Motivating Your Employees

logo

Motivation is encouraging someone to accomplish something that they may not have the desire to complete. Center directors have to recognize when employees require motivation or in some cases additional motivation. There is not one form of motivation that is appropriate for all employees. The workforce is comprised of various form of diversity: race, gender, age and physical abilities to name a few. However, generational diversity is creating new challenges for today’s employers with Baby Boomers, (born 1945-64), Generation X (born 1965-80), and Generation Y (born after 1980). The Generation X and Baby Boomer populations make up the majority of the seasoned workforce. However, the Generation Y population is changing the work force. Because center directors are faced with a diverse population they are forced to become creative with the techniques used to motivate their employees.  Directors should be flexible and generate programs that attract the Generation Y population while enticing the Baby Boomers and Generation X populations to stay with the organization.

The key to motivating individuals within the early childhood field is to understand and acknowledge their differences. Center directors should not assume that the same techniques will motivate all employees. Motivational concepts are not universal because all staff are individually unique.  With that being said, recognize that the same techniques utilized to motivate a college student would not be the best technique for a seasoned employee. It would not be beneficial to place these individuals in the same category or motivate them in the same fashion. To motivate a diverse population, first recognize the differences between the generations, and alter interactions to meet their individual needs.

Baby Boomers can be motivated by being told that they are competent and doing a good job. They should be provided with regular feedback on their job performance. Where Generation X population wants to be allowed to complete tasks in their own way and they tend to think outside of the box. They do not enjoy too many rules and regulation because they make them feel trapped in a box.  The Generation Y population can be motivated by being part of a team. They like to know how they fit into the overall goal of the organization. They like to know the part that they play in the completion of the task and the timeline for the task. This provides them with a sense of belonging. Center directors have to recognize that no matter which generation they have employed at their center the individuals will, appreciate an employer that provides accommodations that motivate them to achieve greater success in their personal and professional lives.

People Skills

Individuals that are in a position of power must have the proper people skills. People skills are when individuals have the ability to communicate effectively in a positive fashion with their employees. People skills are very important because as we all know it is not what you say that matters all the time, but how you say it, that makes the difference. All employees want to be treated fairly and want to be respected by their supervisors and the leadership.

IndividuPeople in chairsals tend to follow leaders that are more charismatic. Charismatic leaders have the ability to create a work environment where employees are empowered to be innovative in their way of thinking. You can have an individual that has all of the skill set to succeed yet they are not successful. This can be a direct result of their inability to communicate effectively with people in a positive fashion.  Whereas, charismatic leaders know and focus on what is important. They care deeply about their work, and learn from their successes and failures. These individuals tend to take calculated risks and tend to be trustworthy. They are often leaders within the organization before they gain the official title.  Therefore, these individuals should be allowed to have additional responsibilities whenever possible. The best leader knows and understands their leadership styles and the best style for interacting with their employees.

The Importance of Curriculum

Play learn grow picture

Early childhood centers were developed to provide young children with age appropriate activities to promote their growth and development. Curriculum provides a developmental framework for lesson plans. Curriculum also provides a diagram for early childhood professionals to utilize when interacting with children and families. It is important for educators to recognize and incorporate age appropriate activities into the classroom in order for children to obtain and master the skills necessary for their success. This is why selecting and integrating the curriculum that best meets the needs of the children is so important. When educators are selecting a curriculum they should consider the ages of the children and whether or not the curriculum is appropriate for the children that they service. Remember not all curriculums are created equal. Therefore, when selecting a developmentally appropriate curriculum teachers and administrators have to ensure that the curriculum provides opportunities for the children to learn skills both inside and outside of the classroom.

