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Have you ever wondered what other child care providers do regarding paid and unpaid holidays?  Which holidays should daycare providers get paid for? Should families pay when they take time off? We asked our OwnADaycare fans on Facebook how they handle vacation and sick time.  If you’re creating your daycare handbook, this might help you write your section on selecting paid and unpaid holidays or vacation as well as sick days.

• I get 2 weeks paid vacation, 10 paid sick days (rarely use), parents get 1 unpaid vacation week but pay me for any other vacation time they may take. I also take major holidays off paid
• I take off last week of the year with pay. When I’m on vacation my assistants are here so the daycare is open and payment is expected. I get paid for all holidays. It’s in my parent/provider agreement. So I would definitely say you have some changing to do.
• My contract states that I get paid for the major holidays and the week between Christmas and New Year’s Day that I take off, all other time is unpaid. My parents get one week vacation free, the second week they pay me half of the amount they agreed to in the contract, any other time they pay full rate.
• I have a 25 hour minimum for full time kids, so if they go on vacation for the week, they still pay me for 25 hours. If they are sick that week, if they fall below the 25 hour minimum, I will get paid that (some guaranteed income) If I am on vacation, the minimum does not apply. I am also paid for all major holidays
• I don’t get paid for my Christmas (1 week paid, 1 week unpaid) and Spring breaks off, but my families pay the same tuition every month based on 50 weeks of care per year so it’s like I get paid. Plus the major holidays are off and paid.
• I didn’t charge for my days off the first 5 years in business, but now I feel like I have earned paid benefits just as anyone else who works the same job for so many years. I take all major holidays, 6 personal/sick days, and 7 days of vacation ALL PAID per year.
• I get paid for all time a child is enrolled in my childcare. My vacation, their vacation, sick time, and holidays. It is in my contract and is explained at the interview. I take 1 week at Christmas, 1 week in August, Thursday and Friday for Thanksgiving, Friday and Monday for Easter and I think 4 other holidays and have 7 sick days if needed but rarely taken if sick usually have a sub
• I get 1 week of vacation unpaid (which I rarely use), 1 week vacation paid for,  5 paid  personal days, 4 paid  sick days, 1 paid court day, 3 paid days per death in the family. My paid holidays are as following: New Year’s Day, Martin Luther King, Presidents day, Good Friday, Memorial Day, July 4th, Labor Day, Columbus Day, Thanksgiving Day and day after, Dec. 24-26, and New Year’s Eve. Parents pay me if they go on vacation.
• I get paid for the list of holidays that I give the parents at the beginning of each year. I also recently added 5 paid personal or sick days to my contract. My parents pay when they take vacation during the first year, after that they get one week per year of unpaid vacation.
• I get 3 weeks paid vacation, 5 paid personal/sick days (rarely taken) and all major holiday are paid. I get paid for my clients’ vacations, also. If your child is enrolled in my care I get paid no matter what.
• In my contract, I have 11 paid holidays, 5 paid sick days (which I don’t usually take), 7 paid personal days and 2 paid weeks. I have never had a parent complain to me. I generally give notice of my time off at least 60 days in advance unless I need to take off for something that can’t be helped. I make sure I tell my families when I interview that they need to have alternate arrangements for my time off.
• I get paid for all major holidays and I also take 5 personal/professionalism days off with pay. I do not charge if I take an extra week for my vacation but I do expect them to pay for theirs as I am holding the spot.
• I have more than just state holidays. I take 12 and they do pay as I don’t take paid vacation. No complaints from parents
• I take 4 weeks off per year. My annual January vacation is paid by the parents. The rest goes unpaid. When the families take their time off, I am still paid.
• I require that they pay whether their child is here or not. If they balk at paying for my vacations, I charge them an extra $5 per week to cover my vacation. This is a business/job and they get paid holidays and vacations, why shouldn’t we?
• In my contract I state tuition is based on spots reserved but days attended. 1/2 tuition is paid when children are out of care. Full tuition is due when I am closed for the 1 week off. My days off per year are about 20 (including the week off) and out of that, I don’t get paid for 4 of those days.
• I take in consideration, for an extended period of time (such as vacation), parents are going to have to find and pay someone else to watch their child while I take time off so I don’t charge. I do have it in contract that I am entitled to 8 non-consecutive days off a year for personal or sick days, paid. However, when it is their requested time off or sick day, I do charge. I charge by salary and take major holidays off, so they are only charged for a holiday that falls during a week day that I typically do care.
• I take 2 weeks of paid vacation and also give the parents 2 weeks of vacation (unpaid). They can choose to take the vacation when I do (and not pay) or they can take vacation a different time and pay me for my 2 weeks. One of my weeks is the week between Christmas and New Year’s. The other is in the summer. I also have 5 paid sick days. If for some reason I need more than that it would be unpaid. I also close for major holidays and I take a long weekend for Thanksgiving. These are all paid. I have it all stated clearly (exact holidays are stated in that) and I make sure to explain it at my “paperwork meeting” before the children start at my daycare.
• I take off all stats and the week between Christmas and New Year’s, and this is all paid. Parents pay a flat monthly rate based on how many days a week they want, they pay whether or not they attend, this includes holidays and if their child is sick. The only time I refund money is when I close because my kids or I am sick (The parents that pay the daycare fee’s out of their own pocket get the money back, if the fees are paid for by the government the parent doesn’t get a refund, just clarifying that because I had it come up with a parent).  As for any additional time off, I take a few days here and there (with tons of notice!) I don’t charge parents for those days either.
• I have paid holidays but not paid vacation. I take up to 2 weeks of vacation. I give my families a few free days where they don’t have to pay for vacation, but after that they pay. If I am sick and have to take a day off after they have already paid, I give them a credit for the following week.

