Your child care handbook is designed to help introduce your program and policies and serve as a reference tool for both you and the families choosing to enroll in your program. The benefits of a handbook include having all your information in one place at your fingertips. It can be presented in a binder, printed as a booklet or in a folder. After establishing your policies, creating the daycare forms and information your clients need and compiling the handbook, you’ll want to find a way to make your policy handbook work for you. As with any business, it’s important to put

Use your handbook as a reference when problems arise. It can be a powerful parent education tool. You can point out issues easily and with minimal confrontation.

After reviewing your policy handbook with prospective clients, you may want to have them sign a separate statement stating they have read and understand your policy guidelines and provide them with a signed copy. Parents appreciate receiving a copy of any forms, contracts or other agreements you have asked them to sign.

It’s a good idea to start your handbook with an outline or statement of the type of care, services and program you provide.

Let parents know why their children will benefit from being in your care and why your program is special or different. Be sure to include your qualifications and why you chose child care as a profession. This is a great place to talk about your personal philosophy about caring for children.

To aid in developing your daycare handbook we’ve included some key points and questions you should consider, such as: What is your personal philosophy on caring for children? What is your discipline policy? How will you handle late payments? Will you charge a late fee? What are your emergency procedures? What are reasons for termination? When is a child too sick to attend child care?

Financial Arrangements For Your Daycare

• Monthly/Weekly/Hourly Rates
• Rates for Different Age Groups
• Absences
• Registration Fees
• Vacation and Holiday Policies
• Withdrawal or Termination from Care
• Overtime Charges
• Late Fees
• Types of Payment Accepted(cash, check or money order)
• Returned Check Policy

Health and Safety

• Immunization Requirements
• Illness and/or Injury Policy
• Emergency Procedures
• Emergency Care Information
• Mandated Reporting/Child Abuse Policy
• Notification of Parents’ Rights
• Medication Policy

Authorizations

• Field Trip Authorization
• Authorization to Provide
• Transportation
• People authorized to pick-up child(ren)
• Authorization to Give Medication

We also have a free daycare form that can be used for any daycare.

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However if your child is too young, or you are just not ready to give your child a cellphone, there are other GPS kids tracking devices out there. The Amber Alert GPS 3G kid tracker is extra small tracker at 1.94″ x 1.94″ x .94″ that kids can wear and that parents can actually use. The device can be carried in a pocket or attached with optional pouches or a band on the ankle or arm, and provides parents with the next best thing to being there. The Amber Alert device relies on cellphone signals for sending and receiving location data.

Easy Kids GPS Tracking

Parents can track their child through a Web portal, or through the use of a smart phone application. Simply log on and see the most recent location of your child. The app works with iPhone, BlackBerry, Droid, or any web enabled phone. Every few minutes you will see a new location appear giving you a live map of where they are, where they have been …and where they just might be headed! Parents can also send a text message from their cellphone to request location information, which comes back as a text message.

With Amber Alert GPS 3G, you can define a virtual boundary (safe zone) around any where you choose. You can designate up to 3 safe zones per device, and receive an alert when your child travels outside of the designated safe zones.

Other great features include the ability to set and manage alerts and set up designated users, and a SOS button. If your child is in a dangerous or unsafe situation or has a medical emergency, they can press and hold the SOS button. The device will then send a “HELP ME” email or text containing their location to to 10 trusted user that you have chosen.

The Amber Alert GPS 3G also ties into and collaborates with the national sex offender database. If your child comes within 500 feet of a registered sex offender’s residence, you’ll get an alert. This never before seen feature is exclusively available on the Amber Alert GPS 3G.

However it is important to remember that whatever you want to call it – a GPS Kids Tracker, a GPS Kids locator or Kids GPS Tracking device, is definitely a useful tool, but we don’t believe a Kids GPS Tracker will substitute for really being in touch with your child and other things that we all should do for the safety of our children.

GPS Magazine reviewed the device and reported that “the Amber Alert GPS offers parents a relatively cost effective way to keep tabs on their children, and sets a new standard in compactness”

Tracking Your Child Has Never Been Easier!

