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How To Control Biting in Daycare

Carla — Fri, 08 Jul 2011 14:00:50 +0000

Biting in daycare is a common occurrence and a concern among daycare providers and parents. We interviewed Dr. Carl G. Arinoldo, parenting expert and author of Essentials of Smart Parenting: Learning the Fine Art of Managing Your Children, to get some help. Dr. Carl Arinoldo explains why children bite and how biting can be controlled in the daycare setting.

OwnADaycare: Why do young children bite?
Dr. Arinoldo: Young children may bite due to frustration, anger, or in an attempt to gain control over another child. The young child may also be feeling powerless or frightened, or he/she may just be overtired. In addition, depending on the child and the situation, the child may be making an inappropriate bid for attention from the child care provider, the parents, or from another child.

OwnADaycare: What are some ways that child care providers or preschool teachers can prevent biting?
Dr. Arinoldo: The adults involved MUST NOT REACT in an emotional manner to the biting. They must use the situation to teach the child that biting is an inappropriate behavior and must not be done. Saying “no biting” firmly at the time of the incident can help. NEVER bite the child! They can distract the child and give appropriate attention to the child when the child is not making an inappropriate bid for that attention. In addition, letting the child take a nap when needed may help and, for parents, trying to ensure that the child gets a good night’s sleep. The provider or teacher can also alter the degree of structure at the daycare/preschool. Perhaps the child is experiencing too much or too little structure in his/her environment. It may be that the daycare/preschool is just not a “good fit” for the child in question. If this is the case, maybe some changes need to be made.

OwnADaycare: How should child care providers or preschool teachers react to biting?
Dr. Arinoldo: They should act—not react. They should be firm yet calm. They should conduct themselves in a way that is not emotionally charged. They do not want to inadvertently reinforce the very behavior that they are trying to eliminate.

OwnADaycare: What is the best way for a child care provider to inform the biter’s parents?
Dr. Arinoldo: The provider should first discuss all of the good behaviors and/or talents that the child may exhibit. The provider can then “ease into” the biting issue. The provider must be very careful not to accuse or place blame directly. At the conclusion of the talk, the provider should end with something positive about the child in question. The provider could also inform the parents about what he or she has already done to resolve the issue or what he or she plans to do to resolve the biting issue. In addition, the provider can ask the parents if the behavior is seen at home and what, if anything, have the parents found helpful in curbing this behavior.

OwnADaycare: What is the best way for a child care provider to inform the victim’s parents?
Dr. Arinoldo: The provider should tell the victim’s parents and quickly inform them about the steps taken to resolve the issue. If the issue isn’t yet resolved, then these parents should be told how the provider plans to resolve it.

OwnADaycare: Is there a point when a pediatrician or health care provider should get involved?
Dr. Arinoldo: A pediatrician or health care provider should be consulted whenever the biting results in a child’s skin being broken—regardless of the age of the child. Also, if there is a persistent pattern of biting, an appropriate professional should be consulted, such as a child psychologist or child psychiatrist. If the child is over the age of three, some consultation would be in order.

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Interviews with Daycare Business Owners: Meet Shannon Van Rompaey

Carla — Mon, 24 May 2010 12:00:39 +0000

As part of our Interviews with Daycare Business Owners series, we interviewed Shannon Van Rompaey, owner of Shannon’s Home Daycare in London, Ontario Canada.

OwnADaycare: When and why did you start your daycare/childcare business?
Shannon Van Rompaey: I started my home daycare in March 2007

OwnADaycare: What is the best bit of advice that you can give a new child care
business owner?
Shannon Van Rompaey: One piece of advice, in particular home based childcare, I would
recommend never losing touch with the community, even when your program is full. You never know when a family may give their notice, so to have a waiting list, and to continue to interviews to get your
childcare advertised really helps. Word of mouth has been my best form of advertising, but I feel that since having my website, it has saved me on so much TIME answering all of the questions from potential
clients.