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Implementing activities in daycare centers that support clear learning objectives, preschool teachers can create brilliant lesson plans that help young children learn the letter N.

Learning Objectives

• The students will identify the letter N.
• The students make and recognize the N sound.
• The students will learn to trace and write upper and lower case Ns.
• The students will identify objects that begin with the letter N.
• The students will learn the Letter N Song.
• The students will make nectarine pops.
• The students will listen to books that feature items what start with the letter N.

Handwriting and Alphabet Recognition

Introduce the children to the letter N along with simple objects that begin with the letter N. Create a colorful letter N poster board that presents both the upper and lower case N. Include pictures of objects cut from magazines that begin with the letter N. For example: Nose, nail, napkin, nickel, nectarine, neck, nest, necktie, nut, nook, note, newspaper, night, and nightgown.

Write both the upper and lowercase N on a whiteboard or chalkboard. Demonstrate the N sound and ask the children to make (repeat) the N sound. Next, ask the children to think of words (names, objects, or places) that begin with the letter N.

Allow the children to practice tracing the letter N in both upper and lower case using a letter N worksheet. A good example of such a worksheet is available on the First-School website. Children can also practice writing and tracing the letter N on blank sheets of paper using pencils, colored pencils, or crayon.

Letter N Circle Time

Teach the children the “Letter N Song”*

(Sung to the tune of “John, Jacob, Jingleheimer Schmidt”)

“Nanny N has a new necklace
That nine neighbors gave to her
For words that start with N
The people say amen!
Words like Nanny N loves her new necklace
N N N N N N N “

Letter N Cooking and Snack Activity

Help the children make Nectarine Pops
Ingredients: 1 pint (2 cups) strawberries, hulled, 4 nectarines (halved, pitted, and cut into chunks, and 1/2 cup sugar
Instructions: In a blender, puree strawberries, nectarines, and sugar until smooth. Use a rubber spatula, press the mixture through a fine-mesh sieve into a glass measuring cup. Throw the solids away.  Pour the mixture into eight 3-ounce pop molds. Insert wooden Popsicle sticks, then freeze until firm, at least 4 hours.

Letter N Story Time
Natasha and the Letter N (Alphabet Friends) by Cynthia Fitterer Klingel and Robert B. Noyed (Aug 2003)
The Perfect Nest by Catherine Friend and John Manders (Feb 13, 2007)
The Best Nest (Beginner Books(R)) by P. D. Eastman (Jul 12, 1968)
My Nose, Your Nose by Melanie Walsh (Sep 30, 2002)
Nail Soup by Eric Maddern and Paul Hess (May 26, 2009)
The Invisible Letter N by Daniel Errico (Jun 15, 2011)  

Alphabet recognition activities will greatly enhance preschoolers’ language learning. The key is to have fun with your daycare job with lesson planning and make each moment of learning fun and creative.

*”Letter N Song” taken from DLTK-Teach.

