GOVERNMENT OF TRINIDAD AND TOBAGO

Transcription

1 GOVERNMENT OF TRINIDAD AND TOBAGO PROPOSED STANDARDS FOR REGULATING EARLY CHILDHOOD SERVICES AMENDED GREEN PAPER TO BE ADOPTED AS WHITE POLICY PAPER APRIL, 2005

2 Gvernment f the Republic f Trinidad and Tbag MINISTRY OF EDUCATION Standards fr Regulating Early Childhd Services DRAFT WHITE PAPER Ministry f Educatin Early Childhd Care and Educatin Unit March 2005

3 PREFACE Based n cncerns abut the regulatin f Early Childhd Care and Educatin (ECCE) services by the Ministry f Educatin in Trinidad and Tbag, Mrs. Merle Jhn Schl Supervisr II and Mrs. Zita Wright ECCE Specialist, in cnsultatin with Dr. Janet Stanley-Marcan, Chief Educatin Officer decided t seek t develp quality standards fr Early Childhd Services (ECS). Technical and financial assistance were btained frm UNICEF Caribbean Office in Barbads thrugh Ms. Jy Brathwaite, UNICEF s lcal cnsultant and a wrkshp was rganised. Ms. Sian Williams, Early Childhd Specialist with the Caribbean Child Develpment Centre (CCDC) U.W.I. was selected by UNICEF as Cnsultant fr the exercise. During the perid April 9 11, 2001 nineteen (19) persns representing Early Childhd Stakehlders, including the Legal Advisr, Radha Permanand participated in the exercise t discuss the status f Early Childhd Services, and t clarify systems and identify resurces fr mnitring and supprting Early Childhd Services in Trinidad and Tbag. The UNICEF cnsultant used an Early Childhd Regulatry framewrk develped by St. Lucia as a pattern fr develping the first natinal integrated standards dcument. At the end f the three-day exercise there was a first draft. It was presented by the ECCE Unit t the Natinal Cuncil fr Early Childhd Care and Educatin (NCECCE) fr discussin and sme amendments were made. Senatr the Hnurable Hazel Manning, Minister f Educatin, launched the draft dcument n May 28, Apprximately eighty (80) stakehlders representing a wide crss sectin f sciety including reprters were in attendance. Fllwing the launch, cpies f the draft dcument were made available t the general public and highlighted in the electrnic media. During the mnth f June 2003, this Draft Standards Dcument benefitted frm cuntrywide cnsultatins and fcus grup discussins with ECS service prviders, ECCE teachers/caregivers and numerus stakehlders in educatin. Recmmendatins dcumented during thse sessins as well as thse submitted were cllated and analysed and recmmendatins fr amendments were presented t the Natinal Cuncil fr Early Childhd Care and Educatin (NCECCE) and the Legal Advisr, Ms. Nirmala Maharaj. After lengthy discussins, decisins fr amendments were taken. The Hnurable Minister apprved the amended draft dcument n May 29, Cabinet nted the cntents f the Draft Dcument and agreed t the launching f a Green Paper n the Prpsed Standards fr Regulating Early Childhd Services and the hsting f cnsultatins with the wider cmmunity. This Draft White Paper nw frms the nucleus fr the creatin f legislatin fr Early Childhd Services as the Ministry f Educatin supprts universal access t high quality educatin fr three-and fur-year-ld children in Trinidad and Tbag.

4 The ECCE Unit n behalf f the Ministry f Educatin wuld like t thank UNICEF, Ms. Sian Williams and the wrkshp participants, partners in Educatin and ther stakehlders, the Legal Advisr, ECCE Curriculum Facilitatrs, Dr. Carl Lgie and the NCECCE fr their valuable input and cntinued supprt. ECCE Unit Ministry f Educatin

5 CONTENTS PAGE NO. PREFACE INTRODUCTION 1 Philsphy and Standard Setting 2 1. REGISTRATION AND LICENSING OF ECCE CENTRES All ECCE Centres must be registered by ECCE prviders Variances 4 2. STAFFING Persnal Suitability f Registered Prviders, Educatrs/Caregivers and ther Staff Members Levels f Staffing Qualificatins f Staff Persnnel Practice Written Plicies and Prcedures 9 3. QUALITY EARLY CHILDHOOD DEVELOPMENT PRACTICES Equal Opprtunities Children with Special Needs Discipline/Managing Children s Behaviur Child Prtectin Cnfidentiality Partnership with parents/educatrs/caregivers Supervisin Physical Care f Children Meals and Snacks Field Trips QUALITY STANDARDS FOR CHILDREN FROM BIRTH TO THREE YEARS OLD Infant and Tddler Care Interactin Organisatin Physical Resurces Learning Opprtunities fr the Under 3 s Observatin, Recrd Keeping and Planning Rest Perids Transitin 19

6 5. QUALITY STANDARDS FOR EARLY CHILDHOOD ENVIRONMENTS FOR CHILDREN BETWEEN THREE AND FIVE YEARS OLD Curriculum Standards Persnal, Scial and Emtinal Develpment Cgnitive Develpment/Intellectual Empwerment Physical Develpment Creative Develpment Spiritual and Mral Develpment Planning a Balanced Curriculum Assessment f Children s Attainment and Prgress Prmting Children s Learning Effective Hme/ECCE Cmmunicatin Mnitring The Quality f the Prgramme Extra Curricula Activities RECORD KEEPING Children s Recrds Staff Recrds Accident/incident recrd keeping Miscellaneus Recrds Access t Recrds Insurance Cmplaints and Suggestins Financial Recrds Prgramme Develpment Recrds HEALTH AND SAFETY Health and Safety Plicy Emergency Prtcl First Aid Hygiene Practices Medicines and Illness Fire Precautins Safety Precautins Substance Abuse Pet Hygiene THE PHYSICAL ENVIRONMENT Premises Space Guidelines Ventilatin and Lighting Bathrm Facilities Kitchen Facilities 37