A complete curriculum should incorporate the following: social and emotional, physical growth (fine and gross motor), cognitive development, and language and literacy development (Bredekamp & Copple, 2009), both child and teacher directed activities, home based activities, diversity, embrace parents, provides a frame-work that guides the teachers, play based activities, the curriculum should also incorporate an assessment tool to evaluate the program (OMEP, 2002). The curriculum must address the whole child or you may have to look at multiple curriculums to meet the individual needs of the children. There are also many curriculums that will just address one or two developmental areas. These curriculums are neither right nor wrong. You want to provide the best overall experience for the children and if you are not able to locate one specific curriculum that meets the individual needs of the children that you serviced than utilizing multiple curriculums is fine. Just remember that your cost maybe higher for multiple curriculums.

The curriculum that is utilized has to incorporate activities that will meet the developmental needs of the children at your center. This will allow children the opportunity to learn and grow while exploring their environment and observing their teacher. Educators utilizing curriculum have to assess the effectiveness of the materials on a regular basis. This continuous assessment will assure that the developmental needs of the children are being addressed and that the children are provided with the appropriate opportunities for growth and development.

References

Bredekamp, S. and Copple, C. (2009). Developmentally appropriate practices in early childhood programs serving children from birth through age 3. 3rd edition. Washington, DC: National Association for the Education of Young Children.

OMEP. (2002). Early childhood education and care in the 21st century. Global guidelines. MD: Association for Childhood Education International

Play Based Programs

Happy play

The early childhood field provides many avenues for individuals to make a difference in a child’s life. The task of early childhood educators is for individuals in the field to focus on the development of the whole child.  They have to understand and recognize the importance of the developmental years in a child’s life. I believe that when play is incorporated into the classroom the children will grow and develop at their own pace. When engaging in play based activities, “children may seem to be momentarily awestruck in their search for meanings, but soon they will approach adults with questions or comments” (Machado, 2007, p. 214). Therefore, early childhood educators have to recognize the importance of a play based environment for young children. Furthermore, a lack of play based activities has the potential to create major issues for children.

Children emulate their environment and seek approval from the adults in their lives. A well constructed program provides a learning environment for young children. It is through play that young children begin to expand their cognitive skills. When early childhood programs decide not to provide children with opportunities for play they are depriving the children from: their natural experiences and hindering their growth and development. “A child who fails to develop play ability may either be tied to the concrete which implies that everything is real or withdraw to a pretend world that has no link to reality”(Hart, 2011, p. 95). Children grow and develop through play that is developmentally appropriate. The desire to learn and grow is very important for children. Proper play within an early childhood program can be achieved through hands-on activities. Teachers implement the hands-on approach for young children to have the opportunity to learn and grow within their environment.

The role of the teacher within a play based environment is to support and guide the children as they grow and develop. Therefore, early childhood educators will provide a play based environment when the following are implemented: The teachers and assistants within the classrooms interacted with the children without completing any activities for them. During free play time the children are engaged in activities within each center area. The teachers are engaged with the children in different areas while observing the other areas of the classroom. The teachers are accessible to the children at all time.

Children that are provided with the opportunity to participating in creative play environment within their classroom will have the opportunity to learn and grow. Play within a hands-on environments was important in the past and play based programs are still of great value today. Therefore, early childhood educators as the teachers in their lives have a responsibility to provide a nurturing environment that promotes age appropriate growth and development through play based activities. Let us not forget that children are our future.

References

Hart, S. (2011). The impact of attachment: Development neuroaffective psychology. New York: W.W. Norton & Company.

Machado, J. M. (2007). Early childhood experiences in language arts: Early literacy (8th ed.). Clifton Park, NY: Thomson Delmar Learning.

Are You Ready for Your Licensing Inspection?

If you are not ready for your licensing inspection is it because you do not feel prepared? Is this your first licensing inspection? Are you new to the center? Or is your program director on vacation? If you find yourself in any of the above mentioned situations I have listed ways to reduce any anxiety or frustration that you may have.

You can reduce your anxiety by having:

  • The required postings visible

Required Postings

All of the required postings have to be posted in a place visible to staff and parents.

Current license and extension letter if expired

Rulebook and copy of variances if granted

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.

Emergency telephone numbers, including 911, fire, police, and the poison control center, and the facility’s physical address and 2 main cross streets adjacent to all center telephones.