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Motor skills are actions that control how muscles move the body. Gross motor skills are those that control the large muscles of the body which are used to walk, run, crawl, sit, jump, and other large muscle activities. Preschool teachers and daycare providers can enhance gross motor skill development through effective lesson plans that include gross motor activities.

Activities for preschool children should include those that develop physical gross motor skills. The Valentine’s Day activity will promote major muscle coordination and it’s just plain fun for preschool aged kids. According to the Encyclopedia of Children’s Health, gross motor skills are the abilities required in order to control the large muscles of the body. Some important physical gross motor concepts and skills that preschool age children learn to master are balance, spatial orientation (which means that the child is aware of the position of his or her body in space as well as in relation to other people and objects), laterality (which means that the child is aware of the left and right sides of the body), and the coordination of major muscles.

Daycare centers can encourage gross motor skill development through effective lesson plans and play. A fine example of an activity that promotes the development of gross motor skills is A Valentine’s Day Relay Race.

This lesson plan includes not only the preparation instructions, procedure, and materials list for this activity, but also the age appropriate learning objectives and a sample of the simple supporting verbal cues necessary to encourage participation and support learning.

Valentine’s Day Relay Race Materials List

• Large activity area
• Plastic spoons
• Candy Valentine hearts
• Parent or other volunteers

Relay Race Preparation

1. Ask the parent or other volunteer to help keep the kids on the relay route, and keep spoons available for moving the candy hearts.
2. Put the children into two or three teams. Place half of the team members at one end of the room, and half at the other end.
3. Appoint a team captain for each team and then give each captain a large spoon and put a few candy hearts on the spoon.

Activity Procedures

Explain to the children that when you say “go,” the child should move as fast as possible to his waiting team member, and pour the hearts into the other team member’s spoon and goes to the end of the line. The other child runs back and transfers the hearts and repeat. The first team to successful transfer all the hearts wins.

Gross Motor Learning Objectives

Objective 1: To enhance basic locomotor skills such as walking and running.
Verbal Cue A:  Can you walk quickly and pass the hearts to Lisa?
Verbal Cue B: Run back toward your other teammates.

Objective 2: To help children gain confidence in physical movement and coordination through balancing.
Verbal Cue A:  Can you balance the hearts on the spoon?
Verbal Cue B: I like the way you are keeping the spoon level and flat.

Objective 3: To develop spatial relationships (body and space perception) using the prepositions forward, backward, and straight ahead in verbal cues.
Verbal Cue A:  Can you walk forward and give Jimmy spoon?
Verbal Cue B: Can you walk backward without spilling the hearts?

This a simple and fun skill building activity that can be used for a Valentine’s Day or friendship preschool theme.

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Each daycare business has its own individual enrollment procedures. All daycare providers , however, should require standard childcare enrollment forms in order to protect the children in their care as well as their daycare employees. A child information form is one such daycare form.  It is something to add to the child’s file that will not only help protect you (in some cases), but it will also help you provide better care for the child.  Here are some things you might want to include on a basic child information form:

Basic Information
Always include the child’s name, date of birth, age, sex, height, and weight

Chronic Illnesses
Does the child have any chronic illness or allergies such as asthma, hay fever, insect bites, medication allergies, or food allergies? You will also want to find out if the child receives any medications on a regular basis.

Toilet Training
Create space on the form to ask if the child is potty trained. Also find out what words the child uses for toilet.

Child’s Favorites
Inquire about the child’s favorite toys, activities, and foods and any other favorites the child may have. This may come in handy during birthdays and other celebrations.

Behavior
On the child information form ask the parent to briefly describe the child’s behavior. Ask the parent to describe what makes the child mad or upset. Find out how the child shows his feelings.  Ask the parent their best way of handling the child. And most importantly, find out how the parent disciplines the child.

Special Needs
Create a section on the form that pertains to special needs. For instance, ask if the child as any disorders or developmental issues, whether they are diagnosed or suspected?  Then, ask the parent to list any special needs that they child may have.  You may want to find out if the parent anticipates that the child may have any problems adjusting to daycare.

Nap Time
Use this section of the child information form to find out about the child’s nap time habits. You may want to ask: “Has your child been taking an afternoon nap? If so, how long? If not, why no nap?” Find out if the child has a special toy or blanket for nap time?

Previous Daycare
It is important to find out about the parent and child’s experience in previous daycare setting. It is perfectly find to ask for the name of previous daycare provider or child center, if any. It is also perfectly within reason to ask for the reason the family left their previous daycare setting. This may help you make an informed decision as to whether or not you want to enroll the family.

