• TABLE OF CONTENTS
HIDE
 Front Cover
 Title Page
 Letter of transmittal
 Acknowledgement
 Background of the curriculum...
 List of participants
 Table of Contents
 Letter to home economics teach...
 Overall objectives of the...
 Characteristics of the child care...
 Child care services
 Caring for basic needs of children...
 Understanding stages of develo...
 Facilities, equipment and...
 Job preparation
 Curriculum for child care...
 Setting up a child care center
 Back Cover














Group Title: Florida. State Dept. of Education
Title: Child care services
CITATION THUMBNAILS PAGE IMAGE ZOOMABLE
Full Citation
STANDARD VIEW MARC VIEW
Permanent Link: http://ufdc.ufl.edu/UF00080764/00001
 Material Information
Title: Child care services a suggested guide
Series Title: Florida. State Dept. of Education
Physical Description: 238 p. : illus. ;
Language: English
Creator: Florida -- Division of Vocational, Technical, and Adult Education. -- Home Economics Education Section
Publisher: s.n.
Place of Publication: Tallahassee
Publication Date: 1969
Copyright Date: 1969
 Subjects
Subject: Children -- Care and hygiene -- Study and teaching -- Florida   ( lcsh )
Genre: bibliography   ( marcgt )
non-fiction   ( marcgt )
 Notes
Bibliography: Includes bibliographical references.
 Record Information
Bibliographic ID: UF00080764
Volume ID: VID00001
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: ltuf - AHQ5986
oclc - 21324908
alephbibnum - 001631192

Table of Contents
    Front Cover
        Front Cover 1
        Front Cover 2
    Title Page
        Page i
    Letter of transmittal
        Page ii
    Acknowledgement
        Page iii
        Page iv
    Background of the curriculum guides
        Page v
        Page vi
    List of participants
        Page vii
    Table of Contents
        Page viii
        Page ix
        Page x
    Letter to home economics teachers
        Page 1
        Page 2
        Page 3
        Page 4
        Page 5
        Page 6
        Page 7
        Page 8
        Page 9
        Page 10
        Page 11
        Page 12
        Page 13
        Page 14
        Page 15
        Page 16
        Page 17
        Page 18
    Overall objectives of the course
        Page 19
    Characteristics of the child care aide
        Page 20
        Page 21
        Page 22
        Page 23
        Page 24
        Page 25
        Page 26
        Page 27
        Page 28
        Page 29
        Page 30
        Page 31
        Page 32
        Page 33
        Page 34
        Page 35
    Child care services
        Page 36
        Page 37
        Page 38
        Page 39
        Page 40
        Page 41
        Page 42
        Page 43
        Page 44
        Page 45
        Page 46
        Page 47
        Page 48
        Page 49
        Page 50
        Page 51
        Page 52
        Page 53
        Page 54
        Page 55
        Page 56
        Page 57
        Page 58
        Page 59
        Page 60
        Page 61
        Page 62
        Page 63
        Page 64
        Page 65
        Page 66
        Page 67
        Page 68
        Page 69
        Page 70
        Page 71
        Page 72
        Page 73
    Caring for basic needs of children in a group
        Page 74
        Page 75
        Page 76
        Page 77
        Page 78
        Page 79
        Page 80
        Page 81
        Page 82
        Page 83
        Page 84
        Page 85
        Page 86
        Page 87
        Page 88
        Page 89
        Page 90
        Page 91
        Page 92
        Page 93
        Page 94
        Page 95
        Page 96
        Page 97
        Page 98
        Page 99
    Understanding stages of development
        Page 100
        Page 101
        Page 102
        Page 103
        Page 104
        Page 105
        Page 106
        Page 107
        Page 108
        Page 109
        Page 110
        Page 111
        Page 112
        Page 113
        Page 114
        Page 115
        Page 116
        Page 117
        Page 118
        Page 119
        Page 120
        Page 121
        Page 122
        Page 123
        Page 124
        Page 125
        Page 126
        Page 127
        Page 128
        Page 129
    Facilities, equipment and spaces
        Page 130
        Page 131
        Page 132
        Page 133
        Page 134
        Page 135
        Page 136
        Page 137
        Page 138
        Page 139
        Page 140
        Page 141
        Page 142
        Page 143
    Job preparation
        Page 144
        Page 145
        Page 146
        Page 147
        Page 148
        Page 149
        Page 150
        Page 151
        Page 152
        Page 153
        Page 154
        Page 155
        Page 156
        Page 157
    Curriculum for child care services
        Page 158
        Page 159
        Page 160
        Page 161
        Page 162
        Page 163
        Page 164
        Page 165
        Page 166
        Page 167
        Page 168
        Page 169
        Page 170
        Page 171
        Page 172
        Page 173
        Page 174
        Page 175
        Page 176
        Page 177
        Page 178
        Page 179
        Page 180
        Page 181
        Page 182
        Page 183
        Page 184
        Page 185
        Page 186
        Page 187
        Page 188
        Page 189
        Page 190
        Page 191
        Page 192
        Page 193
        Page 194
        Page 195
        Page 196
        Page 197
        Page 198
        Page 199
        Page 200
        Page 201
        Page 202
        Page 203
        Page 204
        Page 205
        Page 206
        Page 207
        Page 208
        Page 209
        Page 210
        Page 211
        Page 212
        Page 213
        Page 214
        Page 215
    Setting up a child care center
        Page 216
        Page 217
        Page 218
        Page 219
        Page 220
        Page 221
        Page 222
        Page 223
        Page 224
        Page 225
        Page 226
        Page 227
        Page 228
        Page 229
        Page 230
        Page 231
        Page 232
        Page 233
        Page 234
        Page 235
        Page 236
        Page 237
        Page 238
    Back Cover
        Page 239
        Page 240
Full Text

BULLETIN 75G-1


I


-


A SUGGESTED GUIDE


I


STATE DEPARTMENT OF EDUCATION
TALLAHASSEE FLORIDA
FLOYD T. CHRISTIAN, Commissioner of Education


MARCH, 1969


60 Rfl 0






MARCH, 1969


QOflln


A SUGGESTED


GUIDE


DIVISION


VOCATIONAL *
AND ADULT


TECHNICAL
EDUCATION


CARL W. PROEHL, Assistant Commissoner


HOME ECONOMICS SECTION


FRANCES CHAMPION,


OF


BULLETIN 75G-1


PjnD EI


tI 5*1MMOM


Director






7S r -/

.... THE FLORIDA STATE UNIVERSITY
TALLAHASSEE 32306

.* October 2, 1968
ia --OME ECONOMICS
S j.J ME ECONOMICS EDUCATION


Dr. Carl W. Proehl
Assistant Superintendent
Division of Vocational, Technical and
Adult Education
State Department of Education
Tallahassee, Florida 32304

Dear Dr. Proehl:

Persuant to the terms of Project No. 569-18, five state
curriculum guides are heroin submitted for your approval and
publication. The guides are divided so that curriculum
suggestions for training are clustered in subject matter
areas; namely, 1) Orientation to the World of Work, 2) Cloth-
ing, Textiles, and Home Furnishings Services, 3) Food Ser-
vices, 4) Child Care Services, and 5) Homemaker Services.

The guides are not completely comprehensive in their
coverage nor are they the ultimate in sophistication but
they should assist a teacher with planning meaningful and
sequential learning experiences for entry into the world of
work. Since a paucity of printed materials in the area of
gainful employment in home economics seems to exist, numerous
teaching aids as well as suggestions for subject matter content
have been included in the appendix in order to offer as much
assistance as possible to the teachers.

It is anticipated that these guides will assist with the
inauguration of new programs and strengthen existing gainful
employment classes in home economics in this State as well as
in the other areas of our country.

Sincerely,



Agnes F. Ridley, Associat Professor
Home Economics Education














Acknowledgments


The State of Florida is most fortunate to have the

services of a large group of well-informed, professional home

economics teachers. Without their cooperation in the class-

room, the purposes of a curriculum guide would not be realized.

SNineteen teachers were most diligent in their efforts to pro-

duce Guides that could serve as bases for curriculum develop-

ment in the various areas of gainful employment in home econo-

mics. To these teachers should be extended sincere appreciation

for their contribution.

Not only does the State of Florida have numerous out-

standing teachers but it also has distinguished leadership in

Dr. Carl W. Proehl, Assistant Superintendent, Division of Voca-

tional, Technical and Adult Education, State Department of

Education who is largely responsible for the growth of the

occupational focus of home economics in the State of Florida.

Miss Frances Champion, Director, Home Economics Educa-

tion, State Department of Education, has given her full support

to this three year project. Miss Allie Ferguson who was Occupa-

tional Specialist when the project was approved has been a

constant source of encouragement and direction for the Guides.

iii










Mrs. Ava A. Gray, University of Arkansas, has contri-

buted much to the quality of the Guides by her ability to

inspire and by her contribution to the Seminar on Gainful

Employment, 1967. She was the director of the Seminar,and

continued her communications throughout the school year; then,

she returned to Florida for the workshop concerned with the

production of the Guides.

To the other members of the State Department of Educa-

tion, Home Economics Section, the consultants, the graduate

students and the secretary we are most grateful for their

valuable contributions.















Background of the Curriculum Guides in

Gainful Employment in Home Economics


This Guide was developed in partial fulfillment of the

terms of State Department of Education Grant No. 569-18, July

1, 1968 June 30, 1969, under the direction of the Principal

Investigator, Dr. Agnes F. Ridley, Associate Professor, Home

Economics, The Florida State University. During the summer,

1967, a Seminar on Gainful Employment in Home Economics convened

on the campus of The Florida State University for the purposeL

of educating secondary school teachers and county supervisors

on research, current literature, methods and teaching aids re-

lated to gainful employment in home economics. Seventy invited

participants and twenty-three guest speakers were involved as

active participants and as spectators in learning during the

three-weeks period.

During the school year, 1967-68, a course on methods and

materials for gainful employment in Home Economics was given in

five centers in various parts of the State. About sixty-five

teachers and county supervisors were enrolled in the class which










which extended over the school year. Seventeen of the nineteen

teachers involved in the production of the Guides had attended

both the Seminar and had been enrolled in the class. (Report of

Phase II describes both the Seminar and the class in detail.)

The five curriculum guides which were produced in three

weeks are not considered the ultimate in sophistication nor do

they cover every aspect of gainful employment in home economics.

All teachers, Supervisors, consultants and others were most diligent

in their persuit of excellence; therefore, all mistakes and omis-

sions can be assigned to

Agnes F. Ridley













FLORIDA CURRICULUM GUIDE FOR CHILD CARE SERVICES


List of Participants


Director:

Co-directors:


Participants:









Consultant:


Graduate
Students:







Secretary:


Dr. Agnes F. Ridley, The Florida State University

Mrs. Ava A. Gray, University of Arkansas
Mrs. JeanneH. Brinkley, Occupational Specialist

Miss Valerie Barnes, Stranahan High School,
Ft. Lauderdale
Mrs. Dorothy Hamm, Boone High School,
Orlando
Mrs. Jacquelin Prescott, State Department of
Education
Mrs. Catherine Robertson, Pahokee High School,
Pahokee

Mrs. Flora Conger, Coordinator, Child Development
Program, Atlanta Public Schools, Atlanta


Mrs. Bonnie B. Greenwood, Research Assistant (Ph.D.)

3. Judith Dowell, Graduate Assistant (Ph.D.)

s. Catherine Flanegan, Graduate Assistant (M.S.)
s. Meredith von dem Bussche, Graduate Assistant (M.S.)

Mrs. Shirley A. Gurney


vii












TABLE OF CONTENTS


LETTER OF TRANSMITTAL . . . . . . .

ACKNOWLEDGMENTS . . . . . . . .

BACKGROUND OF THE CURRICULUM GUIDES . . . . .

LIST OF PARTICIPANTS . . . . . . . . ..

TABLE OF CONTENTS . . . . . . .

Letter to Home Economics Teachers
A. Suggested Procedure for Initiating A Program
for Employment in Child Care Services
B. Suggested Duties of Kindergarten Aides
Advisory Committee
Personal Data Forms


* ii

* ii


vii

viii


Overall Objectives of the Course . . . . . . .


Concept I Characteristics of the Child Care Aide
Appendix
A. Sample Uniform Style
B. Bulletin Board Suggestion: Interaction
of the Aide with Other Key Personnel
in Child Care Center
C. "Joe Faces Reality"
D. What Are My Attitudes Toward Children?