7 8.6 Laundry Facilities Water, Utilities and Maintenance Guidelines (See Appendix L) 38 APPENDICES A. APPLICATION FOR REGISTRATION OF AN EARLY CHILDHOOD CENTRE 39 B. REGISTRATION AND INSPECTION PROTOCOL 40 C. PROTOCOL FOR SERVICE PROVIDERS TO APPLY FOR A VARIANCE TO THE LICENCING AND INSPECTION STANDARDS 44 D. APPLICATION FOR A VARIANCE FROM STANDARDS 45 E. TWENTY ALTERNATIVES TO PUNISHMENT 47 F. PROPOSED CAREER PATH FOR ALL EARLY CHILDHOOD SERVICES STAFF 49 G. GUIDELINES FOR REGISTRATION AND THE ISSUE OF FOOD BADGES IN TRINIDAD AND TOBAGO 50 H. CHIEF MEDICAL OFFICER S GUIDANCE FOR THE PREVENTION OF TRANSMISSION OF COMMUNICABLE DISEASES 55 I. EARLY CHILDHOOD SERVICES FIRST AID PROTOCOL 56 J. CHILD PROTECTION A GUIDE FOR EARLY CHILDHOOD SERVICE PROVIDERS 57 K. SPECIFICATIONS ON FURNITURE 60 L. GENERAL POLICY FOR CERTIFICATION OF PRIVATE CENTRES IN TRINIDAD AND TOBAGO 61 ACRONYMS 63 GLOSSARY 63

8 PROPOSED STANDARDS FOR EARLY CHILDHOOD SERVICES FOR CHILDREN UNDER THE AGE OF SIX YEARS INTRODUCTION Currently Early Childhd Services lack a chesive structure and its ad hc existence des nt always prvide quality settings fr thse whm they serve. The prvisin f high quality prgrammes requires cmprehensive natinal legislatin that clearly articulates the visin and guidelines fr high quality Early Childhd Develpment (ECD) services within the present sci-ecnmic cntext. Similarly, clear ECD plicies must be established t supprt present initiatives. The establishment f standards fr Early Childhd Services has been identified wrldwide as a fundamental step twards a chesive high quality natinal agenda fr early childhd develpment. One f the cmmitments f the gvernment s 2020 visin (p.5) is the imprvement f the quality f Early Childhd prvisin and the intrductin f standards f prfessinal practice fr Early Childhd Service prviders and staff. The Natinal Cuncil fr Early Childhd Care and Educatin (NCECCE) is a Cabinet appinted Bdy fr Early Childhd Care and Educatin. One f its respnsibilities is the intrductin f apprpriate legislatin and administrative guidelines fr the effective peratin f all public and private ECCE centres in Trinidad and Tbag. The Cuncil, reestablished in May 2002, reflects the cmpsitin f partners in the educatin prcess and is cmprised f representatives frm the Ministries f Educatin, Health, Scial Services, Cmmunity Develpment and Gender Affairs, The Office f the Prime Minister Scial Service Delivery, and ther stakehlders, SERVOL, The Child Welfare League, The Tbag Huse f Assembly, Trinidad and Tbag Unified Teachers Assciatin (TTUTA), The University f the West Indies, the Inter-Religius Organisatin and the Natinal Parent Teachers Assciatin. Fr the purpse f this dcument, the term Early Childhd Care and Educatin Centre will be used t refer t all facilities prviding learning supprt, care and develpment services t children frm three t children under six years f age. Early Childhd Services (ECS) are here defined as all settings ffering infrmal prgrammes t children under six, and include: Day Care Centres, Preschls, Kindergartens, Early Childhd Care and Educatin Centres, and Nurseries. The registered prvider is the entity prviding the service and may therefre be a persn, a partnership, grup, church, cmmittee, bard, gvernment ministry, nn-gvernmental rganisatin r a cmpany. Care must be taken t ensure that applicatins are made crrectly as the registered prvider ultimately bears the legal respnsibility. In the case f public ECCE centres that are whlly funded by gvernment, the registered prvider is the gvernment t whm the fllwing regulatins als apply. -1-

9 Philsphy and Standard Setting The principle underlying Early Childhd Care and Educatin in Trinidad and Tbag is that all children can learn, and each child regardless f ecnmic status, physical r emtinal challenges, ethnic backgrund r gender, has a right t high quality educatin. The curriculum at ECCE centres shuld be develpmentally apprpriate and must meet the needs f children, taking int accunt the envirnment in which they live. It shuld be implemented thrugh meaningful activities and experiences fr children, rather than presented as knwledge t be acquired r facts t be stred. Early Childhd Care and Educatin must bring the activities f hme-life, the needs f families and cmmunities int its curriculum and links amng the hme, the wider cmmunity and the ECCE centres must nw becme an ver-riding cncern f ECS prviders. These standards are guided by Internatinal and Reginal agreements and relevant natinal legislatin. Internatinally, the signatry t the Wrld Summit Declaratin (1990) and the Cnventin n the Rights f the Child, adpted by the General Assembly f the United Natins, Reginally, Gvernment endrsed the Caribbean Plan f Actin (CPA), which was apprved at the Secnd Caribbean Early Childhd Care and Develpment Cnference in Barbads in 1997 and revised in 2002 at the third Cnference. The CPA prvides a plicy framewrk fr develping cmprehensive and crdinated services, which have been used t assist in develping natinal plans. Relevant natinal legislatin: The Educatin Act 1966, Chapter 39:1, Article 12, N. 1, The Public Health Order 1995, The Public Health Ordinance Chapter 12, and The Envirnment Management Authrity (EMA) Building Regulatins. The prpsed regulatins are designed t ensure that all service prviders thrughut the cuntry, irrespective f affiliatin (public r private) ffer a safe and stimulating envirnment in which children can develp and learn accrding t their individual needs and abilities. The ideal is that gd quality will cme frm internal mtivatin within each centre t raise standards abve the minimum. The fllwing list f statements represents the minimum standards t be applied by the MOE/NCECCE in deciding n the suitability f Early Childhd Services in Trinidad and Tbag. The fllwing eight critical areas have been identified fr inclusin within the prpsed legislatin: 1. Registratin and Licensing f ECCE Centres; 2. Staffing; 3. Quality Early Childhd Practice; 4. Quality Standards fr Children frm Birth t Three Years Old; 5. Quality Standards fr Early Childhd Envirnments fr Children between Three and Five Years Old; 6. Recrd Keeping; 7. Health and Safety; and 8. The Physical Envirnment -2-

