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TIPS FOR PROVIDERS/PARENTS

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POSITIVE GUIDANCE THINKING ISLAND
TRANSITIONS CIRCLE TIME IDEAS
TOILET TRAINING CLEAN UP TIME
COMMUNICATION PLANNING/ORGANIZATION
COURT TIPS DEVELOPMENTAL STAGES

POSTIVE GUIDANCE

We believe positive guidance should be used to teach a child. The guidelines are explained to the child frequently.
Guidelines are a positive way to set standards for your home.
They are given lots of verbal encouragement instead of praise. Public enoourgement does not single out an individual,
but acknowledges the efforts of the entire group. Private encouragement is directed to the individual,
quietly, so the child knows it was meant just for them.

Here are some examples of guidelines:

  1. Friendly touches only
  2. We use words
  3. We all take care of our play room

OUR POSITIVE GUIDANCE TECHNIQUES

    This is the way we will handle situations for children under the age of 4 years.

  1. Ignoring: Some mistaken behavior is produced by a child to get attention. It can be stopped when it does not get the attention desired.
    We will use this technique unless a safety issue is involved.

  2. Redirection: We offer alternatives to children engaged in undesirable behavior by presenting a different toy or activity.

  3. Verbal Intervention: We explain to the child the inappropriate behavior and show him/her the appropriate way to handle the situation with words.

  4. Logical Consequences: We help the child understand the logical consequence of his/her actions by removing the object
    or activity in which the child is engaged.

  5. Take a Break (Thinking Island): The child is separated from the group to allow him/her to relax and calm down, and to help him/her
    not to be influenced by peers. The child will have access to limited activities and be closely monitored.
    The child may return to the group as soon as they are ready.

    This is the way we handle situations for children ages 4 and up.

  1. COOL DOWN - (thumb). If necessary, the parent/provider calms down all parties(including themselves)and sets the scene for the mediation
    process. Note that the parent/provider may temporarily separate or remove children as part of this step - but only as a cooling-off
    period that leads to mediation, not as a punishment.

  2. IDENTIFY THE PROBLEM - (pointer). The children (with help from the parent/provider as needed) put the problem into words and agree on what it is.

  3. BRAINSTORM SOLUTIONS - (tall guy). The children (with the parent/providers help as needed) come up with possible ways to solve the problem.

  4. GO FOR IT - (ringer). The parties decide on one solution and try it. The parent/provider works for an agreement on the solution, even if they
    must suggest it. Often, before a solution is implemented, the parent/provider has a guidance talk with the children,
    reviewing what happened, talking about alternatives for next time, and discussing ways to make amends.

  5. FOLLOW-UP - (pinky). The parent/provider follows up by encouraging, monitoring, and if necessary guiding the children as they try the
    solution. A guidance talk with one or more children may also be a part of this step.

I learned this method from reading "The Power of Positive Guidance - Teaching Social-Emotional Skills in Early Childhood classrooms by Dan Gartrell. It's called the "five finger formula".

Giving positive verbal rewards encourages acceptable behavior. This reinforces a child’s good feeling about his/her behavior and serves as an
example to the children to act in such a way as to receive the praise. Asking a child to stop and think about their behavior enables the child to work at self-control.

Punishment that is humiliating or frightening to a child, such as hitting, spanking, shaking, verbal or sexual abuse, withholding
or forcing food or punishments for lapses in toilet training and other forms of physical punishment is PROHIBITED.

THINKING ISLAND

Thinking Island is a method that is good for children ages 4-10 years. This is a special space set up for a child to go to that needs to stop inappropriate
behavior and/or help them calm down before returning to play. The Thinking Island gives your child a chance to remove themselves from an area or situation on their own. The child has the freedom to remove themselves at any time when they feel they are ready to.

HOW TO START

* Choose a good spot ~~ a safe, quiet, calm place where you can see the child.

* Explain to the child what the Thinking Island is for.

* Explain to the child what happens during a stay at the peace island.

* Make sure the child understands why they are going there, but be brief.

* Tell the child when they feel they ready to leave the Thinking Island they can.

* Help the child return to the activity and praise appropriate behavior.

* Sometimes parents/providers can use the Thinking Island to calm down, too!

TRANSITIONS

Kids love to change activities, but sometimes its hard for them to stop one and go right to another. You need to make the transition from one to another go smoothly. You can try using timers and giving them a 5-10 minute warning, you can flash the light off and on to get their attention, you can put on music to let them know its time to change. Whatever you feel comfortable doing and works for you, do it.

