Basic Specialized Child Care Provider Orientation -12.15.16 Page 1 of 19

III. Curriculum

Basic Specialized Child Care Provider: Orientation

12/12/16

This six-hour training is for child care providers who work in regulated child care settings including afterschool, non-recurring care, center-based, registered homes and approved relative child care.

The table below outlines the sections of the curriculum detailed in the rest of this document, the page numbers for each content area or section covered,the allocated time to instruct each section, and a suggested outline showing how the sections can be covered in either two or three sessions.

Content areas

Content Area/ Section / Page / Time
  1. Introduction
/ 2-3 / 20-30 minutes
  1. Care-giving together with Families
/ 4-8 / 1 hour and 30 minutes
C. Understanding Differences in Development / 9-11 / 1 hour
D. Child Abuse, Neglect & Trauma / 12-14 / 1 hour
E. Understanding Children’s Behavior / 15-18 / 2 hours
F. Summary and Final Reflections / 19 / 5 minutes
Total Time: 6 hours

All materials and handouts are either web links or PDF files embedded into this curriculum document, and are sourced from thePCAN curricula (DVD and notebook), CSEFEL training materials, orStrengthening Families Training curricula (DVD and notebook).

The PDF files embedded in this curriculum are located in their blue hyperlinked titles.

The numerous handouts may be printed and hole punched and passed on in one folder, or in sections as the material is covered.

Thelearning objectivesand indicatorsare in a separate PDF embedded in this document, listed under number 4 of the Introduction on page 3of this curriculum,and referenced in each section intheoutline below.

Each learning objective of this curriculum and related indicators are detailed with handouts/materials, instructor/preparer notes, and activities. Instructors do not need to do all of the activities, but should pick the activities (or use others) that meet the learning objectives and indicators, and match the participants’ learning needs and experiences. Assessment of the learners by the instructor must be a part of the delivery of the BSC curriculum if the instructor is new to this group of learners. Self- reflection by the participants is a critical component of the curriculum.

A. Introduction 20-30 minutes(Back to Top)
Objectives /
  1. Recognize the basic ground rules and objectives of the 6-hour training,including respect for all participants and an awareness that this workshop may trigger personal reactions,thus allowing people to take care of themselves as needed.
  2. Become familiar with the other participants as a learning community.

Preparation (Instructor’s Notes) / These activities welcome participants, help the instructor learn about the participants, help participants get to know each other and the instructor, establish logistics and ground rules, and set the tone for the day.
Handouts /Materials / Materials:
  • Name tags
  • 5 content areas/ Learning Objectives of 6-hour training posted
  • Ground Rules list (to add to)
  • Easel sheets and/or post cards
  • Blank notebook size paper for participants to write on
Handouts:
  • BSC objectives

Objectives with
Activities, Handouts and Resources
Objectives with
Activities, Handouts and Resources / 1. Introduce yourself and get to know the participants
  1. Use name tags
  1. Discussion/Activity:Ask participants as they arrive to mark on posted easel sheets on the wall or on individual cards or forms information such as: type of program they work in, how long and if they have worked in the field of child care,if they are a parent or live with children, what they hope to gain from this session,if they currently serve any children who have special health needs or have families involved with Department of Children and Families (Family Services),etc. Use this information to individualize the training.
  1. Discussion/Activity:Gather information from participants about their concerns, questions or expectations for the workshop.This can be collected by asking them or giving them an opportunity to write privately on cards that you collect. Incorporate this information into the workshop as relevant.
2. Introduce the concept of ground rules and explain their purpose.
  1. Discussion/Activity:Discuss possible ground rules for the sessions and together review and consider adding to the ground rules. Post them, and check for understanding and application.(see additional resources for PCAN ground rules)
  1. Confidentiality: identifying information about children and families should not occur (this includes town or program name, as well as child or family information)
  2. Effective communication: such as - not interrupting, stating how you feel and not how others feel (don’t assume you know),
  3. Respect for sensitive topics or feelings that may arise
  4. Handout-Ground Rules PDF- Appendix 1- Prevent Child Abuse and Neglect Curriculum (PCAN) ground rules (see Unit 1 – page 6)
  5. Handout - Strengthening Families Confidentiality Handout, Module #1, Activity #3, page 19
  1. Share information about procedures and logistics:
  1. Information about bathrooms, water, food etc.
  2. Put phones aside. No text messages, put phone on vibrate, if you need to take a call do it outside of the room.
  3. Start and end on time, including before and after breaks.
  4. Take care of yourself – if you need to take a break, stand etc. please do.
NOTE: If the 6-hour workshop is done over different sessions, be sure to reintroduce the Learning Objectives and ground rules at the beginning of each session.
  1. Inform participants of the Learning Objectives:
  1. Introduce the purpose of Basic Specialized Training
  1. Discussion/Activity:Ask for a show of hands if they, as child care providers, have ever had “parents under stress” as families in their program; emphasize the importance of their role as child care providers- and the need to have support to do a good job.
  1. Use an Ice breaker activity that is relevant to the topic. Examples:
  1. Discussion/Activity:Someone you go to… Have participants reflect on someone in their life that they can turn to in times of need for advice, guidance, to confide in, and think of the qualities and characteristics that person has. Ask participants to label those characteristics. Next, ask participants to think about a person they would NOT turn to for help or guidance. Again, label those characteristics as to why they would not choose that person. Create these lists using a visual so that all participants can see.Summarize the values you hear expressed. Ask participants which person they are to the families in their programs. Do families feel this way about them?
  2. Someone you go to