10 1. REGISTRATION AND LICENSING OF ECCE CENTRES 1.1 All ECCE Centres must be registered by ECS prviders at the Ministry f Educatin Early Childhd Care and Educatin Unit (See Appendix A Applicatin Frm) Initial applicatin enquiries shuld be made directly t the ECCE Unit Ministry f Educatin, Trinidad r The Divisin f Educatin, Sprt and Yuth Affairs, Tbag. It shall be deemed illegal t establish an ECCE centre withut applying t the Ministry f Educatin Prviders f all private ECCE Centres (referred t as infant r nursery schls in the Ed. Act, Chp.39:01; article 12 (a)) must cmplete and submit the prescribed registratin frm t have their entry n the Register (article 31(1)) and a Registratin Ntice Once the ECS Prvider has registered the Centre, the prvider will be given a perid f five (5) years frm the date f registratin t cmplete the licensing prcedure, thereby, up-grading the Centre t a fully licensed ECCE centre endrsed by the Ministry f Educatin, as meeting the requirements f a quality ECCE facility Cntinuus inspectin f licensed ECS is the methd f ensuring that prviders cntinue t adhere t the standards cntained in this dcument. All ECS prviders and staff must wrk with ECCE fficers f the Ministry f Educatin n a cntinuus basis t up-grade the services prvided natin-wide A license will be granted fr a perid f three years. It is a requirement f registratin that the registered prvider c-perates with the Ministry f Educatin, Early Childhd Unit in arranging a date fr the frmal licence inspectin within tw mnths f the prpsed date agreed t upn registratin Applicatins fr renewal f licence shuld include ntice f any changes made It is acknwledged that sme prvisin already exceed these minimum standards. The rle f the inspectrs/ecce Officers will be t encurage initiatives and practice develpments that aim t imprve standards Where existing prvisin falls shrt f the standards, the rle f the ECCE fficers will be t negtiate changes with the registered prviders within realistic, jintly agreed time scales within the five-year perid The Ministry f Educatin/NCECCE requires the same standards fr the gvernment/ gvernment assisted ECCE centres (public) and all private settings. All will be inspected by these Standards and expected t cmply It is the respnsibility f the registered prvider t ensure cmpliance with the statutry requirements f the legislatin. -3-

11 1.2 Variances The Early Childhd Care and Educatin Standards are t prvide a cnsistent level f practice within ECS prvisin. There must, hwever, be scpe fr a degree f flexibility in the applicatin f the Standards. This can be achieved via a variance that can permit an individual prvider t depart frm the generally accepted Standard where there is sufficient justificatin, in rder t fulfil the aims f the prvisin (See Appendix C) A request fr a variance t an ECS Standard must be made n the apprpriate frm by the service prvider (Appendix D). The verriding criteria fr cnsideratin will be the welfare and best interest f the children Circumstances fr a variance can be made fr a limited perid f time. Fr example, t allw fr already existing prvisin t imprve its standards withut having t cease peratin. 2. STAFFING 2.1 Persnal Suitability f Registered Prviders, Educatrs/Caregivers and ther Staff Members The Gvernment f Trinidad and Tbag has t satisfy itself that anyne wh either applies fr, r is registered t be an ECS prvider is fit t d s; furthermre, that any persn emplyed r living n the premises is fit t be in the prximity f yung children In the case f an applicatin frm a cmpany, Bard, Village Cuncils, Cmmittee grup, a list f the Bard members, fficers r members f the grup will be required, and a clear statement f wh will hld respnsibility fr ensuring that the standards are met. This list will need t be updated annually and submitted t the Ministry f Educatin. Cmmunity Bards shuld include: (a) Members f relevant rganisatins (b) Parents (c) Cmmunity Members invlved in health, educatin and ther scial services (d) Other interested persns within the cmmunity All staff members and anyne wh lives r wrks n the premises used, r wh may cme int regular cntact with the children must get legal clearance t wrk at an ECCE centre by btaining a plice certificate f gd character. This applies t such persns aged 16 years and ver Cnsideratin will be given t any cautins, cnvictins r bind-vers that have been disclsed and may subsequently be a reasn fr nt issuing f license. In the event f an ECS being prpsed in an applicant s wn hme, checks will be made n every member f the applicant s husehld and any persn wh may cme int regular cntact with the children in the applicant s wn hme. -4-

