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Previews of Coming Attractions

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1 Previews of Coming Attractions
606 CMR 7.00 This is not an exhaustive list of every change in the regulations, but rather a review of the highlights. In particular it focuses on changes that may impact your business or your compliance. Hopefully, you will leave feeling that you know where and how to get the help you need to be ready for the new regulations for Family Child Care and Small and Large Group and School Age Child Care.

2 Our Mission The Massachusetts Department of Early Education and Care provides the foundation that supports all children in their development as lifelong learners and contributing members of the community, and supports families in their essential work as parents and caregivers. The Massachusetts Department of Early Education and Care provides the foundation that supports all children in their development as lifelong learners and contributing members of the community, and supports families in their essential work as parents and caregivers

3 Licensed Capacity 6 , 8 or 10 children Includes:
household members younger than school age Home schooled children; Children younger than ten when present more than 3 consecutive hours on 5 consecutive days Every person present under the age of 14 who is not a household member During overnight care, every person under age 18 Changes: Generally, the way your children “count” is not changing. But the capacity listed on your license will include your own “participating” children, so that the license will reflect the total number of children who can be in your care at one time, rather than the total number of child care children you can care for. Children’s friends and playmates younger than 14 count whenever they are in your home. See “Determining Capacity”, 7.03(5)(c) (c) Determining Capacity. The following children will be considered to be in the care of educators: 1. every child who lives in the family child care home who is younger than a school age child; 2. every child who lives in the family child care home who is home schooled, regardless of age; 3. every child under the age of ten who lives in the residence and is present for more than three consecutive hours on each of five consecutive days, excluding weekends and holidays; 4. every person under the age of fourteen who does not live in the residence and is present during the time that child care is being provided; 5. during overnight care, every person under the age of eighteen who is present in the home.

4 New locations of care! Dwelling must include complete living facilities (sleeping, eating, cooking & sanitation) May be unoccupied, if: On same property as single family residence Other side of your duplex residence In “triple decker” where you reside All Family Child Care programs must be located in a dwelling that provides complete independent living facilities, including provisions for living, sleeping, eating, cooking and sanitation. New: However, the dwelling does not have to be occupied, if: It is located physically on the same property as your single family residence; It is located in a duplex dwelling and the licensee permanently resides on one side; It is located in a 3 story, 3 unit dwelling and the provider lives on one floor. See 7.03(5)(e) (e) Location of Care. For the purposes of these regulations, family child care may only be provided in a dwelling that provides complete independent living facilities for one or more persons including permanent provisions for living, sleeping, eating, cooking, and sanitation. In addition, the dwelling must: 1. be occupied for living purposes on a full time basis by either the licensee, or an individual personally known to the licensee, as the occupant’s legal residence; or 2. be unoccupied and be: a. located physically on the same property as the licensee’s permanent residence and such residence is a single family home; or b. located in a duplex structure containing two independent side-by-side dwelling units and the licensee permanently resides in the other dwelling unit located in the duplex; or c. located in a structure with a maximum of three stories, with no more than one dwelling unit located on each floor level, and the licensee permanently resides in one of the other dwelling units located in the three story structure.

5 Confidentiality No matter how cute or funny, NO PHOTOS on
The regulations about confidentiality of children’s and families’ information have been updated to clarify that you cannot post any photos of children on publicly accessible websites without parents’ permission…no matter how cute or how funny they are! 7.04(2)(b) The licensee must not allow any person to produce or distribute a likeness of any child in the program for any purpose without the written informed consent of the child’s parent. No matter how cute or funny, NO PHOTOS on public websites without parents’ permission.

6 Suspension or Termination
Many suspensions or terminations can be avoided if you discuss your concerns with parents, offer assistance in finding resources or services, and work together to address the problem. If these measures fail, and you are suspending or planning to terminate a child, you must give the parents a written explanation of the specific reasons why, and the circumstances under which the child may return, if any. (NEW) If the suspension is for non-payment (for a private paying child), you must say so and whether or not you will accept the child back if parents pay what’s due. If a suspension or termination is due to the child’s behavior, you must give specific examples, and let parents know whether you will accept the child back if he receives counseling, or if the child sees his doctor, for example. If the termination is because the parents repeatedly are late picking up the child, you must explain and you may decide not to accept the child back in your program. It’s your choice, but you must explain in writing. [See 7.04(3)(b)] (b) If a program chooses to suspend or terminate a child for any reason the program must provide written documentation to the parents of the specific reasons for the proposed suspension or termination of the child, and the circumstances under which the child may return, if any. Specific reasons why (in writing) Conditions for return, if any

