Setting the Standard - Child Care Resources

NEWS AND INFORMATION FOR EARLY CHILDHOOD AND SCHOOL-AGE PROFESSIONALS
A Publication of Child Care Resources Inc. / Summer 2003
Visit our website at www.childcareresourcesinc.org
Setting the Standard
Developing Preschool Standards for the State of North Carolina
all children effectively.
This definition acknowledges that it is just as
important for schools to be ready for children as
it is for children to be ready for school.
In keeping with this readiness definition, the
standards are organized around the following
domains of development:
• health and physical development
• emotional and social development
• approaches to learning
• language development and communication
• cognition and general knowledge
In 2002, President Bush announced a new early
childhood initiative “Good Start, Grow Smart”
(GS/GS). As part of this initiative, states were
asked to develop voluntary state guidelines on
literacy, language, pre-reading, and numeracy for
preschool children. These guidelines were to align
with state K-12 standards and adaptable to
various child care settings.
To date, twenty-four states have developed
preschool standards, while many others are in
the development stage. Last year the North
Carolina Department of Instruction convened a
task force of 56 early childhood professionals to
begin the process of developing this set of
voluntary early learning standards for three-,
four- and five-year old children in early
childhood settings.
Insid
ide This Issue
ue
Improving Your SACERS
Score - Part V
TEDDY 2003 Is Awarded to
Ana Anjos
The hope is that these standards will be a
valuable tool for early childhood practitioners
and others in North Carolina. The standards
should help child care programs as they strive
to prepare children for kindergarten.
After much work, the Taskforce has compiled a
draft document entitled “NC Preschool
Standards.” After feedback from a variety of
sources it will be presented to the State Board
of Education for endorsement. The standards
are still in draft form and the purpose of this
article is to give an introduction to the
proposed standards.
The North Carolina Preschool Standards focus
on the North Carolina Ready for School Goal
Team’s definition of school readiness, which is
based on the condition of children when they
enter school and the capacity of schools to serve
Transportation Safety in
the Summer
Each of these domains is defined, widely held
expectations are described and information
about what families, teachers/caregivers,
communities and policy makers can do to
increase children’s competency in each of the
domains is explained. To read the complete
document online, visit www.ncpublicschools.org/
success/standards.html.
Health and Physical Development
The domain of health and physical
development provides all children with a variety
of opportunities to progress in motor skills, selfcare,
physical health and growth, and safety
awareness in safe, accessible and appropriate
environments.
The widely held expectations for this domain is
that preschool children will begin to take care
of their own hygiene needs, will develop simple
self-help skills; will become aware of ways to
stay safe, learn to trust and cooperate in a safe
environment; will begin to develop gross and
fine motor skills; and begin to develop an
awareness of nutrition and health.
Safe Water Fun in the
Summertime
Continued on page 11
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Page 2
Taking Attendance
What’s New?
Several family child care home providers have
been sited lately by licensing consultants for
not keeping daily attendance records.
According to the North Carolina Division of
Child Development regulations regarding
family child care homes, “All family child care
home providers are required to keep accurate
daily attendance records for all children in care,
including the operator’s own preschool
children. The attendance record shall indicate
the date and time of arrival and departure for
each child.” Refer to page 16 of the Child Care
Requirements for Family Child Care Homes
(April 1, 2001) for the regulation.
Remember to keep those records accurate!
Salute to High
Quality
CCRI congratulates the following family child
care homes and child care centers for moving
up to a four or five star rated license. The
following list is an update from the Spring 2003
issue of Taking Care.
Cabarrus County- Five Stars
Rocky River Kids Plus
Cabarrus County- Four Stars
Dixon Academy, Inc.
Mecklenburg County- Five Stars
Jo’s In-Home Child Care
Mecklenburg County- Four Stars
Bright Horizons-University
Charlotte Day Care #1
Charlotte Day Care #2
Fairyland Day Care Center
Kiddie Farms CDC III
Marie Annex
St. Paul Baptist CDC
A Nurturing Beginning Childcare
Close to Home Academy
Doris Campbell Day Care Home
Gretta’s Garden of Children Home Daycare
Kid’s Greatest
Northeast Child Care
Tots, Tots, Tots, of Tots ‘Round the Clock, Inc.
Union County-Five Stars
Campus Kids
NAFCC accreditation
Busy Bee Day Care
Bev Bos Coming to Charlotte!
Save the date for February 28, 2004. That is
when Bev Bos, Director of the Roseville
Cooperative
Preschool in
Roseville,
California and
much sought after
international
speaker, will be in
Charlotte to hold
two workshops at
a conference
sponsored by the
Children’s
Schoolhouse Part-
Day Preschool in
Huntersville.
Ms. Bos is also an impassioned classroom
teacher, beloved author, recording artist and
seminar leader “extraordinaire.” She is one of the
nation’s leading experts on teaching emergent
learners. Her books include: Before the Basics,
Don’t Move the Muffin Tins, and Together We’re
Better and has a video titled Starting at Square
One which is available at some libraries. She is
an advocate of sound programs for young
children and a quiet revolutionary in her own
right.
Bev’s credibility and refreshing concepts come
from over 30 years of teaching. She knows firsthand
how to make young students the center of
their own learning experiences...while boosting
their achievement. In this seminar, Bev will
have scores of NEW activities that spark
discovery, learning and achievement in diverse
and emergent learners!
A teaching dynamo, Bev has received countless
honors including “Teacher of the Year” and the
California Legislature’s “Official Bev Bos Day.”
Featured on ABC’s “20/20” Bev’s energetic and
creative techniques have amazed teachers,
parents and kids everywhere!
Don’t miss this unique opportunity to see how
to immerse your young learners in meaningful,
child-centered educational experiences.
Mark your calendars now for February 28,
2004. More information about the conference
and registration will be coming in the near
future.
©2003, Child Care Resources Inc.
Taking Care is published for the early education
community and distributed free of charge by
Child Care Resources Inc. , 4601Park Road, Charlotte, NC
28209 (704.376.6697). The opinions expressed by
contributors are not necessarily those of CCRI.
Production Manager ..................................... Dan McKinney
Editorial Coordinators .................................. Sandy Newnan
.................................................................................... Cathy Allen
................................................................................... Carla Brown
.................................................................................. Kaye Dunlap
.................................................................................... Emily Harris
Editorial Advisors ....................................... Janet Singerman
....................................................................................... Jeff Ready
Contributing Writers ........................................ Kellie Miller
.......................................................................................... Amy Hill
............................................................................... Sue Merchant
.................................................................................. Erica Schmid
About CCRI
Founded in 1982, Child Care Resources Inc. (CCRI) is a
private, non-profit resource and referral agency dedicated
to enhancing the quality of life for children and working
families. CCRI’s services include:
• early education and out-of-school time information
and referrals for families through Child Care Search
• child care subsidies to help Mecklenburg County
families afford child care
• programs to involve families in the care and
education of their children
• training and technical support to early education and
out-of-school time professionals and programs
• consultation to help employers address work-life
needs of employees
• advocacy and community planning on behalf of
children and families
Contact Us
Main Office
4601 Park Road, Suite 500
Charlotte, NC 28209
Child Care Search ................................................ (704) 348-2181
Other calls .............................................................. (704) 376-6697
Fax line ................................................................... (704) 376-7865
Cabarrus County Office
2353 Concord Lake Road, Suite 160
Concord, NC 28025
Child Care Search .............................................. (704) 786-1024
Other calls ............................................................ (704) 786-1023
Fax line ................................................................... (704) 786-1034
Union County Office
105-A Cedar Street
Monroe, NC 28110
Child Care Search .............................................. (704) 238-8800
Other calls ............................................................ (704) 238-8810
Fax line ................................................................... (704) 238-8811
Website: www.childcareresourcesinc.org
E-mail: mailbox@childcareresourcesinc.org
2002-2003 Board of Directors
Mike Wilson, Chair
Elaine Lyerly, Vice Chair
Ross Annable, Treasurer
Matt Harper, Secretary
Davis Liles, Immediate Past Chair
Janet Singerman, President, Ex-Officio
Angela Adamson
Carol E. Apel
Jean Batten
Michael Blair
Beverly Dorn-Steele
Lynn Erdman
Granice Geyer-Smith
Jackie Great
Molly B. Griffin
Isaac (Ike) Heard, Jr.
Steve Landers
William McCoy
Shannon McFayden
David Miller
Wanda Montano
Patricia Pollack
Brenda Rehn
Marsha J. Rhodes, MD
Karen A. Simpson
Jo Ann Springs, PhD.
Wendy Taylor
Jerry M. Vaughan

Page 3
School-Age Scoop
Tips for Improving
Your SACERS Score
Part IV - Staff Development &
Special Needs
The following tips will help you assess your programs
in both the Staff Development and Special Needs
components of the School-Age Care Environment
Rating Scale (SACERS).
This is the last in a series on improving your SACERS
scores. Previous articles are available on CCRI’s website at
www.childcareresourcesinc.org/literature.html.
Staff Development
Opportunities for Professional Growth: Provide
thorough orientations for all new staff
members. Topics should include
interactions with children and parents,
discipline methods, and appropriate
activities. Provide on-site training
regularly. Provide professional
resources on premises that contain
current materials on a variety of
school age care subjects.
Encourage staff members to attend
courses, conferences, or
workshops.
Staff Meetings: Conduct regular
monthly staff meetings that include
staff development activities. The
meetings should have planned
opportunities for staff to share new
professional ideas and materials with
one another.
Supervision and Evaluation of Staff: Conduct
annual supervisory observations that are written
and shared with staff. Staff should also be
encouraged to participate in self-evaluations and
to request help and guidance from supervisors.
Special Needs Supplementary Items
The following six items are to be used in addition
to the entire scale when children with special needs
are included in the group. In order to use these
items accurately, information is needed about the
special needs of the individual children.
Provisions for Exceptional Children: Provide staff
information from available assessments or
request assessments of child’s needs. Use
assessment information about needs of
exceptional children to make modifications in
environment, program, and schedule so
children can participate in many activities.
Consult with professional special educators
regularly to assist in planning individual
programs for exceptional children. Follow
through with activities and interactions
recommended by professional special educators
to help children meet identified goals.
Individualization: Provide individualization in
play activities and routines so children can
participate successfully in tasks and activities
that appropriately challenge their abilities.
Provide one-to-one and small group
activities in addition to the regular
program for
exceptional children.
Incorporate objectives
for special needs
children into free
play and planned
activities. Use
interactions with
children, room
arrangement,
materials, and schedule
to meet individual
needs. Examples
include using raised
picture labels on toy
shelves for the visually-impaired child or
signing so the hearing–impaired child can fully
participate. Encourage independence through
environmental modifications, appropriate
activities and teaching strategies.
