New Employee Orientation

New Employee Orientation

Welcome to Mosaic MDO! we are excited to have you joining our team Section 1: Mosaic Employee Guidelines Section 2: Mosaic Operational/Policy Guidelines Section 3: Prevention, Recognition, & Reporting Child Abuse Section 4: Emergency Procedures Section 5: Medication Administration Section 6: Allergic Reaction Procedures Section 7: Building and Physical Premises Safety Section 8: Handling Hazardous Materials Section 9: Transporting Children Section 10: Developmental Stages of Children Section 11: Age-Appropriate Activities for Children Section 12: Positive Guidance and Discipline Procedures Section 13: Fostering Children’s Self-Esteem Section 14: Supervision and Safety Practices Section 15: Positive Interaction with Children Section 16: Preventing the spread of Communicable Diseases Section 17: Recognizing and Preventing Shaken Baby Syndrome Section 18: Understanding Safe Sleep Practices Section 19: Understanding Early Childhood Brain Development

Employee Guidelines A hard copy of Mosaic Church Employee Guidelines has been provided to you. There is also a copy of the employee guidelines located in each classroom binder. You are expected to be aware of and follow ALL of the employee guidelines as stated in the information provided to you. Failure to adhere to employee guidelines can and may be grounds for immediate termination. Section 1

Operational Guidelines A hard copy of Mosaic Church Policy Guidelines, which includes all operational policies, has been provided to you. There is also a copy available in the church office at all times. You are expected to be aware of and follow ALL of the operational guidelines as stated in the information provided to you. Failure to adhere to guidelines can and may be grounds for immediate termination. Section 2

Prevention, Recognition, and Reporting Child Abuse As an employee of Mosaic MDO, you are a MANDATED REPORTER and it is your LAWFUL DUTY to do all within your power to prevent, recognize, and report child abuse. The link below is a training that you will be required to complete within 30 days of hire date. A list of required trainings will be provided to you on a separate form. https://www.dfps.state.tx.us/Training/Reporting/ Section 3

If you suspect abuse, call Texas Child Protective Services at 800-252-5400 Section 3

Emergency Phone Numbers Service Emergency Non-Emergency Medical: 9-1-1 325-428-1000 Police: 9-1-1 325-673-8331 Fire: 9-1-1 325-676-6676 Poison Control: 9-1-1 800-222-1222 Child Abuse Hotline: 9-1-1 325-738-8360 Child Care Licensing Office: 325-691-8100 Mosaic Church of Abilene 6610 US Hwy 277 S. Abilene, TX 79606 325-692-3948 Section 3

Indicators and Risk Factors of Abuse Questions to ask in identifying indicators of abuse · Are bruises symmetrical or are they found on only one surface (plane) of the body? · Are bruises extensive—do they cover a large area of the body? · Are there bruises of different ages—did various injuries occur at different times? · Are there patterns caused by a particular object (e.g., a belt buckle, a wire, a straight edge, coat hanger, etc.?) · Are injuries inconsistent with the explanation offered? · Are injuries inconsistent with the child’s age? · Are the patterns of the burns consistent with forced immersion in a hot liquid (e.g., is there is district boundary line where the burn stops—a “stocking burn”, for example, or a “doughnut” pattern caused by forcibly holding a child’s buttocks down in a tub of hot liquid)? · Are the patterns consistent with a spattering by hot liquids? · Are the patterns of the burn consistent with the explanation offered? (Are they able to walk or crawl "into" their injuries?) · Are there distinct patterns caused by a particular kind of object (e.g., and electric iron, the grate of an electric heater, etc.) or instrument (e.g., circular cigarette burns, etc.)? Risk factors for child mistreatment · Isolated Families · Parents overwhelmed with caregiving responsibilities · Low tolerance for stress · Low socio-economic status · Emotionally immature parents – put adult needs first · Alcohol and other drug abuse · Single parents who make poor choices in partners · Violent tendencies · Poor understanding of child development · Unrealistic expectations of child’s behavior · Physical force as a form of discipline · Child related factors --Young child at greater risk --Poor bonding --Difficult child --Medically/physically impaired child Section 3

Who would abuse a child? Who abuses and neglects children? · Both men and women abuse children · Occurs in all social, cultural and economic classes · Most often, the abuser is a parent, guardian, household or family member, or one with regular access to the child · Parents may have been abused as children · Have limited parenting skills · May be under stress; i.e. unemployment, divorce, financial problems, poverty, family and life crisis · Parents with unfulfilled needs for nurturance and dependence · Parents with a severe lack of self-esteem or sense of self-worth · Are isolated with few or no outside sources for support · Have a “special child” – one who is mentally, physically or developmentally disabled · Are substance abusers Section 3