OwnADaycare: What is your child care philosophy?
Shannon Van Rompaey: My childcare philosophy is that I believe strongly in promoting learning through play – therefore I am constantly creating new and fun ways for the children to interact and discover through their play. It could be as simple as adding something unique to the dramatic play
center that they would never expect to go there, and see how they use it and then how they incorporate other objects into different areas of play around the classroom. I believe in providing the tools for
children to learn and develop, but by stepping back and having them take control on what they would like to do with those tools is the most important learning I can give them.

OwnADaycare: What is the best thing about owning a daycare business?
Shannon Van Rompaey: I think the best thing about owning my daycare business is the reward at the end of the day knowing that these children are getting quality care and to see them develop and grow into the little people they become is a great feeling.

OwnADaycare: What advice would you give to busy mom entrepreneurs?
Shannon Van Rompaey: Advice that I would give to busy mom entrepreneurs would be always
remember your family comes first. Believe in your illness policies and don’t feel bad sending a child home if they fall into the categories of being too ill for daycare. You need to protect your family and yourself from illness so you can be there for everyone.

Bio: My name is Shannon Van Rompaey and I run a home daycare in London, Ontario Canada. I am lucky to have a dedicated space in my home to care for 5 children at one time, plus my own. I am a graduate of the Early Childhood Education Program, but have never worked in a licensed daycare center. I choose to open my home daycare when I had my son Connor and started looking for childcare for him, and realized there wasn’t really a home “program” in the area that made me feel comfortable going back to work knowing he would be learning and having fun throughout his day. I know offer that service to some amazing families in my area!

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Interviews with Daycare Business Owners: Meet Sarah Taylor

Carla — Fri, 21 May 2010 12:00:33 +0000

As part of our Interviews with Daycare Business Owners series, we interviewed Sarah Taylor of Bayside Montessori Home Daycare in Ontario, Canada.

OwnADaycare: Please describe your childcare business. When and why did you start your daycare/childcare business?

Sarah Taylor: I currently run a home daycare called Bayside Montessori Home Daycare. I had worked in a local Montessori School for 5-6 years and had 2 children of my own (then a 2.5 year old girl and an infant boy). After having my second I decided it would be best to stay at home and get my Montessori education while running a home daycare. I have been doing Montessori out of my home for the past 2 years but have expanded my classroom just recently when my family purchased our own home. I am hoping soon to have enough demand to move the center out of my home and be more formalized and be able to provide care to more families interested in the Montessori philosophy. I am still a work in progress and need some Montessori materials but what I have now is sufficient enough to teach the amount of children under my care.

OwnADaycare: What is the best bit of advice that you can give a new child care business owner?

Sarah Taylor: My best advice is to know what you are getting into (hours, income, laws/guidelines in your city/province/state), advertise like crazy, and during peak times in the year….1-2 months before summer vacation, 1-2 months before back to school, and right before Christmas break is over. These are natural transition periods that people look for care. Have a Parent Handbook that outlines all of your policies and expectations that way parents know what to expect from you and you know what to expect from them and it is all in writing.
Also, use resources that are around you to help you family resource centers, gyms, libraries. It is a lot of work but it is worth it, these are children that are going to learn from you, love you and be happy!

OwnADaycare: What are the best and worst aspects of owning a daycare business?

Sarah Taylor: Best ~ I am my own boss, my children can come to work with me for no cost, parents talk to me about things not to someone else then me, I get to do what I love doing being a teacher!
Worst ~ Pay depends on amount of children in care and what days they come, it’s in my home so it is sometimes hard to separate work and home, all the responsibility is on me so if something is great YAY for me but if something is not going great then it is all on me!

OwnADaycare: Please explain and comment on the Montessori philosophy.

