Category Archives: Parenting

North Carolina Child Care Licensing

Number of Children with One Adult in Child Care Centers How many babies dependent on you for almost everything can you take care of at one time? How many inquisitive twos or busy preschoolers can you supervise, respond to, and teach? Did you say five babies? Ten 2-year-olds? 25 preschoolers? Thats the North Carolina child […]1

Child Care Ratios in North Carolina

I saw a cartoon with two babies depicted as inmates working hard to escape from prison, which was actually a baby room in a child care center. Placed in adjacent cribs, they planned the right time to climb up and over and ease down the sides of their cribs, crawl across the floor past adult […]12

Child Care Advisor for North Carolina Parents

You want the best child care. You ask another parent about the program theyre using, or used when their child was younger. They might say, The teachers are really nice. They love my child. Hes always clean when I pick him up. My child loves going there. She learned a lot. The people there are great. Hearing about other […]

Five Stars? Really?

I visited a 5-star center in Guilford County with parents and their first baby.  The infant room teacher and assistant have their AA degrees and many teachers have higher degrees, which coincides with the 7 out of 7 education points awarded to this 5-star center.  The center was awarded 6 out of 7 program points and the additional quality point.

We had to walk through the toddler room to enter the infant room (divided by a half wall) where we saw a baby asleep on his stomach on a soft mat on the floor.  Thankfully, the director picked him up.  A second baby was on his stomach on another soft mat with a ridge, which he was using to help hold his little head and shoulders up.  Thankfully, one of the teachers responded to his verbal cues by asking if he was tired of tummy time.  There was no teacher on the floor with him.

There were three older babies sitting quietly in high chairs lined up along the wall, who had nothing to do but look around.  The teachers did not interact with the babies or give them a toy to play with while sitting there.   They placed two of the babies in hard low chairs that kept them upright but still didn’t give them an activity.

Toddler teachers were also providing routine care.  Toddlers were sitting and waiting quietly on a wooden seat for their turn on the diaper-changing table, while others went to the open area.  Toddlers waiting to be changed, as well as toddlers who had been changed, had nothing to do. When toddlers began fussing with each other over a toy that one picked up, the teacher did respond very appropriately by getting another toy and giving it to one of them.

The toddler room was small, not divided into curriculum areas, and not supplied with many curriculum materials/toys/children’s supplies.

The parents were definitely not interested.  After visiting another 5-star center and a 3-star center, which I’ll also write about, they decided to look for a nanny!

Why 5 Stars for the NC Piedmont Triad Center?

I’ve written in previous posts about my visit to a 5-star center in the NC Piedmont Triad center. How did the center earn 5 stars?  The center infrastructure and systems are well-established:  The building is well-designed.  The classrooms are well-furnished and well-provisioned.  The environment is orderly and pleasant, without written or verbal directives or loud voices.  The staff is trained in maintaining routine procedures.  Best of all, the director is very energetic and eager to improve the program for children, families, and teachers.

What I recommended:

Consider how to balance sanitation with children’s learning.   Family style dining is such a valuable daily learning experience for children, with great opportunities for language and social skills development.  Placing a prepared plate in front of each child while they wait with hands in their laps for everyone to be served is a passive activity, requiring them to learn restraint but not much else.

Cleaning the tables and cleaning up after them doesn’t help young children develop self-sufficiency skills.  Help children develop skills rather than doing everything for them because it’s easier and cleaner than helping them learn.  In the 2’s room, a girl spilled a little milk on the floor and the teacher handed her a paper towel and the girl started to clean up the milk, but the teacher said, “No, your mouth,” and then cleaned up the milk on the floor for her.  Help teachers understand these are teaching and learning moments as they interact with, rather than direct, the child.

Consider having children brush their teeth after lunch.  Labeled toothbrushes can be stored in covered hanging toothbrush stands that keep each toothbrush separate from the others.

Remind teachers in the room to talk softly to each other, not in normal voices, when children are starting to sleep.

Improve the welcoming appearance of grounds and front porch by adding attractive plants and perhaps comfortable rockers or other seating with homey touches near them.  Replace the bulletin board if one is still needed.  Add a sign about using the door bell.  Consider an interior sign that welcomes parents and children and instructs them to proceed directly to child’s classroom.

