Overview:

Start with foundation of:

Trauma
Adverse childhood experiences
Trauma informed practice

Analyze whether you are legally required to call the SCR

Understand how trauma may be impacting the child or family

How your own past experiences may impact your decision making

An intense event that threatens a persons life or safety in a way that is too much for the mind to handle
and leaves them powerless.

Trauma can bring about physical reactions

Common traumatic events could be:

Family violence

Sexual abuse

Emotional abuse

Violence in the community

Having a child removed from hombe and dealing with the child wekfare system are traumatic events

Are negative experiences that occur during childhood

Have lasting impacts on physical, emotional and mental health

Are very common in all socioeconomic groups with 61-67% of the population having experienced at
least one.

Higher rates of negative health outcomes later in life

Other factors can intensify the effects of ACEs

Child maltreatment and abuse are ACEs

Critically important for appropriate interventios to occur to mitigate long term impacts

Physical Responses to trauma

Danger, Fear, Physical Responses

The heart pumps blood to the limbs more forcefully

Breathing control may be lost

Short Term memory, concentration and rational thought go on break

Dry mouth and throat muscle spasms can make it hard to swallow

Toxic Stress

Experiences severe, prolonged adversity without adequate support

Stress response stays activaded in the body

Changes in the brain can occur resulting in long term effects on:

Attachment

Physical Health

Cognitive abilities

Self concept

Impulse control

Children may misbehave or act out as a result

Impact of ACEs and Trauma

Ma be exacerbated by disruption within a family

ACEs alone may not rise to the level of abuse or maltreatment

Impact on the child should be assessed

During stressful events it may be necessary to:

Have more contacts

Conduct additional assessments

Offer relevant services

Can affect a parents relationship with their child

Recognizes the impact that trauma may have on the individuals and families you serve

Goal is to avoid retraumatizing through your interactions

Understand trauma may have an impact on behavior

Assist you in identifying when your own past trauma may impact the way you evaluate an incident you
encounter

May be helpful in deescalating a stressful situation

Includes:

Establishing a physically and emotionally safe environment

Focusing on building trustful relationships

Being inclusive of and respectful towards individuals culture

Approaching families from a collaborative, solution finding perspective

Intentionally including family voice and choice in the process

Trauma informed practice includes:

Unerstnding the role trauma plays in our lives and avoiding re traumatizing survivos and their families

Interpreting behaviors and actions as reactions, adaptations, and survival techniques to trauma

Facilitating survivors meaningful participation in services

Engaging in survivor centered advocacy which recognizes that trauma impacts the way individuals
experience reminders of trauma

Avoiding bias

Five Protective Factores

Circumstances and supports that can help lessen the effect of ACES and trauma on individuals

Parental resilience

Childs social connections

Family having concrete support in times of need

Parents knowledge of parenting and child development

Social and emotional competence of the child

Identifying protective factors may make a difference in your decision about intervention or referral

Protective Factors

You can increase protective factors

Strengthening protective factors should not be the responsibility of the family member in crisis alone

Work in partnership with families to build on existing strengths and bolsters protective factors

Build parental resilience

Suffest alternatives to bottling up frustration

Learn who is providing services in your community

Compile a list of resources

Help families connect to services; a family under great stress may be unable to make that connection

Understanding Trauma and ACEs

Summary

Trauma may impact the child or family

Your past trauma may impact your decision making

ACEs and trauma alone may not rise to the level of child abuse or maltreatment

Assess the impact on the child

Use of Trauma informed practice can avoid retraumatizing individuals

You may lessen effects of ACEs and increase protective factors

Quiz:

As a mandated reporter, whenever you encounter a family in crisis you are legally required to call the
SCR: FALSE

Undertanding and reducing Bias

Overview:

A bias is a personal and sometimes unreasoned judgment against a person, place or thing.

Implicit bias is present but not consciously recognized.

The brain processes 11 million bit of info/second

The conscious mind only handles 40 to 50 bits of info per second

The brain searches for patterns or associations

Our brain may draw conclusions about social groups thay reflect an implicit bias that our conscious mind
is not aware of

Explicit bias is present on a conscious level

Research has shown:

Bias frequently impact decision making

The impact of decisions made that are rooted in biases often hae significant impacts on indivuals, social
groups and communities

Adults often perceive black firls as more independent, less innocent and needing less nurturing
protection and comfort than white girls of the same age group.

Adultification bias

One of the benefits of being aware is that tou can choose to take a proactive role

Disparities exist throughout the child welfare system, presently and historically
DMR data shows historical overrepresentation of children and families of color in the child welfare
system

Families of color have been more likely to be placed in foster care and experience slower achievement
of permanency goals

Income status of families is a significant predictor of involvement ith the child welfare system

The majority of substantiated CPS reports are for maltreatment and not abuse

Families investigated by CPS have several poverty relared risk factors

Families living below the poverty line are three times more likely to be substantiated for a child
maltreatment.

OCFS is responsible for promoting the safety, permanency, and well being of children and families

To achieve this, it is critical to acknowledge the problem of racial and ethnic disproportionality and
disparity that exists tithin the child welfare system and to implement promising strategies that address
these issues in general and at specific decision points in the child wefare continuum.

Doing so will improve outcomes for the children, families and communities we serve.

CPS can only investigate reports that are called in and accepted by the SCR.

A goal of this training is to address and reduce disproportionate representation in the child welfare
system by preventing bias in a mandated reporters decision making process to call the SCR.

Research has shown that a mandated reporters decision to make a report is too often improperly
influenced by biases (implicir or explicit), personal beliefs, values, and experiences.

Biases may even sway tou to make a report against one parent, guardian or caretaker and not another
even though the objective facts and the information are the same.

Research also shows thart theses biases contribute to a disproportionate number of reports being called
into the SCR on certain individuals or groupssuch as communities of color and those with higher rates of
poverty.

As a result, CPSinvolvement is disproportionately higher in certain groups or communities as

demonstrated by OCFS data.

This disparity has long lasting and devastating impacts on both families and communities.

It is important to be aware of bias and make decisions based on objective facts.

Each assessment made by a mandated reporter regarding whether to call the SCR can change the course
of the life of a child and the members of a family.

It is important to be aware of the propensity for implicit or explicit bias and to be intentional about
making decisions based on the objective facts of a situation. Part of this process is to increase our own
awareness regarding our own beliefs including those that may be hidden or unconscious.
As a professional, you must ensure that your own implicit or explicit biases do not impact your decision
to call the SCR. You should only call the SCR as a mandated reporter when you have a legal obligation to
do so.

It is important to keep in mind that we must approach our responsibility as mandated reporters with
empathy, compassion, care and curiosity. When assessing information received about a child and their
family, instead of making assumptions or jumping to conclusions that a child is being maltreated or
abused, we must ask ourselves the right analytical and evaluative questions.

For example, would my decision to call the SCR with a report of suspected child maltreatment or abuse
change if the

race,

ethnicity,

gender,

gender identity,

sexual orientation or expression,

religion,

immigration status,

primary spoken language,

culture

age

neighborhood where the reside

disability

occupation

socio economic status

Please also consider if the needs of the family can be met though other means outside of the CPS system

Strategies to reduce BIAS

Understanding our leans

Recognizing Bias

Bias can show up in a variety of ways. Bias might look like:

Subconscious thoughts (implicit)

trategies

Conscious thoughts (explicit)

Stereotypes

veremphasis haviors, und I strengths eing more sy wards peopl osely identifi abble thinkin id people wh
are them

Inaccurate judgements

Relying on assumptions instead of objective fads

Knee jerk reactions

Overvaluing first impressions

Overemphasis on negative behaviors, Relying on assumptions instead of objective facts

Knee jerk reactions

Overvaluing first impressions

Overemphasis on negative behaviors, underemphasis on strengths in a family system

Being more sympathetic towards people and A families we more closely identify with

Bubble thinking - preferring our ideas and people who share them or things that feel familiar

Knowing that bias exists it is critical that you, as a mandated reporter, take steps to reduce potential bias
in your decision-making process.

Fortunately, bias can be unlearned. One proven strategy to reduce bias is to examine whether the facts
of the situation would lead you to the same decision to call the SCR if the demographic information for
the child or family were different.

For example, would you make the same decision to call if any of the following were different? The child
or family's: race? Ethnicity? Gender? Gender identity? Sexual orientation or expression? Religion?
Inmagration status? Primary spoken language? Culture? Age?

If yes, bias may be impacting your decision.

Critical Thinking

Approach the situation with humility

Be open and willing to learn and consider all information

Identigy what concerns you about the situation

Gather adequate information abot the situation

Analyze information to separate facts from assumptions

Recognize the possibility of bias

Develop multiple hypotheses

Determine if you are legally required to call the SCR

If you are interested in learning more about what feeds into implicit bias, Harvard University has
developed the Implicit Association Test (IAT).

The AT measures attitudes and beliefs that you may be unwilling or unable to report.

)n Test

The IAT may be especially interesting if it shows that you have an implicit attitude that you did not know
about. For example, you may believe that women and men can equally be doctors, but your automatic
associations could show you that you (like many others) associate men with doctors and women with
nurses.

You can access a variety of IAT tests at the link on your screen.

If you're interested in additional training on implicit bias, please visit the Kirwan institute for the study of
race and ethnicity at the link on your screen.

Or you can also take additional implicit bias training developed by OCFS. This resource, as well

As a mandated reporter, while you have a legal obligation to make a report to the SCR in certain
circumstances, there is also a framework to guide you.

As a mandated reporter you are required by law to call the SCR when:

suspect

abused

• In your professional role,

• You develop a reasonable cause to suspect,

• A child under the age of 18 is being maltreated or abused.

• By a parent or

person who is over the age of 18 and is Legally Responsible for the care of the child at the relevant time,
also known as a "PLR." We will define what it means to be a PL more in a moment.

Let's begin by discussing what it means to be in your "professional role."

Pro

Generally, it means that you are working or volunteering in a role that requires your specific licensure or
certification. For example, when a physician conducting a physical exam of a child develops a reasonable
suspicion of abuse or maltreatment, they must report their concerns to the SCR.

However, if they are riding their bike after work and see something that they suspect is child abuse or
maltreatment, they may call the SCR as a member of the general public, but they are not required by
law to call the SCR as a mandated reporter because they were not in their professional role when they
observed the situation in their community.
Reasonable Cause to Suspect

Occurs when:

What you have observed/been told + Professional experience and training = Reasonable belief of
maltreatment or abuse

Next, we will look at what is a "reasonable cause to suspect".

A "reasonable cause to suspect" occurs when what you have observed or been told, combined with your
professional experience or training, leads you to reasonably believe that a child has been or is being
maltreated or abused.

A reasonable suspicion does not require proof a child has been maltreated or abused.

One indicator or several indicators in combination may give you a reasonable suspicion.

tion not

For example, explanations of injuries that are inconsistent with your training or experience may give you
a reasonable suspicion that maltreatment or abuse has occurred.

To determine if you must call the SCR, you have to understand how child maltreatment and abuse are
legally defined in New York State.

We will take closer look at the definitions of child abuse and maltreatment later in our discussion.

There are a number of factors and indicators to consider when making the determination to call the SCR
as a mandated reporter.

nation is not

Just because you disagree with a parent's decisions or actions does not mean a child is being maltreated
or abused. Similarly, just because a child may have poor hygiene or presents as hungry does not mean
that child is being maltreated or abused.

It is important to consider that many children and families live in poverty throughout the state.

Poverty, in and of itself, does not equate to maltreatment or abuse.

Mandated reporters are required to call the SCR when they develop in their professional role, a
reasonable cause to suspect that a child is being maltreated or abuse by a parent or person legally
responsible for the child's care also known as a

"PLR"

It may be easy to identify who a child's legal parent is, but what is a PLR exactly?

The term PL includes the child's custodian, guardian, and any person responsible for the child's care at
the relevant time. Note the term
"custodian" may include any person continually or at regular intervals found in the same household as
the child when the conduct of such person causes or contributes to the abuse or maltreatment of the
child.

For example, if while in your professional role you develop a reasonable cause to suspect that a child is
being sexually abused by a relative who lives in the home who is not their parent, you have an obligation
to make a report to the SCR.

Confidentiality:

State law provides confidentiality for mandated reporters and all sources of child abuse and
maltreatment reports.

However, CPS or the SCR may be required to provide the identity of the source of the CPS report, in very
limited circumstances and only as described in the law.

For more information on when the identity of a source of a report to the SCR may be disclosed please
visit the link on your screen.

The Health Insurance Portability and

Accountability Act (commonly referred to as

"HIPAA" contains specific provisions allowing health care and other professionals to report information
to the SCR, including personally protected health information that is otherwise confidential.

Your legal obligation to report suspected child abuse and maltreatment under New York State law
supersedes client-patient confidentiality provisions.

Liability and Immunity

The law gives all mandated reporters immunity from criminal and civil liability whenever a mandated
reporter makes a report because they had a reasonable cause to suspect child abuse or maltreatment.

The law presumes mandated reporters make such reports in "good faith" and therefore mandated
reporters are protected - even if CPS finds no evidence of abuse or maltreatment.

A mandated reporter who fails to call the SCR when they have a reasonable suspicion of child abuse or
maltreatment while in their professional role may be subjected to criminal and civil liability.

The mandated reporter may also be held civilly liable for any harm suffered by a child due to their failure
to call the SCR.

For more information on the potential penalties, please visit the Mandated Reporter website at the link
on your screen.

While your employer or organization may establish training or protocols relevant to reporting child
abuse and maltreatment, no employer or organization is permitted to require that you seek or obtain
approval prior to calling the SCR.

Your legal obligations as a mandated reporter are personal to you and your organization may not
impede you from calling the SCR.
While a designee may do follow-up paperwork, you cannot rely on an agency's designated reporter to
make the call to the SCR on your behalf.

All employers and organizations are also prohibited from retaliating against you in any way for fulfilling
your duties as a mandated reporter.

What happens if both you and a coworker who is also a mandated reporter witness the same incident
and as a result, you both have a reasonable cause to suspect that a child is being abuse and/or
maltreatment.

Are you both required to call? The answer to this question is that the law does not require multiple
reports on the same incident from the same organization. You and your coworker may agree on only
one of you calling the SCR to make the report.

he person who calls the SCR must provide the other coworker's name and contact information so the
CPS agency is aware of who has relevant information about the situation.

If you are not the one who makes the call to the

SCR and want to assure that your mandated reporter responsibilities have been fulfilled, make sure that
the LDSS 2221A form, which we will discuss later in this training, reflects that you are a mandated
reporter who also observed the incident and get a copy of the completed LDSS 2221A form and to keep
in your records.

REMEMBER:

As a mandated reporters are required by law to call SCR when:

In your professional role

TOu develop a reasonable cause to suspect

A Child under 18 is being maltreated or abused by a parent or PLR

Reasonable suspicion does not require proof

One or more indicators may give you a reasonable suspicion

Defining Maltreatment and Abuse

in New York State, parents, and other people legally responsible (PLR) for children must provide the
minimum degree of care. The law sets a minimal standard which requires:

Adequate

Food

Clothing

Shelter and

Medical Care

...if financially able to do so.

Adequate education notwithstanding efforts by school officials or local department of social services
staff

Adequate supervision and

No excessive corporal punishment

The minimum degree of care standard does not equate to ideal or optimal parenting. For example, food
may be the same meal every day or fast food.

Clothing does not need to be fashionable or on trend. Adequate shelter does not mean the residence
has to be spotlessly clean or have numerous amenities. However, the child's residence does need to be
structurally sound and able to pass a code inspection.

Objectives— Transcript
At the end of this training you will be able to:
 Create and implement health and safety activities for the children in your
program;
 Engage in daily opportunities with children to learn about habits that support
and reinforce a healthy lifestyle; and
 Describe the ways that healthy and safe behaviors are a key part of your
overall program.

The "Foundations in Health and Safety" e-Learning course provided you with important
information in the federally mandated topics of:
 Adminstration of Medication;
 Appropriate Precautions in Transporting Children;
 Building and Physical Premises Safety;
 Emergency Preparedness and Response Planning;
 Handling and Storage of Hazardous Materials and the Appropriate Disposal
of Biocontaminants;
 Pediatric First Aid and Cardiopulmonary Resuscitation;
 Prevention and Control of Infectious Diseases;
 Prevention and Response to Emergencies Due to Food and Allergic
Reactions;
 Prevention of Shaken Baby Syndrome and Abusive Head Trauma;
  Prevention of Sudden Infant Death Syndrome and Use of Safe Sleeping
Practices;
 And other Related Health and Safety Topics.

