference, in such form as may be prescribed by the Commission in regulations published in the Gazette, from any two of the following persons i. a Justice of the Peace; ii. a Minister of religion iii. an attorney-at-law; iv. the principal of an educational institution or the chairman of the Board of Management of an educational institution; v. a former employer of the applicant; vi. a Resident Magistrate or a Judge of the Supreme Court; or vii. a police officer above the rank of Inspector; a report, from an officer of the Jamaica Fire Brigade authorized by the Commissioner of the Brigade in that behalf, stating that the premises proposed for the operation of the institution have been inspected and that the officer is satisfied that reasonable steps are taken for the prevention of fire and other disaster; a report from a Medical Officer (Health), or any other person authorized in writing in that behalf by the Minister or by a Local Board or by the Medical Officer (Health), stating that the premises proposed for the operation have been inspected and are in compliance with the provisions of the Public Health Act; 2007 Early Childhood Commission 14

15 The Early Childhood Regulations: The Regulations make no specific comment on personal suitability. 1.1 PERFORMANCE CRITERIA: # CATEGORY NEEDS V Practitioners declaration of character A Practitioners Character Record A Staff Health Practitioners and support staff have not completed declaration of character form. A police record is not available for all practitioners and support staff. Practitioners and support staff have not been medically certified to be in good health at employment. All practitioners and support staff have completed a declaration of character form. A police record is available for all practitioners and support staff. All practitioners and support staff have been medically certified to be in good health at employment Early Childhood Commission 15

16 1.2 PROFESSIONAL QUALIFICATIONS The standard of early childhood practitioners in Jamaica is established by the type and level of certification achieved (see Appendix 2). The term Early Childhood Practitioners describes all persons employed by Early Childhood Institutions to provide care, education and development services for children. The term therefore includes principals, teachers, and teachers assistants. The term includes registered operators of Early Childhood Institutions only when these persons have direct responsibilities for the care, education and development of children. Other professionals, such as cooks, who provide support services to children while in early childhood institutions, but who do not provide educational and developmental services should be trained in their field. The Early Childhood Act: The Act states that a person shall not operate an early childhood institution or shall not employ any person in the institution for the purpose of caring for the children therein unless they meet the qualifications prescribed in Regulations made by the Commission with the approval of the Minister (Section 15 (1, 2, & 4), pg. 11). The Act also states that a person who contravenes this subsection commits an offence (Section 15 (3), pg. 11). The Early Childhood Regulations: The Regulations state that: a. The operator and every employee of the institution have training in early childhood development by an institution approved by the Commission; (Regulation 6 (1) (a), pg. 2). b. the operator of an early childhood institution which provides care for children over 36 months shall employ at least one qualified teacher at the institution; (Regulation 6 (3), pg. 3) i. Qualified teacher means a person who, at minimum, has been issued a diploma by a recognized teacher training college. (Regulation 6 (6), pg 3) Early Childhood Commission 16

17 1.2 PERFORMANCE CRITERIA: # CATEGORY NEEDS Early Childhood Principal The Principal or Head or Head does not have certification in Teaching, Social Work, R Nursing or other Child Development related field R R R Early Childhood Lead Teacher Early Childhood Associate Teacher Early Childhood Assistant Teacher II There is no Lead Teacher with a Bachelor s Degree or a Diploma in teaching. Person(s) performing Associate Teacher functions have not been trained to the NCTVET NVQ-J Level III or do not have equivalent qualifications. Person(s) performing Assistant Teacher II functions have no t been trained to the NCTVET NVQ-J Level II or do not have equivalent qualifications. The Principal or Head has certification in Teaching, Social Work, Nursing, or other Child Development related field. There is at least one Lead Teacher with a Bachelor s Degree or Diploma in teaching. At least 50% of the person(s) performing Associate Teacher functions is/are trained and certified at the NCTVET NVQ-J Level III or have equivalent qualifications while the others are in training. At least 50% of the person(s) performing Assistant Teacher II functions is/are trained and certified at the NCTVET NVQ-J Level II or have equivalent qualifications while the others are in training. The Principal or Head has certification in Teaching, Social Work, Nursing or other Child Development related field and has certification in administration. There is more than one Lead Teacher with a Bachelor s Degree or a Diploma in teaching. All person(s) performing Associate Teachers functions are trained and certified at the NVTVET NVQ-J Level III or have equivalent qualifications. All person(s) performing Assistant Teacher II functions are trained and certified at the NCTVET NVQ-J Level II or have equivalent qualifications Early Childhood Commission 17