Indicators, Factors, and Signs of Abuse Behavior Indicators Environmental Factors The following behaviors may result from child abuse, although none are definite signs of abuse: · Injuries incompatible with history given · Alcohol/drug use in household · Recent family stresses · Caregiver not seeking medical attention · Apparent unrealistic expectations of infant · History of diapering / toilet training difficulties · Caregiver at the time of injury was a male · Child is excessively passive, overly compliant, apathetic, withdrawn or fearful, or at the other extreme, excessively aggressive, destructive or physically violent · Child and/or parent or caretaker attempts to hide injuries; child wears excessive layers of clothing, especially in hot weather; child is frequently absent from school or physical education classes · Child is frightened of parents/caretakers, or at the other extreme, is overprotective of parents/caretakers · Child is frightened of going home · Child is clingy and forms inappropriate attachments · Child is apprehensive when other children cry · Child is wary of physical contact with adults · Child exhibits drastic behavior changes in and out of parental/caretaker presence · Child is hypervigilant · Child suffers from seizures or vomiting · Adolescent exhibits depression, self-mutilation, suicide attempts, substance abuse, or sleep and eating disorders · Child lacks social boundaries (may hug a stranger, sit on a lap) Physical Signs / Symptoms · Lethargy / decreased muscle tone · Difficulty breathing · Extreme irritability · Seizures · Decreased appetite or vomiting for no apparent reason · Bruises on shoulders, neck or arms · Bulging or spongy forehead · No smiling or vocalization · Poor sucking or swallowing · Rigidity · Inability to lift head · Inability of eyes to focus or track movement · Unequal size of pupils Section 3

Sexual Abuse Behavioral Indicators of Sexually Abused Children Facts on Sexual Abuse of Children · · · · · · Offender is usually well-known to child Incest occurs within all socio-economic status Children rarely lie about sexual abuse Children often are blamed for the incestuous relationship Most often sexual abuse is initialized before child reaches puberty Rarely do children present with physical signs indicative of sexual abuse · Detailed and age-inappropriate understanding of sexual behavior (especially by younger children). · Inappropriate, unusual, or aggressive sexual behavior with peers or toys. · Compulsive indiscreet masturbation. · Excessive curiosity about sexual matters or genitalia (self and others). · Unusually seductive with classmates, teachers, and other adults. · Excessive concern about homosexuality (especially by boys). · Frightened of parents/caretaker or of going home. Behavioral Indicators in Younger Children Physical Symptoms of Sexual Abuse · Sexually transmitted diseases. · Genital discharge or infection. · Physical trauma or irritations to the anal/genital area (pain, itching, swelling, bruising, bleeding, lacerations, abrasions, especially if unexplained or inconsistent). · Pain upon urination/defecation. · Difficulty in walking or sitting due to genital or anal pain. · Psychosomatic symptoms, (stomachaches, headaches) · Enuresis (bed wetting). · Fecal soiling. · Eating disturbances (overeating, undereating). · Fears or phobias. · Overly compulsive behavior. · School problems or significant change in school performance (attitude and grades). · Age-inappropriate behavior (pseudo-maturity or regressive behavior such as bed wetting or thumb sucking). · Inability to concentrate. · Drastic behavior changes in and out of parents/caretaker presence. · Sleep disturbances (nightmares, fearful about falling asleep, fretful sleep pattern, or sleeping long hours.) · Speech disorders. Section 3

Emotional Injury and Abuse Emotional Injury of a Child The law recognizes the existence of both physical and emotional injury. Physical abuse is almost invariably accompanied by emotional injury to some degree: it is difficult to imagine that a child could suffer “substantial harm” as the result of a deliberate assault by a caregiver and not also be psychologically harmed. Moreover, angry parents who physically assault their children are likely to assault them verbally, too. Forms of verbal assault Emotional injury is inflicted on children by verbal assaults that may take the form of belittling, name-calling, screaming, threatening, blaming, and sarcasm. Other damaging verbal habits are referring to a child only as “it” or repeatedly telling the child that she is “worthless” or “bad.” Unwittingly makes comments such as “mommy always tells me I’m bad.” Unpredictable responses, unreasonable demands A child may suffer emotional harm when subjected to extremely unpredictable or inconsistent responses from caregivers. Unreasonable expectations and demands can also be harmful. A child may suffer serious psychological harm from being rejected, terrorized, ignored, or isolated emotionally. Signs of emotional injury Signs of emotional injury include many general symptoms that could result from causes other than emotional abuse. They include withdrawal, depression or apathy; behavior problems or “acting out;” or a child who is overly rigid in conforming to instructions from teachers, doctors, and other adults. An emotionally abused child may refuse verbal or physical communication with others, or express feelings of being bad o worthless. Symptoms such as these can be produced by emotional abuse, but because they may arise from other causes, they must always be considered in context. Section 3

Emergency Procedures The following emergency procedures can be found in your Policy Guidelines, Employee Guidelines, and your Classroom Book. If you have any questions or concerns pertaining to emergency procedures, please contact your director immediately. Please watch the following video before proceeding: https://www.youtube.com/watch?v dnBT48xjrYA Section 4

Sickness or Injury In case of minor injury or accident, Mosaic staff will administer basic first aid. Injuries or illnesses deemed by the director as minor will be treated at the center, and notification will be sent home with the child that day. In case of medical injury or illness requiring immediate professional care the staff will call 911, giving location and nature of emergency. As appropriate, the staff will administer CPR or first aid measures. Parents will be notified immediately. If parents are unavailable, those individuals designated as emergency phone contacts will be notified. All children must have an emergency medical release form on file in case of such an emergency. If a child ingests or comes in contact with a poisonous substance the staff will immediately contact the Poison Control Center. Section 4