Regulation VS. Best Practice — Transcript

The practices and recommendations you will learn throughout this training are based in
both regulation and/or best practice.
Regulation
Regulations are what you must be in compliance with in regard to the minimal standards
for health and safety that are set in law. Because they are based on research, the
Regulations are updated to keep children in care safe and healthy.
Regulations can be found on the Office of Children and Family Services, or OCFS,
website. Be sure to check the website often for the most up-to-date version.
The website also has a Letters to Providers section which houses Dear Provider
Letters. These letters are electronically sent to all child care programs and contain
important information and updates from the Office of Children and Family Services
Division of Child Care Services. Be sure to read these letters as they are issued so you
can remain in compliance with your license or registration.
If you have questions after reading a letter, contact your regulator because they are
your greatest resource for finding ways to develop strong programming and
stay in compliance with the Regulations. A link to the letters can be found in the
Resources section.
Best Practice
Best practice is doing the very best possible for children, their families and the people
who care for them. It's not only meeting the regulatory requirements but exceeding
them. Best practice is a commitment to continuous improvements.
While child care programs must be in compliance with the minimal standard for health
and safety set in the Regulations, this training will present ideas and recommendations
to programs that fit best practices as well.
Because you, as a professional, are dedicated to the health and safety of the children in
your care, this training will provide you with information to make improvements in
processes and policies that directly affect the overall quality of care to children.
Caring For Our Children — Transcript
The best practices in the original "Foundations in Health and Safety" e-Learning were
based on the third edition of Caring for Our Children, a collection of national standards
that represent the best practices, based on evidence, expertise, and experience, for
quality health and safety policies and practices for today's early care and education
settings. This was co-authored by the American Academy of Pediatrics, or AAP, the
American Public Health Association, or APHA, and the National Resource Center for
Health and Safety in Child Care and Early Education, or NRCHS.
Caring for Our Children Basics is a federal resource aimed at child care programs
across the nation. The standards are generally equal to or set at a higher standard than
the Child Day Care Regulations, so there may be additional specific New York State
laws or regulations that you must follow in order to be in compliance.
Like the Regulations, Caring for Our Children is a continually updated set of standards
for early care and education programs. Visit their website for the most current
information. A link can be found in the Resources section of this training.

Where We're Going — Transcript

The original "Foundations in Health and Safety" course discussed basic information you
need to know as a provider in each of the mandated health and safety topic areas.
This time around we'll provide you with a brief review of the basics in each topic, share
updates and then give you tips on how you can integrate health and safety learning with
children throughout your daily program activities.

Health and Safety Topics for Children — Transcript

For young children, health education and safety education go together. Children learn
about health and safety by taking risks in environments where trusted adults safely
encourage those risks and model positive behaviors.
Your role is to help children try new things while providing them with a safe place and
materials to experiment in.
Adding health and safety education to your daily routine is best for children.
Everyday activities such as handwashing, walking indoors, crossing streets, mealtime
and nap time can serve as teachable moments.
This helps children see the importance of these healthy and safe behaviors and how
they fit into their daily lives, allowing them to build a strong foundation for healthy habits
that will last a lifetime.

Staff's Role — Transcript

Young children learn better through participating in hands-on activities and observing
behavior as opposed to speeches or worksheets.
Modeling
Modeling is an effective way of letting children know what you want and expect of them.
When children see you doing what you're asking of them, they are more likely to do it
themselves.
They look up to us, and seek guidance of right and wrong, and safe and unsafe from us.
So, we need to show them, not just tell them what to do. Remember, a "picture is worth
a thousand words" and so often, words go "in one ear and out the other."
Other Approaches
In addition to modeling behaviors during daily routines, there are other things you can
do to encourage healthy and safe behaviors and interactions with young children.
They include:
 providing encouragement;
 being aware of information and print messages brought into the program;
 using developmentally appropriate educational materials;
 planning activities that match children's development, age and individual
personalities and interests; and
 building repetition into your daily routine so children have the opportunity to
hear messages more than once and have many opportunities to practice
new skills.
Let's watch this video to learn about some of the ways you teach children about safety.
VIDEO – Teaching Children about Safety
TB: So in regards to teaching children about safety we find it very important that the
children trust us with their feelings. We want them to know however you are feeling we
want you to tell us. Trust your teachers, the adults in the room, we will help you.
MK: When we teach them to be safe we try to make sure we're modeling good behavior
for them. But also explaining why we don't want them to do things, or why it's not a
good idea to do something.
LR: And it's pictures and books and we asking them, say for us what happened at
something maybe with you and what did you do or what your parents did.
TB: We do a lot of reading. It's really one of the main ways we teach them, other than,
we do a lot of modeling too. We model a lot of these things out to show them how we
want it done appropriately for their, for their safety.
Communicating with Families — Transcript
A child's success in all areas of learning is improved when what happens is shared
between the program and the family.
This strong home-program connection is a key component of a child's success because
it provides consistency to their routine which allows them to be comfortable and take
risks.
Here are some things you can do to improve communication with families.
Opportunities for Questions
Provide many opportunities for them to ask questions in person, over the phone, in
writing, via email or text.
Varied Communications
Communicate in different ways using handouts, journals, newsletters, bulletin boards,
face-to-face conversations and/or apps.
In-Person Events
Plan and schedule in-person events that meet their needs and preferences. Consider
things like time, location, language, how they will get there and format.
Private Meetings
Schedule intentional meetings where you can talk privately without being rushed.
Personalized Daily Sheets
Personalize any daily sheets you send home with a note about something the child did
that day or how the child was feeling.
Cultural Awareness
Be mindful of their preferred language, culture and celebrations and be respectful and
inclusive.

Remember, when it comes to communicating with families, regulations in section .15,

Management and Administration, state – "Parents must be given the opportunity to
discuss issues related to their children and care of their children with caregivers. Such
opportunities must occur at the time of enrollment of the child in the program and as
frequently as needed thereafter, but at least annually."
Although Regulations state opportunities must occur at least annually, best practice
would be to speak with parents much more often.

Let's Begin — Transcript

Now that we know where we've been, where we're going and what's the best way to get
there, let's get started.
As you successfully complete each section of the training you will receive a health and
safety sticker.
Here we go!

Prevention of Shaken Baby Syndrome, Abusive Head

Trauma and More — Transcript
VIDEO
Here are the top three things to remember from the Prevention of Shaken Baby
Syndrome and Abusive Head Trauma section:
Abusive Head Trauma
Abusive Head Trauma, or AHT, is also called Shaken Baby Syndrome, or SBS. Abusive
Head Trauma is an injury to the skull or intracranial contents of an infant or young child
(younger than 5 years of age) due to inflicted blunt impact and/or violent shaking. It
occurs because a young child's head is large and heavy and the neck is relatively weak,
so the shaking causes the brain to rattle around inside the skull causing hemorrhaging
or bleeding in the brain.
Preventing Stress
The leading cause of Abusive Head Trauma is that a baby won't stop crying and the
adult gets stressed out and is unable to calm the child. Be sure to have a plan in place
for times like these.
Mandated Reporter
Child care professionals are mandated reporters of child abuse and maltreatment. This
means they are required by law to call the Statewide Central Register, or SCR, to make
a report of suspected child abuse or maltreatment. You may be the first person to
suspect child abuse or maltreatment so it's essential that you observe, document, and
act.
Now that we reviewed the basics of abusive head trauma and your role as a mandated
reporter, let's take a deeper dive into preventing child abuse and maltreatment and
some areas that could have an influence on decreasing the chances of abuse occurring.

Abuse and Maltreatment — Transcript

Regulation in .7, Program Requirements, states- "Children must receive instruction,
consistent with their age, needs and circumstances, in techniques and procedures that
will enable them to protect themselves from abuse and maltreatment."
Let's learn more.
VIDEO – Child Abuse and Maltreatment
CB: New York State child day care regulation states that "Children must receive
instruction, consistent with their age, needs and circumstances, in techniques and
procedures that will enable them to protect themselves from abuse and maltreatment."
So, I was hoping you could share with us some ideas of things that we can do with
children of different ages to help them protect themselves.
TH: One of the things is that we, um, love about that section of code is of course that
it's, it's really pushing providers to address these issues and that is, that is really
important. And we never want to lose sight of the fact that it's adults' responsibility to
protect children. And, of course, as that states, it's important that children have some
information, some understanding themselves. And so, there are some things that we
can do to help children prepare.
One area is the issue of consent for kids. I saw this the other day. I was out and I
watched a mom just grab a tissue and (noise) scrub her child's nose. Well, what that
communicates in some very subtle ways for kids is that other people are just going to
do things to me. Ah, and, so we really can help kids with this issue of consent by talking
it through with them. And that seems unusual in a way. Um, but, but when that mom
was, um, trying to clean the child's nose, just to say, "Hey. I'm going to help you and I'm
just going to wipe your nose here a little bit. Is that okay? Here we come." You know,
those simple things that adults can do… one, it builds language skills, so we love that
too so there's all of that good communication. But it gives some messages to kids about
I am a person that is going to not do things to you without consent, but I'm going to ask
you, I'm going to talk it through with you. And if we start that in infancy, it becomes a
pattern, um, across the span of a child's life. And everybody can do it. So, it's every
diaper change, it's every time it's time to go the, go to the toilet, it's every time that it's
time to help you with your coat, tie your shoes. This is what I am going to do. Are you
ready? So, that, that I think is an important issue. We, we don't give enough attention to
that. We would never do that to an adult. We would never wipe an adult's nose without
talking with them, but we assume that all the time for kids. So consent is a big deal.
Also, the issue of, um, again, helping children understand feelings and emotions is
really central because that leads kids to the abilities to be able to manage conflict. You
know? I can identify my own emotions and I can see the emotions in, in other people.
And that really is important. It helps us take perspective, which is really central in, um,
protecting ourselves.
We always talk about, as kind of a third piece of this, the, the issue of starting early in
our conversations with children about sexuality. Um, and a lot of times we don't think
about sexual development of children, we think about cognitive, or physical
development, but really there is a trajectory of sexual development and if we can begin
conversations early with children, it really puts them in a much better place. For many
people in our culture, we end up kind of getting all of these messages that we shouldn't
talk about sex. Right? (taboo) And body parts and all of those kind of things but what
we know is that children who do not feel comfortable talking about sex, they will learn
about sex some place and if they don't learn about it from people that they care about
and trust then they're going to learn about it in a whole bunch of spots that we may not
want them to. They're going to be much better off if we can take the time to do it.
Children really are in a best spot to protect themselves when we have worked hard to
do everything we can to build resilience for that child. We know that if abuse is
happening that means they're going to be challenged with really powerful emotions.
They're going to be challenged with safety issues. They're going to be challenged with
relationship issues. And all of those bumps, all of those snags that they're hitting in
terms of their emotions and those relationships, if, if they have the ability to manage
those strong emotions, examine, and, and, again, kids are young so they're not
cognitively floating through all of this, but they are, they are, kind of being able to sift out
experiences a little bit and realize that they can move on and get stronger even, even
through those difficult experiences. That, that's really key to helping kids equip and
protect themselves.
CB: This is a sensitive topic, um, and people come from all different places, different
experiences that they've had, um, different cultures, um, so, how can we, or what's the
best way for us to communicate, say, with staff, with parents, on, you know, this is a
fundamental thing that we need to teach our children?
TH: We always recommend that, um, we start this with staff to make sure that we're all
on the same page, um, because it is challenging. And it is important that staff get some
actual training around some of these issues because it's new territory. We're, we're
unlearning certain habits that we have and so we've got to not only, kind of, ease
through our own emotions about some of that, but, but we also have to figure out what's
the knowledge set, what's the skill set that we need.
For parents, um, parents want to know that their kids are protected. They want to know
that they're safe. They want to know that their kids are with competent people who
understand the issues of child development and are prepared to support their kids when
they're not there. And so, we have found that talking through informing parents about
this, this is something our staff is working on. Here's why it's important. This is why
we're doing this. Giving parents a chance to, to get that set in their own minds. And then
providing an opportunity for parents to have some of the same training that staff have
had around these issues. And there, you know, parents aren't at liberty a lot of times to
just to come in a do a two-hour training. They won't be able to do that. But what we can
do is get it out in emails or a newsletter or, you know, a simple take home something
that begins to introduce the topic and points them to here's the resources for you to use
at home like those books or here's a really great website that we found that really, or
here's a video, trusted, you know, YouTube video that, that will l help you help your
child and be in a better spot to talk about this.
CB: I know from experience, my daughter, I think was 6th grade, and that's when you
have, um, the school, they were doing a unit on, in science, on reproduction (sure) and
I know that a lot of parents got upset because, you know, the kids were coming home
and talking about things like sperm, and, you know, ovulation, and reproduction, and
parents were like "Whoa! Whoa! Whoa! What?" You know, "That's my job as a parent to
talk to my child about that stuff, not your job." You know, and it wasn't even about sex, it
was about, you know, organisms reproducing (right, right) so even at that level people
can get really upset, so I would think having things in your policies, in your handbook
about this is how we're going to handle this would be helpful (yeah absolutely)
TH: It's information for parents. Getting some things is writing, um, helps parents feel
comfortable from the moment they walk into this center, um, or the family home and
they'll go from there.
CB: And I think that gives them the opportunity too to say well, what you're proposing
doesn't come into alignment with our beliefs and our practices so maybe this isn't the
right spot for us (yes). And knowing that up front, I think, can help, again, alleviate some
of those conflicts that may come down the road. And having that puts everybody on the
same page which helps with that, you know, that connection between home and the
program, cause that's vital to have too, that way things transfer from (yes) environment
to environment, making it easier for the child.
TH: Absolutely.

Violence Prevention — Transcript

According to Merriam-Webster, violence is defined as the use of physical force so as to
injure, abuse, damage or destroy.
Children can be exposed to violence in their homes, neighborhoods or on television and
other electronic media.
Child care programs must be safe havens for children. Any type of violence, whether it's
physical, verbal or mental should not be tolerated. You should have clear policies in
your parent and staff handbooks about consequences for violent behavior.
Let's learn more.
VIDEO – Violence Prevention
TH: At its core, a definition would be that when an individual, ah, uses force, physical
force, um, or power, ah to harm another individual. Power has been inserted into that
because I can use my power to manipulate someone else, to force someone, I don't
have to touch them, but I can force them to do something because of the power that I
wield.
We know that there are a whole set of different things that go with violence. So, there's
violence that is directly experienced, um, by a child, by a family, um, which, ah, is very
different than say media violence. Um, and media violence, um, in the form of a, a really
street violent movie that we watch can be very different than a video game that has a
cartoonish display of violence almost. So, there's, there's a lot of different, um, context,
breadth and depth to, to this issue.
CB: You talked a little bit about some of the different types of violence. There's the
first-hand violence. You talked about media violence. Are there other types of violence?
TH: Absolutely. Um, we are very concerned in the work that we do about kids' exposure
to domestic violence. What we know and understand from kids' experience is that
they're seeing a lot more than we think they are seeing. And that sort of very up close,
personal violence, um, is very, very impactful for kids. War. And that sort of violence,
again a very different thing. That experience is very different and, and we sometimes
think well, you know, we don't have to deal with that. We have to deal with that because
we've got kids that are in our care that have had some of those experiences, so we
have to tune into that sort of violence as well. Gang violence and community violence
is, is, um, again, depending on where you're living is a really big problem or may not be
as big of a problem, but it's, it's still out there. There's not a community in New York
State that's not touched by that sort of community violence. Bullying is a type of
violence that kids are exposed to probably a lot more than we think. So that, it may not
be for every child a grab by the lapels and shaken around kind of violence, but kids are
watching that violence happening and it's, it's important to acknowledge that and be
aware of that and that it certainly does have an impact on kids' experience. And then
media violence. If you're watching the media then you're going to hear about violent
acts that have been committed that, sometimes we think, well, that, kids don't pick all of
that up. They really don't understand that or they won't remember any of that. Not true.
Research is telling us kids are remembering. That stuff is getting into, into their minds.
So we, we want to be careful about exposures to that.
CB: What are some of the effects that exposure to these different types of violence can
have on children?
TH: Many times, for experienced violence, where the child is actually witnessing
directly, ah, that event, we know that that causes some direct trauma for children. And
whenever we have trauma we know that our body is immediately going to kick in certain
responses and, um, so we think about fight, flight or freeze. That experience of having
that system kicked off for kids means a couple of things. So, one it means that their
body literally is going to be set up for action. And it means that those memories that
now they have, um, are going to stick with them and stay with them. So, their body has
been calibrated a certain direction and their mind has been also calibrated a certain
direction and we, we know that as they move forward beyond that experience they're
going to have to, um, figure out how to make adjustments to come back into a level
place. For kids who are seeing a lot of violence, on a regular basis, community
violence, domestic violence, their calibration level is going to stay high and that means
they're going to be, we talk about hair triggers, right? They're going to be set up to
trigger (snap) quick and fast. And what that means for us as adults is that, um, we've
got a child who is going to be ready always to, to take that action and their mind is
going to be in that space and their body's going to be there. And we have to be ready
to, to really help support that and, um, what it means a lot of times is that we've got to
look beyond behaviors. And for so many children who've experienced this, what, what
we see is we see a child that is out of control. How come they're biting everybody in the
classroom? How come they're throwing blocks across the room? And we see the
behavior and we think about this kid is really screwed up. We've got to move past that if
we really want to help kids. And we've got to start thinking about what, what can,
instead of changing that child, and making it all about the child, what in our environment
do we need to adjust? What in my interactions do we need to adjust to begin to really
provide additional supports for this child? Um, because it's not that they're just a bad
kid. It's not that they're manipulating us. It's not that they're, that they're, um, somehow
trying to, um, just get a bunch of our attention. It's, it's because something has
happened to this child. They're trying to reset and recalibrate.
CB: What can we do to help a child that's been exposed to violence?
TH: One of the things is to be able to help that child build resilience. How do we help
kids build problem solving skills? How do we help kids be able to take perspective of
others? How do we help kids name emotions and identify what I'm feeling and being
able to talk about that? How do we help children take a whole set of experiences and,
um, see that they're not just that experience that there's a collective piece that happens
around this that helps them build forward. So, resilience is really key. And those aren't
things that you need a toy to do. Those are things that are about interaction and
relationship, and we can do that every single day. We don't have to do it with every
interaction, um, but we can think to ourselves, wow, here's, here's a child who's been
exposed to some trauma and they're really struggling with self-control right now. What's
one thing I can do today that will help them get that much better around self-control?

