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Your questions are important!!!
At the beginning of the training, you were asked to note any questions that you had. Were all those questions answered? Did you come up with additional questions you would like answered?
Take a moment to write down any remaining questions you have. Reach out to the Quality Coach for your region to get the answers.
Who is my Quality Coach?
Not sure who your Quality Coach is? Visit the Child Care Aware Coaches page to locate the Quality Coach for the county your program is located in.
Want more information about Child Care Aware of Kentucky?
Check out our website or follow us on social media.
Provisions for All Children
All students should have access to a quality environment that supports and meets their individual needs. If you have any students in your program with special needs, it is important to address what their needs are.
A program also needs to make sure they have the Individualized Education Program (IEP) available to know what supports and services the child might need.
Questions to ask:
- Do we have a copy of the Individualized Education Program (IEP) information?
- If so, what do we do with this information?Â
- How do we use the information when planning activities for students?
Staff Development
A key component to any school age program are the early care and education professionals who work with and interact with the students.
It is important to remember that school age staff need support and appropriate professional development to meet their needs as a school age professionals.
The Division of Child Care has designed a pathway for school age providers to focus their professional learning in the form of a digital badge.
A digital badge is an indicator of accomplishment or skill that can be displayed professionally to show achievement. Digital badges are portable, sharable, and stackable snapshots of targeted professional learning in the areas of Infant and Toddler and/or School Age content.
How it will work
The Kentucky Division of Child Care badges will be 30 total hours of completed professional learning that is approved School-Age content.
- Approved coursework will be identified by the ECE-TRIS training type that corresponds with the course/training.
- Coursework is valid for the digital badge dating back to November 8th, 2021.
The 30 hours will include at least 4 hours of learning in each core content area.
- Child growth and development
- Health, safety, and nutrition
- Professional development/professionalism
- Learning environment and curriculum
- Child assessment
- Family community partnerships
- Program management and evaluation
Badge progress can be viewed on ECE-TRIS
What questions should be asked about school age professional development?
Interactions
It is important to remember to have positive interactions with school age children.
Watch this short video about the importance of and strategies for interacting with students.
Video must be watched entirely to progress through the course. You do not need to watch any recommended videos at the end.
What are some other ways I can have positive interactions with school age children?
- Develop appropriate listening skills by attending carefully when students talk and expanding on their ideas. Based on their interest.
- Staff ask open-ended questions throughout the day while engaging in different activities.
- Staff promote an understanding of differences and diversity in all interactions.
- Staff take advantage of “teachable moments” and provide support when students are using materials.
- Staff acknowledge the students’ efforts as well as their accomplishments.
- Staff use discipline and guidance as a teachable moment rather than punishment (i.e., includes low tones, lack of sarcasm, and positive words and actions).
- Students are given many opportunities to talk and create friendships and peers through free-choice play activities.
Activities and Program Structure
Students should have diverse, developmentally appropriate materials accessible that are organized for student’s independent use. Also considered is the amount of time students have access to materials.
Thinking about your school age program:
Health and Safety
Ensuring the health and safety of students is of utmost importance. As an early care and education professional, it is important to stay up to date on health and safety regulations and guidelines.
Tips and tools for health and safety can be found on the Child Care Aware of Kentucky website.
You can also reach out to your Health and Safety Coach for guidance related to regulatory requirements.
Space and Furnishings
Think about your space. What type of space do you have for your after-school program?
Some programs have a dedicated space, and others might only have a shared space.Â
In all school age programs, there are several things to consider regarding the space.
Think about each of the folllowing questions in relation to your school age program.
Are centers arranged for independent use of materials?
Students should be able to freely access materials without having to ask permission. If materials are on tables, carts, shelves, or cabinets these should all be accessible at minimum at least 30 minutes daily.
Are there enough different materials and activities available for the students?
Materials should be plentiful and not cause undue competition for use among students.
What spaces do the students use? Is there a safe place to play outside?
In the SACERSU the playground area should have a fence, be free of debris, and have adequate cushioning and fall zones.