Currently looking up rhymes and songs for transition times!

CIRCLE TIME

For circle time we review our shapes, colors, weather, month, days of the week, and then count to the actual day, review letters/alphabet we are learning. We sing a song or two of the child's choice and then we will read a book pertaining to our weeks theme.

I have the kids sit on individual rugs(carpets samples from the store, they will give them free if asked). Each child has their own color and it stays with them till they leave.

I will sing this song first to get everyone to the circle area:
JOIN IN THE CIRCLE - (tune of Give me that Old-Time Religion)

Come and join in the circle
Come and join in the circle
Come and join in the circle
Oh, come and sit with me.

(child's name)is sitting in the circle.
(different child's name) is sitting in the circle.
(different child's name) is sitting in the circle.
They came to sit with me.

Repeat above verse till all children are called out.

Clap your hands in the circle
Clap your hands in the circle
Clap your hands in the circle
On come and clap with me.

We're all sitting in the circle
we're all sitting in the circle
we're all sitting in the circle
I'm glad your here with me.

Marcia Specht - Special Education Pre-K
Dutch Lane Elementary School
Hicksville, NY

RHYME for CIRCLE TIME (chant to This Old Man)

Circle time, circle time
It's a very special time
Let's go to the carpet
and we'll have some fun
Circle time for everyone.

Janis Woods - Four-Year-Olds
Ridgeland Elementary
Ridgeland, SC

*** To cut down on the songs we sing at circle time, or instead of the kids argueing on which song we will sing, I made up song cards. Take a 3 x 5 index card, put a picture of something that goes with the song (ie. star for Twinkle Twinkle little star) on the card and laminate. Have the kids help you glue the pictures on the cards and choose which songs. Then at circle time, each day pick a new child to pull a card out of a drawstring bag to sing. Keep the used ones out for the week, and replace for the next week. Make sure to have at least 10 or so in there to begin with.

TOILET TRAINNING

5 SIGNS THAT YOUR CHILD IS READY

1. Can stay dry for several hours during the day, sometimes wakes up in the mornings or from a nap dry.
2. Has bowel movements that are predictable times.
3. Asks to be changed when wet or soiled.
4. Takes an interest in the bathroom habits of other family members.
5. Ask to use the potty.

Take this simple test to see if your child is ready.

READY, SET, GO!

  1. When your 2-year old sees a potty, he:
    • a. Stops and sits down with all his clothes on.
    • b. Fills it with as many toys as he can find.
    • c. Walks right by it.

  2. If you ask your toddler to get her shoes in the living room and bring them to you, she will:
    • a. Reappear in a few minitues with her socks and shoes in hand.
    • b. Head into the living room but get side tracked by something.
    • c. Walks to the kitchen and pulls at the refridgerator door.

  3. When its time to take a bath, your son:
    • a. Can undress himself completely and pour in some bubble bath too.
    • b. Gets off his pants and socks.
    • c. Flips through his bath book and waits for you to do the job.

  4. If he soils his diaper, your child:
    • a. Stops everything to tell you, "POOPY"
    • b. Notices, but says nothing.
    • c. Keeps playing, oblivious.

  5. When your head into the bathroom, your daughter:
    • a. Likes to follow you in and even offers to tear off your toilet paper.
    • b. Might follow you in, but doesn't seem to notice one way or the other what your doing.
    • c. Wander into the other room to play with her stuffed animals.

  6. When your child wakes up from his nap, he is:
    • a.Always dry.
    • b. Dry about half the time.
    • c. Always wet.

SCORING:

If most of your answers were:
A's - HOORAY! Grab a comfortable seat in the bathroom. You might be sitting there for a while, but the time is right, and the effort will soon pay off.

B's - YOU AREN'T FAR AWAY! Now's the time to buy a potty seat and start pointing out how every beloved friend, teacher, neighbor, and adult uses the potty.

C's - RELAX AND WAIT! Your toddler isn't ready yet for the jump to underoos, but it will happen, all in good time.

This article was taken from the Nevember 2001 Issue of Parents Magazine - written by Cammie McGovern.

Toilet Training: When and How?