Multiple Opportunities for Learning and
Practicing Skills: Repeat opportunities for
learning and practicing skills. Practice skills
during naturally occurring routines and events
to reinforce learning objectives.
Engagement: Appropriately involve children
during staff–directed activities, routines, and
play times. Interact with children and provide
attractive, developmentally appropriate
materials to maintain active involvement.
Guide a wandering child to attractive play areas
or help a non-mobile child change an activity
when ready. Arrange transitions between
activities, routine care, and play times so
children maintain involvement. Continue play
until the next activity is ready.
Peer Interactions: Promote peer interactions at
planned group times. Examples include a child
being given the chance to answer questions at
story time or helping someone else set the table.
Encourage appropriate peer interaction during
free choice activities and throughout the day.
Promoting Communication: Adjust speech to
children’s level of understanding. Include social
conversation and information sharing in
communication with children. Ask
developmentally appropriate questions and
attend to children’s answers. Alternate
communication options used throughout the
day and involve other children in
communication with child with disabilities.
Frequently promote children’s communication.
Examples include giving verbal descriptions of
ongoing activities, expanding on children’s talk,
prompting or modeling communication, and
reinforcing the children’s attempts to
communicate. Use routines and activities
throughout the day to reach appropriate
communication goals for the children.
News from CCRI’s Union County Office
• Child Care Resources Inc. (CCRI), Union County Partnership for Children (UCPC), and the Union County Child Care Association will host the annual early childhood
conference entitled “Creating the Future” on October 11. There will be more than 20 workshop sessions offered with a luncheon. Call Amy Hill at 704-238-8810.
• CCRI is sponsoring a “Baby Fair” on September 9 th at the Monroe Mall. Attendees will be educated on a host of infant issues and topics such as proper car seat safety,
breastfeeding, immunizations, well baby checks, prenatal care, health screenings, dental care, and choosing a quality child care center. Children will participate in
age-appropriate activities while students from South Piedmont Community College will be on hand to interact with the children.
• CCRI and the UCPC will lead four year olds on a nature hike on October 3 where they will learn about fall colors, how birds and animals prepare for winter, and why
the days grow colder. This event is held in conjunction with the Union United for Better Health which focuses on educating families on the importance of physical
activity and nutrition.

Page 4
Enriching Summer Outdoor Adventures
Creating Outdoor Activities That Teach Takes Planning
The summer is here – a time when
children want to be outside
playing, running and jumping as
much as possible. It is a great
time for children to stretch their
muscles and their minds in the fresh air and
enjoy activities that are not possible indoors.
It is also a great season of the year for child care
programs to take advantage of children’s
enthusiasm for the outdoors by making learning
opportunities out of the outdoor environment.
Outdoor activities are also a required element of
the Environment Ratings Scale. In order to
score well on the Infant/Toddlers Environment
Rating Scale (ITERS) or the Early Childhood
Rating Scale (ECERS), programs are expected
to offer outdoor activities and materials to
children in child care.
Safety First
The ITERS and ECERS describe the multifacted
role of the staff during outside play,
requiring teachers’ attentiveness to the children
at all times.
While the focus of outdoor activities is to
promote physical activity and let children have
fun, the first role of the teacher in any outdoor
activity is to prevent injury and preserve health.
Before children go out to play, teachers should
inspect the area and remove broken glass,
broken toys, “signs” of cats visiting the sandbox
(sandboxes should be covered to prevent a cat’s
visit) and any objects that don’t belong. Once
children are on the playground, the teacher’s
role is to be alert. The playground is rich in
learning opportunities, but it also has potential
for injuries. The child-to-staff ratio should
always be maintained on the playground with
staff positioned to see all areas. Some programs
use a “zoning” method where staff are assigned
to a specific area of the playground and
supervise all children in the area.
Learning Through Play
Staff also serve as learning facilitators on the
playground in various ways. For example, staff
can help children develop the necessary skills to
use different outdoor equipment (i.e. learning
to swing, pedaling a tricycle, throwing a ball).
Teachers can expand the skills of children who
are familiar with certain equipment by making
them more challenging. For example, children
capable of riding a tricycle might enjoy
navigating an obstacle course. Children who
have used a magnifying glass may want to go on
a scavenger hunt for items in nature.
Teachers can also help to expand children’s
vocabularies or sharpen their cognitive thinking
by looking for teachable moments specific to
outdoor activities. For younger children,
teachers can connect words with actions such as
“You are riding really fast on that tricycle,” and
“John is going up and down on the slide.”
For older children, teachers should increase
creative thinking skills by asking questions that
encourage children to think through different
concepts such as science and nature.
Outdoor activities can also provide unique
learning opportunities that help children solve
problems. A hula hoop caught in a tree can be a
great opportunity to get children to brainstorm
and attempt to get the hula hoop down – a lost
opportunity if the teacher simply retrieves the
toy herself without engaging the child in
problem solving.
Meet and Greet
In addition to the physical and cognitive
aspects of outdoor activities are opportunities
for social and emotional growth. Staff should
help children develop positive social
interactions. For example, learning to take turns
on tricycles, swings and other popular play
equipment will help children interact with
peers. Teachers should support young
children’s social development by giving them
words to say, such as, “Kisha, tell Michael that
you want the tricycle when he is finished.”
Using a waiting list for popular equipment can
be a helpful tool. Children who can write their
name can sign the waiting list, or can have the
teacher sign for them. Using the list, a child
can see how many children are ahead of him
and can play in another area until it is his turn.
A Balancing Act
Teachers help children develop a positive selfimage
when their communication is pleasant,
when their responses are helpful and when they
acknowledge children’s efforts and
accomplishments. Children should be
encouraged to develop skills and then have the
opportunity to put them into practice. The
balancing act for teachers is to know when to
intervene and when to let children explore
independently.
Summer is a great time to explore and use the
new experiences of the outdoor environment as
learning opportunities. The following
examples can help teachers take advantage of
the outdoors.
Activities-a-Plenty For Your Program
When planning your program’s outdoor
activities for the summer, start by remembering
what you enjoyed doing when you were a child.
Can you re-create the same experiences for the
children in your program?
Or, take your inside classroom outside. Many
activities that you do inside can be more
interesting on the playground or in the yard.
For example:
• Take your art program to the playground by
using the same materials in different ways.
Take easels and paints
outside and see what the
children create. Chalk
can be used for
sidewalk drawings.
Crayons and
paper can be used
for crayon
rubbings on
outside textured
surfaces. Let the
children find a
textured object, place
their paper on the object and rub a crayon
over the paper until the outline of the object
appears on their paper.
• Take out your housekeeping furniture so
children can “wash” clothes and hang them
up on a clothesline. Or let them “cook”
hotdogs and have a picnic on a blanket on the
grass.
• Bring your tape player outside and play
music. Add musical instruments and
streamers.
• Read books under the shade of a tree.
• Create a block center on the sidewalk and add
cars, trucks, etc.
In the hot summertime, any water activity is
appealing. Children should wear bathing suits
for these activities.
• Set up a car wash with several buckets of
water, sponges and some soap (optional).
Children can bring their tricycles to the car
wash to be washed: If you are brave enoughlet
them wash your car! Make this a literacy
activity by creating signs: car wash, exit,
enter, slow, and stop.
• Make your own bubble solution: In a milk
jug add a quart of warm water and eight
tablespoons of
dishwashing soap (the
more expensive kind make
the best bubbles). For
stronger bubbles add six to
eight tablespoons of

Page 5
glycerine or sugar to the mixture. Shake well
and pour into dish pans or trays. Find various
objects that have holes in them to blow
through such as straws. Tape several straws
together in a group and blow a cluster of
bubbles. Tin cans that are open at both ends
make good bubble blowers (both the inside
and outside of the can should be smooth).
Let the children experiment with other
objects as blowers. Look around your
classroom for other bubble-blowing tools.
• Painting with water is refreshing and fun,
especially for toddlers. Provide big paint
brushes and buckets of water. Children can
dip their paint brushes into the bucket of
water and paint the building, the sidewalks,
the fence, etc.
• Add water to your sandbox and let the
children make mudpies or other mud
creations.
• Dancing in the rain can be lots of fun! If it is
not lightning and thundering, let the
children dance in the rain or let them use
umbrellas for a walk in the rain.
• Paint ice sculptures by freezing water in
empty juice cartons, then remove the carton
from the ice block. Use eye droppers and
food coloring, squeeze food coloring onto the
ice and create a design. Remember that this
art will not last long in the hot sun!
Other ideas:
• Collect a large amount of fabric scraps,
ribbons and yarn, as well as leaves, twigs, etc.
Children can weave materials in and out of
wires and slats of a fence, creating different
designs.
• Create paths on your playground that
connect areas of the playground together. Use
colored gravel, pavers, stepping stones, wood
chips, etc. to create a winding path for
children to hop, run or skip on as they follow
the “yellow brick road.”
• Add more sensory experiences to your
playground. Plant an herb garden so children
can experience different smells. Use herbs in
cooking activities. Hang wind chimes of
different materials (metal, wood and bamboo)
on tree branches or place bells in bushes.
Plant a vegetable garden so children can learn
responsibility and the joy of eating something
that they have grown.
If you have a great idea for an outside activity, send it to:
Taking Care, Child Care Resources Inc. 4601 Park Road,
Suite 500 Charlotte, N.C. 28209 or email us at
snewnan@childcareresourcesinc.org
Nutrition
Feeding School-age
Children in the Summer
When school lets out each June,
enrollment at child care programs that
accept school-age children swells with
thousands of school-age children needing summer
care. With the annual influx of so many children,
child care programs must adjust to meet their
children’s needs during the summer months.
In particular, child care programs must adjust their
food budgets and menus to meet the nutritional
needs of the older - and larger - children who join
their programs for the summer. Programs may want
to use these menu changes to create fun activities for
children.
What should you keep in mind when making these
summer nutrition adjustments?
Bigger Means More
Typically, older children eat more food than
younger children. Therefore, the quantity of food
your program needs is significantly higher during
the summer months when school-age children are
added. Older children not only eat more – they also
eat a greater variety of foods. With this in mind,
review daily menus and be sure to accommodate the
different food choices of older children. Keep in
mind that changing and adding to menus requires a
change – usually an increase – in your program’s
food budget!
Consult the CACFP Meal Pattern First!
Before adjusting your program’s menu, review the
CACFP Meal Pattern and the minimum amounts of
food you are required to make available to children
in your care. Remember that while these amounts
must be made available in order to meet minimum
compliance standards, many children need more
food to be satisfied – especially older children.