18 # CATEGORY NEEDS Early Childhood Persons performing Assistant Teacher I Assistant Teacher I functions have not been R trained to the NCTVET NVQ-J Level I or do not have equivalent V V Cook/Food Service Worker Assistant Cook/Assistant Food Service Worker qualifications. Persons performing cook/food service worker functions have no qualification and training in Food and Nutrition. Person(s) performing assistant cook(s) have no training in Food and Nutrition. At least 50% of the person(s) performing Assistant Teacher I functions is/are trained and certified at the NCTVET Level NVQ-J I or have equivalent qualifications, while the others are in training. All cooks is/are trained and certified at NCTVET Level I in Food and Nutrition for ECD or equivalent qualification. All person(s) performing assistant cook(s) functions have received documented training in Food and Nutrition provided by trained personnel. All person(s) performing Assistant Teacher I functions are trained and certified at the NCTVET NVQ-J Level I or have equivalent qualifications. Cooks are trained and certified at NCTVET Level II in Food and Nutrition for ECD or equivalent qualification, and have additional supervisory training or certification. Assistant cooks are trained and certified in Food and Nutrition Early Childhood Commission 18

19 1.3 OTHER SPECIFIC TRAINING REQUIREMENTS Early Childhood Practitioners require knowledge outside of the field of child development to provide adequate care for children. Knowledge of emergency care, health issues, and laws relating to children ensure safety, protection, health and well-being of children and staff. The Early Childhood Act: - The Act has no comment on other staff training requirements The Early Childhood Regulations: - The Regulations require that each employee is trained in paediatric first aid, including rescue breathing and first aid for choking; the use of universal precautions against blood borne illnesses; recognising signs of child abuse and the referral mechanisms and reporting requirements under the Public Health Act and the Child Care and Protection Act. (Regulation 6 (1) (b) (i iv), pg. 2). The Regulations also require that the operator of an Early Child Institution shall ensure that every employee receives training in recognizing the symptoms of common illnesses. (Regulation 6 (5), pg. 3). (See list of Common Illness in Appendix 3). The Regulations states employee means an employee who has responsibility for the supervision, education or care of children at the institution as part of the requirements of employment; (Regulation 6 (6), pg. 3) Early Childhood Commission 19

20 1.3 PERFORMANCE CRITERIA: # CATEGORY NEEDS Paediatric First Aid Practitioners are not trained in paediatric first aid, including rescue breathing and first aid for R choking R R Universal Precautions Child Abuse Practitioners are not trained in the use of universal precautions against blood borne illnesses. Practitioners are not trained in recognising the signs of child abuse. All practitioners have received documented hours of training, in paediatric first aid, including rescue breathing and first aid for choking, provided by trained personnel. All practitioners have received documented hours of training in the use of universal precautions against blood borne illnesses, provided by trained personnel. All practitioners have received documented hours of training in recognising the signs of child abuse, provided by trained personnel. Practitioners have completed courses or workshops with certification and documented hours of training in paediatric first aid, including rescue breathing and first aid for choking. Practitioners have completed courses or workshops with certification and documented hours of training in the use of universal precautions against blood borne illnesses. Practitioners have completed courses or workshops with certification and documented hours of training in recognising the signs of child abuse Early Childhood Commission 20