Most girls are ready for toilet training at age 2 years, most boys at age 2 1/2 years. Put a potty chair in the bathroom a few days before you are ready to try toilet training. That way the child can get used to it being there. When you change your child's diapers, talk to her about why your are changing the diaper: "Tonya went poop, went potty, or had made a stinkie" or "Susie had to pee and the diaper is now wet." This helps the child learn to say words that let you know she needs to go to the bathroom. Children need to be able to use words that tell you they need to go. Some children pull at their diapers or your hand or clothes to let you know. At this age, dressing them in loose fitting training pants helps so they can pull them on and off easily.

* When you first put the potty chair out, it may help to have the child sit on it with her clothes on. Some kids don't like to feel a cold seat when they sit down. This can help them get used to the potty chair.

* Take the child to the bathroom each time she wants to go. Do not insisit she stay long, or "do" anything. Do not give them toys to play with. Do not force them to sit on the potty.

* Sit by the child the first few times. After that, leave for short periods of time and come back until she is used to going to the bathroom on her own.

* Sometimes a child seems toilet trained and then starts wetting or soiling again. Often this happens if there are changes in the child's life. These may include a new baby in the family or starting day care. Be Patient.

* When you child starts potty training, teach her to wash her hands after each time. Help her at first. This teaches her a good lifetime habit.

** PRAISE THE CHILD FOR TRYING, AND FOR SUCCESS. DO NOT PUNISH FOR "ACCIDENTS."

You may be ready for the child to be out of diapers before the child is. BE PATIENT. It may take months for a toddler to be out of diapers. If it takes a long time, it is not because the child hates you. She doesn't. It is just that not all 2 or 2 1/2 year-olds are ready to be potty trained. If your child isn't interested in potty training, put the chair away and try again in a few weeks.

About 20% of children still have problems staying dry even at age 6. This behavior should not be considered disobedient or abnormal. Children who wet their pants usually do it because their attention is on something else.

PATIENCE AND PRAISE FOR SUCCESS WORK BEST. TELL YOU CHILD OFTENTHAT YOU LOVE THEM AND THAT THEY ARE IMPORTANT TO YOU.

TOILET TRAINING PROBLEMS

Alot of parents complain about problems with toilet training. "Her little boy is toilet trained, why isn't mine?" "Tony stays dry during the day but not at night." "Dylan is 5 years old and dirtied his pants twice this week." "Will is 8 years old and still wets the bed."

Children are ready for toilet training at different ages. Most children will be able to stay dry during the day before they will at night. Many kids will stop dirtying their pants before they stop wetting. It is not unusual for kids to wet the bed or even to wet sometimes during the day until they are 6-8 years old. These "accidents" should be considered just that, ACCIDENTS. Most kids are not wetting because they want to upset adults or get back at them. Usually it is because their minds are on something else.

* PRAISE YOUR CHILD WHEN THEY USE THE POTTY AND STAY DRY.

* Some children do not do as well with potty training when they are sick. It is important to let them know you understand if they make a "mistake" when they don't feel good.

* Some kids do better if you keep a chart for dry days or nights. Offer to spend special time with them after a certain number of dry times.

* Sometimes there is a medical reason that a child is not totally toilet trained. It is a good idea to check with your doctor if this continues to be a problem.

** DO NOT SCOLD OR PUNISH CHILDREN FOR HAVING PROBLEMS WITH TOILET TRAINING. THIS CAN MAKE THE PROBLEM WORSE.

As kids get older, let them take responsibility for wetting or dirtying their pants. Ask them to change their own clothes and beds. Have them help wash out the clothes or sheets. Rememeber, the child feels as embarrassed and upset as you feel angry. Yelling at the child or punishing them only puts more pressure on them.

PRAISE YOUR CHILD FOR STAYING DRY AND FOR OTHER GOOD BEHAVIOR. HUG HIM OFTEN AND TELL HIM THAT YOU LOVE HIM.

The above 2 articles are from Jacy Showers,ED.D
For more information call 1-800-858-5222.

Here are some ideas for rewarding your child for dry days, or nights.

  1. Buy them special underwear.
  2. Give them a small treat each time they "GO" on the potty. (gummy bears work great!)
  3. After so many days they can have a special treat, go out for ice cream, a new small toy, extra TV Time, etc...
  4. Most kids LOVE to flush the toilet, only let them flush if they "GO".
  5. For boys put cheerios in the potty and have them aim for them.
  6. Put blue toilet cleaner in before they go and the majic "Pee" will turn it green. (yellow and blue make green!)