For example, according to the Meal Pattern, the
minimum amount of milk to be served at breakfast,
lunch or supper increases as your program’s children
increase in age. Specifically, one gallon of milk
meets the minimum requirements to serve: 32 oneand
two-year olds, 21 three- to five-year old
children, or 16 six- to twelve-year old children.
While these are the minimum, many children want
more milk to quench their thirst.
Also, consult the Meal Pattern about the amount of
food necessary for each meal type (breakfast, lunch,
snack, etc.) for each age group and what will qualify
for each meal. For example, prepackaged fruit cups
equal to ½ cup will only satisfy the minimum
requirement for a school-age child’s lunch, but not
for a snack. Keep in mind that combined foods,
such as a Jell-O fruit mix, may only count a portion
of the entire food (fruit) toward the minimum.
Turn Food Into Fun Learning Activities
Summer months spent with school-age children also
provide a great opportunity to develop a learning
program that focuses on the growing season and the
variety of fresh fruits, vegetables, and grains that are
grown throughout the season. It is also a good time
to help older children begin to understand the
nutrient value of the foods they eat. For example,
talk about the recommended daily amounts of food
necessary to stay healthy. This discussion is a great
learning opportunity because it reinforces basic
math skills by using the nutrient values and
percentages of the food the children eat.
You should also keep the Food Pyramid and the
CACFP Meal Pattern chart in a visible place and use
them as reference tools for older children to use
when discussing the foods they are eating.
Encourage their discussions by asking them
questions such as, “Which groups in the Food
Pyramid are the same groups in the Meal Pattern
and which are different?” or ““What food in our
breakfast meal meets the grain requirement today?”
Finally, the following educational activities use the
measuring components of cooking. Try them with
your school-age children!
• Encourage five- and six-year olds to sort your
cooking tools by size and function.
• Discuss the number of sections on the Food
Pyramid. Talk about the number of servings in a
day. Ask the children, “Why is the section on the
bottom bigger than the others?”
• Discuss “greater than” and “less than” values with
second and third graders, by using kitchen
measuring cups and arranging them in
descending and ascending order.
• Use different sized cups to show children how
each child can have equal amounts using
different sizes.
• Challenge the children to discover different ways
to measure one cup of rice with different
measuring tools.
• Cut foods and ask questions about their sizes. For
example, slice a pizza into eight pieces and ask
how many pieces make a half and how many
make a fourth. Ask them how to cut a whole
pizza into thirds.
NOTE: All child care programs should have a
copy of the CACFP Meal Pattern. It can be
downloaded from any of these internet sites:
• www.childcareresourcesinc.org/pdfs/
CACFPManual.pdf (p. 10)
• www.fns.usda.gov/tn/Resources/
mealpatternchart.html
• www.fns.usda.gov/eatsmartplayhard/
• www.usda.gov/cnpp/KidsPyra/
• www.fns.usda.gov/tn/Resources/fg_pyramid.html

Page 6
Celebrating Excellence
Event recognizes quality teachers and early care and education programs as part of annual provider recognition
Over 250 Mecklenburg County child
care professionals attended the 2 nd
Annual Reaching Higher Celebration to
celebrate their success and outstanding
achievements in the field of early childhood.
Early childhood centers and family child care
homes that had moved up to a three, four or
five star rating since March 2002, and all
current five star or accredited programs were
invited to celebrate their exceptional
accomplishments. Also honored were teachers,
directors and family child care providers who
earned a degree in early childhood during the
past year.
Several organizations collaborated to coordinate
the event, held at Zion’s Renaissance Complex,
including Child Care Resources Inc.,
the Charlotte Mecklenburg
Association for the Education of
Young Children (CM-AEYC), the
Greater Charlotte Family Child
Care Association (GCFCCA), the
Mecklenburg Child Care
Association (MCCA), and Smart
Start of Mecklenburg County, Head
Start, Charlotte-Mecklenburg
Schools (CMS), Central Piedmont
Community College (CPCC) and
University of North Carolina Charlotte
(UNCC).
Jeff Johnson of WB55 served as Master of
Ceremonies and Anne Mitchell, President,
Early Childhood Policy Research and Chair,
Public Policy Committee for NAEYC served as
keynote speaker.
The 18th annual presentation of the TEDDY
(Teachers Educating and Developing Dynamic
Youth) Award was given to Ana Anjos, a toddler
teacher at Bank of America Child Care Center.
Ana has been in the early childhood profession
for seven years and loves her work in the
classroom. She said in her speech she “wouldn’t
trade it for anything in the world.”
A panel of child development experts chose Ana
out of 58 nominees who work within the
Charlotte Observer’s circulation area (co-sponsor
of the TEDDY Award).
Five other TEDDY finalists were: Jennifer
Smith of Building Blocks Learning World;
Sonia Terry of Christ Lutheran Children’s
Center; Lennie Latham of United
Cerebral Palsy Child Development
Center; Wanda Richardson of
Dilworth Child Development Center;
Anna Anjos
receives
the 2003
TEDDY
Award
from 1999
TEDDY
winner,
Connie Glass
and Bev Montante of Open Arms Preschool.
The sponsoring organizations would like to
thank the following volunteers for dedicating
their time to making this year’s event a success:
Event Committee
Carla Brown
Karen Callahan
Deb Ceglowski
Leigh Kale D’Amico
Kaye Dunlap
Ellen Edmunds
Connie Glass
Catherine Harrington
Emily Harris
Tameka Hill-Monroe
Sharon Johnston
Kathi Knier
Sandy Newnan
Delicia Stewart
Eleanor Toliver
Music
Lawrence Toliver
Robert Woods
Literacy Link
Take a Vacation . . .
Page by Page
By Erika Schmid
Plaza-Midwood Branch Library
Public Library Charlotte-Mecklenburg County
As a child, I spent my summers
traveling, not trapped in a car
for 10 hours or on a plane, but in
the books I read. My destinations were the
Grand Canyon, Venus, and secret gardens
behind hidden doors. I nestled up next to
a tree with a book and took adventures that
will last me a lifetime. Your children can do
the same with the library’s help.
The Public Library of Charlotte-
Mecklenburg County (PLCMC) is holding
two programs for young people from June
11 to August 16 to encourage reading
throughout the summer and beyond. The
Summer Reading Club is for children, birth to
rising 5th graders and the Train Your Brain
program is for rising 6th to 12th graders. The
goal of these programs is to build strong
relationships among children, adults, and the
community by encouraging reading success
throughout the summer.
Children who sign up for the Summer Reading
Club will receive Mission R.E.A.D. (Reading.
Exploration. Adventure. Discovery) supplies,
including a reading record to track their
reading. Some of the program’s activities
include a maze, coloring, code breaking, and
picture matching.
Participants will track their reading time using
the reading record. By focusing on time
invested rather than number of books read,
children can be proud of themselves regardless
of their reading pace. Beginning readers will
start with “Easy Readers” or read along with
books on tape. Young children can participate
by having an adult or an older child reading to
them, or by participating in Storytimes-to-Go
or other special programs at the library. To keep
track toward their summer goal, children can
have their reading record stamped at the library.
To celebrate their reading successes, PLCMC’s
website (www.plcmc.org) features
downloadable “fun coupons,” such as family
game night or an extra bedtime story, for
children to redeem at home. After reaching
35 hours of reading, children will receive a
Summer Reading Club patch.
Rising 6th through 12th graders can
register and track their reading progress
online when they join the library’s Train
Your Brain program. This online program
also links to sites including Reader’s Club
(Teen Corner), Teen Reads, Reading Rants,
Y Read? Youth Unite Through Books, and
TeensPoint. Participants are eligible to win
great prizes including a stereo system, a
palm pilot, and a complete computer
system, when they reach 10, 20, 30 and 40
hours of reading.
These programs are a great way to
introduce toddlers and preschoolers in your
early education program to a lifetime love of
reading and help the school-agers and teens
in your after-school program to continue
reading during the summer months.
Even more, children feel proud of the books
they selected on their own and learn
responsibility by taking care of the books
that are shared with other children.

CCRI Schedul
edule e of Trainin
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The following CCRI training schedule is provided as a separate section of
Taking Care so it can easily be removed and shared with colleagues. CCRI
provides training in Cabarrus, Mecklenburg and Union Counties through its
offices in each county. To register for training offered in one of these
counties, please call, visit or mail the completed registration form on page 8
to the appropriate county office.
Online registration is available in Mecklenburg County only at this time.
Log on to CCRI’s website at www.childcareresourcesinc.org and click on
the calendar icon to register and pay for Mecklenburg County classes.
If you have questions about the workshops being offered or registering,
please call the appropriate county office. Contact information is listed on
the registration form on page 8.
NOTE:
When registering for workshops, please use the
code following each workshop’s description.
Each separate workshop has its own code.
Mecklenburg County
To register for workshops in Mecklenburg County, follow
the instructions on Page 8. All workshops will be held at
4601 Park Road, Suite 500, Charlotte unless otherwise
noted. Contact Sylvia McCrorey at (704) 348-2171 if you
have any questions.
Administrative
Put Your Best Foot Forward
Are you a new center provider who has been in business for one
year or less? Want to know some of the most common licensing
mistakes new providers make and how to avoid them? Come
join us for this informative workshop in which you will be
given tips and strategies on how to make your first years more
successful. Must be child care providers in business for one year
or less. (2 credit hours)
Presenter: Carla Brown
Code: MA Mon., September 15,10:00 a.m. - 12:00p.m., $15
General
World at a Glance: Developing Cultural
Awareness
What is it like to live in a country where they speak a different
language and have different customs? This presentation is
designed to increase the awareness of challenges facing
individuals who are trying to understand a culture other than
their own. (2 credit hours)
Presenter: Natan Feldman
Code: MB Wed., Aug. 13, 12:30 p.m.-2:30 p.m., $15
Exploring Science Across The Curriculum
A rock, a shell, a bug. Science is much more than this! Come see
how you can create more interesting science activities and
involve children in a science adventure. (2 credit hours)
Presenter: Carla Brown
Code: MC Fri., October 17, 12:00 p.m. - 2:00 p.m., $15
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Child Care Center Family Child Care Home Center in a Residence All Programs
LEVEL OF KNOWLEDGE
Entry - basic background information
Beginner - practical applications
Intermediate - expands existing knowledge
Advanced
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Please use the following Reaching Higher Professional Development levels to
determine the appropriateness of a training session for your professional growth
specific indepth
knowledge relevant to
field of concentration or
interest area
Leading the Change
This workshop focuses on the way child care centers can
respond to the variety of needs of families using their services.
