Child Care Basics. Contents. Introduction... i. Module 1: Valuing Each Child and Family Module 2: Child Growth and Development...

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2 Contents Introduction... i Module 1: Valuing Each Child and Family... 1 Module 2: Child Growth and Development Module 3: Celebrating Child Growth Module 4: Curriculum and Learning Environments Module 5: Family and Community Partnerships Module 6: Healthy Practices: Safety and Wellness Module 7: Healthy Practices Module 8: Interactions and Guidance Module 9: Program Planning and Development Module 10: Professional Practice Appendix

3 INTRODUCTION What is my role in caring for young children? This curriculum guide is a tool for instructors and trainers to assist pre-service care providers and teachers in answering that question. Washington State requires all licensed Lead Teachers to successfully complete either the Basics in Child Care STARS course or earn 12 credits in Early Childhood Education (ECE). The intent of the law is to assure families that the licensed professionals caring for their children are knowledgeable of child development, resourceful in planning activities, skilled in guiding behavior, and able to maintain healthy environments. This Child Care Basics 30 hour/3 credit course serves as an introduction for professionals in meeting the licensing requirement for lead teachers. The course is organized as 10 modules; each is expected to take three hours to facilitate. The Washington State Core Competencies for Early Care and Education Professionals (Washington State Department of Early Learning [DEL], 2010) is the foundation for the three student outcomes found in each module (labeled as Outcomes A, B and C). Interactive learning activities, video clips, discussion questions, and additional resources provide instructors with a variety of options for teaching. There is a choice of two textbooks: Child Care Center Licensing Guidebook (2 nd ed., DEL, 2006), OR the Washington State Family Home Child Care Licensing Guide (2 nd ed., DEL, 2013). The modules are designed so that the needs of both center staff and family home child care providers will be met through this course. A Power Point presentation is provided to offer visual support for training delivery. The slides offer visuals or key points to accompany the curriculum content with text from the curriculum written in the instructor notes. Do not read verbatim from the trainer notes. The notes support your delivery of the content. Some activities in the curriculum are optional and the PPT slides can be arranged or deleted to accompany the format selected. Some trainers offer the course as a hybrid, with 15 hours of face to face time and 15 hours of out of class reading and assignments. A sample training plan for hybrid deliver is included. The students are expected to read pages from the texts and complete some activities or handouts prior to attending the next class. This Child Care Basics curriculum reflects values articulated in state and national standards for the Early Learning Profession. The Code of Ethical Conduct and Statement of Commitment (NAEYC May 2011) provides the following statement on core values: Standards of ethical behavior in early childhood care and education are based on commitment to the following core values that are deeply rooted in the history of the field of early childhood care and education. We have made a commitment to: i

4 Appreciate childhood as a unique and valuable stage of the human life cycle. Base our work on knowledge of how children develop and learn. Appreciate and support the bond between the child and family. Recognize that children are best understood and supported in the context of family, culture, community, and society. (The term culture includes ethnicity, racial identity, economic level, family structure, language, and religious and political beliefs, which profoundly influence each child s development and relationship to the world.) Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague). Respect diversity in children, families, and colleagues. Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect. This curriculum guide references The Washington State Core Competencies for Early Care and Education Professionals in an effort to describe the basic foundations of best practice: Children need a supportive and nurturing environment in which to grow, learn and develop. Caregivers and teachers recognize that children are first educated by the family. In doing so, caregivers and teachers develop strong relationships with families and support their strengths. Cultural diversity including all ethnic, linguistic and socio-economic backgrounds impacts areas of practice in early care and education. Professionals recognize that each family is unique in its structure, values, beliefs, traditions and interactions. Professionals respect each family s worth and appreciate the richness of diversity that each family brings to the early care and education setting. Professional development requires self-reflection on practices to identify strengths, recognize areas for future growth, and incorporate new leaning experiences. Reflection heightens awareness of one s own performance and leads to person change and growth. Finally, the Washington State Early Learning and Development Guidelines: Birth through 3 rd Grade (2012 WA State Department of Early Learning. Olympia, WA: Del) is a resource utilized throughout this curriculum guide. Go to for information on how this document was created to reflect all of Washington s children and those who love, care for and educate them. The Guidelines authors offer the trainers and instructors the following guidance: Every child in Washington has diverse strengths rooted in his or her family s unique culture, heritage, language, beliefs, and circumstances. Early learning that supports the full participation of every child builds on these strengths by fostering a sense of belonging and supporting positive social relationships. ii

5 In an effort to meet the standards described above, assessment tools are offered in each module. These assessments are directly related to the desired student outcomes and directly linked to the states core competencies. Each educational setting will dictate unique requirements for recording assessment results. It is expected that every individual completing the Child Care Basics course will have documented evidence of having met stated outcomes. See the Competencies Documentation Rubric in the Appendix for an instructor s template for keeping track of students progress. A template certificate for documenting completion of the Child Care Basics course is also included. It is hoped that this introductory course will inspire and motivate developing professionals to seek more opportunities to improve skills and increase knowledge through continuing education. Creation of the Child Care Basics Curriculum Guide was the result of the combined efforts of Early Learning professionals from across the state of Washington and draws from the larger community of Early Childhood Education. Special thanks go to: Department of Early Learning The Lead Authors and Reviewers from the college system o Darcie Donegan, Whatcom Community College Modules o Gayle Dilling, Olympic College Modules o Shelley Macy, Northwest Indian College Module o Christine Moon, South Puget Sound Community College - Module o Ardene Niemer, Renton Technical Institute Modules o Glenda Orgill, Yakima Valley Community College Modules o Victoria Mackenzie, Olympic College Online course creator o Mary Garguile, Olympic College Quality Matters reviewer, online course o Dorothy Watson, Whatcom Community College Editor Debra Hasbrook M.Ed. -- Creation of the Child Care Basics Power Point presentation Child Care Aware of Olympic Peninsula/Child Care Action Council hybrid format This course was updated by Department of Early Learning in This curriculum guide is dedicated to all of the infants, toddlers, and children nurtured, cared for, and taught in centers and in homes throughout Washington State. May they be supported by skilled, loving, knowledgeable adults keeping them safe and enriching their lives. ~ Sally Holloway, Project Director Whatcom Community College iii

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