21 # CATEGORY NEEDS Public Health Act Practitioners are not trained in the referral mechanisms and reporting requirements under the R Public Health Act R R Child Care and Protection Act Early Childhood Act, Regulations and Standards Practitioners are not trained in the referral mechanisms and reporting requirements under the Child Care and Protection Act. Practitioners have no training in the Early Childhood Act, Regulation and Standards. All practitioners have received documented hours of training in the referral mechanisms and reporting requirements under the Public Health Act, provided by trained personnel. All practitioners have received documented hours of training in the referral mechanisms and reporting requirements under the Child Care and Protection Act, provided by trained personnel. All practitioners have received documented hours of training in the Early Childhood Act, Regulations and Standards, provided by trained personnel. Practitioners have completed courses or workshops with certification and documented hours of training in the referral mechanisms and reporting requirements under the Public Health Act. Practitioners have completed courses or workshops with certification and documented hours of training in the referral mechanisms and reporting requirements under the Child Care and Protection Act. Practitioners have completed courses and workshops with certification and documented hours of training in the Early Childhood Act, Regulations and Standards Early Childhood Commission 21

22 # CATEGORY NEEDS Care of Children with Practitioners are not Special Needs trained in the care and development of children V with special needs V V Acceptable methods of Discipline Recognition of illness and prevention of transmission of illness Practitioners are not trained in acceptable methods of discipline for small children. Practitioners are not trained in the recognition of illness and prevention of transmission of illness. All practitioners have received documented hours of training in the care and development of children with special needs, provided by trained personnel. All practitioners have received documented hours of training in acceptable methods of discipline for small children, provided by trained personnel. All practitioners have received documented hours of training in the recognition of illness and prevention of transmission of illness, provide by trained personnel. Practitioners have completed courses or workshops with certification and documented hours of training in the care and development of children with special needs. Practitioners have completed courses or workshops with certification and documented hours of training in acceptable methods of discipline for young children. Practitioners have completed courses with certification and documented hours of training in the recognition of illness and prevention of transmission of illness Early Childhood Commission 22

23 # CATEGORY NEEDS V V Ministry of Health Immunization requirements Safety and injury prevention and emergency Practitioners are not trained in the Ministry of Health s immunization requirements. Practitioners are not trained in safety and injury prevention. All practitioners have received documented hours of training in the Ministry of Health s immunization requirements. All practitioners have received documented hours of training in safety and injury prevention. Practitioners have completed courses with certification and documented hours of training in the Ministry of Health s immunization requirements. Practitioners have completed courses with certification and documented hours of training in safety and injury prevention V V Training in Human Rights Training in Child Rights Practitioners are not trained in Human Rights Practitioners are not trained in Child Rights All practitioners have received documented on the job training in human rights, by trained personnel.. All practitioners have received documented on the job training in child rights, by trained personnel. All practitioners have completed courses or workshops with certification and documented hours of training in human rights. All practitioners have completed courses or workshops with certification and documented hours of training in child rights Early Childhood Commission 23

24 1.4 MINIMUM STAFFING LEVELS, PRACTITIONER-CHILD RATIOS, AND GROUP SIZE: There must be a minimum of two adults on the premises at all times, regardless of how few children are present. One of these adults should be a qualified early childhood practitioner at the Assistant Teacher II level or above and nominated as the designated person in charge. This allows children to be supervised by at least one adult in case of an emergency involving or occupying the attention of the other adult. The practitioner-child staffing levels, ratios and group size reflect the physical, psychological and emotional development needs of children of different ages and developmental stages. Higher ratios prevent the appropriate caregiver-child interactions upon which the outcomes for children depend, particularly for children who are vulnerable. Additionally higher ratios prevent adequate attention to health and safety. Operators of all Early Childhood Institutions should provide appropriate staffing levels, ratios and group sizes for optimal care, stimulation, education, emotional development and safety for the children entrusted to their care. Where children of mixed ages are present in a group, the practitioner child ratio is determined by the age of the youngest child or children. Practitioner-child ratios and group sizes mentioned below must be maintained at all times. There must be a strategy for temporary and emergency cover. In an emergency staffing situation, activities requiring low supervision (e.g. story telling, listening to music) should be scheduled and there must be options to call on practitioners who are on a break, if they are needed. Substitutes, students and volunteers without professional qualification, shall work under direct supervision of a qualified staff member and shall not be alone with a group of children. Support staff employed as administrators, cleaners, cooks and caretakers/handy-persons are not counted in staffing ratios. There must be sufficient support staff employed to avoid practitioners having to carry out tasks that are inappropriate to their roles and responsibilities. The Early Childhood Act: The Act has no comment on minimum staffing levels, practitioner-child ratios, or group sizes. The Early Childhood Regulations: The Regulations state that the operator of the institution shall ensure that children, while at the institution, are supervised at all times by a sufficient number of staff of the institution. A sufficient number of staff means a ratio of at least one member of staff to every 5 children under the age of one year, one member of staff to every 8 children between one to two years, and one member of staff to every ten children between three and five years. (Regulation 16 (4) (a e), pg. 15) Early Childhood Commission 24