Current recall list located on the back of the Child Care Matters Magazine

Typical daily schedule

Snack menu

Hand washing guidelines shall be posted in food prep areas, in toilet rooms and by all hand-washing sinks.

Emergency procedures:

  • Fire
  • Tornado
  • Serious accident/illness/injury
  • Other natural and man-made disaster

Crisis management (posted in a place for staff only)

Each emergency should include the following:

  • A plan for evacuating and safely moving children to a relocation site.
  • A method for contacting parenting and reuniting families.
  • A plan for contacting parents and reunited families.
  • Written policies and procedures

Staff Screening Policy

Screening policy for staff and volunteers, including parents

Detail the process by which you utilize before:

  • The policy has to include that staff shall not be present if they are convicted of sex offences, child abuse or neglect, or felony involving harm or threatened harm to an individual within 10 years immediately preceding the date of hire.
  • The policy has to include that staff cannot be present at the center until there is documentation from the department of health and human service on file at the center that they have not been named in a central registry case as a perpetrator of child abuse or neglect.

Volunteer Screening Policies

The policy regarding supervision of volunteers, including parents.

  • The policy shall include when a volunteer shall not have unsupervised contact with a child in care R.8125(3)(b)

The policy has to include that volunteers will not have unsupervised contact with the children until there is documentation from the department of health and human service on file at the center that they have not been named in a central registry case as a perpetrator of child abuse or neglect.

Discipline Policy

The written discipline policy has to be age appropriate a couple of methods that are prohibited:

  • Excluding a child from outdoor play or other gross motor activities.
  • Excluding a child from daily learning experiences.

School age children should play a part in developing the rules for the class.

Exclusion Policy

A plan for when and how parents will be notified when the center observes changes in the child’s health, a child experiences accidents, injuries, or incidents, or when a child is too ill to remain in the group shall be developed and implemented R.8155(1)

Policy detailing when children, staff, and volunteers will be excluded from child care due to illness shall be developed and implemented.

Written Plan and Policy

Pest management policy is required if applied

  • An annual notification to parents informing them that they will receive advance notice of pesticide applications. The annual notice must be provided in September.
  • The annual notification to parents specifying 2 methods by which the advance notice of pesticide application will be given.
  • An advance notice containing information about the pesticide, including the target pest or purpose….
  • Liquid spray or aerosol insecticide applications may not be used in a room unless unoccupied by children for 4 hours or longer.
  • If you do not utilize any form of pest management a pest management plan is not required.
  • Organize the staff files

Staff files

Internet criminal history tool (ICHAT) Criminal history check

  • ICHAT have to be completed before making an offer of employment.
  • ICHAT’s have to be updated every two years.

Department of health and human services (DHHS) central registry for child abuse and neglect.

  • DHHS clearances have to be completed before staff can be present at the center.
  • DHHS clearances have to be updated every two years.

Signed statement for staff and volunteer at the time of hire and before volunteering indicating all of the following information:

  1. The individual is aware that abuse and neglect of children is against the law.
  2. The individual has been informed of the center’s policies on child abuse and neglect.
  3. The individual knows that all staff and volunteers are required by law to immediately report suspected abuse and neglect to children’s protective services.

Blood-borne pathogen training before unsupervised contact with children.

Negative TB test verified within one year of employment  

 Professional Development Requirements

Documentation of center orientation for new employees R.8131(1)

  • Provide an orientation for all newly staff hired prior to unsupervised contact with children.
  • The center’s policies/practices.
  • Licensing rules

16 clock hours of training annually including 2 hours for CPR and first aid annually

  • Core competencies identified:
    • Child development and learning
    • Health, safety and nutrition
    • Family and community collaboration
    • Program management; teaching and learning
    • Observation, documentation, and assessment
    • Interactions and guidance
    • Professionalism