7 Transitions Assist the child in a way she can understand
New: Anytime you are transitioning a child for any reason…whether to school, to another program, or to home, you must assist the child with the transition in a way they can understand, and, with parents’ permission, share information with the next program. There is a great deal of information indicating that a child’s success in school can be linked, at least in part, to effective transition practices and activities. Sharing information with the next program helps the new educators get to know the child faster, and helps prepare them to meet the child’s individual needs. “Promising strategies and research exist to help resolve family concerns about transition. These include communication among sending programs and school personnel, provision of information to anticipate or answer family questions, individualization of planning, family support, visits to schools, and family options for child placement and support . All of these contribute to a successful transition.” From: A Review of Research in Early Childhood Transition: Child and Family Studies Technical Report # 5 © Rosenkoetter, Schroeder, Rous, Hains, Shaw, & McCormick, National Early Childhood Transition Center, University of Kentucky, Human Development Institute, Early Childhood 2009 [7.04(3)(a)] (3) Transitions. (a) Whenever children are preparing to transition to a new classroom or program, the educator must: 1. collaborate and share information between each classroom or program, with parental permission; and 2. assist the child with the transition in a manner consistent with the child’s ability to understand. Assist the child in a way she can understand Share information with next program (with parents’ permission)

8 Record Keeping (for licensee and all assistants)
Qualifications Health records Orientation, training, professional development Driver’s license NEW: Provider must keep on file the EEC letter of approval or certificate, first aid and CPR certificate (if the assistant has this training), documentation from a physician of a recent physical exam affirming the ability to care for children, and immunization record; the EEC approved orientation (on line) and an orientation to the program (including the location of children’s records, first aid kit, program procedures, child guidance, any individual health care plans, curriculum, etc) ; training and professional development, and if the assistant will be driving children, a copy of a valid driver’s license. [7.04(5)] Best practice requires that educators document their professional development goals and the steps they will take to achieve those goals…more about this when we talk about professional development. (5) Staff Records. The licensee must maintain a personnel record for each staff member. The record must include: (a) documentation that the employee has the qualifications required under 606 CMR 7.09, including, but not limited to, health records, as required by 606 CMR 7.09(11); (b) copies of licenses, certifications and registrations held, including, but not limited to, motor vehicle operator’s license (if the staff member transports children) and EEC educator qualification; (c) documentation of orientation, training and professional development, as required by 606 CMR 7.09(15)(d-f), 7.09(16)(c) and 7.09(17)(a), and 7.11(1), 7.09 (18)(d), and 7.09(19)(b),as applicable;

9 Children’s Records Parents may: Add information Request removal
of information Get copies (at a reasonable cost) New: Parents have a right to see their child’s record at any reasonable time, within two days of their request. If the parents object to anything in the child’s record, they have the right to add information to the record, or to ask to have information removed. They have a right to meet with the licensee to discuss this, and are entitled to a written decision. They have the right to obtain copies of anything in their child’s record, provided at a reasonable fee. (Includes cost of duplication, but not “service fees” for example.) [7.04(10) & (11)] (10) Amending the Child’s Record. A child’s parent(s) have the right to add information, comments, data or any other relevant materials to the child’s record; A child’s parent(s) have the right to request deletion or amendment of any information contained in the child’s record. 1. If the parent(s) is of the opinion that adding information is not sufficient to explain, clarify, or correct objectionable material in the child’s record, the parent has a right to have a conference with the licensee to make his objections known. 2. The licensee must, within one week after the conference, render to the parent(s) a decision in writing stating the reason or reasons for the decision. If the decision is in favor of the parent(s), steps must be taken immediately to put the decision into effect. (11) Charge for Copies. The licensee must not charge an unreasonable fee for copies of any information contained in the child’s record

10 Welcoming All Children
Accept applications Gather & consider information Identify accommodations Make a decision Inform parents in writing (within 30 days) NEW. All children are different, and you may have just the skills needed to care for a child with a disability. You must accept applications and make reasonable accommodations to serve any child with a disability. Talk with the parents and consider any information provided by local schools or the child’s physician to see whether you can provide safe, nurturing and stimulating care for the child. If you feel that you cannot, because you will need ramps or other accommodations that will cost too much money, or because the care the child needs is more than you alone can provide (if you are an individual caregiver) you must give that information to parents in writing within 30 days of their request. Parents have the right to ask EEC to review your decision.[7.04(13)] (13) Children with Disabilities. The licensee must accept applications and make reasonable accommodations to welcome or continue to serve any child with a disability. In determining whether accommodations are reasonable and necessary, the licensee must, with parental consent and as appropriate, request information about the child from the Local Education Agency (LEA), Early Intervention Program or other health or service providers. (See page 17)