Sarah Taylor: Dr. Maria Montessori developed the Montessori Method based on her understanding of children’s natural learning tendencies (or planes of development) as they unfold in the classrooms that are prepared environments for multi-age groups (0-3, 3-6, 6-9, 9-12 and 12-14). In the Montessori classroom the child is encouraged to focus his/her attention on one particular quality, the child works at his/her own optimum level – in an environment where beauty and orderliness are emphasized and appreciated. A spontaneous love of “work” is revealed as the child is given the freedom (within boundaries) to make her own choices. The materials invite children to engage in learning activities of their own individual choice. Under the guidance of a trained teacher, children in a Montessori classroom learn by making discoveries with the materials, cultivating concentration, motivation, self-discipline, and a love of learning. There are 5 main areas in a Montessori classroom they are: Practical Life, Sensorial, Cultural & Science (which include geography, history, botany & zoology), Mathematics, and Language.

I currently teach ages 3-6 but I also have an infant/toddler section in my home daycare. I love that the children chose what they learn and that they actually DO learn and I am not preaching to them to memorize something.

OwnADaycare: Do you have children of your own? If so, how do you feel your business affects them?

Sarah Taylor: I do have children of my own currently ages 5 and 2.5 years old. It affects them greatly both positively and negatively as with any career choice….they have Mommy home but they also have to share her with 5 other children during the day. I think that it is extremely positive for me to be with my children and to be there for them but I also need to provide an income for my family. I am so happy that I chose a career path that is now suiting my family perfectly.

Bio: Sarah Taylor grew up in Ontario, Canada and did a high school placement at a local Montessori School and instantly fell in love with the philosophy which led her to take Early Childhood Education and then later her Montessori Diploma. Sarah has 2 children ages 5 and 2.5 years. Sarah started doing childcare in her home when her youngest was 8 months old. Her goal is to one day have her own center with 24 full time students.

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Autism in Preschoolers: An interview with Diane Van Driesen Part 2

Carla — Wed, 17 Mar 2010 14:00:09 +0000

Autism is a huge issue that may affect many daycare providers or those that own childcare centers. Diane Van Driesen, Director of Autism Services for the Wawa Eden House, clarifies autism spectrum disorder and describes special services for autistic children. Van Driesen also provides advice for parents of autistic children who are searching for child care and for daycare providers who care for autistic children.

OwnADaycare: Must autistic children go to schools for children with special needs or can they attend a “traditional” daycare or preschool?

Van Driesen: Typical preschools are rarely prepared to offer a child with autism the support and therapy he/she needs to progress. For very young children on the autism spectrum, social settings may be extremely challenging. Children with autism may not learn through imitation (one of the basic difficulties inherent in autism), so just being around typical peers usually is not enough to learn social skills. In addition, the noise, physical interaction and high level of expectation in a typical preschool may be overwhelming.

Even with a one-on-one support at school, a child with autism may have a difficult time with behavioral and/or sensory challenges, such as circle time, sharing, and so forth. Teachers without specific training may not know how to help your child manage his or her behaviors. Also, typical preschool programs are not set up to provide the kind of intensive therapeutic programs so often recommended by professionals. When preparing to send your child to preschool I highly recommend that you discuss preschool options with the professionals that evaluate and provide services to your child and family. When making decisions about preschools for your child, there is “one size fits all”; each child will have individual needs and preschool programming should reflect these individual needs.

OwnADaycare: What should parents of autistic children look for in a daycare or preschool?

Van Driesen: Although it is critical that children with autism receive specialized programming, many families have the need for their children to attend daycare. Daycare facilities that specialize in the instruction and care of children with autism are extremely rare and families must rely on local and traditional day care facilities. Optimally, , it is essential to choose a daycare provider that understands the social and communication issues common to autism and is well equipped to provide the support needed to acquire these skills successfully. Be sure to investigate details such as the teacher to student ratio and class size. Smaller classes are often the best environment for children with social interaction issues, providing opportunities to learn social skills without the pressure of large, overwhelming numbers of peers on which to practice them. It may be appropriate for support services such as early intervention to be provided within the daycare setting to assist and train staff.