B) Care-giving together with Families 1 hour and 30 minutes(Back to Top)
Objectives /
  1. Understand how values, beliefs, and assumptions impact the quality of our relationships with families.
  2. Understand the benefits of family centered practice and why developing respectful and supportive partnerships with families is an indicator of best practice.
  3. Understand and acknowledge difficult situations with families and utilize positive, strength-based strategies to address and support these situations.
  4. Be able to recognize and identify risk factors, strengths and protective factors in families.
  5. Understand as a provider, the importance of mindfulness, self-care and self-regulation for your own well-being.

Preparation (Instructor’s Notes) / How we engage families in productive communication, especially around topics such as the behaviors of their children, continues to be acritical component to establishing positive relationships with families. Recognizing what we bring as providers into this relationship is one of the key elements to establishing a reciprocal partnership. The activities in this section are designed to help participants understand what values, beliefs, and assumptions they have about families and how these can either become a bridge or barrier to strong relationships with families. As a result of these activities and objectives, the providers will increase their sensitivity and compassion towards families. This section will also provide resources to support providers in their own well- being and self-care.
Preparation Reading Material:
  1. “The Role of Child Day Care in Strengthening and Supporting Vulnerable and At-Risk Families and Children,” Bruce Hershfield, Child Welfare League of America
Additional Resources:
Provide a list of your local resources available to support families and children
Family Tools