11 Postings “Call 911”*, your phone number & address
Poison Control Number Name & phone number of Emergency Back-up Person Emergency Medication List Allergies / emergency medical information Current License The list of required postings has been updated. This is the only information you need to post in an area easily visible to parents, educators and visitors . Children’s information (allergies and medications) must be protected by a cover sheet, so that children’s information is kept private. [See 7.04(14)] *Emergency responders cannot trace your location when 911 is called from a cell phone. In addition, 911 calls from cell phones are routed to the State Police, and then routed to local authorities, causing delays in response. If you are using a cell phone for emergency calls, you should post the local emergency response numbers instead of 911. (14) Required Postings. The licensee must post the following information in an area easily visible to parents, educators and visitors: (a) “Call 911” reminder and the telephone number and address of the program, including the location of the program in the facility; the telephone number of the Poison Control Center and the name and telephone number of the emergency back-up person, in a manner that protects the privacy of each child: 1. a list of all emergency or life saving medications, including but not limited to epinephrine auto-injectors, inhalers, and anti-seizure medications, that specifies to which children they belong; and 2 a list of allergies and/or other emergency medical information provided by the parent for each child; (d) the current license or approval. *If using a land line. If using a cell phone, post local emergency numbers.

12 Notifications to EEC Medication error: wrong med or emergency treatment Law Enforcement Activity Response by Fire Department IRS Action Motor Vehicle Accident Intent to Close Join a FCC System Expose a child to lead poisoning The list of required notifications to EEC has been updated.. The changes require the licensee to notify EEC: Whenever a child receives the wrong medication Whenever being late with medication or giving the wrong amount leads to emergency treatment or hospitalization Whenever any person regularly on the premises is arrested, including household members and assistants Whenever there is an incident involving law enforcement that could impact the health, safety or wellbeing of children in care Whenever the fire department comes (for something other than a false alarm); Whenever the IRS brings action against you; Whenever there is an accident involving transportation of children by the provider If you intend to close; If you join or leave a family child care system; If you are found by DPH to be the source of lead poisoning for any child (whether or not it is a child care child). (Note: Previous requirements to notify EEC of a death or serious injury, being approved as a foster or adoptive parent, changes in your household composition, bringing a firearm into the home, change in telephone number are still required.) [See 7.04(15)] --page 18 (in addition to current requirements)

13 Interactions Must Support:
Self-esteem Self-expression Autonomy Social competence School readiness NEW: The regulations now include more than just the “prohibited behaviors” (abuse, neglect, hitting, depriving food, confining children to a swing, high chair or playpen for extended time, etc); The regs include an important new section, “Interactions Among Educators and Children,” that addresses the kind of nurturing and responsive relationship required to support a child’s healthy growth and development. [See 7.05] -pg. 25 (full set)

14 Interactions Are: Warm Attentive Consistent Courteous Respectful
Every contact with a child in care is an interaction. As we work with children individually and in groups, whether leading an activity, or intervening when disagreements occur, joining the group for lunch or snack, or saying good-bye at the end of the day, we need to be mindful about the tone and the nature of our interactions. Things like speaking to children at their own eye-level, saying “please” and “thank you”, and addressing children by name when speaking to them are examples of positive interactions. See (pg. 25 full set)

15 Interactions Promote:
Appropriate expression of emotions Children’s efforts and accomplishments Opportunities for choice Language development, conversations Cooperation Self-control Technical assistance is available on the EEC website. See 7.05, and A self-assessment and a supervisor’s assessment listing specific, observable behaviors is available to help you identify things you are doing well and areas where you could improve. Page 25 full set

16 Effective Communication
With every child With parents (regardless of native language or other communication impairments) With emergency personnel New: You must be able to speak the child’s language, or have another effective means to communicate. [See 7.05(6)]. You must be able to communicate effectively with parents, even if their primary language is not English, or if they require alternative communication methods [see 7.08(2)]. You must be able to effectively communicate basic emergency information to emergency personnel [See 7.11(7)(b)]. 7.05(6) Educators must have a method of communicating effectively with each child. 7.08(2) Parent Communication. The licensee must develop a mechanism for and encourage ongoing communication with parents, and must be able to communicate effectively with families whose primary language is not English or who require alternative communication methods. 7.11(7)(b) The educator must be able to communicate basic emergency information to emergency personnel.