During this workshop we will discuss ways to become family
friendly and the emerging families of the new millennium. Onehour
lunch break on your own. (7 credit hours)
Presenter: Kaye Dunlap
Code: MD Sat., August 23, 8:30 a.m. - 4:30 p.m., $25
Infant/Toddler
Infant/Toddler Environment Rating
Scale-Revised Edition
In this workshop you will learn how to administer the ITERS-R
in an infant and/or toddler classroom. This is the assessment
tool being used by the state to assess quality for the Star Rated
License. (2 credit hours)
Presenters: Kaye Dunlap
Code: ME Thurs., September 18, 2:30 p.m. - 4:30p.m., $15
Infant-Toddler Zone
This workshop is the third in the supervision series developed
by the Division of Child Development. We will discuss creating
a secure environment, planning for safety and caring for infants
and toddlers. Each participant will receive a packet filled with a
wealth of information as well as some sample forms and
checklists. (2 credit hours)
Presenter: Emily A. Harris M.S.
Code: MF Thurs., August 21, 10:00 a.m. - 12:00 p.m. ,$15
Pre-School
“Tell Me a Story” Using Books with
Preschoolers
This workshop will explore ways of using books with
preschoolers. We will talk about some of the wonderful books
that are available and creative ways to explore them. We will
discuss reading techniques and some interesting activities to
follow up with. (2 credit hours)
Presenter: Emily A. Harris M.S
Code: MG Tues., September 30, 1:00 p.m. - 3:00 p.m. ,$15
To obtain a copy of CCRI’s Early Care and Education Career Lattice:
1. Visit CCRI’s website at www.childcareresourcesinc.org
2. Call CCRI’s FaxBack system at (704) 335-9421 and request
Form # 951 - Early Care and Education Career Lattice
3. Call (704) 376-6697 ext. 120 and request it by mail
School-Age
Out-of-School Time Program Start-Up
Training
Prospective owners/operators of school-age/out-of-school
time programs will not want to miss this session on program
start-up. Information will be provided on assessing the need,
selecting a site, establishing policies and procedures, preparing
an operating budget, hiring staff, marketing and recruitment,
and other topics crucial to the success of a new program. Every
participant will receive the resource book entitled NSACA
Standards for Quality School-Age Care by the National School-
Age Alliance. For out-of-school time administrators only.
(3 credit hours).
Presenter: Cathy Allen
Code: MH Tues., July 8, 9:00 a.m. - 12:00 p.m., $20
Code: MI Tues., August 12, 1:00 p.m. - 4:00 p.m., $20
Code: MJ Tues., September 23, 6:00 p.m. - 9:00 p.m., $20
Code: MK Wed., October 15, 9:00 a.m. - 12:00 p.m., $20
School-Age Music Programs and
Activities
Come learn ways to incorporate new music experiences into
your school-age program. We will have hands-on demonstrations
to learn in fun ways. Participants will leave with
knowledge and practical ideas to share with their school-age
children. (2 credit hours)
Presenter: Cathy Allen
Code: ML Wed., July 9, 9:30 a.m. - 11:30 a.m., $15
BSAC: Basic School-Age Care Training
The NC General Statues mandates BSAC training for all schoolage
professionals who operate a licensed program. This sevenhour
workshop addresses elements of quality care, child
development, positive guidance, appropriate activities,
environmental design, health/safety/nutrition and NC Child
Care Regulations. (7 credit hours)
Presenter: Rhonda Roach
Code: MM Tues., July 15, 8:00 a.m. - 4:00 p.m., $25
Code: MN Thurs., October 23, 8:00 a.m. - 4:00 p.m., $25
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Steps to Register
Review the classes listed and refer to the workshop code listed with each
1
description.
By Mail: Complete all information on the registration form, including
2 codes and attendees. Send form and payment (check or money order) to
the appropriate office listed below.
In Person: Visit the county office offering the workshop you wish to
attend and ask to register for training.
By Phone: Call the office offering the workshop you wish to attend.
On the Web: (Mecklenburg County only) Log onto CCRI’s website at
www.childcareresourceinc.org and click on the calendar icon
to view, register and pay for Mecklenburg County workshops.
NOTES
• Participants receive 2 hours of training credit unless otherwise noted.
• All workshops are $15 unless otherwise noted and are not refundable.
• Registrations made within 2 weeks prior to a date cannot be guaranteed .
• Copy a completed registration form for your own records.
Mail registrations for workshops to the appropriate CCRI office:
Mecklenburg County
Sylvia McCrorey
Child Care Resources Inc.
4601 Park Road
Charlotte, NC 28209
(704) 348-2171 ext. 136
Cabarrus County
Vickie Dunn
Child Care Resources Inc.
2353 Concord Lake Road
Concord, NC 28025
(704) 786-1023
Union County
Teresa Jordan
Child Care Resources Inc.
150-A Cedar Street
Monroe, NC 28110
(704) 238-8810
Registration Form
Workshop codes are listed with each workshop
description. Include the names of those attending
(limit 3 per workshop). All workshops are $15 unless
noted otherwise.
Workshop Code
Individuals Attending
1.____________________________________________________________
2..___________________________________________________________
3..___________________________________________________________
Workshop Code
Individuals Attending
1.____________________________________________________________
2..___________________________________________________________
3..___________________________________________________________
Workshop Code
Individuals Attending
1.____________________________________________________________
2..___________________________________________________________
3..___________________________________________________________
Facility
Phone Number
Fax Number
Director/Administrator
Address
CCRI’s Schedule of Training
City State Zip
Amount Enclosed
Please note: Make checks payable to CCRI.
Payments for Mecklenburg County workshops may be charged to
VISA or Mastercard by calling 704-348-2171 or by completing the
information below.
Card Type: Visa MC
Card Number ______________________________ Expiration Date _________
Card holder name ____________________________________________________
Signature_____________________________________________________________
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Family Heirlooms: Using Clay and Other
Arts to Involve Kids and their Families
Participants will learn how clay and other art media can be used
with school-age kids. Emphasis will be on how to use these
materials to encourage positive interaction among family
members. This will be presented in a hands-on format.
(2 credit hours)
Presenter: Linda Stewart, MSW
Code: MO Tues., July 22, 10:00 a.m. - 12:00 p.m. , $15
Guiding Behaviors of School-Age
Children
Every program includes children who challenge even the best of
us! Come gain a better understanding of why school-agers
misbehave and their common challenges. Learn about positive
guidance techniques to use and which techniques work best in
each situation. (2 credit hours)
Presenter: Cathy Allen
Code: MP Thurs., July 24, 9:30 a.m. - 11:30 a.m., $15
Code: MQ Mon., September 22, 6:30 p.m. - 8:30 p.m., $15
POST Core Training
POST Core Training is an introduction to three topics which
form an essential foundation for any program serving schoolage
children and youth: child and youth development, effective
group guidance, and safe and healthy program environments.
As an adult who works with young people in our community,
your participation in the POST CORE Training will assist you in
planning your school-age program/activity and will give you
some of the tools that will make your time with young people
most effective. This workshop is for anyone in the community
who works with children, including volunteers, parents,
coaches, and youth leaders. (3 credit hours)
Presenter: Cathy Allen
Code: MR Tues., July 29, 6:00 p.m. - 9:00 p.m., $20
Code: MS Tues., September 9, 9:00 a.m. - 12:00 p.m., $20
Code: MT Mon., October 20, 6:00 p.m. - 9:00 p.m., $20
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POST Core Train-the-Trainer Training
POST Core Training Train-the-Trainer workshop – Send a
representative from your organization to learn how to deliver
the Core Training to your volunteers, parents, and others who
work with children in your organization. Core Training is an
introduction to three topics which form an essential foundation
for any program serving school-age children and youth:
Child and youth development, Effective group guidance, and
Safe and healthy program environments. As an adult who
works with young people in our community, your participation
in the POST CORE Training will assist you in planning your
school-age program/activity and will give you some of the
tools that will make your time with young people most
effective. This workshop is for anyone in the community who
works with children, including volunteers, parents, coaches,
and youth leaders. (3 credit hours)
Presenter: Cathy Allen
Code: MU Wed., August 6, 6:00 p.m. - 9:00 p.m., $20
BSAC: Basic School-Age Care Training
The NC General Statues mandates BSAC training for all schoolage
professionals who operate a licensed program. This sevenhour
workshop addresses elements of quality care, child
development, positive guidance, appropriate activities,
environmental design, health/safety/nutrition and NC Child
Care Regulations. For school-age teachers only (7 credit hours)
Presenter: Rhonda Roach
Code: MV Sat., August 9, 8:00 a.m. - 4:00 p.m., $25
Code: MW Sat., September 13, 8:00 a.m. - 4:00 p.m., $25
Location: YWCA, 3420 Park Road, Charlotte
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Risk Watch Injury Prevention Training
Preventable injuries are the #1 health risk to our children today!
Risk Watch is a fun, age-appropriate injury prevention
curriculum for children in preschool through grade 8. The Risk
Watch curriculum meets the NC Healthful Living Standard
Course of Study by providing helpful resource material, lesson
plans, and activities for classroom teachers and other educational
professionals. Participants will receive a manual along
with a prop kit with demonstration materials for the program
(one per site/program/organization). (2 credit hours)
Presenter: John Rudisill
Code: MX Thurs., August 14, 10:00 a.m. - 12:00 p.m., $15
SACERS Health and Safety
The Health and Safety section of the SACERS assessment is most
frequently the lowest scoring section. Come learn tips to
improve your scores in this section. Other health and safety
pointers and some licensing guidelines will also be covered in
this workshop. If you have a copy of the SACERS, please bring it
with you. (2 credit hours)
Presenter: Cathy Allen
Code: MY Wed., August 20, 9:30 a.m. - 11:30 a.m., $15
Code: MZ Thurs., October 16, 6:30 p.m. - 8:30 p.m., $15
Diversity Awareness
Diversity comes in many forms and we will explore several of
these. Learn how your ideas and actions influence those around
you, including the school-age children you work with every
day. We will also discuss why we should teach children about
diversity, how to create a multicultural classroom, and dealing
with diversity in the workplace. Come join us for an informative
and entertaining workshop!! (2 credit hours)
Presenter: Cathy Allen
Code: MAA Tues., August 26, 9:30 a.m.- 11:30 a.m., $15
Code: MAB Thurs.,October 2, 6:30 p.m. - 8:30 p.m., $15

CCRI’s Schedule of Training
Page 9
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School-Age Arts and Craft Activities
Looking for new ideas for art and craft activities for school-age
children? Participants will learn fresh ideas and have the
opportunity to share their favorites. A variety of “Make It and
Take It” activities will be available. Short and long term projects
will be discussed. This will be presented in a hands-on format.