Click here for more information about the Amber Alert GPS 3G

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Children ages birth to 12 months are closely attached to their parents and are dependent upon them for almost everything. They recognize that Mom and Dad are very special people and prefer their company over other adults. Fear of strangers develops between 7 and 9 months. Separation from parents, such as going to child care or to a child care provider, is difficult at this age because children are afraid their parents will leave and not return.

[ad#ad-1]Children ages 1 to 3 years are more independent. They enjoy playing and exploring on their own, but may stop what they are doing to be sure Mom or Dad is close by. At this age, children may feel comfortable with other familiar adults, but will be concerned about their parents leaving them.

Children ages 3 to 5 years can do more things for themselves. They enjoy playing on their own and with friends. Separations from their parents are easier at this age because they understand Mom and Dad still exist, even if they are not in the same room.

Preparing Your Child for Child Care

• Visit the child care center or family child care home ahead of time to meet the teachers or child care provider.
• Tell the toddler or preschooler what will happen at child care.
• Read stories about going to child care.
• If possible, let your child stay at the child care center or family child care home for short periods of time to get used to it.
• Give information to the teacher to help her make your child feel at home.

Saying Good-Bye at Child Care

Infants and Toddlers (Birth to 3 years)

• Establish “getting ready” routines such as letting your child help you pack his bag or pick out clothing to wear.
• As you place your child’s things in the cubby, explain what you are doing.
• While holding your infant, let her look around. Walk around with your baby and tell her what is happening.
• Tell your child you are leaving, where you will be, and when you will be back. Do not sneak out.
• Give hugs and kisses and let the teacher take her.
• Once you have said good-bye, leave quickly.
• If allowed, give your child “security objects” from home (blanket or a favorite toy).
• Hang family pictures in your child’s cubby.

Preschoolers (3 to 5 years)

• Develop “getting ready” routines such as having your child choose his own clothes for the day.
• Encourage your child to participate in ongoing activities and play with friends.
• Tell your child you are leaving, where you will be, and when you will be back.
• Let your child participate in the good-bye routine by making up special good-bye sayings such as “See ya later alligator.”
• When you say good-bye, let your child decide if she wants a hug or kiss.
• Once you have said good-bye, leave quickly.

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How Are Gems Spread At Daycare?

[ad#ad-1]Germs are spread in a number of ways: direct person to person contact, by touching infected objects, and through the air.

Direct person to person contact spreads germs most often by the hands. This can happen when children hold hands after one has blown his nose or put his fingers in his mouth. Care providers can pass germs to others after changing diapers, coughing into their hands, or touching an infected child. It can also happen when someone sneezes or coughs directly on another person.

Infected objects can transfer germs from one person to another because many germs remain alive for some period of time once deposited on inanimate objects. Dry surfaces may harbor live germs for hours while a moist surface may harbor live germs for days or weeks. Sharing drinking glasses, sneezing on a toy, putting objects in the mouth, even touching infected doorknobs can spread germs.

Airborne transmission is another way germs are spread. Sneezing and coughing into the air exacerbated by poor air flow and filtration contribute to the spread of disease.

What Can Be Done To Promote Good Hygiene At The Daycare?

There are a number of things that can be done to promote good hygiene and help stop the spread of germs:

• Encourage children to cover their mouths when sneezing and coughing. They can even use their arm instead on their hands to cut down on spreading germs by the hands.
• Take the time to thoroughly clean and disinfect surfaces.
• Regularly wash / disinfect toys.
• Make sure the ventilation system has been regularly cleaned and in good working order. Open windows for fresh air.
• Properly dispose of soiled diapers, tissues, and non-reusable plates, cups and utensils.
• Cover and treat cuts and abrasions on the skin.
• Make frequent handwashing an important part of every day.

The Five W’s Of Handwashing

Why

According to the Association of Practitioners in Infection Control, handwashing is the single most important factor in preventing the spread of germs.