17 Your curriculum must: Be well-balanced
Include planned learning experiences Support: problem solving critical thinking communication social skills relationship building Regulations regarding curriculum have been updated with new language, but many of the requirements are unchanged. You must have a well-balanced curriculum of specific, planned learning experiences support problem solving, critical thinking, communication, social skills, and relationship building. [7.06(1)] 7.06(1) Curriculum. (a) The licensee must provide a well-balanced curriculum of specific, planned learning experiences that support the social, emotional, physical, intellectual and language development of all children (1)(b)11. learning experiences that support problem solving, critical thinking, communication, language and literacy development, social skills and relationship building;

18 Your curriculum must include goals in…
English language arts Mathematics Science and technology History / social science Comprehensive health The arts In addition to planning specific learning experiences, as you have been doing according to the current regulations, you must set goals for your learning experiences. (new) Goals in English Language Arts for an infant might be to learn to recognize spoken words or to say(or sign) “Mama”, “Dada”, “Milk”, “Juice”. For a toddler it might be to learn that we read books from front to back, and turn pages on at a time. For a preschooler it might be to learn to recognize some of the alphabet, or using finger plays, rhymes and stories to develop an awareness of differences in spoken words, syllables and sounds. For a school age child it might be to learn one new vocabulary word each week, and use it correctly each day, or learning to write using upper and lower case letters, and applying rules for capitalization. Depending on the age of the child, goals in mathematics might be learning to understand “more”; learning to count from 1 to 10; learning to understand what “1/2” is, learning to understand the value of our money, or being able to sort objects by more than one characteristic. History and social science for toddlers may involve recognizing some common helping roles in our communities, such as policeman, firefighter, or doctor. For preschoolers it may include knowing some US National Holidays and why we celebrate them; knowing who is the President, or what the American flag stands for. For school age children it may involve learning how to read a map, or how to be involved in and influence local government. When you plan an activity for children, what is it that you want them to learn and remember? [ The curriculum must…….] (1)(a)4 include goals for the knowledge and skills to be acquired by children in the areas of English language arts, mathematics, science and technology/engineering, history and social science, comprehensive health, and the arts.

19 Your curriculum must include:
Good health Proper nutrition Personal safety 60 minutes of physical activity daily Time for reading (individually or in groups) New: Your curriculum must provide opportunities to learn about good health, proper nutrition and personal safety; you must provide for 60 minutes of daily physical activity, and you must be sure to include time for reading with children individually or in groups. [7.06(1)(b) opportunities to learn about proper nutrition, good health and personal safety; 7.06(1)(b)5. at least 60 minutes of physical activity in full day programs; 7.06(1)(b) 7. educators reading books daily with children of all ages in an engaging manner

20 Your curriculum must: Include free choice time
Explore cultural, social and individual diversity As in the past, your curriculum must allow some free choice time for children to make decisions and choices about how to use some of their time. While you have always been required to provide an environment that promotes diversity and awareness and appreciation of differences, you now must include opportunities to explore issues of cultural, social and individual diversity within your curriculum. (update) New: You do not necessarily have to make a written curriculum plan: your licensor will talk with you about your activities and observe children’s activities during your licensing visits. However, a written curriculum plan may be requested if concerns are reflected during the visit. See 7.06(1)(b) 2. opportunities for children to have a free choice among a variety of activities or to play alone or with one or several chosen peers, if desired, for at least half the program day; 7.06(1)(b) opportunities to explore issues of cultural, social and individual diversity while developing awareness, acceptance and appreciation of differences; such as gender, language, culture, ethnicity, family composition and differing abilities;

21 Transitions Must Be: Safe Predictable Unhurried Flexible
Transitioning from one activity to another is often a difficult time in child care settings. Transitional activities can be positive and exciting ways of moving children from one activity to another. They can make finishing one activity and moving on to another activity a learning experience and an adventure. Transitional songs, games, finger-plays and conversations can make the day flow more smoothly, occupying hands and minds while children wait to finish clean-up, or gather for a group activity or wait for lunch to be served. Transitions are easier if your program follows a predictable routine. For example, lunch time follows outside play; naptime follows lunch. Be sure to allow enough time for children to have one last turn on the big wheel, or one last look at the book, before rushing off to the next activity. Make sure you have enough equipment and materials so that children don’t have to wait unreasonably for a turn…and make sure children are told when a transition is coming. 7.06(2) (2) Transitions Between Activities. Transitions must be completed in a safe, timely, predictable and unhurried manner. Activities must be planned and organized in advance to avoid children waiting. Children must be informed about transitions prior to their occurrence. Transitions between activities must be smooth and flexible. Children must not always be expected to move as a group from one activity to another. Visual, verbal and auditory cues must be used to support children’s transitions.