Bullying Prevention — Transcript

According to the Centers for Disease Control and Prevention, or CDC, bullying is
defined as any unwanted aggressive behavior(s) by another youth or group of youths,
who are not siblings or current dating partners, that involves an observed or perceived
power imbalance and is repeated multiple times or is highly likely to be repeated.
Let's learn more.
VIDEO – Bullying Prevention
CB: Amanda, can you please describe for us a definition of bullying?
AN: Sure. Um, bullying is an aggressive behavior. So unwanted aggression. Um, it
happens when a peer or a group of peers does this, ah, to someone who has less
power than they do. Um, and it's also repeated or highly likely to be repeated.
CB: Are there different types of bullying?
AN: There are. So, we usually recognize four types of bullying. One is physical so that's
the sort of traditional schoolyard bullying, um, hitting, kicking, punching, things like that.
There's also verbal. So using hateful words, making threats, things like that. Um,
relational, which kind of uses that interpersonal relationship to hurt other people, so that
could be excluding, ganging up, gossiping or rumor spreading. And then of course one
that's getting a lot more attention is cyberbullying. Um, and that's really bullying through
electronic means.
CB: Can you describe for us some signs we might see in children who could be being
bullied?
AN: Sure. Um, one of the difficulties with the signs is that they're also common to signs
of other issues like abuse or depression and things like that, but, some of the things that
we look for are unexplained, ah, injuries, illnesses, you know, if people are complaining
of headaches or stomachaches or they have torn clothing or belongings but they're not
really explaining, ah, what that's about. Um, changes in behavior, as well. So if
someone, ah, used to be spending time with certain peers and then they're, um,
becoming more isolated. Um, in terms of cyberbullying, too, you know, quickly turning
off screens, switching a profile account, things like that could all possibly, um, be signs
that, ah, someone is being bullied, Um, so, again, ah, you know, decreased self-esteem
and then some of those other things like problems with eating or sleeping. Um, again,
you're probably recognizing a lot of overlap with other symptoms of other kinds of things
and what I usually say to that is it's okay. It probably means that something is going on
so asking more and keeping in your mind it could be bullying or it could be something
else but seeing these as, as signals is important.
CB: So, knowing the children and having that good relationship with them where you're
comfortable asking them questions and, and, you know asking them how was your
day? Or I noticed there's a rip in your coat (yeah) can you tell me what happened?
AN: And the way you said that is, is perfect. You know, it's not an interrogation. It's, it's
showing that it's coming from a place of care and concern.
CB: As a child care provider, if we become aware that a child in our care is being
bullied, what should we do?
AN: We want the child to be able to talk to us and share about what's happening. So, I
think having them really, have a dialogue with you about what's happening. Um,
providing that empathy and support. And then engaging in problem solving about the
different alternatives.
If it's happening between children in the care, um, then definitely working individually
with both the perpetrators of that bullying and the target of that bullying. Um, so you'd
want to, ah, support and be there for the target and make sure they're not kind of
blaming themselves and internalizing. Also working to, to stop this from happening. And
working with the perpetrators by sending the message that this isn't ok. Um, having
consequences that are, are logical, that will hopefully teach another way. Usually when
someone's bullying there's something behind that as well. So, you know, what is, what's
the function of that? What's happening for them? Um, what are other behaviors that
could replace that, um, that we could work with them on. Um, and just, I think it's always
important when bullying is happening to look at the climate and culture of the
environment where they are. So, what are the adults modeling? Um, you know, what
are the expectations that have been set up in terms of how we treat each other? Um,
how we, ah, embrace and recognize differences whether these be cultural or racial, um,
disability, just differences in appearance and socioeconomic status. And finally, I think
it's important for child care providers to know if they don't already, that in New York
State we do have the Dignity for All Students Act, um, which is for all, ah, K to 12 public
schools so every school has a Dignity Act Coordinator which is someone that is really
responsible for the bullying prevention efforts and also for sort of taking reports. So, if
the child care provider learns that it is happening in a school setting I would strongly
advise that they contact that person. And many schools also have more anonymous
reporting as well if that's a route that the child, the family or the provider wants to take.
CB: And I can imagine having good relationships with families helps as well because
you're going to want to bring this to, you know, the family's attention so that you can see
if things are, you know, the same or different between the home and the program and
try to work together.
AN: Parents, ah, are our collaborators, are, can be advocates for their children and
partners in this and can support their children as well, both the ones that are targeted
by bullying and also the ones that are perpetrating. So, sharing our observations and
concerns with the parents and, you know, coming up together with a plan that would be
helpful for, ah, the person being bullied is key.
CB: What are some things that we can do in our programs with children, like specific
things, to help prevent bullying?
AN: Catch them being good. Catch them doing these things that you want them to do-
helping, sharing, including someone who maybe left out, resolving conflict, things like
that. Child care providers are also in an excellent position to be promoting social-
emotional health and those social-emotional competencies. You know, that can take
sort of structured lesson and role-playing approaches, or it could just be more naturally
occurring. You know, what kind of books are you selecting to read with the children? Do
they have themes where you can then talk about what are the characters thinking and
feeling? How are they acting towards each other? If you could put yourself in this other
person's shoes, um, what would you want to have happen? Having a policy and a
procedure so that you're consistently, when these things are being recognized, you
have a way that you are going to intervene and address it because if they're not
addressed or if the child is met with something like stop tattling or that's not a big deal,
um, that can be really hurtful, so I think we want to avoid those kinds of, ah, knee jerk
responses if we can.
CB: Now, we've talked a little bit about, um, the perpetrator of the bullying and we've
talked about the person being bullied, but there's also the bystander. And that's the
person who witnesses the bullying. What are some things that we can do to help the
bystanders find the voice and to interject?
AN: There's ways that we can work them, ah, really systematically about, ah, what do
you do when you see a situation like this? And then giving them different options. So,
one of the options is reporting it to a trusted adult. And for younger children that's really
probably the go to strategy. If they have the skills and comfort level, saying something
directly to the person perpetrating. Even, you know, that's not cool. That's not how we
treat people. Um, why are you doing that? Other things they can do is, um, kind of
interrupt what's happening, distract, ah, from that interaction so, ah, whether it's
changing the topic or, you know, if they're older, showing a meme on a phone or telling
a joke or, you know, bringing the target to do something else. Do you want to play over
here? Um, and finally, ah, one that I think is important to emphasize, even though it's
not direct in the moment, is reaching out and supporting that other child who has been
bullied. Letting them know that they're not alone, ah, that you want to be their friend.
Conflict Management — Transcript
Conflict occurs when people have different points of view or disagree on something.
Conflict management involves specific skills or strategies to find a resolution to a
conflict.
Conflict can occur between adults, between children and adults and between children.

Conflict Management Between Adults — Transcript

When people care about children they become passionate about their well-being.
If adults are not on the same page when it comes to how to care for the children,
conflicts can arise.
These conflicts can occur between staff and parents, among staff members or between
parents.
Let's learn more.
VIDEO – Conflict Management Between Adults
TH: Part of managing conflict is being able to at least try to understand what is
happening from the other person's perspective. And so, so it's that parent that, um, is
coming in mad as they can be because my child just got bit for the third time. They have
teeth marks on their arm. What are you doing about this? So, being able to step back
and get away from the that fight, flight or freeze, and, and be able to really take that,
um, other perspective is really important for us. So seek first to understand.
CB: So say a conflict has happened, between adults, what should we do, um,
immediately after that conflict is over? Is there, you know, what do we do? Like, do we
just walk away, forget about it? Do we process it?
TH: So this issue of what, what happens next, um, different people are going to need
different processing time. It's going take me, I literally probably am going to have to
walk away from that conflict with you, take some time, get some space, maybe even
talk to somebody else and then be in a spot where I can come back. So one of the skills
around that is knowing yourself and being able to say, in the moment, this was really
intense. I'm feeling overwhelmed. I need some space because this relationship is
important to me and, but I need some space to be able to kind of clear my head. Can
we, can we take that time and come back in 5 minutes and talk about this? Or, can I
come back and let's meet tomorrow, if it's a parent or it's a staff person, can we meet
tomorrow and spend some time talking through this cause I want to be in my best space
and right now I'm just too overwhelmed. So, that's a skill that we can do with each other
and that's a great what next. I need time.
So, if I have a fight with you today then I'm, I need somebody to help me talk that
through, and that peer support is not just somebody that I can go and say "Oh! She's an
awful person!" But that peer support hopefully we find those people who can say, "Wow.
What else could you do about this?" Or "Man, that sounds really tough. I'm sorry you
had that experience." But, you know, "How, how do you think you're going to move
beyond that? How do you want to handle things differently next time?" Um, so having
those sort of people in our environment is really, really important cause they help us
problem solve.
CB: So, what if the conflict really blows up? You know, gets huge and we don't feel
safe. You and I are talking about, you know, (Right, right) your child was just bit again,
and I have to tell you that again and now you're, this is the third time, you've had it,
you're angry. You're blowing up at me. I don't feel safe. What do I do in that situation?
TH: Preplanning is, is critical. As professionals we're responsible to pay attention to
that. And we should be talking with staff in our environments. We should be ourselves,
thinking about when conflict happens and it is out of control, what do I need to do? And,
so I think we have responsibility for ourselves, and to protect ourselves and know, OK,
where do I go? Do I have a cell phone? Is there a, is there a signal that I need to, you
know, have established with the other adults so that everybody knows that if this signal
happens then we got to respond. Um, who's dealing with kids to ensure that kids are
safe and away from that violence?
In the moment, we need to be prepared to de-escalate situations. And those are
professional skills. They're customer service skills. So, I was at the store yesterday,
angry customer at the, at the cash register. The woman who was there, excellent job of
staying calm, keeping a steady voice, saying, you know, how, how can we help correct
this situation for you? Um, would, would you like to sit down, have a chance to discuss
this? When people get angry, um, de-escalation is really, really critical.
We need to have an escape plan. Um, we need to be thinking about our own personal
safety. We've done a lot, um, our organization's done a lot with home visitors, and we
always have home visitors. Any time they go into a room, um, assess what is going on
in that room. So, do I, have I put my back into a corner where I don't have any way to
get around this person? So again, we should be thinking about those kind of things in
conflict situations. Am I positioned so that I can get to a door? Do I have a cell phone in
my pocket? You know, what, what are the various things in this environment that I need
to be aware of?
Taking a breath and, again, it's hard to do, but taking a breath, thinking about what are
my range of options in this conflict, in this moment? And it's not like we're going to sit
and ponder but we have options, and our response is what we control. So, so that
moment of hesitation before we jump back (snap) before we make another cutting
remark back, before we, um, get caught up in the emotion is one of the things that we
control, ah, and, ah, I think managing conflict is as much about managing ourselves and
our own responses as it is about all of these other fancy strategies.

Conflict Management Between Adults and Children —

Transcript
Sometimes, no matter what you've tried, you just don't mesh with a child.
You say up, they say down. You say in, they say out. You may see this as the child
pushing your buttons, but depending on their age, they could be struggling with
independence issues or they may not have the skills necessary to effectively
communicate their needs.
In these situations, it's the adult's job to figure out what their triggers, or hot buttons, are
and try to reframe their mindset to overcome the feelings of frustration that can lead to
conflict.
Adults must do their best to meet the child where they are so they can gain the skills
necessary to get their needs met in a healthy way.
Let's go to this video to learn more.
VIDEO – Conflict Management Between Adults and Children
CB: There may become a little bit of a conflict between the adult and the child who's
trying to, you know, the adult's trying to work through this but the child's not really say
cooperating in the, in the, in the process so there may become that adult child conflict.
What can we do in that situation?
AN: You know, in order for a conflict to happen there really has to be both parties. You
know, as adults in that position it's not that we don't get frustrated, but we really
shouldn't be in an actual conflict with a child. Um, we should be helping them to
manage their behavior.
CB: We all have our own hot buttons, things that really get us frustrated, um, and can
raise our anxiety levels. So, in that moment, with those hot buttons, the child turns to us
and spits at us and that's really the thing that gets under our skin. What can we, as
adults, do in that moment to help ourselves and then help the child?
AN: That's such as important question. Um, we're all human, ah, I don't know anybody
that likes to be spit at or aggressed against or yelled at, um, so it's perfectly natural that,
ah, people would have these hot buttons. I think recognizing them, and you know, using
our coping skills just the way that we teach our kids to. I think it's really, you know,
trying to call on our superhero strengths that we have to have as child care providers,
as parents, as being the adults, how is it that we are going to handle this situation? (Do
you remember where you were sitting? Don't push.)
PP: So, when a child does a behavior, your body goes into a sort of fight or flight and
we have to reframe it so that when the child does the behavior that we get upset about
we have to say "Oh, now's a chance to practice the new skill." Or "Oh, now's a chance
for me to react differently." You have to have a new script. He needs my help. Or, um,
you know, something must have happened. What came right before this? You have to
reframe the way you react. Literally, what your body does. Whether your heart starts
pounding faster or you start sweating or you get nervous. So, all of those things take
time. So, people have to give themselves some time to change their behaviors and their
habits as well. And then the child can do that, those changes along with you and
together you can see some positive changes. (My playdough. He's showing you what
he made.)
AN: I think it's perfectly appropriate to share with the child that that was hurtful, that that
was unacceptable, um, that that wasn't okay. And again, to implement a consequence.
And, you know, we should have these consequences figured out beforehand so we're
not running into this heat of the moment, hot button response which is probably not the
one that we want. In an ideal world a consequence is supposed to change behavior and
teach. Right? If we're taking people off guard, if they think that we're being overly
punitive and it's just escalating a situation versus being in a setting where we're saying
we know that sometimes people get angry and frustrated and do things that are not part
of the values of our community. (They got all of yours? Oh dear. Well, what would you
like?)
TH: I know I can control my own reactions and my own responses. So when there's a
conflict scenario going on I may not be able to control how you're managing the conflict,
and in fact, I'm going to be a lot better off if I don't try and control you. I can control my
own reactions though. So, controlling our own response, remaining calm, um, being
sure that we're thinking through, ok, wow, this is really tough.
NP: So what I want you to do with me now is I want to practice some activities with you.
These are for us. I want you to think about doing them in the car, on the bus, on the
subway, or at the dinner table. I want you to introduce them to your children. I want you
to do them at staff meetings. But today we're minding our mindfulness and I wanted to
give you some mindfulness activities we can do together. Alright? So the first one is
called five finger breathing. Alright? Not too hard. Not too hard. I like to do activities that
I always have the materials with me. I always have my hands with me. So, here's what
we do. Right? Get your hands out. Alright. And it's deep breaths. Nice deep breaths.
Now, again, the inhale is, is important but the way that you exhale is even more
important. So, my husband has this thing went he does it, when the girls and I know
he's super frustrated, but I know he's doing good to his body because he takes these
really big (inhale) uhh, like he does, he does like that. But they're really great. He's big
with his body. But what we do with five finger breathing if you take one hand and as you
come up your finger you take a nice deep breath in. But then as you go down, you push
it out. So, it's a series of (Inhale. Exhale. 5 times). Go ahead. Do the other hand.
(Inhale. Exhale. 5 times). Alright.
NP: This one is called the taco breath cool down. Now everybody might not be able to
do this because I tried it with my six-year-old and she couldn't figure out how to do it.
But this one is, get your body nice and easy. Alright? And then you've got to bring your
tongue and make it look like a taco. And then you breathe in, and you breathe out. You
breathe in and you breathe out. Now if you can't do it then just grab a straw. Ok.
(Inhale. Exhale.) Alright? So let's do it. (Inhale. Exhale, 0- 3 times) Laughing. Yes. I'm
going to be silly with I don't even know how many people are in this room because if it
makes you want to practice it when we're away from each other, it was worth it to me.
Because you are going to meet somebody who is going to get on your nerves.
Laughing. They're going to say something. They're going to do something. So before
you go to meet that, that person (Inhale. Exhale.)
 Page 24 of 119
Conflict Management Between Children — Transcript
Children don't always have the words and skills to get their needs met.
They may want to play with someone but don't know how to ask. They may want to use
a toy that someone else is already using, and don't know how to ask to have a turn.
This inability to effectively communicate can lead to conflicts between children.
Let's learn more.
VIDEO – Conflict Management Between Children
CB: I was hoping maybe you could walk us through some conflict management
techniques that we can employ with children…
AN: Cause conflicts are a normal part of life. It's really just how are we handling them?
So if we're yelling or we're fighting over something or if we're not speaking to each
other, um, you know, infants, even in utero, ah, you know, ah, prenatally we know that
they can hear, you know, the tone of voice and the soothing and the interchange and
things like that so I think we can't underestimate the power of modeling.
Certainly, once we get into more early elementary, um, we, we want to, and even
before actually, and in, in preschool age we want kids to be able to recognize emotions
in themselves and in others. So, that's a key to, ah, conflict resolution is what are my
feelings? You know, what makes me mad? What makes me frustrated? What makes
other people mad or frustrated? And how do you express I feel like this? Because if you
can use those words, you know, use those I statements to express to somebody else
instead of that you did this or, um, something like that then that's going to, ah, make it
easier to, ah, to resolve some conflict. Um, it, also as they get older, you know, we, we
want them to also engage in more problem solving. So more of those cognitive skills.
So when you recognize, ah, that you're in a conflict situation or you're getting frustrated,
what can you do to take a step back, calm yourself down and think about what are my
options here? Um, as much as I just might want to yell at that person or grab that thing
from them, what are other alternatives? Could I wait? Um, could we go find another one
of whatever this is? Could we ask a teacher for help? Could we walk away? Um, you
know, and then kind of selecting that solution and trying to, um, to enact it as well. And
of course, part of this involves those skills of empathy. So, you know, once a student, a
child can kind of identify their own emotions, it's, it's a bit more of an advanced skill for
them to recognize it in somebody else and kind of see when is that person frustrated or
sad or angry. Can I try to put myself in their shoes and encourage them to think about
what that might feel like for someone else?
CB: So I was hoping maybe we could walk through a little scenario and you could, um,
maybe give us some conflict management steps that we could use in the situation. And
so say we have two children, maybe they're toddler age and they both want the same
truck. It's gotta be that truck. It's the favorite truck of everybody and they both want the
truck so they start to have this pull and tug conflict over the truck. What, as a provider,
can we do in that moment to step in and mediate that conflict?
AN: So that's a really common occurrence. Um, so this isn't the only strategy but one
thing that could work is going over and saying "Wow! You both really like this truck. It's
a good one, isn't it?" And the child care provider can say, you know, "I'm going to take a
turn with it now." And hopefully both of them will let go. And say, "You know, the great
thing about this truck is that we can play with it together. Um, and this is how we can do
it." Or, "You know, one person can have a turn and I can set this timer over here for two
minutes and then the other person can have a turn for two minutes." So, I think, you
know, going in and, and acknowledging this is something that you both want. You
know? And it's hard to have to wait, but what are some solutions to this? Do we think
these kids could play with it together? Or is this not working out and maybe one gets a
turn and then another gets a turn. And I know in real life, you know, that's a wonderful
solution, but then they're going to say, "Well, who gets to go first?" And, you know, I
think then it's a series of how should we decide? We could flip a coin. We could do this.
But sort of letting them know this conflict is normal and natural, ah, when we both want
something and we're at different aims but there are ways to work around it rather than
being hurtful to each other.