What

Handwashing has a number of functions. First, it removes the dirt and surface germs, thereby washing microorganisms off. Secondly, it may kill and inhibit the regrowth of organisms if a medicated soap is used.

Who

Anyone that comes in contact with germs should wash – child care providers, children and staff regardless of whether they have direct contact with children.

When and Where

Many infected people carry communicable diseases without showing symptoms and others may be contagious before symptoms appear, therefore good hygiene practices should be performed on a routine basis.

Staff and children should wash their hands…

* before eating
* after using the toilet
* after coughing or sneezing into the hands or tissue
* after handling pets
* after diaper changings
* after touching any bodily secretions.

Staff should also wash their hands…

• before preparing or serving food
• after helping a child use the toilet
• after cleaning up a mess
• after taking care of a sick child.

Seven Steps Of Effective Handwashing

Since the hands are the most common vehicle to spread or pick up germs, it is very important that everyone in a child care program learn the most effective way to wash their hands.

1. Turn on water to a comfortable temperature and moisten hands and wrists
2. Apply liquid soap and generate a heavy lather.
3. Wash well under running water for approximately 15 seconds, paying particular attention to areas between fingers, around nail beds, under fingernails, and back of hands
4. Rinse well under running water for 30 seconds, keeping hands low in the sink to prevent splashing. Good rinsing minimizes dry skin conditions.
5. Hold hands so that water flows from wrist to fingertips.
6. Dry hands completely with a clean paper towel.
7. Use the paper towel to turn the faucet so your hands remain clean from any contaminants that may be on the faucet.

What Kind Of Soap Should Be Used In The Daycare?

Liquid versus Bar

The use of bar versus liquid soap is a matter of personal preference. If bar soap is used, good drainage for the bar should be available. Liquid soap is less messy and provides a convenient and pleasant washing experience.

Antimicrobial / Antibacterial versus Non-medicated

Medicated liquid soaps contain an active ingredient which kills germs and inhibits their regrowth on the hands. The liquid soaps available on the market contain a variety of active ingredients that are effective against bacteria, yeast and mold. They work by suspending microorganisms, during handwashing, killing them, and allowing them to be rinsed off. Some soaps also have a residual effect, inhibiting the growth of germs on hands for a period of time after the handwash. It is a misconception that medicated liquid soaps are harsher than non-medicated liquid soaps and a number of very mild brands, including Liquid Dial Sensitive Skin, are available.

Non-medicated liquid soaps do not contain active ingredients and their mode of action is to suspend microorganisms during handwashing so they may be rinsed off.

Both types of liquid soaps may contain moisturizers and skin conditioners to keep hands soft, smooth and refreshed.

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Recently an education specialist with the nation’s leading private provider of early childhood education and care for infants to 12-year-olds recommended the following:

• Caregivers need to consider their own self-esteem, and be willing to admit mistakes.
• Praise the efforts toward a goal, not just the results. If your child can get one arm in the sleeve, but not both, recognize it’s an accomplishment and he’s on the way to getting the whole coat on himself.
• Understand that each child is an individual, in different stages, from different cultures and family combinations.
• Provide opportunities to learn and feel proud. Let your child set the table or wrap a present, even if it’s not the way you would do it.
• Allow children to make decisions within parameters. They become empowered by choices. And let them know the logical consequences of their decisions. If they use up all the glue, a logical consequence is that there will be none on hand for the next project. It is not a logical consequence to take a child’s crayons away in punishment.
• If kids do something wrong, help them recognize that the behavior is harmful to themselves or others, but they are not bad, stupid or worthless. Don’t go on and on, because kids will tune you out. Remember that everyone makes mistakes.
• Praise rather than judge. Use body language like thumbs up and high-fives.
• Play with your kids. They feel lovable when you have a good time together.
• Talk. And listen. Respect them in conversation.
• “Catch them doing good.” Know what they did right or appropriately and comment on it.

