The purpose of this manual  is to acquaint you with policies and procedures in the UL Lafayette Nursery School (NS). You are responsible for all material presented in this manual. Any other pertinent participation information will be posted on the 417 closet door at the front entrance of the school.

Specific questions you may have about individual situations or philosophy of the school should be directed to Dr. Coghill.

The UL Lafayette Nursery School is a laboratory whose primary function is to provide university students of child development and related disciplines opportunities to learn about young children. In coordination with this purpose, a model program for young children and their families has been developed. This program serves children of university faculty, staff and community. All parents are welcome to make application for their child's attendance. Because enrollment is limited, however, and there is an extensive waiting list,  application should be made several years before the child reaches age three. Children are selected for the program on the basis of the date application was made for their enrollment. The number of three year olds, four year olds, boys and girls is kept equal so  that the group may also be used for research purposes. This method of selection also permits students to see  children at a wide variety of developmental levels.

These directives apply to the general effectiveness of the NS and it is important that they are carefully observed.

1.  Notify the lab team manager (number will be provided in class) if you are ill, will be delayed, or for some other reason beyond your control will not be able to come at the assigned time (482-5369).  Do this as early as possible.  You are partially responsible for the manager's ability to obtain a substitute for you.

2.  You have selected an observation/participation day. You are expected to be ready  to begin  participating (at the latest) at 8:00.  You should, therefore, check into the center before 8:00. Complete the attendance procedure using the  accurate time and date. All time cards remain in the NS.

3.  You are expected to spend your time in the NS learning about young children. If you must visit with fellow students,  do so away from the school. Your coats, books and other personal items are to be placed in the closet by the front door.

4.  Nursery School student-staff T-shirts will be worn each participation day (tucked in!).  Dress slacks (no jeans or shorts) or skirts are acceptable attire worn with the uniform shirt.  You must dress for easy movement and for the possibility of supervising messy activities comfortably.  No hats/ caps will be permitted in the classrooms. During cool weather, a solid-colored turtleneck shirt worn under the uniform T-shirt is acceptable. You are expected to be neatly groomed and,  for  the health and safety of the children, fingernails will be short. Students must  also have  appropriate clothing for outdoor wear at each lab session.  A person  who is cold or  uncomfortable cannot focus adequate care giving on the children.  Prepare for the  weather.

5.  Parking is available in the Blackham Coliseum fenced lot across from the Nursery School.  Use the walk-through gate across from the Nursery School parking lot.  HUMR 417 students use the front entrance door.  On days when Blackham Coliseum is being used for special events, parking is available in the large lot along St. Landry Street extension.

6.  All children's bumps, falls, scratches and bites must be reported immediately to the Director or to the Laboratory Assistant

7.  If you are asked a question about a child's progress by a parent or a student who is observing, explain that you are only in the NS a limited time and  therefore have only a partial picture. You  might offer, in this case, to see if  the Director is free to talk to the parent or student for a few minutes.

8.  Be aware of all exits, fire extinguishers, and posted evacuation plans in case an emergency evacuation is necessary.

9.  NO child will be released to any unauthorized person. This procedure must be directed by the Director, the Laboratory Assistant or the Graduate Assistant. No one other that these three people has the authority to release any child. If someone comes to pick up a child, notify the person in charge. Also, if anyone is observing the children who is not known to you to be a student or parent, please notify the person in charge. Usually, the observation has been approved, but  the security of our children demands that precautions be taken.

10. All staff will wash hands upon arriving at the Nursery School and throughout the morning as required by the State Health Department.

1.   To practice making appropriate, effective decisions.
2.   To evaluate ideas and experiences.
3.   To evaluate personal feelings about children.
4.   To develop an awareness and appreciation of the types of responsibilities  for care and guidance of young children.
5.  To develop rapport and cooperation with children,  peers, and teachers.
6.   To develop an awareness of parent-child relationships.
7.   To enhance insights into physical, social, emotional, and cognitive domains of children’s development.
8.   To apply teaching and classroom management techniques in the early  childhood setting.