25 1.4 PERFORMANCE CRITERIA: # CATEGORY NEEDS Minimum Staffing level Less than two staff members on the premises R at any time R Practitioner-child ratios The following ratios are maintained: Children 0-12 months 1 adult: more than 5 children. Children months 1 adult: more than 8 children. Children 3-6 yrs. 1 adult: more than 10 children. Two staff members on the premises at all times. At least one staff member at Assistant Teacher II level or above. The following ratios are maintained: Children 0-12 months 1 adult: 5 children. Children months 1 adult: 8 children. Children 3-6 yrs. 1 adult: 10 children. More than two staff members on the premises at all times. At least one staff member at Associate Teacher level. The following ratios are maintained: Children 0-12 months 1 adult: 4 or less children. Children months 1 adult: 7 or less children. Children 3-6 yrs. 1 adult: 9 or less children Early Childhood Commission 25

26 # CATEGORY NEEDS Group size The following minimum group sizes are maintained: Children 0-12 months more than 10 children V Children months more than 16 children V V Group supervision Continuity of Care Children 3-6 yrs. more than 20 children. Staff members supervising groups are at Assistant Teacher level. Each child has more than three caregivers each day. The following minimum group sizes are maintained: Children 0-12 months 10 children. Children months 16 children. Children 3-6 yrs. 20 children. At least one staff member supervising each group of children is trained at Associate Teacher level or above. Each child has no more than 3 caregivers in an 8 hour day. The following group sizes are maintained: Children 0-12 months 9 or less children. Children months 15 or less children. Children 3-6 yrs. 19 or less children. All staff members supervising groups of children are at Associate Teacher level or above. Each child has a maximum of 2 caregivers in any one day Early Childhood Commission 26

27 1.5 OPPORTUNITIES FOR PROFESSIONAL DEVELOPMENT Maintaining an optimum professional standard requires exposure to new ideas and advances in the field of child development, opportunities to refresh skills and support for improving levels of competence. Early childhood practitioners improve their professional development by undertaking in-service training courses, seminars or workshops. 1.5 PERFORMANCE CRITERIA: # CATEGORY NEEDS Opportunity for Less than 50% of Professional practitioners are given the V Development opportunity for professional development each year. At least 50% of practitioners are given the opportunity for professional development, each year. All practitioners are given the opportunity for professional development each year V Continuing Professional Education Less than 50% of practitioners have completed 12 hours of documented training each year in child development or a related field. At least 50% of practitioners have at least completed 12 hours of documented training each year in child development or a related field. All practitioners and support staff have completed 12 hours or more of documented training each year in child development or a related field Early Childhood Commission 27