Fire Escape Plan In a calm, yet quick, manner, have all children get into a line. Grab classroom book, and perform a headcount BEFORE exiting the building. Nursery – load children into pack & play in hallway. Exit the building through the nearest exit. Nearest exits are listed below. Choose appropriate location, depending on the location of the fire. Class 1: Exit through hallway door, MDO, or Office entrance. Class 2: Exit through exit door located in hallway. Class 3: Exit through resource room door. Class 4: Exit through resource room door. After exiting the building, gather all children in front of the parsonage, unless instructed otherwise per event. Keep children grouped by classroom! Perform a headcount to ensure that everyone is present. Remain in the designated safe area until you have been instructed that it is safe to return. Discretion is expected to be used on a case by case basis. Be sure that your designated exit is a safe outlet. If your exit is near the fire, please use the next closest exit in the opposite direction. Section 4

Tornado or Severe Weather: Safety of the children are the priority in this situation. Please keep eyes/ears on kids, and not on the weather/situation. Gather your sign-in/out book, confirm class count, and grab your flashlight. Classroom 1: Divide children into two groups and place each group in a separate pack-and-play. Place a crib mattress over the top of the pack-and-play. Wheel children down to lunch room. Classrooms 2 – 4: In an orderly manner, and as quickly as possible, take your class to the lunch room. Instruct the children to sit as close together as possible, and to duck and cover their heads. Remain in the lunch room until you are advised that the bad weather has passed. Do what is necessary, sing, talk, etc., to reassure children to stay calm. The Director, or director in charge, will monitor the weather and keep staff informed. Tornado drills will be performed quarterly, so children should be familiar with procedures. Section 4

Communicable Disease Outbreak: All staff members are expected to follow policies and procedures, as well as use common sense, to keep their areas tidy and sanitized. This is to include, but not limited to, handwashing, diaper changing, food preparation, and instructing children how to properly cover noses when sneezing and coughing. In the event of an outbreak, the Director, or person in charge, will notify the Health Department and Child Care Licensing to inform them of the situation and ask for instructions and guidelines to follow for specific illness or outbreak. The Director, or person in charge, will then inform all staff of instructions and guidelines for specified illness. The Director, or person in charge, will also notify all parents about the situation in writing within 48-hours as required by the Texas Department of Family and Protective Services and Child Care Licensing. Complete confidentiality of persons involved is expected regarding any outbreak that occurs. Failure to ensure confidentiality will result in termination. Section 4

Lock-Down [Weapons, Hostage, Intruder, Trespasser, Disturbance, etc.]: Each year there will be a code phrase that will indicate there is a lock-down situation – a new phrase will be used annually. The director in charge will notify all staff members of the incident through walkie-talkie or text message. After noticing, or being notified, of the situation, speak the code phrase to the children. Children will be familiar with the phrase, as a drill will be performed quarterly. Classroom 1: Divide children into two groups and place each group in a separate pack-and play and remain in the back room of the nursery. Close curtain, and slide swings in front of entrance and room dividing doors. All Classrooms: Gather class book. Close all doors, and lock when available. Turn off lights, and slide a table or other piece of furniture in front of doors that do not lock. If notification has not been give center-wide, speak the code phrase over the walkie-talkie. Do a quick head count, and remind children to stay very quiet. Keep all children out from in front of windows and doors. If the intruder does enter your room, do not argue or agitate him/her. Stay in lock-down until you have received notification from the director or person in charge that it is safe. All center doors will remain locked through the day, other than at drop-off and pick-up. Section 4

Medication Administration All medication will be administered by the Director or Person in Charge (in the absence of the director). Teachers are not permitted to administer any oral medication. Director or person in charge are to follow directions as written on the medication, and are to follow all procedures, as stated in the DFPS minimum standards and policy guidelines, unless a signed note it provided by a licensed healthcare professional stating alternate directions. Section 5

Allergic Reaction Procedures Children with food and other allergies will be posted in classroom and lunchroom. This information is also listed on your class roster. In the event of an allergic reaction, teachers, director, and staff are to follow the allergic reaction plan provided by the parent. This information can be found in class binder as well as in the office. Section 6

Building & Physical Premises Safety As a staff member of Mosaic MDO you are expected to follow all safety procedures set in place. You have been given a tour of the building, and have been advised and instructed on all building and physical premises safety. Section 7

Handling Hazardous Materials Caregivers must follow universal precautions as outlined by the Centers for Disease Control (CDC) when handling blood, vomit, or other bodily fluids that may contain blood including: Using disposable, nonporous gloves; Placing gloves contaminated with blood in a tied, sealed, or otherwise closed plastic bag and discarding them immediately; Discarding all other gloves immediately after one use; and Washing hands after using and disposing of the gloves. Section 8

Transporting Children At this time, Mosaic MDO will not transport children at anytime. Section 9