The Nursery School operates on a half-day schedule for five days a week during the UL Lafayette fall and spring semesters, with the exception of registration and final exam weeks. You will be notified of school holidays during your lecture class. The NS will be closed on those days which UL Lafayette is closed. If the Lafayette Parish Schools are closed because of bad  weather, the NS will also be closed.

The daily schedule is:

  8:25             Arrival and health check
  8:25-8:40      Good Morning Group
  8:40-9:40     Activity Center Choices
  9:40-9:50     Clean-up/ Toileting
  9:50-10:05    Snack
 10:05-10:30   Circle Time (stories & music)
 10:30-11:00   Outdoor play
 11:00-11:30   Second Group (stories & group
      activities)
 11:30             Dismissal

The daily  schedule is adjusted when necessary to accommodate special activities or when weather does not permit extensive  outdoor play. Children are best able to function in a group setting when routines are consistent. For this reason there is an attempt to maintain the established sequence of events even when there is a variation in the length of time spent on a particular activity.

Activity Center Choices

Before School:   Assignments for setting up activities are rotated among participating students. You are responsible to prepare that area to which you are assigned.

General suggestions for directing play:

Select a place that will give you the greatest possible visibility of the area (or areas) to which you are assigned. If you can see the activity of the children, you can anticipate some of the problems that may arise. Be alert to what the children are doing. Are they delivering milk to a "block" house or serving breakfast, or putting their babies to bed? Knowing what they are playing helps to redirect play when it is necessary and to terminate play when it is time to  do so. Some areas have numbers posted above them. These numbers indicate the maximum number of children permitted to play in that area. If this number is exceeded, assist the last child(ren) entering the area to locate another play area.  In an area with no posted number, the maximum play spaces will be indicated by the number of mats or chairs available.

In general, interfere only when the safety of a child demands it, or if the play becomes rowdy or non-constructive.

Use positive rather than negative directions:

    SAY  "Play with the playdoh on the table."
    NOT  "Don't throw the playdoh on the floor."

When it is necessary to physically restrain a child  from continuing an activity, if possible, control the material rather than the child.  (Example)   If a child runs into you with a tricycle, put your hand on the tricycle rather than on the child. This will be resented less than personal contact.

Suggest that children ask for play material which other children are using.   You may need to provide the child with specific words to use when asking for a toy.  (Example)  Say, "John, if you would like to play with that truck you could say, ‘Mollie, I want a turn with the truck when you get finished.’"

If a child uses force (such as kicking or biting) to get a desired toy, first stop the child, then tell the child to use words to ask for what is wanted. If a child uses force and there seems to be no immediate cause, it is necessary to watch carefully to see if a reason can be identified for the behavior.

Children are not required to say "I'm sorry" when they have an altercation with another child.  Model your own concern for the welfare of the victim and include the aggressor in offering assistance.

Children learn manners by imitation.   Say "please" and "thank you" yourself in natural situations in which you would ordinarily say them. Requiring children to say "please" before you help them puts a greater emphasis on a word than is necessary at this age.

Give the children a choice when possible. Preschoolers tend to be more cooperative when they have an opportunity to have some input into experiences. For example, if a child is having difficulty getting seated for an activity you could say, "John, you may sit in this blue chair by Mary or this orange chair by Tom." (Touching the object to which you are referring will help clarify the choice.) There are times at which a child cannot be given a choice. Clean-up and bathroom time are examples.

    SAY "It's time to clean up our room now. Here is a block that needs to be put on the shelf."  (Specific requests help.)

    NOT "Shall we clean up our room now?"  or, "It's clean up time now, O.K.?"

The general rule for giving children choices is: Give children a choice when you are willing to accept the choice that they make.

Reword your directive if "good" or "bad", "nice" or "naughty" is being applied to the children. Be specific about the behavior being praised.

        SAY "You have sorted all of the toys back into  the right boxes," or "You worked very hard stacking blocks neatly on the shelves."

       NOT "You're a good boy to stack the blocks." or "Good job, Ben."

Ignore "name calling" or profanity.