28 STANDARD TWO Development and Educational Programmes 2007 Early Childhood Commission 28

29 STANDARD AND PERFORMANCE CRITERIA FOR DEVELOPMENTAL / EDUCATIONAL PROGRAMMES Standard: Early childhood institutions have comprehensive programmes designed to meet the language, physical, cognitive, creative, socio-emotional, spiritual, cultural and school readiness needs of children. Rationale: Research has consistently shown strong links between high quality early childhood programmes and children s language, physical, cognitive, creative, socio-emotional development and school readiness skills. Additionally, the quality of children s learning experiences at the early childhood level determine their success at primary and secondary education and their job opportunities as adults. Consequently, it is imperative that practitioners provide programmes that are developmentally appropriate and structured to meet the needs of the individual child. Programme planning must also allow for monitoring and accountability DEVELOPMENTAL /EDUCATIONAL PROGRAMME PLANNING Advanced programme planning allows smooth delivery and assists in ensuring that programme objectives are met. Programme evaluation allows for continuous review and improvement of the quality of services offered. The Early Childhood Act: The Act makes no specific comment on programme plans. The Early Childhood Regulations: The Regulations state that every early childhood institution shall develop and implement a flexible daily programme plan. See Performance Criteria 2.2 (Programme Structure) for regulations concerning the content of the plan (Regulation 18 (1), pg. 17). The Regulations also state that the programme plan shall: (a) be displayed in writing in a conspicuous place on the premises of the institution, and a copy thereof shall be made available upon request to: i. any parent or guardian of a child enrolled, or seeking enrolment, at the institution; or ii. the Commission (Regulation 18 (2) (a) (i ii), pg. 18) Early Childhood Commission 29

30 (b) include i. indoor and outdoor physical activities that provide opportunities for fine and gross motor development; ii. create experiences which allow the child to develop and express his own ideas, feelings and culture in all parts of the programme (such as art, dramatic play, music and language); iii. language learning experiences that provide opportunities that provide for spontaneous conversation, as well as experiences with books, poems, stories and songs; iv. experiences that promote self-reliance and self-esteem (including the care of the body, clothing and possessions, toilet training and hygiene) and health and nutrition practices and safety awareness; v. child-initiated and adult initiated activities; vi. exploration and discovery activities; vii. individual and group activities (including the promotion of shared group responsibility for equipment and materials); viii. active play, quiet activity and rest or sleep; ix. varied choices in material and equipment; x. a tidying up time; (Regulation 18 (2) (b) (i x), pg ) Early Childhood Commission 30

31 2.1 PERFORMANCE CRITERIA # CATEGORY NEEDS Presence of general No long term or short developmental/educational term program plans V programme plans developed. Children s activities decided on a day R R V Accessibility of general developmental / educational program plans Flexibility of programme plans to address individual needs Staff meetings specific for program planning to day basis. Program plans not displayed in a conspicuous place. No copies available for parents. Programme plans are not flexible. No staff meetings for planning of programmes. Long term plans for the academic year developed as well as short term plans for specific periods, such as months or terms. Program plans displayed in a conspicuous place. Copies available for parents. Flexible programme plans which allow for individual ability and needs of children to be met. (See Appendix 4 for an example of a weekly programme plan). Staff meetings are held at least monthly to review programmes. Records of staff meetings are available. Additionally, program plans show clearly how short term plans allow long term plans to be achieved. Copies made available to all parents periodically, (e.g. beginning of each school term). Additionally, individual programme plans are available for all children. Individual programme plans show links with general programme plans and adjustments necessary to meet individual children s needs. Records of meetings indicate recommendations, and follow-up actions taken to improve programmes Early Childhood Commission 31

32 2.2 DEVELOPMENTAL / EDUCATIONAL PROGRAMME STRUCTURE A structured programme ensures that children have exposure to activities that stimulate all aspects of their development. Programme structures do not need to be the same in all institutions, but should have all the elements known to be associated with good child outcomes. The Early Childhood Act: The Act makes no specific comment on programme structure. The Early Childhood Regulations: The Regulations state that every early childhood institution shall develop and implement a flexible daily programme plan comprised of activities that take into account (a) the developmental stages of different age groups; (b) individual abilities and needs; (c) the need to respect each child s primary language while encouraging the use of standard English as the official language of Jamaica; (d) the need to encourage a non-sexist approach to learning and play that recognises children s preferences and not their gender; (e) differences in learning styles; (f) the need to provide a variety of experiences in order to promote the physical, social, emotional, creative, intellectual and spiritual development of children; and (g) all specific areas of development. (Regulation 18 (1) (a-g), pg. 17) The Regulations also state that the plan referred to in paragraph (1) shall include (i) (ii) (iii) indoor and outdoor physical activities that provide opportunities for fine and gross motor development; create experiences which allow the child to develop and express his own ideas, feelings and culture in all parts of the programme (such as art, dramatic play, music and language); language learning experiences that provide opportunities for spontaneous conversation, as well as experiences with books, poems, stories and songs; 2007 Early Childhood Commission 32

