Teamwork

Blog Teamwork - Copy

What are the components of a team? A functioning team is a group of individuals that work together towards a common goal with collective objectives. However, a group of individuals working together does not always equate to a team. A group using a constructive process will be more efficient and productive as a team. When team members actively contribute to the overall group process they are able to provide support, encouragement, and feedback on the effectiveness of the individual and group efforts.

Teams are the essential part of accomplishing goals and objectives that require specific tasks to be completed. Team members have to work together to meet both their individual and team needs. Working together, team members are able to brainstorm and generate creative solutions to complete the objectives. The level to which individuals are willing to communicate and cooperate together will determine the overall success of the team. As a team, individuals have to understand that planning, decisions and actions are better performed   together.

Teams over the years have become more vital within organizations because team members working together have the ability to generate greater productivity. It is important for organizations to foster an atmosphere where team members strive to improve the quality within the organization. This process will also need to incorporate the various skill levels of the team members and apply their strengths to specific tasks. This process has to be established within the group.  

Organizations have to recognize that teams outperform individuals, because today’s tasks require a variety of skill sets and levels of experience to be completed. Ultimately, ideas can be generated through various eyes and mindsets to formulate the best practices for the team to implement. When teams experience communication difficulties, the productivity of the team declines. This obstacle should be resolved quickly for the team to be successful. A productive team will incorporate conflict resolution through their group dynamics and methodologies.

Below is additional ways to motivate your staff and build a better team.

Motivating Your Employees

People Skills

The Signs of Child Abuse and Neglect

All forms of abuse and neglect are wrong. I have described a few signs of child abuse and neglect to look for when working with children.

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Physical Abuse

Physical abuse is a non-accidental injury to a child that may include, but is not limited to, burning, beating, kicking and punching.

  • There may be physical evidence of bruises or broken bones
  • Internal injuries that may not be apparent.
  • Bruises more numerous than expected from explanation of incident, bruising behind the ears, crescent-shaped bruising caused by pinching, or bruises that resemble distinctive objects. (e.g. belt buckle).
  • Welts or loop marks in various stages of healing.
  • Bald spots or missing clumps of hair.
  • Unexplained fractures, skin lacerations, bite marks, puncture wounds, or abrasions.
  • Swollen lips or chipped teeth.
  • Linear/parallel marks on cheeks and/or temple.
  • Other unexplained injuries

Sexual Abuse

Any intentional touching/contact that can be reasonably construed as being for the purpose of sexual arousal, gratification, or any other improper purpose.

Neglect

Physical Neglect – Negligent treatment, including but not limited to failure to provide or attempt to provide the child with food, clothing, or shelter necessary to sustain the life or health of the child, excluding those situations solely attributable to poverty.

Failure to Protect – Knowingly allowing another person to abuse and/or neglect the child without taking appropriate measures to stop the abuse and/or neglect. They do nothing to prevent it from recurring when the person has knowledge or should have had knowledge of the abuse and/or neglect.

Improper Supervision – Placing the child in, or failing to remove the child from, a situation that a reasonable person would realize requires judgment or actions beyond the child’s level of maturity, physical condition, or mental abilities and results in harm or threatened harm to the child.

Abandonment – The person responsible for the child’s health and welfare leaves a child with an agency, person, or other entity such as a hospital or mental health facility and they do not return.

Medical Neglect – Failure to seek, obtain, or follow through with medical care for the child, with the failure resulting in or presenting risk of death, disfigurement or bodily harm or with the failure resulting in an observable and material impairment to the growth, development, or functioning of the child.

Behavior Indicators

  • Withdrawn and/or aggressive-behavior extremes
  • Uncomfortable/skittish with physical contact
  • Expresses fear to go home
  • Lacks impulse control such as inappropriate outburst

Recognize that there could be numerous reasons for a child’s behavior but if you are concerned make the call!!

