Infant/Toddler Caregiving

Infant/Toddler Caregiving
Sample Answer for Infant/Toddler Caregiving Included After Question
Description

Identify 3 passages from this week’s reading assignment that were most insightful or meaningful for you. Quote each passage and discuss why this was particularly poignant for you.
Describe how you might incorporate this week’s content into your work with infants, toddlers, and their families? If you are already working with infants and toddlers, what specifically will you do, when, and how? If you are not yet working with infants and toddlers, what do you want to remember from this week’s content and how might you use this information.
write these two sections
Section One: Establishing Partnerships, pages 3-16
Section Two: Sharing Information with Families, pages 17-27
A Sample Answer For the Assignment: Infant/Toddler Caregiving
Title: Infant/Toddler Caregiving
Infant Toddler Caregiving

Infant/Toddler Caregiving A Guide to Creating Partnerships with Families Second Edition Developed collaboratively by the California Department of Education and WestEd Sacramento, 2010 Infant/Toddler Caregiving A Guide to Creating Partnerships with Families Second Edition Developed collaboratively by the California Department of Education and WestEd Publishing Information Infant/Toddler Caregiving: A Guide to Creating Partnerships with Fami­ lies (Second Edition) was developed collaboratively by the California Department of Education (CDE), Child Development Division, and the WestEd Center for Child and Family Studies. The publication was edited by John McLean, working in cooperation with Tom Cole and Lisa Duerr, consultants, CDE Child Development Division. It was prepared for print­ ing by the staff of CDE Press: Cheryl McDonald created and prepared the cover and interior design; Jeannette Reyes typeset the document. It was published by the California Department of Education, 1430 N Street, Sacramento, CA 95814-5901. The document was distributed under the provisions of the Library Distribution Act and Government Code Section 11096. © 1990, 1996, 2005, 2010 by the California Department of Education All rights reserved First edition published 1990 under the title Infant/Toddler Caregiving: A Guide to Creating Partnerships with Parents. Reprinted 2005 as Infant/Toddler Caregiving: A Guide to Creating Partnerships with Families. Spanish edition, Una guía para establecer relaciones de colaboración con las familias, published 2006. ISBN: 978-0-8011-1705-3 ISBN (2006 Spanish edition): 0-8011-1615-5 Ordering Information Copies of this publication are available for sale from the CDE. For pric­ ing and ordering information, see the Educational Resources Catalog at http://www.cde.ca.gov/re/pn/rc, or contact the CDE Press Sales Office at 1-800-995-4099 (toll-free). The catalog describes numerous publications, DVDs, and other instructional media available for sale from the Depart­ ment of Education. Notice The guidance in Infant/Toddler Caregiving: A Guide to Creating Partner­ ships with Families (Second Edition) is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, the document is exemplary, and com­ pliance with it is not mandatory. (See Education Code Section 33308.5.) ii Contents A Message from the State Superintendent of Public Instruction v Acknowledgments vii Introduction 1 Section One: Establishing Partnerships 3 Two-Way and Multiway Communication 4 Initial Contact with the Program 4 The Entry Process 7 Setting the Stage for Developing Trust in Relationships 11 Questions to Consider 13 Suggested Resources 14 References 16 Section Two: Sharing Information with Families 17 A Positive Program Atmosphere 17 Communicating the Program’s Philosophy and Practices 18 Brochures 19 A Handbook for Families 20 Conferences and Meetings 23 Effective Ways to Share Information 24 Questions to Consider 25 Suggested Resources 25 Section Three: Preparing Together for Separations 28 Understanding the Concerns of Family Members 28 Working Together to Ease the Separation for the Child 30 Role of the Program 32 Helping Families That Have Conflicting Feelings 36 Questions to Consider 36 Suggested Resources 36 Section Four: Working with Families in Their Cultures 39 The Power of Culture 39 Supporting Children’s Connections to Family and Culture 39 Differences Within Cultures 41 Concepts of Independence and Interdependence 42 When Differences Cause Discomfort 43 Families That Come from Difficult Circumstances 44 Ways to Help Families Feel at Home 45 Culturally Based Issues That Arise in Child Care 45 The Opportunities of Diversity 49 Questions to Consider 50 Suggested Resources 50 iii Section Five: Listening and Responding to Families Active Listening 56 Self-Awareness When Relating with Others 59 Addressing Differences 62 Questions to Consider 66 Suggested Resources 67 56 Section Six: Family Participation in the Program 70 Setting the Stage for Family Involvement 70 Opportunities for Family Participation 72 Questions That Family Volunteers May Have 76 Teenage-Parent Participation 78 Involving Grandparents and Other Family Members 79 Questions to Consider 80 Suggested Resources 81 Section Seven: Conducting Business with Families Planning for Financial Returns 84 Legal Issues 85 Recordkeeping 86 Common Business Issues 86 Assistance with Business Operations 87 Questions to Consider 88 Suggested Resources 