Safe sleeping is more than just following protocols around preventing Sudden Infant
Death Syndrome, such as placing the child on their back, in their crib, alone. Older
children can be at risk for rest time related injuries as well.
Safe Sleep Regulations
Safe sleep regulations help keep everyone safe during rest times.
Lit Rooms
.3 Building and Equipment – "when care is provided there must be sufficient light in the
rooms where children are sleeping to allow supervision of and the safe movement and
egress, or exit, for children."
Vary Route
.4 Fire Protection – "when conducting evacuation drills, the exit route must be varied to
ensure that all approved means of egress, or exit, are practiced."
Alternate Exit
.4 Fire Protection – "children may be cared for only on such floors as are provided with
readily accessible alternate means of egress, or exit, which are remote from each
other."
Clear Paths
.4 Fire Protection – "all paths of egress, or exit, on the interior and exterior of the home,
including corridors, aisles and approaches must be kept free of obstructions,
impediments and debris at all times."
Two Exits
.4 Fire Safety – "care can only be provided on floors with two means of egress, or exit."

Rest Time Safety — Transcript

Things you can do to promote rest time safety include:
Prepare for Emergencies
If children take their shoes off store them in a bucket that is placed near your
emergency bag so you can grab it and go in the case of an emergency or fire drill.
Create a Sleep Space
Place cots and mats away from things the child might find tempting to play with or that
could be a choking hazard. If possible, turn shelves around to face the wall at rest time
or have a curtain to cover toys; put lids on containers and sweep the floors.
Remove Dangers
Keep hazardous materials out of reach. Regulation in .5, Safety, states that "the
following items must be used and stored in such a manner that they are not accessible
to children: handbags, backpacks or briefcases belonging to adults; plastic bags; and
toys and objects small enough for young children to swallow."

Healthy Sleep Habits — Transcript

Research has shown that young children who get enough sleep generally have
improved social, emotional and cognitive abilities and are able to maintain a healthy
weight. So, no matter the age of the children, it's important that you set up the
environment to promote safe sleep habits and provide a consistent nap routine that
allows them to relax and encourages rest.
New York State has regulations in section .7, Program Requirements, to provide
guidance.
Sleep Position
Sleeping arrangements for infants through 12 months of age require that the infant be
placed on their back to sleep, unless medical information from the child's health care
provider is presented to the program by the parent that shows that arrangement is
inappropriate for that child.
Sleep Spaces
Cribs, bassinets and other sleeping areas for infants through 12 months of age must
include an appropriately sized fitted sheet, and not have bumper pads, toys, stuffed
animals, blankets or pillows. Wedges or infant positioners will be permitted with medical
documentation from the child's health care provider.
Screen Time
Television and other electronic visual media must be turned off while children are
sleeping and during established nap times. Research has shown that screen use can
disrupt sleep patterns.

Rest Routine — Transcript

You can encourage healthy sleep habits in your program by setting a consistent routine
that is the same every time so children know what to expect. Doing this allows the
children to remain relaxed which helps them get in the right frame of mind for resting.
Here's an example of a rest routine for older children to consider:
Prepare
After lunch children use the bathroom and wash hands. They can get a book or puzzle
and go to their cot or mat. The provider dims the lights and turns on soothing music.
Relax
The provider uses a quiet timer that signals with a quiet sign, like wind chimes or a
special song, that it's time to finish their activity. The provider collects the books and
puzzles.
Rest
Children rest. The provider covers children with blankets and rubs their backs if
possible.

Children Who Don't Nap — Transcript

Sometimes children are too excited to sleep, aren't tired or outgrow the need for naps.
That's why regulation in Section .7, Program Requirements, states that "children unable
to sleep during nap time shall not be confined to a sleeping surface (a cot, crib, etc.) but
instead must be offered a supervised place for quiet play."
Infants
Infants sleep on their own schedule. If a baby is awake while others are sleeping, use
the time to provide an opportunity for tummy time or one-on-one bonding with a book or
favorite toy.
Nap Space Activities
Make bags or baskets containing quiet activities, such as puzzles, books, matching
games, coloring or lacing activities children can do on their mats or cots while others
nap. Make sure children are properly supervised and that the activities are age-
appropriate.
Quiet Activities
Open quiet activities, like painting, sand, or water table.
You can also ask awake children to help prepare for upcoming activities like setting the
table for snack, a game or art activity.
Remember, children don't have to nap but you must offer quiet rest time. Some children
may not think they are tired, but once they lay down, they quickly fall asleep. So, after a
certain designated amount of time where everyone rests their bodies and minds, allow
awake children to participate in some quiet activities that won't disturb the children who
are napping.

Review What You've Learned — Transcript

Ways to Promote Safe Sleeping
 Place shoes in a bucket that is placed near the emergency bag so you can
grab it in the case of an emergency.
 Keep all hazardous materials up and out of reach of children.
 There must be sufficient light in rooms where children are sleeping to allow
for supervision and safe movement.
 Place cots or mats away from temptations.
 Keep all paths of exit clear at all times.
 Place infants on their backs to sleep.
 Sleeping areas for infants through 12 months of age should only contain an
appropriately sized fitted sheet.
 Television and other electronic visual media must be turned off while
children are sleeping and during established nap times.

Pediatric First Aid and Cardio Pulmonary

Resuscitation — Transcript
VIDEO
Let's begin by reviewing the top things to remember regarding Pediatric First Aid and
Cardio Pulmonary Resuscitation
First Aid
First aid is help given to a sick or injured person until full medical treatment is available.
New York State Regulations state that all licensed and registered programs must have
at least one staff person who holds a valid certificate in CPR and first aid on the
premise of the program during the program's operating hours- this does not have to be
the same person.
CPR
CPR is the emergency procedure for manually preserving brain function until further
measures can be provided to restore spontaneous blood circulation and breathing in a
person who is in cardiac arrest.
New York State Regulations state that all licensed and registered programs must have
at least one staff person who holds a valid certificate in CPR and first aid on the
premise of the program during the program's operating hours.
First Aid kits
Minor accidents and unintentional injuries such as scrapes, bruises, cuts, bites and falls
commonly occur in child care settings. That's why it's important to have a fully stocked
first aid kit on hand at all times.
You need to make sure your first aid kit includes everything you may need for your
program and the specific needs of the children in your care. Your Health Care Plan tells
you what items the program is required to have in the first aid kit, so be sure to read it
and follow it.
911
Remember, you must call 911 whenever you are concerned about a child's health
status. Failing to call 911 is a frequent enforcement issue and puts children at risk of
death.
Training
The Educational Incentive Program, or EIP, is a scholarship program which helps
licensed and registered providers pay for training and educational activities with the
intent to build provider knowledge, skills and competencies and improve the quality of
child care. They provide scholarships specifically for CPR and first aid training that has
been provided by an approved trainer participating in the EIP program. A list of these
training organizations can be found on their website. A link can be found in the
resources section.
That was a lot of information about first aid and CPR for you, as the provider, to know.
But it's important for children to know age-appropriate concepts as well. Let's learn
more.

One of the most important things children can do to be safe is be on the lookout for
dangerous situations and if they come across one to let adults around them know so
something can be done.
We're not expecting children to know specific first aid and CPR practices, but they
should know the basics of what to do if a medical emergency happens, so they don't
panic.
Here are some ways to promote children's knowledge of first aid.
Narrate
Narrate what you're doing when providing first aid. This can help the injured child calm
down because it takes the mystery and fear out of things. It can also reduce anxiety for
the other children because they can see and hear what you're doing to help their friend.
Injury Signal
Designate an injury signal, such as a bell or whistle. This signal lets everyone know that
someone's been hurt, and they need to stop what they are doing and be quiet and still.
This keeps everyone safe because one provider can attend to the hurt child while the
other can supervise everyone else. Doing this gives you the chance to address the
situation and gives children the opportunity to learn empathy – we all need to respect
our hurt friend and be concerned and thoughtful so they can get the help they need.
Practice
Be sure to discuss this as a group and practice, like you do with fire drills, so children
know what to do when they hear the injury signal.

Children learn best when relaxed and playful. Here are some activities you can offer.
First Aid Kit Walk-Through
Walk children through the first aid kit's contents; explain what an item is and what it's
used for.
Incorporate Hands-On Play
Maybe have an item of the week where a puppet takes it out of the first aid kit and
explains what it's used for. Have samples for the children to explore so they know what
the real tools are like.
First Aid Story Time
Try reading and discussing children's books about getting hurt and needing help –
answering any questions that may come up.
Role Play Injury Care
Set up a doctor's office in your dramatic play area where children can care for injured
stuffed animals or dolls.
Introduce 911 to Role Play
Try putting 911 and Poison Control signs in the dramatic play areas – observe children's
play and let them practice calling the numbers.
Program Tour
Lead children on a tour of the program to identify where phones are located and point
out the 911 and Poison Control signage.
Calling in Emergencies — Transcript
Remember, you're not looking for children to know specific first aid and CPR concepts,
but to have a sense of general knowledge to keep themselves safe and how to report
medical emergencies if they should happen.
It's important for children to know that if there is a medical emergency, they should get
help as soon as possible. This includes knowing important location information and how
to dial 911 or Poison Control.
Here are some strategies to help children learn your program location.
Program Information
Help children learn the name, address, phone number of the program and the name of
their provider by putting the information in a song and singing it at different times
throughout the day – maybe during transitions, while waiting to use the bathroom or
during group time.
Wheels on the Bus
Try using the tune "The Wheels on the Bus"- Our program is called Happy Times,
Happy Times, Happy Times. Our program is called Happy Times. That's where we are.
Our address is 12 Main Street, 12 Main Street, 12 Main Street. Our address is 12 Main
Street. That's where we are. Our phone number is 123-555-6789. That's our phone
number.
Make a Book
You can also put together a book with all of this information in the different areas of your
program for children to read. Maybe even put one near the phone so children can refer
to it if they ever have to make a call.
Next

Phone Regulations — Transcript

Family-Based
Regulation requires that family-based programs must have a working telephone in a
designated visible location available for use by all caregivers at all times children are in
care. The phone must have a ringtone that remains audible throughout day care hours
of operation.
Center-Based
Center-based programs must have immediate access to a minimum of one landline
telephone for general use and emergencies. A working mobile phone(s) is permitted for
the purpose of promoting children's safety and ensuring the orderly operation of the
program, but its use does not remove the requirement for a designated on-site landline
telephone.
Here are some strategies to help children learn how to call 911.
Post Information
Because it can be hard to recall information in an emergency or stressful situation,
having information at their fingertips will help children and staff if they ever need to
make a 911 call. Post program information such as name, address and phone number
near the phone for easy reference. Make sure children know where the phone is located
and show them the posting of the program's information.
Practice Calling
Give children opportunities to practice making 911 calls.
Children may only have experience using cell phones, so if you are in a program that
has a land line, make sure they know how to use that as well. Maybe set up a call
center in the dramatic play area with all types of phones used in the program where
they can practice.
Post signs with visuals of the steps they should take when making the 911 call. These
include:
 take a deep breath;
 dial 911;
 say there is an emergency and describe the situation;
 say your name and location;
 explain what happened;
 follow the advice of the operator on the phone;
 stay on the line until you are told to hang up.
VIDEO
Let's review Building and Physical Premises Safety information to help support you in
your program.
Injury prevention triangle
Prevention, people and prediction–form the injury triangle.
Prevention includes all the steps you take to create and maintain a safe environment.
People refers to the number of children who are present in your program at any given
point in time and the adults who may have the potential for contact with the children in
the program.
Prediction includes the steps you will take to anticipate when injuries are most likely to
occur.
Indoor and outdoor hazards
Four main strategies you can use that will make your program safer, both indoors and
outdoors are:
  Knowing and following the New York State Office of Children and Family
Services Regulations;
 Assessing the environment;
 Planning ahead; and
 Providing competent supervision.
Competent supervision
Regulations for licensed and registered programs state: "children cannot be left without
competent supervision at any time. Competent supervision includes awareness of and
responsibility for the ongoing activity of each child. It requires that all children be within
a teacher's or caregiver's range of vision and that the teacher or caregiver be near
enough to respond when redirection or intervention strategies are needed. Competent
supervision must take into account the child's age, and emotional, physical and
cognitive development." In addition, it's very important to know the children- including
their abilities, likes, dislikes, temperament– and take these things into consideration
when providing competent supervision.
Building and physical premises safety covers a lot of ground. Let's take a closer look at
some specific areas that could pose a risk in your program.

Bicycle Safety — Transcript

If you have the space and proper safety equipment, allowing children time to ride bikes
and tricycles can be a great form of outdoor exercise.
It's important to teach children bike safety skills early on so they can practice them
throughout their lives.
May is Bicycle Safety Month so this would be a great time to put an extra focus on bike
safety and add additional activities to your curriculum, such as checking in with your
local police department to see if they offer a safe bicycle training for children in your
area.

Bicycles are considered a person's first vehicle, so they're required to follow the same
laws of operation as cars.
Implement some of these rules while riding bikes in your program such as:
 always wearing a proper fitting helmet;
 riding on the right side of the path;
 using hand signals;
 adding stops signs; and
 looking all ways before moving on.
When riding a bike, it's important to communicate with other vehicles to let them know if
you'll be stopping or turning. It's never too early to teach children important life and
safety skills, such as the use of hand signals.
When age-appropriate, consider adding activities about hand signal use to your
curriculum. Some ideas include:
 make up a song to practice hand signals to one of the children's favorite
tunes… Old McDonald would work well;
 add the hand signals to a game of Simon Says;
 use them when on walks around the program or neighborhood;
 put laminated signs up around the bike course; or
 make a matching game the children can play while not using bikes.
For a downloadable PDF of hand signals visit the US Department of Transportation's
National Highway Traffic Safety Administration's website. A link can be found in the
Resources section.

Helmets — Transcript
The consistent use of properly fitting, well-maintained, age-appropriate helmets can be
the difference in whether a child suffers a brain injury from a fall or not.
According to NYS Vehicle and Traffic Law:
 all bicyclists under the age of 14 are required to wear approved bicycle
helmets when they are operators or passengers on bicycles; and
 child passengers one through four years of age must wear approved bicycle
helmets and ride in a specially designed child safety seat.
Different activities require certain helmets. So, make sure the one children use is
specifically designed for the activity.
You should also look for labels that have a date of manufacture and say that it is U.S.
Consumer Product Safety Commission, or CPSC, certified. This means that the helmet
has been tested for safety and meets federal standards.
Additionally, helmets might have other labels stating they are American Society for
Testing Materials, or ASTM, Snell or American National Standards Institute, or ANSI,
certified– meaning they have passed safety tests of those organizations.
And be sure to replace a helmet that is damaged or has been involved in a crash or any
type of accident.
In order for helmets to do their job you must wear them every time, with the chin strap
securely clasped and they must fit properly. So let's go to this video for more information
about bicycle use and proper helmet fit.
VIDEO – Helmet Fit
Bicycles are a great way to get the kids outside, teach them how to explore their
environment, give them a little bit of independence. It's also a great life-long skill that
you can teach them. It teaches them how to navigate their world around them and it's a
great way to teach them not only how to be safe cyclists but also how to be future motor
vehicle drivers and car drivers. And so getting kids out, teaching them proper bike
safety, how to wear their helmets, how to signal their turns and what the rules of the
road are is a great way and a great skill that will be with your kids for their whole lives.
Everybody should wear a helmet whenever they are on a bicycle but children under the
age of 14 in NYS are required to wear a helmet. They should wear them whenever they
are on a bicycle, riding a skateboard, using roller blades or any other ride-on toy or
transportation.
Today I'm going to show you how to properly fit a bicycle helmet. First, place the helmet
level on your head with about fingers between the brim of the helmet and your
eyebrows.
A helmet should fit on a child's head levelly so it shouldn't be tipped back. A lot of kids
like to really push the helmets back and expose their forehead so we want to watch for
that.
And you're going to want to turn the dial on the back if you have one to adjust it until the
helmet is snug on your head so that when you move your head it doesn't wiggle or
move around. Then you're going to want to buckle the helmet. Make sure that all the
straps aren't twisted. You're going to want just about two fingers of space between your
chin and the strap so that when you open your mouth you'll feel the helmet pull down
slightly on your head. And then you just want to adjust these sliders on the side so that
the straps form a y directly underneath your earlobe. And then you're ready to ride.
All right Ben. You're all set to go ride your bike.

