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Module 9: Program Planning and Development

This is the menu page for Module 9. 

You can use the menu below to navigate, and return to the page where you left off.

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(Module 9 is Approximately 2 Hours)
Online Resources
Page 1-Washington Licensing Rules and Laws
Page 2-WAC Worksheet
Page 3-Right WAC or Wrong WAC?
Page 4-Licensing Regulations
Page 5-Licensing Regulations
Page 6-Discussion Question: Staff to Child Ratios
Page 7-Mandatory Reporting
Page 8-Mandatory Reporting

Page 9-What Would you Do? (Assignment)
Page 10-Confidentiality
Page 11-Confidentiality Slide Show
Page 12-Discussion Question: Confidentiality
Page 13-Play Materials
Page 14-Play Materials
Page 15-Discussion Question: Evaluate your Program
Module 9 Quiz

Module 9 Learning Outcomes


This module is designed to be taught as the final training session for the 20 hour School-Age Initial Training. It addresses licensing standards, professionalism and communicating with parents. Activities are based on information on pages 1-27 and 89-110 in the Child Care Licensing Guidebook, 2nd ed. (2006). DEL-LC 2001 (x) 10/06

  1. Licensing standards
  2. Licensing Regulations in Child Care
  3. The “New” Child Care Licensing Guidebook
  4. Supervision of Children
  5. Mandatory Reporting Law
  6. Creating a Safe Space

Topics:


  • Demonstrate an understanding of licensing standards
  • Learn why the Washington Department of Early Learning regulations (WAC’s) are important
  • Observe examples of regulations in practice
  • Understand how regulations affect your child care program
  • Demonstrate knowledge of child abuse indicators and mandatory reporting procedure
  • Identify situations that require mandatory reporting
  • Identify from scenarios at least 15 out of 20 possible indicators of abuse/ neglect
  • Know safety procedures and accident prevention
  • Identify hazards that need to be removed in order to create a safe indoor play area
  • Identify hazards that need to be removed in order to create a safe outdoor play area.
  • List at least ten environmental safety precautions to prevent injury due to choking, falls, accidental poisoning, or shifting of materials during an earthquake

Recommended Resources

Bredekamp, S. (Ed.). (1997). Developmentally appropriate practice in early childhood programs serving children form birth to age 9 (expanded ed.). Washington, DC: National Association for the Education of Young Children

Code of ethical conduct and statement of commitment. (1998). National Association for the Education of Young Children Brochure #503.

Diffily, D., & Morrison, K. (1996). Family-friendly communication for early childhood programs. Washington, DC: National Association for the Education of Young Children

Guide to accreditation by the National Association for the Education of Young Children: Self-study, validation, accreditation. (1998). Washington, DC: National Association for the Education of Young Children

Guidelines for preparation of early childhood professionals: Associate, baccalaureate & advanced levels. (1995). Washington, DC: National Association for the Education of Young Children

Harms, T., Clifford, R.M., & Cryer, D. (1998). Early childhood environmental rating scale (rev. ed). New York, NY: Teachers College Press


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School-Age Staff 20 Hour Basic Training

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