Developmental Stages of Children In your classroom book, you have been provided a guide to planning for children in your age group. The link below is a training that you will be required to complete within 30 days of hire date. A list of required trainings will be provided to you on a separate form. https://www.cdc.gov/ncbddd/watchmetraining/index.html Section 10

Developmental Milestones: 0 – 1 Year Skills such as taking a first step, smiling for the first time, and waving “bye-bye” are called developmental milestones. Developmental milestones are things most children can do by a certain age. Children reach milestones in how they play, learn, speak, behave, and move (like crawling, walking, or jumping). In the first year, babies learn to focus their vision, reach out, explore, and learn about the things that are around them. Cognitive, or brain development means the learning process of memory, language, thinking, and reasoning. Learning language is more than making sounds (“babble”), or saying “ma-ma” and “da-da”. Listening, understanding, and knowing the names of people and things are all a part of language development. During this stage, babies also are developing bonds of love and trust with their parents and others as part of social and emotional development. The way parents cuddle, hold, and play with their baby will set the basis for how they will interact with them and others. Section 10 https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/infants.html

Developmental Milestones: 1 – 2 Years Skills such as taking a first step, smiling for the first time, and waving “bye-bye” are called developmental milestones. Developmental milestones are things most children can do by a certain age. Children reach milestones in how they play, learn, speak, behave, and move (like crawling, walking, or jumping). During the second year, toddlers are moving around more, and are aware of themselves and their surroundings. Their desire to explore new objects and people also is increasing. During this stage, toddlers will show greater independence; begin to show defiant behavior; recognize themselves in pictures or a mirror; and imitate the behavior of others, especially adults and older children. Toddlers also should be able to recognize the names of familiar people and objects, form simple phrases and sentences, and follow simple instructions and directions. Section 10 https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/infants.html

Developmental Milestones: 2 – 3 Years Skills such as taking turns, playing make believe, and kicking a ball, are called developmental milestones. Developmental milestones are things most children can do by a certain age. Children reach milestones in how they play, learn, speak, behave, and move (like jumping, running, or balancing). Because of children’s growing desire to be independent, this stage is often called the “terrible twos.” However, this can be an exciting time for parents and toddlers. Toddlers will experience huge thinking, learning, social, and emotional changes that will help them to explore their new world, and make sense of it. During this stage, toddlers should be able to follow two- or three-step directions, sort objects by shape and color, imitate the actions of adults and playmates, and express a wide range of emotions. Section 10 https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/infants.html

Developmental Milestones: 3 – 5 Years Skills such as naming colors, showing affection, and hopping on one foot are called developmental milestones. Developmental milestones are things most children can do by a certain age. Children reach milestones in how they play, learn, speak, behave, and move (like crawling, walking, or jumping). As children grow into early childhood, their world will begin to open up. They will become more independent and begin to focus more on adults and children outside of the family. They will want to explore and ask about the things around them even more. Their interactions with family and those around them will help to shape their personality and their own ways of thinking and moving. During this stage, children should be able to ride a tricycle, use safety scissors, notice a difference between girls and boys, help to dress and undress themselves, play with other children, recall part of a story, and sing a song. Section 10 https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/infants.html

Age-Appropriate Activities In your classroom book, you have been provided a guide to planning for children in your age group. For resources in your classroom planning, note the link below: http://www.naeyc.org/ Section 11

Age Appropriate Activities: 0 – 1 Year Talk to the babies. They will find your voice calming. Spend time cuddling and holding the baby. This will help him feel cared for and secure. Answer when the baby makes sounds by repeating the sounds and adding words. relaxed. This will help him learn to use language. Read to the baby. This will help her develop and understand language and sounds. Sing to the baby and play music. This will help the baby develop a love for music and will help his brain development. Praise the baby and give her lots of loving attention. Play with the baby when she’s alert and Watch the baby closely for signs of being tired or fussy so that she can take a break from playing. Distract the baby with toys and move him to safe areas when he starts moving and touching things that he shouldn’t touch. Take care of yourself physically, mentally, and emotionally. Caretaking can be hard work! It is easier to enjoy the baby and be a positive, loving caretaker when you are feeling good yourself. https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/index.html Section 11

Age Appropriate Activities: Infants Keeping infants and toddlers in strollers, play pens or car/infant seats for extended periods of time may delay development such as rolling over, crawling and walking. It is important to support infants in being physically active from the start! Parents and caregivers must provide opportunities and encouragement for the development of these movement skills. Playing baby games (e.g., "peek-a-boo" and "patty-cake") Holding, rocking or carrying the infant to new environments Placing infant on his stomach and encouraging him to move actively on a clean or blanketed floor; also known as "tummy time" Placing a rattle or favorite toy just out of his reach Changing the position of the object to increase mobility and range of motion Providing a variety of safe play objects that cannot be swallowed, are lightweight for handling and grasping, have no sharp edges or points, are brightly colored, vary in texture and are non-toxic Designating a safe space for playing, rolling and other large muscle activities Ensuring close supervision in an open environment for the exploration and development of movement skills (e.g., rolling over, sitting up, crawling, creeping and standing) Interacting with the infant as long as he is attentive to playful activity—use facial, verbal and nonverbal expressions to motivate the infant's physical participation https://wvde.state.wv.us/child-nutrition/leap-of-taste/physical-activity/physical-activity-ideas/ Section 11