Child Abuse and Neglect

Child Abuse and Neglect

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Mandated Reporters

A mandated reporter is anyone that works with children in any capacity. Mandated reporters are required to report all forms of suspected child abuse and neglect. They are required to make an immediate verbal report (within 24 hours) when suspecting child abuse and neglect and a subsequent written report. The report has to be made to the local state department that investigates child abuse and neglect.

There are civil and criminal penalties if a mandated reporter does not make a report. Likewise, there is immunity from civil and criminal penalties for anyone making a report in good faith. Good faith means that you are making the report because you believe a child is actually being abused or neglected and not because of any other reasons. As a mandated reporter, you are not expected to investigate the situation.

Reporting Obligations

Mandated reporters should notify the head of their organization when making a report. If that is part of their reporting policies. However, reporting the suspected allegations of child abuse or neglect to the head of the organization does not fulfill the reporting requirement. Mandated reporters cannot be dismissed or otherwise penalized for making a report required by the Child Protection Law or for cooperating during the investigation.

What am I reporting?

Suspicions (You don’t have to have all the evidence ahead of time.)

Your observations

Comments made by the parents or children

When and if a child discloses information related to child abuse or neglect try to avoid showing any signs of shock or disapproval. If there is a need to ask a question for clarity make sure that it is an “open-ended” question, such as “How did you get that bruise?”, instead of “Who did that to you?” You do not want to ask leading questions.

Determining when to report situations of suspected child abuse or neglect can be difficult.

  • “I don’t really have all the facts.”
  • “These are really nice people. They would never do anything to hurt their child.”
  • “They’ll know it was ME that reported them!”
  • “I’m going to get fired for this.”

 

Mandated Reporter should not:

Contact the parents for any reason

Interview the children

Withhold information during an investigation

Discuss the situation with co-workers or individuals

Confidentiality

Strict state and federal confidentiality laws govern social services investigations.  By law the identity of a reporting person is confidential. The alleged perpetrator may infer from the information in the report and make the assumption as to who made the complaint and confront them. This being said recognize that social services will not disclose the identity of a reporting person. However, the identity of the reporting person is subject to disclosure under the following conditions:  consent from the reporting person or through the judicial process (a court order).

We must make every effort to keep children safe.

Licensing Inspection Summary Sheet

Are you feeling anxious about your licensing inspection? I have outlined a few ways to organize the required policies, procedures, and postings, as well as, your children and staff files. Having your files organized will assist you in being prepared for your next inspection. This will help to reduce any form of anxiety that you might have. You can utilize a three-ring binder to store and organize all of the required polices and procedures outlined. I have also provided a link to my previous blog post were you can find additional licensing information. As I always say no one goes into Early Childhood Education because they like to complete paperwork. They enter the field because they have a love for children!! My goal is to help you to simplify the paperwork so that you can concentrate on your true passion and not have to worry so much about where your paper work is located. With the binder you will have everything you need for licensing in one place.   

The Required Posting

  • Current license and extension letter if expired R.8110(3)(a)
  • Rulebook and copy of variances if granted R.8110(3)(b)
  • Notice stating that the center requires a criminal history check (ICHAT) on the employees and whether the center requires a criminal history (ICHAT) on the volunteers R.8110(3)(c)
  • Emergency telephone numbers R.8164(3).
  • Current recall list R.8173 (2)
  • Typical daily schedule R. 8179(6)
  • Snack menu R.8330 (10)
  • Hand washing guidelines R.8134 (4)
  • 3 ring folderEmergency procedures R. 8161(1)(a-d)

Written Policies and Procedures

  • Staff screening policy R.8125 (3)(a)
  • Volunteer screening policy R.8125(3)(b)
  • On-going professional development R.8131(5)
  • Discipline policy R. 8140(4) (a-c)
  • Exclusion Policy R.8155(1)(5)
  • Pest management policy is required if applied R. 8380 (9)(a-d).