IDEAS FOR STARTING TO TRAIN:

  1. Ditch the diapers all together. Put on training undies with plastic pants, this way they feel wet. Most kids do not like the "wet" feeling.
  2. Stick to a routine. Put them on first thing in the morning, just before nap, right after nap, after dinner, and just before bed/bath.
  3. Be committed yourself. Just because you are out, dont give up on it for the day. Take them to the bathroom where you are.
  4. Instead of asking them if they have to go potty, tell them its time to go potty. Most kids will answer NO to being asked, especially if involved in something.
  5. Offer small rewards. See suggestions above.
  6. BE PATIENT, if they see you are losing it, so will they.

CLEAN UP TIME

We will give the children a 10 minute warning that clean up time is coming, set an egg timer, when it goes off they know they have to start cleaning up. We will sing a song or two while cleaning up and it goes much faster.

CLEAN UP SONG ( Tune of twinkle twinkle little star)

It is time to clean up now,
clean up, clean up, we know how.
We can clean up, you will see,
Just how clean our room can be.
It is time to clean up now.
clean up, clean up, clean up WOW!

EVERYONE, CLEAN UP - (tune to Farmer in the Dell)

Everyone, clean up.
Everyone, Clean up.
Heigh-ho, way to go.
Everyone, clean up.

The blocks go on the shelf.
The blocks go on the shelf.
Heigh-ho, way to go.
The blocks go on the shelf.

(use the verse above for other areas of your room)

Now the room is clean.
Now the room is clean.
Heigh-ho, way to go.
Now the room is clean.

Joannie Netlzer - Three-year-olds A Special Place
San Jose, CA

If you have kids like I do, they love to dump out the toys, buckets, bins, etc.. BUT when asked who did it, if you did not personally see, you will get the answer NOT ME. To solve this problem I made a clean up chart. (see picture below). I took a picture of ALL the areas in our playroom, had doubles printed out. Then I laminated one set for a basket, and glued one set on tag board., and labeled the area. Cut a slit behind the picture so we could slide a jumbo craft stick in there. Each child has a stick painted his assigned color. On Monday mornings in our circle time we take down the basket of pictures, each child draws one out, and then puts their stick into the slot of the matching picture. That will become their clean up area for the week. This way everyone is cleaning up some area. If a child is not here that day, I will clean up that area they were assigned. Clean up goes much faster this way. And every week we change areas, they love it.

COMMUNICATION

The most important thing is to be honest right up front. And letting them know you are a professional, and this is a business - NOT a babysitting service. Once parents respect you and your career choice things will go smoothly - most of the time! Get a handbook made up and a contract signed and dated. See my COURT TIPS for more info on this.

Once you have the contract and ALL necessary paperwork signed - STICK TO IT. You let one slide, word gets out and others want a break also. Charge the late pick up fees, late payment fees, etc.. They need to know you are serious. Use your descresion for days off, vacations, sick days, this is totally up to you. Don't let parent comments make the decision for you, listen to them, evlauate them, but the final decision is yours alone. You will not be able to make every parent happy. The important thing is that you are HAPPY and run your business YOUR way!

Below are some great ideas for good communication. You may copy these and put in your handbook or use as a handout for the parents.