Concept II Opportunities in Child Care Services
Appendix


A. The Need for Child Care Services
B. Past Work Experiences
C. Checklist for Determining Child Care
Experiences
D. Criteria for Judging Student Readiness for
Employment in Child Care Services
E. Statistics Concerning the World of Work
F. Graphs 1, 2, 3, 4
G. The Field Trip
H. Using Films and Filmstrips
I. What To Look for In A Day Care Center
J. Information on Guest Speaker


viii


Page


r

















K. Telephone Survey Sheet
L. Personal Interview Guide
M. Points To Look for In Judging A Child
Care Center
N. Job Description
O. Job Opportunities for Students


Concept III Caring for Basic Needs of Children in
A Group . . . . . . . . . . 74
Appendix
A. Enrollment Information for Child Care
Services
B. History of the Child
C. Health Information
D. Health and Safety of Children
E. Mealtime for Little Folks
F. New Viewpoints in Child Guidance

Concept IV Understanding Stages of Development . .. 100
Appendix
A. How A Child Grows
B. Behavior Characteristics
C. A Child and His Feelings
D. Transparency Suggestions
E. Children Learn What They Live
F. Suggested Guide for Observing and Recording
A Child's Behavior
G. General Instruction for Observing in Child
Care Centers
H. Observation Forms For Students' Use When
Observing Young Children


Concept V Facilities, Equipment and Space . .
Appendix
A. Sources of Equipment
B. Physical Facilities for A School for
Young Children
C. Suggested Child Care Service Facilities

Concept VI Job Preparation . . . . .
Appendix
A. Checklist for Rules of Office Etiquette
B. Job Etiquette: Traits Which Make Us
Liked by Others
C. Evaluation Checklist

Concept VII Curriculum for Child Care Services
Appendix
A. Day Nurseries: What To Look For
B. What Do Nursery Schools Teach?


130


. . . 144


S. . 158






C. Resource -Unit To Teach Concept "Apple"
D. Books for Ages and Stages
E. Puppet Making
F. Story Telling and Dramatics
G. A Child's Values
H. Time Concept
I. Pre-Test on "Play Sequences"
J. Play Materials for the Pre-School Child
K. What A Child Can Learn from Play
L. Lesson Plan "Group Activities for Children"
M. Lesson Plan "Teaching of Finger Play to A
Pre-School Child"
N. If You Work with A Group of Pre-School Children
O. Nursery School Days
P. Objectives of A Child Care Aide
Q. Principles in the Education of Young Children

Concept VIII Setting Up A Child Care Center . . 216
Appendix
A. Schedule Guides for Daily Activities in
Child Care Centers
B. Program Guides for Day Care Centers
C. Weekly Log
D. Weekly Schedules
E. Rating Sheets for Student Performance
F. Personnel of a Child Day Care Center and
Duties of Each Employee







Dear Home Economics Teacher:

This guide has been compiled to help teachers and school administrators to
understand, plan, and implement programs to train workers for the care of
small children outside of the home. The training may aid the workers to seek
employment as assistants in Child Day Care Centers, as aides for kindergarten
teachers, helpers and Head Start Programs, or self employment in their own
homes. Since training situations will vary, the guide has been organized in
a way that will make it adaptable to many situations. Much information has
been supplied in the appendix sections that should be helpful to the teachers.
Therefore, we recommend that the teacher review the entire guide to get an overall
view of the possibilities before proceeding with her plans.

In planning programs, we encourage you to consider the following:

Plan carefully with your administrators and guidance personnel and solicit
their (support and advice.)
Form an advisory committee as soon as your plans are formulated. (See Appendix
for additional information on Advisory Committees.)
Keep firmly in mind that you are not teaching another year of child develop-
ment but are teaching competencies for employment.
Collect a set of basic reference books, pamphlets, and other materials to
supplement this guide. The reference books most often used by the committee
writing the guide were the following:

Good Schools for Young Children and The Nursery School plus state adopted
texts.

Pamphlets: "Your Child from 1 to 6"
Guides: Georgia, Mississippi, Arizona, and Dade County
Equipment Catalogs
Magazine Article: "Forms to Use In An Employment Program"
Illinois Teacher of Home Economics, Vol. X #3, Winter 1966-67
(See bibliography for full details.)

For your own information and protection, you may find it helpful to require
that your students have the following:

Personal data forms completed for your easy reference. (Consider forms
#10, 11, and 12 in Illinois Teacher of Home Economics, Vol. X, #3,
Winter 1966-67. Copies appear in Appendix.)
School Insurance
Permission from parents for field trips, on-the-job training, etc.
A health card or food handler's certificate.

The degree of success you may expect in teaching gainful employment classes
will be influenced by your understanding of the possibilities for employment
for your students and the educational opportunities for the children under
your students' care. Remember that your enthusiasm is your greatest asset in
putting this program across.

For additional information on initiating a child care program and on financing
a child care center in your school, contact the Director of Home Economics or
the Occupational Specialist, Home Economics Section, Florida State Department
of Education, Knott Building, Tallahassee, Florida 32304.


The Guide Committee











A: SUGGESTED PROCEDURE FOR INITIATING A PROGRAM FOR EMPLOYMENT
IN CHILD CARE SERVICES

1. Become acquainted with local employment needs, through the
Bureau of Employment Security, business organizations and
and lay leaders.

2. Organize a local advisory committee.

3. Develop a job analysis, identifying the functions the course
will serve and define the responsibilities of the job so the
content will be relevant.

4. Develop a curriculum specifically for a certain occupation
and to meet local needs by identifying the goals and antici-
pated learning.

5. Carefully plan the learning experiences to be challenging
but practical.

6. Make arrangements to use available resources pertinent to the
training for the specific occupations being learned.

7. Plan with school librarian to secure resource material perti-
nent to child care and development for teacher and student
reference.

8. Plan for the length of the course considering prerequisites
and follow-up.

9. Survey present school facilities for space and then plan for
additional equipment.

10. Estimate the cost of the course and plan the budget.

11. Select students on the basis of interests, abilities and
attitudes.

12. Arrange for an actual work experience with business, industry
or institutions outside the school considering hours, working
arrangements, supervision, insurance, and other problems which
may develop in cooperative work programs.

13. Establish criteria for determining when a student has devel-
oped to a place that the teacher or supervisor would consider
recommending him for employment.

14. Organize a plan for follow-up of students to determine the
effectiveness of the program.







3



15. Plan for a sound public relations program.

16. Plan with school librarian to secure resource material per-
tinent to child care and development for teacher and student
reference.










B: SUGGESTED DUTIES OF KINDERGARTEN AIDES


(Developed by Head Stai
University of South
Florida)


The following list contains suggestions of duties which the aide
might perform to help the teacher and the children. Whether or
not an individual aide should engage in any of these depends on
the judgment of the principal and the teacher.

ROUTINES


Bathroom





Snack time -





Rest time -





Going home -


Take children to the bathroom if necessary (if
they must go in a group, or if the bathroom is
some distance from the classroom).
Help with handwashing.

Help prepare tables.
Encourage children to try new foods.
Sit with children and encourage conversation.
Help clean up, wipe tables.

Help children choose places and spread out resting
mats.
Stay beside a restless child is necessary.
Help children fold and put away mats.

Help children with wraps.
Distribute materials to go home.


MATERIALS


Paint










Finger
paint


- Mix paints and put in racks at easels.
Put paper on the floor under the easels.
Put newsprint on easels for painting.
Put child's name on his picture.
Write his story if requested.
Help child remove and hang painting to dry.
Listen to what he says about his picture.
Help put on and remove painting aprons or shirts.
At the end of the day, clean brushes.

Prepare paper or table top for painting.
Help children with aprons or shirts.
Distribute paint to each child.
Encourage experimentation with paint.
Hang paintings to dry.
Help children wash up.









Crayons Get crayons and paper ready.
Provide paper as the children need it.
Write the child's name on his picture.
Write the story of his picture if requested.

Clay Provide materials.
Play dough Offer a minimum amount of direction in children's
use of material.

Pasting Get materials ready.

Cutting Show children how to use scissors.

Puzzles Work with individual children. Call attention to
shapes.

Blocks Be near at hand to help if necessary.
Encourage children to cooperate in building.
Help children notice sizes and shapes of blocks.
Help children put blocks away.

Library Arrange books on table.
Read a story to one child or to a small group.
Help children learn how to turn pages.

House- Help children put on and take off dress-up clothes.
keeping Provide other materials (dishes, telephone, broom,
etc.) when indicated.

Work Adhere to rules about use (i.e., only two children
Bench at a time).
Remain near at hand to help.
Help children learn to use hammer, saws, etc.
Observe safety rules.

Science Answer questions simply.
materials- Share children's interest in plants, fish, etc.


Pets


Outdoor
equipment-



FIELD TRIPS


- Help children observe and care for pets.


Help take out and put away equipment.
Encourage use of equipment.
Help children remember safety rules.
Be near at hand to help.


Share in pre-planning and discussion.
Help children get ready to go.
Stay with group assigned.
Share children's enthusiasm about the trip.










ACCIDENTS

With equipment Help clean up.
(spilling, break- Avoid blaming child.
ing, etc.) Be matter-of-fact.

To child Know school rules of first aid.
Give reassurance to child.
Take child to clinic if necessary.

RECORDS

Check attendance.
Record height and
weight.

GENERAL SUGGESTIONS

Learn children's names as soon as possible.
Help the teacher arrange the room in the morning and between
sessions.
Participate in teacher-directed activities (rhythm, songs, etc.)
Emphasize the process of doing, rather than the product in use
of materials.
Help children put away materials.
Speak clearly, naturally and quietly.
Give simple explanations.
Be objective do not label children as bad, good, cute, lazy,
etc.
Be "professional" in conversations with parents.
Show interest in what the children are doing.
Listen.
Encourage conversation among children.
Learn when to help and when to let the children do things for
themselves.
Let children solve problems, but be ready with a word of en-
couragement, a helping hand, a smile.






: ADVISORY COMMITTEE (Adapted from Home Economics Section, State Department
of Education, Florida.)

'he following suggestions are made concerning members of the advisory committee:

1. Principal of the school.
2. Guidance Counselors from the school.
3. County Home Economics Supervisor.
4. County Kindergarten Supervisor.
5. School Psychologist.
6. Member of a professional pre-school organization such as FACUS,
(Florida Association for Children Under Six)

7. Representative from a community supported child care center, a private
kindergarten and a PTA or church kindergarten. (May be operators of
centers for possible work experiences for students)

8. Representative of the County Health Department who may be of assistance
in securing resource persons, health cards and films.

9. Pediatrician who may be on call for the center.

10. Adult vocational coordinator or a child care service teacher from the
vocational school.

11. Other teachers from the department.

12. Director and a representative from the Florida Employment Agency.

13. Representative from local women's service clubs.

14. Representatives from the news media.

organizationn of Advisory Committees

'A public school serves the public and, in turn, is supported by it. The
schooll and the community should work together. The school should know
that the people want and the people should know what the school is teach-
.ng its children."

'Advisory committees provide this necessary communicating link. They are
nade up of representative laymen, recognized and respected experts in their
)wn fields, who help educational authorities build valuable programs based
)n the real needs of the community."








"Vocational education, more than any other type of education,
needs close cooperation with the community. It trains workers
for specific jobs and productive lives. It needs the periodic
help and criticisms of the real workaday world to be sure that
its training courses are up-to-date and that its preparation for
a life-work is useful."I

In organizing advisory committees, the steps to be followed are
listed below:

1.) Secure the names of people who are important in the
field to be represented by the advisory committee.
Both management and workers should be represented.

2.) Do not contact these people or in any way indicate to
them that they are to be asked to serve on a committee.

3.) Submit this list of names to your principal to be
checked and a letter written for the Superintendent's
or principal's signature inviting each individual per-
sonally to serve as a member of the advisory committee
to be formed.

4.) When the letters are sent to individuals over the
superintendent's or principal's signature, the answers
usually come back to the superintendent's or princi-
pal's office stating whether or not the individual
will serve.

5.) Individuals are asked to serve one year on a committee
unless precedent has established another procedure.
Membership should be rotated in some manner.

6.) If at the end of the year they have not attended or
served effectively, a letter thanking them for their
help should be written to them and someone secured
to replace them. When any new person is to be added
to the committee, the same procedure should be
followed as when the committee was originally formed.

7.) If a member has been active and satisfactory, he may
be continued on the committee either by mutual agree-
ment or by writing a letter asking him to serve
another year. This letter asking him to serve an
additional year might be written by the coordinator
or principal working with the committee


lAmerican Vocational Association, Inc. Vocational Advisory
Committees, A Report Prepared by the Publications Committee
(Washington, D.C.: American Vocational Association), p. 1.