The Required Inspections

  • Environmental Health R. 8305(2)(a)(b)(c)(d)(e)
  • Fire Inspections R.8510(4)
  • Furnace R.8510(6)
  • Hot Water Tank R. 8510(7)

One Time Inspections

  • Playground inspection R.8170(11)
  • Lead inspection R.8380(8)

 Staff Files

  • ICHAT R.8125(4)
  • DHHS R.8125 (7)
  • Abuse and neglect statement R.8125 (12)
  • Blood-borne pathogen R.8131(3)
  • Negative TB R.8128
  • New employee orientation R.8131(1)
  • The required 16 clock hours for two years R.8131(4) 

Children’s Files

  • Child information cards R.8143(1)
  • Good health statement for school age children R.8143(8)
  • Physical R.8143 (6)(a)(b)(c)
  • Immunization R. 8143 (3)(a) &(4)
  • Written food statement for children that bring their own food to the center R.8330(2).

Information Provided to the Parents

  • Parent handbook R.8146(1) (a-j)
  • Infant and toddler R. 8146(3)
  • Outdoor play area for school age children R.8170(19)
Information to Review
    • Daily attendance R.8143(10)
    • Fire and tornado drills R.8161(5) & (6)
    • Licensing notebook R. 8110(4)

Inform the Department

  • Within 5 days of the program director leaving R.8110(8)
  • Verbally inform the department within 24 hours R.8158(1)
  • Written notice within 72 hours of the verbal notice when R.8158(3)
If you utilize the suggestions that I have provided feel free to send me an email and let me know your thoughts.
  
Below is the link for additional licensing information.

Are You Ready for Your Licensing Inspection?

Mobile Infants and Toddlers

Infants

Room Arrangements

The equipment in the infant and toddler classroom should be arranged so that the quiet activities are grouped together and the more active and noisy activities are grouped together. Each area should be inviting and contain enough space so that one activity does not interfere with another. The toys can be stored in individually marked containers on marked shelves. Having the shelves labeled will allow the children the opportunity to find the equipment easily, as well as, learning how to return the toys to their proper place.  The classroom should be organized with clear paths and defined areas. This will reduce the amount of time children are redirected. Infants should spend the majority of their day exploring their environment. This will allow the children to develop their independence. This cannot happen if the children are continuously place in areas that restrict their movement like high chairs, bouncer, saucers, and cribs.   

Make sure that all of the areas of the room are visible and free from obstacles that can cause harm. There should not be any blind spots in the classroom. Create a room that is child friendly and a safe place for the children to move freely. The classroom should have ample space for mobile infants and toddlers to crawl around and safely explore their environment. Make sure that the areas in the classroom provide a variety of opportunities for children to explore different textures and tactile (sense of touch) experiences. Infants and toddlers also require opportunities to climb to develop their gross motor skills. Monitor the classroom and adjust the room based on the successes and weakness of the room arrangement and adjust the room accordingly. Proper utilization of the equipment and space within the classroom will reduce discipline issues.

The Lead Caregiver  

The lead caregiver should oversee planning, implementation and evaluation of the classroom program and child assessment. Set the tone and manage the classroom. Create individual lesson plans for the children to address their growth and development. The lead oversees the assistant caregiver that works in the classroom with them. The lead caregiver should work full-time to provide continuity of care for the children.

Primary Caregiver

Primary caregivers provide continuity of care for the infants and toddlers. Each child’s assigned primary caregiver should be documented and provided to the parents. The children should have as few primary caregivers each day and week as possible. This includes the early hours and late hours that the center is open. If a child has more than one primary caregiver assigned throughout the day or week the caregivers should ensure that they share information about the child with each other. The infant and toddler daily logs provided to the parents should include: food intake-time eaten, type of food, and the amount (not some or little), sleep patterns, when and how long a child slept, diaper changes, developmental milestones, and changes in a child’s usual behavior. Providing continuity of care, allows the children, and their primary caregivers the opportunity to develop a nurturing relationship. Infant and toddler appropriate interactions include: holding, rocking, talking to the children, making eye contact, cuddling and interacting, providing guidance to develop social skills, and emotional well-being.