I like to phrase rules/instructions in a way that is easy to demonstrate and does not have exceptions. For example, rather than just saying “hands to yourselves” which may later confuse children because things like playing tag, holding hands, or giving a friend a hug, requires touching someone, I like to say “gentle hands”/”gentle touches”…

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I like to sing a handwashing song when washing children’s hands after toileting and before snack, to help them learn proper technique, as it includes phrases with proper handwashing etiquette, such as “fronts and backs and in between”

You can put a name to the emotion a child is feeling, ie, “I see you’re feeling angry.” and then asking if they can tell you why, asking if they want a hug, etc.

You may want to spend one on one time reading a book, or playing a game with a child, so they know that if something happens, there is someone who cares about them who they can go to for support.

Having a form of large-body movement that you are good at, and can default to if you’re too stressed to think of something else. I like yoga for this, but other things like weight training, archery, and axe throwing are good! They force you to think entirely about the activity, and release endorphins to help you relax.

Make everything a game! Walking to another place in the building? Tell the children that if they’re quiet enough, no one would know they were there. This makes even the transitions a time where they are bonding with you.

Yes, in the event of a major illness or other emergency.

Single level crib with a firm mattress, and no blankets/toys.

Having circle time and calling on children to jump or dance in the center of the circle is a way I’ve seen preschool teachers encourage physical activity in the classroom.

Personifying some element of the habit can make it fun. For example, saying that: “Germs like to hang out on our hands, but they’re not supposed to be there! By washing our hands, we say ‘bye bye germs!'” and encourage them to say it back.

I would highlight the emergency backpacks; our first aid bag, and grab and go bag that are in each room. I would also highlight how smaller toys that could be a choking hazard when played with unmonitored, are kept far out of reach.

I would bring the child to my childcare director to get a second opinion, and then I would call CPS to report.

My biggest worry is allergens. Having potentially anaphylactic allergies myself, gives me a great deal of insight into how important it is to protect children with allergies, due to the life threatening nature of it, and how nonchalant, or even disbelieving some adults can be about allergies.

I really like the 10:1 method when maintaining a relationship with families. you share ten good things happening with their child, for every bad thing. For every conflict or difficulty, you address many things they have done well.

I would want the providers to: 1, keep me posted on my child’s progress, 2, be respectful and kind towards my child and 3, be willing to accommodate them when difficulties come up. I would be worried that the environment would be unsafe, that I could be kept in the dark about how my child is doing, and that my child isn’t being respected by his peers.

One way to get children engaged is to connect the learning activities with things already happening in the children’s lives. If the majority of the daycare celebrates Christmas, connecting activities done around that time, to the holiday, can give children a personal connection. This also opens up the door to bringing in other cultures, by…

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I think that the most important party of a welcoming early learning environment is things that children have contributed to. For example, displaying children’s artwork on the walls, so they can feel as though they have helped to decorate their space.

One good way to approach a parent about developmental screening is to start by asking if they observe similar challenges at home, in an environment where the child is possibly more comfortable. If the challenges are observed at both home, and in the center, it would be important to discuss with the parent what the next steps would be.

Early learning providers, when properly observing and documenting a child’s development, can be helped by having documentation to refer to when planning lessons for a whole class. By knowing where each child is at, providers can plan activities that will guide the development of as many of the children in the classroom as possible.