22 Progress Reports For All Children
Frequency depends on age of child Based on observation of child’s work Address all developmental domains New: Progress reports must be prepared every 3 months for infants; every six months for toddlers and preschoolers, and annually for school age children. Your progress reports should be based on your observations of children and documentation of their work over a period of time, identifying what children can do and how they have changed since last report. You must include comments in the areas of cognitive development, social and emotional development, language, fine and gross motor, and life skills. Sample forms are available on the EEC website at (3) 7.06(3) Progress Reports. A written progress report must be prepared periodically on the progress of each child in the program. The program must offer parents a conference to discuss the content of the report. A copy of the progress report must be given to the parent and a copy kept in the child’s record. Ideally, your observations will help you to adjust your program and activities to meet the needs and interests of children enrolled. [7.06(4)] The skills that you will build by observing and documenting children’s progress will prepare you to engage in more formal assessment if you choose to use one of the commercially available tools, such as Creative Curriculum or Work Sampling. (4) Use of Progress Reports. Educators shall use progress reports to adapt the program to the children’s individual strengths, interests, and needs; to maintain ongoing communication with the child’s family, and; with parental permission, to facilitate the child’s transition to another early education and care program or to kindergarten, as appropriate. Referral information: if educators have concerns about a child, they must offer information about health and educational resources for the child and family. Providers should develop a list of resources in their area to whom they may refer. These may be the local phone numbers for state agencies like Transitional Assistance, or the WIC program, DCF, parent support groups, MFN, or any other available resources. [7.06(5)] 7.06(5) Notwithstanding 606 CMR 7.06(3)(a) above, special problems and significant developments must be documented and brought to the parent’s attention as soon as they arise. (a) The licensee must offer information to parents regarding health and educational resources for the child and family. (b) The licensee must obtain parental consent prior to contacting any outside social, educational or health care resource or service provider on behalf of an individual child. If such direct contacts are made by the program, the licensee must maintain a written record of such contacts and the results of such contacts. See samples at

23 Impact Absorbing Use Zones
Must be installed under and around all newly- installed swings, slides, climbers, and other elevated equipment Inches of Loose-fill material Protects to fall height 9 Shredded/ recycled rubber 10 feet Sand 4 feet Pea gravel 5 feet Wood mulch 7 feet Wood chips New: The new regulations require impact-absorbing use zones under all elevated playground equipment installed in Family Child Care homes after January 2010 or in new Family Child Care programs licensed after January Technical assistance regarding types of material to be used and amounts of material is available from the National Playground Safety Commission, and from EEC. Pea gravel and wood chip nuggets must not be used in areas used by infants and toddlers. See National Program for Playground Safety at Use Zone -The surface under and around a piece of equipment onto which a child falling from or exiting from the equipment would be expected to land. These areas are also designated for unrestricted circulation around the equipment. (CPSC definition) See 7.07(15)e For a copy of the standards for home playground safety see 7.07(15) (e) Playground Safety. All playground equipment installed after the effective date of these regulations and all playground equipment in homes first licensed after the effective date of these regulations must be located within use zones that are covered with an adequate depth of an impact-absorbing material, in accordance with EEC policy. Pea gravel and wood chip nuggets must not be used in areas used by infants and toddlers.

24 Parent Handbook Required
Care schedule Fees Child guidance plan Exclusion policies Procedures for meeting potential emergencies Policies regarding medication In the past EEC has required that providers distribute the parent fact sheet prepared by EEC. This regulation expands upon the information in the parent fact sheet, and includes information that is specific to your program…such as your calendar and schedule, your fees, your criteria for excluding sick children, your child guidance plan, your plan for meeting potential emergencies, etc. EEC will provide “sample” parent handbooks that you can revise to meet your needs. (See list of information required at 7.08(6). 7.08(6) Written Information for Parents. The licensee must provide the following information to families in writing prior to enrollment of their child: (See page 38 full set)

25 Notify parents at enrollment:
Lead Paint Disclosure Notify parents at enrollment: Risks of lead poisoning (provided by DPH) Statement regarding lead paint on premises (form provided by EEC) New: Although family child care homes do not need to be “certified lead free”, providers must notify parents at enrollment whether they believe there is or is not lead paint on the premises. Providers must notify parents in writing, and maintain documentation that parents were notified in each child’s file. Sample forms will be made available. Providers must also give parents information about the risks of lead poisoning, which EEC will provide. See 7.07 (15) Additional Requirements for Family Child Care Programs (a) Lead Poisoning. 1. The licensee must provide information to parents in writing regarding the risks and sources of lead poisoning. 2. The licensee must provide all parents with a disclosure statement regarding any known source of lead in the home.