Helmet Care and Maintenance — Transcript

In addition to having the right fit for the helmet, you also need to make sure you're
following proper helmet maintenance and disposal protocols.
 Always check helmets for damage before each use.
 Don't use cracked or broken ones that are missing any parts or padding.
 Replace a helmet that is damaged, has been involved in a crash, any type
of accident, or does not fit the child properly.
 Clean helmets often inside and out with warm water and a mild detergent
but don't soak it, put it close to high heat or use strong cleaners.
 Don't sit or lean on it.
 Store helmets away from direct sunlight in a room that doesn't get too hot or
too cold.
  NEVER store them in a car.
 Don't decorate helmets without checking with the manufacturer because
this may affect the safety of them.
The Centers for Disease Control and Prevention, or CDC, has a bike helmet fact sheet.
You can find a link to it in the Resources section of this training.
And for more information visit the "Bicycling in New York" section of the New York State
Department of Transportation's website. A link can be found in the Resources section.

Animal Safety Regulations — Transcript

Animals are characters in books, tv shows and movies, subjects of study in your
curriculum and beloved family members, so it's no wonder that many children are
naturally attracted to them. You might even have a pet in your program.
The .5 Safety section of the Regulations discusses animals and pets, stating:
 Any animal present at the program must present no evidence of disease or
parasite and pose no threat.
 All animals present at the program that require a license must be licensed.
 All required vaccinations must be kept current.
 And the program must provide parents with a written description of all
animals kept on the premises prior to a child's enrollment in the program.
 Because dogs are loyal, protective companions, they are one of the most popular
household pets.
 Here's Kevin Holohan, an expert dog handler and certified animal behaviorist,
with information about dogs and dog safety.
 VIDEO 1 – Animal Safety - Signs of Aggressive or Uncomfortable Dog
 There are there are the clear ones that people over the years have just kind of
figured on their own: growling, snarling, showing their teeth. Their posture
becomes very rigid, so instead of like a smooth gait they start to stiffen their legs
up. Their tail position is another indicator, so generally the higher it starts to set
up the more excited they are. The way they hold their head, you know up and
more confident is an indicator. But it's not just one thing, it's a combination of the
things you know. So you really, if you have like a loose dog scenario the first rule
right out of the gate is just to let the dog be. One of the mistakes that a lot of
people make is that they feel the need to go and kind of make themselves
friendly to the dog. The dog will make the decision when that happens so, and
the handler should be there, but if it's a case of a loose dog. But if the dog is off
doing its own thing you just kind of continue on, but there's no reason to kind of
push yourself on the dog. There are other indicators that are more subtle. So for
example like this isn't a case of aggression, but if you notice his ears and head
and went straight up and like his ears are kind of like rifle sights - they
immediately looked in one direction and his body posture changed, his breathing
changed. That's all indications he's interested in something so when you're
walking down the street even if someone has a dog, like those are all indicators
 that the dog may not be totally relaxed. And the handler - even you- if the
handler doesn't pick up on that you can say hey you know what, maybe I'll hold
off going near the dog."
 VIDEO 2 – Safely Managing Dogs in Child Day Care Programs
 The reason that we have dogs in our lives, there's a lot of personal reasons, the
comfort level, the partnership, the companion animal. And they just provide a
level of comfort and companionship, but supervision is the number one key. So a
dog shouldn't be allowed to roam or just kind of be part of the landscape, you
really have to have things in place from a supervisory level over the dog. And
again, it's a better idea to bring the dog out in intervals because it's easier to
supervisor and monitor because of all the things you're expected to do at a
daycare.
 The first thing would be to allow the dog to come up to the child. When a lot of
kids come up to the dog, it can be overwhelming. Some other things would be is
when they stand there, just to kind of keep their hands at their sides and let the
dog dictate how they're going to approach. Don't be in a rush to pet him. The dog
will start to soften his body posture and will tell you that it's more comfortable. So
when it comes up and it sniffs at it, it may sniff your hand or sniff your clothes
and then all the sudden it'll lean into you a little bit or it'll get closer to you and its
tail will start to relax. They're all indicators that the dog is more accepting. It's ok
for you to touch it, but sometimes again the rush or push to touch it right away
can create a problem as well.
 Supervision is the number one key, whether you're walking down the road or
you're in a room or whatever the case it, it's an absolute hard and fast rule to not
leave a dog alone with any kids, ever.
 If you're introducing a dog into a room full of children, keep in mind it can be a
new experience every time for the dog. So when you add one or two new kids to
the group, the dog has to get used to them as well. So if it's a daycare where you
constantly have people coming and going, you want to make sure again that you
have that high level of supervision over it. A lot of times because of previous
experience with their family members, it's easy to drop your guard – and by
dropping your guard, you say well I'll leave the dog alone and they'll be fine. But
the problem is when you walk away and you don't have that level of supervision,
you don't know what's occurring. You may have a really great social dog. But
with children because they're curious and inquisitive and they don't always act
appropriately. If they come up and they poke the dog, poke him in the eye, it,
there's multiple ways a dog will communicate to you and tell you that hurts and
they're in pain. The most common is growling or biting.
 If a dog attacks a child at that point, the very first thing is to separate them for
health and safety reasons for the child first and foremost. So if you have a dog
that gets aggressive and is going after, you immediately have to intervene, you
know this is gonna be the decision of putting yourself between the dog and the
child to prevent further injury to the child. And the child is gonna be moved and
the dog 100 percent should at that point be secured elsewhere, secured
meaning a crate or a kennel or something indoor or outdoor. But secured. And
then you're gonna tend to any medical needs the child has, you know any
 injuries, that kind of thing. But the reality is once you hit that point, you're in a bad
spot, a really bad spot. Something as simple as this, just having the dog on lead
can prevent it. It's a difficult thing because as I can imagine as a health, excuse
me as a daycare provider, when there's 10 or 12 kids in a room and you're
moving from spot to spot, this may not be the option. Maybe that's not the time to
have the dog loose. You can use the dog, you can bring the dog into the room at
different times so that's what you're doing. So in other words you're introducing
the dog to the children and it's very controlled, it's a controlled setting. There are
dogs, and I've seen them where they're just kind of part of the room, part of the
furniture and they're really good natured. But again you take a dog that's
sleeping, and if a child trips and falls on it, when they wake up it's gonna be
scared, it's gonna be spooked and that's when you run the risk of an injury.
 One of the issues you run into with puppies is because of their age and their
energy level and their teeth are like razors and they like to play and bite and
chew for a lot of reasons – sometimes their teeth hurt or they're just at the stage
where they explore everything with their mouth, that can be a bad mix with any
kind of kids. So again, if you're going to introduce a puppy into that, it's a
supervisory issue. And it's for a short duration because puppies just like small
children have very short attention spans. So it has to be a controlled encounter
with a goal in mind and you kinda have to keep an eye on it because otherwise,
letting a puppy go in a group of kids is just generically a bad idea. And when you
get one puppy that gets really excited, they manage to find the one child that's
not really comfortable with them, and before you know it, you have a child crying
and the puppy's clawing and climbing all over them and now you have kind of a
little bit of panic which never helps. I know- you're a little bit bigger than a puppy."
 Those videos focused on dogs, but remember, regulations apply to all animals
present at the program regardless of the type of animal and who owns the
animal.
 If an animal in the program should harm any person, including a child in care,
regulations require the program to immediately remove the animal from the
program and immediately notify the parents of the children in care and the Office
of Children and Family Services (OCFS).
 And be sure to call 911 or animal control if needed.
 Remember, if an animal in a program injures a child while in care, OCFS may
request that the animal be removed from the program or home. Are you willing to
risk losing your pet if it injures a child? If not, consider keeping all pets separate
from the children in your care.
 Remember, animals react on instinct. A sleeping dog can hear a noise and jump
up and start growling and barking at any moment. A cat you're petting can
suddenly turn and scratch or bite for no apparent reason.
 Because of this, it's important to talk to children about the signs that the animal is
becoming agitated, such as a stiffening of their posture, a change in facial
expression or fur standing on end, and when they see these signs to calmly
move away from the animal. Talk to them about the correct way to pet, treat and
talk to animals.
  And remind them to never approach an animal they don't know. If the animal is
with someone they know teach them how to ask for permission to interact with
the animal.
 You can practice these types of scenarios by setting up a vet's office or pet store
in your dramatic play area, modeling with puppets or stuffed animals during
group time and having discussions during teachable moments when you're
outside on walks and see different animals or when someone mentions they've
gotten a new pet at home.
Because child day care programs can operate in a public facility or someone's home
there are different regulations pertaining to firearms.
Home-based care
Some regulations for family or group family child care programs related to firearms state
that:
 While day care is being provided in the home, firearms, shotguns, rifles and
ammunition must be securely stored and inaccessible to children.
 Firearms, shotguns and rifles shall be secured unloaded with an
appropriate trigger locking device, or stored in a safe storage depository as
defined in OCFS Regulations 417.5(x)(3). Some police departments provide
trigger locks free of charge.
 Properly stored firearms, shotguns, rifles and ammunition may be accessed
and loaded in an emergency situation.
 And programs shall give written notice to parents and OCFS that a firearm,
shotgun, rifle or ammunition is on the premises. You can do this by using
form OCFS-6006- Notification of a Firearm, Shotgun, Rifle or Ammunition
on the Premises of the Child Day Care Home, or an approved equivalent.
Center-based care
Regulations for child day care centers, school-age programs, and small day care
centers state that:
 Firearms, shotguns and rifles are prohibited at the program, except that
nothing in this section shall be construed to prohibit a police officer or peace
officer, as those terms are defined in section 1.20 of the criminal procedure
law, or a security guard, as defined in section 89-f of the general business
law, from possessing a firearm, shotgun, or rifle on the premises for the
protection of the child care program.
 And each child care program shall post signs providing notification of such
prohibition that read "No firearms, shotguns, or rifles are permitted on these
premises." Such signs, not less than eight and one-half inches by eleven
inches, shall be posted in a prominent manner and within reasonable
distance of each entrance of the child care program. Such signs shall be
distributed by the Office of Children and Family Services.
Visit the OCFS website to download and print the approved "No Firearms" sign.
Regardless of the type of care you provide, teach children that guns are not toys and
they should never, ever touch one. Remind them that if they find one, they should
immediately tell an adult.
More information about regulations pertaining to firearms can be found in section .5-
Safety.

Health Risks of Second and Thirdhand Smoke —

Transcript
Smoking is not only a health risk to the person doing the smoking, but second and third
hand smoke can also have negative effects on others. The only way to prevent
exposure to second and third hand smoke is to create a smoke-free environment.
That's why regulation in .11, Health and Infection Control, states that smoking in indoor
or outdoor areas in use by children and in vehicles when children are occupying the
vehicles is prohibited.

According to the Centers for Disease Control and Prevention, or CDC, secondhand
smoke is the combination of smoke from the burning end of a cigarette and then smoke
breathed out by smokers.
It contains more than 7,000 chemicals- hundreds that are toxic and about 70 that can
cause cancer.
It can have an effect on anyone exposed to it, even if the exposure was only a short
period of time.
Infants and young children are especially at risk for complications due to secondhand
smoke because their bodies are still growing. Some of these risks include:
 being more likely to die from Sudden Infant Death Syndrome, or SIDS;
 having weaker lungs;
 being diagnosed more often with bronchitis, pneumonia and ear infections;
and
 for children diagnosed with asthma, suffering more asthma attacks.

Thirdhand Smoke — Transcript

Many of us have heard the term secondhand smoke, but did you know there's also
thirdhand smoke?
What is Thirdhand Smoke?
According to the Mayo Clinic, thirdhand smoke is residual nicotine and other chemicals
left on indoor surfaces by tobacco smoke. People are exposed to the chemicals by
touching contaminated surfaces or breathing in the off-gassing from these surfaces.
Thirdhand smoke clings to clothes, furniture, drapes, walls, bedding, carpets, dust,
vehicles and other surfaces long after smoking has stopped and builds up over time. It
can't be eliminated by airing rooms out, opening windows, using fans or air conditioners
or confining smoking to only certain areas.
Possible Dangers
Information on thirdhand smoke continues to evolve so researchers are still studying the
possible dangers. But because infants and young children frequently mouth objects,
they are probably at a higher risk of exposure to thirdhand smoke.

Carbon Monoxide Detectors — Transcript

Carbon Monoxide Poisoning
Carbon monoxide is a colorless, odorless, tasteless gas that is produced by burning
gasoline, wood, propane, charcoal or other fuel. It can build up to dangerous levels if
there's not enough air flow.
Carbon monoxide poisoning occurs when carbon monoxide builds up in the
bloodstream. It is especially dangerous for sleeping people and can cause serious brain
damage or even death before anyone realizes something is wrong.
Signs and Symptoms
Signs and symptoms of carbon monoxide poisoning may include:
 Dull headache
 Weakness

 Dizziness

 Nausea or vomiting

 Shortness of breath
 Confusion
 Blurred vision
 Loss of consciousness.
Amanda's Law
Sadly, teenager Amanda Hansen lost her life due to a carbon monoxide leak from a
defective boiler while sleeping at a friend's house. This tragedy led to the passing of
Amanda's Law.
To comply with this law, a minimum of one carbon monoxide detector must be installed
in every home where there is a carbon monoxide source, defined as any appliance or
system that may emit, or let out, carbon monoxide, a fireplace, or a building with an
attached garage or other motor vehicle related occupancies. In existing residences with
a carbon monoxide source, a carbon monoxide detector must be installed on the lowest
story having a sleeping area.
To promote the safety of children in care and families of providers, it's highly
recommended that home-based programs install one unit on each floor of the residence
where there is either a sleeping area or a carbon monoxide source, such as an
unvented kerosene or gas space heater, leaky chimney or furnace, wood stove,
fireplace, gas stove, generator, automobile exhaust and tobacco smoke.
And just like with your smoke detectors, be sure to check the batteries. A general rule of
thumb is to check them/change them in the spring and fall when the clocks change.
For more information about carbon monoxide detectors contact your regulator or fire
safety representative.

Water Safety — Transcript

Children can drown in less than an inch of water. That's why you must remain alert
whenever children are near any type of water.
Certified Personnel
"No child shall participate in activities at or near a body of water, without a person who
is certified in cardiopulmonary resuscitation and First Aid present." -Regulations in .5,
Safety
Barriers
Regulation also states that barriers must exist to prevent access to waters.
All water hazards should be inaccessible to unsupervised children and enclosed with a
barrier that is at least 4 feet high and comes within 3½ inches of the ground.
"Barriers must exist to prevent children from gaining access to unsafe areas. Such
areas include, but are not limited to, swimming pools, drainage ditches, wells, ponds or
other bodies of open water." - Regulations in .5, Safety
Water Safety Plan
You may not have a pool or body of water on your program's property, but you may
come across one while out in the neighborhood or on a field trip. Thinking ahead and
planning is key. What will you do if a water hazard presents itself when you are out and
about? Will you change course and head to a back-up location? Will you immediately
return to the program? Whatever your program decides to do in this type of situation
make sure everyone is aware of the procedures and following them.
Planning ahead also means having conversations with children about being safe around
bodies of water. This includes telling them to never go around, or in one, without a
trusted adult.
"The use of pools that have not received a Department of Health permit to operate, spa
pools and all fill-and-drain wading pools are prohibited." - Regulations in .5, Safety
If you are interested in installing a pool on your day care property, don't forget you must
reach out to your licensor and/or fire safety representative.
Water Temperature
Another thing to keep in mind regarding water safety is water temperature.
Hot water is needed to clean and sanitize, but people can be scalded or burned
because the temperature on the water heater has been set too high. In just 30 seconds
the skin can be burned by water heated to greater than 120 degrees Fahrenheit, as
opposed to two minutes for water heated at 120. Those extra minutes could provide
enough time to remove the children from the hot water source and avoid a burn.
That's why Caring for Our Children states "hot water at sinks used for handwashing, or
where hot water will be in direct contact with children, should be at a temperature of at
least 60 degrees Fahrenheit and not exceeding 120 degrees Fahrenheit."