33 (iv) (v) (vi) (vii) (viii) (ix) (x) experiences that promote self-reliance and self-esteem (including the care of the body, clothing and possessions, toilet training and hygiene) and health education experiences that include the modelling of good health and nutrition practices and safety awareness; child-initiated and adult-initiated activities; exploration and discovery activities; individual and group activities (including the promotion of shared group responsibility for equipment and materials); active play, quiet activity and rest or sleep; varied choices in material and equipment; and a tidying up time (Regulation 18 (2) (b) (i-x), pg. 18) Early Childhood Commission 33

34 2.2 PERFORMANCE CRITERIA # CATEGORY NEEDS Weekly Schedule A weekly schedule of activities is not posted R A weekly schedule indicating activities for each day is posted and easily viewed by parents, EC practitioners and visitors. Additionally, a pictorial schedule of activities is available to guide older children and some adults R Flexibility of Schedule Schedule shows no flexibility. Schedule allows flexibility, e.g. related to changes in environment, children s choices, and current events. Printed schedule has a variety of alternative activities R Developmental Appropriateness of Activities Activities are not developmentally appropriate for ages of children present. Activities are developmentally appropriate for age groups present. Special attention is given to children whose developmental progress is slower than others to assist them to meet developmental goals. Activities are developmentally appropriate for age groups. Additionally special attention is given to children whose developmental progress is more rapid than others to assist them to reach their developmental potential Early Childhood Commission 34

35 # CATEGORY NEEDS Variety of Activities The children s daily schedule does not indicate a variety of activities R The children s daily schedule indicates a variety of activities including: (1)indoor and outdoor play; (2)individual and group activities; (3)quiet and active play; (4)child centred and teacher directed activities. Schedule has specific times devoted to each type of activity, ensuring adequate balance R R V Domains of Activities Avoidance of Gender Bias Use of Curriculum Activities do not include all domains of development: language, physical (gross/fine motor), cognitive and reasoning, socioemotional and spiritual. Girls and boys are directed to specific gender-biased activities. A curriculum guide is not used to plan children s activities. Activities include all domains of development. Girls and boys are free to choose activities. A curriculum approved by the Early Childhood Commission is used to plan children s activities. Activities include and integrate all domains of development. Some activities enhance individual domains, while others integrate domains. Girls and boys are encouraged to participate equally in all activities. Teachers utilise the environment, current events and other specific curriculum to enhance the curriculum in use Early Childhood Commission 35

36 2.3 DEVELOPMENTAL / EDUCATIONAL PROGRAMME CONTENT A comprehensive programme using a variety of teaching methods allows children to achieve optimal development in all areas. The Early Childhood Act: The Act makes no specific comment on programme content. The Early Childhood Regulations: The Regulations state that every early childhood institution shall develop and implement a flexible daily programme plan composed of activities that take into account (a) (b) (c) (d) (e) (f) (g) the developmental stages of different age groups; individual abilities and needs; the need to respect each child s primary language while encouraging the use of standard English as the official language of Jamaica; the need to encourage a non-sexist approach to learning and play that recognises children s preferences and not their gender; differences in learning styles; the need to provide a variety of experiences in order to promote the physical, social, emotional, creative, intellectual and spiritual development of children; and all specific areas of development. The Regulations also state that the plan referred to in paragraph (1) shall include (i) (ii) (xi) (xii) (xiii) (xiv) indoor and outdoor physical activities that provide opportunities for fine and gross motor development; create experiences which allow the child to develop and express his own ideas, feelings and culture in all parts of the programme (such as art, dramatic play, music and language); language learning experiences that provide opportunities for spontaneous conversation, as well as experiences with books, poems, stories and songs; experiences that promote self-reliance and self-esteem (including the care of the body, clothing and possessions, toilet training and hygiene) and health education experiences that include the modelling of good health and nutrition practices and safety awareness; child-initiated and adult-initiated activities; exploration and discovery activities; 2007 Early Childhood Commission 36