COMPETITION IS NOT APPROPRIATE MOTIVATION IN THE NURSERY SCHOOL.    A child can do his or her best  without having to try to do it better than or  faster than another child.

Encourage children to do for themselves when possible, but give help when it is needed.  Remember the importance of instrumental and  affectional needs.

Physical punishment such as slapping, spanking or shaking is NOT used at the NS. Similarly, punishment which humiliates a child or damages self esteem is not used. We encourage the development of self discipline by helping the child understand limits and his or her own feelings. If you question if  a child's behavior is acceptable or become upset or  frustrated by the behavior, seek assistance from the Director, Laboratory Assistant or Graduate Assistant.

A copy of the NS discipline policy is posted on the Parent Information Board by the children's entrance.

Encourage the children to use "quiet voices" indoors. If they call to one another across the room, tell them to move to the other child to visit.  (Likewise, this is a good policy for the adults in the room.) Loud voices not only encourage over-stimulation, but are one of the early signs of it. When combined with silly behavior it indicates time to give constructive suggestions for play, or to suggest an interesting, but quieter activity.

The Block Area.  Preparations for this area are made before the children arrive. Block shelves which are covered are not to be used that day. Activities and play accessories which are available for use will be placed on the rug. All block play is to take place on the rug.

Encourage building with the blocks in a constructive way. Suggest that children use the blocks as they remove them from the shelves, rather than putting all of the blocks on the floor initially, and blocking construction areas.  Encourage construction to take place away from the immediate front of the block shelf.

The Quiet Zone.     The number of children who can play in this area is determined by the number of mats available -- usually 3.  Children select a mat, place it on the Quiet Zone floor space and select materials from the shelf to bring to their mats.  When  finished playing, each child returns play materials to the shelf and replaces mat.

Watch to see that pieces to each puzzle are kept with the appropriate puzzle. Check puzzles before they are  put away to see that they are complete. All puzzles are coded on the back.

Suggest a simpler puzzle to children who choose, but  are unable to complete a difficult one. If a child has tried to complete a puzzle and has worked for a long time, often a suggestion to turn the piece around (or tuning it around yourself) will help the child see  the relationship of the piece to the rest of the puzzle and assist in completion of the puzzle.

Manipulative materials are not to be available to the  children if they are broken or if necessary pieces are missing. Materials in such conditions are dangerous and/or frustrating. If you see any such items, remove them from the table and notify a teacher.

Books.  Books are available to the children during self-selected play time. They may be placed in the Quiet Zone or on the Discovery Table. Encourage careful use of the books.   Select only hard-bound books without flaps or pop-up parts in them for the children's reading areas.

If a child requests that you read a book,  explain to the child that this is the time for children to enjoy reading to themselves or to class friends.

The Dramatic Play Area.  Materials from this center are to be used in the area defined by the furniture. At clean-up time the dishes and other kitchen equipment are to be placed in the crate (the one used to bring play materials from the closets), and all dress-up supplies are to be placed on the appropriate hooks or shelves.  Be sure that the children perform these tasks.  You may need to get them started by making suggestions or putting the first pieces of play equipment pieces in their proper place.

When the children are playing, encourage them to keep the floor space in the dramatic play area free of  clothing, toys and shoes. These items can be a real safety hazard during play.
 

The  Art/ Creative Areas.  In creative activities the teacher's role is to set the stage by supplying the materials and work space and by creating a conducive work atmosphere. If a child is gluing, for example, the adult sees that paper and glue are available and that there is room at the table.  Children are encouraged to use the art-supply crates independently.  They are to select needed supplies and take them to the table.  When the child is finished using the supplies he/she is to return the supplies to the shelf.

Young children usually do not name/ label the work that they have made , therefore, asking a child   "What is it?" can be confusing to the child.  Some acceptable comments are: "You've used lots of colors." "You have been working a long time on that project."  "You've used enough paste to make the ribbon stick."  Or  "That looks like it was fun to do."