12 Applicants are advised that they will nt be registered if they, r any persn cming int regular cntact with children n the premises has ever been cnvicted f drug related ffences r acts f vilence. It must be nted that n bscene language must be used Registered prviders and each member f staff must be able t demnstrate that they can cpe emtinally and physically with the varying demands f caring fr yung children. Primary caregivers must satisfy minimum health requirements by cmpleting a health statement t accmpany applicatin fr licensing that will need t be signed by their District Medical Officer. Registered prviders must ensure that each member f staff recruited is able t meet this requirement Registered prviders and each member f staff must (thrugh training/certificatin) have a practical understanding f the needs and behaviurs f yung children. Registered prviders/managers shuld try t ensure any staff they recruit, are suitable t care fr, r cme int regular cntact with, yung children. Pririty must als be given t cntinued prfessinal develpment f all staff members The registered prvider and each member f staff s attitude t managing children s behaviur cntrl will be determined by the inspectr/ministry fficial. In additin the prvider s views n the imprtance f allwing children s individuality t be expressed and meeting their individual needs with regard t gender, religin, language, ability and cultural identity will be sught Registered prviders must be cmmitted t prviding an envirnment in which children can develp psitive attitudes t differences f culture, language, religin, gender, and ability. They must appint staff members wh are able t carry ut this cmmitment Staff may nly wrk in ECS frm the age f 18 t 60 years except fr the present untrained assistants/aides wh may wrk up t the age f 65 years. 2.2 Levels f Staffing ECS prviders shuld emply an adequate number f qualified staff in rder t meet the individual needs f each child. The specify/child rati required will nt be higher than: Birth 2 1: years 1: 6 Infants and Tddlers years 1: 15 (maximum) ECCE Centres Where children with special needs are attending, lwer staff ratis may be necessary and will be negtiated n an individual basis Where the service prvided exceeds 3 hurs in a day, and is prvided utside f term time, there must be sufficient staff t prvide the required ratis t cver staff breaks, shifts, sickness and hlidays. Staff/child rati shuld be maintained at all times. Where -5-

13 this is nt pssible ver lunch breaks, managers must ensure that the ratis are sufficient t enable the children t be cared fr safely. Lw supervisin activities shuld be scheduled and there must be ptins t call n members f staff wh are n a break if they are needed. Prviders must present an alternative staffing arrangement t meet cntingencies The designated persn in charge is the Principal. Hwever, there must be an apprpriate number f teaching staff based n the stated adult/child rati (See 2.2.1). There must be a minimum f tw (2) teachers n the premises at all times, in spite f the number f children present If there is an administratr with n prfessinal training, this persn must nt be cunted in the staff/child rati. If the setting has between 20 and 30 places and a certified administratr/principal takes an active part in the day-t-day management f the setting an individual agreement can be made whereby the administratr/principal can be cunted in the ratis fr 50% f their time Supprt staff emplyed as ffice staff, cleaners, cks r handy-persns must nt be rutinely cunted in staffing ratis. There must be sufficient supprt staff emplyed t avid staff having t carry ut tasks that are inapprpriate t their rle and respnsibilities. Regular vlunteers, r parents/educatrs/caregivers wh are regularly supprting emplyed staff n a rta basis, may be included in the verall rati. (See ) All staff f gvernment/gvernment-assisted centres must be registered n the register at the Ministry f Educatin New staff members may take up emplyment pending the utcme f reference checks. If these checks indicate anything that wuld be cntrary t the interests f children, then the individual cncerned wuld be cntacted t discuss and/r cnfirm the details. If it were decided by an fficer f the Ministry f Educatin, that this persn was unfit t be in the prximity f children under the age f six years, it wuld be expected that their emplyment r placement at the ECS wuld be terminated All new staff appintments in ECS shuld be subject t a prbatinary perid f nt less than 3 mnths The registered prvider/principal must maintain staffing levels and have a strategy fr emergencies r unfreseen circumstances Any difficulties experienced by the registered prvider/principal with regard t staffing and the adequacy f staff cver must be discussed with an fficer f the Ministry f Educatin ECCE Unit, wh may apprve temprary arrangements Age-grup cnfrmity is required f the children r relatives f staff attending the setting that the member f staff can carry ut his r her duties twards the ther children prperly. -6-

14 2.3 Qualificatins f Staff The teacher must be apprpriately qualified (See Appendix F) fr wrking with children f the relevant age grup as described in The Principal must be qualified as specified by the gvernment as apprpriate fr the ECS (see Appendix F). Qualified staff must have the apprpriate cmpetencies in the fllwing areas: Grwth and Child Develpment in Early Childhd All Dmains f Develpment Play as an instrument fr learning Life Skills The Cntext f Cmmunities Organisatinal and financial management prcedures Administratin Health, Safety and Nutritin f the yung child Child prtectin issues Equal pprtunities Special needs f children Wrking c-peratively with parents/caregivers, families and the cmmunity. Teacher Prfessinalism Staff with fd handling respnsibilities must be in pssessin f a Fd Badge, under Sectin 156 Public Ordinance Chapter 12 N. 4. (See Appendix G) All staff must have an understanding f quality Early Childhd Care and Develpment, as well as quality educatin practices as set ut in these standards and as evidenced by certificatin and training by accredited training institutins It is desirable that the registered prvider be experienced in early childhd care, develpment and educatin. If this is nt the case, r the registered prvider des nt wish t be the principal, respnsibilities between the registered prvider and the principal must be clarified as fllws: The registered prvider is respnsible, by the act f registratin and licensing fr ensuring that the ECS Standards are implemented n site. -7-