What Your Provider Wants You to Know: But is Afraid to Tell You

~~~by Joni Levine~~~

Here is an open letter to parents written from the perspective of a daycare provider or preschool teacher.

I am a professional. I may have chosen this line of work because I love children and I enjoy my job, but this is still my job/business. I have received specialized education and/or training to be a caregiver and educator for young children. I am not a babysitter; I am a professional.

I am not getting rich. In many places child care workers make less then public sanitation workers, secretaries and other jobs that require a lot less education and experience. I do get paid in smiles, hugs and recognition of appreciation from families.

I need you to read all material and notices. I am counting on you to know the information I send to you in writing. This includes newsletters, notes and contract material.

It is important that you communicate with me. Let me know in advance if there will be a change in your child’s schedule, or the services you will need.

If I ask you to bring in supplies for your child, please do. And make sure supplies are replenished as needed. This may include extra clothes, art supplies, diapers etc.

Remember your child is not the only child in my care. Although I do my best to provide individualized attention at times, I am often unable to change polices or disrupt plans to accommodate the needs of one family.

Please do not send your child if they are ill. If they are too ill to participate in the day’s activities they are too ill to be in care. I need to protect the health of other children as well. If your child is or was ill, please notify me.

I recognize that you are the most important person in the child’s life. I hope that we can work as a partnership for what is best for the child. Please share with me any concerns or questions about your child’s care and development. Work with me in helping your child learn, grow and develop.

10 Things your Child Care Provider Should Expect from You, the Parents

* While expectations will differ somewhat, depending on whether your child is cared for in your home, in the home of a family day care provider or in a child care center, your provider or providers should be able to expect certain things from you.

* Open communication. Explain clearly and carefully your wishes and expectations about how your child will be cared for. Also provide updates on problems and progress that your child is making. Give the provider information about your child's routine, activities and preferences. Good communication helps parents and providers work together in the best interest of children.

* Agreement on terms or arrangements. You should fully understand the expectations of the provider and what you as a parent are agreeing to. A written agreement between the provider and parents is usually helpful for both parties.

* Honesty and trust. This includes being honest about how you believe the arrangement is working, whether your child is happy with the provider and whether you are. Although you need to be vigilant in order to safeguard your child, you should still trust your child care provider to do the best for your child. Show your trust by asking questions rather than jumping to conclusions when apparent problems develop.

* Advance notice of and agreement to any changes. Providers have to earn a living, too, so they deserve advance notice if you are going to stop using their services, take a vacation during which they will receive no pay or change their hours.

* Pick up on time and follow through on all agreements. Providers have personal lives, too, and they should be able to expect that you will pick up your child at the agreed upon time. If it takes you 15 minutes a night longer to get home than you expected or if you find it more convenient to stop at the grocery store before picking up your child which makes you 30 minutes late three times a week you need to work out a new agreement with the provider or find a way to abide by the original one. If you agree to provide diapers, formula or other supplies, you should bring them before they are needed.

* Not to send sick, hungry or overly tired kids. Agree with your child care provider in advance about when you can and cannot bring a sick child. Never bring a child whom you know is not feeling well enough to be away from home and family. Likewise you shouldn't expect your child care provider to cope with a child who has not had breakfast or who went to bed four hours late last night.

* Payment on time and no "rubber" checks. Child care providers have to pay the rent and buy food, too, so make arrangements to see that they get their pay on time.

* Respect. Realize that taking care of children is a job and the child care provider is a worker, often a working parent, just as you are. Recognize also that this is not an easy job. A child care provider is not "just a baby sitter". She is one of the most important people in your child's life and in yours, too.

* No jealousy. Try not to be jealous of your child's attachment to child care providers. Children who spend hours every day with a baby sitter or day care worker come to love that person. That love, though, doesn't diminish the love the child feels for you. Don't feel that you have to compete with your child care provider for your child's affection.

* No surprises. Your baby sitter shouldn't learn on Friday that you have decided to take next week off from work so you won't need her or pay her, either. Your family day care provider shouldn't learn that you now expect her to pick up your kindergartner after school because the car pool you have been using has dissolved. child care providers don't like surprises any better than parents do.

~~~Source unknown~~~

10 Things You Should Expect from Your Child Care Provider

* Whether your child is cared for by a baby-sitter in your home, a family day-care provider in her home or a number of people in a child-care center, you should be able to expect certain things.

* Open communication. Providers should give you frequent and full updates on your child’s progress and problems. They should welcome your questions and ask you questions about how they can help your child. If they let you know what is happening with your child during the day, you can develop ways to deal with problems and to build on activities and accomplishments of the day.

* Open access to their home or center. Parents must be welcome to drop in any time, even without calling. Providers also should allow parents to make a reasonable number of phone calls to check on their children’s well-being, in case of illness or if there’s a special problem such as separation anxiety. You and the provider should work out the best times for such phone calls and determine how many calls are reasonable.

* Safety for your child. Providers should take all possible precautions to keep children safe. This includes plugging light sockets, putting away knives and other sharp objects, closing off stairways and using only safe and well-maintained equipment, among other basic safety measures. It also includes always using child-safety seats and seat belts when transporting children in cars.

* Honesty and confidence. Providers shouldn’t make commitments that they can’t or don’t intend to keep. They shouldn’t cover up problems or accidents that occur. They shouldn’t expect parents to help them avoid income taxes by slipping them money on the side. They also shouldn’t gossip about your child or your family to friends or coworkers.