OwnADaycare: What tips can you offer preschool teachers and daycare providers who care for autistic children?

Van Driesen:

Think and teach visually. Many children with autism are visual learners and using pictures and other visual aids during teaching is helpful.
Use an area of interest or a special talent to connect with the child. Using reinforcing materials may improve attention and focus during activities.
Be aware of environmental distractions, such as bright lights and loud sounds, which may interfere with learning or comfort. Some children learn better when moving or using their hands, while other children may require silence in order to concentrate. Explore a variety of sensory environments with the child to determine which one is most conducive to learning.
Utilize technology, such as television, CDs, and computers. Encourage use of the computer and keyboard to improve communication.
Make your expectations simple and clear. Use concrete language when presenting directions, and reinforce those ideas with pictures or modeling. Avoid lengthy verbal instructions, and break tasks and instructions into clearly defined steps. Wait for the child to complete the first step before moving on to the next one.
Stick to a routine. Some children with autism need routine to feel secure. Even the slightest disruption in schedule can cause tantrums. Prepare the child in advance for schedule changes or trips away from home.
Be patient with yourself and the child. Seek out support and training from experienced professionals.

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Autism and Daycare: An interview with Diane Van Driesen Part 1

Carla — Mon, 15 Mar 2010 14:00:15 +0000

OwnADaycare: What is autism? How and when is it diagnosed?

Van Driesen: Autism is a complex, lifelong developmental disability that affects a child’s ability to communicate, understand language, play, and relate to others. Autism is considered a “spectrum disorder” meaning that its symptoms and behaviors can present itself in a variety of combinations from mild to severe. Children with autism process and respond to information in unique ways.

Among the early signs and symptoms that parents and Pediatricians look for to alert them that a child needs further evaluation for autism include:

Not smiling by six months of age
Not babbling, pointing or using other gestures by 12 months
Not using single words by age 16 months
Not using two word phrases by 24 months
Having a regression in development, with any loss of language or social skills

Infants with autism might also avoid eye contact, and as they get older, act as if they are unaware of when people come and go around them.

There are no medical tests for diagnosing autism, so an accurate diagnosis must be based on the observation of the individual’s communication, behavior and developmental levels. Your child will need to be referred to someone who specializes in diagnosing autism spectrum disorders. This may be a developmental pediatrician, a psychiatrist or psychologist, and other professionals that are able to observe and test your child in specific areas. Children may be referred for a diagnostic screening and/or evaluation at 18 months of age or younger. Early detection and intervention is critical to the provision of specialized early intervention services.

OwnADaycare: Are there special programs/schools for autistic children and if so how are they different from “regular” programs?

Van Driesen Specialized preschool programs for children with autism tend to provide a specific method of treatment within a small, highly structured learning environment. Because of the individual differences among children with autism, an individualized approach that addresses the core deficits of autism spectrum disorders (e.g., communication, social, sensory, academic difficulties) and that matches each family’s preferences and needs is recommended. The following components have been identified as effect for children with autism:

A curriculum that addresses deficit areas, focuses on long-term outcomes, and considers the developmental level of each child.
Programs that capitalize on children’s natural tendency to respond to visual structure, routines, schedules, and predictability.
A focus on generalization and maintenance of skills, using technology such as incidental teaching approaches.
Effective and systematic instructional approaches.
Coordinated transitions between service delivery agencies, including early intervention/preschool programs, and kindergarten environments.
Use of technology associated with functional behavioral assessment and positive behavioral supports with a child who presents behavioral challenges.
Family involvement, including coordination between home and involved professionals; an in-home training component; and family training and support.

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Separation Anxiety in Daycare: Interview with Dr. Shannon Ayers

Carla — Fri, 25 Dec 2009 14:00:37 +0000

Separation anxiety is a stage of development in which children become anxious, nervous, or scared upon separation from a parent and is normal in preschool and daycare.