So Much About Safety — Transcript

There are so many things to keep in mind and plan for regarding safety that we can't
cover them all in the time allotted. Some of these things include, electric shock, space
heaters and product recalls. Reach out to your regulator with any questions regarding
any of these areas.
You can also visit the Preventive Services section of the OCFS website. This page
contains information on child protective services, or CPS, keeping children safe, fetal
alcohol syndrome, domestic violence and more. You can find a link to the page in the
Resources section

Review What You've Learned — Transcript

Building and Physical Premises Safety
Bicycles
Bicycles are a person's first vehicle. Make sure children know the rules of the road and
that they wear helmets that are in good condition and fit properly.
Animals
Animals can be loyal, loving pets, but they can also be unpredictable. If you have an
animal in your program or come across one while out in the neighborhood, remember
that supervision is the key to safety. Never leave a dog or any other animal alone with
children, ever.
Firearms
Regulations regarding firearms depends on whether the program is center- or home-
based. But no matter what type of program you work in, teach children that guns are not
toys and they should never, ever be touched and if they find one they should
immediately tell an adult.
Smoking
Smoking poses a danger to everyone, not just the smoker. Non-smokers are exposed to
secondhand smoke – the combination of smoke from the burning end of a cigarette and
then smoke breathed out by smokers and thirdhand smoke – residual nicotine and other
chemicals left on indoor surfaces by tobacco smoke. Remember, regulations prohibit
smoking in indoor and outdoor areas in use by children and in vehicles when children
are occupying the vehicle.
Carbon Monoxide Detectors
Amanda's Law requires a minimum of one carbon monoxide detector be installed in
every home where there is a carbon monoxide source. And it's highly recommended
that home-based programs install one detector on each floor of the residence where
there is either a sleeping area or a carbon monoxide source.
Water
Remain alert whenever children are near any type of water and tell them to never go in
or around water without a trusted adult.

Handling and Storage of Hazardous Materials and the

Appropriate Disposal of Biocontaminants —
Transcript
VIDEO
The main things to remember about Handling and Storage of Hazardous Materials and
the Appropriate Disposal of Biocontaminants section are:
Proper storage
Regulations for all programs state:
all matches, lighters, medicines, drugs, cleaning materials, detergents, aerosol cans
and other poisonous or toxic materials must be stored in their original containers. Such
materials must be used in such a way that they will not contaminate play surfaces, food
or food preparation areas, or constitute a hazard to children. Such materials must be
kept in a place inaccessible to children.
Biocontaminants
Biocontaminants are living organisms such as bacteria, enzymes, fungi, and viruses, or
their products, that can be hazardous to our health if inhaled, swallowed, or otherwise
absorbed into the body. Biocontaminants can affect air, water and food quality.
Food
Some of the key things to remember regarding food handling, storge and preparation
are: "When in doubt, Throw it OUT!", wash your hands, and keep hot foods hot and cold
foods, cold.
Safety precautions relating to blood
Blood spills can happen during outdoor activities, on the playground, during walks or
during diaper changing. Be sure to keep extra disposable gloves in your First Aid kit,
the diaper changing area and in other places throughout your program area.

Poisoning Prevention — Transcript

Young children learn by exploring their environment with their senses. This includes
putting things in their mouths. Because of this and the fact that many harmful objects
can be colorful and tempting to children, it's important to teach them poison safety skills.
Control Access
Keep toxins inaccessible to children and if it's something you don't need, get rid of it.
Teach Children about the Danger
Teach children that if they find a suspicious item, don't touch it and let an adult know
right away.
Post Emergency Numbers
Post the phone numbers for 911 and Poison Control on or next to every telephone, per
the regulation in .5, Safety section.

Plants provide oxygen, help us learn about nutrition and our environment and their
bright colors can bring us joy and lift our spirits. However, some plants can be harmful
when eaten or touched. So it's crucial that you learn the names of your plants and label
them.
Determining if plants are toxic or not can be a challenge, so it's best to err on the side of
caution and keep any unknown plants out of places that children use. This can be
extremely difficult when outside so you should consider all outdoor plants, their leaves,
fruit and stems to be potentially toxic and steer clear.
Two resources you can use to help you identify plants are:
 "Caring for Our Children's Appendix Y: Even Plants Can Be Poisonous";
and
 the "Poison Control National Capital Poison Center's Poisonous and Non-
poisonous Plants: An Illustrated List". Links to both can be found in the
Resources section.
If you believe a child may have come in contact with a poisonous plant or mushroom
call Poison Control at 1-800-222-1222 immediately.
For more information on identifying safe plants, you can contact Poison Control or
check with a nursery in your area.

Pesticide Use — Transcript

Despite your best efforts to keep your programs safe from harmful pests, outbreaks can
sometimes happen. It's best to identify any issues early on, so you should have a
system in place for regular pest monitoring to keep track of any sightings and evidence,
such as gnaw marks or droppings, so you can take action quickly before the problem
spreads.
Before
In order to determine if any child or staff person is sensitive to the product, notification
must be given to everyone in the program before using any pesticides. Regulations
require programs to send home a notice with each child or otherwise provide notification
to the parent of each child not less than forty-eight hours prior to the application of
pesticides.
During
You may need to bring in someone to apply a pesticide – a substance used for
destroying insects or other organisms harmful to plants or animals. When pesticides
must be used it's best that their use be targeted to problem areas rather than a broad
application. This includes:
 starting with products that pose the least exposure hazard first;
 always using a professional who has the proper license or certification
required by state and local laws; and
 following all product and use instructions.
Pesticides should not be applied when children are present and all re-entry directions
must be followed.
After
After any pesticides have been applied, you should keep records of the use and make
the records available to anyone who asks. It's a good idea to retain these records for a
minimum of three years.
If you should need to store any pesticides, they should be in their original containers
and locked in a room or cabinet accessible only to approved adults.
For more information on pesticide use in child day care programs visit the .11, Health
and Infection Control section of the Regulations.

Lead Poisoning — Transcript

Lead is a soft, heavy metal which is poisonous when absorbed into the body. It can be
found in paint, dust, soil, imported items, metal jewelry and more.
When young children are exposed to lead at an early age, even a small amount can
cause learning and behavioral problems and possibly damage to their brains, kidneys
and other organs.
The number one treatment for lead is prevention.
Lead Regulations
New York State Public Health Regulations require all health care providers to test
children for blood lead levels at age one and again at age two.
Additionally, Regulations state that you must try to obtain a copy of a lead screening
certificate for each child under the age of six years. If the parent doesn't have one, you
may not exclude the child from care, but must give the parent information on lead
poisoning and prevention and refer the parent to the child's health care provider or the
local health unit for a lead blood screening test.
Lead Poisoning Prevention
You can protect everyone in the program by:
 cleaning floors, windowsills, hands, toys and pacifiers often;
 keeping foods, spices, pots, dishes, or toys known to contain lead out of the
program;
 using cold tap water for drinking, cooking and making baby formula;
 allowing tap water to run for a few minutes before using;
 checking for product recalls and removing these products from your
program;
 removing any product that has peeling paint right away; and
 helping families to get children tested for lead.
Accidental Ingestion of Lead
If you believe a child has swallowed something containing lead, seek immediate
medical attention.
Contact your local Department of Health for pamphlets and information or your local fire
safety representative to help you determine if lead may be a concern in your program.

Radon — Transcript
Radon is a colorless, odorless, tasteless, invisible gas that is produced by the decay of
naturally occurring uranium in rock, soil and water.
Radon can accumulate in basements and other areas of buildings that don't have
proper ventilation causing illness, such as cancer, and death.
If your town or city is listed as a zone 1 radon site, and the home or building in which
you offer day care services has not already been tested, you must complete testing and
resolve any identified problems before registration or licensing is completed. If the home
or building has already been tested for radon levels, additional testing may not be
necessary. An OCFS representative will work with you to determine if additional testing
is required.
For more information about radon and zone 1 radon sites, visit the OCFS website. The
link can be found in the Resources section.
Administration of Medication — Transcript
VIDEO
Let's start out by reviewing the main points from the Administration of Medication
section:
Health Care Plan
The Office of Children and Family Services approved Health Care Plan outlines detailed
information regarding the steps you need to follow for each health care event. All staff
and caregivers should be knowledgeable about the program's Health Care Plan and
should refer to it for more specific information.
Options
There are options when it comes to administering medication in child care programs.
Consult your program's Health Care Plan to see what option your program has chosen
and to make sure you are following what it says.
Health Care Consultants
Health Care Consultants are defined by regulation as being a physician, physician
assistant, nurse practitioner or registered nurse who possesses a valid New York State
license in their field.
Medications
All medication should:
 have child-resistant caps;
 be stored away from food at the proper temperature;
 be inaccessible to children;
 be stored in their original container and labeled properly with the child's first
and last names;
 and properly discarded when expired or the medication course has finished.
That was a lot of important information about the administration of medication, but there
is more to learn.

Program Health Care Plan

Remember, your program's Health Care Plan states how the program will handle
administering medications. Make sure you know what your Health Care Plan says, and
you are following it.
Plans for Children with Special Needs
In addition to the program's Health Care Plan, you may also have Individual Health Care
Plans for children with special health care needs. This form, OCFS-LDSS-7006, or an
approved equivalent, may be used to document an Individual Health Care Plan
developed for a child with special health care needs and is required for children with
diagnosed allergies.
A child with special health care needs means a child who has a chronic physical,
developmental, behavioral or emotional condition expected to last 12 months, or more,
and who requires health and related services of a type or amount beyond that required
by children in general.
The program will develop the Individual Health Care Plan together with the child's
parent and child's health care provider to meet the individual needs of the child
indicated on the form. This form can be found on the OCFS website in multiple
languages.

Child Health Care Consultants — Transcript

Child health care consultants are a resource you can turn to for answering any of your
health and safety questions or concerns.

Child health care consultants can help programs in a variety of ways.

Let's learn more.

VIDEO – Health Care Consultants

I'm Rachel Mandel. I'm the Director of Health Education Services here at Brightside Up
and I'm a child care health consultant. Child Care Health Consultants are registered
nurses or other medical professionals and we work with different day care providers to
promote healthy and safe environments for children and staff. So, we work with the
providers, parents, the child's doctor, and we also can work with licensors and
registrars. So, we work with the whole care team surrounding the child just to make
sure that they're supported while they're in the child care program. We want to make
sure that whatever's happening at home, whatever's happening with their doctor,
whatever's happening in their life outside of child care continues, um, while they're in
care with you. And we want to make sure that you feel safe and you feel supported
caring for these children who need you in very specific ways. We help assess health
and safety practices in your program, develop strategies for infection control, we
develop and review health care plans and policies, we help, um, to understand and
manage common childhood illnesses and conditions, such as diabetes, seizure
disorder, asthma and allergies. We collaborate with child care providers, families and
health care providers to create special needs care plans and support implementation of
those plans. We also provide, um, additional trainings. So, a child care provider would
want to contact a Child Care Health Consultant if they are planning to give medication
in their program. So if they've been trained, um, as a MAT provider and they plan to
give those medications. They would also contact us if they have, um, infants or toddlers
in their center-based child care. And they could also contact us if they want any support
in infection control and health and safety in the program. Child care providers can
contact a Child Care Health Consultant by reaching out to your CCR&R. There's
different CCR&Rs for every area. You can also reach out to your licensor or registrar,
and they can put you in touch with a Child Care Health Consultant.

Remember, when it comes to child health care consultants, regulations state that:
"Programs must demonstrate to the health care consultant how medications are
administered in the program. A program is not required to schedule a visit with a health
care consultant or include a schedule of visits by a health care consultant in their health
care plan when:

 only over-the-counter topical ointments, lotions, creams and sprays,

including sunscreen products and topically applied insect repellant are
administered; and/or

 epinephrine auto injectors, diphenhydramine in combination with the auto

injector, and asthma inhalers and nebulizers are the only medications
administered in the program."

More information about child health care consultants can be found in .11, the Health
and Infection Control section, of the Regulations.

Appropriate Use of Medication — Transcript

Your program may be authorized to administer prescription medications to children who
need them, or you may just be able to apply topical ointments like sunscreen or insect
repellant. Either way it's vital that you follow all instructions for administering the
medication and that you make sure you are giving the correct medication to the correct
child.
Medication Administration Training teaches the five rights of giving medication – make
sure you give the right medication to the right child at the right time in the right dose via
the right method or route.
These five rights should be followed whether you're giving a nebulizer treatment to a
child with asthma or putting on sunscreen. You may think this isn't necessary for
something like sunscreen or insect repellent, but a child may have an allergy to an
active ingredient in certain brands so they can only use a specific type.
If you give them the wrong product you put the child and yourself at risk. So make sure
that every medication, sunscreen, insect repellant and diaper cream that's brought into
your program is labeled with the child's first and last name, is stored properly and is
never shared with other children.

Appropriate Storage and Disposal of Medication —

Transcript
Storage
Different medications require different storage conditions so they can effectively do their
job. Some medications require refrigeration, others must be kept in a cool, dry place
while others need to be kept out of sunlight. Medication needs to be stored
appropriately in order to keep children safe and to ensure that the medication is safe to
use.
That's why the Regulations state:
 All matches, lighters, medicines, drugs, cleaning materials, detergents,
aerosol cans and other poisonous or toxic materials must be stored in their
original containers. Such materials must be used in such a way that they
will not contaminate play surfaces, food or food preparation areas, or
constitute a hazard to children. Such materials must be kept in a place
inaccessible to children.
 Medications must be kept in a clean area that is inaccessible to children.
 If refrigeration is required, the medication must be stored in either a
separate refrigerator or a leak-proof container in a designated area of a
food storage refrigerator, separated from food and inaccessible to children.
Disposal
Be sure to keep track of expiration dates on medications. The best time to check this is
when you are doing the five rights of making sure it's the right medication. This ensures
that you are not giving a child an expired medication which can have negative effects.
If when doing the right medication check you find something has expired, call the family
to let them know and that you will not be able to give the child the medication as
directed. Then be sure to discard the outdated medication by giving it back to the family
when they come to pick up the child.

Teaching Children Medicine Safety — Transcript

According to regulation in .5, Safety, "All matches, lighters, medicines, drugs, cleaning
materials, detergents, aerosol cans and other poisonous or toxic materials must be
stored in their original containers. Such materials must be used in such a way that they
will not contaminate play surfaces, food or food preparation areas, or constitute a
hazard to children. Such materials must be kept in a place inaccessible to children."
Although proper storage and disposal is required, it is important to teach children
medicine safety because you may not always have control over the environment.
Tell Stories
Read books about children who have an illness that requires them to take medicine.
Talk About Medication
Discuss how medicine is only given to specific people when they aren't feeling well so
they can get better. It can really hurt you if you take someone else's medicine.
Explain What to Do
Remind children that if they find a pill or something that looks like a piece of candy to let
an adult know and never, ever put it in their mouth.
Act Out Scenarios
Role play different scenarios with children so they have the opportunity to practice what
they will do and say if they ever find loose medication.
Invite Speakers
Have a health care professional talk with the children about the important job medicine
does for people who need it and review important rules about medicine safety.
Teach Calling for Help
Post emergency numbers including 911 and Poison Control throughout the program.
Teach the children 911 and the Poison Control number. Review with them what
emergencies are and practice how to make the call if an emergency should happen.

Review What You've Learned — Transcript

Here are the "five rights" of giving medication.
 Right Medication
 Right Child
 Right Time
 Right Dose
 Right Route
Remember to follow the five rights – the right medication to the right child at the right
time in the right dose via the right route, whether you're giving a prescription medication
or applying a topical sunscreen or insect repellent.

Prevention and Response to Emergencies Due to

Food and Allergic Reactions — Transcript
VIDEO
Here are the top four things to keep in mind for the Prevention and Response to
Emergencies Due to Food and Allergic Reactions:
Food allergy
Food allergies are triggered by the immune system. Exposure to food allergens can
occur through tasting, ingesting, inhaling, or touching. Symptoms of allergic reactions
may include itching and swelling of the lips and mouth, hives, eczema, sneezing, runny
nose, difficulty breathing, nausea, vomiting, abdominal cramping, and diarrhea.
Food intolerance
A food intolerance is an abnormal response to a food or food additive that does not
involve the immune system. A food intolerance is more common than a food allergy and
the most common types are lactose intolerance and sulfite sensitivity. Symptoms of a
food intolerance are unpleasant, but not as dangerous as those of food allergies.
Anaphylaxis
The most severe type of allergic reaction is a life-threatening reaction called an
anaphylactic response or anaphylaxis. This type of response occurs when different
systems of the body react at the same time. Symptoms of an anaphylactic response
appear and progress quickly.
Epinephrine is a medication that is prescribed to treat anaphylactic responses.
According to national food allergy guidelines, it is the only recommended first-line
treatment for anaphylaxis.
Strategies
There are many things you can do to help manage food allergies in your program,
including:
 Develop written policies;
 Establish written emergency procedures;
 Plan menus that consider food allergies and intolerances;
 Make sure snack and mealtimes are safe for everyone;
 Review recipes, plans and labels for meals, snacks and activities;
 Adopt a team approach; and
 Work with families to prevent allergic responses.
Let's learn more about food and allergic reactions.