(2 credit hours)
Presenter: Cathy Allen
Code: MAC Thurs., September 4, 9:30 a.m. - 11:30 a.m.,$15
Code: MAD Tues., October 7, 9:30 a.m. - 11:30 a.m., $15
School-Age Homework and Study Tips
School’s started again!! How can after-school programs
maximize their homework times? Come learn tips to help your
school-agers succeed in school by providing them with
homework and study skills assistance. Learn how to set up the
space, how much time to spend, and other tips for success.
(2 credit hours)
Presenter: Carol Pelt
Code: MAE Tues., September 16, 9:30 a.m. - 11:30 a.m.,$15
Family Child Care
Put Your Best Foot Forward
Are you a new family child care home provider who has been in
business for one year or less? Want to know some of the most
common licensing mistakes new providers make and how to
avoid them? Then, come join us for this informative workshop
in which you will be given tips and strategies on how to make
your first years more successful. Must be a family child care
home provider in business for one year or less. (2 credit hours)
Presenter: Carla Brown
Code: MAF Mon., September 29, 6:30 p.m. - 8:30 p.m. ,$15
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First Aid / CPR
A pre-post test is required as part of the CPR class. The study
book is called “Heart Savers CPR” . This book is available at
Central Piedmont Community College bookstore for $10.00.
Bookstore hours are 8:30 a.m. until 5:30 p.m.
(8 credit hours)
Presenter: Capt. James Shands
Code: MAG Sat., July 12, 8:30 a.m. - 5:30 p.m., $50
Code: MAH Sat., August 2, 8:30 a.m. - 5:30 p.m., $50
Code: MAI Sat., September 6, 8:30 a.m. - 5:30 p.m., $50
Code: MAJ Sat., October 4, 8:30 a.m. - 5:30 p.m., $50
Family Child Care Pre-licensing
Workshop
In order to familiarize prospective providers with the licensing
process, CCRI conducts a monthly pre-licensing workshop.
During this workshop, participants learn what steps are
necessary to become a licensed family child care provider.
Participants also learn about the variety of services CCRI offers.
(2 credit hours)
Presenter: Juanita Smith
Code: MAK Mon., July 28, 6:00 p.m. - 8:00 p.m., $15
Code: MAL Mon., August 25, 6:00 p.m. - 8:00 p.m., $15
Code: MAM Mon., September 22, 6:00 p.m. - 8:00 p.m., $15
Code: MAN Mon, October 27, 6:00 p.m. - 8:00 p.m., $15
CPR Recertification
A pre-post test is required as part of the CPR class. The study
book is called “Heart Savers CPR” . This book is available at
Central Piedmont Community College bookstore for $10.70.
Bookstore hours are 8:30 a.m. until 5:30 p.m.
(5 credit hours)
Presenter: Capt. James Shands
Code: MAP Sat., October 18, 8:30 a.m. - 1:30 p.m. ,$30
Where Do I Go From Here?:
An Overview of National Accreditation and CDA Certification
Are you ready to take the next step with your family child care
home? Come join us for this informative workshop. We will
provide an overview of, and discuss the guidelines for achieving
both National Accreditation and CDA Certification.
(2 credit hours)
Presenter: Juanita Smith
Code: MAQ Mon., September 15, 6:30 p.m. - 8:30 p.m., $15
Remember
Try to arrive on time!
Workshops close 15 minutes after the start time.
If you are more than 15 minutes late,
you will not be admitted to the workshop!
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Cabarrus County
To register for workshops in Cabarrus County, follow the
instructions on Page 8. All workshops will be held at CCRI’s
Cabarrus office at 2353 Concord Lake Road unless
otherwise noted. Contact Vickie Dunn at (704) 786-1023
if you have any questions. Pre-registration required.
Administration
For Directors Only!
Join us for the next scheduled session of the Cabarrus County
Directors Group. This network provides support and resources
for child care administrators in Cabarrus County. New faces are
always welcome as we discuss common issues, share ideas and
concerns, and experience fellowship in a relaxed atmosphere.
(1 credit hour)
Presenter: CCRI staff
Code: CA Mon., July 21, 6:30 p.m. - 8:30 p.m., $3
Location: McGill Child Development Center
21 Crisco Rd, Concord, NC
General
Playground Safety
This workshop was designed by the state to provide safe play
areas for children enrolled in child care facilities. Learn about
potential hazards on the playground and obtain hands-on
experience by completing playground safety checks. Participants
will be trained in how to assess their playground to
ensure that children are safe during outside play.
(4 credit hours)
Presenter: TBA
Code: CB Sat., July 26, 9:00 a.m. - 1:00 p.m., $15
Infant/Toddler
Infant and Toddler Environment Rating
Scale-Revised Edition
Learn how to assess your infant/toddler classroom using the
revised edition of the Infant/Toddler Environment Rating Scale.
(2 credit hours)
Presenter: CCRI staff
Code: CD Thurs., August 7, 6:30 p.m. - 8:30 p.m., $15
Pre-School
Writer’s Ink: Setting Up a Literacy
Program
Do you consider plain paper and pencils on a table a writing
center? If so, join us as we explore the wide variety of materials
that can complement literacy development in your classroom.
We will also discuss many ways to incorporate writing into
your daily lesson plans and to better connect families to school.
Participants will leave with a wealth of ideas they can
implement immediately. (2 credit hours)
Presenter: CCRI Staff
Code: CE Tues., August 26, 6:30 p.m. - 8:30 p.m., $15

Page 10
CCRI’s Schedule of Training
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Guiding Children’s Behavior
Preschoolers can challenge even the “best” early childhood
educator! Early educators have a wonderful opportunity to
help children learn the basic and necessary skills to become
productive adults. This workshop will give participants a better
understanding of guidance verses discipline. Participants will
examine why preschoolers “misbehave” and discuss positive
strategies that work in early childhood group settings.
(2 credit hours
Presenter: Cathy Collie
Code: CF Thurs., September 18, 6:30 p.m. - 8:30 p.m. ,$15
Creative Art for Creative Teachers and
Children
Make your day easier and children happier. Design, create and
explore while learning about the importance of allowing
children to be the creators of their art and the role teachers play
in facilitating art play. Discussion will also focus on what
children are learning when they experiment with art media and
how to talk with families about their children’s art. Participants
should bring 10 boxes of assorted sizes, 10 pieces of wood (any
size) and a roll of duct tape! (2 credit hours)
Presenter: CCRI Staff
Code: CG Sat., September 27, 9:30 a.m. - 11:30 a.m., $15
NC-aeyc’s 49th Annual Study Conference
Join us along with 1,500 others for the largest early childhood
professional development event in North Carolina
What you can expect this year:
Presentations from nationally recognized experts
including:
• Roscoe Orman, fondly known as “Gordon” from Sesame Street, will
share stories and strategies for educators working with diverse
children and families.
• Richard Cohen, an educator and child development expert will share
motivational sessions designed to meet the needs of today’s
educator. For more information on Richard Cohen please visit http:/
/richardcohen.com/
• Gretchen Kinnell, an infant and toddler expert has authored two
books; No Biting and Good Going, both published by Redleaf Press.
Mrs. Kinnell will share her expertise and offer a book signing.
• Bev Bos, a nationally renowned educator will close our Conference
with an inspirational keynote address sure to touch everyone in
attendance. For more information about Bev Bos go to http://
www.turnthepage.com/
Select from over 140 sessions focused on the latest information related to
research-based early childhood theory and practice on topics related to
literacy, math and science, music and art, classroom management,
curriculum development, diversity, family child care, inclusion, primary
education, parents and families, program management and many,
many more…
When: Thursday, September 25 th (Pre-Conference) Opening session
begins at 7:30 pm Friday, September 26 th and Saturday September 27 th
Location: The Koury Convention Center, Greensboro, NC
Lodging: The Sheraton Four Seasons Hotel, for reservations please call
1-800-242-6556
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Union County
To register for workshops in Union County, follow the
instructions on Page 8. All workshops will be held at
CCRI’s Union County office at 105-A Cedar Street in
Monroe unless otherwise noted. Contact Teresa Jordan
at (704) 238-8800 if you have any questions. Funding
for training in Union County is provided by Smart Start
of Union County and United Way of Central Carolinas -
Union County.
Administrative
For Directors Only!
Join us for the scheduled sessions of the Union County Child
Care Association. This network provides support and resources
for administrators in the local area. New faces are always
welcomed. (2 credit hours)
Presenter: Amy Hill
Code: UA Thurs., August 21, 12:00 p.m. - 2:00 p.m., $15
Code: UB Thurs., September 18, 12:00 p.m. - 2:00 p.m.,$15
Code: UC Thurs., October 16, 12:00 p.m. - 2:00 p.m., $15
General
Beyond Bandaids
Children get hurt, they get sick, and at times require medication.
Handling these situations is a serious task, but statistics
show that too many of us do not do this well. This 2-hour
workshop created by the Division of Child Development will
cover accident, illness, and medication safety. (2 credit hours)
Presenter: Joyce Rorie
Code: UD Tues., August 19, 5:30 p.m. - 7:30 p.m., $15
Infant/Toddler
I Need What!?!?! In My Infant/Toddler
Classroom
Explore methods and strategies for improving the quality of
care you provide. We will use the Infant/Toddler Environment
Rating Scale – Revised Edition (ITERS-R) as a guide for
determining what activities and materials should be in your
classroom.
(2 credit hours)
Presenter: Amy Hill
Code: UE Wed., August 6, 12:30 p.m. - 2:30 p.m., $15
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Developmentally Appropriate Activities
for Infants and Toddlers
This workshop is an overview of children’s development in the
first three years and shows best practices in the care of infants
and toddlers. (2 credit hours)
Presenter: Amy Hill
Code: UF Wed., September 3, 12:30 p.m. - 2:30 p.m. ,$15
Enhancing Your Infant/Toddler
Language Center
What can infants and toddlers do with books besides eat them?
Learn language! We’ll discuss how children birth – two years years
old learn to communicate, how to create a language area for infants
and/or toddlers, and how more books can mean less bites!
(2 credit hours)
Presenter: Amy Hill
Code: UG Tues., August 26, 12:30 p.m. - 2:30 p.m., $15
Pre-School
Early Childhood Environment Rating
Scale – Revised Edition (ECERS-R)
Training
In this workshop you will learn how to administer the Early
Childhood Environment Rating Scale Revised Edition (ECERS-R)
in a preschool classroom. This is the assessment tool being used
by the state to judge quality for the Star Rated License.