9



This method of appointing people to these committees is very
effective and impresses committee members with the importance
of this service and secures the services of people you could
not have secured otherwise.

After committees have been formed, you are encouraged to have
meetings, keep them informed as to what is going on, and seek
their advice in areas which they are capable of rendering
service.







The use of advisory committees could be one of the most effective means of
keeping your community informed, keeping your courses up-to-date, making
sure that you have the proper equipment, and a number of other advantages
should accrue to the use of an advisory committee.

Once your committee is formed and meetings are held, a written record of
minutes of the meetings should be made and a copy sent to all committee
members so that they can be reviewed and they will serve as a record of
your activities in this area.

What are the advantages of using advisory committees?

1. Advice on local codes.
2. Advice about new methods and materials.
3. Assist with public relations.
4. Help with evaluation of courses.
5. Help to provide instructional materials.
6. Assist with placement of graduates and present students for summer.
7. Help with course content -- keep up-to-date.
8. Help sell school administrators on need.
9. Encourage industry to come to the school for help.
10. Protect from pressure and criticism.
11. Help in area of safety.

What challenges do you have in using committees?

1. Getting right people.
2. Getting members to come to meetings.
3. Working effectively with committees.

Organization of advisory committee

1. Five or six recommended members plus school personnel.
2. Representation of all interests selected from employers and employees

Function of the Committee

1. To advise child development staff regarding need for sub-professiona:
training in child development both in skills and content of program.
2. To share information regarding child development program and other
programs relating to child development.
3. To help interpret the child development program to the community.
4. To assist in identifying job stations for internships and future
employment.

Frequency of Committee Meetings

1. At least one each semester and more if necessary.

Preparation of Agenda
1. Who should prepare it?
a. Chairman and instructor or supervisor.
2. Where to get ideas for agenda?









a. Minutes of last meeting for old business and
reports, if any.
b. Examine program problems.
c. Check trends in trade publications and in actual
local activity.
3. Order of business
a. Call to order.
b. Reading of minutes.
c. Unfinished business.
1. Reports
d. Progress report (any improvement made, instructor
tells what has happened in course.)
e. New business.
f. Committee appointments or individual assignments.
g. Announcement of next meeting.
h. Adjourn.

Suggestions for First Meeting of the Year

1. Make everyone acquainted.
2. Familiarize with program objectives, policies and
problems.
3. Present course outline.
4. Tour of shop or facilities.
5. Invite director or supervisors to talk to group.
6. Have old members explain such things as purpose of
committee.
7. Briefly explain total school program.

Suggestions for Meeting to Consider A New Course

1. Necessity of course
a. Present survey or make plans for survey.
1. Opportunities for employment
2. Number of people interested
b. Estimate costs--physical facilities needed, etc.
c. Decide whether course should be established.
d. Consider prospective instructors.
e. Help decide on equipment needed.
f. Suggestions for course outline.

Minutes of Committee Meetings

1. Secretary is responsible.
a. Instructor should volunteer to keep minutes.
b. Send copy of minutes to each member after each
meeting.








Calling Advisory Committee Meetings


1. Check for convenient time.
2. Send notice far in advance as possible.
3. Copy of agenda.
4. Follow-up with reminder on day of meeting.

How to Keep Committees Active and Meetings Interesting

1. Keep discussion on problem.
2. Tactfully discontinue discussion when it becomes
repetitive.
3. Accept and use advice in program planning.
a. Show what has happened as a result.
b. Report success of students.
4. Keep informed about activities.
a. Progress report at meeting.
b. Send out bulletins between meetings.
5. Meal meetings or refreshments.
6. Invite committee to class social affairs.
7. Recognition of committee.
a. Encourage them to set a time for adjournment and
hold to it.
b. Write letters of appreciation to retiring members.
c. Certificates of appreciation.
d. Give names in any school publication such as year-
book, graduation programs.
e. Give notice to the paper about new appointments.
8. Meetings should be organized but conducted in an in-
formal atmosphere.
9. Lay person should be chairman.
10. Do not ask for a vote you are seeking advice you
make the decisions in mutual agreement with your school
officials.
11. Request resource persons or resource material suggestions.
12. Request list of special services each feels that he
might render to the program.









Copy of sample letter to prospective advisory board member.




Name of Individual
Business Address

Dear

The Vocational, Technical, and Adult Education programs work
closely with advisory committees. These committees are com-
posed of representatives of various trades, businesses, and
professions. The purposes of the committees are to assist us
in keeping training tuned to the needs of employers and students
preparing for employment; and to foster community understanding
of and support for these programs.

It is our wish to have the benefit of your service for the
coming year on the Clothing and Fabrics Merchandise Committee
of Edgewater High School. You will be notified of the time
and place of the first meeting.

Please indicate your reply on the attached form and return to
me.



Superintendent or Principal


Teacher




Superintendent or Principal
School Address

( ) I will accept the committee appointment.
( ) I will not be able to accept the committee appointment.

Signed


Child Care Services










D: PERSONAL DATA FORMS


Personal Data and Student Application Form

CONFIDENTIAL

Directions: Print all information. Answer each question.

Date Attach Photo
Here


Name


Last


First


Middle


Homeroom No., Counselor Yr. in school

Address Phone

Social Security No. Date of Birth

Name of father or guardian Occupation
(Cross out one)
Home
Home address Business Address Phone

Mother's name Occupation
Home
Home Address Business Address phone

Health Condition: Please check one: excellent_good_fairpoor_

Height Weight

Physical handicaps: ___sight hearing limb body
heart specify other

You have brothers and sisters.

Are you now employed? __ yes no If yes, state firm and address


When did you begin this job?

Hours per week: Hou

Other work experience:

Employer Duties

Employer Duties


Duties

Weekly pay:


rly rate


Length of Employment

Length of Employment









Present Class Schedule:


Title of Course No. Hour M 'Tu W Th F Teacher Room No.














Commitment to Home Economics Employment Education Program:

I am applying for acceptance in the Home Economics Em-
ployment Program. If I qualify for this program I shall assume
the responsibilities and obligations that are required.


Date Student's Signature

Parent's Signature



(Adapted from material used by East Leyden
High School. Adapted by: Peggy Honn,
Eleanor Iske, Sandra Stinebring.)








Health, Attendance and Disciplinary Record


CONFIDENTIAL


Student's Name


Last


First


Date


Middle


Home room


Counselor


Grade Level


Health Record:

Date of birth

Physical disabilities:


Other pertinent factors:


Signature of Health Official


Attendance:

Freshman
Sophomore
Junior


Days Abs.


Days Tardy


Unexcused Abs.


Suspensions for truancy: yes


no indicate years)


Other pertinent factors:


Signature of Attendance Official


Disciplinary Actions:


Detentions:


very often
often
seldom
never


Primary reasons) for disciplinary action:


Suspensions for disciplinary reason: How many? Why?


Other comments:
Signature of Dean

(Developed by: Peggy Honn, Eleanor Iske, Sandra Stinebring)









Guidance Information Summary
CONFIDENTIAL


Student's Name


Last


Courses Completed by Student:


1st Sem.


Course


2nd Sem.


Freshman English


P.E.
Music
Credits Earned

Sophomore English


P.E.
Music
Credits Earned

Junior English




P.E.
Credits Earned


Tests, Scores, Dates of Administration, other Related Information:




Vocational Interests of Student:


Problems that May Affect Employment:

School problems:

Home problems:

Personal problems:

Additional Comments:


Signature of Counselor


First


Middle


Course


Summer
School


English


P.E.



English


P.E.
Music


English




P.E.









References: (only one may be a teacher)
NAME ADDRESS PHONE


OCCUPATION


1.

2.

3.

List your outstanding abilities, talents and strong points:


List your weak points:

What do you like to do in your spare time?

What school subjects do you enjoy most? Why?


What school subjects do you enjoy least? Why?


List Home Economics courses you are taking or have taken:


List clubs and organizations of which you are a member (in
and out of school):





Jobs you would like to train for in Home Economics Related
Occupations:

First Choice Why Interested?

Second Choice Why Interested?

Third Choice Why Interested?

DO you have transportation available for a job? _Yes _No

What do you plan to do after high school? (Please check)

__job college marriage further training (specify)

Developed by: Peggy Honn, Eleanor Iske, Sandra Stinebring.










OVERALL OBJECTIVES OF THE COURSE


TEACHER

1. To demonstrate and provide opportunities for the
students to acquire competencies and skills.
2. To assume job responsibilities in child care services.
3. To analyze the personal insight the student should
have relating to herself.
4. To present information on vocational opportunities
and/or higher education in child services.
5. To inform the community of the child care services
available to them.
6. To encourage students to stay in school through a
meaningful high school program in which the immediate
goal of gainful employment will be apparent to the
student.

STUDENT

1. To identify the opportunities for employment in the
child care field.
2. To list the competencies which are needed to be
successful in child care services.
3. To learn and to assume job responsibilities.
4. To acquire knowledge of the principles of human growth
and development and its application to child care
services.
a. To identify the physical, social, mental and
emotional development of the child.
b. To identify children's behavior patterns and
to handle child behavior in groups.
c. To analyze necessary techniques for instructing
and caring for young children.
d. To outline the nutritional needs of young children.
e- To learn how the child care center helps to meet
nutritional needs.
5. To evaluate one's own personality and behavior.
6. To relate learning in the child care center to future
motherhood.









Child Care Services


Concept: Characteristics of the Child Care Aide

Generalizations:
1. A clean, attractive appearance helps an individual to make
adjustments from one role to another and to attain success
in different roles.
2. Certain personality traits, such as enthusiasm, dependability
and initiative, contribute to the success of the child care
aide.
3. Health of the individual affects the ability to work
efficiently.
4. Minimum physical requirements are determined by state and
local regulations.
5. The ability to demonstrate communication skills is a necessary
attribute of a successful aide.
6. The ability to establish and maintain cooperative relationships

Objectives Content


To interpret the Your appearance and grooming indicate
relationship be- proper self regard and consideration of
tween physical others.
appearance and
success on the job. Poise is easier to achieve when one is
well groomed.

A feeling of well-being is shown by
careful grooming and dress.

Your posture and facial expression in-
dicate emotional health.

Your expression is the most important
thing you wear.


Prepare slides to show correct and incorrect
dress in child care services











with employer, other employees, and parents is
essential.
7. The degree of emotional and mental maturity attained
determines the level of achievement gained in working
with children.

Students' Questions:

1. What qualities contribute to the success of a child
care aide?
2. How might I prepare myself to be a successful child
care aide?
3. Do you think I can qualify and become a child care
aide?
4. I like children, but how do I know if I can be a
successful child care aide?

Learning Experiences Resources


Review concepts from Orientation to the
World of Work.


Students read Chapter 1, Guide to Modern
Clothing and consider the affect of appear-
ance on assuming and attaining success in
the role of a child care aide.



Teacher use flip chart to interpret cloth-
ing design suitable for child care aide.

Class set up standards for design in cloth-
ing which include the practical and aesthe-
tic aspects: skirts with ease for walking
and sleeves that allow freedom of arm and
shoulder movement; low heel shoes; style,
textures and color which are becoming to
individual's size and personality.

List the points to remember under correct
and incorrect dress in child care services.


Orientation to the World
of Work


Guide to Modern Clothing


Flip chart with pictures
cut from pattern book.








OBJCTVE CONTENT__ __II__11 ~___ _


Points of Good Grooming Important to
Success on the Job.
1. Clothes that become you
2. Clothes that are in good taste
3. Good posture
4. Clean healthy skin
5. Make-up properly applied
6. Well-groomed hair in a becoming style
7. A clean body free of offensive odors
8. Attractive hands with well manicured
nails
9. Others.








Note to teacher: Uniforms should not be
sterotype white uniforms, but a protective
garment for school clothes.























Proper alignment of the body enhances the
total appearance of the individual and
promotes good health.


OBJECTIVES


CONTENT








I


Filmstrip: You and Your Grooming
Five Magic Mirrors

Each student will develop own grooming
checklist to see where improvement are
needed.

Each individual student develop plan for
improvements with a timetable for each.

Students set up time scheduling which
frees them for grooming purposes (sham-
pooing hair, polishing nails and shoes,
ironing.)

Students vote for the best groomed in-
dividual at the end of each week for a
period of time.

Students recall the respect given to per-
sons who wear uniforms and also note
respect given to those who do not wear
uniforms. The uniform does not make the
person, it identifies.
1. Law enforcement officers
2. Military personnel
3. Nurses and doctors
4. Beauticians
5. Food service personnel
6. Others.