* Acceptance of parents’ wishes. Providers should abide by parents’ wishes on matters such as discipline, TV watching, food, adult smoking and toilet training. If parents do not want their children spanked, providers should not spank them. If parents don’t want anyone smoking around their child, the provider needs to see that no one smokes in the house when the child is present. If providers feel that they can’t abide by parents’ wishes, they need to tell parents before agreeing to care for the children and parents should look for other care.

* Advance notice of any changes. Since it is often very difficult to find adequate care, providers should tell parents well in advance if they are going to change their hours or prices or if they are going to stop or limit the time of caring for a child. Parents need at least a month or, better yet, six weeks’ notice if a provider is no longer going to care for a child. Except in the case of an emergency, parents should be given at least two weeks notice even if the provider won’t be available for just one day.

* No interference in the child’s family or family problems. Providers shouldn’t talk to children about their families’ problems, lifestyle or values. Likewise, the provider should be careful not to take sides in any family disputes such as custody battles. Providers should not try to impose their religious or other beliefs on the children they care for. This includes not taking children to religious services unless asked to by the parents.

* No advice offered unless asked for and no judging of parenting practices. Providers shouldn’t criticize or advise parents on child rearing unless their advice is asked for by the parents. They shouldn’t set themselves up as experts on parenting. If parents ask for advice, providers should offer it in a noncritical way. Of course, if providers see something that is seriously wrong with how parents are raising their children, such as if they fear child abuse or see a child apparently suffering from malnutrition, they should discuss the problem with the parents and, if needed, contact legal authorities.

* Assurance that everyone in contact with the child is trustworthy and properly trained and supervised. Providers must be responsible for everyone who enters, visits and works at their home or center. This includes screening custodial help, not admitting strangers to the home, seeing that all transportation workers are properly trained and that all visitors, including friends or relatives of the provider, are trustworthy and supervised and will not harm the children.