(2 credit hours)
Presenter: Joyce Rorie
Code: UH Wed., September 10, 1:30 p.m. - 3:30 p.m., $15
Positive Guidance for Preschoolers
Preschoolers are delightful to care for but can be quite
challenging at times. Caregivers have a wonderful opportunity
to guide and nurture the children they care for everyday.
Participants will develop a better understanding of guidance
versus discipline. We will discuss guidance strategies that work
for this specific age group. (2 credit hours)
Presenter: Amy Hill
Code: UI Tues., September 16, 1:30 p.m. - 3:30 p.m., $15
Woodworking for Young Children
Woodworking is a source of learning and enjoyment. How can
you teach children woodworking if you don’t know a thing
about carpentry? Bring your hammers and nails and we’ll
provide the wood! (2 credit hours)
Presenter: Joyce Rorie
Code: UJ Thurs., September 25, 4:30 p.m. - 6:30 p.m., $15
Math is Everywhere
Math activities are more than just counting. In this workshop
we will share ideas on ways to develop math and logic concepts
within your everyday classroom activities. (2 credit hours)
Presenter: Amy Hill
Code: UK Wed., October 1, 1:30 p.m. - 3:30 p.m., $15
Cost: early bird rate of $85.00 for NC-aeyc/NAEYC members and
$170.00 for non-members
(Please note: early bird registration ends July 15 th , 2003). For more
information, visit NC aeyc’s website at www.ncaeyc.org or contact the
office at 800-982-4406.

Provider
Tips
ips
Who Told You That?
Preparing for parent questions about
your program
As you know, Child Care Search SM , CCRI’s
resource and referral service, provides
families with a list of referrals to child care
programs like yours. But did you know that
Child Care Search also helps guide families
through their decision-making process and
teaches them how to choose the right
program for their needs?
Families who call Child Care Search speak to
one of our counselors who educate them on
topics that help them to identify and choose a
quality program. These topics may include:
the various options of early care and
education programs, North Carolina’s rules and
regulations regarding child care programs, the
star rated licensing system, and national
accreditation.
Our counselors also explain the difference
between the lower and higher star ratings and
how a child’s development is fostered and
enriched in a higher star rated, quality child
care program. They also coach parents on
particular questions they should ask when
they are visiting a program. The question for
you is, “Are you ready to answer them?”
As part of our referral service, Child Care
Search sends each caller, an informational
packet that includes their list of referrals along
with several other informational pieces about
child development and child care.
An important publication in the packet is the
Quality Counts brochure which
outlines and guides families through
the process of selecting child care.
It includes a comprehensive
checklist of quality indicators
parents can use when interviewing
and visiting programs like yours.
You may want to “check out” these
checklists for yourself to make
sure you can answer each
question if it relates to your own
program. You can request a
quality brochure from Child Care Search or
download the publication from CCRI’s website
at www.childcareresourcesinc.org.
The search for the right program for a child
takes time and energy, for both you and
parents. Don’t waste your opportunity to
make a good impression on a prospective
family. Know the answers!
Setting the Standards - continued from Page 1
Strategies for Self-Care
Families can help children develop in self-care
by talking with them about good health
practices, as well as model, those practices. Also,
families can provide opportunities for children
to practice self-help skills.
Teachers/caregivers can encourage children’s
development in self-care the same way as
families do at home. Strategies for the
community include providing parenting
development programs and resource material
regarding health education issues. Policy makers
can adopt policies to support development of
parenting programs and be supportive of the
need for young children to develop self-care
skills.
Strategies for Safety Awareness
Strategies that families can adopt to increase
safety awareness are to provide a safe and
supportive environment; talk with their
children about and model safe practices;
provide appropriate media content (avoid
violent and inappropriate television programs,
video games and movies). An additional strategy
for teachers and caregivers is to report any
suspected child abuse/neglect.
Communities can support safety awareness by
providing parenting development programs on
health/safety issues; support safe environments
for families i.e. neighborhood watches.
Policy makers can support the development of
parenting programs and educate the public
about the importance of safe environments for
young children.
Strategies for Fine Motor Skills
A strategy for families, teachers and caregivers to
adopt to encourage children’s fine motor
development are to provide opportunities for
the child to use a variety of hand held tools.
Communities can provide parenting
development programs regarding the
importance of fine motor development and
provide resources for young children with
special needs. Policy makers can purchase tools
and materials needed to support development
of fine motor skills.
The strategies for gross motor are similar to fine
motor. Families, teachers and caregivers are
encouraged to provide frequent opportunities
for children to participate in indoor and
outdoor large motor activities and recognize and
support the child’s need to be active.
The role of the community is to provide indoor
and outdoor experiences/programs that will
support gross motor development and provide
parenting information on nutrition and safety
programs that will support gross motor
development. Policy makers need to adopt
policies to support outdoor play in a safe
environment with age-appropriate equipment
and materials.
Page 11
Strategies for Physical Health & Growth
Strategies for families to adopt to encourage
physical health and growth are to ensure
opportunity for active play by limiting use of
television, video games, and computers;
encourage and support the child’s need for rest
and relaxation by establishing routines for
bedtime and quiet time; model good eating
habits; use local health and medical resources
for routine check-ups and illness; provide and
model appropriate dress for the weather.
Teachers and caregivers should adopt the
strategies above, as well as, discuss with families
health concerns that may be affecting the
child’s development; help families identify and
use local health and medical resources.
The community should provide environments
and resources where children and families can
participate in safe physical activities; provide
information and resources to promote healthy
physical development. Policy makers can
support provisions for universal comprehensive
health screening, medical insurance and
nutritional well being.
Emotional and Social Development
This domain involves children’s feelings about
themselves and their relationship with others.
Strategies for Sense of Self
Children who are developing well in the
emotional domain have a strong sense of self.
They are confident, able to express their
emotions appropriately, enjoy playing alone or
near another child, are developing coping skills,
and understand their uniqueness.
Some strategies that families can use to promote
children’s sense of self include establishing and
maintaining dependable, warm and loving
relationships; nurturing children’s curiosity and
interests; accepting children’s feelings and
helping them to identify their own emotions..
Some of the strategies that teachers/caregivers
can use to develop children’s sense of self
include developing warm and responsive
relationships with children to help establish a
sense of trust and security; respecting children’s
personal uniqueness; listening and valuing
children’s opinions.
Strategies for Sense of Self With Others
Children who are developing a sense of self with
others play and interact cooperatively with other
children.
Some strategies that families can use to promote
children’s sense of self with others include
modeling caring behavior toward others;
sharing their own feelings.
Strategies that teachers and caregivers can use to
promote children’s sense of self with others are
many including providing opportunities and
support to children as they learn to
communicate; sharing their own feelings and
alerting children to the feelings of others; and
creating an atmosphere of cooperation, not
competition.
Continued on page 16

Page 12
Summer Wheelin’
Transportation safety for your child care program
By Cathy Allen, School-age Trainer
Child Care Resources Inc.
Summer is a great time for new adventures
when many field trips are taken. Field trips
provide valuable learning experiences for
children in childcare. Children welcome the
opportunity to be out of their usual
environment. Providers welcome the chance to
add variety to their daily plans.
Taking children away from their familiar
surroundings requires careful planning and
proactive, protective measures to insure safety.
Careful planning will greatly reduce the risk of
harm or injury to children in your care. It will
also reduce liability for yourself and to your
facility.
There are several safe transportation practices
that should be considered when planning for
field trips:
• Make sure the vehicles are safe
• Provide appropriate adult supervision on
vehicles
• Plan ahead for transportation
• Plan for walking trips and public
transportation
• Determine when it’s time to go and time to
return
Make sure the vehicles are safe
Vehicles used to transport children must be safe and
well maintained. They must be properly
registered and insured. The vehicle body must
be free of holes and the upholstery should not
be ripped or torn. The vehicle condition must
be checked regularly – brakes, tires, fluids, and
annual inspection. Have the vehicles serviced
and filled with gas before the trip.
Transportation provided through special lease
contracts must be approved by facility directors
and must operate under the same safety
guidelines.
Keep temperatures comfortable on the vehicle. Run
the heater when outdoor temperatures are
below 50 degrees and run the air conditioner
when temperatures are above 75 degrees. Test
metal parts of the car seats, seat belts, and
plastic coverings to protect against burns. In
hot weather, protect those areas with blankets
or towels when not in use.
Age-appropriate child restraint devices must be used
and properly fastened. All children under four
years old must ride in car seats. All older
children and adults must have individual seat
belts; do not double up. Note of caution:
Children should not ride in the front seat of
vehicles with airbags. Do not carry more
people than the vehicle capacity allows. No one
may ride in the cargo area. All doors must be
locked and all passengers must remain seated
while the vehicle is in motion. All body parts
(heads, hands, etc.) must be kept inside.
Vehicles must be equipped to handle health
emergencies. A fully equipped first aid kit and a
fully charged fire extinguisher should be
mounted or secured on each vehicle. There
must be an adult trained in first aid and CPR
on each vehicle. Emergency information must
be on the vehicle for each child and staff
passenger. Vehicles must be properly equipped
and modified for children with disabilities.
Drivers and monitors must be trained to deal
with any special needs of the children.
Provide appropriate adult supervision of
vehicles
It is recommended that each vehicle have a
minimum of two adults – the driver and a
monitor. Drivers must be properly trained,
licensed, center-approved, and have a criminal
history clearance. They must practice safe
driving habits and should drive at posted
speeds. Drivers must also practice drills getting
children out of a vehicle in the case of an
emergency. They must not have taken any
medications, drugs, or alcohol in the previous
twelve hours that could impair their judgment.
The driver must always do a last physical check
of the entire vehicle to be sure that all children
have exited.
On a bus or a large van, the monitor should ride
in the rear of the vehicle and provide visual
supervision of the entire vehicle. In a passenger car
or van, the monitor may ride next to the driver
if all other seats are needed for children (who
must not be in the front seat). No food or
drink should be consumed while the vehicle is
moving. There must be no smoking on the
vehicle. If radio, tapes, or CD’s are played,
keep the volume down.
The monitor maintains the roster and does
attendance checks by name and face when the
children enter and exit the vehicle. It is not
enough just to do head counts. A log of
children transported and delivered to the
designated adult (teacher, parent, or other) is
kept by the monitor and filed at the child care
facility. Keep pen and paper on the vehicle to
record any information to be shared between
parents and caregivers.
Each facility should have safe procedures for pick-up
and delivery of children. Safe procedures should
be written and given to parents. They should
be carried on the vehicles and posted at the
facility. Parents should authorize any
transportation of children. Notify parents of
any change of driver or procedures.
Children should be loaded and unloaded from the
vehicle away from traffic, on the same side of the
roadway as their destination. All children must
be received by a responsible adult when exiting
the vehicle – at the child care center, at home,
and at a field trip site. Never leave children
unattended on a vehicle.