Bulletin Board: Develop bulletin board
to present the prestige and value of
wearing a uniform.


Students evaluate patterns for aprons as
possible uniforms they might wear. Stu-
dents come to an agreement about what
uniform to wear during their work exper-
iences.

Practice techniques of good posture:
standing, walking, rising from a chair,
picking up a heavy object, climbing stairs.


McGraw-Hill Book Co.,
Film Dept.

Faultless Starch Co.,
Chicago, Ill.



































See Appendix: Sample
Uniform Style




Guide to Modern Clothing,
pp. 6-7.


LEARNING EXPERIENCES


RESOURCES








OBJCTIESCONEN


To demonstrate per-
sonality traits
necessary for
successful employ-
ment.











To verify that
health is an asset
to job performance.












To identify the mini-
mum physical re-
quirements determined
by health regulations
for child care aides.


Nine Personality Traits:
1. Go out of your way to help others
2. Be dependable
3. Show concern for others
4. Be knowledgeable without affectation
5. Show sympathy and patience.
6. Be honest,
7. Avoid sarcasm
8. Accept others as they are
9. Be tolerant.


The health habits an individual acquires
influence his happiness and state of
physical well-being.












Present minimum physical requirements:
1. Age
2. Freedom from disease
3. Health cards.


OBJECTIVES


CONTENT








LEANIN EXERINCE RESOUCE


Read Chapter 2, "Personality Patterns."

Resource person to explain characteristics
of a successful employee in child care
center.

Students develop and present minute dramas
which show desirable personality charac-
teristics.

Role-play situations to demonstrate
characteristics of an effective child care
employee.

Secure resource person from the Health
Dept. to discuss "Good Health is Related
to Job Performance and the Requirements
for Entering Child Care Services."

Students keep individual records for a few
days to discern how much rest and exercise
their normal routine provides.

Students check individual health habits.

Students set up individual goals for im-
proving their health.


Use leaflets from health dept. for
committees to study and report to class.

Teacher discuss need for legislation which
identifies other physical requirements.

Categorize the local and state regulations.
Present to class by either chart or trans-
parencies.

Note to teacher: Consult the health dept.
about securing health examinations and
free food handler's cards for students'
use in place of health cards.

Require students to be covered by school
accident insurance.


Thresholds to Adult
Living, pp. 45-63.




Guide to Beauty, Charm
and Poise


Teacher secure guest
speaker from own County
Health Dept.






Mealtime, p. 21.





County Health Dept.


LEARNING EXPERIENCES


RESOURCES








OBETIE CONTENT11____ ~__ __ ~ 1 ~___ __ ~ _


To test students'
skill in communica-
ting.






























To summarize stu-
dents' need for
improvement in
communicative skills.


Techniques of voice control:
1. For distinct enunciation, every word,
every syllable, every sound must be
given its proper form and value.
2. Think of the mouth chamber as a mold in
which the correct form must be given to
every sound.
3. Move your lips noticeably.
4. Your teeth should never be kept closed
while you are talking.
5. As your voice is the most direct express-
ion of your innermost self, you should
be careful to do yourself full justice
with it.
6. You may know what you are saying, but
others won't unless you make it clear
to them.
7. Through practice we can learn to speak
more rapidly, but still with perfect
distinctness.


Communication through:
1. Posture
2. Gesture
3. Facial expression
4. Touch
5. Dress
6. Cosmetics

We communicate our interest in others, our
feelings for their needs, our acceptance
of them as individuals and our concern
and love for them through our facial ex-
pressions, gestures and choice of language.

Qualities of a pleasant voice:
1. Alertness
2. Naturalness
3. Friendliness
4. Enthusiasm
5. Clearness
6. Conciseness


OBJECTIVES


CONTENT








LERNN EXPERIENCE RESOURCES_ ______ ~ __1


Students read poem or selection from "Your
Telephone Personality" for a tape record-
ing.

Students analyze diction, pronunciation,
enunciation and articulation.

Students view film, Your Voice is Showing.


Students pantomine communicative gestures
in relation to caring for children.

Assignment: Listen to records, tapes of
lectures and musical programs, attend
movies and plays, as means of recognizing
use of voice control and evaluate tech-
niques used.



Teacher use flipchart to present idea
"We Speak in Silence."







Each student lists individual improvements
needed and make a systemized plan for
achieving improvements.
Example: Plan to delete colloquial ex-
pressions.

Students plan to turn in weekly progress
report on improvement in communicative
skills.


"Your Telephone Per-
sonality"


Thresholds to Adult Living,
p. 48.

Film: Your Voice Is
Showing














Illinois Teacher,
Vol. 9, No. 4, 1965-1966,
p. 192.






The Nursery School,
pp. 3-20.


LEARNING EXPERIENCES


RESOURCES









OJCIVE S CONTENTlu II| ]


To illustrate the
importance of human
relations in the
world of work.
















To analyze the need
for emotional and
mental maturity.


When an individual accepts a job, he
assumes two obligations:
1. To do a job to the best of his ability
in work assigned.
2. To get along well with people.
a. It is the right combination of the
two that spells success.
b. Next to job performance, human
relations is his greatest respon-
sibility.









Personal, emotional and mental abilities:
1. Ability to be trained for the job.
2. Previous child care experience.
3. Educational background necessary to do
the job.
4. Leadership ability.
5. Interested in learning.
6. Listens well.
7. Follows directions.
8. Shows initiative.
9. Accepts responsibility.
10. Neatness, orderliness and accuracy in
work.
11. Likes to work with children.
12. Uses self control.
13. Flexibility.
14. Others.


OBJECTIVES


CONTENT







LERNN EXERENE REOUCE


See film, How To Keep A Job. Summarize
main ideas with students.

Read references related to Success on the
Job, How to Get and Hold the Right Job.



Bulletin Board: Students develop bulletin
board to illustrate the interaction
between the aide and key personnel in
child care center.

Role-play situations which point out em-
ployer-employee and employee-parent re-
lationships.


Read reference related to understanding
ourselves.

Students list traits admired and disliked
in children and analyze reasons for
feelings.

Use "What Are My Attitudes Toward Children?
for check sheet. Suggest repeating as
check-up periodically during period of
working with children.


Film: How To Keep A Job


State Employment Bureau.
Noteto teacher: These
can be obtained in quantit,
and given to the students.

See Appendix. Suggested
teaching aid (bulletin
board or transparency)








See Appendix: Joe Faces
Reality.

Child Care Services,
Mississippi Guide, p. 3.


'See Appendix: "What
Are My Attitudes Toward
Children?"


LEARNING EXPERIENCES


RESOURCES








A: SAMPLE UNIFORM STYLES


Material:





Prepare
fabric:


Directions


1 yards of 36" wide washable cotton, preferably easy
care.
1 spool matching thread
4 buttons

Tear or straighten ends of fabric.
Pin torn edges and selvages together.
Block by steam pressing with lengthwise grain.

Measure down selvage edge from one torn edge 42".
Clip selvage and tear across.


31"






11"


18"


Back







Pockets


18"


Front




Straps
Belt
Belt


28"



4"

41"
4%"


36"


Unit Construction on 11" Strip:
1. Take flare out by steam pressing with the grain.
2. Bring right sides together, selvage to selvage and press
lengthwise. Crease center on fold.
3. Staystitch 1" from all torn edges, and clean finish one
18" edge. (Top)
4. Using hem gauge, set 2" hem on the clean finished edge.
5. Stitch hem on machine. Reset crease.

Straps:
1. Fold 4" strip in half to measure 4" x 9". Stitch from
folds, to end, across and back to fold with \" seam.
2. Fold in half to 4" x 4". Cut on fold. Clip corners.
Turn and press.

Note: This apron does not cover the bottom part of the skirt
which is often soiled by contact with children and
materials. The proportions could be lengthened.









Unit Construction on Back:
1. Take out flare, crease and press with lengthwise grain
into halves and then into fourths.
2. Staystitch 3" from all torn edges. Clean finish all edges.
3. Using hem gauge set " hem on long edge. Stitch in place.
4. Using hem gauge set 2" hem on one 18" edge. Stitch in place.
5. Using hem gauge set 2" hem on other end. Place straps under
hem edge 1" in from edge.
6. Stitch hem in place catching straps in place.

Unit Construction on Front:
Steps 1 4 same as back.

To Join Pocket Strip to Front:
1. Place wrong side of front against right side of 11" strip
matching centers.
2. Stitch " from torn edges keeping creases together.
3. Spread the two pieces apart turning seam toward front.
Understitch with seam side down. Press 11" strip on to front.
4. To make pockets, fold ends of pocket strip to wrong side of
front. Press. Stitch 1" from edge, turning back 3 stitches
at top and stitch back to bottom of pocket.
5. Stitch center crease line. Secure ends of stitching.

Belts:
Make belts of 4" strips. Fold in half lengthwise. Stitch
edges together with 5/8" seam. Press seam open, close on end,
clip corners, turn and press.

Attach belts to front above pockets at waist line.
1. Put open end of belt against folds at waist line.
2. Catch in open end dart.

Sew buttons on straps.
Work 4 buttonholes in front.

Suggested Emblem:


7s-cz,




a$I 115MiJVA%&WjI VI 1rUM AJUjb WJ.Jflf -JMf LI&Z J.U UM
13~ cHfilD CAPl S f3r __


OTHER TEACHERS


OTNFR
AIDE3


CHILD


MAID


< 7


AiVE


cook


PARENT


c -=--- !s,


lzl 0









C: "JOE FACES REALITY"

Source: Chapman, Elwood N. Your Attitude is Showing. Chicago:
Science Research Associates, 1964, pp. 6-7.


Joe Smith is a veteran. He completed his high school education
and attended business college for one year before he entered the
service. When he returned from his four-year enlistment, he joined
the Southern Electrical Company. After completing this three
months probationary period, he was assigned to the stock-control
department. At this time it was suggested by Joe's supervisor
that he make an effort to build good relationships with other
employees in the department.

Joe worked hard in his new assignment. Some of the fellows
teased him a little, but Joe paid little attention to other people.
He ate his lunch alone. He didn't enter into any of the harmless
horseplay in his department. Joe wasn't any trouble to anyone.
He did his job well. He was never late. He was a solid employee.

After a few weeks had passed the supervisor had a second talk
with Joe and suggested that the rest of the fellows in the depart-
ment were good guys and that Joe might work a little more closely
with them. Joe replied by asking whether his work was satisfac-
tory. The supervisor said it was above average and he thought Joe
had a good future with the company.

Some weeks later Joe heard that two of the young men employed
about the same time he was had received promotions. He passed it
off by saying, "In this outfit it isn't what you know but who you
know that counts." Why did Joe feel this way? Was he justified?
Why?








D: WHAT ARE MY ATTITUDES TOWARD CHILDREN?


Directions:


Ask yourself how you respond to the following
statements. Write yes, or no, or sometimes in
each blank. Do you:

See the child as an individual.

See the child as a "little adult."

See the child as a "doll" or play thing.

Show a genuine desire to learn and understand more
about the behavior patterns of children.

Accept the child, even though he often may not act
according to my ideas.

Regard the child's behavior as suitable to his ability.

Respect the rights and feelings of the child.

Let him be free to express ideas without fear of
ridicule.

Give him freedom plus responsibility.

Realize that a child has limitations.

Understand that a child should be free to grow and
develop at his own rate with encouragement.







Child Care Services


Concept: Opportunities in Child Care Services

Generalizations:
1. The plus values of work are directly related to the contribu-
tion an individual makes to himself, his family and his
community.
2. Caring for individual children in one's private home offers
stimulating and rewarding opportunities for self-employment.
3. An understanding of the opportunities and availability of
employment in day care centers and other institutions rein-
forces the decision to enter this field of work.
4. Opportunities for advancement in child care services are
limited only by the students abilities, health, interest
and training.


U -


Objectives


To identify the
values of work to
the individual,
family and community


Content


Values of Child Care Services:
A. The Child
1. is given the materials, space and
the time to pursue his own ideas.
2. finds learning exciting and re-
warding.
3. experiences positive guidance and
support.
4. has the opportunity to work, play
and learn with others his own age.
5. learns to accept the directions
of other adults outside his family.
6. is encouraged to pursue ideas
actively, spontaneously and con-
structively.
7. has new and varied experiences.


B. The
1.


Student
experiences the joy of seeing a
child explore, discover and learn.


