This Category is in response to those who have requested material for training and staff development of Child Care Professionals...

It is a tool to help new caregivers with a smooth transition into the world of Child Care. It can also be utilized in the development of new directors or for continued professional growth.

The resource material on Kid Activities has been compiled from years of personal experience, professional observations, continuing program assessments, and in-depth interviews with lead caregivers and their assistants. (See About Barb)

This  page is only a sample of training tips and articles-- check the menu under "Articles"--and 'Behavior Management' for other pages that may be of interest.  You can scroll thru the few articles on this page-or click on the subject that interests you!

Wishing you happy days!
Barb Shelby

•Why is the Orientation Process Important? What should program managers consider?
•Do's and Don'ts of SchoolAge Care
•Discipline/Behavior Management is ChildCare Programs
•Don't MAKE Kids Say "Sorry"
•Don't Ask Kids "Why"
•Whining
•Cursing
•Does your Program Environment Say You're a Professional?
•Why Don't Some Kid's Activities Work?
•When Kids say "I'm Bored" with a List of SAC Ideas for Bored Kids
•Sharing Child Care Program Space
•Activities to Promote Competence and Self-Esteen
     Also-How to Praise a Child
•Ways to Thank Your Staff

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 In creating new staff orientation, ask yourself what you want to achieve?

   • One major goal should be to prepare child care staff to be productive and lessen the possibility of  feeling overwhelmed.

  • Striving to make newly hired caregivers comfortable will solidify new staff relations with your programs.

You may say that a training program is not feasible--it is not in the budget. Research demonstrates that good orientation programs can improve employee retention by 25% in fields with high turnover. Definitely something to consider!

Where do you start? 

The first step is to clearly define what is to be learned and why. Keep to the essentials and practical. Your new caregiver should receive a comprehensive 'Orientation Packet' containing your program philosophy, Parents Handbook and personnel policies. Including an introduction to duties expectations, safety, and basic behavioral management will ensure smooth workplace transitioning.

When programs employ a Trainer or Facilitator, orientation should also be individualized in accordance with information collected before training begins. Evaluate what knowledge staff has brought with them to the position, and what they need to know in performing their duties.

• Use examples, demonstrations, and illustrations on how provided material meets the trainee's needs. Keep it simple. Start with small steps, but include all information that is needed.

• Present training material that addresses various learning styles. Keep it interesting and include: Visual, Tactile/Kinesthetic, and Auditory Learners.

• To be effective, training needs to occur in regular measures; it should take place without interruptions or distractions.

•Light a Fire! Your best opportunity to do this is during the initial hiring or during orientation. Build enthusiasm and instruct new personnel to read all training material, before the first day of work. Effective training should be more than handing out information. Trainees should be prepared for on-site information exchange with their co-workers.

Coach new staff and give them the words to be observant and ask:

What would you like me to do now?  Can you talk to me about _____ so I can better understand.  Encourage new staff to question in a manner that does not make other Team members defensive. Exchanges and clarification should be non-critical.

    • Acclimate staff with a work site tour.

   • Discuss policies and introduce key personnel.

   • Point out where daily supplies are kept.

   • Inform new members of program routines.

   • Discuss practical methods for getting children's attention, accounting for all children and parental sign-out procedure.

   • Demonstrate the use of essential equipment such as message retrieval systems, etc.

   • Make sure caregivers understand what to do in an emergency.

Think of on-site training as continuing staff development for current staff. To be effective, training needs to be perceived as an ongoing, active process whose goal is to build a community in which active thinking and asking questions is comfortable. The goal is to achieve an environment which results in staff members who are open to growth in daily activities.Training should not only be viewed within the framework of supplemental readings and workshops--it needs to be a continuation where new and experienced staff are continue to learn and grow together!

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Because there may be resisiance to change-- Brain-storm with present workforce regarding specific ideas about what will work with YOUR programs. Caregivers may not take advantage of their role in training new staff unless they recognize it as fulfilling an important need. Established staff members should grasp the connection between mentoring and improving staff performance. Meet with all employees at a general staff meeting. Explain the benefits and importance of mentoring and coaching. Even with a Trainer employed, this is still a needed and important step. When all staff members are part of the orientation process:

•Workers will become a unified team.

•Programs will become stronger and run more efficiently.

•There will more consistency in both the programming and staff philosophy.

•There will fewer behavior challenges; children display self-control with people who are confident and competent.

KEEP IN MIND... Newly hired staff will be disappointed and confused if they find them selves at a site that does not follow the practices outlined in their orientation material. Your present workforce should know and follow the material that all newly hired employees receive. Before new orientation procedure begins, review with entire established staff, the material new employees are given. This could be done at a meeting held specifically for this purpose.

ALSO KEEP IN MIND...Teaching reinforces learning. The Best way to learn something is to teach it! Much learning is derived when staff members can observe other programs or caregiver styles.  Benefits are achieved when staff members are directed to note a particular method or procedure. Example: Specifically observing group meeting times or routine and play in the gym.

Further training can be supplemented by:

   • Sending staff to conferences where they will present to fellow staffers upon return.

   • Staff taking turns in coaching and mentoring new employees.

   • Coach later in the morning or at the end of the program when numbers of children are lower.

   • As budgeting allows, schedule paid on-site monthly meetings without administrative oversight, in addition to regularly held general staff meetings.