15 The principal is respnsible fr standards f daily care and educatin in the setting. The principal shuld als encurage and supprt the educatin and training f ther staff members, and als ensure that apprpriate training pprtunities are available t all. Fr all ther respnsibilities, the differing rles shuld be clearly defined. Bth principal and registered prviders must have sme input int decisins n staff recruitment and budgets. Where the registered prvider is a grup, cmmittee, rganisatin r cmpany it must be made clear which designated persn has the respnsibility fr verseeing the setting, and hw this will be carried ut Specialist supprt t meet children s medical, speech, language r behaviural needs may be required, and it will be necessary fr staff t liaise with relevant clleagues in ther services. 2.4 Persnnel Practice The registered prvider must have a written persnnel plicy, setting ut recruitment and selectin prcedures All staff members must have a cntract f emplyment and a jb descriptin. This must specify general and specific duties and accuntability. There must be written disciplinary and grievance prcedures. A frm f written agreement must als be available fr regular vlunteers, students and interns An inductin prcess must take place that intrduces new staff/vlunteers/students t clleagues, children, parents/educatrs/caregivers, relevant agencies, plicies and prcedures. An inductin package is desirable t facilitate this The registered prvider and each member f staff must ensure effective cmmunicatin systems are in place t check they are meeting the aims f their setting. They will need bth t plan ahead and t review the past. The systems shuld include staff meetings and individual supervisin r appraisal The principal must be cncerned with prviding a high quality service, and must, therefre, demnstrate at the meetings with ECCE fficers: The effective develpment f staff Effective staff supervisin A system f planning and decisin making which allws the views f all relevant persns t be heard Awareness f the need fr staff t be able t wrk with and share respect fr the families f the children attending the ECS -8-

16 A knwledge f relevant legislative requirements Awareness f the need t wrk with ther agencies such as Health and Cmmunity rganisatins Strategies fr the mandatry reprting f child abuse. 2.5 Written Plicies and Prcedures A plicy hand bk must be prepared with clearly written plicies and prcedures, which are used t clarify and reinfrce expectatins and respnsibilities f staff, and thereby maintain gd standards f practice. These shuld at least include: Admissins Materials, equipment and rm arrangement Daily rutine Curriculum statement and plicies Assessment (bservatin, recrd keeping, planning) Meal times Outings Team wrk Discipline Equal pprtunities (see 3.1) Cnfidentiality Special needs and a referral system (see 3.2) Partnership with parents/educatrs/caregivers, families and the wider cmmunity Child prtectin Cmplaints Children s illness/medicine/accidents (see Appendix G) Emergency prcedures First aid (see Appendix H) Infectin cntrl Fire precautins Supervisin f children within setting Safe envirnment in cmpliance with specificatins f the Envirnmental Management Authrity (EMA). -9-

17 3. QUALITY EARLY CHILDHOOD DEVELOPMENT PRACTICES 3.1 Equal Opprtunities Mandatry equal pprtunities must be prmted fr adults and children f bth sexes with regard t emplyment, training and admissin t the service prvided. (Cnventin n the Rights f The Child, (CRC), 1989, Article 2) All members f staff must treat the children and families, t whm an ECS is prvided, with equal cncern and, in ding s, must in the care that they give t each child, acknwledge and respect their specific needs with regard t their religius persuasin, culture and linguistic backgrund as well as gender and ability. (Cnventin n the Rights f The Child, (CRC), 1989, Article 3) All settings must shw evidence f hw they carry ut the standards abve. The ECS must have a plicy statement and guidelines fr staff members abut hw this shuld be implemented It is imprtant that children are called by their given name, and that this is nt crrupted r shrtened. Hwever, during the curse f a child s stay at an ECCE Centre he/she shuld becme used t respnding t his r her legal name in preparatin fr frmal schling. In event that the guardian specifies, the child will have the right t be called by the name specified. 3.2 Children with Special Needs Every child benefits frm the stimulatin he r she receives frm cntact with ther children and thse with a physical r learning disability are n exceptin. Children gain frm planned care and educatin which integrates able-bdied children and children with special needs. This cntact at an early age may facilitate understanding that all peple have equal value irrespective f ability r mbility. Parents/educatrs/caregivers f children with special needs may als benefit frm the supprt they can gain frm the setting If special needs children are registered, prviders shuld acquire the supprt/resurces necessary and ensure, wherever pssible, that apprpriate facilities, e.g. wheelchair access, is available. Lwer staff/child ratis may be necessary and negtiated n an individual basis, r special arrangements made with parents/educatrs/caregivers t prvide the supprt required Where children s needs have nt been identified r where the ECS requires advice r assistance in identifying needs, parents/guardians shuld be cnsulted and permissin sught t apprach an apprpriate referral agency. -10-

18 3.3 Discipline/Managing Children s Behaviur Crpral punishment is strictly frbidden. Staff must treat all children with respect. A child must nt be smacked, shaken, treated rughly, called names, teased r belittled in any way (CRC). There are n circumstances in which such punishment can be justified, and staff will be subject t disciplinary prceedings shuld such an ccasin arise All cases f crpral punishment must be reprted Staff must have written plicy guidelines displayed within the centre stating what types f behaviur wuld be regarded as develpmentally unacceptable and inapprpriate and hw such behaviur shuld be dealt with. These must present a psitive and cnsistent apprach t discipline that is nt destructive r damaging t the child, but preserves the child s dignity Parents must be infrmed abut these guidelines and the setting s plicy with regard t discipline. Staff must endeavur t explain the behaviur plicy t parents and t cnsult with them n the ratinale fr its implementatin in the ECS N actin that is inhumane, degrading r humiliating may be used at any time fr any reasn. (See Appendix E Sme Alternatives t Punishment ) 3.4 Child Prtectin Staff in all settings has respnsibility t be aware f the law and the Gvernment s plicy regarding Child Prtectin (Cnventin n the Rights f the Child). This invlves recgnizing, recrding and reprting signs f child abuse and/r neglect (See Appendix J) Written internal prcedures must be in place fr staff t pass any cncerns n t administratrs within the setting, s that they can be recrded and acted upn apprpriately. 3.5 Cnfidentiality Staff must respect the right f the child and his/her family t cmplete cnfidentiality unless there are child prtectin cncerns, in which case the gvernment's plicy applies Cnfidential recrds, including cmputer recrds, must be secured. Prvisin must be made fr strage and safe keeping f these recrds Care must be taken ver the dispsal f ld recrds n children wh have left the setting, as these may cntain cnfidential infrmatin. -11-