Comments
Always leave a section that allows the parent to write any comments they may have, as well as requests or further information that they would like to provide.

Signatures
At the bottom of the form leave space for signatures. Include the statement: “By signing below, you agree that this is a legally binding form.  Providing false information could result in termination of childcare services, forfeiture of childcare retainer, or both.” Leave a space for the mother, father, and/or guardian to sign and date the information form.  In addition, leave a space for your own dated signature.

For free printable daycare business forms please navigate over to Supporting Providers.

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If you’re starting to teach your daycare kids colors, this is a super easy lesson plan for you.   Try this cognitive activity in your child daycare center which teaches colors as well as classification skills.

Cognitive Development in Preschoolers
Cognitive development focuses on developing functions of the brain such as thinking, learning, awareness, judgment, and processing information. According to developmental psychologist Jean Piaget, children go through several stages of cognitive development and learning activities for toddlers and children should correspond to the appropriate developmental.

This color sorting activity is a cognitive activity for preschoolers that helps them learn and practice the skills of classification, counting and sharing. This lesson plan includes preparation instructions, procedures, and materials list for this activity. The lesson plan also includes age-appropriate learning objectives and examples of the simple supporting verbal cues necessary to encourage participation and support learning in child care centers.

Activity Materials
For each child you will need:
3 different colors of construction paper in different shades and textures
Glue

Activity Preparation
Cover the activity table in butcher paper.
Lay out construction paper and glue sticks for each child

Activity Procedure

1. Invite the children over to the activity table. Explain to them that they will be sorting colors and making collages.
2.  Encourage the children to rip the construction paper.  Mix them up into a pile
3.  Set out construction paper of the same colors in front of each child.
4. Write on each paper the color name.
5. Encourage the children to matching the ripped paper to correct sheet of construction paper (i.e. Blue scraps with blue construction paper).
6. Show each child how to use the glue stick to glue on the scraps and make a collage of each color.

Learning Objectives
Objective 1: To develop an understanding of classification by encourage children to sort scraps of paper by color
Verbal Cue A: Can you sort the pieces of paper into piles by color?
Verbal Cue B: Let’s put all of the red pieces of paper here and all of the green pieces of paper here.

Objective 2: To introduce the number concept of 1-10
Verbal Cue A: Let’s count the number of colors we have here.
Verbal Cue B: How many collages did we make?

Objective 3: To promote the sharing of art materials to foster social interaction and cooperation
Verbal Cue A: “Let’s take turns using the glue.”
Verbal Cue B: “Can you let Jamie use the glue stick?”

With this color sorting activity, children will learn important cognitive skills such as sorting and classification, spend time becoming familiar with the colors and textures, and have great fun.

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One concern among child care providers is potty training both a boy and girl in your daycare at the same time. We asked the OwnADaycare on Facebook members, how they feel about boys and girls in the bathroom at the same time. Our members who are also daycare owners responded to provide their opinions. Here are their thoughts. Is this an issue or a nonissue? Leave us a comment and let us know!

• How old are they? If they are 3 or under, I wouldn’t make a big deal of it unless they are starting to be curious. Anything older than three, then yes they should be apart for privacy and curiosity reasons
• I don’t worry about it till they do or about 4. Or unless the parents have an issue. There is only one me, and I am outnumbered. Once they have an issue, I am very careful to respect that.
• I don’t think it’s an issue at all. We change all of our kiddos into bathing suits in the same room. It’s not a big deal to the kids until an adult makes it a big deal.
• Under the age of 4 (unless curious) that it shouldn’t be a big deal unless the parents express a concern! When children see other children using the potty they are more willing and easier to train!
• Only my 5 year old girl potties in private, the rest all take turns and are in there at the same time. I don’t worry about the girl/boy issues. I think my 2.5 year old learned to potty by watching the others, at the time, were only girls in my dc that were potty trained.
• When my daughter was in daycare, they potty trained 4 or 5 kids at the same time. They lined up and went in one at a time but they were all right there. I didn’t even think about it. They were kids and they loved that they all did it together. I don’t think it’s a big deal until they get a bit older.
• We have an open door bathroom rule here once they are 5 they can shut the door for privacy, but until then they all go together and I want the door open to supervise so there isn’t any potty parties going on in there and I don’t want any of them locking the door either, works best to just have the door open and they all go whenever they want to, gender doesn’t matter when they are that young.
• Sometimes it’s a “monkey see monkey do” thing, I got two kids potty trained in a week because of them learning together. Some will say yay others will say nay. Do it YOUR way.
• I potty trained two girls and a boy all at the same time. It was great, they liked the star system, when they went they got a star on a chart, the one who the most stars had got a prize at the end of the week. There is nothing like competition, and one of the girls was 18months and she did great.
• I used to take all the potty training children on line at the same time and they would wait their turn to sit on the potty. Most of the time the children waiting would peak in to see what was happening in the potty and that’s fine. I actually had a little girl wanted to stand while using the potty because the boys did. At such a young age I think it’s fine. If you feel there are concerns, then teach the children how to wait on line. Put footprints by the bathroom door so they learn to stand there.
• Check your state requirements just to make sure.