88 84 Section Eight: Supporting Families Under Stress 90 “Hurry Sickness” 90 Tight Budgets 91 Family Concerns About Their Child’s Development 92 Worries About the Child Care Situation: Understanding, Competence, and Honesty 95 Family Crises 96 Agencies Helping Families 97 Caring for Infant Care Teachers 98 Questions to Consider 99 Suggested Resources 99 References 101 Section Nine: Addressing Difficult Issues 102 Minor Injuries and Illnesses 102 Concerns About Health and Development 103 Behavioral Issues 105 Dealing with Mistreatment of Children 109 Questions to Consider 112 Suggested Resources 113 Appendixes 117 A. Family-Centered Care 118 B. Sample Family–Infant Care Program Agreement 120 C. Sample Questions for Families at Time of Enrollment 124 D. Protective Urges: Working with Caregivers’ Feelings 125 E. Protective Urges: Working with Parents’ Feelings 128 iv A Message from the State Superintendent of Public Instruction s families increasingly rely on child care outside the home to meet the demands of work and school, many more infants and toddlers spend significant amounts of time in child care settings. It is more critical than ever for our youngest and most vulnerable children to receive care that is safe, healthy, and that nurtures their optimal growth and development. When families enroll their infants and toddlers in high-quality programs, they enter into partnerships that are responsive to the develop­ mental needs of their children. High-quality programs work closely with family members to provide children with environments, materials, and relationships that enrich learning and development. During the past 25 years, the California Department of Education and WestEd have collaborated to create the Program for Infant/Toddler Care (PITC), a state-of-the-art training system with a comprehensive library of resource materials. These PITC resources help infant care teachers and providers implement high-quality, relationship-based care in child care centers and in family child care homes. A central, guiding principle empha­ sized throughout these PITC resources is the importance of family involvement, starting in infancy and continuing through the school years. This second edition of Infant/Toddler Caregiving: A Guide to Creating Partnerships with Families provides both vision and practical guidance on developing partnerships with families. It encourages staff members to share information, build trust, address concerns, and create a positive atmosphere in which parents and family members feel welcome and involved in program activities—and in the process of making important decisions about their children’s care. Special attention is given to issues that may cause tension for caregivers and family members, including attachment and separation, family stress, and caregiving preferences. Our children’s future is our future, and the benefits of helping families start their children on a path to success will extend to our communities and our state. I encourage child care programs to use this publication to help create caring partnerships with families and to offer young children the best care and education possible. JACK O’CONNELL State Superintendent of Public Instruction v Page vi is blank. Do not print this instruction. vi Acknowledgments he first edition of this publication was written by Mary B. Lane and Sheila Signer, working under the direction of J. Ronald Lally. Mary B. Lane directed the first Head Start training program in the San Francisco Bay Area and guided the Nurseries in Cross-Cultural Education project that was funded by the National Institute of Mental Health. Sheila Signer is a senior program associate with WestEd’s Center for Child and Family Studies (WestEd) and is a core developer of the WestEd Program for Infant/Toddler Care (PITC). This publication was developed by WestEd, under the direction of J. Ronald Lally. Special thanks go to Peter L. Mangione, Carol Young-Holt, and Kathleen Bertolucci for editorial assistance; and to Virginia Benson, Patricia Gardner, Emily Louw, Janet Poole, Mary Smithberger, and Kathryn Swabel of the Child Development Divi­ sion, California Department of Educa­ tion (CDE), for their review and recom­ mendations on content. Gratitude is also extended to the members of the national and California review panels for their comments and suggestions. The national panel members were T. Berry Brazelton, Laura Dittmann, Richard Fiene, Magda Gerber, Asa Hilliard, Alice Honig, Jeree Pawl, Sally Provence, Eleanor Szanton, Yolanda Torres, Bernice Weissbourd, and Donna Wittmer. The California panel members were Dorlene Clayton, Dee Cuney, Ronda Garcia, Jacquelyne Jackson, Lee McKay, Janet Nielsen, Pearlene Reese, Maria Ruiz, June Sale, Patty Siegel, and Lenore Thompson. This second edition offers expanded information on working with infant/tod­ dler families of diverse backgrounds and cultures. Additionally, it incorporates two important concepts that are changing the way programs relate to families as part­ ners: family-centered care and protective urges. Family-centered care views and embraces families as equally competent partners in children’s care, learning, and daily experiences. Family-centered care also honors the primary role of the family in the child’s life and brings families and their cultures, interests, values, and prac­ tices into the