Chapter 1: Staffing
1.3 Pre-service Qualifications
1.3.2 Caregiver’s/Teacher’s and Other Staff Qualifications
184.108.40.206: Additional Qualifications for Caregivers/Teachers Serving Children Birth to Thirty-Five Months of Age
Caregivers/teachers should be prepared to work with infants and toddlers and, when asked, should be knowledgeable and demonstrate competency in tasks associated with caring for infants and toddlers:
- Diapering and toileting;
- Feeding, including support for continuation of breastfeeding;
- Practicing safe sleep practices to reduce the risk of Sudden Infant Death Syndrome (SIDS) (3);
- Providing warm, consistent, responsive caregiving and opportunities for child-initiated activities;
- Stimulating communication and language development and pre-literacy skills through play, shared reading, song, rhyme, and lots of talking;
- Promoting cognitive, physical, and social emotional development;
- Preventing shaken baby syndrome/abusive head trauma;
- Promoting infant mental health;
- Promoting positive behaviors;
- Setting age-appropriate limits with respect to safety, health, and mutual respect;
- Using routines to teach children what to expect from caregivers/teachers and what caregivers/teachers expect from them.
Caregivers/teachers should demonstrate knowledge of development of infants and toddlers as well as knowledge of indicators that a child is not developing typically; knowledge of the importance of attachment for infants and toddlers, the importance of communication and language development, and the importance of nurturing consistent relationships on fostering positive self-efficacy development.
To help manage atypical or undesirable behaviors of children, caregivers/teachers, in collaboration with parents/guardians, should seek professional consultation from the child’s primary care provider, an early childhood mental health professional, or an early childhood mental health consultant.
RATIONALEThe brain development of infants is particularly sensitive to the quality and consistency of interpersonal relationships. Much of the stimulation for brain development comes from the responsive interactions of caregivers/teachers and children during daily routines. Children need to be allowed to pursue their interests within safe limits and to be encouraged to reach for new skills (1-7).
COMMENTSSince early childhood mental health professionals are not always available to help with the management of challenging behaviors in the early care and education setting early childhood mental health consultants may be able to help. The consultant should be viewed as an important part of the program’s support staff and should collaborate with all regular classroom staff, consultants, and other staff. Qualified potential consultants may be identified by contacting mental health and behavioral providers in the local area, as well as accessing the National Mental Health Information Center (NMHIC) at http://store.samhsa.gov/
mhlocator/ and Healthy Child Care America (HCCA) at http://www.healthychildcare.org/Contacts.html.
TYPE OF FACILITYCenter, Large Family Child Care Home, Small Family Child Care Home
RELATED STANDARDS220.127.116.11 General Qualifications of Directors
18.104.22.168 Mixed Director/Teacher Role
22.214.171.124 Qualifications of Lead Teachers and Teachers
126.96.36.199 Qualifications for Assistant Teachers, Teacher Aides, and Volunteers
188.8.131.52 Initial Orientation of All Staff
184.108.40.206 Orientation for Care of Children with Special Health Care Needs
220.127.116.11 Orientation Topics
18.104.22.168 First Aid and Cardiopulmonary Resuscitation Training for Staff
22.214.171.124 Topics Covered in Pediatric First Aid Training
126.96.36.199 Cardiopulmonary Resuscitation Training for Swimming and Water Play
188.8.131.52 Continuing Education for Directors and Caregivers/Teachers in Centers and Large Family Child Care Homes
184.108.40.206 Continuing Education for Small Family Child Care Home Caregivers/Teachers
220.127.116.11 Training of Staff Who Handle Food
18.104.22.168 Child Abuse and Neglect Education
22.214.171.124 Training on Occupational Risk Related to Handling Body Fluids
126.96.36.199 Education of Center Staff
188.8.131.52 Training Time and Professional Development Leave
184.108.40.206 Payment for Continuing Education
220.127.116.11 Early Childhood Mental Health Consultants
18.104.22.168 Safe Sleep Practices and Sudden Unexpected Infant Death (SUID)/SIDS Risk Reduction
22.214.171.124 General Plan for Feeding Infants
126.96.36.199 Feeding Infants on Cue by a Consistent Caregiver/Teacher
188.8.131.52 Preparing, Feeding, and Storing Human Milk
184.108.40.206 Feeding Human Milk to Another Mother’s Child
220.127.116.11 Preparing, Feeding, and Storing Infant Formula
18.104.22.168 Use of Soy-Based Formula and Soy Milk
22.214.171.124 Feeding Cow’s Milk
126.96.36.199 Techniques for Bottle Feeding
188.8.131.52 Warming Bottles and Infant Foods
184.108.40.206 Cleaning and Sanitizing Equipment Used for Bottle Feeding
220.127.116.11 Introduction of Age-Appropriate Solid Foods to Infants
18.104.22.168 Feeding Age-Appropriate Solid Foods to Infants
- Shore, R. 1997. Rethinking the brain: New insights into early development. New York: Families and Work Inst.
- National Forum on Early Childhood Policy and Programs, National Scientific Council on the Developing Child. 2007. A science-based framework for early childhood policy: Using evidence to improve outcomes in learning, behavior, and health for vulnerable children. http://developingchild.harvard.edu/index.php/library/reports_and_working_papers/policy_framework/.
- Moon, R. Y., T. Calabrese, L. Aird. 2008. Reducing the risk of sudden infant death syndrome in child care and changing provider practices: Lessons learned from a demonstration project. Pediatrics 122:788-98.
- Fiene, R. 2002. 13 indicators of quality child care: Research update. Washington, DC: U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation. http://aspe.hhs.gov/basic-report/13-indicators-quality-child-care.
- Centers for Disease Control and Prevention. Learn the signs. Act early. http://www.cdc.gov/ncbddd/actearly/.
- Shonkoff, J. P., D. A. Phillips, eds. 2000. From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
- Cohen, J., N. Onunaku, S. Clothier, J. Poppe. 2005. Helping young children succeed: Strategies to promote early childhood social and emotional development. Washington, DC: National Conference of State Legislatures; Zero to Three. http://main.zerotothree.org/site/DocServer/help_yng_child_succeed.pdf.