Plan ahead for transportation
Before transporting children, be sure to check
the weather conditions. Vehicles need to be
equipped for bad weather. Plan to have a backup
vehicle and driver in case of emergency. If
needed, a vehicle can be sent to help.
Have a clear map and precise directions for each
driver. Leave copies of these behind at the child
care facility when you go. Also leave a copy of
the roster showing which adults and children
are riding in each vehicle. Be sure that the
emergency form for each child and adult is on
the same vehicle as that person. Use advanceseating
arrangements to designate where
children will sit. Do not allow children to
change places or switch vehicles. Do this for
both routine transportation and for field trips.
You also need to leave behind a contact phone
number for the field trip. Arrange to have a
cellular phone for easy communication between
the trip leader or driver and the facility.
Plan a way to keep everyone in a group together.
Depending on their ages, you may want to have
children hold an adult’s hand, use a buddy
system, or use a “walking rope” knotted at
intervals to hold onto.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Page 13
Plan for walking trips and public
transportation
Plan a route that all adults understand and stick
to it. No group or adult should deviate from
the agreed-upon route. Leave a copy of the
route and plans at the facility. Adult
supervision is required at both the front and
rear of the group. Very small groups of children
may walk in a cluster with an adult who can see
and reach them all. Using public
transportation can present many risks, but it
can also be fun and teach children new things if
planned and carried out carefully. Adults need
to know the route well. Know the bus or train
schedule so you won’t have any unexpected
waits. Plan how you will pay fares. Plan to ride
when there will not be crowded conditions.
Keep the distance and time spent traveling
appropriate for the age of the children.
Time to go and time to return
Before you leave the facility, there are some lastminute
things to do. Children will need to be
taken to the toilet and water fountain one last
time. Children will need to be dressed
appropriately for the weather, so allow time to
put on sunscreen, hats, raincoats, or whatever is
required. Maintain an orderly exit from the
facility. Upon returning to the facility, help
children exit the vehicle safely and calmly. Take
attendance one last time as the children enter
the facility. Make a thorough check of the
vehicle for any remaining children and
belongings.
Field trip follow-up
Follow-up activities will help the children retain
what they learned from the trip experience.
Have the children help create and send thankyou
notes to the adults who helped. Send a
thank-you letter to the field trip site. File
information about the trip site for future
reference.
Information for this article was taken from the Get
Ready, Get Set, Go! Handbook, Division of Child
Development, North Carolina Department of
Health and Human Services.
Sunny’s Summer Safety
Suggestions
Now that summer is here we tend to spend more time
outdoors. While fresh air and sunshine are wonderful
there are also some hazards to be taken into account
when spending time with children outside. Our
summer safety expert “Sunny” answers questions
regarding safety in the great outdoors.
Dear Sunny,
I love to take my infants outside in the fresh air, but worry
about all the bugs. I don’t know what I would do if any of
the babies were bitten or stung. What can I do to keep the
bugs at bay?
Bugging Out
Dear Bugging Out,
Although there will always be bugs in the great
outdoors, there are some things you can do to
minimize the threat they present. Mosquitoes breed
in standing water, so avoid having standing water
around your play area. Have the children wear light
colored clothing since mosquitoes, bees, wasps and
hornets are attracted to dark solid colors. These
bugs are also attracted to sweet fragrances, so
avoid wearing sweet or flowery perfumes. Don’t
bring fruit or fruit juices outside either. To avoid
spider bites, stay away from warm, dark places
like storage sheds.
That’s the buzz,
Sunny
Dear Sunny,
I am a preschool teacher and I love to take my children outside in
the summer. I take water out with me to prevent the children
from becoming dehydrated, but what else can I do to prevent
them from becoming overheated?
Hot and Bothered
Dear Hot and Bothered,
Heatstroke is a very real danger facing children who play
outdoors in the hot summer months. Some of the
warning signs of heatstroke in a child are: a temperature
above 106 degrees, dry, pink or ashen skin, dizziness, rapid
heart rate, shock, and loss of consciousness. You can
prevent heatstroke by: avoiding strenuous physical
activity in direct sunlight or during the hottest time of
day; having frequent rest periods with access to cool
shade or an air-conditioned room; providing frequent
water breaks; and encouraging children to drink plenty of
water before, during and after exercise. Also
ask parents to dress children in
lightweight, loose fitting
clothing. If you don’t have a
water fountain outside, bring
out a pitcher of water and some
cups. Watch carefully for the
warning signs!
Stay cool,
Sunny
Dear Sunny,
I am worried about taking my toddler class outside in the
sun because they may get sunburned. What can I do to
protect them from the danger of overexposure to the sun?
A Tentative Toddler Teacher
Dear Tentative Toddler Teacher,
You are right to be concerned! Childrens’ skin is
especially susceptible to sunburn. It is not only
uncomfortable, but also increases their risk of
developing skin cancer later in life. Protect your
children while they play by using sunscreen with a
minimum of 15-SPF to prevent sunburn. Sunscreen
should be applied 30 to 45 minutes before exposure
and can only be used on children over 6 months of
age. Remember: The use of sunscreen requires
parental permission. For children under 6 months of
age it is recommended to keep them in the shade
and dress them in protective clothing (i.e. hats, long
sleeves and lightweight long pants.)
Shine on,
Sunny
News from CCRI’s Cabarrus County Office
• Are you and your program working on improving the quality of care? Do you need some new ideas for the classroom? Are you taking some early
education classes? Do you have classroom management questions? Are you working on that next star for your license? Visit Child Care Resources
Inc.’s Traveling Family & Teacher Resource Center to find the resources and materials that will help you improve the quality care you provide for
our young children. This mobile lending library has a wide variety of resources including books, videos, audiotapes, newsletters, leaflets, tip sheets,
literacy kits and Activity kits. The resource specialist is available to help with your selections, talk with you about child-related issues and guide
you to other available resources. Thanks to Cabarrus Partnership of Children the Traveling Family and Teacher Resource Center has become an
integral partner in Cabarrus County’s quality improvement efforts. Call the Cabarrus office at 704-786-1023 for the TFTRC’s Schedule.
• CCRI welcomes Cathy Collie as the new Early Childhood Training Coordinator in Cabarrus County. Cathy received her B.S. in Child
Development and Family Life from Radord University and her M.Ed. from Towson University. She has worked as a preschool teacher and mentor
in a variety of early childhood settings. She will be visting programs in Cabarrus County over the next few weeks and is available for any questions
you may have. She can be reached at CCRI’s Cabarrus County office at 704-786-1023.

Page 14
All Children Included
Including Children with
Disabilities in Outdoor
Activities
By Kellie Miller
Child Development Specialist
Mecklenburg Infant/Toddler/Preschool Services
Outdoor time is a wonderful time for
creative, sensory experiences for all
children. While you want to encourage
independence and free exploration as much as
possible, supervision of children in all play
activities is crucial. This is true of children with
and without challenges. Teachers should plan
outdoor activities with an eye toward safety, as
well as skill development and fun. Outdoor
play deserves the same attention and planning
as indoor activities, such as circle time, center
activities, and free play. The added benefit of
thinking carefully about outdoor play is that
you can plan and/or predict what
accommodations or special help children in
your classroom might need.
Children, especially those with motor/physical
or intellectual delays, often need time to play at
their current ability levels before attempting
more challenging physical activities. Children
with disabilities may not readily approach
certain activities because they may not feel safe
or have difficulty figuring out how to make use
of material, equipment, or activities. A child
with gross motor challenges may never
approach a slide because of fear that he won’t
succeed or may get hurt or because his legs
don’t respond easily to what his brain tells them
to do.
However, your assistance can create both
confidence and enjoyment as you help him
think of ways to be successful at this activity. If
you have a child who is afraid of a piece of
equipment such as the slide, break sliding into
small steps. Encourage the child to first touch
the slide or slide toys down for other children
to catch. Perhaps he can start by being put only
a few feet from the bottom of the slide, to
experience the fun in small doses. He may only
need your hand to hold as he slides down or
your hand on his back as he climbs carefully up
for the first time.
If a child is fearful of swings or other equipment
that moves suggest that she start off in a swing
that is low to the ground and has support on
the sides. The child may initially prefer to
place her tummy on the seat of the swing with
her feet on the ground.
It is important not to do too much for children
with disabilities and to remember that all
children need opportunities to enjoy making
choices about play activities and to be as
independent as possible. Initially, your
encouragement and enthusiasm might be
needed to lure a child into an experience she
might not readily approach. But soon, if she
experiences enjoyment and success, she’ll add it
to her list of favorites!
Some children with special needs need for us to
plan how to help them stay “controlled” or
focused. A child who is overly active or has
sensory problems may benefit from calming
activities such as swinging slowly back and
forth, jumping off small tree stumps, or lugging
around heavy blocks. You may want to
encourage this when he first enters the
playground and then before returning to the
classroom. You may want to have a favorite
book or toy outside to offer if he becomes overly
stimulated.
Plan activities that require cooperation and
promote social interaction among all children.
Tossing or rolling balls is a great two-child
activity, promoting social as well as physical
development. When offering ball activities,
experiment with a variety of types of balls and
ball sizes. Some children may find it easier to
catch a Koosh ball, beanbag, or a larger,
textured ball. You can also purchase a soft cloth
catcher’s mitt and ball with Velcro strips. The
ball sticks to the catcher’s mitt making it easier
to catch. Or, you may want to play games
such as hiding toys around the playground and
encouraging children to find them “with a
buddy.” Encourage peers to take other
children’s hands and include them in activities.
Although the playground provides wonderful
opportunities for gross motor stimulation and
active play, with a little planning, we can also
promote other learning and social experiences
outdoors (see Enriching Summer Outdoor
Activities on pages 4-5). More specifically,
outdoor activities that promote inclusive and
integrated learning include: sand and water
play, reading stories on a blanket, painting the
sidewalk or wall with water, and tunnels and
playhouses that provide opportunities for social
interaction. Use a tape player outdoors for freeform
dancing and movement. Think creatively!
While most children with disabilities need no
special accommodations, all children deserve
our attention to what WE can do to help them
be successful. If you need further activities and
ideas on how to include a child with a disability
in outdoor play or any classroom activity, great
resources are available. Talk to the child’s
parent and any therapists who may be working
with the child. Or call one of the child
development specialists at the Carlton Watkins
Center (704-336-7100).