Children may cry and cling to parents at daycare center drop-off time, need a carry a security item throughout the day, and/or cry at pick up time. Separation anxiety typically peaks between the ages of 12 months and two years.

Our interview with Dr. Shannon Ayers, assistant research professor at the National Institute for Early Education Research, discusses the issue of separation anxiety in the daycare and preschool setting.

OwnADaycare: Can you define separation anxiety in preschool aged children and some of its characteristics? At what age range is separation anxiety most common?

Dr. Ayers: Separation anxiety is at its highest intensity between 6 months and 3 years. It is when the child’s relationship with their caregiver has become more intense and exclusive. Resistance to separation occurs, but the child should exhibit happiness upon reunion. With preschool children, they are beginning to understand other persons’ intentions and can often cognitively understand that a parent will return. It is reassurance that this will occur that is important as the child struggles and that this plan is followed through consistently to build trust. For example, a parent should not suggest that she will pick the child up after snack and then get held up and not come until after rest time. A child may feel anxious, nervous, and/or scared about the new environment and fear being alone. Over time, with appropriate interventions and environment, this fear should become less intense. However the child may have some relapses such as when he or she is sick, tired, after a vacation, or if there is a big change in the family like a new sibling or a move.

OwnADaycare: What is the difference between separation anxiety and separation anxiety disorder?

Dr. Ayers: I see the separation anxiety as a part of normal development for some children (not all children experience separation anxiety and there are varying degrees as well). I believe that it will decrease in intensity and duration over time with appropriate intervention and environment. The child should be able to be consoled. However, depending on age, a disorder is more intense, prolonged, and the child may not be able to be consoled.

OwnADaycare: What are some factors that contribute to separation anxiety? What factors can reduce separation anxiety?

Dr. Ayers: Separation anxiety can be heightened because of a parent’s anxiety and/or reaction to leaving the child at preschool. A parent should remain positive and upbeat about the experience. If a parent is expressing anxiety about the situation the teacher should talk with the parent about his or her fears.

Concern for the unknown may also heighten separation anxiety and can be lessened by visiting the school and role playing the routines/schedule at home. Post pictures of the children’s families in the room and encourage the children to talk about their families so they stay connected.

Young children do not understand time the way adults do so although they may understand that the parent is coming back, when may be a question. The parent can practice leaving for short times and build up longer intervals so the child begins to feel confident in the return of the parent. Also see the suggestion below about posting the schedule.

OwnADaycare: Can you provide a few tips to help preschool teachers or daycare providers manage separation anxiety in their students?

Dr. Ayers:

Visitation assists children and parents with the unknown. There should be a day where the child can meet the teacher and get to know the surroundings. This should be done with the parent and in a relatively short amount of time.

Encourage parents to establish a goodbye ritual and stick to it. It should be something relatively quick like a special hug/kiss combination, secret handshake, or unique/silly exchange of words (i.e. see you later alligator, in a while crocodile).

Following a schedule is also helpful. The teacher should have the schedule posted in pictures and words for the children so they know what is coming next and can see when their parent will be coming to pick them up. For instance, if a child knows that after lunch she hears a story, takes a rest, has a snack, plays around the room, sings a song and then her mommy comes it makes it much easier to move through the day.
Teachers must respect the child’s feelings when he or she is missing the parent. The teacher does not ever want to criticize the child’s feelings or label them as baby-ish or wrong. Also, bribing the child is not good practice. It is not a good choice to offer a reward (or punishment!) in return for the child’s behavior during separation.
Engagement in an activity, project or play scenario is also important for the struggling child. The teacher should work with the child to enter play with other children, offer to paint together, or go to the dramatic play area where the child can engage in pretend play. The child may choose to “phone” her mom or dad on the pretend phone and express his or her feelings.
Read comforting stories such as The Kissing Hand by Audrey Penn to the whole class, small group, or one-on-one.
Teachers and parents should be consistent in their approach. Overall, the teacher wants to provide a sense of warmth and caring while encouraging independence.