19 3.5.4 Cnfidential recrds must frm part f the transfer dcuments t the primary schl principal. The ECCE centres might want t make duplicates t keep fr at least ne year. 3.6 Partnership with parents/educatrs/caregivers A plicy f partnership between parents/guardians and the setting must be develped, ffering parents/guardians a variety f ways t supprt and/r becme invlved in the setting s peratin, as well as in the individual develpment f their wn child. The mdel might be negtiated between the ECS prvider and the parents/guardians A plicy hand bk is needed fr parents/guardians and must include the fllwing: Name, address, telephne number f setting, with registratin and insurance details Names f the prvider and the administratr and qualificatins Admissin criteria Ages f children admitted and the number f places available Hurs f pening and perids f clsure fr hlidays Fees, methds f payment, arrears and nn payment Attendance and health rules Settling-in prcedure fr new children Arrival and departure prcedures, including details f thse authrised t deliver and cllect the child, and prcedures fr late cllectin f children Arrangements fr access t the child by relatives/thers and details f curt rders pertaining t custdy f and access t the child Infrmatin n the curriculum What the children will d: activities, play materials and rutines/schedules Assessment prcedures Arrangements fr children with special educatinal needs Field Trips Discipline plicy and behaviur guidelines Equal pprtunities plicy Child prtectin respnsibilities Partnership with parents/caregivers Arrangement fr festivals and birthdays Illness/accident, missing children and incident prcedures Cmplaints prcedures -12-

20 Any expectatins f parents/caregivers e.g. spare clthing, nappies, etc. Accessibility f ther written plicies and prcedures e.g. fire drill. Administratin f medicatin Written placement agreements/cntracts must be made and reviewed as apprpriate Ways must be sught fr sharing infrmatin, including thse items listed abve, with parents/caregivers, e.g. ntice bards, newsletters, leaflets, parents/caregivers meetings, etc Parents/guardians must be kept infrmed abut all significant issues cncerning the prgress and welfare f their children. 3.7 Supervisin Children must never be left unsupervised. 3.8 Physical Care f Children Children must be physically well cared fr. Particular attentin must be paid t hair and skin care f all children, as agreed with the parents/caregivers Apprpriate treatment fr children with a skin cmplaint must be fllwed in cnsultatin with parents/caregivers. 3.9 Meals and Snacks If meals are prvided, there must be a healthy balanced diet that meets children s nutritinal needs. Care shuld be taken with regard t additives and preservatives, as prescribed by the Schl Nutritin Cmpany. Menus must be displayed Menus must ffer a range f fds which meet the medical, religius and cultural dietary requirements f children in the setting. The ccasinal prvisin f fds frm different cuntries and cultures gives psitive recgnitin t children f that culture and als encurages children t learn, enjy and respect ther traditins and cultures Children must be allwed t eat in a way they wuld naturally eat at hme, e.g. spn r knife and frk. This must be carefully discussed with parents as cnfrmity may be required when children leave the hme setting t attend schl There must be sufficient space fr the children t eat safely and cmfrtably in small grups. -13-

21 3.9.5 Staff shuld eat with the children, with meal times being regarded as a time t talk and share news Adequate cntingency plans must be made t prvide meals in the event f the planned menu becming unavailable Field Trips Field trips shuld be planned t cincide with the Centre s prgramme f activities Permissin fr field trips must be sught frm the Ministry f Educatin befrehand Planning fr field trips must ensure the safety f the children. The site shuld be visited prir t the trip t ensure safety and adequate facilities Staff members shuld have knwledge f lcal cmmunity resurces Staffing ratis fr field trips will be dependent n where the grup is ging, and hw they are getting there. It must be nted that shrter field trips are recmmended fr yunger children. Fr neighburhd field trips 1 adult: 3 children (3-4 years) Special field trips 1 adult: 2 children (3-4 years) (n bathing activities) 1 adult: 1 child (birth-2+ years) Using public transprt 1 adult: 5 children (3-4 years) Children must wear identificatin in case they get lst. Sme suggestins are: Identificatin pendants, necklaces r bracelets. Plain clured badges, identifying the setting and giving the telephne number Careful cnsideratin must be given t the need t take first aid equipment and qualified First Aiders n any field trip. This will depend n the length f the field trip and the availability f immediate and apprpriate assistance. Apprpriate First Aid supprt must nrmally be taken n grup trips utside the immediate lcality A list f children (with the names f their parents/guardians and cntact numbers) must be taken n field trips with a cpy left at the setting. The list shuld include pre-seating arrangements fr vehicles Parents/guardians must give written cnsent fr field trips. Specific cnsent fr special field trips will be needed and parents/guardians need t knw when and where their children are ging and what time they will be back. -14-

22 Bster seats and/r car seats shuld be prvided and used as apprpriate fr children under three. Vehicles must be prperly maintained and the drivers adequately insured Each adult must be clear which children they are respnsible fr. There must be register checks at the start f the field trips and n leaving the destinatin, with regular head cunts during the trip. 4. QUALITY STANDARDS FOR CHILDREN FROM BIRTH TO THREE YEARS OLD Criteria f quality care are: The quality f the relatinships between adult and child (nurturing) The characteristics f the relatinships between children (respectful, cperative, supprtive, sharing etc) The relatinships between adults (respectful, supprtive, cperative) Quality f partnership between parents/caregivers and wrkers in the setting (respectful, supprtive, c-perative, cllabrative). Grup size, number and rati f adult educatrs/caregivers Cntinuity, training and experience f caregivers Recgnitin f the develpmental needs f children and the use f strategies t meet these needs The ability f the centre t structure and supprt the child s learning The prvisin f pprtunities fr children t initiate activities Children s invlvement in chsing activities and prjects The activity prgramme, including elements f imaginatin, challenge and indepth research. Equality f pprtunity plicy in emplyment and service delivery. Organisatin, display and accessibility f equipment, tys and materials. Attentin t health, safety and type f physical envirnment. 4.1 Infant and Tddler Care A registered prvider wh decides t ffer care fr children birth t three must ensure that the fllwing criteria are satisfied: Grups f children must be cared fr in their wn space, with prper facilities fr nappy changing and preparatin f feeds and sterilisatin f equipment clse t it. Prvisin must be made fr breast-feeding. -15-