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1 Our Early Childhood Educational Philosophy and Program Our Educational Philosophy Campbelltown City Council s aims to provide children with a high quality educational program. Each child s individual learning and development is supported through the provision of an inclusive, safe and secure environment. Our educational philosophy is influenced and based on the National Regulations, The Early Years Learning Framework, My Time Our Place, the National Quality Standards and the Partnerships in Early Childhood Program. Educational Program Our educational program includes the following elements: 1. Preparation for school (Long Day Care, Occasional Care and Family Day Care) Preparation for school commences from the time children enrol at the service. A preschool program is designed and implemented by qualified educators in a structured learning environment for 3 5 year olds that attend the service. Educators build on the range of experiences with language, literacy and numeracy that children have within their families and communities. Planned and spontaneous experiences contribute to building confidence, problem solving skills and critical thinking to successfully communicate their ideas. This also includes providing our children with social emotional competency in preparation for school. Our educators liaise with local primary schools to support with children s transition to school and provide information regarding: Skills needed to start school. Orientation days. The enrolment process. Programs that schools run prior to commencement of the school year. Our child s developmental information on request. We aim to work together in partnership with families, local schools and professional organisations or the successful preparation and transition to school for each individual child. 2. Group Experiences Planned and spontaneous, small and large group experiences are conducted by educators on a daily basis to support the children s critical thinking, extend upon identified interests, facilitate emerging language and literacy development and offer music and movement experiences. Page 1

2 3. Routines Campbelltown City Council s provides flexible care routines that allow children the time and opportunity to explore and develop life skills. Routine times are not seen as separate to the program, but an important opportunity for education and development. Individual routines are discussed with families both on enrolment and on an ongoing basis as the need arises. There are opportunities throughout the day for family grouping within our services where siblings and other children of differing ages are given the opportunity to interact, engage and co construct with each other through play. 4. Program Planning and Documentation Portfolios Every child will have a portfolio, which is a collection of learning materials containing examples of: Individual child observations making links to Early Years Learning Framework or My Time Our Place. Samples of child s work. Photos. Projects/explorations and investigations. Reflective experiences. Conversations with children, parents and peers. Reflective Diary entries. Checklists on children s learning and development. Analysis of children s learning and development. Individual future planning. At the end of each calendar year, families will be presented with their child s portfolio. Reflective Diary The reflective diary is completed on a daily basis and is a reflection of one or two of the day s major activities and/or experiences. It includes written information, photos and links directly to the Early Years Learning Framework and My Time Our Place. This reflective diary is on display for parents and families to read. Input and feedback is welcomed and appreciated. Projects Project work is an in depth, ongoing investigation of a particular interest among the children, families or community. The duration of the projects is determined by the interest level of the children involved and are often displayed on the walls or in a project folder. Our projects include references to contemporary theories, research and, in particular, the Early Years Learning Framework and/or My Time Our Place for Australia. Page 2