OwnADaycare: What are some suggestions for preschool teachers or daycare providers for dealing with anxious parents?

Dr. Ayers: Communication with parents is key. Parents should be aware of what their child will be doing during the day, what is expected of both them and their child, and should be given written information about the procedures and policies of the school. Parents should also be invited and encouraged to visit the classroom for various reasons including reading a story, helping with a special snack, and/or sharing a special family or cultural ritual. An additional support for a particularly anxious parent or the parent of a child that did not separate easily is to phone the parent shortly after the day begins to provide an update. It is reassuring to hear, “Allison has stopped crying and is busy playing in the blocks.”

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Is your Child Ready for Kindergarten? Interview with Stacey Kannenberg

Carla — Fri, 04 Dec 2009 14:00:45 +0000

One important duty of childcare centers and preschools is to prepare children to enter preschool. Is your child preschool ready?

In this interview with Stacey Kannenberg, co-author of the award winning, California and Texas Approved books Let’s Get Ready for Kindergarten! and Let’s Get Ready For First Grade!, discusses signs of kindergarten readiness.

OwnADaycare: What is kindergarten readiness? Is there a best age to start kindergarten?

Kannenberg: I believe age 5 is the best time to start Kindergarten. It might not always work that way due to late birthdays. But I also believe parents and preschool or daycare teachers can start getting children ready for Kindergarten as early as age 2. Children at a young age can start to learn their colors, shapes, numbers and the alphabet.

OwnADaycare: What are some signs of kindergarten readiness that parents and educators should look for with respect to concept, physical, number, language, reading, and writing development?

Kannenberg:

Concept development – children will be tested on basic shapes, colors, the numbers 1-10 and the alphabet mixed up
Physical development – children should be able to use the bathroom, independently as well as able have good motor skills
Social and emotional development – Share, take turns, answer questions with more than a yes or no response
Number concept – be able to recognize numbers out of sequence, count objects to 10, start to count toward 100

Language – Children should be able to talk in complete sentences and hold a conversation with an adult and answer in more than just a yes or no response.
Writing and reading – Children should be able to focus along while someone is reading them a picture book as well as writing their first name.OwnADaycare: Are preschool readiness programs necessary or advisable?

Kannenberg: Yes! As part of its $100 million, 10-year investment in school readiness, PNC Financial Services Group commissioned Harris Interactive to conduct a national survey to measure the opinions of teachers, parents, U.S. Congress and more regarding this issue. Some interesting top-line points include:
A child’s readiness to start school as a Kindergartner is paramount for success – not only in school, but in life.

56 percent say U.S. youngsters are not very/not at all prepared with basic skills, like counting and spelling their name, when they enter kindergarten.

The primary weakness here is that only 2 percent of parents say their own child was not very/not at all prepared with the basics.

Both parents and teachers associate some clear benefits of having a child who is ready to learn entering kindergarten versus one who is not as well prepared to learn, including:
- More likely to attend college
- More likely to have greater self-confidence as adults
- More likely to earn higher income
- Have lower rates in social problems, such as teenage pregnancy and welfare dependency

Today, 38 states are talking about all day 4 year old Kindergarten programs. We have a crisis in education and will continue to have one until parents, preschool teachers, Kindergarten teachers and kids are all on the same page. How can we empower parents to be involved in education if we are not sharing with them the information that their children will be tested on until after they are already tested. It’s like building a foundation without providing the blueprint.

OwnADaycare: In your opinion, can a child who has never attended preschool be as successful in kindergarten as a child who has attended preschool?

Kannenberg: Absolutely!! The parent is the first and foremost teacher and if that child has been preparing for school at home and has good social and motor skills, Kindergarten will a successful first year of school.

OwnADaycare: Any additional comments or tips?