23 4.1.2 Staff rtas must be rganised s that there is as much cntinuity f care as is reasnable given the circumstances Ideally the same persn shuld lk after a child in this age grup during each shift The administratr and the staff lking after very yung children must have a knwledge f the develpment f children frm birth Nappy dispsal must be carried ut by use f plastic bags and special refuse cllectin, r by incineratin. Use shuld be made f dispsable glves. 4.2 Interactin Interactin between adults and adults, adults and children must be warm, natural and respnsive. Children must be listened t and talked t with respect. Children must be shwn hw t listen t each ther and t adults with respect and t respnd apprpriately. Adults shuld extend children s thinking and learning by apprpriate cmmunicatin strategies An envirnment that encurages children t play and explre tgether must be prvided, prmting cllabrative activity, as children learn frm each ther. 4.3 Organisatin Each staff member must have primary respnsibility fr an identified grup f children. Thrugh such cntinued cntact, caregivers are able t learn and respnd t children s individual needs The daily rutine must be cnsistent, and ffer pprtunities fr child-initiated and adultinitiated times, indr and utdr play, active and quiet times, and the pprtunity t play alne r in grups. Care rutines, bathing, feeding, changing are t be used as pprtunities fr learning Children must have pprtunities fr play that build n their wn interests and experiences and are develpmentally apprpriate. T facilitate this, the play envirnment must be rich in learning resurces, materials and equipment. These need t be available and accessible t enable chice, explratin and discvery, fstering each child s independence, prblem-slving and decisin-making skills. As a minimum, there shuld be a creative area (sand, water, nn-txic paints, malleable materials), rle-play area, quiet area (bks, puzzles) and cnstructin area (blcks [nn-txic] cnstructin) Access t an utdr area is essential fr children wh are lked after fr lnger than 3 hurs a day. -16-

24 4.4 Physical Resurces Tys and equipment must be in gd repair, safe and sufficient fr the number f children present There must be sufficient flr space fr uninterrupted play, and lw-level strage t prmte children s independence and chice. The use f rugs and cushins shuld be prmted t create csy areas. There must be sufficient numbers f child-sized chairs and tables. (See Appendix H) Equipment and tys must be chsen t enable children t develp their scial, emtinal, cgnitive and physical skills. Real items and natural materials shuld be included as well as cmmercial tys Materials and equipment must be cnsciusly drawn frm a wide variety f cultures, and cncepts cmmn t all cultures shuld be cnsidered (such as fds, music, dance, language, families, shelter, dress etc.) when prviding pprtunities fr play There shuld be pprtunities fr learning abut festivals frm varius cultures and majr wrld religins Bks, psters, jigsaws, rhymes etc. must shw psitive images f varius races and cultures and avid racial steretyping. This apprach must be inherent in child-care practices, whether r nt children frm different cultures attend the setting The apprach f staff t the children s use f play materials must be nn-sexist, and children f bth sexes must be actively encuraged t use all the equipment and materials available. Children s preferences and nt their gender must be the deciding factr in what they d There must be adequate equipment fr utdr play, n grassed r paved area as apprpriate. Fixed climbing frames, slides and swings must be securely anchred t the grund Where a Gvernment standard exists, equipment and furniture must cnfrm t it Displays shuld be used t acknwledge and value children s wrk, prmte self-esteem by the use f phtgraphs and psters, enhance interests and prmte discussin. Displays shuld be placed at child s eye level and changed peridically t reflect new themes, enhance interest and prmte cmmunicatin. -17-

25 4.5 Learning Opprtunities fr the Under 3 s Adults must create an envirnment where the fllwing learning pprtunities can ccur and then recgnize, supprt and build n them when they d. Emtinal, Scial, Mral and Spiritual Develpment Develpment f persnal values such as hnesty, fairness and respect Develpment f sense f self Relatinships with adults and peers Interests, making and expressing chices, preferences and decisins Cnfidence in his/her use f space and equipment bth indrs and utdrs Self help skills Participatin in festivals and celebratins Physical Develpment (grss and fine mtr skills; hand/eye crdinatin) Awareness f hands, fingers, feet and tes Fine finger use, hlding and using a range f tls Lying, rlling, sitting, reaching, crawling, walking, climbing, running Using wheeled tys, thrwing, kicking, catching, balance. Cmmunicatin (early language and literacy) Use and understanding f spken and r gestured language; eye cntact, bdy language, indicating needs, expressing feelings, describing what is happening Drawings and early attempts at writing Lking at bks and listening t stries, rhymes and sngs Recgnising pictures, symbls and letters, re-telling familiar stries. Discvery and Explratin (very early maths, science and technlgy) Explring bjects with muth, hands, feet, eyes and ears Awareness f clur, shape, size, number, vlume and weight Explring and nticing differences, similarities and changes in the prperties f materials Finding ut abut things and hw they wrk. -18-