child care program to sup­ port the child’s connection with his or her family. The concept of protective urges rests on the assumption that families and infant care teachers alike experience heightened emotions as they share the responsibility of caring for infants. This publication offers strategies for teachers to ease family members’ mixed feelings about using out-of-home infant care and to address their own feelings about infant care teaching. Sheila Signer revised this guide under the direction of J. Ronald Lally and Peter L. Mangione, Codirectors of the WestEd Center for Child and Family Studies and developers of the PITC, and vii in collaboration with the CDE’s Child Development Division. Special thanks are extended to the contributing writers and advisers for this project: Janet Gonzalez-Mena, Janis Keyser, Senta Greene, Rebeca Valdivia, Deborah Greenwald, Alicia Tuesta, Janet Poole, and Cathy Tsao, of WestEd; and to Mary Smithberger and other staff members of the CDE’s Child Development Division for their review and recommendations on *The names, titles, and affiliations of the individuals listed in these acknowledgments were current at the time the publication was developed. viii content. Sara Webb-Schmitz and Eva May Gorman, both from WestEd, provided editorial assistance. Note: Historically, the most impor­ tant people in children’s lives have been referred to as “parents.” Recognizing the diversity of families that raise and nurture infants and toddlers in the United States, this guide uses the terms families, family members, and—less frequently and more specifically—parents. In this way we hope to offer teachers a differ­ ent and more inclusive way of thinking about all the people who are important in a child’s life. Introduction hen a very young child enters a child care pro­ gram, both the infant and the infant’s family experience dramatic changes in their lives. The infant is faced—usually for the first time—with the challenge of adapting to a strange environment, different routines, and new relationships. The infant’s parents and family members must make an oftendifficult adjustment to sharing the care of their child with someone outside the family. When a family enrolls an infant in child care for the first time, family members almost always worry: Will the infant care teacher genuinely care for and about their child as they would? Families seek a person to whom they can entrust their infant; they want to know that their child will be safe and nurtured. They also need someone who will understand and respect their feelings and choices about the infant’s care, and who will provide the consistency between child care and home care that every infant needs. Closeness between an infant and his or her family members is essential for the healthy emotional development of the child and for the family’s emotional well-being. Infant care teachers need to actively support existing family bonds— particularly during the first few months of care, when the family and child are adjusting to the new situation. Express­ ing support for the infant’s attachment to family members will help ease parental anxieties about using out-of-home care. Family members who see that a relation­ ship between their child and an infant care teacher complements, rather than competes with, the family’s values and functioning will be more likely to discuss child-rearing concerns with the infant care teacher; they will become confident that their child’s infant care teacher re­ spects their parental role. Families of infants entering child care often experience a variety of emotions, such as anxiety and worry. Thoughtful infant care teachers learn to not take it personally when parents or other family members express concerns. Those teach­ ers recognize that the family, as well as the child, needs reassurance. Infant care teachers who intend to support families rather than act as substitute parents pro­ vide that reassurance. Program teach­ ers and leaders who promote children’s familial bonds can create a sense of community among all program families 1 and staff members; they can do so by implementing activities that encourage families to interact with each other and that address families’ shared needs and interests. Cordial, personal interaction between infant care teachers and family members is important for developing trust in those relationships. Daily interaction such as friendly conversation during drop-off and pickup times can help family members feel welcome and valued in the child care program. Likewise, kind gestures from 2 infant care teachers—for example, offer­ ing coffee, tea, or other refreshments to family members at the end of a day—can encourage family members to ask ques­ tions about a child’s behavior. Establish­ ing supportive give-and-take relationships with families requires skill and planning, but infant care teachers whose words and actions welcome family members can foster family involvement in the child’s care and lay the foundation for effective partnerships. Section One: Establishing Partnerships Partnerships between infant care teachers and families are central to high-quality care for all infants and toddlers, across settings and life circumstances. true partnership between infant care teachers and the children’s families makes good sense. Each partner has an essential yet distinctly different role to play. Renowned child development expert Ed Zigler points out that in this partner­ ship, the family must be seen as the senior partner because the family’s influence in the child’s life is much greater and longer-lasting than that of the program.