Age 6-12 months Activities mirrors practice grasping-bean bag use own spoon busy box hide and seek w/blanket and toy ball-rolling wooden puzzle crib gym peek-a-boo games move toys up, down and around in front of baby’s eyes rub baby’s arms w/different kinds of cloth hang mobile “Follow the Leader”-imitation game (blink eyes, clap hands, fingerplays: Thumkin, pat-a-cake, This little piggy and others . nursery rhymes blocks arm exercises leg exercises rhythm instruments let baby crawl after a soft ball or bean bag Puppets Talk a lot to baby–use his/her name make happy, sad, mad, etc faces telephone game pretend tea party w/baby and bear

Age Appropriate Activities: 1 – 2 Years Read to the toddler daily. Help to develop the toddler’s language by Ask her to find objects for you or name body talking with her and adding to words she starts. parts and objects. For example, if the toddler says “baba”, you can Play matching games with the toddler, like shape respond, “Yes, you are right―that is a bottle.” sorting and simple puzzles. Encourage the child’s growing independence by Encourage him to explore and try new things. letting him help with dressing himself and feeding himself. Respond to wanted behaviors more than you punish unwanted behaviors (use only very brief time outs). Always tell or show the child what she should do instead. Encourage the toddler’s curiosity and ability to recognize common objects by taking field trips together to the park or going on a bus ride. https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/index.html Section 11

Ages 12-18 months Activities blocks-try building towers drawing-large paper and crayons picture books puppets pull toys throw a nerf ball pretend grocery shopping blowing and catching bubbles painting with water simple singing games and fingerplays dancing with long scarves to music toys that rock work bench-hammer, etc drum point to body parts feel different textures-flannel, silk, cotton, wool, tree bark, etc see n say Age 18-24 months Activities spontaneous scribbling large pop beads simple puzzles playdough bead stringing ball bouncing sandbox water play

Age Appropriate Activities: 2 – 3 Years Set up a special time to read books with the toddler. Encourage the child to take part in pretend play. Play parade or follow the leader with the toddler. Help the child to explore things around her by taking her on a walk or wagon ride. Encourage the child to tell you his name and age. Teach the child simple songs like Itsy Bitsy Spider, or other cultural childhood rhymes. https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/index.html Give the child attention and praise when she follows instructions and shows positive behavior and limit attention for defiant behavior like tantrums. Teach the child acceptable ways to show that she’s upset. Section 11

Age 24-30 months Activities fold paper trace shapes crayons and paper play dough nesting blocks puzzles sorting boxes fingerplays-working on counting -ten little indians.One two buckle my shoe, etc Follow the leader music teach colors bristle blocks large legos books with tapes pegboard

Age Appropriate Activities: Toddlers Toddlers will use their new walking skills to energetically explore the world around them, revealing new movement possibilities and increased opportunity for learning. Basic movement skills (e.g., running, jumping, throwing and kicking) will develop and emerge as children try them and gain experience. It is important for parents/guardians and child care providers to create environments that support these movements by: Emphasizing skills (e.g., throwing, catching, kicking and striking objects) when developmentally-appropriate Engaging in activities that encourage the toddler to support her body weight with her hands as she begins to develop upper body strength Providing objects for structured activity to enhance movement and social skills Child-size equipment, musical instruments, active follow-along songs and basic rhythms, chase games Creating opportunities to experiment with unstructured activity experiences Places to crawl under and around, grasping large balls and inflatable toys, digging and building in sandboxes Providing objects that promote strength, balance, flexibility and endurance Riding toys; push and pull toys; toys to balance on, climb up on, jump safely down from to ground level Designating a safe space indoors and outdoors for active play Offering encouragement and child-size toys and equipment to maintain interest and help the toddler learn new movement skills https://wvde.state.wv.us/child-nutrition/leap-of-taste/physical-activity/physical-activity-ideas/ Section 11

Age Appropriate Activities: 3 – 5 Years Continue to read to the child. Explain and show the behavior that Let the child help with simple chores. you expect from her. Whenever you Encourage the child to play with other tell her no, follow up with what he children. should be doing instead. This helps him to learn the value of sharing and friendship. Help the child develop good language skills by speaking to him in complete sentences Be clear and consistent when disciplining and using “grown up” words. Help him to the child. use the correct words and phrases. Help the child through the steps to solve problems when she is upset. Give the child a limited number of simple choices (for example, deciding what to wear, when to play, and what to eat for snack https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/index.html Section 11