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Implementing activities that support clear learning objectives, preschool teachers and daycare providers can create fun lesson plans that help young children learn the letter U.

Learning Objectives

The students will identify the letter U.
The students make and recognize the short U sound.
The students will learn to trace and write upper and lower case Us.
The students will identify objects that begin with the letter U.
The students will learn the “Umbrellas Go Up and Down” finger play.
The students will listen to books that feature the short U sound.

Letter U Handwriting and Phonetics
In order to introduce the letter U, create a poster board which shows both the upper and lower case letter U. Glue a variety of pictures of objects cut from magazines that begin with the letter U. Discuss the poster board with the children, pointing out the items that begin with the letter U. Demonstrate the short U sound and ask the children to make (repeat) the short U sound. Ask the children to think of objects, names, and places that begin with the letter U.

On a white board or chalk board, draw both an upper and lower case U. Children can practice tracing the letter U in both upper and lower case using letter U worksheets. A letter U worksheet appropriate for preschoolers can be found on the KidZone website. In addition, teachers can direct children to practice making upper and lowercase Us using pencils or crayons on blank sheets of paper.

Cognitive Learning: Letter U Object Sorting

Object sorting is great cognitive learning activity which will help children identify objects that begin with the letter U. For this cognitive learning activity, place objects or pictures of objects which begin with the short U sound in a box, bag or other container. Along with these items, place objects beginning with U or containing the short U sound with other letters of the alphabet. As each object is revealed, children will sort those objects that begin with the letter U or have the short U sound from those that do not. Examples of objects that begin with or contain the short u sound: umbrella, umpire, bug, drum, unhappy, run, duck, under, underline, sun, and  bun.

Letter U  Finger Play

Teach the children the fingerplay “Umbrellas Go Up and Down”*.
Umbrellas Go Up and Down
Umbrellas go up,
Umbrellas go down, (Point up and down.)
When rain clouds are dark
All over the town.
One raindrop and two, (hold up one finger at a time)
Two raindrops and three,
My up and down umbrella
Is up over me.  (fingertips touching over head.)
Four raindrops and five, (hold up one finger at a time)
Six raindrops and seven,
Raindrops are tumbling (raise arms and let fingers fall slowly)
Down from the heaven.
Drip, drip, drip, drip!
I am dry as can be,
My up and down umbrella
Is up over me (fingertips touching over head.)

*Taken from Preschooleducation.com

Preschool Books about the Letter U

Umberto’s Summer Day: The Sound of Short U (Phonics Friends) by Cecilia Minden and Joanne Meier (Aug 2005)
Just Bugs: Learning the Short U Sound (Powerphonics) by Jeff Jones (Jan 2001)
Buddy’s Summer Day: The Sound of Short U (Sounds of Phonics) by Cecilia Minden, Joanne Meier and Bob Ostrom (Aug 2010)
My Short U Words (Targeted Phonics: My First Consonants and Vowels) by Sharon Coan (Jun 1, 2011)
Umbrella by Taro Yashima (Jun 30, 1987)
The Umbrella by Jan Brett (Sep 9, 2004)
Under One Rock: Bugs, Slugs, and Other Ughs (Sharing Nature With Children Book) by Anthony D. Fredericks and Jennifer Dirubbio (Sep 1, 2001)

Alphabet recognition activities will greatly enhance preschoolers’ language learning. The key is to have fun with your daycare job with lesson planning and make each moment of learning fun and creative.