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That’s because young children need appropriate stimulation. They need to be talked to and played with. They need love and attention. And they need the opportunity to form the kind of comfortable, secure relationship with a caregiver that will advance their healthy emotional development.

[ad#ad-1]So what are the hallmarks of quality child care? And how do you select a caregiver? We’ve established the following basic principles which apply to young children in all types of child care in home and out.

A Good Caregiver Is Loving And Responsive

One who hugs, rocks, cuddles, seeks eye contact and enjoys the child…who responds to the baby’s smiles and emerging skills and interests…who finds ways to expand upon each experience…is sociable and interested. One who talks with the baby about what they do and see… a playful partner who introduces new ideas, objects and games…who supports children in their social contacts with other children and adults.

A Good Caregiver Respects The Baby’s Individuality

One who understands and welcomes babies development…recognizes the baby’s personal rhythms, style, strengths and limitations…and tunes into these when planning the place and time for eating, sleeping and playing…is comfortable with a special need or disabling condition.

A Good Caregiver Offers Good Surroundings

An area that is clean and safe so babies can explore their surroundings…filled with interesting and stimulating things to explore…set up to promote learning through free play…changed to accommodate the needs of growing infants and toddlers…having eating and diapering areas well organized so as to be comfortable and practical for adults while allowing them to focus on the child.

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How much you charge for child care depends on several things, like the services you provide, the established “going rate” in your community and the income level of your potential customers. The challenging part is to balance your financial needs with what parents are able to pay.

To determine what your expenses are you will want to consider whether or not you have any other sources of income. You will also want to look at how many people you support, and how many hours a day or days a week you want to operate. Most importantly guarantee yourself a decent living wage. You are providing a valuable, professional service and you have the right to be paid accordingly. You are not just a babysitter.

Make sure your fees cover ongoing expenses. These may include direct child care business expenses, legal and tax fees, groceries, household supplies and other related expenses.

You will have to decide what meals you will provide to the children, the most common meals provided are lunch and two snacks. If you are reimbursed by a food program for these expenses, you may be able to lower your charges to parents, but you may not charge parents extra for food. Use a meal planner to help you plan out your meals and snacks.

Think about start-up costs for cribs, wheeled toys, small games, books, toys, car seats and outdoor play equipment. Budget for repair and replacement of these items and consider if new or used items are a better investment. Always save your receipts. Consider a variety of curriculum supplies such as paper, paint, clay, pencils, pens, sand and art. Household and medical supplies such as fire extinguishers, toilet paper, laundry soap, first aid, disinfectant, napkins, paper towels, tissues, liquid hand soap, diapers and wipes. These all need to be included as business expenses.

You may have extra expenses such as: advertising, substitute salaries, education, training, association dues, mileage, insurance, legal and tax fees. Family child care providers licensed for 12 or 14 children need to budget for staff costs, benefits and payroll taxes.

Normal family expenses may increase due to the child care business. These may include maintenance of the home such as painting, landscaping or cleaning services. A portion of the rent, utilities or telephone costs should be figured as a business expense when budgeting.

Should You Charge a Flat or Flexible Rate?

You may charge a flat weekly rate or flexible rate. A flat rate is appropriate for a full-time child. The same rate can be charged whether the child is absent on a particular day or not. For school-age children who come only in the afternoons, or for children who come on an irregular basis, an hourly rate may be preferable. A daily rate could apply to children who come only on certain days, such as Monday, Wednesday and Friday. You may also add extra fees for extra services, such as special foods for a particular child, and a higher “overtime” rate when parents arrive late to pick up their child at the end of the day.

Parents are looking for the best child care. However, “best” has a different meaning to each family. While you need to develop a program that provides a healthy, safe and secure place for children, you should also determine what methods you will use in discipline or toilet training. What curriculum or learning activities will you use? Do you have pets? Do you provide a smoke-free environment? Do you provide transportation? Which meals and/or snacks will be provided? What time do you open for child care services? Will you provide child care hours for families who work or go to school during evenings, weekends or overnight? All these affect whether the parent chooses your service or someone else’s.