Age Appropriate Activities: Preschoolers Preschoolers are mastering skills such as running, jumping and throwing. They develop confidence in their abilities over time when they have opportunities to follow their interests and learn and practice new skills. Preschool children are often very social and imaginative; they love games, dancing, riding tricycles and creating obstacle courses to move through. Use these tips to be active with your preschoolers: Offer a wide range of opportunities for physical activity as well as some basic equipment: Different kinds of balls and bean bags Old boxes or tunnels to crawl through Tricycle or other riding toys Access to climbing equipment at a playground Push-pull toys like wagons, doll buggies or lawn mower Have a "Movement Parade" - march around the room or outside and call out different things that kids can do like twirl, leap, hop, jump, etc. Play simple singing games that involve movement: "Hokey-Pokey," "Head, Shoulders, Knees and Toes" or "If You're Happy and You Know It!" Incorporate running games such as "Tag", "Red Light-Green Light" or "Freeze Tag" Parents can involve the entire family in household tasks such as setting the table, sorting laundry, folding clothes, putting away toys, cleaning the house, packing for a trip, tending the garden, etc. https://wvde.state.wv.us/child-nutrition/leap-of-taste/physical-activity/physical-activity-ideas/ Section 11

Section 11

Positive Guidance & Discipline Procedures Teachers and staff are expected to follow all guidelines set in the Policy Manual as well as the Employee Guidelines. https://www.education.com/reference/article/positive-guidance-techniques/ Section 12

Section 12

We have many children in our classroom. Within our group of children, we have many varying levels of growth and development. This creates a room full of challenging behaviors that we need to work with daily: That chronological five-year-old with more challenging behavior than our just-turned three year olds! That any aged preschooler who displays challenging behaviors daily and we are at a loss at how to get them to behave better.or.to at least listen! That moment when we think we are failing because we can't get them to stop, regardless of what we've tried. What's a teacher to do? Dealing with challenging behavior in preschool children can be a daunting task. Coping strategies are what is needed: Coping strategies to help the children AND coping strategies to help yourself! http://www.preschool-plan-it.com/challenging-preschool-behavior.html Section 12

What's a teacher to do? 1. Be Knowledgeable We need to be knowledgeable in appropriate expectations for the ages that we serve and, therefore, knowing what might trigger negative behaviors in our group. Knowing about sound preschool growth and development is the only way we can have appropriate expectations. Research your age group and become familiar with age-appropriate things! Without this knowledge, you may be planning your curriculum with activities that are beyond your students' abilities causing frustration for them, and therefore- behavior issues. You won't know if your activities are appropriate or not if you are not familiar with this very important area of growth and development. http://www.preschool-plan-it.com/challenging-preschool-behavior.html Section 12

What's a teacher to do? 2. We need to be aware of OUR OWN TRIGGERS! Yes, how we think about certain behaviors determines how we react. Our reactions determine how well, or how poorly, the situation is handled. We need to remember this quote from L. R. Knowst: "When little people are overwhelmed by big emotions, it's our job to share our calm, not to join their chaos." In the midst of that storm that we need MOST to remember that quote! http://www.preschool-plan-it.com/challenging-preschool-behavior.html Section 12

What's a teacher to do? The Pyramid Model for Challenging Behavior The Pyramid Model for Challenging Behavior An appropriate schedule, physical environment, and nurturing interactions will create an excellent foundation for the base of the pyramid. Most research-based early childhood curricula plus a well trained staff will supply all of these factors. The physical environment can make or break the behavior of your children. If you spend the majority of your day redirecting children, reminding them to use their "walking feet" or "indoor voices", you may have a classroom set up problem! A quality early childhood classroom has an underlying structure that will support appropriate behaviors in young children. Monitor your classroom. If children are running around the room you may need to see if the furniture arrangement could be adjusted to eliminate runways. If children are fighting in one center and not another you can limit the number of children in each area or make a particular area bigger. Instead of focusing on those "defiant" children ask yourself: what can you do differently to address the issues (remember the focus of the video earlier)? If an area suddenly became popular I just wheeled the furniture back a little to make that center bigger. In any case, be flexible with your schedule and physical environment. http://www.preschool-plan-it.com/challenging-preschool-behavior.html Section 12

What's a teacher to do? CHALLENGING PRESCHOOL BEHAVIOR: THE PYRAMID MODEL TIER 1: FOUNDATION The base of the pyramid deals with promotion of appropriate social and emotional development for the general population in an early childhood setting. It is necessary to start at the base of the pyramid and work your way up. The Foundation of the pyramid is the basis of all the practices in the pyramid--the systems and policies necessary to ensure a workforce able to adopt and sustain these evidence-based practices. If children are not becoming involved in play but constantly moving from center to center look at two things: Is play time long enough? Children need a minimum of forty-five minutes to get involved in play. (An hour is even better) Look at the available materials. Do the available materials match the needs and interests of the children? http://www.preschool-plan-it.com/challenging-preschool-behavior.html Section 12