~II I - - - -- ~---I --











Students' Questions:

1. What is a child care center?
2. Who needs a child care center?
3. Why do I need to prepare myself for a job? I am going to
marry when I graduate.
4. What is the pay scale, work hours and benefits of a child
care aide?
5. How can I become a teacher or operator of a child care
center?


Learning Experiences Resources
.. ... i 1 i i, ,11 i~ i ... [ I ,, " " ~ rl ] I] II I IL IlL I~k , I I II


Bulletin Board: Introduction to the
course. Use children's pictures from
Scott Paper Co. Discuss briefly charac-
teristics of a healthy, happy child and
the influence a child care worker can make
on the child's life.


Read and discuss "Day Care for Children"
and "Who Needs Day Care?" Outline the
points in each.


Scott Paper Co., Home
Service Center, Interna-
tional Airport, Philadel-
phia.














See Appendix: "Day Care
for Children" and "The
Need for Child Care
Services."








O T CONTEN T _ml m I II I I


To investigate the
opportunities for
employment in child
care services.


2. sees children as children.
3. learns to promote individual growth.
4. understands the value of play.
5. develops positive relationships with
children.
6. learns to guide children's learning
in a way which is deeply satisfying.
7. learns the value of and experiences
the dynamics of group interaction.
(Atlanta Area Technical School, Atlanta,
Georgia 30310)













Desirability of Gainful Employment:
1. Support self and others
2. Raise standards of living
3. Contribute to community and national
life
4. Personal expression, growth and
satisfaction

Socio-economic Conditions Related to
Employment:
1. Nine of every 10 girls will work in
paid employment for a minimum of 25
years.
2. Increase in number of employed women.
3. Most women who work are married.
4. Every third worker is a woman.


OBJECTIVES


CONTENT








LEARNING EXPRIECE RE SUC SI


Require students to keep a file or loose
leaf notebook for the year for pertinent
information, diaries and observations.
Be sure to include newspaper and magazine
clippings about children and their parents,
mimeographed materials, criteria set up
by class, bulletin board ideas, inventories
food costs, learning activities developed,
menus, daily schedules, opportunity for
work and training of staff work.

Use speech with flannel board and trans-
parencies that show increase in the number
of women employed from The Report of the
President's Commission on the Status of
Women.


Plan for a field trip.


Show film, Little World, to acquaint
students with day care centers. Have
students list main concepts of film.
Point out concepts students missed. Show
film again.


See Appendix: "Past Work
Experiences" and "Check
List for Determining
Child Care Experiences."








See Appendix:
(1) "What Difference Does
It Make Whether Youth
Learn to Work" (2) "Statis-
tics Concerning the World
of Work" (3) Graphs 1, 2,
3, and 4. The Report of
the President's Commission
on the Status of Women.


See Appendix:
Trip."


"The Field


Little World, film.
See Appendix for procedure
for showing film.

Good School for Young
Children, pp. 91-94.


LEARNING EXPERIENCES


RESOURCES







OBETIE CONTEN


To differentiate
between day care
centers which offer
quality care and
those that do not.


Opportunities for Employment:
1. Child Day Care Center Worker
2. Baby Sitter
3. Nursery Worker
4. Kindergarten Worker
5. Homemaker's Assistant
6. Headstart Assistant
7. Family Day Care Aide (Infants to pre-
school up to five in number.)
8. Group Day Care Aide (Six to 14 years
old up to 7 to 12 in number.)

The program of a good pre-school is planned
around the needs of individual children.

Criteria for selection of a quality child
care program:
1. Provides for health and safety.
2. Meets needs and interests of each child.
3. Is challenging without being over-
stiumlating.
4. Gives children opportunity to play
alone or with other children.
5. Permits children to select their own
activities.
6. Helps children express their feelings
in acceptable ways.
7. Meets nutritional needs of children.

Guide to parents in selecting a child care
center:
1. Center should be licensed.
2. Clean and safely maintained.
3. Staff members trained.
4. Sufficient facilities bathroom, nap
space, kitchen, etc.
5. Room for children to move about freely.
6. Atmosphere of the school should be
happy, busy, etc.
7. Does the program meet the need of
children?
8. Be sure the parents feel welcome when
they visit the school.
9. Are health records required on each
child?
10. Is.there safe transportation available
for the children?


OBJECTIVES


CONTENT







LEARNING EXPERIENCES SOURCES,11


Assignment: Read "What Is Good Day Care?"


Secure resource person from a day care
center to discuss staff and responsibili-
ties.



Go on field trip to child day care center.


Compare the child care center visited with
child care center depicted in Little World.


Students survey employment opportunities
in child day care centers by telephone
interview, personal interview and news-
paper advertisement.

Before survey refer to Orientation to
World of Work. Students discuss object
of survey. Students devise a check list
to follow in interviews. Discuss and
practice proper techniques in interviewing


Students refer to data collected from
interviews and discuss differences and
draw conclusions through class discussion
of those day care centers that offer
quality day care.


Children's Bureau Folder
# 53, 1964.

Operator of a child day
care center.

See Appendix: "Informa-
tion on Guest Speaker?

See Appendix: "What to
Look for in a Day Care
Center."

How To Choosea Nursery
School.

In personal interviews
include Advisory Council,
Kindergarten Coordinator.
Also include State Em-
ployment Office, Chamber
of Commerce and others.
See Appendix: "Telephone
Survey" and "Personal
Interview."



See Appendix: "Points
to Look for in Judging
A Child Care Center."


LEARNING EXPERIENCES


RESOURCES








OBETIE CONTENT -


To identify pay,
fringe and future
benefits.













To investigate
opportunities for
advancement.


11. Are there provisions for isolating a
sick child?
12. Are staff workers warm, friendly,and
loving?
13. Is baby care provided at the center?


OBJECTIVES


CONTENT







I


Students tabulate pay scales, fringe
benefits and future employment possibili-
ties from data collected during survey.

Discuss employment policies hours of
work, compensations, social security,
health laws affecting employment.

Discuss Career Ladder:
1. Aide high school
2. Assistant 2 years post high school
3. Teacher college graduate
4. Lead teacher master's degree

Ask resource person from Vocational-
Technical and/or Junior College to discuss
the advantages of further training in
child care services.

Bulletin Board: Students develop a bulle-
tin board to show job opportunities in
child care services which are available
in the local community.

Students summarize:
1. Importance of work to the individual.
2. Values of child care services to
children.
3. Opportunities for work in child care
services.



Each student decide on personal goals and
develop a plan with timetable for reaching
these goals. Place in notebook.

Bulletin Board: To which child care star
are you going to hitch your wagon?


See Appendix: Job Descrip-
tions.











See Appendix: Job
Opportunities for Students


LEARNING EXPERIENCES


RESOURCES








A: THE NEED FOR CHILD CARE SERVICES

Child care services in home economics are an important part
of the school curriculum due to the following conditions in
our society today:

1. The dual role of women. An ever increasing number of
women are filling the role of wage earner as well as
homemaker.

2. The decrease in need for unskilled workers. As our tech-
nology advances, fewer unskilled workers will be em-
ployable, whereas the demand for skilled workers will
increase.

3. Growth in the service occupations. Among skilled workers,
the demand for employable persons in the service occupa-
tions has increased and many of these occupations are
directly related to home economics.

a. A steadily increasing number of families are willing
to pay for and use the services of trained persons
to perform household tasks.

b. Since women are assuming the dual role of homemaker
and wage earner, they often need persons to assist
them with the care of children.

4. The unserved needs of youth. A number of young people in
our schools today are not receiving the type of educa-
tion which best fits their abilities and needs for the
future.


Day Care for Children

What happens to four-year-old Jimmy who is separated from his
mother every day for most of the day while she works?

During the better part of his young life he has been left
with one person after another. This was during the most formative
years of his life when his habits and personality were being
molded. For several months he was left with a neighbor who really
wasn't interested in him only the money involved. There was a
period of a year when he stayed with his grandmother, who was too
old and deaf to give him the care and attention he needed. Now
he is left with an indifferent maid who punished him severely
when she thinks he has done something wrong and ignores him
pretty much of the time.








What Jimmy needs is the services of a child day care center.
The Center should not be interpreted as a substitute for Jimmy's
mother but it should be a place where he receives adequate pro-
tection with regard to his health and safety (as well as tender
loving care) and is guided in his play activities.

There are children like Jimmy in every community. A great
many are in child care centers because their mothers work, but
there are children in other circumstances whose needs are no
less acute.

What is child day care? "Child day care" is a place to pro-
vide good care and protection on a regular basis for children at
a location outside of their home for part or all of a day. It
may be called a nursery, kindergarten, nursery school, play school
or day care school. (From here on we will frequently refer to it
by the initials DCC.) Usually the Center cares for a number of
children for four or more hours each day. The working parent can
deliver a child on the way to work and pick him up at the end of
the day. But the DCC is more than a place to leave a child. The
ideal situation is where parents and staff members of the Center
work together to give the child the best possible chance for
optimum physical, emotional and intellectual growth. While the
Center will not take the place of the parents, it can support and
supplement the parents' efforts.

Why are these centers needed? The State Board of Health and
the sixty seven County Health Departments are interested in child
day care centers for a number of reasons. We want to make sure
that the children are cared for in a safe and sanitary environ-
ment, that both the personnel who work in the Centers and the
children are in good health and have no communicable diseases.
There must not be more children than the Center can adequately
house. Good supervision at all times is essential, too.


Who Needs Day Care?

SWhy are children in a day care center?

Johnny's family is in a low income bracket and his mother
must work as a waitress to supplement the father's income. With
both parents away from home during the day, Johnny is placed in
the Center because there is no one to take care of him.

Susan's mother is a widow who must work as a secretary to
support her small family.

Billy's mother is ill in a hospital and his father must work.
The boy is left at the nursery when his father goes to work. At
night the father takes Billy home with him.









Robin's mother is divorced and must work to support her-
self and her son.

Jane's mother has a large family. Because she is unable
to devote her time to so many children, the mother occasionally
places Jane in the nursery for daytime care.

Sharon is handicapped because she had polio at the age of
two. She walks with her legs in braces. Since Sharon is an
only child, her parents felt that she needed the company of
normal children and placed her in the Center for a part of each
day.
Kevin is in the first grade and both of his parents work.
Because he would be left unsupervised after school, he walks
two blocks from the school to the day care center where he stays
until his parents pick him up.

Kenneth's mother likes to work. She did so before she
married and the extra money goes on furniture for the new house
they are buying and for Kenneth's education.

Most of these children look forward to going to the day care
center each day. A good Center is the best substitute for a home.









B: PAST WORK EXPERIENCES


PAST EXPERIENCES


WHAT DID YOU DO?


HOME DUTIES I I


CLUBS


OTHER ACTIVITIES


DID YOU ENJOY IT?


HOBBIES .1








C: CHECKLIST FOR DETERMINING CHILD CARE EXPERIENCES

To the teacher: It is suggested that this form be used in the
first class that takes child care to determine the background
of the students.

My Name My Age

My Address

Members of My Family:

My Brothers and Age My Sisters and Age






Others Living With My Family





My responsibilities at home in caring for children are:

None

Babysitting with young children at home.

Feeding young children and/or infants.

Dressing young children and/or infants.

Bathing young children and/or infants.

Playing with young children.

Other (specify)

Babysitting outside my family: I babysit for no one__

one family ; more than one family What kind

of care do you give these children?


Taken from Child Development Guide, Bulletin Number Two, State
Board of Vocational Education, Juneau, Alaska, Spring, 1949.)








D: CRITERIA FOR JUDGING READINESS FOR EMPLOYMENT IN CHILD CARE
SERVICES By Ava A. Gray, Assistant Professor,
Vocational Education, U. of Arkansas

This device may be used by both the student and the instructor.

1. Personal characteristics

Well groomed

Clean and appropriate dress

Physically energetic

Meets local and state health regulations for health certificate

Emotionally stable

Communicates effectively with children and adults

Uses correct English

Cheerful, with a sense of humor

Enthusiasm and warmth in dealing with children

Tact in dealing with staff members, parents and others

Dependable and prompt

Willing to cooperate

Initiative and flexibility in adjusting to unexpected situations

Sympathetic and patient

Alertness to safety measures

Ability to accept constructive criticism

Ability to carry out instructions

Accepts child as he is

2. Personal Skills

Demonstrates understanding of policies, rules and regula-

tions of local day-care centers, church sponsored centers

and others.









Demonstrates ability to guide children in play activities -

story telling, leading songs, creative art.

Demonstrates skill in assisting with daily routines in child

care service.

Demonstrates an understanding of how physical facilities

meet the needs of children.