* No surprises. This means that your family day-care provider won’t suddenly tell you that since she has taken a part-time job, her teenage daughter will watch your child three afternoons a week or that your child’s favorite teacher at the center just disappears without warning or comment. Surprises are probably what parents fear the most from their child-care providers.

~~~Source unknown~~~

PLANNING & ORGANIZATION

  1. Make a list of things to do.
  2. Be realistic about how long it will take for things on your list.
  3. Concentrate on doing only one thing at a time.
  4. Schedule family work times.
  5. Schedule time for yourself and take IT.
  6. Learn to say NO to some things.
  7. Beware of invisible "time thieves" (i.e. that beautiful ivory carpet that requires major upkeep.)
  8. Don't Procrastinate.
  9. Use small bits of time. ( make a list of 5 -10 min jobs and put on fridge. Divide big jobs into smaller portions.)
  10. Throw things out that are NOT needed.
  11. Make the most of your FREE time.
  12. Steamline menus during the week.
  13. Air dry the dishes.
  14. Do your shopping at times when the stores are less crowded.
  15. Set bedtime routines for children.
  16. Prepare at night for the next day.
  17. Cut down on TV viewing.
  18. Keep daily supplies within easy reach and install hooks children can reach.
  19. Keep one room neat ( go there to relax and refresh)
  20. Bring back into your life something you use to enjoy doing ( sewing, collecting, etc...)
  21. DELEGATE, and COLLABORATE!!!!

COURT TIPS

Most important thing here is to have a contract signed and dated by both parties and kept up to date.

OTHER GOOD IDEAS:

  1. If giving out a handbook, have a receipt made up that they sign or initial stating they received the handbook. Make sure your contract or handbook has a clause in there about if having to go to court and you win, ALL court cost, attorney fees, postage, and calls will be paid by the parents.

  2. Make sure you abide by the contract yourself so they cannot go back at you for something else.

  3. Do not talk about the case with other parents or anyone else, anything you say can get back to that parent.

  4. Make sure you have the parents sign in and out of your daycare.

FOLLOW THESE SIMPLE STEPS prior to a court hearing:

  1. Call and ask the parents to pay you, start a file and document the call and what was said.
  2. Send a bill with a certified letter demanding payment within 5 working days and warning them that if NOT paid you will be forced to take legal action. Make sure to make a copy of the letter, bill and keep receipt for certified mail
  3. If not paid by the fifth day, or the certified letter was returned to you, send the same letter via regular mail, giving them another 5 days to pay and include late charges at this time. Make a copy of this letter also for file.
  4. Once they have not paid by the deadline add up total charges, late fees, postage, long distance call( if it was) make a small claims file at the court house. Include all copies of handbook, contract, letters, bills, etc... Judge will look at this prior to court date. Court cost will automatically be included in judgement if you win. If you hire a lawyer, have them print up a bill for the amount it will cost and add to claim.

ONCE AT COURT REMEMBER THE FOLLOWING:
  1. When you show up for court, stay calm, dont argue with parent, listen to the judge, present him with ALL signed documented papers and sign in and out sheets.
  2. If the parent brings up other matters, have your lawyer object to them, the matter at hand is the money due you, only!
  3. If you win, thank the judge and do NOT talk to parents when leaving. Let your lawyer handle it.
  4. If you loose, learn from the experience, thank the judge anyway.
  5. Go home and make new contracts/policies if needed and start it ASAP.

DEVELOPMENTAL STAGES

Remember that all children grow at thier own pace, and cannot be fairly compared one to another. Some children will grow and develope must faster or slower than others. This checklist below is just a guideline. Just because a child is not doing something at that particular age does not mean there is a problem. However if they are 2-3 months behind discuss that with the parents. It will be up to them to take it to their child's doctor. We are not doctors and should not make judgements on a child as such.

Development Checklist for Young Children

ONE MONTH

* Able to raise head from surface when lying on tummy.
* Pays attention to someone's face in his/her direct line of vision.
* Moves arms and legs in energetic manner.
* Avoids mildly annoying sensations (placement of cloth on face).
* Some "noise in throat" sounds.
* Quieted by human voice.
* Crying generally symptomatic of bodily discomforts.
* Gross vowels sounds (ah, uh).

TWO MONTHS

* Coos
* Rolls part way to side when lying on back.
* Grunt and sighs.
* Holds head erect, bobbing when supported in sitting position.
* Follows moving object with eyes (head stationary).
* Imitates or responds to smiling person with occasional smile.
* Attentive to human voice.

THREE MONTHS

* Turns head and follows a moving object with eyes.
* Grasps objects when placed in his/her hand.
* Lifts head and chest when lying on stomach.
* Vigorous body movement.
* Recognizes bottle or breast.
* Crying is different for pain, hunger, etc.
* Closer approximation to true sounds.

FOUR MONTHS

* Holds a rattle for an extended period of time.
* Laughs aloud.
* Sits, if supported, for short periods of time.
* Turns head or eyes toward sound of familiar person or object.
* Good head control.
* Rolls from side to side.
* May begin reaching.
* Follows moving object when held in sitting position.
* Babbles.

FIVE MONTHS

* Reaches for and holds objects.
* Stands firmly when held.
* Stretches out arms to be picked up.
* Pats and smiles at image in mirror.
* Likes to play peek-a-boo.
* Follows object with eyes across 180 degree area.
* Responds to tones of voice.