In Her Honor
The Lana Sullivan Early Childhood Education Scholarship has been established in honor and
memory of Lana Sullivan, a trainer with Child Care Resources Inc., who died suddenly on
October 27, 2002 at the age of 33. She left behind a husband, a one year-old daughter, and
countless family and friends who love and miss her dearly. Lana grew up in Wisconsin and went to
college at the University of Minnesota and Northern Illinois University, earning a Master’s Degree in
Public Health. She relocated to North Carolina in 1993 and began her work in the early childhood
education field at CCRI in 1999. She truly loved her job and enjoyed working with both child care
centers and family child care homes. Lana always believed in the importance of quality early childhood
education in the development of children and felt that teachers are invaluable in this regard. Lana always
loved training teachers and parents, so it is only fitting that a scholarship in her name will allow a few
teachers each year the opportunity to further their education in this field.
– Paul and Tiana Sullivan
How to Apply
One $2,000 scholarship will be awarded to a child care center to provide support for staff members taking courses beyond basic
credentials. Two $250 scholarships for family child care homes will also be awarded. Funds may be used for tuition, books and wage
reimbursement for work time lost while taking the course(s). Funds may be used during one semester or throughout the academic
year. Application forms can be obtained in the following ways:
• Call 704-348-2187 and follow the instructions. The application will be mailed to you.
• Download the form from CCRI’s website at www.childcareresourcesinc.org
• Request it from CCRI’s FaxBack system at 704-335-9421. Follow the instructions and request Form #951

Lana Sullivan Fund
Page 15
NC Licensing Rule Changes For Family Child Care Homes
Question
Dear
ear Trainer
I am a Family Child Care Home Provider, and I
am thinking about purchasing a wading pool this
summer for my children to use. I know the children
would really enjoy it, but I have heard that you
can’t use them. Is this true?
Answer
No. According to Child Care Rule 10 NCAC
3U. 1719(7) of the Family Child Care Home
Requirements, all swimming pools or wading
pools must be maintained in a manner that
safeguards the lives and health of the children,
and must meet the “Rules Governing Public
Swimming Pools,” in accordance with 15A
NCAC 18A .2500 of the Environmental Health
Rules. The rules are lengthy, and a complete
copy of the rules may be obtained from the
Division of Environmental Health, 1630 Mail
Service Center, Raleigh, North Carolina 27699-
1630. In short, the rules state that every
wading pool must be equipped with a
circulation system, appropriate safety
equipment, and proper filtration and
chlorination systems. Additionally, wading
pools must be designed to provide at least 10
square feet per child. So, it’s not that wading
pools cannot be used; they simply require a lot
of maintenance.
Other appropriate water play activities that
children can participate require fewer rules and
regulations. Using the home lawn sprinkler or
purchasing a special sprinkler designed for
children’s play such as the “Crazy Daisy” are
good alternatives to keep children cool. Other
fun water activities such as a “slip and slide”
should only be used if the children are ageappropriate
for the equipment. The age and
weight recommendations for each item is listed
on the box. Children can also paint with water
or use different size containers for water play.
Whatever your choice for water play this
summer, be sure to be safe.
The NC Child Care Commission has adopted changes to the
licensing rules for family child care homes that became effective
in April 2003. The major changes are listed below. Explanations
are shown in italics.
1. Substitute Caregivers in Family Child Care Homes
(rule.1701)
• An individual who cares for children on a regular basis (at
least once per week) while a family home operator is not
present must meet the minimum qualifications to be a family
home operator.
• A substitute who cares for children during planned absences
of an operator (such as vacations and appointments), but not
at least once a week, must meet some of the qualification to
be a family home operator. They must be at least 21 years old,
have a high school diploma or GED, complete a first aid
course, complete a health questionnaire, have a negative TB
test, and submit a criminal records check after the fifth day of
providing care.
• A substitute who care for children for a family home operator
only in emergencies must be at least 18 years old and submit
a criminal records check after the fifth day of providing care.
• The family home operator must review licensing
requirements with any individual before the person provides
care for children.
2. Excluding Ill Children From Family Child Care
(Rule .1720)
• A family child care operator may not care for a child who has
a fever of at least 100 degrees axillary or 100 orally.
• A family child care home operator may not care for a child
whose fever is less that the temperatures above, but who has
certain symptoms or illnesses (ex. Diarrhea, chicken pox, lice).
These are the same restrictions that currently apply to child care
centers.
3. Requirements for Records and Discipline Policy
(Rules .1721, .1722)
• Family home operators must keep health records for their
own preschool children, in addition to the other children in
care. This is added so that substitute caregivers will have this
information in case of emergency.
• Family home operators must give a copy of their discipline
policy to parents and discuss it with them. They must notify
parents at least 30 days before they begin a new discipline
policy. Parents will sign a statement that they received a copy
of the discipline policy and that it was discussed with them.
4. Transportation Requirements (Rule .1723)
This rule only applies to family home operators who choose to provide
transportation for the children in their care.
• Family home operators must tell parents who will be
transporting the children.
• Any driver who transports the children must be at least 18
years old, have a valid driver’s license, and have no DWI or
other impaired driving offenses within the last three years.
5. Compliance History Standards for a Rated License
(Rule .2808)
Family child care homes that apply for a 2-5 star rated license are
assessed in three areas: program standards, education levels, and history of
compliance with licensing requirements. Currently, homes earn points for
compliance history based on the number of substantiated complaints that
have occurred in the past three years. This rule is proposed to be changed
so that compliance history is scored in the same way as it is for centers –
by calculating a percentage based on the number of violations that have
occurred in the past three years.
• For 1 point for compliance history, a home must have a
compliance history of 60%-64%.
• For 2 points for compliance history, a home must have a
compliance history of 65%-69%.
• For 3 points for compliance history, a home must have a
compliance history of 70%-74%.
• For 4 points for compliance history, a home must have a
compliance history of 75%-79%.
• For 5 points for compliance history, a home must have a
compliance history of 80% or higher.
6. Criminal Record Check Requirements
(Rule .2702)
• Family child care home operators who change locations must
submit a new local criminal record check for themselves and
any household members to their licensing consultant within
10 business days of moving.
• The local criminal record check must be done in the county or
counties where the operator and household members have
lived during the previous 12 months.
Extra Items
• Authorization for medical treatment is no longer required to
be notarized.
• All records are required to be maintained for three years and
fire drills and outdoor inspections will be reviewed for 12
months prior to annual compliance visits.
• Proper handwashing procedures must be used before and
after eating, diapering and after toileting and handling
bodily fluids.
Items to be posted in a family child care home
• Daily schedule and activity plans
• Emergency telephone number form

Page 16
Setting the Standards - continued from page 11
Strategies for Emotional and Social Development
This document suggests that communities can
promote children’s emotional and social
development in a number of ways. One
suggestion is to raise community awareness
about the early experiences of young children
and the factors that contribute to their
emotional and social well-being (e.g., child care
quality, teacher qualifications).
Suggestions for what policy makers can do to
promote children’s emotional and social
development are noted. One of the suggestions
listed is critical: commit to a long-term
financial investment in a system that promotes
high quality developmentally and culturally
appropriate early care and education programs.
Cognition & General Knowledge
This domain focuses on children’s natural
curiosity and ability to acquire, organize, and
use information in increasingly complex ways.
In the search for meaning, children learn
through exploring, discovering, problem
solving, thinking logically and representing
symbolically.
Components of cognitive development include
mathematical thinking, scientific thinking,
social connections, and creative expression.
Strategies for Cognitive Development
Some strategies that families can use to facilitate
children’s cognitive development include taking
time to talk, read, question and listen to your
child; providing opportunities to explore and
solve problems using everyday situations; taking
your child on field trips; providing materials
and opportunities for artistic expression.
Strategies that teachers and caregivers can use
include creating opportunities for children to
explore numbers, measurement, and problem
solving through developmentally appropriate
play; giving children access to a variety of
materials and activities to develop and refine
sensory knowledge and creative expression;
modeling good conversational skills and
encouraging “talk” with peers during the day.
Communities can help children develop
cognitive skills by giving them access to lending
libraries of books, toys and other resources to
encourage learning. Policy-makers can prioritize
funding for children and families in policy
decisions.
Language Development & Communication
The emphasis of this domain is on the
development and acquisition of verbal and nonverbal
languages. Children will communicate
and interpret meaning through receptive
language/listening, expressive language/
speaking, emergent reading and emergent
writing. In each of these areas preschool
children are expected to acquire certain skills as
noted below.
As children develop receptive language they
begin to understand increasingly complex
language; they follow simple and multi-step
directions; they understand and respond to
verbal and non-verbal cues; and they will begin
to discriminate sounds in spoken language.
When expressive language begins to develop,
children begin to use verbal and non-verbal
language for a variety of purposes and begin to
use increasingly complex language structures.
As children develop emergent reading skills
they begin to perceive themselves as readers; to
explore reading and enjoy books; to
demonstrate knowledge of the alphabet; and
acquire phonological awareness.
When emergent writing skills begin to develop,
children begin to perceive themselves as writers;
begin to experiment with a variety of writing
tools and materials; they begin to understand
that writing is a way of communicating; they
begin to show interest in the names of letters
and how to represent speech sounds; and they
begin to copy or write familiar words such as
their own name.
Families can support children to become readers
by reading to them daily; making books readily
available and accessible to children; exposing
children to print materials in the home; and
visiting the library regularly.
Teachers and caregivers can also encourage
emerging reading skills. Some of those strategies
include providing a literacy-rich environment;
allow the children to choose the books they
want to read; provide opportunities for children
to play word and rhyme games and sing songs.
The community can play an important role in
helping children become readers. Some of the
strategies include providing opportunities for
families and children to participate in literacyrelated
activities together; developing
community awareness about the importance of
talking and reading with children; and
advocating for quality early childhood
programs.
Policymakers are critical to the goal of all
children becoming readers. Some of the
strategies include supporting libraries, early
childhood programs to facilitate literacy
development; becoming involved and visiting
schools, early care and education programs, and
family literacy programs to develop first-hand
knowledge of literacy effort.
Strategies have also been developed for families,
teachers, caregivers, communities and
policymakers to encourage emergent writing
skills, expressive and receptive languages skills.
Approaches to Learning
This draft document also describes the various
ways children approach learning and describes
the various learning styles and the strategies
that should be used with children based on
their specific learning style and their individual
approach to learning.
___________________________________
NC Preschool Standards describe what young
children should be learning, ways for them to
learn these important concepts and the entities
that are responsible for ensuring children
develop to their potential. These standards can
be used by all of us as we look for ways to give
preschool children the skills and knowledge
that they will need to reach their potential. If
after reading the document you wish to give
feedback, contact Cindy Bagwell at DPI at
cbagwell@dpi.state.nc.us
SUMMER 2003
Visit CCRI’s website at www.childcareresourcesinc.org
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