Kannenberg: Yes, here are those 7 Things Kindergartener’s Need to Know and will be tested on within the first month of Kindergarten with the results shared with parents at their first parent/teacher conference:

The upper case alphabet out of sequence or mixed up. Kids will be asked to name the letters listed, such as: B, D, X, K, J, M, O, etc.

The numbers to 10, out of sequence or mixed up. Kids will be asked to name the letters, listed, such as: 2, 5, 9, 8, 1, 3, 4, etc.
Kids will be asked to identify basic colors: red, orange, yellow, green, blue and purple
Kids will be asked to identify basic shapes: circle, diamond, rectangle, triangle, oval and square
Kids will be asked to identify basic coins: penny, nickel and dime
Kids will be asked to count objects to 10
Kids will be asked how far they can count to 100.

As the year progresses, kindergarteners will need to know both upper and lower case letters and numbers to 30, out of sequence. More colors and shapes will be added including hexagon and octagon and more coins such as quarter and dollar. Children need to know their name, address and phone number and be able to get dressed for outside play and use the bathroom independently, to make that first year a success!

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Your Childs’ on-site Interview Checklist

admin — Mon, 13 Apr 2009 12:52:23 +0000

Here are some of the most important things you have to make sure of when it comes to a day care center for your child.

How does it LOOK?

1. Is it clean, colorful, and in good repair?
2. Is there a safe outside place to play?
3. Is it “child proof”?
o Medicines and cleaning supplies are out of reach.
o The fire evacuation plan is satisfactory.
o Electrical outlets are covered or above children’s reach.
4. Are there different areas for each activity and are you satisfied with the amount of space for each?
5. Are there at least 35 square feet per child of usable playroom floor space inside and at least 75 square feet per child of outside play space?
6. Are there sufficient numbers and a variety of toys that will appeal to your child and that are in good condition?
7. Are the meals nutritious? Do they include foods your child will eat? (Ask to see a weekly menu.)

How does it SOUND?

1. Do the children’s voices sound happy and are they at a reasonable noise level?
2. Are the caregivers’ voices calm and caring?
3. Is there children’s music or singing at some time during the day?
4. Are the staff talking in subdued tones?

The STAFF:

1. Are the caregivers actively involved with the children, not talking to each other, doing paperwork, or other unimportant things?
2. Is good and proper hygiene being practiced by the caregivers and everyone else in the center?
3. Are the parents encouraged to make unscheduled visits?
4. Do the caregivers establish rules that children can follow?
5. Do the caregivers spend time holding and talking to the children?
6. Are the caregivers warm and friendly toward the children?
7. Do the caregivers treat each child as an individual?
8. Is there a schedule of activities posted?
9. Is the discipline fair and consistent without yelling or hitting?
10. Are the children supervised at all times?
11. Do the caregivers talk to the children frequently, pleasantly, and in a way the children can understand?

The CHILDREN:

1. Do the children seem to be comfortable, happy, and enjoying themselves?
2. Are the children encouraged to be independent, allowed to “do it myself”?
3. Is there a balanced schedule that includes active and quiet times, group and individual times, and indoor and outdoor play?
4. Are the children comforted when needed?
5. Are the children actively engaged in a variety of “hands-on” activities appropriate to their age and interests?
6. Are the children allowed to make choices among a variety of activities and learning opportunities?

How do YOU Feel?

1. Do you feel your child will be taken cared for?
2. Do you feel the home/center evoke a safe and cheerful ambiance?
3. Do you feel your child can learn here?
4. Would you feel comfortable leaving your child here?
5. Would you feel comfortable calling or visiting unannounced at any time?
6. Would you feel comfortable talking and working with the caregivers?

If, after the visit, you are considering sending your child to this center or home, ask for several references, preferably parents whose children are already enrolled in that particular center of your choice. You might also want to contact these parents and ask them about their experiences with the center/home directly.

See: How to start a daycare center

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