26 Creative Develpment Pretending and rle play Develping appreciatin and inventin in music and mvement Explring cnstructin, craft, natural and malleable materials Develping an awareness f clur 4.6 Observatin, Recrd Keeping and Planning Written bservatins f children s significant develpmental prgress must be made. They must be dated and categrised int areas f learning and develpment t shw where children are and t infrm planning Observatins must be nted rutinely by all staff and shared with clleagues in grup meetings. Each wrker with key respnsibility fr an individual child shuld be respnsible fr recrding bservatins and sharing them with parents/educatrs/caregivers r wrkers There shuld be bth lng and shrt term planning t ensure a brad and balanced curriculum. Shrt term planning shuld identify the intended learning the materials and adult supprt needed. It shuld be based n bservatins s as t build n children s interests and t enable cntinuity and prgressin. Specific plans t meet individual needs shuld be nted. 4.7 Rest Perids Adequate resting and sleeping facilities must be prvided fr thse children requiring them. Mattresses and bedding must be persnalized, clean and hygienic. Where children are nt tilet trained, mattresses must be cvered with a water-prf cvering. Parents/ caregivers shuld be asked t prvide persnalised bedding where necessary Parental wishes must be sught s that agreements can be made cncerning the children s sleeping and resting arrangements. Particular care needs t be taken t discuss children wh appear nt t want t rest r sleep, if their parents/caregivers/teachers are requesting that they d s. 4.8 Transitin Children s transitin in the setting (frm grup t grup, age grup t age grup etc) must be planned and prepared fr thrugh relevant cmmunicatin and sharing f recrds between wrkers and parents/educatrs/caregivers. Transitins shuld be gradual and planned individually accrding t the child s need. -19-

27 5. QUALITY STANDARDS FOR EARLY CHILDHOOD ENVIRONMENTS FOR CHILDREN BETWEEN THREE AND FIVE YEARS OLD 5.1 Curriculum Standards Curriculum standards are brad yet measurable statements t which staff shuld adhere in rder t prvide quality prgrammes Prvisins must be made t develp children s knwledge, understanding and skills as utlined in the Natinal ECCE Curriculum Guide There must be equitable pprtunities fr learning irrespective f gender, disability, ethnicity r backgrund Activities planned t facilitate children s learning and develpment must be integrated thrugh Themes and/r Prjects The prgramme must be planned s that children acquire life skill as they wrk and play during their daily rutines. 5.2 Persnal, Scial and Emtinal Develpment A well-planned prgramme f persnal, scial and emtinal develpment must be prvided t help children t wrk, play and c-perate with thers High expectatins f behaviur must be set and respect fr self, ther, and the envirnment must be encuraged. 5.3 Cgnitive Develpment/Intellectual Empwerment Knwledge and understanding the wrld There must be pprtunities fr children t respnd in different ways t their experience f the wrld and t take part in apprpriate celebratins and festivals The prgramme must prmte cultural valuing such as pride in natinal identity Develpment f children s knwledge and understanding f their envirnment must be encuraged as this prvides a fundatin fr histrical, gegraphical, scientific and technlgical learning and can als cntribute t children s awareness f scial issues. -20-

28 5.3.2 Language and Literacy Develpment Language develpment/effective cmmunicatin must be given a strng fcus by prviding pprtunities fr children t infrmally speak and share their views with their peers, and ther members f the cmmunity Opprtunities fr children t develp and practice the five elements f language and literacy (speaking, listening, reading, writing and viewing) must have a high pririty, with emphasis n learning thrugh talk There must be encuragement f the use f creative and expressive skills Crele r dialect must be recgnized as the first language f mst children under six and be accepted, valued and respected. Cnversatins with children must be in Standard English, ffering children many pprtunities t hear, experience and speak in Standard English Emergent Literacy must be supprted The curriculum must encurage the use f a wide variety f reading materials/bks There must be a cmfrtable bk crner and listening area where children can hear stries read them t them by an adult r n tape, r where they can retreat and brwse thrugh bks Mathematical Cncepts Mathematical learning shuld be activity riented and planned within fur brad areas: number; patterns, shape, space and psitin; cmparisn f measure including time and mney; statistics (infrmatin gathering), tables and charts There must be prmtin f an awareness f using gathered infrmatin t slve prblems, reasn and gain understanding f events and experiences Opprtunities t capitalize n children s self chsen activities, (fr example, encuraging children t cmpare the heights f blcks) shuld be fully explited Mathematical thinking must invlve the prcess f cmmunicatin, prblem slving and representatin. 5.4 Physical Develpment Wellness must be prmted t ensure children s physical health and hlistic develpment. -21-

29 5.4.2 There must be a carefully planned utdr and indr area t supprt children s wellness If there is n access t utdr space, arrangements must be made t enable children t use large apparatus and t mve with cnfidence, cntrl and awareness f space. (Preference hwever, is fr utdr space.) 5.5 Creative Develpment Opprtunities must be prvided fr develping children s ability t express ideas and feelings in creative ways. These must include a wide range f experiences in art, craft, music, dance and imaginative play. 5.6 Spiritual and Mral Develpment Fcus must be placed n building spiritual awareness as well as psitive mrals and values. Spiritual awareness refers t the knwledge f a supreme being and the ways t cmmunicate with this supreme being. Mral develpment refers t acquiring the cncepts f what is right and wrng This area must encmpass imprtant aspects f spiritual and mral develpment including the develpment f persnal values such as hnesty, fairness, independence, respect and an understanding f self and thers. 5.7 Planning a Balanced Curriculum All plans must be written and well articulated within the envirnment fr parents/supervisrs and visitrs t see Plans shuld: identify the purpse f the activities clearly and what children are intended t learn; summarize what children are t d, hw they will be gruped, hw staff are deplyed and the resurces needed; shw hw children s knwledge and understanding can be extended and adapted t suit children wh learn at different rates r wh have particular needs; be based n the assessments made by staff f children s prgress. -22-