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Would you like to communicate with your child before they can talk? Do you want to increase your child’s reading and language abilities? Baby Sign Language is an exciting activity based on muscles and movement, not just looking and listening. Small children love to learn to sign, just as they love to learn anything by doing, exploring, trying, touching and moving, not just by sitting and staring.

Speaking from personal experience managing a daycare, I find that babies that know sign language are much happier and seem more confident that those that do not. I have cared for a handful of children that knew baby sign language, and I have taught both of my children signing and began teaching children in my care too. Popular signs are things like “water”, “milk”, and “more”. Parents see this as an added value to their daycare experience, and I have an easier time caring for babies that can communicate instead of cry.

This is a must have for anyone that cares for babies and young children.

In the 2004 sequel to “Meet the Parents” Robert DeNiro’s character was teaching his baby grandson “Little Jack” to sign so that he would be smarter. (Little Jack was played by twins Spencer and Bradley Pickren, who actually did learn sign language from Signing Time.)

There is nothing “trendy” about the benefits of signing. It has been carefully studied in clinical and university settings for over 25 years, with the carefully documented research on signing universally positive. Baby Sign Language is an enriching activity that causes parent and child to spend quality time together, to increase ability, curiosity and joy. It also greatly enhances communication and bonding.

According to the Journal of Nonverbal Behavior (2000, Vol. 24: 81-103):

the availability of symbolic gestures for at least some of the important things in their child’s life made communication easier and interactions more positive. Request gestures (e.g., MORE, OUT) helped children get their needs met without crying, symbols for specific foods (e.g., GOLDFISH CRACKERS, CHEERIOS) provided important clarification, animal gestures (e.g., MONKEY, ZEBRA, GIRAFFE) helped them become active partners during book-reading, descriptive gestures (e.g., HOT, HAPPY, AFRAID) helped them share important insights about their environment, and all of the gestures helped clarify the children’s initial, crude verbal labels (e.g., “Oh! You’re doing your TURTLE gesture. I guess Tata means ‘turtle!’).

In 2001, Dr. Marilyn Daniels, associate professor of speech communication at Penn State’s Worthington Scranton Campus, published ten years of careful research in Dancing With Words: Signing for Hearing Children’s Literacy (Bergin & Garvey). Professor Daniels summarized a myriad of independent research in her book that conclude that while young children need much practice and patience to achieve and improve speaking and reading skills, they use their hands to communicate effortlessly and early.

Consider this fact. All children already do communicate physically from a very young age—through waving “bye, bye,” blowing kisses, grabbing, crying, hugging, pushing and shoving. Since they are gaining physical communication skills anyway, signing expands on that “vocabulary” in a more positive way.

What about hearing children with special needs: Autistic, Down Syndrome, or children with significantly delayed speech or Apraxia? Here too, the research consists of nothing but good news. Signing can have an even more significant impact with these children.

• Improves that child’s ability to learn their spoken language even better and helps them gain language skills earlier and faster than those who did not learn signing.
• Enables that child to grow up “bi-lingual” with abilities to learn communicate with from different sources (one based on hearing and the spoken word; one based on physical movement).
• Increases I.Q. points by between eight and thirteen points—benefits which have remained to the oldest age tested to date.
• Enables a young child to communicate needs, wants and fears earlier and better, thus decreasing misbehavior and temper tantrums.
• Improves cooperation between very young children.
• Is considered a source of fun physical activity, pride and self-esteem  among the children.

To take advantage of the benefits of signing with your child we suggest the following two DVD collections. Both are produced by Rachel Coleman for the Signing Time Series of DVDs.

The Discover Your Baby with Sign Language – Signing Time Full Collection DVD Set is everything Signing Times offers – to give you and your family an excellent foundation for signing.

If you’d like something simpler and geared for a baby that is 3 – 36 months old try the Baby Signing Time DVD Gift Set.