* Working as partners, family members and infant care programs have an invaluable opportunity to support and strengthen each other. Together they can create a rich child care experience that blends har­ moniously with the child’s life at home. Infants and toddlers thrive when they have the consistency and predictability that result from the partnership between child care programs and families. But partnerships do not just happen automati­ cally. They require a shared concern for the well-being of the child, a desire to develop relationships of trust, and the capacity to collaborate. Infant/toddler partnerships are not lim­ ited to families and program staff. They also include extended family, friends and neighbors, specialists, infant/tod­ dler health professionals, and community partners such as family-support agencies. All partners benefit from the expertise of the others and from an understanding of the critical role each plays in the child’s life. This understanding develops through two-way and multiway communication. *From the California Infant/Toddler Learning and Development Program Guidelines Advisory Panel meeting, May 2003. 3 Two-Way and Multiway Communication Two-way communication between families and programs is an essential ele­ ment in building partnerships with fami­ lies. It occurs in open interchanges where each person’s contribution is sought and respected. Two-way communication pro­ vides crucial information to both parties and builds the trust necessary to share the care of the child. The concept of twoway communication may seem simple, but inviting and encouraging families to participate and communicate freely in program activities can be challenging. Traditionally, many programs have shared information through one-way communication. For example, a program may communicate information to fami­ lies through various means, such as daily check-in charts, newsletters, handbooks, articles and books, bulletin boards, family conferences, and meetings with families. These one-way forms of communication need to be modified to include families’ perspectives, concerns, and contributions. Verbal interaction in which both or all parties express their points of view fosters two-way and multiway communication. Here are a few strategies for expanding one-way communication into two-way communication: • Create newsletters that include items written by family members. • Develop a handbook for families that includes family members’ input and home languages (if possible). • Use bulletin boards that include sections for families’ ideas, issues, and needs. Multiway communication is impor­ tant, too. It sets the stage for creating a sense of community in infant/tod­ dler programs—which helps strengthen programs. Here are a few examples of multiway communication: • An infant care teacher meets with two or more family members to learn about their cultural child-rearing practices. Each person has a chance to describe his or her approach. • Teachers bring two or more families together to exchange information or to work together on a project. The teach­ ers spend most of the time listening. • Multidisciplinary teams include fam­ ily members when meeting to discuss a child who has special needs. Each participant contributes information that helps clarify the situation. Initial Contact with the Program Family–program partnerships begin with two-way or multiway interchanges during a family’s first contact with a program. The quality of the first contact can set the tone for a deeper relationship between teachers and family members if or when the family decides to enroll their child in the program. Introductions may begin with a phone call from a prospec­ tive family or through an e-mail. In any 4 case, the family’s first concerns likely will be practical ones: whether there is space in the program for their child, the ages and number of children served, how much the program charges, and the hours of service. Families also may ask if the pro­ gram welcomes children with disabilities or special needs, has the capacity to care for children with severe disabilities, or can communicate using languages other than English. If a family that inquires about a program feels encouraged by the initial contact, they will likely take the next step: a visit to the program. Partnerships emerge with time and patience, in programs that are committed to serving and nurturing families and children. The First Meeting If you are a program staff member or infant care teacher, your first meet­ ing with a child’s family is an important opportunity to lay the groundwork for a relationship of trust. Set aside a time and place where you and the family member(s) can sit comfortably and talk with few interruptions. Then you can move into the child care environment to show your program in action. If you are a family child care provider and have no one else to care for the children while you talk with families, you might ask families to visit toward the end of the day so they can observe you while the children are present. Then you could sit down to talk after the children