Is there a space for students to play alone or with a friend?
A space for privacy is important for students to access freely.
What other areas do the students have access to after school?
If you have a shared space with a school or YMCA the students would benefit from access these spaces.
Is there enough room in the environment for students and staff to move around?
Crowded spaces often cause issues and accessibility for those with disabilities is a concern.
Is there a place where students can quietly complete their homework? Are resources readily accessible?
Students often need access to technology to complete homework. Spaces are needed where the students can have a dedicated space for homework without distractions.
If your program is in a cafeteria, for example, students need access without barriers to the supplies in an unlocked cabinet in for the materials to be considered accessible.
Is the space in good repair and well maintained?
A safe space is always your first priority.
But what if my program is located in a shared space – like a cafeteria?
Interest Centers and play spaces may be created on tops of tables for students to access and use the materials, as opposed to a requirement of creating actual designated spaces within the school-age room(s).
What is an Environment Rating Scale (ERS)?
Different scales are used based on the program or ages served.
In Kentucky, we are currently using…
Infant/Toddler Environment Rating Scale – ITERS-R
Classrooms that have children ages infant – 3 years.
Early Childhood Environment Rating Scale – ECERS-3
Classrooms that have children ages 3 years – enrolled in school.
For this training, we will be focusing on the SACERS-U.
School-Age Care Environment Rating Scale – SACERS-U
Classrooms that have school age children.
How are the ERS used in Kentucky?
Quality Coaches use ERSs to support best practices and guide programs in continuous quality improvement.
Raters use ERSs as an official tool to determine level of quality during rating visits.
Raters and Specialists must maintain reliability on the ERSs to ensure consistency across the state.
Welcome
Your Questions are Important!!!
Take a moment to write down a few questions you have about the SACERS-U.
If these questions are not addressed during the training, reach out to your Quality Coach to get the answers.
ECE 103 – Welcome
In Parts 1 & 2 of this series, we explored the potential negative impact of external transitions on children and child care centers. We learned that much of the research validates the importance of meaningful relationships and continuity of care for children in child care settings. The final module of this series will explore the potential impact external transition may have on the family and on child care centers.
Most of the information included in this module is based on anecdotal information. Little formal research is available to show the impact of external transition on families and centers. The identification of families and centers experiencing external transitions is challenging and establishing communication with these families and centers around external transition can be difficult.
National Resources
Vroom
Vroom provides science-based tips and tools to inspire families to turn shared, everyday moments into Brain Building Moments®. Get Vroom tips through download, text, or the Vroom app.
Child Development
Learn the Signs. Act Early.
This website provides information and resources on developmental milestones, developmental monitoring, and acting early on concerns.
The Foundations for School Readiness: Fostering Developmental Competence in the Earliest YearsÂ
This paper explores the scientific knowledge base concerning the remarkable developmental tasks that occur in the first 5 years of life. It also illustrates the important role of early childhood programs in preparing children for school.
News You Can Use: Foundations of School Readiness: Physical Development and Health
This article uses short stories to illustrate how physical development and health relate to school readiness.
When Health Affects Assessment
This fact sheet offers questions to consider about the impact of a child’s health on assessment. It also includes a list of tools that programs use to improve child assessment strategies.
Healthy Children Are Ready to Learn
This fact sheet explains how Head Start’s management systems support comprehensive health services that benefit children’s school readiness.
CDC’s Essentials for Parenting Toddlers and Preschoolers
Designed for parents of 2 to 4 year olds, Essentials for Parenting addresses common parenting challenges, like tantrums and whining. The purpose of the resource is to provide as much information as possible on things you can do to build a positive, healthy relationship.
Zero To Three
This website provides information on nurturing development in young children.
Head Start Center on Inclusion
The goal of the Head Start Center on Inclusion is to increase the competence and effectiveness of personnel in Head Start programs to include children with disabilities
Developmental Monitoring and Screening
Learn the Signs. Act Early.
This website provides information and resources on developmental milestones, developmental monitoring, and acting early on concerns.
Birth To Five: Watch Me Thrive!