When helping with a messy art project you will need to put smocks on the children. Clothespins are available to clip smock necks so that clothes remain covered. Push or roll children's sleeves up. The children may need help washing hands when they are finished.

The number of chairs a teacher has placed at the art  table indicates the maximum number of children who can participate at one time. If there is not room for a child who wishes to participate, tell him/her that you will call when there is a space (be sure that you  remember the order of spaces promised).

It will be easier for the child to wait if you make specific suggestions for activities to do while waiting.

Label artwork before the child begins to work when possible. This is done by placing the child's name in the upper-left corner of the front side of the paper. Print the name by using capital and lower case letters. Be sure to spell names correctly (the children have name tags). Some children prefer to print their own name.  If that name is understandable, there is no need to re-write the name (unless the child would like you to).  Children who are interested in printing their own name or are unsure about how to do it, often like to look at their name tags for prompting.  Encourage them to unclip their tags and put them beside the paper to be labeled.

Transition time, moving children from one activity to the next, is often the most difficult time of the day for preschoolers. They will cooperate more readily if they understand what is expected of them. For example, if we tell children it is time to go outside, we cannot expect them to walk to the lockers and put on appropriate clothes before going out the back door. Instructions must be given clearly and specifically. Reasons for directions are also given. ("It has gotten windy outside so everyone will need to wear a cap or hood.") Young children are easily distracted during  transitions and may need a friendly reminder to get them headed in the appropriate direction again.

Note the techniques which are most effective in smooth transitions. In NS we often sign, call names, whisper, march, tiptoe, etc.. Remember these ideas for a time you may be asked to move the children from one area to another.  Putting children in lines before moving them from one place to another is not usually necessary.

Stand so that you are facing all children and activities. Stand next to any equipment (within reach of the children) on which children are  climbing.  Attention to the children’s movements is key to safe play.

Sticks must be removed from the yard. If a child is playing with a stick, remind him/her to walk over to the fence and put the stick through the fence.

Be alert for any broken or splintering equipment.  Notify the Director or Assistant.

 Limit the use of sand in the sand table to constructive play. If sand gets in a child's eye report it to the teacher immediately. Encourage children to keep sand in the sand table. Sand areas around climbing equipment and swings are for safety only - sand play is restricted to the sand table.

The circle is to be kept clear for tricycles or the other selected equipment for the day.  Help children find other places to sit or play.

Children must stay outside of the storage room. All equipment which is intended for the day's use will be secured by the teacher in charge or an  assistant.

The carport is not to be used for wheel toys except on rainy days (and at the direction of the teacher in charge). A table may be used to block entry of tricycles to that area.

Children will be directed to play away from the large tree.  They are not permitted between the tree and the back fence.  Flags will be used to designate any other off-limits areas.

If you have been assigned to supervise an area, DO NOT LEAVE without informing the teacher in charge. If you  must take a child inside, report to the teacher in charge before leaving the yard. She will be making head counts and MUST know the location of each child.

Limit children using the swing-around equipment to 3.  This number includes the child who is pushing. Children are to stand up straight and hold on to one of the verticle posts while the equipment is in use.  Only one child may push at a time.

 Toys may not be carried up ladders. You may offer to hold a child's toys (or nature treasures) while he/she climbs. Return toys to a children when their feet are back on the ground.  

"Feet first" is the limit on sliding (inside and out).

Swings  Be alert to children near swings in use. Children  waiting for a turn to swing and not wishing  to go to any suggested activity while waiting  must  wait safely outside of the roped swing area. Children must sit in the swings and are not to push a swing, either empty or with another child in it. Children  swing facing the playhouse area.  They enter the swing area from the fence-side and exit the area  through the rope-opening on the playhouse-side.

Some children prefer to stay isolated on a swing every day during outdoor time. These children may have a turn, but encourage them to go with you to find other activities.

You may push children on the swings only to get them started.  Take cues from the children about how high to make this starting push.  Then, encourage the children to use their legs to pump the swing independently.

Outdoor nature "treasures" must be left outdoors.