Demonstrates skill in meeting needs of children identifying

abnormal behavior, discipline, objectivity.

Demonstrates use of safety precautions.

Demonstrates skill in preparation and/or selection of

appropriate materials for activities.

Demonstrates understanding of purposes of record keeping.

Demonstrates skill in simple food preparation.

Demonstrates skill in practice of acceptable first aid

techniques.

Demonstrates skill in observing and interpreting children's

behavior.

Demonstrates increasing ability in communication skills.

Demonstrates ability in using city and/or county library

services.

Demonstrates ability to establish and maintain cooperative

relationships with employer, other employees and parents.

Demonstrates understanding of employee etiquette in use of

telephone, method of addressing employer and other employees.





51


Demonstrates understanding of professional ethics in

regard to confidences and/or information relative to

children and center.

Demonstrates ability to use correct vocabulary and ter-

minology of the day care profession.









E: STATISTICS CONCERNING THE WORLD OF WORK

**There has been a 196 % increase in the number of women, ages
14-17, since 1940.



** Single Married Married
Women Women Women with
Spouse
% % %
Professional, technical and
kindred workers 16.7 14.7 9.6
Clinical and kindred workers 39.7 30.2 24.6
Sales workers 5.3 8.1 7.5
Operative and kindred workers 8.6 17.5 16.4
Private household workers 14.2 5.1 12.9
Service workers, except
private household 10.6 15.5 19.3



1. It is predicted that 50% of the labor force will be
women in 1970.
2. Three out of every five women workers in the U.S. are
married 1960 census.
3. One out of every three workers in our country is a
woman 1960 census.
4. Today, one half of the American women marry before
they are 20 years old, and by age 26 their last child
usually starts to school President's Commission on
Status of Women.
5. One woman in ten is the head of a household and main
bread-winner for the family.
6. In 1900, women had an expected life span of 40 years,
but today this figure is 74 years Status report.
7. There is a higher percent of women working in the
Southern and Western regions of our country than that
of the national average 1960 census.

**Bureau of Labor Statistics
Special Labor Force Report No. 64,
"Marital and Family Characteristics of Workers," March, 1965.









The life pattern of most women is described as follows by the
Department of Labor:

Based on studies by the Bureau of Labor Statistics, most
girls can expect the following life pattern as they move from
school to middle and old age. Most unmarried girls will go to
work at age 17 or 18 unless they go to college. Within 3 or
4 years, most of these girls will marry. Some of them will
then stop working for pay in order to get a new home organized,
but a majority will continue to work, either to help put a
husband through school, to supplement a husband's income, or
to permit purchase of a car, a home, or laborsaving equipment.
Then, when the first baby arrives, the vast majority of young
mothers give up their jobs and remain out of the labor market
until their youngest child is old enough to go to school. It
is true that as many as 1 in 5 women with pre-school children
do continue to work, usually because of economic necessity,
but the general pattern is that the age group 25-34 supplies
the lowest proportion of women workers.

When the youngest child no longer needs constant care, the
trek of mothers back to paid employment begins. This usually
happens when the women are approaching their middle thirties,
after they have been non-wage earners for about 8 or 10 years.
Once back, the tendency is for them to remain in the labor
force, perhaps not continuously, but certainly after a sub-
stantial proportion of their years to age 65. By 1975 nearly
half of all women between 35 and 65 will probably be either
working or looking for work. Unless things change radically
and unexpectedly in the years ahead, the highest participation
rate will be among women aged 45 to 54.

These comments have concentrated on the life pattern of
married women because they will be in the vast majority. But
for the girl who remains single -- and 1 in 10 does -- the
length of her working life will be little different from that
of a man. Since most single women must support themselves, and
often parents or other relatives, they must continue to hold
a job. The "work-life expectancy," as it is often referred to,
looks like this for women: for single women, 40 years of work;
for childless married women, about 30 years; and for married
women with children, somewhat less. Girls, then, may well
give serious thought to the kind of work they want to do and
can do best.

Age Half of the women workers are over 40 years of age.
Almost two-fifths are 45 years or older. One-half of all women
45 to 54 years old are in the labor force.






54

Family Status About 9.5 million mothers with children
under 18 years of age are working 3.6 million mothers with
children under 6. Working mothers are 38 per cent of all
women in the labor force.

Half of American women marry by age 20.5, half have
borne their last child at about age 30. This leaves 30-35
years of active life after all their children have entered
school.

Four out of every ten women are heads of household in
the American families.

Reference: President's Council on the Status of Women







Fs GRAPHS 1, 2, 3, 4











8 OF EVERY 10 GIRLS WILL WORK IN PAID EMPLOYMENT


AT WORK
IN 1960


LAST WORKED
IN 1950-60


14- 20- 25- 30-
19 24 29 34


NO PAID JOB
SINCE 1950


54 64 PLUS
54 64 PLUS


Adapted frem PreAluent's Comaoai n on the Status of Women


U




/
I
I
/
I
I


Percent
100 .


80 o


40-


20-


0A
Age












Increase in Number of Employed Women


1,000,000








500,000






0


1950


Total employment

1950 1,009,615
1960 1,719,591

1965 2,096,000
July Estimate


1960 1965
July


Women
316,522
600,910

769,000


AdIpted from Preumsmt'e: OmaL n on the 4tat 71 of Wemen


31.3
34.9
36.6








MOST WOMEN WHO WORK ARE MARRIED


60%
WIDOWED
, WIDOWED,


80%
DI
DIVORCED


100%
i I


EVERY THIRD WORKER IS A WOMAN
(Percent of All Workers)


1920 1930 1940 1950 1960


Adapted from Pe tiden,'-s Co.amidon- n the St of Wain1


(EST.) 1970


40


196(

196:









G: THE FIELD TRIP

I. Criteria for the field trip.
A. Does it fit naturally into the work the students
are doing?
B. Can it be completed in the allotted time?
C. Is there enough value in going to justify the trip?
D. Is the trip suitable to the grade level, and one
which will arouse the students' interest?
E. Is it a representative location with general appli-
cations?

II. Planning a field trip.
A. Preliminary plans.
1. Make the preliminary contracts and arrangements
with the place to be visited. Let them know
points you want covered.
2. Make final arrangements with school principal
about details of the trip, including time
schedule, transportation arrangements, finances
and permission slips from parents.
3. Try to work out mutually satisfactory arrange-
ments with other teachers if the trip will
conflict with their classes.
B. Preplanning with the students.
1. Discuss objectives of the trip and write them down.
2. Make a list of questions with the students. It
is advisable to send this ahead to the place
to be visited.
3. Work out safety and behavior standards for the
trip.
4. Discuss appropriate dress.
5. Before the trip select and use a variety of
learning materials so that each student will
have the background to do selective viewing on
the trip.

III. Taking the trip.
A. Be sure the group stays together don't let students
wander off.
B. Sometimes it is possible to split a large class into
two groups so students can get a better view of what
is being showed and also feel less like they are
being herded.
C. Discourage the students wanting to go to another
place to buy something.
D. Know any problem students who may require the pre-
sence of the teacher in the group.







E. Try to stay by the time schedule.
F. See that students have the opportunity to ask
questions if they have any.

IV. Follow-up of the trip.
A. Discuss the questions with the students.
B. See if the same benefits could be achieved by
other materials.
C. Were there any unexpected problems which could be
foreseen for the next time? What caused the pro-
blems?
D. Should the trip be recommended to other classes
studying similar topics?
E. The teacher and students should also evaluate them-
selves as "takers of the trip."

H: USING FILMS AND FILMSTRIPS

The following factors should be considered in using films and
filmstrips, regardless of the age group and the subject of the
film.

1. The teacher should make it a point to always preview
any film or filmstrip before she uses it with a class.
This way she can arrive at several important factors:
a. Is the filmstrip or film appropriate for the age
level?
b. Is the information current and accurate?
c. Is the content of the film free from excessive
advertising if it is produced by a commercial
company?
d. Is the film worthy of taking class time to see, or
will it just take up time and not give a learning
experience?
e. What important points should the students observe
from the film?
2. The teacher should make adequate preparation for seat-
ing, lighting, and projection so that the effect of the
film will not be spoiled by poor visibility, or much
class time wasted by these preparations.
3. A plan should be made for the amount and type of dis-
cussion that is to accompany or follow the use of the
visual materials. It is best if students are pre-
pared for a film, and if they know something specific
to look for.
4. Remember that in using a filmstrip, that the teacher
is not bound to stay exactly with the script. She may
find it desirable to skip some of the frames or even
to write her own script to stress what she is teaching.









I: WHAT TO LOOK FOR IN A DAY CARE CENTER

Suggestions for students who wish to determine whether the
day care center measures up to a satisfactory standard.

PHYSICAL SETTING:

1. As you enter the room is there a noticeable air of
cleanliness and freshness?
2. Does the room appear to be easily and frequently cleaned?
3. Are temperatures and ventilation comfortably adjusted?
4. Does the room resemble a work shop?
5. Are there flowers and plants in the room?
6. Are there materials that invite wholesome activity
and creativeness?
7. Are there hooks for clothing, shelves for materials
and bathrooms arranged to encourage independence in the
children?
8. Is there adequate work and play space?

WHAT IS HAPPENING TO THE CHILDREN?

1. Is there noticeable cooperation between teacher and
children and between the children themselves?
2. Are the children honestly interested in what they are
doing?
3. Do the children appear happy and natural?
4. Do they appear purposeful?
5. Do the children wait always for direction from the
teacher or do they show evidence of ability to plan
and direct projects independent of the teachers?
6. Can you discover evidence that individual children are
being given the particular help that they need?
7. Are opportunities provided for practice in:


Good health habits
Sharing with others
Waiting turns
Obeying rules
Making rules
Emotional control

8. Are the children being
interest by

Enjoying books
Seeing new pictures
Meeting new friends
Interpreting music


Taking care of their property
Cleaning up after working
Accepting responsibility for
their own acts
Overcoming difficulties
Being helpful followers

stimulated to enlarge their


Going on excursions in the
neighborhood
Creating simple songs and stories
Hearing beautiful music








WHAT ABOUT THE TEACHER?

1. Is she wholesome and healthy in appearance?
2. Does she have a friendly, unemotional attitude toward
children?
3. Is she calm in the face of group excitement difficulties?
4. Does she withhold guidance until it is really needed
and wanted?
5. Does she enjoy things with children?
6. Has she had specific training for the teaching of young
children?
7. Does she read professional magazines?
8. Does she attend professional meetings when not required
to do so?
9. Is she courteous, thoughtful, quiet, happy?

If after your visit, you can answer "yes" to the majority of these
questions, you may feel sure that your child will be greatly bene-
fited by attending this day care center.

J: INFORMATION ON GUEST SPEAKERS

There are several desirable steps which should be followed in
using a guest speaker. If a teacher follows the following points,
she may receive more desirable results.

1. Contact the visitor.
a. Give the person being asked a good idea of the class
needs and an outline of points which are desirable
to cover.
b. Be sure to let the person know what age group he will
be working with. (Before asking a speaker, be re-
latively sure he can communicate with the group in
mind.)
c. Be sure to let the person know the time and place
the talk will take place.
d. Oral invitations should be confirmed later in writing.
e. Check with the speaker to see if any special equip-
ment or facilities will be needed.
2. Clarify the purpose of the visit.
a. Tell the speaker about the class its size, ages
of students, grade level, general facts about the
class background for the subject.
b. May give speaker a list of questions you hope he
will cover.
3. Prepare the class.
a. Class members can help in formulating questions for
the speaker to answer when he comes.





62

b. Conduct should be discussed with the students,
as well as reminding them to let the speaker know
that they appreciate his efforts.
c. Make decision on who will meet the speaker if he is
coming to the office to be directed to the department.
d. Decide beforehand if notes should be taken.
4. Arrange for the follow-up.
a. May wish to write an article for the school or
community newspaper.
b. A note of appreciation should be sent.
c. The students should be given a chance to discuss
the visit.








K: TELEPHONE SURVEY SHEET

Child Care Center

Address Phone Number

Tell your name.

Tell who you are: student (high school), gainful employment
class in child care services.

Ask for operator or head teacher. (If the operator or head
teacher did not answer the telephone, repeat above information
when she answers.)

Ask her if she will please help you with a class survey to deter-
mine the need for trained workers in this area.

1. How many children are enrolled?

2. How many staff members are employed?

3. Please tell me how many of each you employ:

teachers

teacher's aides

cooks

maids

others

4. Do you feel that there is a need for people trained in child
care service in this area?

5. What are some of the qualifications you look for in hiring
an employee?

6. What are the health regulations affecting employment?



7. What is the minimum age you would consider in hiring a
trained worker?

8. Do you pay the minimum hourly wage?

9. Do your workers wear uniforms?
If so, do you furnish them?

Thank you for your helpful information.