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Developmental screening is a procedure designed to identify children who should receive more intensive assessment or diagnosis for potential developmental delays. Developmental screening allows daycare providers and parents the ability to receive a snapshot of a child’s development.

Part 3 of our interview with Cris Rowan, pediatric occupational therapist, sensory specialist, CEO of Zone’in Programs Inc. provides resources for information about developmental screening in daycare centers and preschools.

OwnADaycare: Do you have any resources you might suggest for more information about developmental screening for young children?
Cris Rowan: American Academy of Pediatrics, CanChild Centre for Childhood Disability Research, Sensory Processing Disorder Foundation, local health unit, child care centers, family physician, school special education directors.

OwnADaycare: Do you have anything else you would like to add on this topic?
Cris Rowan:Technology overuse by infants, toddlers and children is causally linked to developmental delays, mental illness and behavior disorders.  Parents and child care workers in the preschool setting should identify children with high usage patterns, and refer to appropriate information sources for technology reduction and management.  Please refer to attached Creating Sustainable Futures Program for additional information and research.

Foundation skills for learning are not being achieved in pre-school settings, and children are entering the school system with low postural tone, poor motor coordination, and unable to maintain arousal states necessary to pay attention and learn (4).  Eight hours per day combined technology use by the elementary population is rapidly destroying family structure and eroding the health and education systems as we know them, and it’s time to act (5).  School-based Balanced Technology Management programs would ensure children and their families get the information and tools they need to achieve a balance between technology use, and what they need to grow and succeed.

Research

1. Hamilton S. Screening for developmental delay: Reliable, easy-to-use tools.  Journal of Family Practice. 2006; 55 (5): 416-422.
2. Birmingham CL, Muller JL, Palepu A, Spinelli JJ, Anis AH. The cost of obesity in Canada. Canadian Medical Association Journal. 1999; 160:483-488.
3. Waddell C. Improving the Mental Health of Young Children. Children’s Health Policy Centre, Simon Fraser University, Vancouver BC, Canada. 2007. Available at: http://www.firstcallbc.org/pdfs/Communities/4-alliance.pdf.
4. Jennings JT. Conveying the message about optimal infant positions. Physical and Occupational Therapy in Pediatrics. 2005; 25 (3); 3-18.
5. Rideout VJ, Vandewater EA, Wartella EA. Zero to six: electronic media in the lives of infants, toddlers and preschoolers.  Menlo Park (CA): Kaiser Family Foundation; Fall 2003.

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Developmental screening is a procedure designed to identify children who should receive more intensive assessment or diagnosis for potential developmental delays. Developmental screening allows daycare providers and parents the ability to receive a snapshot of a child’s development.
Part 2 of our interview with Cris Rowan, pediatric occupational therapist , sensory specialist, CEO of Zone’in Programs Inc. discusses what developmental screening in  daycare centers and preschools measure as well as special services for developmental delay.

OwnADaycare: What types of tests do young children take and what do they measure?
Cris Rowan: While there are numerous tests, I’ve only listed the ones I am familiar with and that are used in our area.  You may want to contact a few more professionals to gain a more comprehensive list.
Physicians – Parents Evaluation of Developmental Status (parent concerns regarding child development), Ages and Stages Questionnaire (communication, gross and fine motor, problem solving, personal-social), Brigance Screens (speech-language, motor skills, readiness, general knowledge), Bayley Infant Neurodevelopomental Screen (screen for high risk infants).
Physical therapists – Bruininks Test of Motor Proficiency (Gross Motor Composite) measures, Peabody Developmental Motor Scales-2, Brigance Screen, Bayley Scales of Infant Development-II (neurodevelopment).
Occupational therapists – Sensory Integration and Praxis Test (proprioceptive, tactile and vestibular integration), Bruininks Test of Motor Proficiency – Fine Motor Composite (response speed, visual motor, bilateral integration), Miller Assessment for Preschoolers (foundation, coordination, verbal, nonverbal and complex task skill), Peabody Developmental Motor Scales-2, Test of Visual Motor Skills-2, Sensory Profile (sensory processing, modulation, and behavioral and emotional responses), Clinical Observations of Motor and Postural Skills-2 (motor coordination), Berry Developmental Test for Visual Motor Integration, Developmental Test of Visual Perception-2.
Speech and Language Pathologists – Test for Auditory Comprehension of Language – Revised (understanding of word classes e.g. nouns, verbs, adjectives, grammatical morphology and sentence structures), Beery Picture Vocabulary Test (expressive vocabulary by requiring the naming of pictures), Preschool Language Assessment Instrument (use of varying length of abstract language), Structured Photographic Expressive Language Test (expressive grammar).