Children place their coats and any personal items in their locker upon arrival in the morning.  If items become disruptive during the morning, they are to be bagged, labeled with the child's name and placed in the crate on the shelf leading to the Parent Room.  Place a blue (found by the monitor) card on the child's locker to remind us to retrieve the item for the child before dismissal.

Each parent maintains a complete change of clothing for the child. If a child needs a clothes change, place the wet or soiled clothes in a labeled bag  (available in the kitchen) and put the bag in the crate on the bookshelf at the children's entrance.  Stick an orange reminder notice (found by the security monitor) on the child's locker. 

When art projects are dry they should be placed in  the appropriate locker before children leave for the morning.  When possible, projects should go home the day they are completed.

Give children assistance with their outerwear only  when needed. If children ask you for help, get them  started. Recall the importance of affectional needs as well as instrumental needs. Some children resent too much help. Helping themselves develops independence. Encourage children to do as much for themselves as possible in their self care. For example, start zippers,  if necessary, and let the child finish the job. When helping with zippers be careful not to catch the child's skin or hair. This can be very painful.

Decisions on the amount of clothing to be worn are to be made by the Director and Laboratory Assistant. Coats and jackets are to be fastened. Caps/hoods are to be worn on cold or windy days.

Preschoolers usually enjoy helping. Encourage this attitude at clean-up time. You may need to suggest a specific job. (Example)  "Mary, you may help me carry the dolls to the cupboard."

A warning that clean-up time is approaching is always given to the children. After this warning, the children have 2-5 minutes to complete their play activity. Teachers and children sing a clean-up song to begin the transition to the work activity. Getting a "head start" on cleaning up is often more disruptive than being late. After the warning, encourage children to stay in their play area until clean-up.  

Clean-up time will not be overwhelming if children are encouraged to return toys to shelves after they finish playing with them throughout the morning. You may need to remind the children where some toys are kept.

Plan for clean-up time well in advance. Leave a crate or the toy 's container in the playroom so it will be ready for children to replace items at clean-up time. Place these containes on the blue box (jr.) or the dramatic play locker unit (sr) so they don't interfere with play.

The children's bathroom is located off the locker room. Children use this room as needed throughout the morning, but only with supervision. There is one scheduled toileting time during the morning. Each child must try to use the toilet at this pre-snack toileting time. Whether children actually use the toilet or not they are required to wash hands. Hands must be clean before snack is eaten.  Teachers/assistants must also wash their hands at this time.

When supervising hand washing check to keep water pressure at a reasonable level, have children push up sleeves, encourage independence as much as possible.

If a child needs help with clothing, help only as much as wanted or needed.

Boys and girls use the bathroom at the same time. A healthy attitude toward bodies and respect for children's honest questions are maintained at all times.

Wash cloths are available in the children's bathroom for use in wiping faces when necessary. Each child gets a  clean cloth to use. When a cloth has been used it is to be placed in the appropriate basket so that it may be laundered.

Children sit on the floor  in front of their lockers while waiting for their turn in the bathroom.  After toileting and  hand washing they sit inside their lockers.  This helps the monitoring teacher know who needs a turn.  It also encourages the children to keep their hands clean while waiting for snack.

Snacks are designed to provide a nutritious supplement to the child's diet. Children should be encouraged to taste all snacks.

There will be no substitutions for snack items except in  the case of allergies determined by the child's physician.

Allergy notices are located on the refrigerator. Students are responsible for being aware of these.

Manners at the preschool level are best modeled by the adult sitting at the table. Direct teaching of table manners is to be left until a later age. Enthusiasm for a variety of nutritious foods and the social atmosphere are much more important at this age than fine table manners.

The student assigned to sit at a snack table with the children will eat the snack. If you are assigned to a table and cannot eat the snack, ask  your manager to find a replacement for you before the children arrive in the morning.  Snack-table student is also required to manage the children's behavior at the table as well as to create a safe and pleasant atmosphere.  Plan some topics ahead of the snack time so you will be able to direct and redirect conversation as it becomes necessary.