This website contains information and resources on child development and developmental and behavioral screening.
Developmental Monitoring and Screening
This web page includes information on developmental monitoring and screening.
Screening: The First Step in Getting to Know a Child
This web page provides resources about screening infants and toddlers and helpful, practical tools that can help.
Child Screening and Assessment
This web page provides information on screening and assessment and how both provide valuable information about a child’s interests, strengths, and needs.
Office of Child Care Technical Assistance Network: Infant/Toddler Development, Screening and Assessment
This website provides information on infant/toddler development, screening and assessment.
Screening: The First Step in Getting to Know a Child
This web page provides resources on screening infants and toddlers along with helpful, practical tools that can help.
Healthy Child Care America: Developmental Screening
This web page consists of a list of resources on developmental screening
Child Care Organizations
Child Care Aware
Child Care Aware works with state and local Child Care Resource and Referral agencies (CCR&Rs) and other community partners to ensure that all families have access to quality, affordable child care.
Child Care Aware: Child Care Providers
This site provides information to those considering becoming a child care provider.
National Association for the Education of Young Children (NAEYC)
The NAEYC is the world’s largest organization working on behalf of young children. NAEYC’s mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources (NAEYC Bylaws, Article I., Section 1.1).
Acting Early in Kentucky
There are a number of early intervention resources available in the state of Kentucky.
KY Health Access Nurturing Development Services (HANDS)
The Kentucky Health Access Nurturing Development Services (HANDS) program is a voluntary home visitation program for any new or expectant parents. HANDS supports families as they build healthy, safe environments for the optimal growth and development of children.
HANDS will support you throughout your pregnancy and the first two years of your baby’s life. From pregnancy to the terrific twos, HANDS is here to answer all of your questions during the different stages of your baby’s growth. Families begin by meeting with a HANDS parent visitor who will discuss any questions or concerns about pregnancy or a baby’s first years. Based on the discussion, all families will receive information and learn about resources available in the community for new parents. Some families will receive further support through home visitation. That’s right, information is brought right to the home.
KY First Steps
First Steps is a statewide early intervention system that provides services to children with developmental disabilities from birth to age 3 and their families. First Steps offers comprehensive services through a variety of community agencies and service disciplines and is administered by the Department for Public Health in the Cabinet for Health and Family Services.
KY Early Childhood Mental Health Program (ECMHP)
Kentucky’s Early Childhood Mental Health Program (ECMHP) provides:
- Program and child-level consultation on social, emotional and behavioral issues to programs that serve children from birth through age 5.
- Training on working with young children with social, emotional and behavioral needs and their families, to child-serving agencies and others.
- Evaluation, assessment, and therapeutic services for children from birth through age 5 and their families.
KY Child Care Health Consultants (CCHC)
KY Child Care Health Consultation Program (CCHC) provides consultation and technical assistance on health, safety, and nutrition for children ages 0-5 to child care providers. Trained Child Care Health Consultants from local health departments participate in joint activities with Child Care Aware and the STARS for KIDS NOW program in their areas to ensure collaboration and coordination on issues impacting the quality of child care.
Child Care Health Consultants include Registered Nurses and Health Educators, who consult with child care providers and their families via telephone, email, or on-site to promote healthy, safe, and nurturing environments for optimal child development.
KY Parent Guides
Parents, as a child’s first and best teacher, play the most important role in giving their child the greatest opportunity to succeed. The Governor’s Office of Early Childhood, in partnership with the Kentucky Department of Education, has developed Parent Guides for the zero to three and three through four age groups. The guides use parent-friendly language to share tips and activities that families can use on a daily basis to encourage learning.
Course Evaluation
ECE 140: Kentucky Watch Me! Celebrating Milestones and Sharing Concerns
Course Wrap Up
Congratulations on completing the course content!
Then mark this topic complete to finish the course and access your course certificate.
How to Talk with Parents about their Child’s Development
Objective and Engaged Developmental Monitoring
Understanding Children’s Developmental Milestones
Your Important Role in Monitoring Children’s Development
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