L: PERSONAL INTERVIEW GUIDE

Name of Child Care Center

1. Tell your name.

2. Tell who you are: student (name of school), gainful employ-
ment class in child care services.

3. Tell what you want:

1. What are the working hours?

2. How many days a week do employees work?

3. Are employees paid by the hour or a regular salary?


4. Are employees paid by the week, every 2 weeks,
or by the month?

5. How do employees earn pay raises?
How often?

6. Are employees covered by:
Social security
Workman's Compensation
Hospitalization Insurance Kind
Life Insurance

7. Do employees get a paid vacation? How Long

8. Do employees get a morning or afternoon
"break?"

9. Do employees have a lunch hour?

10. Are lunch meals furnished for the employees?

11. What opportunities are there for promotion?



4. Ask for a tour of the child care center.

NOTES:








M: POINTS TO LOOK FOR IN JUDGING A CHILD CARE CENTER

BUILDING

1. Is the building in good condition so there are few
accident hazards?
2. Are the rooms large enough to permit vigorous activity,
3. Is the building well ventilated?
4. Are the play rooms bright and cheerful?
5. Are steps and low windows equipped with gates and locks?
6. Are toileting and washing facilities adequate for group
size?
7. Are all areas clean and sanitary?
8. Is there isolation space in case of sudden illness?
9. Is a telephone available for adult use?
10. Are rooms large enough so supervised play is possible
at all times?
11. Does building have adequate fire exits?
12. What are the heating and cooling facilities?



PLAYGROUND

1. Is playground large enough for vigorous play?
2. Is playground free from rocks, ditches and accident
hazards?
3. Is playground well fenced for safety?
4. Is equipment in good repair?
5. Is arrangement of equipment conducive to safe play?
6. Is there a good balance of sun, shade, and wind pro-
tection?
7. Is there a sheltered area for play in stormy weather?
8. Is the playground covered with grass?


Adapted from Guidance of Young Childrep by Louise M. Langford.








N: JOB DESCRIPTIONS

Those jobs identified as appropriate for post-high school train-
ing levels as listed below.

A. Large Day Care Center
1. Supervisor
Responsible for management of day care center (when part
of agency having several centers.)
Carries out agency policy.
Requisitions supplies and equipment.
Supervises maintenance staff.
Arranges schedules.
Promotes public relations greets visitors and parents,
work with volunteers.
Handles maintenance of facilities.
Works closely with program director.
Plans menus and supervises food service.
Participates in case conference.
Conducts staff meetings.

2. Program Director
Responsible for Program Development.
Requisitions play materials and equipment.
Works closely with teachers on program.
Participates in case conferences.
Develops resource materials for teachers.
Responsible for in-service training or staff.

3. Head Teacher
Responsible for assigned group of children, usually by
age level (toddler, 3, 4 years, etc.)
Plans and carries out program appropriate to needs of group.
Works closely with program director assistant teacher.
Supervises assistant teacher delegates responsibility
to assistant teacher.
Requisitions supplies and equipment.
Responsible for maintenance of room and equipment.
*Has conference with parents whenever needed.
Participates in case conference.
Keeps records of individual child's progress.

4. Assistant Head Teacher
Works closely with head teacher.
Assists in planning program appropriate to group.
Participates in case conferences.
Assists in keeping records of individual child's progress.
*Maintains good relationship with parents.

*Works with parents under supervision of professional social worker.






B. Small Day Care Center
1. Head Teacher
Responsible for assigned group of children usually by
age level (toddler, 3, 4 years, etc.)
plans and carries out program appropriate to needs of
group.
Works closely with program director and assistant teacher.
Supervises assistant teacher delegates responsibility
to assistant teacher.
Requisitions supplies and equipment.
Responsible for maintenance of room and equipment.
Responsible for conferences with parents.
Participates in case conferences.
Keeps records of individual child's progress.

2. Assistant Teacher
Works closely with head teacher.
Assists in planning program appropriate to group.
Participates in case conferences.
Assists in keeping records of individual child's progress.
Maintains good relationship with parents.

C. Nursery School
1. Head Teacher
One head teacher for each group of children 3 year
olds, 10-12 children in group 4 year olds, 12, 15, 18
children in group 5 year olds, 15-20 children in group.
Every group needs at least 2 adults (child caring persons.)
Head teacher should be a trained person. (It could be
a two year beyond high school trained person, but ideally,
it would be that she would be working under one that had
professional training.)
She works with families in individual contacts so needs
work in practical experiences with families.
She sets schedule for the day when to have routines,
quiet play active play, etc.
She does in-service training of assistants.
She should direct work of maintenance.
She should know about budget.
She does very much of the actual work with the children.
She is responsible for guidance of children.
She helps children to learn through relationships with
others and activities.
She should keep records on children of her daily observa-
tions.
She leads or guides work of the assistant.
(Parent Education is needed in the curriculum.)
(She needs training in counseling with staff.)








2. Assistant Teacher
Role must be spelled out and responsibility listed -
but they will "flow" if they are working well together -
and observer might have difficulty knowing head teacher
from assistant teacher.
She is in on the planning of programs.
She will be keeping records (observing and listening
to children for records).
She will have contacts with parents and needs training
in Parent Education. (Continued professional growth
of every member of staff is highly important.)
She needs to know phases and goals of the program so
communicating to the outside will be done in a manner
to contribute to a good public relations program.
She should know about budget in relation to supplies
and equipment and be considered in suggestions.
She should know about maintenance and leave a clean
orderly room each day.
She should know what records are kept in order that she
might help in giving information.

D. Related-Medical and Clinical
1. Child Care Attendant Children's Institutions 359.878*
Attendant, children's institutions; House parent;
Special school counselor.
Care for group of children housed in city, county, or
other government institution, under supervision of
superintendent of home: awakens children each morning
and insures that they are dressed, fed, and ready for
school or other activity. Gives instructions to children
regarding desirable health and personal habits. Pro-
vides and leads recreational activities and participates
or gives instruction to children in games. Disciplines
children and recommends or initiates other measures to
control behavior. May make minor repairs to clothing.
May supervise housekeeping activities of other workers
in assigned section of institution. May counsel or
provide similar diagnostic or therapeutic services to
mentally disturbed, delinquent, or handicapped children.

2. Child Care Attendant Health Service 355.878*
Attends to personal needs of handicapped children while
in school to receive specialized academic and physical
training: wheels handicapped children to classes,
lunchrooms, and treatment rooms. Prepares children for,
secures them in equipment, and lowers them into baths
or pools, using hoists, for physical therapy treatments.
Helps children to walk, board buses, put on braces, etc.
dress, and perform other physical activities as their
needs require.







3 Child Care Leader Recreational Facilities 359.878*
Child Care Leader: Child Day Care Center Workers;
Nursery School Attendant; Playroom Attendant.
Organizes and leads activities of pre-kindergarten
children in nursery schools or in playrooms operated
for patrons of theaters, department stores, hotels,
and similar organizations: Helps children remove outer
garments. Organizes and participates in reading to
children, and teaches them simple painting, drawing,
handwork, songs and similar activities. Directs
children in eating, resting, and toileting. Helps
children develop habits of caring for own clothing
and picking up and putting away toys and books. Main-
tains discipline. May serve meals and refreshments
to children and regulate rest periods. May assist in
such tasks as preparing food and cleaning quarters.

4. Teacher's Aide
Same as D.3 above.


*Dictionary of Occupational Titles, 1965, Volume I. Definitions
of Titles, Third Edition, Department of Labor.










O: JOB OPPORTUNITIES FOR STUDENTS

An analysis of jobs in Child Care Services indicates there
are many jobs at all levels of training. There is a difference
between the existing and desired levels of training of employees,
this indicates need for up-grading Child Care personnel.

The following chart identifies the occupations and types
and projected levels in Child Care Services:

Chart: Occupations and Types and Projected Levels of Training


of Employees in Child Care Services


Code: Projected Levels
1--Existing
2--Desired at Present


3--Would Accept at Present
?--Unknown


Levels of Training
Types of Occupations College Voc.Tech. High Short Course
School School or Work Exper

I. Large Day Care Center
A. Director (Adm.) 2 1 1
B. Ass't Director 2 1
C. Supervisor 2 3 1
D. Program Planner 2 1
E. Head Teacher 2 3 1
F. Ass't Teacher 2 1
G. Teacher Aide 2 1
H. Maintenance
Personnel:
1. Housekeeper 2 1
2. Maid 2 1
3. Janitor 2 1


II. Small Day Care Center
A. Director 2 1
B. Teacher 2 3 1 1
C. Ass't Teacher 2 3 1
D. Teacher Aide 2 1
E. Maintenance
Personnel:
1. Maid 2 1
2. Cook 2 1


dealt with in


The technical level of employment is the level
this guide.








Code: Projected levels
1--Existing
2--Desired at present
3--Would accept at present
?--Unknown


Levels of Training
Types of Occupations College Voc.Tech. High Short Course
School School or Work Exper.


III. Nursery School:
A. Director
B. Head Teacher
C. Ass't Teacher
D. Teacher's Aide
E. Maintenance
Personnel:
1. Maid
2. Cook
3. Janitor


IV. Other Place of
Employment:
A. Headstart or
Public Pre-
schools
1. Teacher
2. Ass't Teacher
3. Teacher Aide
B. Private-Public
Institutions
(Children Houses,
etc.)
1. Director
2. Group Leader
3. Child Care Att.
4. Child Care Aide


V. Family Day Care (Home) 2 1


VI. Foster Family (Home) 2 1


VII. Recreational Center
A. Camp Counselor 1
B. Camp Leader 1
C. Camp Aide 1 1








VIII. Private Homes
A. Baby Sitter
B. Child Care Aide


IX. Medical and Clinical Areas
A. Attendant 2 1 1
B. Aide 2 1


X. Commercial
A. Baby Sitter 2 1













Child Care Services

Concept: Caring for Basic Needs of Children in a Group.

Generalizations:
1. The development of skills in assisting children with daily
routines upgrades the employee's effectiveness in child care
institutions.
2. The provision for a variety of experiences stimulates a
child's intellectual growth.
3. As an individual's developmental needs are met consistently
and in an atmosphere of emotional warmth and love, he seems
to develop a basic trust in himself and in the world around
him.




OBJECTIVES CONTENT

To interpret the
necessity of a
health check for the
children.



Things to look for when children arrive at
school (fever, cuts, runny nose, crying child)






Common childhood communicable diseases.
1. Common cold.
2. Ear infections.
3. Chicken pox.
4. Mumps.
5. Measles.
6. Rheumatic fever.
7. Tonsillitis.
8. Sore throat.













Students' Questions:

1. What are the basic needs of children in a group?
2. Why do children need a health check?
3. How can I differentiate between a healthy child and one
that is ill?
4. What policies of health and safety are enforced in local
child care centers?
5. How do children's food needs differ from adults needs?
6. What are the procedures for toilet training in group
situations?
7. How much rest does a child need? How is this accomplished
in a group situation?
8. How do children learn?


- - III -I-LI II -- U


LEARNING EXPERIENCES


-- I II


Students become familiar with the following
forms:
1. Enrollment information for child care
services.
2. History of the child.
3. Health information.

Students discuss and list things to look
for when children arrive at center.







Students prepare report to be presented to
class on common childhood communicable
diseases.


RESOURCES


See Appendix for the
following forms:
"Enrollment Information
for Child Care Services"
"History of the Child"
"Health Information"

Head teacher of child care
center, The Nursery School,
pp. 35, 76, 280.

Good Schools For Young
Children, Second Edition,
p. 303.


pp. 440-520.


Understanding and
Guiding Young Children,
pp. 334-335.


The Developing Child,
Ch. 17.









OIJECTIVE CONTEN


To become skilled in
observing physical
conditions of child-
ren.





























To investigate the
policies of health
and safety in a
quality child care
center.


Danger Signals of Illness:
1. Sore throat.
2. Headache.
3. Stomach ache.
4. Nausea.
5. Body aches.
6. Ear ache.
7. Chills.
8. Fever.
9. Others.

Teacher watches for:
1. Dullness of the eye.
2. Flushed skin or abnormal pallor.
3. Sneezing and coughing.
4. Running nose.
5. Listlessness.
6. Rashes.
7. Irritability.
8. Excessive crying.