All children are given snack and juice.  This is not a choice.  The children do have a choice about eating their snack. Children may not share food.  Any food not eaten by a child is left on the napkin and thrown away after snack time.  Therefore, begin with small servings (such as one cracker or two pretzels) on each child’s napkin.  Children's portion allotment information will be given to you before snack time.  Juice is provided in a very small amount for the first serving. Refills will be in larger amounts, but will be divided equitably among the children. A child not wanting a refill is to be offered water.

The basic rule when serving snacks to children is: always provide a plate or bowl with food already in it; always provide a cup with liquid already in it.  Likewise, always provide an eating utensil at the same time as providing the filled bowl or plate.  Failure to do this will result in having the child play with, drop, or otherwise misuse food containers or utensils.

The Senior children pour their own water from the small  pitcher provided on each table.  Water is available for all children after drinking the initial portion of juice or milk in their cup.  

The children are given as many opportunities as possible to participate in snack preparation. Individual spreaders, portion cups for dips and other preparation tools are to be distributed by the teacher in charge of the table. Encourage independence when possible.

Encourage children who have accidental spills to clean up the mess.  Give them the sponge or a paper towel. The snack bucket and sponge are available on the lower level of the snack cart. This is an important independence task for the children ("If I have a little accident, I can fix it myself.").

Any cups with liquid remaining in them are to be returned to the kitchen on the tray. Teachers at each table scrape and stack bowls before returning the tray to the kitchen.

Tables are washed before and after snack. Use sponge (rectangular) and bucket with warm, soapy water. Buckets (yellow or purple) and dish cloths are located on the snack carts. Leave the pink clean-up bucket in the classroom during snack time for accident  wipe-ups. Return buckets to the snack cart after clean-up.  (Note: In the Senior Class there are 2 child-helpers who wash the tables before snack.)  The art and creative activity tables are washed by the lab student using the pink clean-up bucket and a sponge.  After paint, glue, and other art materials are wiped from the tables using the pink bucket, the clean snack-table wiping bucket and clean dish cloth are used to prepare the table for snack.  After snack, sweep the floor under the table if necessary. A broom and dust pan are kept beside refrigerator.

Milk must be poured into new cups in the kitchen. The Manager will use 5 oz. cups on days  when milk is provided to eliminate the need for refills.  Small water cups will be available on the trays for water.

After snack,  children participate in Circle Time. You are expected to sit on the floor with the group. Enthusiasm is contagious and your interest will be helpful to the group atmosphere. Not all children will actively participate, but all are expected to be cooperative and quiet. Seniors are given the opportunity to work puzzles rather than attend Circle Time. Once this choice is made, the child selecting puzzles must work quietly at the table throughout the entire Circle Time. No adult sits with the child working puzzles.

If a child is being disruptive it may be helpful for you to quietly move over and find a seat behind him/her. Also a friendly smile and a hand on a shoulder will often help the child's attention revert back to the group activity. Do not wait to be told to intervene.  If a child is not attending (and disturbing other children), give guidance, move closer, move quietly between the children.....

Be very attentive to the group leader's cues indicating a need for assistance. On very rare occasions a child must be taken out of the group experience. The group leader or Laboratory Assistant will make this decision. Initially a "sitting apart" technique is used. Children decide when they are ready to return to the circle.

If you are asked to remove a child from the room, walk  with the child to an office or the locker room and sit  near the child. This must be done carefully so that the child does not feel humiliated in front of his/her peers.  This is to be neither a pleasant nor an unpleasant time  for the child being removed. It is, rather, a time to  sit quietly and re-gain control of behavior for a  few minutes. If Circle time is nearly over, remain  seated until outdoor time. Otherwise, after 3-5 minutes ask the child if he/she is ready to return to the  group. If the child says "no" assure that child that he or she may return as soon as he/she is ready (the child determines this).  Return to the group as inconspicuously as possible. If your response to the group activity is enthusiastic, the child's response will be too.

Second Group.  The general procedure for this time is the same as that for Circle Time. The children remain divided into two groups according to age. You will be assigned to participate with both groups during the semester.