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Download the daycare menu planner

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9 Elements of Quality Child Care for Babies and Toddlers

1. Small groups with high staff-to-child ratios.

Small groups create a sense of intimacy and safety. The rich dialogue between caregivers and infants is possible in small groups because there are fewer bodies, less noise and less activity to interfere with a child’s ability to learn. Small groups and more staff enable caregivers to build strong relationships with individual children and adapt activities to meet the changing interests, needs and capacities of the group.

For children birth to age 3, recommended group size: 6–8 children; 1:4 ratio of caregiver to child. No more than 6 children who are not yet mobile should be in a group.

2. Staff trained in childhood development and programs licensed and accredited.

Research underscores that quality infant and toddler child care is contingent upon the special training that caregivers receive in early childhood development. Ongoing training, good salaries and benefits are essential to attracting and retaining quality caregivers. Staff should be certified by the Council for Early Childhood Professional Recognition with a Child Development Associates degree credential for infant/toddler caregivers or an equivalent credential that addresses comparable competencies (such as an associates or bachelors degree). Centers should be accredited by the National Association for the Education of Young Children and family child care by the National Association of Family Child Care. Both should be licensed by the state.
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3. A primary caregiver.

For children in group care, each child should be assigned a primary caregiver. A primary caregiver is principally responsible for the child and helps in building a positive, continuing, intimate relationship with the child. It also offers family members a key child care contact. It does not mean that one person only cares exclusively for a baby or toddler.

4. Continuity of care.

Having one primary caregiver for more than a year (optimally, from entry into child care until the child is three years of age or older) is important to the child’s emotional development. Switching from one caregiver to another takes its toll. Too many changes in caregivers can slow a child’s development and leave children reluctant to form new relationships. When very young children switch repeatedly from one caregiver to another, the time they spend grieving the loss of the old caregiver and learning the new caregiver’s ways may slow down their overall development.

5. Responsive caregiving.

Watching, asking and adapting are the tools of responsive caregiving. Responsive caregiving involves knowing each child and taking cues from the child about when to expand on the child’s initiative, when to guide, when to teach and when to intervene. A responsive caregiver has an overall plan for each day, including materials and activities that are appropriate for the development stage of each child. In addition, the caregiver should continually observe each infant or toddler to discover what skills he is ready to explore and eventually master.

6. Cultural, linguistic and familial continuity.

Child rearing reflects the values and beliefs of families and culture of their community. Caregivers should be culturally sensitive and recognize their own values that they may be transmitting to children. Caregivers who use the infant’s home language reinforce the infant’s sense of “rightness” and sense of belonging in both the home and child care environment. Speaking the child’s home language, welcoming family members into the child care setting, and respecting the child-rearing values and beliefs of the child’s family all support the early development of a strong sense of the child’s identity. To provide cultural and familial continuity, baby/toddler child care programs should, when possible, employ staff who are of the same culture and who speak the same language as the children served.

7. Meeting the needs of the individual within the group context.

Caregivers should understand the needs, temperament, moods and preferences of each child and adapt their care to meet those individual needs. To provide care for infants and toddlers with special needs, caregivers need training and support from community partners.

8. Promotion of health and safety.

Babies and toddlers are more susceptible than older children to infectious disease because their immune systems have not fully developed. In addition, their emerging mobility and curiosity put them at increased risk of injury. A quality group child care setting for young children should be safe and sanitary but also interesting to children and efficiently maintained to allow time for intimate, responsive interaction.
Achieving efficient health and safety policies and procedures require: careful planning of areas for food preparations and diapering/toileting; detailed and scrupulously maintained healthy policies, emergency, injury and health procedures and child and staff health records; concise policies and staff procedures; knowledge of and collaboration with community health and safety resources; vigilant monitoring procedures for health and safety; time for caregivers to meet to share current health/safety information; and daily communication between family members and caregivers.

9. Age appropriate physical environment.

The physical environment — indoors and out — should promote intimate, satisfying relationships. Spaces must provide growing infants with a wide variety of interesting objects, textures and physical challenges, while neither overwhelming them with choices or jeopardizing their safety.

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