Allergy Awareness — Transcript

Children may come to your program with known allergies. In this case, you have
documentation about what the child is allergic to, and you have a plan in place that
everyone knows about, for what to do if the child should become exposed to the
allergen. You may even receive some training from the family or a medical professional
on how to help the child if they need it.
However, children may be exposed to many new "firsts" while in your care and you may
be the first person to notice that they have a reaction to something. You need to be
prepared to respond so that you can help the child and possibly save their life.
Having conversations with families at the time of enrollment to discuss any reactions
children have had to foods, or other allergens, can make you aware of things to look out
for while the child is in your care. These discussions might jog a parent's memory about
a previous reaction and make you more prepared if the child shows signs of a reaction.
Remember, allergies can develop at any time so be sure to keep these conversations
ongoing with the families.
Observe Children
Be sure to observe children closely. If they are having a reaction for the first time, they
may not know what is happening. You may see them scratching at their mouth or throat
or they may develop a slight rash. They may say things like my tongue feels funny. Or
my mouth feels fuzzy.
Contact Parent
If you notice any of these signs, contact the parent right away. Make sure you can tell
them what the child was doing, eating, or drinking at the time of the incident. This is all
vital information a medical professional will want to have during an examination.
Call 911
If you notice more serious signs like the child is having trouble breathing, there is
swelling of the tongue or closing of the throat or the child is turning blue, call 911
immediately.
Remember, all providers & staff are required to complete Elijah's Law training. You can
access the Early Childhood Education and Training Program's eLearning by visiting
their website. The link can be found in the Resources section of this training.

Anaphylaxis — Transcript
Anaphylaxis is a severe, multi-symptom, life-threatening allergic reaction that affects the
whole body. Outside of hospital settings, anaphylaxis is mostly caused by foods. Eggs,
dairy, peanuts, fish, shellfish, soy, tree nuts and wheat make up 90% of serious allergic
reactions. Children can also have allergic reactions to latex, medication and insect
stings or bites.
In 2019, Elijah's Law was passed requiring all child day care programs in New York to
follow the guidance for preventing and responding to anaphylaxis.

Prevention — Transcript
The key to preventing a potentially serious reaction in a child with a known allergy is
avoiding exposure to the allergen.
Follow Regulations
Regulations in the .12, Nutrition, section state:
 Individual children's food allergies must be posted in a discreet location
visible only to caregivers.
 Caregivers must take steps to prevent a child's exposure to the foods to
which the child is allergic.
 The program must develop a plan for introducing age-appropriate solid
foods in consultation with the parent.
Document Allergies
Children with allergies are considered children with special health care needs.
Therefore, the program must have form OCFS-LDSS-7006, Individual Health Care Plan
For A Child With Special Health Care Needs on file for each child with an allergy.
For any child with a known allergy, the child care program must work with the parent or
guardian and the child's health care provider to develop written instructions outlining
what the child is allergic to and the prevention strategies and steps that must be taken if
the child is exposed to a known allergen or is showing symptoms of exposure. Often
times these instructions will come in the form of an allergy plan developed by the child's
pediatrician. If the parents do not provide an allergy plan developed by the child's
pediatrician, you can use OCFS-6029—the Individual Allergy and Anaphylaxis
Emergency Plan form. Whether programs use the pediatrician's plan or the OCFS form,
this information must be reviewed upon the child's admission, annually thereafter, and
any time there are staff or volunteer changes, and any time information regarding the
child's allergy or treatment changes. This document must be attached to the child's
Individual Health Care Plan.
If the child's allergy requires them to receive medication while in your care, the program
must have form OCFS-LDSS-7002, Medication Consent Form, on file for each
medication the child needs. Remember, prescription medications can only be
administered to children by staff certified to do so.
Allergy information should be documented on the child's OCFS- LDSS-0792 Day Care
Registration form, more commonly known as the Blue Card, or an approved equivalent.
Having this information in writing is vital, but it doesn't do the child any good if it isn't
communicated to all staff and volunteers. Any new caregivers for the child, such as
assistants, substitutes, volunteers, floaters, teachers and cooks, must be made aware
of this information, know where the information is discreetly located, review it and be
able to identify the child by face.
All forms can be found on the OCFS website.
Prevent Exposure
You can help prevent exposure to food allergens by:
 Consistently and properly washing your and the children's hands with soap
and water before and after eating.
 Thoroughly cleaning and sanitizing tables and other surfaces before and
after eating.
 Reviewing any food items that are brought into the program for special
occasions.
 Encouraging children not to trade or share food, utensils, napkins or food
containers.
 Checking labels of products routinely because recipes can be updated and
ingredients can change.
 Storing food out of children's reach.
 Keeping the eating areas separate from the play area.
 NEVER offering food to a child if you are unsure of its ingredients or safety.
You can help prevent exposure to other types of allergens by:
 Routinely checking and treating outdoor areas for insects that may present
a hazard.
  Avoiding wearing perfume, hair spray or heavily scented soaps or
shampoos.
 Avoiding contact with balloons, rubber bands and latex gloves.
 Allergy Communication — Transcript
 Communicating with families and staff will help prevent a child in your care from
being accidentally exposed to an allergen. Children in your care – both those with
and without severe allergies – can also communicate information about allergies
and reactions to ensure medical assistance is not delayed.
 Families
 Families are your number one source for information about their children. Talk to
them at enrollment about any known allergies and what the plan for that child is.
Fill out all relevant paperwork such as the Blue Card, the Individual Health Care
Plan and the Individual Allergy and Anaphylaxis Emergency Plan form.
 Families can also answer questions about the child's symptoms and provide
training on what to do if the child has a reaction while in your care. Remember, if
ever in doubt, call the parents, and if it's a life-threatening situation, call 911
immediately.
 Be sure to keep discussions open because things can change, a child could be
newly diagnosed with an allergy, a medication or a dosage could change or a
child could grow out of an allergy.
 Staff
 Communication with staff regarding food allergies should be on-going. All staff
and volunteers should be told about a child's allergy at the time of the child's
enrollment, or when the allergy is discovered. New staff should be made aware
as soon as possible during their onboarding or orientation. Provide time during
staff meetings to discuss any new information regarding allergies and do checks
to make sure information is displayed discretely and that all staff in the room
know where the information is and who the child is.
 Children
 Older children can be the best ally for a child with an allergy. If a child knows that
a friend has an allergy to something and what they might experience during a
reaction, they can tell an adult if something doesn't seem right. If the family
agrees to it, have the child talk about what they are allergic to and what could
happen if they are exposed to it so everyone can help. Assure children that there
is a plan in place to keep the child safe. Read stories about children with
allergies. And maybe invite the parents to come in to share helpful information.
 Remember, no matter who you are communicating with, you must maintain an
appropriate level of confidentiality regarding the situation.

Symptoms, Signs and Treatment — Transcript
Symptoms of an allergic reaction can vary from child to child. They can range from mild
skin or gastrointestinal symptoms to severe life-threatening anaphylaxis. They can
become evident within a few minutes or up to an hour after the exposure. It's not easy to
predict if initial symptoms might progress to anaphylaxis, so it's extremely important to
recognize symptoms early, monitor the child and respond immediately and
appropriately.
Symptoms of anaphylaxis usually involve more than one part of the body such as the
skin, mouth, eyes, lungs, heart, digestive tract and brain.
Mild symptoms
Mild symptoms of anaphylaxis include:
 itchy or runny nose;
 sneezing;
 itchy mouth, a few hives with mild itching;
 mild nausea or discomfort.
Severe Symptoms
Severe symptoms include:
 shortness of breath, wheezing or coughing;
 pale or bluish skin, faintness, weak pulse or dizziness;
 tight or hoarse throat;
 trouble breathing or swallowing;
 significant swelling of the tongue or lips;
 many hives over the body with wide-spread redness;
 vomiting or severe diarrhea;
 anxiety, confusion or a feeling that something bad is going to happen.
Make sure to follow the child's individual allergy and anaphylaxis emergency plan for
children with known allergies for clear instructions of action to take when an allergic
reaction occurs.

Treatment with Epinephrine — Transcript

Anaphylaxis must be treated right away with epinephrine to provide the best chance for
improvement and to prevent serious, potentially life-threatening complications.
Epinephrine auto-injectors deliver precise doses of epinephrine in an easy-to-use
device.
Prescribed
For children with known allergies, OCFS Regulations allow programs to administer
specific emergency medication, including epinephrine auto-injectors, prescribed by a
child's health care provider. The Regulations and the required forms define how and
under what circumstances emergency medications may be given to that specific child in
care.
Non-Patient-Specific
Per New York State Public Health Law 3000-c, regulated child care programs are
permitted to stock, non-patient-specific epinephrine auto-injectors on site and use them
for individuals who have not previously been identified as having anaphylaxis. This
decision must be documented in Section 8 of the program's Health Care Plan.

Non-Patient-Specific Epinephrine — Transcript

Since an epinephrine auto-injector is a prescription medication, in order to maintain non-
patient-specific epinephrine auto-injectors on site, at least one program staff member
must complete training.
Storage
Epinephrine auto-injectors can be expensive, and they expire, so stocking non-patient-
specific auto-injectors can be cost-prohibitive for many programs. Here are some things
you should keep in mind regarding the storage of epinephrine auto-injectors:
 Keep it where it can be easily accessed in an emergency.
 Keep it away from children.
 Keep it in the protective plastic carrying tube it comes in.
 Keep it at room temperature between 68 and 77 degrees Fahrenheit. It
should not be refrigerated, and you should not allow it to be exposed to
extreme heat, like in the glove compartment, or trunk of a car during the
summer.
 Do not expose it to direct sunlight.
Expiration
The epinephrine auto-injector will have an expiration date printed directly on the unit.
Periodically check the expiration date and replace the unit before it expires. If the device
is used, expired or discolored it must be safely disposed of in compliance with
regulations at licensed pharmacies, health care facilities or health care practitioners who
can prescribe the device.
Remember, administering an epinephrine auto-injector does not take the place of
emergency medical care. Once epinephrine has been administered, you MUST CALL
911, and the child's parent. Once everyone is safe, call OCFS to report the incident.
Remember, you must react immediately if you believe a child is experiencing an allergic
reaction.
OCFS has created a page on their website devoted to information about Elijah's Law.
The page includes:
 the August 2019 Dear Provider Letter in English and Spanish;
 the Anaphylaxis Policy for Child Day Care Programs in English and Spanish
that sets forth guidelines to be followed by child care programs for both the
prevention of anaphylaxis, and during a medical emergency resulting from
anaphylaxis;
 a listing of OCFS approved forms; and
 information about the "Elijah's Law" e-Learning training.
Once a provider successfully completes this training, the family day care, group family
day care, day care center, small day care center or school-age program they work for is
eligible for one epinephrine auto-injector 2-pack and training device, at no cost, from the
Office of Children and Family Services.
There are also many other training opportunities available to you to learn more about
anaphylaxis and Elijah's Law, including the Elijah-Alavi Foundation- a website created
by Elijah's family to ensure that all infants and children with severe food allergies and
asthma have safe spaces for learning and socializing in day care centers and schools.
Links to all of these resources can be found in the Resources section of this training.
Remember, identifying signs of anaphylaxis, administering life-saving medication and
contacting emergency medical services will provide the best outcome for the child.

Reading Food Labels — Transcript

When working with children with food allergies you need to read food labels on
processed and prepackaged foods.
The Food Allergen Labeling and Consumer Protection Act of 2004 applies to all foods
whose labeling is regulated by the Food and Drug Administration, or FDA. The purpose
of this law is to:
 clearly identify food source names of all ingredients that are, or contain, any
protein derived from the 8 most common food allergens; and
 help allergic consumers identify offending foods or ingredients so they can
more easily avoid them.
Note that spices are not regulated and do not need to be listed specifically on the label.
Cheryl Fruiterman, spoke to us about her family's experience of living with food
allergies. Let's hear what she had to say about reading food labels.
VIDEO – Family's Experience of Living with Food Allergies
Reading labels is tricky because they have made some great laws to make it easier
however, they can be confusing because they have the voluntary statements at the
bottom about whether it's processed in a facility or manufactured on the same line as an
allergen. They also have the may contain warnings or contains warnings that are
bolded at the bottom of the ingredient list. However, they are not required to put that on
there if the ingredient is listed in plain English in the ingredient list. So I've actually seen
products that have peanut listed in the ingredient list but down at the may contain or
contain warning in bold it just says contains wheat and milk because they had used
technical terms for wheat and milk in the ingredients list.
Now this one, you need to read through the entire list of ingredients, but you can start
here at the bold ingredients at the bottom that says contains coconut, milk, soy and
wheat ingredients. May contain traces of peanuts and other tree nuts. So right there, if
you see that it contains something you can stop but then you need to read through in
case something was not listed right here in the bold.
Here's a kosher label right here. This o-u with the pareve. Um, if you have an o-u that
says pareve next to it definitely does not contain dairy by the kosher law. If it didn't say
pareve and it was just o-u that would not contain dairy. If it contained dairy it would
have a d next to it.
Chocolate chips. Dairy, nut and soy free. Turn it over. Read the ingredients and also
see that it's made in a dedicated nut and gluten free facility.
This one, if you read the ingredients and then see it contains wheat. It's also processed
in a facility that uses eggs so we would avoid that.
And then this one is an example of not containing. It doesn't have that bold may contain
on it or contains. You have to read through every single ingredient which you should be
anyway but you don't even get any clues down here. And it contains eggs.
They do say to check three times which means you would be checking the product at
the store, you would be checking it when you put it away in your pantry at home, and
then you would be checking it again when you use it.

Handling Food Safety — Transcript

There are a number of things you can do to promote safe handling of food whether a
child has a food allergy or not. Remember, regulations in .12, Nutrition, state "food must
be prepared and stored in a safe and sanitary manner."
VIDEO 1 – Safe Kitchen Practices
Scott we need to find out what the temperature is...Hello I'm chef Melissa Doney and
I'm here to show you about food safety. When shopping you always want to consider
checking your produce before purchasing it. You want to look, inspect it, check for
firmness, see if it's all right and what the quality is.
Also when looking at dry goods you want to check your expiration dates and also the
packaging. On canned goods you don't want to purchase anything with dents, bacteria
can grow in that.
You want to check your frozen products for quality. Check for ice crystals on any frozen
items that there is a clear plastic outside. You want to make sure you don't have freezer
burn.
Also check your bags for any holes or pokes in them to make sure that quality is there.
And remember, when it comes to dairy you only want to use pasteurized products. And
always use 100% fruit juice.
Now that you're back at your program it's time to put your groceries away. Let's do this
smart and safe. Remember, you always want to start with your proteins your most
perishable products. So let's start with any of our frozen proteins and any of our frozen
items first. This way our items won't start melting and won't get into the temperature
danger zone.
Next we're going to put our refrigerated items away. With that we want to put them in
the proper storage order of how they should be stored so cross-contamination doesn't
happen.
Food prep safety is extremely important. Well, first thing we want to do is always wash
our hands. After every task always wash your hands. Also you always want to make
sure your work area is properly sanitized. Whenever you are using multiple products
make sure you are changing your cutting boards and washing your knives and
sanitizing your area. Also in between use of different items you always want to
remember to wash your hands. When you're done with all of your tasks wipe clean and
sanitize your area properly and wash your hands.
When thawing items… to avoid foodborne illnesses you always want to thaw something
in the refrigerator. Never thaw an item on a countertop or in a water bath.
When preparing your food temperature is very important. Always make sure you have a
working thermometer in your kitchen. You want to make sure all of your products are
cooked well done. Some great tips are if it's protein you want a grayish brown in color. If
it's turkey or chicken you want a nice white color with no pink. With fish you want nice
flakiness. Also if there's skin on it the skin should remove very easily. Finally, when it
comes to eggs you want to make sure your yolks and your whites are nice and cooked
or if they're scrambled you cook them thoroughly. Consuming raw eggs is extremely
dangerous for children so make sure they never eat any batters or dough's that have a
raw egg product in them.
When it's tasting time each child has their own tasting utensils. We don't want double
dipping or allowing the child to taste something from the spoon that we are actually
mixing with. Remember, safety first. Also always wash your hands.
When reheating food you want to make sure it's heated to the proper doneness. Using
a thermometer is very, very important for this. Also holding your food hot is important.
You want to make sure you have the proper items to hold the food hot so temperatures
don't drop and bacteria starts to grow in the food. When reheating anything and
temping something you want to make sure you're sanitizing your thermometer and
washing your hands.
You want cheese? When serving your food you always want to make sure your hot
products remain hot and your cold products remain cold. Hot food hot. Cold food cold.
Remember going on trips with your program food safety is important too. Properly
storing any perishable goods in coolers with ice packs is very important.
Food quality is very important. Not only while you're grocery shopping but also while at
your program. If you're unsure of something or you're not sure if the quality is really
there remember when in doubt throw it out.
VIDEO 2 – Buying and Storing Food
I have a pantry that is completely safe for him. I have a cabinet that has all the foods
he's allergic to in. So up here is anything that we have that he is allergic to so that he
can't reach it and we know that everything in there is not safe. And then our main pantry
consists of everything that is safe for him. None of his allergens are in this pantry and
he knows that he can go in here anytime and take anything out of here and not have a
reaction.
He's got a certain section in the refrigerator that belongs to him so that we, we are very
careful about where we're taking things from. This is all things he is allergic to and this
is all things that are safe for him. He knows that he can get these drinks anytime he
wants. That they're safe. And this drawer right here is full of all the dairy and cheeses
and stuff that he can't have. And then this drawer right here would be the non-dairy
cheeses and non-dairy margarines that he can have.
I do use different utensils for different allergies. For example, the red is, tells me to, this
is for something he's allergic to. I said red means stop, so that's what I did. And green is
OK. So if I'm preparing anything safe I can use the green cause that means go. Um,
that's mainly for anything that could be made of a porous material such as plastic,
rubber, wood. Um, the metal spatulas clean very well because they're non-porous so
the metal could go either way.