26 Notification to Parents in Advance
Change in educators Change in program policy or procedure Introduction of pets Herbicides or pesticides Presence of a firearm Changes in household composition People regularly on the premises The requirements for parent notification have been updated. New requirements include notifying parents of: Change in educators = before change, if possible, or as soon as possible after; 7 days before changes in program policy or procedure; Before introduction of new pet Before using herbicides or pesticides is preferable; if not possible, notify immediately following use. at enrollment, or thereafter before a firearm is introduced; Changes in household composition or people regularly on the premises Other requirements, re: notifying parents of injuries, first aid, abuse, neglect, communicable diseases, etc, remain in place. [See 7.08(8)] page 35 full set Existing notifications of injuries, first aid, abuse, neglect, and communicable diseases are still required.

27 New Orientation Required
5 hours for family child care licensees 2 hours for regular assistants, group & school age educators Licensing in Massachusetts Child Growth and Development Child Guidance Curriculum & Materials Creating a Safe Environment Emergency Preparedness Medication Administration Administrative Responsibilities Professionalism Regulations regarding orientation have been expanded. New regs require completion of an EEC-approved orientation for all educators (including assistants in family child care). The current 3 hour fcc orientation for providers will be replaced with a 5 hour orientation to family child care, including core competencies, for all licensed providers and certified assistants, in accordance with the recommendations of the Work Force Task Force. A shorter (two hour) e-training will be required for regular assistants. See 7.09(9)  (9) All educators must attend an orientation to early education and care approved by the Department.

28 Maximum = 12/24 No educator may regularly provide care to children
for more than 12 hours in any 24 hour period Caregivers must be awake, alert, and attentive to the children in their care. For that reason, no educator may regularly provide care to children more than 12 hours in any 24 hour period. (new) [See 7.09(7)] No educator may regularly care for child care children more than 12 hours in any 24- hour period.

29 Professional Development
Work less than 25 hours / year, none required Work more than 25 hours / year, but less than 10 hours / week = 5 hours per year Work more than 10 hours / week = 10 hours per year This increase in requirements for professional development (for all but current large family child care providers) applies to regular and certified assistants, as well, depending on the number of hours per year they work. EEC is creating a professional development registry that eventually will allow educators to track their own training hours. One third of the required professional development must address diverse learners. [See 7.09(15)(f)] Diverse learners include children with special physical, emotional, behavioral or learning needs as well as children whose primary language is not English. Educators should think about their long-term career goals and plans, and identify steps they can take to reach their goals. Licensed providers should work with their assistants to help them set goals, and identify training and education that they can access to make their career goals a reality. 7.09(15)(f) Professional Development. 1. Educators in family child care working more than 25 hours per year but less than 10 hours per week must complete at least 5 hours of professional development activities per year. 2. Educators in family child care working more than 10 hours per week must complete at least 10 hours of professional development per year. 3. At least one third of the required professional development must address diverse learners. See the Professional Development Registry for a list of all current trainings. 1/3 must address diverse learners

30 New Training Required Medication administration Sound nutrition
Choking hazards Require new, more comprehensive training in medication administration, [7.11(1)(b)], sound nutrition, and choking hazards; [7.12(2)] Training in the 5 Rights of Medication Administration must be taken by any educator who will administer medications to children. This training is available on line through the EEC website at All medication administration must be documented, and you may not give the first ever dose of a new medication to a child. All educators must be trained to recognize potential side effects of medication, and must be trained in the USDA recognized nutrition requirements for healthy growth and development, and in choking hazards. 7.11(1)(b) Medication. Each person who administers prescription or non-prescription medication to a child must be trained to verify and to document that the right child receives the proper dosage of the correct medication designated for that particular child and given at the correct time(s), and by the proper method. 7.11(12)(2) All educators must receive basic training in the following: (a) in USDA recognized nutrition requirements for the healthy growth and development of children; and (b) in food choking hazards.

31 Constant Observation Direct visual supervision for the first six weeks
The new regs require direct visual supervision for the first six weeks for any child younger than 6 months old at enrollment.including while napping. Baby may be napping at the other end of the room, or even in an adjacent room, as long as you can keep direct visual contact on the baby at all times. And remember: Back to Sleep Always! See 7.10(5)(a) Children younger than six months of age at the time of enrollment must be under direct visual supervision at all times, including while napping, during the first six weeks they are in care. Direct visual supervision for the first six weeks in care for children younger than 6 months old

32 No Smoking, No Drinking By anyone on the premises during child care
No smoking tobacco, and no drinking alcoholic beverages on the child care premises while children are in care: not by husbands, adult children, visitors or providers. [See 7.11(5)(c)] Drinking alcoholic beverages and smoking on the child care premises during child care hours are prohibited. By anyone on the premises during child care