Objectives with
Activities, Handouts and Resources
Objectives with
Activities, Handouts and Resources
Objectives with
Activities, Handouts and Resources / Objective 1: Understand how values, beliefs, and assumptions impact the quality of our relationships with families. (Describe how culture and values influence parenting and caregiver choice)
A.Discussion/ActivityIntroduction to Caregiving with Families- To introduce this section, show the first three minutes of this video that highlights the objectives of this section and the importance of our roles with families. Best Practices in Family and Community Engagement Video Series
B.Discussion/Activity Explore how values, beliefs, and assumptions influence how we, and the families we work with, approach care-giving and child rearing.
  1. PCAN Handout 1.6 Culture, Values, Beliefs, and Assumptions1.7 Reactions, Values, Beliefs, and Assumptions (pg. 1-50; handout_01-06.pdf)
  2. Understanding the Influence of Culture on Caregiving Practices…From the Inside Out, Young Children, September 2007
  3. How Do I Pass Down My Beliefs and Values Beginning at Birth, Zeroto Three, Parents and Providers: Sharing the Care curriculum
  4. Some Ways That Culture Influences Caregiving, PCAN, Module 5, activity 6, slide 9.
  5. Cultural Perspectives on Child Rearing
  6. 4 Corners: Strengthening Families Activity; Module 2, Activity 1; page 9
  7. Culture as Context, PCAN
C.Discussion/ Activity“Take a Stand”which examines the beliefs held by the providers and alternative ways in thinking about cultural values and opinions that families may have: Hang two sheets of paper on the opposite ends of a long wall. Label each: 1. Love it or Agree with It or 2. Hate it or Disagree with It. Ask participants a list of questions ranging from chocolate ice cream to family beds to spanking to shopping at the Co-Op to eating at Burger King. Participants will move around room appropriately to show how they feel about particular topics/practices. Afterward, discuss the “hot topics” that may evoke value differences between families and child care providers. (A couple examples?)
Summary: In most groups, participants have a range of responses to these topics. It is important to recognize that not everyone feels the same way about things. The challenge for each of us is to recognize that there are differences and to build our own resources for how to work effectively with people even though we see things differently. Possible reflective questions:
1. What were some things you noticed from this activity?
2. Were there any surprises? How might you use this information in your own work with families?
  1. Discussion/Activity Picture This: Using Activity 4 from Strengthening Families Essential Training, lead participants in this exercise that encourages them to list families’ strengths from the story shared. Engage participants in discussion as to what it was like to focus on family strengths once they heard the story.
  2. Picture This
  1. Discussion/ActivityThis is Water video by David Foster Wallace can facilitate a conversation about our values, beliefs and the choices that we make when we respond to life’s situations.
Objective 2: Understand the benefits of family centered practice and why developing respectful and supportive partnerships with families is an indicator of best practice.
A.Discussion/ActivityUnderstanding our own perspectives about partnering with families allows us to reflect on what is either helping or hindering our developing successful relationships with families. Have participants complete the questionnaire, ‘Are You Ready to Develop Partnerships with Parents?’. Facilitate a reflective conversation around these questions and how each one is an indicator of how we feel and view our role working with families. Next, introduce handout 3.8 Relationship-Building Skills; discussing the key elements of self-awareness, careful observations, factual observations, wondering or making an educated guess and flexible responses
  1. Are You Ready to Develop Partnerships with Parents? Module 1, Activity #1; page 9; Strengthening Families
  2. Handout 3.8 Relationship-Building Skills PCAN
  3. Parent-Professional CollaborationPCAN
Objective 3: Understand and acknowledge difficult situations with families and utilize positive, strength-based strategies to address and support these situations.
A.Discussion/Activity Relationship-Building: Activity: Introduce participants to the concepts of:Asking Questions and Wondering; Using Reflection to Respond Flexibility; and Active Listening. Next, using Handout 1.10 Strategies for Building Effective Relationships with Families, have participants break into small groups to develop approaches to the case study, incorporating the above concepts. Share out with the large group.
  1. Use PCAN module 1, Activity 10 Strategies for Building Effective Relationships, to lead the activity.
  2. Use “Asking Questions and Wondering” (PCAN Handout 1.8) in small groups to explore relationship-building strategies for working with parents, and strategies to slow down your reaction to allow time for self-reflection.
  3. Using Reflection to Respond Flexibly, PCAN, Unit 1, handout 1.5
  4. Active Listening; Strengthening Families Module 2, Activity 2
  5. Reflective Listening(source: Adams & Moineau 2007)
B.Discussion/Activity: Reframing Activity: The words we choose to communicate to families and other early educators can carry messages that could damage attempts at building supportive and shared relationships with families. The purpose of this activity is to help participants re-frame how they perceive a situation and then respond to it.
  1. CSEFEL 1.4: Building Relationships and Creating Supportive Environments.
  2. Communication Styles & Discipline means Teaching; Strengthening Families, Module 5
  3. Why Is My Child Acting Like This? (2011 Zero to Three)
  4. Why Does He Push My Buttons Like That?(2011 Zero to Three)
  5. Important Interactions - How To Communicate Effectively With ParentsReframing Activity:
Objective 4: Be able to recognize and identify risk factors, strengths and protective factors in families(see also Strengthening Families 5 Protective Factors; and note generational abuse).
A.Discussion/Activity Explore potential risk factors for abuse and neglect. Identifying Risk Factors: Activity break up into small or large groups depending on participant size. Using the Risk Factor Worksheet have participants brainstorm potential risk factors in families that could lead to abuse or neglect. The worksheet used has participants thinking about how an individual, family unit, child, environment and/or neighborhoods could contribute to the stressors in a family that can lead to abuse & neglect. The purpose of this activity is for participants to recognize what elements of a family’s life experiences may cause significant stress which can impact the family’s ability to cope positively.
  1. Risk Factor Worksheet
  2. Risk and Protective Factors in Abuse and Neglect; PCAN, Unit 6, handout 7.3
B.Discussion/ActivityIdentifying Protective Factors
As an extension of the above brainstorming activity on risk factors, now lead participants into discussion to identify protective factors that could help to alleviate potential stressors in a family. The Strengthening Families Curriculum offers good activities and resources to support this activity
  1. Core Meanings of the Strengthening Families Protective Factors
(Concrete Support in Times of Need, Parental Resilience, Social Connections)
  1. Refer to the entirety of Module 2 under Strengthening Families Curriculum that has many activities that may address this objective.
  2. Working with Parents Who Have a History of Trauma,
  3. Thoughts on Support Systems Handout
Objective 5: Understand as a provider, the importance of mindfulness, self-care and self-regulation for your own well-being.
  1. Discussion/ActivityMain Concept: Working with children and their families is very satisfying and can provide for many wonderful and rewarding experiences. Working with children and their families can also be challenging: It can test our knowledge, our values and beliefs, and our own ability to remain positive when the reality of family’s life experiences are shared with us. Ensuring that we, as early educators, are doing what we can to take care of ourselves is important. Understanding how stress can impact our bodies and our reactions is key. Unfortunately, due to copyright, this curriculum is unable to attach ARC resource materials. If you do have access to this through your regional resources, use the following questionnaires.Regardless, lead a discussion with participants around ways they recognize when the work is starting to get to them and what types of strategies they have incorporated to help stay healthy.
  2. ARC: Tuning into Yourself
  3. ARC:Care Giver Worksheet: Taking Care of Yourself

C. Understanding Differences in Development 1 hour(Back to Top)
Objectives /
  1. Examine their own beliefs and cultural values about children and adults with and without special needs.
  2. Differentiate what could be atypical in a child’s development, behavior, learning style and interactions. Give examples of how children might be atypical in their development and/or learning styles.
  3. Definethe elements of an inclusive environment and how that will support all of the children within your care to succeed.
  4. Identify at least 3 appropriate resources for practitioners and referrals for families to use, and describe when and how to provide them.

Preparation (Instructor’s Notes) / Broaden concept to mean not only children with differing development, but ALL children, recognizing that development is along a spectrum and is impacted by life experiences.
The National Association of Educations of Young Children has a position statement on inclusion.This may provide the instructor with additional information by which to frame the discussions and activities of this section.
A Thinking Guide to Inclusive Childcare is another important resource that the instructor may use to address this section.