What's a teacher to do? CHALLENGING PRESCHOOL BEHAVIOR: THE PYRAMID MODEL TIER 2: SUPPORTS This second level of the pyramid deals with Universal supports for all children through nurturing and responsive relationships and high quality environments. It addresses the needs of those children who may be at risk of challenging behavior. These children need a little more guidance than the group as a whole. These children may need extra warnings before transitions, visuals such as lines or footsteps on the floor showing them where to line up. These children also need to know what happens throughout the day. A picture schedule is great for this as it gives the children an idea of what happens next in a visual format. If you don't already have a picture schedule available for children to "read.” In addition, a couple of overall, explicit rules--ones that can cover most any situation--should be established at the beginning of the school year. These are rules that are expected from everyone in your classroom, including the adults such as "Be Safe" and "Be Respectful". Again, use pictures in addition to words for your preschoolers to read. These rules would be referred to when addressing specific situations such as "Feet on the floor please--let's be safe." Apply them to yourself as well. Let the children know, for example, that you are putting a cover on your coffee cup because it is a little warm and you need to be safe. You can also talk about these rules in general during conversations to help all children remember them, and especially those children needing extra support http://www.preschool-plan-it.com/challenging-preschool-behavior.html Section 12

What's a teacher to do? CHALLENGING PRESCHOOL BEHAVIOR: THE PYRAMID MODEL TIER 3: PREVENTION This 3rd tier of the pyramid is all about Prevention. It represents practices that are targeted social emotional strategies to prevent problems. You may want to use a social/emotional curriculum in addition to the theme-based or other curriculum you have chosen for your program. At this level you will want to actually teach social/emotional skills. Use books, emotion posters, puppets, etc. to teach about feelings, empathy, and anger management. It is best not to single children out for the more intense teaching but make sure they are included in the presentations as much as possible. One example is how to participate in conversation with peers. Quite often we find that challenging preschool behavior happens during large group or Circle time during conversations. Children don't yet understand or know how to take turns in conversation. As a matter of fact, there are many adults who have not yet mastered this skill! ;) http://www.preschool-plan-it.com/challenging-preschool-behavior.html Section 12

What's a teacher to do? CHALLENGING PRESCHOOL BEHAVIOR: THE PYRAMID MODEL TIER 4: INTERVENTION At this fourth and top level of the pyramid we find Interventions. The tools used here are very focused on an individual and very intense in nature. Parents and teachers should form a team to assess the challenging behavior. They will gather information using observations. They will also use a number of more formal devices for gathering information about the behavior. After you have had a chance to gather as much information as possible, the team will meet to create a behavior plan. As a team, you will discuss setting events which would include things like: a child's health, family problems such as divorce or death in the family, or lack of sleep. They will also talk about antecedents to the challenging behavior in question: What was the behavior? What happened just before the challenging behavior? What happened (describing the situation in detail) You may start to see some patterns surrounding the behavior. Then how did other children react? How did the teachers or parents react? Behavior is always meant to communicate something. What is the child trying to tell you? Does What did the child gain from the behavior? she want or need something? Is she trying to avoid something? http://www.preschool-plan-it.com/challenging-preschool-behavior.html At this point you will use positive behavior support to address the behavior, the goal behind the behavior and the purpose of this behavior. Once you've determined this, you can address it in a variety of ways: Determine its triggers Brainstorm ideas with the team on how to prevent the behavior Review the activities, adult expectations and/or schedule to see if they match this child's level of development. Brainstorm some replacement behaviors or coping skills you can introduce to the child to help him/her succeed in that situation in the future. How and when will you (the teaching team) and the parents teach these replacement behaviors? How can you best support the new behaviors? Are you giving little if any attention to the challenging behavior? Section 12

What's a teacher to do? The team approach is necessary because everyone on the team has valuable input. All team members will need to agree on the components of the behavior plan in order for the plan to work. Give the plan plenty of time and be devoted to following the plan. Every time an adult doesn't have time to follow through on the plan you will basically be starting over. Don't forget that we all backslide occasionally so don't be discouraged. Monitor the challenging behavior over time. You may find that the behavior has decreased even though it may not seem like it. If you have been addressing the issues diligently according to the plan and you feel that you have given it plenty of time to work, you may need to write a new plan. You can get more in depth information on the topic of challenging behaviors by visiting the Center for Social and Emotional Foundations for Early Learning (CSEFEL) or Technical Assistance Center for Social and Emotional Interventions (TACSEI). http://www.preschool-plan-it.com/challenging-preschool-behavior.html Section 12

If children don't know how to read, we teach! If children don't know how to write, we teach! If children don't know how to count, we teach! If children don't know how to behave, we.punish? Section 12

Fostering Children’s SelfEsteem The primary expectation of all staff and teachers at Mosaic is to extend Christ’s love to our students. Part of this is building self-esteem, and realizing that we may be the only positive interaction some students have. **If at any time a teacher or staff member is heard belittling or doing anything to break a child’s sense of self-esteem, they will be immediately terminated. Please review the following video: https://youtu.be/jvufTp2c2LU Section 13

Section 13

Supervision and Safety Procedures Children are to be supervised AT ALL TIMES. Failure to provide supervision will be grounds for immediate termination. If a child is left on the playground or in an area that the class has left, an incident report must be turned in to the director, and a report will be filed with DFPS. Teachers are expected to have eyes on the children AT ALL TIMES. If a teacher or staff is found on a cellphone or not supervising children, this will be grounds for immediate termination. SAFETY OF ALL STUDENTS IS A TOP PRIORITY, AND FAILURE TO PROVIDE A SAFE ENVIRONMENT IN ANY WAY WILL BE GOURND FOR IMMEDIATE TERMINATION! Section 14