have left for the day. During these visits, you and the family members will be exploring whether the program matches the family’s needs and preferences closely enough to pursue the possibility of enrollment. The first visit is a good time to offer in­ formation about the program and to learn about a family’s expectations and desires. A discussion of the program’s philosophy, policies, and practices should highlight your family-centered approach to infant/ toddler care. As you talk, be sure to en­ courage two-way conversation, and give the family members time to ask questions, offer opinions, and share information. During the meeting time, you may want to communicate the following: • Your interest in learning about the child through the family’s eyes • The program’s commitment to inclu­ sion of all children and their families • Information about the program’s day­ to-day operations 5 You may also want to reassure the fam­ ily about using infant/toddler care. Here are some points you might make: • In family-centered care, family mem­ bers are fully involved in the child’s care through a process of collaboration and partnership. • The role of child care is complemen­ tary to the family’s care. Your role is to support the family in caring, nurturing, and educating their child—not to be a substitute for the family. • In contrast to the idea of “giving up” their child, families who use child care are often strengthened in their parenting. Their network of support and influence expands as they become members of the child care community. • Enrollment in child care broadens a child’s social and educational experi­ ences. Reinforce initial conversations by pro­ viding family members with clearly writ­ ten materials that present the program’s policies and practices and that emphasize the importance of the family’s role in their child’s care. Make sure the written materials clearly state that your pro­ 6 gram welcomes diversity of cultures and individual abilities. The materials should also explain the program’s philosophy on guidance and socialization. Emphasize that your program and practices are a work in progress, committed to ongoing dialogue and to growth of relationships with families. Remember to stress the program’s commitment to collaborating fully with families. Words can be tricky. No matter how carefully you prepare your written materi­ als, families may misunderstand your communication. During the initial conver­ sations with families, be sure to discuss each important topic and point out the most significant information in the writ­ ten materials. Listen carefully to family members’ responses to see if they have understood your points. This will help prevent future misunderstandings. The Grand Tour A good way to show a program’s dedication to the well-being of children is to walk with the family through the child care environment. Families may not know what to look for, so be sure to highlight the features of the environment that encourage children’s exploration and interaction. Point out the furniture, equip­ ment, and toys you provide that support children of different abilities, develop­ mental stages, and interests. The “grand tour” of the child care envi­ ronment provides a valuable opportunity to address common concerns of families that have infants and toddlers—particular­ ly health and safety issues. Note that the environment is arranged to ensure safety and hygiene. For example, in a centerbased program, point out an infant care teacher who is using proper sanitation procedures while changing a diaper. If you are a family child care provider, you can demonstrate this yourself. Families A child enrolled is a family enrolled. will be reassured when they see a clean environment that promotes health and safety. You can also show families that the program is prepared to administer first aid and cardiopulmonary resuscitation (CPR). Drawing attention to these and other features (such as safety gates and al­ lergy charts) will help relieve some of the concerns family members may have about leaving their children in your care. If you have outdoor space, be sure to show it to family members. Emphasize that fresh air, natural light, and contact with nature are essential to children’s growth and development. Show how the outdoor space is arranged to maintain safety and encourage exploration, and describe how outdoor playtime is offered and supervised. If you have limited or no outdoor space, explain how you maximize the use of available space and that you provide outdoor playtime for the children at a local park or playground. The Entry Process After the family members have visited and observed your program, read your materials, and clarified any remaining questions, they will decide whether your program is a good match for them and their child. If they choose to enroll the child, the next step is the entry process— the child’s introduction and transition to the program. You will need a plan to help the child and family with this process. Families’ Expectations and Requirements In a meeting with the family mem­ bers, ask about their requirements and expectations for the child’s care. Describe to them your program’s philosophy of easing the child into care and ask how they would like to proceed. Some fami­ lies need child care more urgently than others do; nevertheless, explain that a