* Babbling increases - uses a variety of sounds (squeals, grunts, etc.).

SIX MONTHS

* Sits with a little support (one hand bracing him/her).
* Persistently reaches for objects out of his/her reach.
* Holds, sucks, bites cookie or cracker - begins chewing.
* Rolls from back to stomach.
* Transfers object from hand to mouth.
* Babbles - more advanced stage.
* Listens to own voice.
* Locates source of sound.

SEVEN MONTHS

* Can transfer object from one hand to the other hand.
* Can sit for a few minutes without support.
* Creeps (pulling body with arms and leg kicks).
* Is shy at first with strangers.
* Reaches for bright or sound producing familiar object.

EIGHT MONTHS

* Can sit steadily for about five minutes.
* Crawls (on hands and knees).
* Grasps things with thumb and first two fingers.
* Likes to be near parents.
* Responds to "No" by stopping activity.

NINE MONTHS

* Responds to name.
* Can stand for a short time holding onto support.
* Copies sounds.
* Reaches and grasps bright or sound producing familiar object.
* Repeats words.

TEN MONTHS

* Able to pull self up at side of crib or playpen.
* Can drink from a cup when it is held.
* Releases objects.

ELEVEN MONTHS

* Can walk holding onto furniture or sides of crib or playpen.
* Can find an object placed under another object.
* Holds object and examines it with hands and/or eyes.

TWELVE MONTHS

* Waves bye-bye.
* Can walk with one hand held.
* Says one or two words besides Ma-ma/Da-da.
* Enjoys some solid foods.
* Finger feeds self.
* Likes to have an audience.
* Picks things up with thumb and one finger.
* Gives toy on request.
* Gives affection.
* Follows two to three word directions accompanied by gestures.
* Jabbering.

FIFTEEN MONTHS

* Walks by self; stops creeping.
* Shows wants by pointing and gestures.
* Scribbles on paper after shown.
* Begins using a spoon.
* Cooperates with dressing.
* Vocalizes - voice up and down sounds like conversation.
* May use 4 or 5 words.

EIGHTEEN MONTHS

* Takes things apart.
* Tries to put on shoes.
* Drinks from cup held in both hands.
* Likes to help a parent.
* May run a bit-climb up or down one stair at a time.
* Likes pull toys.
* Likes being read to.
* Makes mark with crayon on paper or tablet.
* Partially feeds self.
* May use 5-10 words.

TWO YEARS

* Able to run.
* Walks up/down stairs using alternate feet.
* Says at least 50 words.
* Sometimes uses 2-3 word sentences - such as "more juice".
* Points to and names familiar objects in a book.
* Kicks/throws large ball.
* Turns pages (2 or 3 at a time).
* Imitates housework.
* Asks for items by name.
* Names some body parts.

THREE YEARS

* Knows his/her sex.
* Dresses self except for buttoning.
* Can follow 2 commands of on, under, or behind (i.e., stand on the rug).
* Knows most parts of the body.
* Jumps lifting both feet off ground.
* Can build tower with 9 blocks.
* Makes circular motion (pencil, crayon, finger paint).
* Walks up and down stairs.
* Stands momentarily on one foot.
* Rides tricycle.
* Feeds self.
* Turns doorknob and faucets.
* Plays by self or next to other children.
* Likes to make things out of clay, sand, and mud.
* Verbalizes toilet needs.
* Can repeat 2 numbers in a row.
* Says rhymes and jingles from TV and from stories.
* Uses 3 word sentences - such as "Want more milk". Asks questions: "What's that?" or "Where's Daddy?"
* Can rote count to five.
* Names familiar animals.

FOUR YEARS

* Begins to take turns and sharing of own toys.
* Plays "make believe": "You be the baby, I'll be the mommy".
* Plays with groups of children where all do the same kinds of things.
* Counts out three dolls, chains, etc.
* Uses 5-6 word sentences: "Mommy, I want more cookies."
* Dress and undress all by self.
* Buttons and zips clothing.
* Can wash hands and face without help.
* Can copy a "circle" and "cross".
* Can stand on one foot.
* Snips with scissors.
* Hops in place.
* Can somersault.
* Throws ball over head, catches a bounced ball.
* Points to 6 basic colors and names some of them.
* Can answer questions about self: "What's your last name?" "Are you a boy or girl?" "How old are you?"
* Tells you what "we" did yesterday and what we're going to do tomorrow.

FIVE YEARS

* Can follow three commands.
* Can copy a square.
* Can skip.
* Walk backwards.
* Runs on tiptoe.
* Prints a few capital letters.
* Recognizes own printed name.
* Answers verbally to "Hi" and "How are you?"
* Plays cooperatively with other children.
* Names emotions: "I'm mad at my puppy".
* Brushes teeth.
* Cares for self at toilet unassisted.
* Cuts food with knife.
* "Reads" by talking about picture.
* Knows about 1/3 of the alphabet (not necessarily in order).
* Sorts objects according to color, shape.
* Says numerals in order: 1, 2, 3, etc.
* Recites nursery rhymes.

SIX TO EIGHT YEARS

* Begins to show a sense of humor- tells jokes.
* Can concentrate on one task and screen out distractions.
* Short-term memory improves.
* Understands that the amount of something stays the same despite change in shape, length or position
* Can sort objects into categories or classes.
* Can arrange items in a logical sequence (i.e., longest to shortest).
* Begins to understand speed and distance.
* Begins to understand cause and effect.
* Uses words and numbers to represent objects and relations.
* Shows an increase in vocabulary.
* Will work and relate well with peers - cooperate.
* Develops a conscience.
* Learns self-control.
* Physical growth slows.
* Shows greater control over bodies.
* Can sit for longer periods of time.
* Is fatigued from sitting rather than running and jumping.
* Is refining such as: batting a ball, skipping, balancing on a beam or riding a bike.

If you are concerned about a child's development, discuss this with the parents, if they are open to you, you can work together to help thier child.

If you have any comments or ideas for these or other tips, PLEASE email me, I would love to hear from you!

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