Policies for a quality child care center.
1. Have a doctor on call at all times.
2. Be able to contact parents at all times.
3. Be able to isolate a sick child from the
rest of the children.
4. After communicable illness of child, a
note from doctor upon return to child care
center.
5. The center assumes responsibility of the
child for known existing physical condi-
tions.
6. Parent or adult, bringing a child to
school must wait until child has been
through routine for morning health inspec-
tion and admitted to the group.
7. An adult must be present with the child
at all times.


OBJECTIVES


CONTENT







LEARNING EXPERIENCES


_~~ __.-_


Secure a doctor or Public Health nurse to
talk to students on "Conditions To Look For
Which Indicate Illness and How To Handle
Accidents and Emergencies."

Have students role play danger signals of
illness.





















Evaluate student learning by having them
list and discuss eight danger signals of
illness.



Teacher will present the policies for health
and safety in a quality child care center.

Students plan for a visit to a child care
center to observe policies regarding health
and safety.

Students compile a list of practices they may
observe on the field trip.

Students compare and summarize observations
made at child care centers.

Students prepare bulletin Board to interpret
significant policies.


Good Schools For
Young Children, p. 296.



























Regulations for the


Operation of Child


Care Centers in Brow-
ard Co., Fla.


See Appendix Day Care
of Children


RESOURCES







OBJECTIVES


CONTENT


To analyze eating
patterns of children























To demonstrate skill
in planning and pre-
paring meals for
children.


8. First-Aid-Kit containing fresh supplies
should be kept in a specified location.
9. Fire extinguisher should be prominently
displayed.
10. Fire drill regulations should be posted
near doors and routine practice observed.
11. Sanitary practices must be observed in
preparation and serving of food.
12. The playground should be inspected for
hazardous conditions daily.


Eating Patterns.
1. Regular routine of eating three meals a
day.
2. Meeting the basic four in daily food.
3. Family members eat together as a group.
4. Child is served the same food as other
family members.
5. Child is influenced by adult behaviors
and attitudes.
6. Be patient and encourage the child.
(It is a good idea to feed him occasionally
as he might not get enough food when he
feeds himself.)
7. In case of accident, be calm.
8. Help him to wash his face and hands
when he has finished.






Factors influencing children's meal patterns.
1. What and how much a child should eat?
2. Allow child to relax by looking at a book
or drawing pictures while food is being
prepared.
3. Assist the child as he washes his face
and hands.


-- L








I II -


Have students read Understanding and
Guiding Younger Children, pp. 83-85, 111, 112



Recall that children tend to repeat food
habits learned in their families.

Students make a checklist of common foods and
use it to interview parents of children they
babysit for, find out children eating pat-
terns.

From checklist, students identify patterns of
food in families.

Show Film Food as Children See It.





Have students read references. From picture
flip chart provided by teachers, students
analyze types of food, quantity served and
appropriatness of food for children.


Understanding and
Guiding Younger
Children, pp. 83-85,
111, 112.
The Nursery School,
pp. 121-134.

Your Child From 1 to
6, pp. 10-12, 66-71.


Food as Children See


It, (18 min.) Color.


Nutrition Kit, Head-
start.

Your Child's Appetite,

The Developing Child,
pp. 187-191.

Mealtime, pp. 555-569.


LEARNING EXPERIENCES


RESOURCES









OBJEC I I[I COTN


To point out the
importance of favor-
able attitudes in
toilet training in
children.
















To practice hygenic
procedures related to
toilet training.


4. Put on a bib to protect the child's
clothes.
5. Proper eating utensils. (He can feed
himself easier if he has a short-handled
spoon, a cup that he can hold, a broad-
rimmed dish that will not slip away from
him, and a comfortable chair.)
6. Be patient and encourage the child.
(It is a good idea to feed him occas-
ionally as he might not get enough food
when he feeds himself.)
7. In case of accident, be calm.
8. Help him to wash his face and hands when
he has finished.











Toilet control has an effect on many areas
of development.

Pressure of public opinion is often an ob-
stacle for parents.


CONTENT


OBJECTIVES








LERNN EXERENE RSORCE


Students read references in Public Affairs
Pamphlets Nos. 141, 163. Study thoroughly
Food for Groups of Children Cared for During
the Day.



Class plan a weekly menu for meals and snack
time. Prepare and serve one snack and one
meal to the class. Note procedure in serving
children:



1. Size of portions.
2. Variety.
3. Skill in self-feeding.
4. Role of teacher.

Teacher present menus that violate any rules
of good child eating patterns and have
students point out what is wrong with each
menu and rewrite appropriate menus.

Students read for review what is likely to
take place in regard to toilet training before
the child starts to the child care center.
Use either of 3 suggested resources.





Examine toilet room facilities. Discuss how
ample, clean, well-lighted facilities affect
training of toileting and prevention of
accidents. Decide on routine procedure for
toileting in the child care center.

Discuss handling of accidents. Discuss the
importance of a mature attitude in assisting
children with toilet routine.

Have students demonstrate the correct pro-
cedure of washing hands and practice.


How You Plan and Pre-
pare Meals, p. 120.

Food For Groups of
Children Cared For
During the Day.

Food-The Yearbook of
Agriculture, 1959
pp. 296-302.

See Appendix, Mealtime
For Little Folks.

Hello Child Care
Worker.









The Nursery School,
e pp. 106-107.

Good Schools For Young
Children, pp. 148-150.

The Developing Child,
pp. 192-194, 276-277.

Developing Toilet
Habits.

The Nursery School,
pp. 108-121.


Home Care of the Sick.


LEARNING EXPERIENCES


RESOURCES







OBJECTIVES


CONTENT


To expand understand-
ing of children's
need: for rest and
relaxation.



































To identify the im-
portance of self-help
to the child's growth


Since the limits in the nap room are set by
the child care worker (because she knows the
children's need for rest) there are limits
which she is responsible for maintaining.
1. The child must be quiet.
2. The child must stay on his bed.
3. The child may need "mothering," a pat, a
smile, the tucking in of a blanket.
4. The child may demand attention to the
degree that being moved to another room
is best for all children.
5. The child care worker must not break the
tranquility.














Facilities for rest usually include
1. Cots, sheets and blankets (sometimes rugs
or towels substituted.)
2. Space (3 ft. apart) so that children will
not lie with faces too close together.
3. Shades should be drawn to facilitate rest.
4. Quiet music is sometimes played during rest
period.

Self-help in routines:
1. Dressing.
2. Toileting.
3. Feeding.
4. Resting.
5. Play activities.







LEARNING EXPERIENCES


Use Health Department biology department or Department of Public
other agencies in the community or school Health.
to conduct experiments showing the necessity School biology depart-
of hygenic standards. (If not available, ment.


use microscope to show slides of pathogenic
micro-organisms.

Discuss the relationships of rest and health.

Reading Assignment.












Role-Play: The teacher-directed nap-time
situations.

Discuss ways of getting children to rest:
1. Creating a restful atmosphere.
2. Using soft music.
3. Reading stories.
4. Looking at pictures.

Develop floor plan of center to accommodate
rest.












View and discuss film Little World to show
self-help.


The Nursery School,
pp. 135-136.

GoodSchools for Young
Children, p. 299.

Children In Day Care,
#444, 1967.

Your Child and Sleep
Problems,


























Little World.

Between Parent and
Child, Ch. 4.


RESOURCES









SI


To identify and use
effectively sensory
motor experiences
with pre-school
children.



To investigate the
factors that affect
intellectual learning


0


OBJECTIVES'


Sensory-motor experiences:
1. Those experiences which use the 5 senses
in relation to movement.
2. Children learn by doing.
3. Abstract thinking follows sensory-
motor experiences.


Actors that affect intellectual learning:
1. The child learns in his own individual
sequence pattern of growth; thinking,
reasoning, and understanding.
2. Heredity affects the potential of indi-
vidual's.intellectual ability.
3. Environment provides the opportunity for
developing the intellectual potential.


How Children Learn:
1. Children learn what they want to learn,
but not what we want them to learn.
2. Children learn a little at a time very
slowly. We often expect too much beyond
their level. "I told you that yesterday,
of course you did, and you'll say it
tomorrow, clearly and without irritation.
3. Children learn by what they see us do -
far more than from what they hear us say.
4. Children learn what they understand. We
may have to say it in more than one way.
5. Children learn the most important lessons
of life at home or in a home-like environ-
ment.
6. Children learn more by what is right
than by what is wrong.
7. Children need to be taught patiently,
gently but firmly. Try to accomplish
learning in ways other than hostility
or aggression.
8. Knowledge or improvements has a positive
effect upon learning. We should keep
children informed as to the progress they
are making.
9. Children learn more in a friendly atmos-
phere than in an unfriendly one.


CONTENT








RESOURCES
LEARNING EXPERIENCES


Student observe a child for a 5 minute period
for one of the 5 senses. Observe how the
child smells, handles, uses pushes, pulls,
listens, etc. Record observations.

Students compile list of the observable
signs of intellectual growth.


ft.-Mon.


See "Curriculum"
Concept in G'uide.

See Appendix-Curri-
culum Principles in
the Education of
Young Children.

Reading assignment:
The Developing Child,
pp. 228-254.

Bulletin Board: Depict
learning situations
for children.



Speech: New Viewpoints
In Child Guidance.









As EaOLIENT INIFO1ATIDN FOR CHILD CARE SERVICES


Direotors

Dates: Hou

Place:

Name of Parents


Birthdate

%T- AdAAr-a


Prs


Nickname, if any_


Name and telephone number of person to

Does the mother work outside the home?
mother is gone from the home?


be called in case of emergency:

If so, who cares for the child while


Father's occupation:

Does the child have brothers and/or sisters? If so, list their names and ages:


Has the child ever attended nursery school, kindergarten or had any play school
experience before?


Is there any particular information
care director should know?


about the child that you think the child


Please bring your child to the school promptly at a.m. and call for him
or her promptly at a.m. Please do not bring your child to school if
he or she is not feeling well on that particular morning. Call _.. .
and leave word that the child will be absent. Thank you.






(Taken from Child Development Guide, Bulletin Number Two, State Board of
Vocational Education, Juneau, Alaska, Spring, 1949.)


aU ^-P ofd A


Wo"I


U~L~


eIsU -, -


mera v







Bt HISTORY' OF THE CHILD

Last name$
Date_


Child's Full Name ....... Name child is called by._______

Age: Years ( ) Months ( ) Birthdate__

Sex () Brothers Sisters

Ages Parents at home Adults other than

parents living at home

EATING

Does child eat breakfast at home? Is child able to feed himself?
Slow eater? Good appetite Poor appetite Allergy__
Quick eater?. Child likes___________
Child dislikes____________

SLEEPING

Child's usual bedtime What time does he get up?
Does he sleep through the night? When did he stop wetting the
bed? Is child accustomed to taking a nap?
If so, how long? Who else shares the bedroom?
._____Children Adults_____

DRESSING AND TOILET

Can child dress himself? With what does he need help?
Manage buttons? Zippers? Shoe laces?
Does he tell an adult when he needs to go to the toilet?
How does he let you know he needs to go to the toilet?


DEVELOPMENT

When did child walk? Talk? _.... At what ages was child
toilet trained? Is speech clear to those outside family?
Any particular fears or habits?

PIAY AND EXPERIENCE WITH OTHERS

Favorite toys

What does child like to play best?
Does he play outside?_____ Does he like to play with other
children? Does he like adults? Other group
experiences: None Sunday School nursery School
Other


(Prepared by Flora Conger)










Cs HEALTH IFORMATDON


Child's Name


JBtrUidat.


___ Br_)__hnrht_____,,


Family doctor or clinics Name:

Address.

Phone:


Immunizations: (Year) DPT
Sma]
Polj

Meal


Tests Tubroculin_


Booster


Booster
BRastar


Other


When did child haves


German measles (ubella) Whooping cohogh_
Regular measles (Rubeola) Tta.ps
Chicken pox Asthma or hay fever _
Skin allergy Pneumonia
hoeumatic fever Other illness or
accidents
Surgery Ayv physical handicaps
Describe


How frequently does child have: Cold Sore throat
Diarrhea Earao he_ _
Vomiting Constipation
Other____________

Date of last physical a nr.mination


(Prepared by Flora Conger)


.. i


-I II -ll l -l .


-~-- --


- -- --- --


i n m HI I I I __ I U


d


--


- - v i III .


-- I I I I- -- :




University of Florida Home Page
© 2004 - 2010 University of Florida George A. Smathers Libraries.
All rights reserved.

Acceptable Use, Copyright, and Disclaimer Statement
Last updated October 10, 2010 - - mvs