Chapter 1: Staffing
1.3 Pre-service Qualifications
1.3.2 Caregiver’s/Teacher’s and Other Staff Qualifications
220.127.116.11: Additional Qualifications for Caregivers/Teachers Serving Children Three to Five Years of Age
Caregivers/teachers should demonstrate the ability to apply their knowledge and understanding of the following to children three to five years of age within the program setting:
- Typical and atypical development of three- to five-year-old children;
- Social and emotional development of children, including children’s development of independence, their ability to adapt to their environment and cope with stress, problem solve and engage in conflict resolution, and successfully establish friendships;
- Cognitive, language, early literacy, scientific inquiry, and mathematics development of children;
- Cultural backgrounds of the children in the facility’s care;
- Talking to parents/guardians about observations and concerns and referrals to parents/guardians;
- Changing needs of populations served, e.g., culture, income, etc.
To help manage atypical or undesirable behaviors of children three to five years of age, caregivers/teachers serving this age group should seek professional consultation, in collaboration with parents/guardians, from the child’s primary care provider, a mental health professional, a child care health consultant, or an early childhood mental health consultant.
RATIONALEThree- and four-year-old children continue to depend on the affection, physical care, intellectual guidance, and emotional support of their caregivers/teachers (1,2).
A supportive, nurturing setting that supports a demonstration of feelings and accepts regression as part of development continues to be vital for preschool children. Preschool children need help building a positive self-image, a sense of self as a person of value from a family and a culture of which they are proud. Children should be enabled to view themselves as coping, problem-solving, competent, passionate, expressive, and socially connected to peers and staff (3).
TYPE OF FACILITYCenter, Large Family Child Care Home
RELATED STANDARDS18.104.22.168 General Qualifications of Directors
22.214.171.124 Mixed Director/Teacher Role
126.96.36.199 Differentiated Roles
188.8.131.52 Qualifications of Lead Teachers and Teachers
184.108.40.206 Qualifications for Assistant Teachers, Teacher Aides, and Volunteers
220.127.116.11 Initial Orientation of All Staff
18.104.22.168 Orientation for Care of Children with Special Health Care Needs
22.214.171.124 Orientation Topics
126.96.36.199 First Aid and Cardiopulmonary Resuscitation Training for Staff
188.8.131.52 Topics Covered in Pediatric First Aid Training
184.108.40.206 Cardiopulmonary Resuscitation Training for Swimming and Water Play
220.127.116.11 Continuing Education for Directors and Caregivers/Teachers in Centers and Large Family Child Care Homes
18.104.22.168 Continuing Education for Small Family Child Care Home Caregivers/Teachers
22.214.171.124 Training of Staff Who Handle Food
126.96.36.199 Child Abuse and Neglect Education
188.8.131.52 Training on Occupational Risk Related to Handling Body Fluids
184.108.40.206 Education of Center Staff
220.127.116.11 Training Time and Professional Development Leave
18.104.22.168 Payment for Continuing Education
- National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network. 1999. Child outcomes when child center classes meet recommended standards for quality. Am J Public Health 89:1072-77.
- Shore, R. 1997. Rethinking the brain: New insights into early development. New York: Families and Work Inst.
- 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.