33 Oral Health Tooth brushing must be offered whenever a child:
Is in care more than four hours Consumes a meal in care Dental disease is the most common chronic infection among children. It is especially prevalent in children younger than 5 years old. 1 in 4 MA kindergartners have dental decay; 50% goes untreated. Low income children are disproportionately affected (almost 2X). Do your part in ending this epidemic by helping children fight dental disease now, and develop good oral health habits that will last a lifetime. Assist children in brushing their teeth whenever they are in care for more than four hours, or consume a meal during care. (As always, toothbrushes must be individually labeled and stored in a safe, sanitary manner; supervision is required, and good hygiene and sanitation practices must be followed.) Include oral health in your curriculum when providing opportunities for children to learn about good health. Training will be made available to assist in compliance. [See 7.11(11)(d)] Educators must assist children in brushing their teeth whenever they are in care for more than four hours or whenever they consume a meal while in care.

34 Identification Children must carry the provider’s name, address
and phone number whenever they are off the child care premises. Children must carry the name, address and phone number of the provider whenever they are off the premises. This is important for all children, but most especially for toddlers who are able to wander away, but may not be able to explain where they came from or where they belong! See 7.11(6)(f) Each child must carry on his/her person the name, address and telephone number of the educator or child care program whenever s/he is off the premises in the care of the program

35 Swimming Protections Parental consent for home pool use
Second person on premises Pool pump shut-off person Life guard if off-site Require parental consent for the use of a home pool and a second person to be on the premises to assist in case of an emergency during an on-site swimming activity. Someone on the premises must know how to shut off the pool pump. In addition, there must be a lifeguard present to supervise all off-site swimming or boating activities. This life guard does not have to be a program employee; if the beach, lake or pool provides a life guard, that is sufficient. See 7.07(9)(d,e,f) (d) When children are swimming in a swimming pool, an adult must be immediately available who is aware of the pump location and is able to turn the pump off in the event of an emergency. (e) Whenever children are swimming (not including the use of wading pools) a second adult must be on the premises available to assist in case of emergency. (f) Whenever children participate in off-site water activities at least one person supervising the activity must be certified as a lifeguard and currently certified in CPR and first aid.

36 Emergency Plans How to reach parents
How to obtain advice from local authorities about Evacuating or Sheltering-in-Place How to reach parents How to be sure that no child is left behind Your emergency plan must be updated to include a means to obtain information from local authorities about whether to evacuate or shelter in place. Your plan must also describe how you will communicate with parents in the event of an emergency evacuation…how will they know where to find you? You must also have a means to assure that no child is left in your home after evacuation. See 7.11(7)(f) The licensee must have a written plan detailing procedures for meeting potential emergencies including but not limited to missing children, the evacuation of children from the program in the event of a fire, natural disaster, loss of power, heat or hot water or other emergency situation. The plan must include but not be limited to: 1. a method to obtain information from local authorities to determine whether to evacuate or shelter in place in the event of a natural disaster; 2. escape routes from each floor level approved for child care; 3. a designated meeting place outside and away from the child care home or facility; 4. a method of contacting the fire department or other appropriate authorities after the home or facility has been evacuated; 5. a method of communication with parents in the event of an emergency evacuation; and 6. a means to assure that no child is left in the home or facility after evacuation. (In addition to current requirements)

37 Hand Washing Children:
before eating or handling food and before water play after toileting or diapering, contact with bodily fluids, handling caged animals or equipment, water play Educators: before and after medication administration, cleaning tasks, handling trash New requirements include hand washing before and after water play, and before and after medication administration. Children and staff must continue to wash their hands before eating or handling food, after toileting or diapering, after coming into contact with bodily fluids, and after handling caged animals or their equipment. Educators must also wash their hands after performing cleaning tasks, handling trash or using cleaning products. (7.11(7)c) The licensee must ensure that educators and children wash their hands with liquid soap and running water, using friction, in accordance with DPH guidelines. Hands must be dried with individual or disposable towels or automatic hand blow-dryers. The use of common towels is prohibited. Educators and children must wash their hands at least at the following times: 1. before and after water play; 3. before eating or handling food; 4. after toileting or diapering; 5. after coming into contact with bodily fluids or discharges (including sneezes, coughing); and 6. after handling caged animals or their equipment. (d) In addition, educators must wash their hands: 1. before and after administration of medication; 2. after performing cleaning tasks, handling trash or using cleaning products. [7.11(10(c) + (d)]