On-going professional development plan

  • Include all of the training and professional development required by the rules.
  • Maintain verification of all professional development on file at the center with:
    • Date of the course.
    • Name of the training organization or trainer.
    • Topic covered.
    • Number of clock hours.
  • On-line trainings & correspondence courses must have an assessment of learning.
  • Organize the children files

Children’s Files

  • Child information cards R.8143(1)
  • Update child information cards annually R.8143(2)

Upon enrollment  and updated annually R.8143(8)  a signed statement confirming:

  • The child is in good health with activity restrictions noted
  • The child’s immunizations are up -to- date
  • The child’s immunization record or appropriate wavier is on file with the child’s school.
  • Written information provided to parents

Written Information Packet Information Provided to Parents

Given to parents at enrollment

  • Criteria for admission and withdrawal
  • Schedule of operation, hours, days, and holidays that the center is open.
  • Fee policy
  • Discipline policy
  • Food service policy
  • Program philosophy
  • Typical daily routine
  • Parent notification plan for accidents, injuries, incidents, illnesses.
  • Exclusion policy for child illnesses
  • Licensing notebook statement
  • Signed statement that the parents received the written information packet.

Outdoor Play Area

School-age centers operating in school buildings approved by Michigan department of education are exempt from a playground inspection.

Inform the parents in writing at the time of enrollment, if the center plans to use a public school’s outdoor play area and equipment that does not comply with this rule.

A center must provide daily outdoor play if children are in attendance for 3 or more continuous hours per day.

To be Reviewed

  • Fire drills- 1 per quarter January-March, April-June, July-September, October-December R.8161(5)
  • Tornado drills- 2 between April-October R.8161(6)
  • Written fire/tornado logs with date and times of the drills R.8161(7)
  • Documentation that each caregiver have been trained at least twice a year on their duties and responsibilities for all emergency R.8161(8)
  • Current equipment list R.8173(7)
  • First aid kit R.8173(8)
  • Field trip permission slips R.8143 (11)
  • Daily attendance R.8143(10)
  • Licensing notebook

Licensing Notebook  (Effective May 28, 2010) R. 8110(4)

  • Summary sheet
  • Original/ Modification
  • Renewal/Interim
  • Special investigation
  • The licensing notebook has three sections and if it’s not listed on the summary sheet it’s not required in the licensing notebook
  • The licensing notebook shall be available to parents and prospective parents during normal hours of operation.

Licensing notebook maintained and retained until the license is closed

Ratio

Preschoolers, 4 years of age until school-age 1:12

School-agers 1:18

  • Children 57 months (4 years and 9 months) of age but not yet considered a school-ager may be included in a school-age classroom R.8182 (7)
  • Mixed ages the ratio and group size is determined by the age of the youngest child unless each group of children is clearly separated. R.8182(8)

Preschoolers are 2.5 years until able to attend kindergarten.

Maintenance of Premises

Lead hazard risk assessment in not required for centers that operate in a school building serving only school-age children.

  • Combustible materials and decorations may be displayed on up to 20% of wall space R.8520 (14)
  • Does not include required postings (e.g., license, emergency numbers, etc.)
  • Combustible materials and decorations may not be suspended from or hung near the ceiling.
  • Does not include flame-proofed materials when documented with an affidavit.

Inform the Department

Notify the department within 5 days of a program director leaving the center.

  • Verbally inform the department within 24 hours.
  • Written notice within 72 hours of the verbal notice when R.8158(3):
  • When a child is lost or left unsupervised R.8158(1)(a)
  • An incident involving an allegation of appropriate contact R.8158(1)(b)
  • The death of a child R.8158(1)(c)
  • Fire on the premises that requires suppression equipment or results in loss of life or property R.8158(1)(d)

Center is evacuated for any reason

  • Verbally inform the department within 24 hours.
  • Written notice within 72 hours of the verbal notice when:

A child receives medical treatment or hospitalized for an injury, accident, or medical condition that occurred while the child was in care.

These are the requirements for the State of Michigan. Refer to your individual state requirement to comply with the requirements.