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While in the short term site mentoring will consume upfront time; in the long term, more time will become available as staff builds stronger skills and work productively on the same page.

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• Prepare the environment with their Lead/Director and provide suggestions to the younger for possible activities.

• Help the older children with designing and implementing projects and assist early adolescents in taking control over their own planning and implementation of activities and experiences.

• Participate as equals, rather than superiors, with the older children."

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OTHER TIPS...

1. Do interact and listen to the children as they arrive from school. This is when they have the greatest need to share their day with a special adult.

2. Do learn each child’s name and use it. Do smile!

3. Do get to know kids and to know YOUR kids.

4. Do avoid all but the briefest interactions with adults immediately after school. It should be a rule that adults--including parents, should talk to the caregivers before or after the arrival time of the children. At this time, center energy and attention on the children.

5. Whatever your staff position, do let other caregivers know if you need to leave the room for any reason; this is for safety reasons as well as for shifting personnel as needed.

6. Don’t yell at a child from across the room. Do go over and manage the problem. If necessary go to a private area to talk; this will help with any discomfort or embarrassment the child may experience.

7. Do always let your site supervisor know of any problems as soon as possible.

8. Don’t do the children’s work! Provide encouragement and support. Help break it into manageable parts and make sure they understand what you are doing so they will use that approach next time. If a child says they 'can't do something-ask them if they did know-how would they start?

9. Do allow the children to learn and grow with their own hands-on experience. When we take over a project or change it, we are telling the child it is not good enough.

10. Do not routinely sit with just one child coloring or playing a game; our caregiver ratio is not low enough to allow us to play with only one child. If a child can’t find someone to start a game, you may begin and then try to get others to join. Once a group gets going, stay only if the children need you for rules, etc. When the numbers are down, you may certainly play one on one.

11. Do be aware of the rest of the room when you are playing or working with a group; keep ahead of potential problems.

12. Do not ever let a child be verbally or physically aggressive towards another child.

13. Do learn to tell a child you were wrong or sorry, when or if you made a mistake; be sincere with your apology.

14. Do observe for the isolated or wandering child who struggles with personal interactions. We can give children words and help them start out in a game where others will join. Do discuss this child with your Lead caregiver.

15. Do allow children to daydream or do nothing. We all need time to daydream!

16. Do use common sense as to how many play areas are open at the same time. There should always be several options from which the children can choose; however, if you are offering a messy craft, it may NOT be a good time to also have the dramatic play area open.

17. Do remind the children to clean up the “old”---before starting the “new”. Do help them in learning to put away as they go along.

18. Do always have a tray or paper under all messy projects when using glue, glitter, etc. Model appropriate behavior and remember to do this yourself! It demonstrates courtesy and respect for property.

19. Do show an example of the finished craft activity when possible. This builds enthusiasm as well as giving a visual goal. ALWAYS let the children know that yours is just an idea; it is THEIR project and they can make it look any way they choose. There is a difference between an art and a craft. With a craft, there is a finished product to achieve. With art, it is the process that is stressed and NOT the finished product.

20. Do be aware if you are promoting gender-bias. Don’t have all-boy/all-girl line-ups or encourage stereotypical games and stories. Present sports, science, and math play, as well as music, dance and art to boys and girls alike.

21. Do embrace diversity in your program. This includes: gender, ability levels, ethnicity, culture, language, body shape, hair/eye color, ideas, family structure, religion, etc.

Appreciate the differences in everyone!

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By Barbara Shelby ~Training, Program Assessments and Consulting (From Training Series)

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Why is it beneficial to conduct training need assessments?
Four reasons are:

1. To decide what specific training each employee needs.
2. To evaluate what will improve job performance.
3. To ascertain if training will make a difference.
4. To ensure quality programming.

According to Janeal Roberts, in the October, 2006 issue of School-Age Notes, there are four primary steps to training instruction. The steps that lead to quality training and ongoing staff development are:

• Assessment of needs, which is the analysis of a program and care-giving staff.
• Design and development of established training needs.
• Delivery of the training.
• Evaluation of the training outcomes, and reassessment if needed.

Roberts further states, The importance of assessment in training, should account for 40% of targeted planned development. In the remaining 60% of efforts in training, 30% should account for design and delivery, and 30% for the evaluation of training outcome.

For meaningful evaluation, more than one assessment tool should be used. This will give you a more complete picture. In the field of child care, the methods below could provide in being useful.

• Questionnaires and surveys:
This is the quickest method to address the needs of a group. A substantial amount of information can be gathered in a short amount of time. Also, using this method many caregivers will be more at ease in examining their needs on paper, than in sharing how they feel in a face- to- face interview.

• Direct program and staff observation:
This could be conducted by a trained consultant or an administrator.

• Consulting with staff that has specific first-hand knowledge:
For individuals in an assistant caregiver or assistant teacher position, lead caregivers or site directors would be the key people with whom to consult.

• Interviews and Conversations:
Meet individually with the caregiver. Discuss what needs there are on a day- to- day basis. Establish the difference between what the staff needs and what they would like. Explore on-site challenges.

• Develop focus group meetings with staff members.

• Review and stay current with research and literature devoted to the age groups of the childrem with whom you work.

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You may also be interested in The Importance of Orientation and Training of New Staff...

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