38 Occasional Evening or Overnight Care
Same floor level as children Remain awake until they sleep Be available to assist If you provide occasional overnight care you must remain on the same floor level as the child care children during the overnight, remain awake until all the children are asleep, and be readily available to respond to childhood issues at night, such as illness, night fears, toileting accidents, requests for a drink of water, etc. Each child must have an individual bed, crib, or cot, with appropriate and sanitary bedding. [7.11(15)] Page 67 full set

39 Regular Evening and Overnight Care
Written plan with details of evacuation procedures Number and ages of children Floor plan Separate boys / girls rooms No caring for more than 12 hours in 24 If you plan to provide overnight care on a regular basis, you must first submit a plan to EEC for approval. You must include plans to assist children with disabilities to evacuate, if necessary; the maximum capacity being requested and the age range of children expected to be in care; a floor plan with designated exit routes for the rooms used by children for sleeping; a specific description of how an evacuation would occur, and any additional information requested by the Department. You must specify the number and names of the adults in the household who would be able to assist in an evacuation; the number and names of household members or visitors who would need assistance in an emergency evacuation. If you choose to provide overnight care for seven to ten children, two educators must remain on the premises, one of whom must remain awake. Children in care must not sleep in the same room with children of the opposite sex, without written parental permission. And, most important….no caring for more than 12 hours in 24 on a regular basis. (7.11(15) and (17). (page 67, 68 full set)

40 Nutrition Follow parents’ advice about Food Allergies Vitamins
No expired foods Provide menus, on request Document feeding schedule for infants Interact with children while eating Offer alternative activities when finished You must follow parents’ advice about food allergies and vitamins for their children, as long as the advice is in accordance with the directions on the package. You must check expiration dates on any food that you prepare for children, and not serve anything that has expired. If you care for infants you must document their food intake and any changes related to feeding or nutrition, as well as their voiding patterns. If you are providing food for the children you must give parents a copy of your menu, if they ask for it. You must be present with the children while they are eating, interacting with them. This is a great opportunity to talk about nutrition, table manners, activities of the day, or anything else the children might like to talk about. If some children finish early, you must provide appropriate activities for them to do while the rest of the children finish. [ 7.12] page 71 full set. 7.12(4) Educators must follow the directions of the parents and /or the child’s physician regarding any food allergies of a child. 7.12(5)Vitamin Supplements. Educators must follow the direction of parents where the administration of over-the- counter vitamin supplements is required. And more….

41 Transportation Plan for each child required
Regular transport to/from school requires 7D license & vehicle Verify insurance, registration and driver’s license The regulations give details of what must be in a written plan for transportation if the licensee provides or contracts for transportation. Whether or not the licensee provides or contracts for transportation there must be a transportation plan for each child, including those who walk to your home and those who arrive by public transportation. You must have parental consent (in writing) for each child’s transportation plan. II you regularly drive children from your home to school you must have a 7D license and your vehicle must meet 7D requirements (signs, flashing lights, etc) even if it is your own personal family car. (This is a matter of state law, and the Registry of Motor Vehicles has asked for our cooperation in educating family child care providers about the law. This does not apply to transportation you provide on outings such as the library, the grocery store, the zoo, etc. However, you must be sure that you have liability insurance on your vehicle if you transport children for any reason. (Liability limits $ ,000.) Children younger than 12 years old cannot be transported in the front seat of a vehicle that is equipped with airbags. Children’s emergency contact information must be carried in the vehicle whenever children are present. Every accident involving a program-owned or operated vehicle providing transportation services must be reported in accordance with applicable laws and requirements. Whenever assistants or parents are transporting children for field trips or other activities, you must verify proper insurance, registration, inspection and driver’s licenses. [7.04(6)] and 7.13(2) and (3) (Page 74 full set)

42 Resources for Compliance
Regulations Questions and Answers Resource Packets, including Technical Assistance Papers, Tools, Sample Forms and Training in: Positive Interactions Progress Reports Curriculum Health and Safety And more to come! See:

43 New Regulation Training!
Multiple meetings in late fall, 2009 E-training through EEC website Additional training through R&Rs, CPCs, systems, and other resources

44 Questions? Southeast Region: 508-828-5025
Western MA Region: Erin Craft, Regional Director Eric Lieberman, Educator/Provider Support   Central MA Region: Donna Cohen-Avery, Regional Director Annette Lamana, Educator/Provider Support   Northeast Region: Tom Marino, Regional Director Susan Fletcher, Educator/Provider Support   Metro Boston Region: Alina Lopez, Regional Director Southeast Region: Mike Avery, Regional Director Gail Perry, Educator/Provider Support  or  Phil Baimas, Director of Workforce Development

45 Thank you for your attention!
45


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