gradual entry process can help the child and family adjust to the program more easily. Avoid an unyielding approach or tone when you explain that philosophy. If you sense that the family is anxious to start care as soon as possible, offer a plan for the child’s entry that accommodates the family’s time constraints but still aims for a gradual entry. A suggested timeline is offered in Section Three. Developing a plan for supporting the child’s adjustment to the new setting presents families and programs with an important opportunity to collaborate. Family members and infant care teachers will benefit from exchanging information. For example, many teachers understand the different temperaments of infants. They know that some children adapt more easily than others and that a cautious child will resist if pushed to join in with the group. The family can tell the teacher how their child reacts to new situations. When family members add knowledge of their child to the teacher’s general knowl­ 7 have a disability that had not been iden­ tified at the time of enrollment. Under such circumstances, agreements between a family and a program will have to be altered as situations, schedules, and sup­ port systems evolve. Starting with clear agreements can help limit many potential sources of tension between families and the program. Business and Program Arrangements Business matters must be discussed and agreed upon before a child enters a program. If clearly defined agreements are not established, problems are likely to arise in the following areas: edge of children, transitions to child care can be easier.* Addressing Special Concerns Families often have special requests and concerns. Understanding those concerns and accommodating families, particularly during early stages of the family’s enrollment in the program, are important steps toward the development of a relationship of trust. For example, a child may have special dietary needs or may have allergies to certain foods. Fami­ lies may request special arrangements for diapers (cloth instead of disposable), late arrival or early pickup, medical appoint­ ments, family vacations, or adaptations to the environment for a child with a disability. Ideally, you and the family will be able to address these issues before the child enters the program. However, family situations may change after a child is in the program for a while—for example, when an infant or toddler is determined to *You can learn more about this topic from the Program for Infant/Toddler Care (PITC) DVD Flexible, Fearful, or Feisty: The Different Temperaments of Infants and Toddlers. Further information about the DVD is listed at the end of this section. 8 • Fee arrangements • Arrival and pickup times • Health policies and emergency planning Fee Arrangements It can be challenging to discuss busi­ ness matters with families. Explain information about fees in a clear, friendly manner and provide families with written policies. If the program has a policy that late payments may be cause for terminat­ ing a child’s enrollment, the policy should be stated clearly at the time of enrollment. See Appendix B for a sample family– infant care program agreement. Arrival and Pickup Times In an era of working families, long commutes, and lengthy bus rides, is­ sues related to drop-off and pickup times can create tension. One common source of tension is lateness—by family and program staff members. Working parents who have to wait for a tardy early-shift teacher to unlock the child care center, or for a family child care provider who is not home, can become frustrated. Similarly, infant care teachers often feel frustrated when a family member arrives 20 or 30 Parents need to know that you can help them with specific concerns about their child. minutes after closing time or expects to receive care prior to the program’s normal opening time. Families and teachers sometimes have different ideas about appropriate drop-off and pickup times for children. Teachers may prefer that children arrive at about the same time each day, while family members may want a more flexible sched­ ule. A family member whose schedule changes frequently may be unable to come at regular times, or a mother may want to spend as much time as possible with her baby. In general, a program should try to accommodate the family’s preferred drop-off and pickup times whenever pos­ sible, as long as those times fall within regular program hours. Although infant care teachers may feel that it is better for a child to have a consistent schedule, a commitment to family-centered care means putting the family’s priorities first. • Express your commitment to work closely with health professionals and specialists. • Without violating confidentiality, discuss ways in which other families and children have coped with various illnesses or conditions. • Share information about support net­ works, community resources, and other help available to families. In this critical area of partnership, infant care teachers and families have to rely on each other to ensure the health and safety of each child. Both partners should plan for emergencies, and the plans must be coordinated. Procedures must be developed to manage situations such as these: A family child care provider gets sick; a child gets hurt or becomes ill dur­ ing the day; a child with a chronic hea