Positive Interaction with Children All interactions between staff and children is expected to be positive and presented in a loving manner. Belittling, disrespectful speaking, or yelling will not be permitted. All guidelines set in Policy Guidelines, Staff Guidelines, and this training must be followed at all times. Please follow the link below: http://csefel.vanderbilt.edu/briefs/wwb12.pdf Section 15

PREVENTING THE SPREAD OF COMMUNICABLE DISEASES Section 16

When a Communicable Disease is Suspected Handwashing, Diapering, & Surfaces Section 16

Respiratory Hygiene Standard Precautions Section 16

Preventing the Spread of Communicable Diseases All guidelines set in Policy Guidelines, Staff Guidelines, and this training must be followed at all times. Review the chart on this link for more information on Communicable Diseases: https:// www.dshs.texas.gov/assets/0/76/111/848/1084/1101/bce667f8-53f9-43fe-a8b6-01a71c6df4fe.pn g Section 16

Shaken Baby Syndrome Shaken Baby Syndrome Fact Sheet · Shaken baby syndrome is a form of abusive head trauma and accounts for an estimated 10-12 percent of all deaths resulting from abuse and neglect. Approximately 25 percent of all SBS victims die and 41 percent are under age one. · The number one reason a baby is shaken is inconsolable crying. · Shaking a baby causes the head to whip back and forth due to their large, heavy heads. Such whiplash causes the brain to rotate wildly about the skull and blood vessels connecting the brain to the skull to tear. Consequences include brain damage, seizures, paralysis, blindness and even death. · As many as 25 to 50 percent of the American public does not know that shaking an infant can cause damage or death. · According to a national survey of child fatality review committees conducted by the National Information, Support and Referral Service on Shaken Baby Syndrome in 1998, 70 percent of the perpetrators of shaken baby syndrome throughout the nation are male with an average age of 24. The majority (62 percent) of the perpetrators are the parent of the victim. However, another high risk group is the live-in boy friend of the mother (20 percent). According to the same survey, 57 percent of the victims of shaken baby syndrome nationally are male with an average age of 8.9 months. · In a recent study it was found that 31.2 percent of children who were clinically symptomatic after abusive head trauma were misdiagnosed as having other conditions. Jenny, C., Hymel, KP, et.al., Analysis of Missed Cases of Abusive Head Trauma, JAMA, 281(7): 621-626. · The National Information, Support and Referral Service on Shaken Baby Syndrome offers information to medical, legal, investigative, social work and prevention professionals as well as parents on the ramifications of shaken baby syndrome. For more information about SBS or the National Information, Support and Referral Service on Shaken Baby Syndrome, contact the Service at 888-2730071. Section 17

Safe Sleep Practices THE ABC'S OF INFANT SLEEP: THINGS TO AVOID A - Sleep Alone: Put babies to sleep alone with no other adult or child sharing the sleep surface B - On their Backs with no blankets or bedding Babies should sleep on their backs in a crib or on another firm surface. The surface should be clear of all objects except for a mattress, tightfitting bottom sheet, and the baby. If the baby leaves an impression on the mattress, the surface is too soft. C - In a Crib and cool (70 degrees) Dress the baby lightly and keep the room cool. S - In a Smoke free environment Keep babies away from second hand smoke. It's bad for everyone and especially babies. Never smoke in a house with a baby and ask anyone who cares for the baby not to smoke around them. Don't put anything in the crib! Adding bumper pads, blankets, pillows, and stuffed animals to the baby's sleep surface can greatly increase the risk of suffocation or strangulation. Additional mattresses or cushions in a crib or play yard (i.e. Pack 'n Pla are risky too. Some surfaces may feel hard or thin, but they are made to keep the baby safe while they sleep. the baby will be comfortable. Keep blankets or covers away from baby's face. Don't let a baby sleep or nap with adults or other children. Don't ever sleep with a baby if you have been drinking or are taking medications or illegal drugs. If you get sleepy, put the baby down in a crib or another firm surface before you take a nap. This is especially important if you are sitting on a chair, sofa or other comfortable surface where you might roll over on the baby and suffocate him or her. Don't leave the baby sleeping in a car seat or bouncers or similar device. Small babies can't hold their heads up and may suffocate if the fall asleep in a sitting position. Section 18

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Brain Development Section 19 http://www.early-childhood-education-degrees.com/milestones/

Behavior Expectations at Mosaic No gossip among staff about other staff. This will be cause for immediate termination. You are expected to convey a positive attitude at all times – no negative energy! We want our staff to be empowered it is your job to take initiate of your duties, as well as to help empower your team! You are to be familiar with all center policies as well as the minimum standard set forth by the state of Texas. Your parents are your customers – without them, we do not have a job! Keep positive relationships, and manage conflict in a positive manner! We are a team – you are to act as such! There is no duty that is beyond any employee in this building. If you see a need, fill it! We do not have bad kids – we may have negative behaviors, but ALL children are worthy of love, respect, and invested time. We will love them through whatever they are dealing with!

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