OwnADaycare: What special services might a child need or what type of intervention is necessary if a child is at risk for developmental delays?
Chris Rowan:
Physicians – referral onto pediatrician is generally first line approach.  Pediatrician may then refer onto other specialists depending on area of impairment e.g. genetics, orthopedics, neurology, gastroenterology, physiatry, ophthalmology etc.
Physical therapists – treatment sessions might be one to one or group based, performed in hospital, child development center, preschool or school, private clinic, or community gym settings, and might consist of education and a variety of exercises to improve muscle strength, reduce or increase muscle tone, improve bilateral coordination, improve overall endurance etc.
Occupational therapists – treatment sessions might be one to one or group based, performed in hospital, child development center, preschool, or private clinic, and might consist of education regarding environmental modifications, prescription of equipment, instruction in use of sensory or motor tools or techniques etc.
Speech and Language therapists – treatment sessions might be one to one or group based, performed in hospital, child development center, preschool, or private clinic, and might consist of parent and child instruction and training of a variety of expressive and receptive language acquisition techniques.

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Developmental screening is a procedure designed to identify children who should receive more intensive assessment or diagnosis for potential developmental delays. Developmental screening allows daycare providers and parents the ability to receive a snapshot of a child’s development.

Our interview with Cris Rowan, pediatric occupational therapist, sensory specialist, CEO of Zone’in Programs Inc. discusses the importance of developmental screening in daycare centers and preschools:

OwnADaycare: Why do preschoolers undergo developmental screening?
Cris Rowan: Brain maturation is most rapid when children are young.  Developmental research has shown that interventions are most effective during times of rapid neuronal growth.  Assessing and treating developmental delay (DD) at the infant and toddler level will achieve optimal results.  Presently 15% of elementary children are developmentally delayed (1), 15% are obese (2), and 14.3% have psychiatric disorders (3).  The sooner these conditions are assessed through developmental screening, the more effective will be the subsequent treatment.

OwnADaycare: Are all children screened?
Cris Rowan: Most definitely not!  Studies have shown that only 50% of developmental delays are detected prior to school entry (1).  One of the problems with developmental screening is that there is no standardized assessment process, leaving each community, state or province to determine their own methods.  Sweden is quite advanced, requiring monthly physician visits from 0-18 months.  Process for detecting DD is usually by primary physician initial assessment who is acting on reports from either parent or preschool staff.  Referral is usually then initiated to a child development center for further assessment by physical, occupational or speech and language therapists.

OwnADaycare At what age are preschoolers screened?
Chris Rowan: As stated previously, there is no standardized method for developmental screening.  As a pediatric occupational therapist, I’ve observed the following developmental screening periods:

Early Infant Screening
Infants are brought to the family physician for developmental screening at around 12-18 month of age, when they have failed to meet the three primary developmental milestones of sit (6 mo.), stand (9 mo.) and walk (12 mo.).

Toddler Screening
Toddlers are often referred to the physician by the preschool when the toddler is 2.5-3 years of age and shows significant gross and fine motor delays, is not communicating or socializing with peers, exhibits unusual behavior, or is aggressive.

School Age Screening
Children are usually referred to the school based physical (PT), occupational (OT), or speech and language (SLP) therapists anywhere from grade 1-3.  These referrals are generally made by the school’s special education team, and are based on the child’s performance skills in gym (PT), printing, reading, socializing, and paying attention (OT), or expression or comprehension of speech (SLP).

OwnADaycare: Can you describe the screening tests?
Cris Rowan:

Physicians and Pediatricians – tests assess for quality of reflexes, strength and muscle tone, meeting milestones for sit, stand, walk, talk.
Physical therapy – tests assess and treat delays or impairment in the following: gross motor skills, mobility, posture, strength, muscle tone, reflex inhibition, bilateral coordination.
Occupational therapy – tests assess and treat delays or impairment in the following: fine motor skills, sensory processing and integration, visual-motor integration, visual perception, oral motor skills, activities of daily living, play skills, social skills, foundation skills for eventual school entry.
Speech and Language therapy – tests assess and treat delays or impairment in the following: expressive and comprehensive communication.

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