3 Munch and Move Munch and Move is a joint initiative between the New South Wales Department of Health and the New South Wales Department of Human Services (formerly known as Department of Community Services). The Munch and Move initiative is implemented as part of the program within Education and Care Services and promotes healthy eating and healthy lifestyles within the education and care services sector. The program focuses on the support and development of children s fundamental movement skills (FMS) through play based games. The five key points for Munch and Move are: 1. Choose water as a drink, 2. Eat fewer snacks and select healthier alternatives, 3. Eat more fruit and vegetables, 4. Get active each day. Turn off the television and computer and get active. 5. Indoor/outdoor learning centres (Long Day Care, Occasional Care, Family Day Care and In Home Care only) Our services offer simultaneous indoor and outdoor experiences providing a balance of choice between active and passive learning opportunities. Learning centres are established throughout the indoor and outdoor environments catering for all curriculum areas, fostering hands on learning, experimentation and children s choice. Educators make purposeful decisions in relation to the resources provided within each learning centre. These can be child initiated and are reflective of current interests, projects and needs. 6. Family and Community Involvement Campbelltown City Council s values partnerships with families and communities. Learning outcomes are most likely to be achieved when educators work in partnership with families. Educators recognise that families are children s first and most influential teachers (Early Years Learning Framework page 12). Family and community partnerships with the service may include: Exchanging information about their family and their child. Collaborating and participating in service open days/community events and/or celebrations. Implementing and attending parent/carer committee meetings, information sessions and educator interviews. Contributing to individual portfolios. Providing photos to share. 7. The Partnerships in Early Childhood (PIEC) Program (Long Day Care, Occasional Care, Family Day Care and In Home Care only) The PIEC program is a partnership between the Benevolent Society and Campbelltown City Council. The program supports staff and families to build positive relationships with children and provides important links to local support agencies for children and families who require early intervention. The PIEC Child and Family Workers also provide training and workshops to further educate and develop family and educator knowledge in the areas of Attachment Theory and Circle of Security, which assists educators in developing and recognising the types of attachments that children have with their parents and service educators. Page 3

4 8. The Education and Qualifications of our Staff Each service and/or Family Day Care Scheme has a designated educational leader. The educational leader is a suitably qualified and experienced educator who leads the development and implementation of educational programs in the service. Our educators qualifications include: Bachelor of Teaching and/or Bachelor of Education. Diploma in Children s Services. Certificate III in Children s Services. Certificate IV in Outside School Hours Care. Importance of Play As educators we honour children s right to play, as both a process and context for learning (ECA, 2006) and that children learn through quality play within many social contexts. Play promotes a positive disposition to learning (DEEWR, 2009, page 15), it is fun for all of us and the most amazing thing is that children don t even realise that they are engaging in learning experiences. Children are engaged in many different types of play (child initiated, child directed, educator supported and educator directed) which when supplemented with intentional teaching techniques assist children in acquiring skills in all developmental areas. Reference List Department of Education, Employment and Workplace Relations, (2009). Belonging, Being and Becoming; The Early Years Learning Framework for Australia, retrieved from: 20Report%20-%20WEBpdf Early Childhood Australia (ECA), (2006). ECA Code of Ethic, retrieved from Page 4

5 For all Long Day Care, Outside School Hours Care and Vacation Care please call Long Day Care Centre Location Opening Hours Amarina Early Learning Centre Airds 7.00am 6.00pm Amber Cottage Early Learning Centre Ambarvale 7.00am 6.00pm Eagles Nest Early Learning Centre Eschol Park 7.00am 6.00pm Kabbarli Early Learning Centre Minto 7.00am 6.00pm Minto Early Learning Centre Minto 7.00am 6.00pm Namut Early Learning Centre Campbelltown 7.00am 6.00pm Parklands Early Learning Centre Minto 7.00am 6.00pm Waratah Cottage Early Learning Centre Claymore 7.00am 6.00pm Wombat Willows Early Learning Centre Macquarie Fields 7.00am 6.00pm Outside School Hours Care Before School Care After School Care Campbelltown City Campbelltown 7.00am 8.30am 2.30pm 6.00pm School Holiday Care School holidays only Campbelltown City Eagle Vale Central Campbelltown Eagle Vale 7.30am 6.00pm For Occasional Care, Family Day Care please call the numbers listed below Occasional Care Ingleburn Occasional Care Centre Ingleburn Family Day Care and In Home Care Family Day Care Page 5

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