These routines are based on the Sanitary Code of the State Health Officer, Louisiana Office of Public Health. (12/30/92) You are responsible for carrying out each of these regulations during your participation in a Louisiana Class A Child Care facility (as UL Lafayette Nursery School).

Pouring milk must be done under the following conditions:
"1. Milk can only be poured into clean, unused glasses or cups (do not refill a glass or cup for a second helping; get a clean one.)
2. Milk can only be poured by staff in the food preparation area; not by the children, not at the table.
3. Milk, once poured,  cannot be reused; all poured milk which is not immediately consumed must be discarded."

Hand washing: "Staff and children shall wash their hands at least at the following times: upon  entering the center, before preparing or serving meals, after toileting or changing diapers, before and after eating meals or snacks, and anytime hands become soiled with body fluids (urine, stool, saliva, blood, nasal discharge)."

"Procedures shall ensure that staff teach use of running water, soap, and single use of disposable towels. Hands shall be washed and scrubbed for at least 10 seconds with soap and running water."

"Noses shall be blown or wiped with disposable, one-use tissues that are discarded in a plastic-lined and covered garbage container." (Note: encourage the children to complete this procedure independently)

Draining or oozing cuts or sores shall be covered.

Use single-use gloves when cleaning surfaces contaminated with vomitus, urine feces, blood or any other body fluids. Surfaces will be disinfected with bleach solution to be prepared in designated container located above the utility sink.

When treating an open wound wear gloves. Gloves may be found under each bathroom sink and in the first aid kit.  After single use, gloves are to be thrown away.

The first aid kit is located in the locked  cabinet above the kitchen utility sink. There is also a first aid manual in that location. Return all materials and re-lock cabinet after completing any care procedures. Plastic bags for ice are located in the kitchen cabinet under the utensil drawer.

Blood-contaminated material and diapers shall be disposed of in a plastic bag with a
secure tie. Place in a covered garbage container.

You are responsible to be alert for the following safety concerns:

1.  There must always be a supervising adult in any room containing a child. If you are the only adult in a room and you need to go into another area, secure a replacement before you leave (even if you know a staff member is observing in the observation room). Part of teaching in an early childhood setting is being aware of the total environment, not merely being responsible for isolated activities.
2.  If any climbing equipment is being used on the playground or in The Park, there must be  an adult standing next to the equipment and alert to the children playing on it.
 
 

GENERAL TECHNIQUES WITH PRESCHOOLERS

1.  Look at the child’s life as a whole (all areas of development) to find the reason for undesirable behavior and try to understand him or her.

2.  Help each child feel that  he or she can do some things successfully.

3.  Appear as calm as possible.  Control outward irritation no matter how trying a child or group may be.  Likewise, control amusement at a child’s misbehavior.

4.  Speak  in a calm, firm voice – expect cooperation.

5.  Be constantly alert to any possible danger or friction among the children. Be ready to "step in" when a child needs protection. It is much better and often possible to foresee and prevent difficulties rather than to have to deal with the child after the friction occurs. Allow children to solve social conflicts when possible if safety is not an issue. You may need to facilitate working out a problem by encouraging talking.

6.  Remember that a few reasonable, clearly defined limits help children feel secure.

7.  Be sure to get the child's attention before talking to him. It may be necessary to get down on the child's level in order to be sure you are being heard. Use eye contact effectively.

8.  Treat the personality and feelings of children with the same respect that would be given to an adult.

9.  Help children want to learn new things because the process of learning is fun and interesting.

10.  Channel the child’s energy and interest, "Here’s something you might like to do."

11.  Let the child approach a new activity through watching, feeling some security, and wishing to participate before trying it.  Forcing an activity may decrease the child’s interest.

12.  Learn to be patient -- be willing to wait. Preschoolers are often slow to respond.

13.  It frequently takes a preschooler a good deal of time to establish rapport with a new adult. Do not force yourself on the children, but be willing to wait for them to be friendly.

14.  Enjoy the children. A positive, happy attitude will yield high benefits in pleasure and learning for both the children and yourself.