Improve playgrounds by adding natural elements – grass, small trees, plants – and varying surfaces for children.  Mulch is difficult to walk on, and infants can’t crawl on it.

Use bulletin boards to display and document children’s work, with short captions that explain why children are doing what they’re doing – what they’re learning.

Provide open-ended materials for children’s art, scribbling, writing, crafts, creativity.  Encourage exploration and creativity, problem-solving, thinking.

Provide teachers with planning time, or consider purchasing well-designed and planned curriculum resources, e.g., some of the Creative Curriculum kits that provide simple, age-appropriate pre-planned activities and instructions for teachers.  Current lesson plans may not provide enough information and if teachers don’t have time to plan and prepare, their implementation is probably fairly superficial.

Engage staff in discussing their ideas for how to improve beyond achieving 5 stars, by focusing on the individual child’s day-to-day experience in the center.  Encourage interactions, exploration, and active learning.  Encourage infants to move around on the floor and explore their environments.

Encourage children to interact with each other and with teachers and to explore their environments – Teachers may focus too much on order, control, and the great systems that have been developed and followed and too little on encouraging children to learn by exploring, doing, talking, and interacting.

Be sure children are interested in the books or other materials that teachers use during group times.  Reading a passage and then asking children to answer questions about it may be ok for a very short time activity to encourage listening and remembering but it should be limited to a short time and should be something that’s interesting for them.

Don’t keep children sitting with nothing to engage their bodies and brains.

What do you think?  What do you see in child care and preschool centers?

Take Me Outside!

Teachers in the NC Piedmont 5-star center didn’t take the babies outside the morning that I visited, even though it was included in their Daily Schedule that was posted, as required by their NC license, on the wall. Maybe because the playground was largely covered with mulch, which babies can’t walk or crawl on! I recommended adding a poured-in place surface or another smooth surface for infant crawling.

All children need to go outside….every morning and every afternoon!

Children’s Work

At the 5-star center in the NC Piedmont Triad, the bulletin boards installed around the center displayed commercial and adult products, not what children are doing. I recommended the teachers display and document children’s work, with short captions that explain why children are doing what they’re doing – what they’re learning.

Likewise, classrooms had an abundance of adult-initiated work, use of templates that children added something to. Instead, teachers can provide open-ended materials for children’s work: their art, scribbling, writing, crafts, creativity – materials that encourage exploration, problem-solving, and thinking, rather than following an adult template or pattern.

What do you see in child care centers?

What Does Preschool Look Like?

When I visited a 5-star licensed center in the NC Piedmont Triad….

In the preschool room, a teacher sat in front of a table and held up posters about insects to the group of children who were all seated around a table.  After showing them a poster, she turned it around to herself and read the information on the poster, and then asked them questions about what she had read. Most children were distracted, looking around the room and fidgeting. 

After reading the posters, the teacher instructed the children to move their chairs back from the table so she could spray and clean them, while she led them in singing the alphabet and counting in Spanish.  The teacher placed a prepared plate of food in front of each child while they sat with hands in their laps waiting until everyone had their plate of food. 

In the other preschool room, a teacher was reading a book which she held turned toward her, not the children, because it was text and not pictures. It was about airplanes, reflecting the transportation theme in the room, and the group was quietly listening.

 
What do you think?

What is Family Style Dining?

When I visited a child care and preschool center in Virginia, toddlers, preschoolers, and pre-kindergartners cleaned and sanitized the tables before setting them for lunch.  They put their own food on their own plates and poured their own milk.  Teachers helped the children who needed it, especially the toddlers, who usually need a little physical support with holding, serving from, and passing bowls and pitchers.

Teachers sat at the tables and ate and talked with children, guiding them in sharing a pleasant meal and conversation, just like families do at home.  Teachers use “family style dining” every day to help children learn self-sufficiency, social and conversational skills, as well as good nutrition.

After they were finished eating, each child cleaned up his own place.  Teachers guided and helped as needed but didn’t do the work for children who were still awake and engaged enough to do it themselves.  Why?  Is that what you’ve seen preschools doing?  Is that what you do at home?