Prevention and Control of Infectious Diseases —

Transcript
VIDEO
Let's begin with a review of the top takeaways from the section on Prevention and
Control of Infectious Diseases section:
Daily health checks
The daily health check is a quick simple assessment that should be performed on an
awake child, in a relaxed comfortable manner everyday as the child arrives at the
program and continues throughout the day. This welcoming routine, completed before
the parent leaves, will help you better understand each child. A warm greeting will also
help children feel comfortable and good about themselves and provide you with
valuable time to communicate with the parents about the child's evening and morning.
Do they have any concerns? Was there anything out of the ordinary that you should be
aware of or keep an eye out for? Is there anything special happening in the day or life of
the child? Remember, to document the daily health check has been complete and
anything special you observed or heard.
Exclusions
Your program's health care plan should include a list of symptoms that should be
considered reasons for determining that a child is too ill to be accepted into a child day
care program. Can they participate with reasonable comfort and receive adequate and
appropriate care without interfering with the care of other children?
Germs
Infectious diseases are caused by germs, like viruses, bacteria and parasites. Because
our hands touch many of the places germs live, it's easy for them to be transferred by
routine activities such as eating or playing. This is especially true of young children who
often explore toys and surfaces with their hands and mouths. Germs are spread by
respiratory secretions, intestinal secretions, direct contact, or through blood-to-blood
contact.
Handwashing
The number one way you can prevent the spread of germs, and protect everyone from
illness, is handwashing. When you and the children wash your hands at the proper
times and with the proper techniques, the amount of illness in child care is drastically
reduced.
Cleaning and sanitizing
Having a regular schedule of cleaning and sanitizing is necessary to reduce the spread
of germs. There are specific procedures to follow when you clean and sanitize toys,
surfaces and equipment in your program. Routine cleaning with soap and water is the
most useful method for removing germs and soil from toys, surfaces, and equipment.
But, some items and surfaces should be sanitized or disinfected after cleaning with
soap and water. One of the most commonly used and most effective sanitizing solutions
is a homemade mixture of household bleach and water.
Immunizations
Immunizations are the single most important way children are protected from serious
diseases. An important component in the process of enrolling children is the review of
their records of immunizations to be sure they are up to date.
That was a lot of important information for you to know to keep children well while in
your care. For additional information, refer to your program's Health Care Plan.
In this module we'll explore things you can do to encourage healthy habits that will
minimize risks, create healthy environments and help keep everyone healthy throughout
their lives.

Personal and Dental Hygiene — Transcript

Regulation in .7, Program Requirements, states "The daily schedule must include a
routine of good personal hygiene practices, and when night care is provided, this
includes changing into night clothes, brushing teeth, and washing before bed in the
manner to be agreed between the parent and the program."
Good personal hygiene includes many things, such as:
 catching coughs and sneezes;
 toileting properly;
 washing your hands;
 brushing your teeth;
 wearing a mask.
Let's learn more about personal and dental hygiene.
Tooth brushing
We need to take care of our teeth and gums from an early age. Read books about
visiting the dentist and discuss that all teeth need to be brushed, not just the ones you
can see. Ask a dentist or hygienist to come to the program or schedule a virtual
discussion to talk about proper brushing procedures and answer questions. Set up a
dentist's office in your dramatic play area and let children practice tooth brushing on
dolls or stuffed animals.
Handwashing
Everyone should wash their hands throughout the day, including when they arrive at the
program; before and after toileting and eating; when coming in from the outside and
whenever dirty. Post signs showing proper handwashing steps near all sinks. Remind
children to wash their hands long enough to sing the ABC song once or Happy Birthday
twice. Let them practice handwashing procedures with dolls in the dramatic play area.
Mask wearing
If masks are required, remind children that they need to:
 wear a clean mask every day;
 wear only their mask;
 keep the front of the mask a no touch zone; and
 replace their mask when it's dirty.
Cough and Sneeze Manners
Practice good cough and sneeze manners to help minimize the spread of germs. Teach
children to catch their cough or sneeze with their elbow.
Proper Toileting
Children need to learn how to wipe properly and flush the toilet after using it. This
process starts when you talk to infants and toddlers about the steps you follow while
changing their diaper. Then as children get older, you explain to them the importance of
wiping from front to back. Give children the opportunity to practice wiping on dolls or
stuffed animals.

Awareness of Routine Preventive Care — Transcript

Learning about routine health maintenance practices such as physicals, eye exams,
and dental exams, help children understand these activities and appreciate their value
to their overall health.
You can help reduce children's fears associated with these health checks by:
 Reading books, talking about experiences, sharing stories, and answering
questions.
  Asking someone in the medical field or your health care consultant to visit
the program, in person or virtually, to talk about what to expect when
visiting the doctor. Ask them to share some of the tools they use, such as a
thermometer, scale, stethoscope, penlight, blood pressure cuff and syringe.
 Setting up a doctor's or dentist's office in the dramatic play area.

Body Awareness — Transcript

Teaching children appropriate names for body parts is a good way to increase body
awareness and personal safety. If the family has a special name for a body part and the
child talks about it, the provider may not understand and may miss important
information regarding the child's safety. This may make some parents uncomfortable, so
it's important to let families know the need for a common language so everyone can
communicate clearly and effectively.
Let's learn how to work with parents to teach body awareness.
Enforce Correct Terms
Consider adding the program's terms for body parts in the parent and staff handbooks.
Make sure all staff know the proper terms and use them when talking to children,
parents and other staff. Share this information during enrollment and hiring.
Seek Feedback
Survey families to provide their thoughts on the language your program uses to make
sure you're meeting their needs and to see if they have any suggestions for
improvements.

Cleaning and Disinfecting — Transcript

Cleaning removes dirt from an item by washing it using soap and water and rinsing
thoroughly. Disinfecting, or sanitizing, kills germs by using a bleach and water solution,
dishwasher or washing machine.
When it comes to cleaning and sanitizing be sure to read and follow all protocols on the
products. What do the instructions say about proper storage? Does the product need to
be stored in a dry space, a cold space, or a well-ventilated area? What does the product
say about use? Do you spray and leave on the surface for a certain amount of time or
wipe up immediately?

COVID-19 Protocols — Transcript

COVID-19 is an evolving situation that has brought about many changes to the world of
child care and the work you do. That's why you need to be flexible and current on health
and safety standards in our world. Be sure to check in with the New York State
Department of Health, your health care consultant or regulator for more information and
to make sure you are following the most current recommendations for mask use, social
distancing protocols, group sizes for places of social gatherings, cleaning and sanitizing
practices and more.
OCFS has updated form LDSS-4443 Child Care Attendance Sheet – to include check
boxes showing the child's health check and daily COVID-19 screenings have been
completed.
Visit the OCFS website to download this and other forms.
And check in regularly with the New York State Department of Health and Centers for
Disease Control and Prevention, or CDC, websites for the most current guidance. Links
to both organizations can be found in the Resources section.

Emergency Preparedness and Response Planning —

Transcript
VIDEO
There's a lot of information to be covered in the Emergency Preparedness and
Response Planning section. Here are some items to keep in mind:
Preparing for emergencies
Before you find yourself in an emergency situation, planning and preparation are
essential. It's crucial to have a plan in place that all caregivers understand and can take
necessary action in case of an emergency. Be sure to share these plans and policies
with families.
Medical emergencies
You need to know how to recognize a medical emergency and get the proper medical
help.
Evacuations
There are steps you should follow when evacuating your program. They are:
 Stay calm.
 Sound the alarm.
 Evacuate.
 Take attendance of children by name.
 And call for help.
Shelter in place
Not all emergencies require evacuation. Depending on the situation, you may be asked
to "Shelter in Place". Many of the things you do to prepare for an emergency evacuation
will help you meet the demands of keeping children safe and calm during "sheltering in
place".
As you can see, there's important information and regulations you must follow to
prepare for and respond to emergencies. Let's take a closer look at some specifics.

Fire Drills — Transcript

Regulations require all programs to have an evacuation plan that they practice monthly.
Prepare
Before conducting any drills, post emergency exit instructions where they can be easily
seen. And be sure you've planned appropriately to provide for children's differing needs
and abilities.
Children with special needs will require additional help, and younger children will need
more assistance than older children to evacuate safely.
Practice
Remember to practice fire drills:
 at different times of the day, including naptime;
 in different weather conditions;
 with different staff taking the lead so everyone can perform the main role;
you never know when a leader may become unable to perform their duties;
 using the two exit routes in your plan, alternating between the primary and
secondary exits;
 using the actual alarm signal so children can associate the sound of it to the
evacuation procedure in case of a real fire.
 going to your designated meeting location which should be:
o out of fire truck or emergency vehicle traffic;
o visible to the first responders;
o accessible to the street but safe from street traffic; and
o clear of snow, ice, water and mud. And make sure that everyone,
including parents, know exactly where the designated meeting
location is.
 and once you get to the meeting place, taking attendance using name to
face checks- checking the name on the attendance list to the child's face –
to make sure everyone is present and safe. Merely counting the children as
verification is not enough.
Maintain
After conducting a fire drill, document that it was done and check all of your smoke
detectors to be sure the batteries are in good working order.
Remember to replace the batteries twice a year, a good time to do this is when the
clocks change.
Fire Extinguishers — Transcript
In addition to conducting your required monthly evacuation drills, you should routinely
check your fire extinguishers and make sure staff and school-age children know where
they are located and how to use them.
We spoke to fire safety consultant Peter Lattanzio about how to operate a fire
extinguisher. Let's watch.
VIDEO – Fire Extinguishers
Hello my name is Pete Lattanzio and I'm a fire safety consultant and I've been in the fire
safety industry for a long time. Fire has changed drastically over the years and it's
basically was what because of what we're bringing into our homes and our businesses
today. A lot of our materials in our homes and our businesses are petroleum-based -
foam rubbers, plastics, synthetic materials. They're all petroleum-based therefore fires
burn much faster today and they burn much hotter and they're producing a lot of very
toxic gases that are that off-gassed during a fire that are very toxic for folks to breathe
in.
Life safety again is the most important - we can replace buildings, we can't replace the
people that are in it, so getting people out is the most important thing. But there are
those rare occasions where an incident may occur and you might want to especially for
life safety purposes, either to get yourself out or to get somebody you're caring for to
get them out you might want to use a fire extinguisher.
This is a typical fire extinguisher that we find in commercial businesses and in programs
such as a where you are. This is an all-purpose fire extinguisher. If you look at the
extinguisher it actually has pictograms on the front and down here below it talks about
the ABC - the combustible papers, the wood, the flammable liquids, the electrical fires.
So you want to familiar familiarize yourself to make sure that at your facility you have an
ABC extinguisher. There are other extinguishers are out there but they're done for
specific hazards but this is what you should typically see in one of your facilities. So up
above the classifications there's another set of pictograms and an explanation of exactly
how to use the extinguisher. So we don't expect people to remember this like you
remember your ABCs from school. You don't use these very often so this is just a quick
reminder of how to use the extinguisher.
On the gauge we have a green section right in the center and there's a little yellow
indicator a little yellow arrow. We want to see that yellow arrow up into the green - this
is telling us that this extinguisher has been properly charged and it's ready to go. If you
ever happen to glance down and see this arrow off to this side of the gauge, it's telling
us that either the extinguisher has been used or that for some reason there's been a
pressure leak and this extinguisher's not gonna function the way it's designed.
These hang on the wall all the time, we never think about them. The fire extinguisher
company by code has to come through once a year and maintain them but the other
thing I like to tell people to do is periodically take the extinguisher off, tip it upside down
and shake it because what it helps do is it helps keep that's powder suspended inside
the extinguisher. Over a period of time if it's not fluffed as they refer to it, the powder
can have a settling effect and it may not work properly. So we want to shake these
extinguishers periodically, just turn them upside down and give them a good shake.
There is a pin in the top of this and it's held in with a little plastic tab. I can hold this
extinguisher by this bottom handle and there's no problem with it, it's not going to
activate it won't discharge. Even as long as the pin is in place, I can squeeze both
handles together and nothing's going to happen. But once I pull that pin out and we'll
demonstrate that in just a few minutes, once I pull the pin out that top handle is now
allowed to squeeze down to the bottom handle and it'll discharge the product.
Okay this extinguisher is a little bit smaller - same premise though it's got the cylinder
it's gonna hold product. It's got the handle and it's got the nozzle on it but this one has a
fixed nozzle to it, so instead of having the ability to use the hose and to aim it probably
a little bit better, this one's a much smaller product with that fixed nozzle. They're both
going to do the same job, the bigger one just gives you a little bit more flexibility. One
of the big things I want you to understand is there's a limited amount of product in both
of these extinguishers. So this is not something that's going to last for a long period of
time - you're probably looking once you start to discharge this, anywheres from 2 to 5
minutes for all the product in these cylinders to be empty. So this is not a product or
appliance that you're going to continue to use and think that you're gonna have a long
amount of time. This is a down-and-dirty, you can knock the fire down to the best of
your ability to get yourself or get somebody else out of the way, and then you abandon
these and get out and let the fire department handle the rest.
Using a fire extinguisher there's an acronym it's called P.A.S.S. and it's a very common
acronym that's used throughout the fire safety industry and it basically stands for "pull
the pin, aim, squeeze the handle and sweep" and I'm going to demonstrate all those
sections for you.
So as we mentioned before the extinguishers come through, the pin is in place- I can
hold the handles nothing's going to happen. But the minute I pull this pin out I now have
the ability to squeeze the handles together to activate it. These have a plastic safety tab
in place to help ensure that that pin stays in place all the time. So when I have to use
the extinguisher I want to pull and that plastic tab will break white right away very easily.
So now this extinguisher is ready for activation.
So we've discovered a fire - obviously if you have the ability to get out, you don't have
to do anything. Get out of the building get away from the incident. But if you have to get
past the fire or somebody's trapped and you want to get to them quickly, you can use
the fire extinguisher to do that. We have a piece of paper laying over on the ground
that's going to simulate where the fire is. Now there's a couple important things to
remember when using a fire extinguisher. Number one – distance. You need to be at
least 6 to 10 feet away from the fire, if you're too close you can actually cause the fire to
get worse, you can blow the fire around so you want to be that 6 to 10 feet away from
the fire itself. So the fire is to the front of me, I've grabbed my extinguisher, I'm going to
use that pass method. I'm gonna pull the pin, I'm gonna pull the nozzle out and aim the
nozzle. I'm gonna sweep or squeeze the handles together and then I'm gonna sweep it
back and forth at the base of the fire.
So today we've given you a little bit of idea how to use these extinguishers. I hope that
you never ever have to use it but if you do, I hope there's a little bit of a comfort factor
there for you that you can do this, you can do it successfully and you know hopefully
prevent somebody from getting injured or dying in a fire. Thank you very much.
Next

Fire Safety Month — Transcript

October is Fire Safety Month so what a great time to plan activities with the children and
celebrate all the good programming that's done year-round. Here are some ideas for
things you can do during the month.
Firehouse Visit
If possible, take a trip to a local firehouse or ask a station to bring a fire truck to your
program. If this isn't possible, see if you can have a virtual meet and greet.
Giving children the opportunity to see the firefighter in their gear and the different
equipment they have and how it's used, can help alleviate stress and fear.
Stop, Drop and Roll Game
Change the rules to Red Light (children stop), Green Light (children walk or run) to
Stop, Drop and Roll.
Practice Calling 911
Talk about different types of emergencies with the children and set up an emergency
command center or firehouse in your dramatic play area so they can practice calling
911.

Emergency Bags — Transcript

When a fire alarm goes off, you may not know what the emergency is or how long you
and the children will need to be away from the program. That's why it's important to
have an emergency bag at the ready to take with you whenever you must evacuate.
Purpose and Contents
An emergency bag is a bag, preferably a backpack or something with straps so you can
keep your hands free, filled with supplies you'll need in the event that you have to leave
the program in an emergency.
It should hang by the primary exit of the program, preferably near your attendance list,
so you can easily grab it as you leave.
Contents
It should contain:
  contact information for all children and staff;
 first aid kit;
 a working flashlight;
 water and snacks;
 emergency medications;
 diapers and wipes;
 bottles;
 blankets;
 extra car keys; and
 and other necessary items.
If your program is in an apartment building, make sure you have a key to get back
inside, in case your first means of egress, or exit, is blocked.
Maintenance and Practice Use
You should check the bag on a regular basis, maybe after your monthly fire drill, to
make sure contact information is up to date, nothing is expired and everything is in good
working order.
Because you never know when an emergency will occur, Day Care Center and School-
Age programs should take their emergency bag and cell phone and charger (if they
have one) with them whenever the group moves in the building. That way they're with
you at all times and no one will have to risk their safety by returning to the room to get
them.
Having an emergency bag and using it every time there's a drill or emergency will keep
you safe and is good modeling for children on the valuable life-long skill of being
prepared.
OCFS has developed Publication 5196- Child Care Safety- What to Bring When
Leaving the Program or Classroom. This document can be found in English and
Spanish on the OCFS website and in the Resources section.

Preventing Choking — Transcript

Choking on Objects
Regulation in .5, Safety, states that "the following items must be used and stored in
such a manner that they are not accessible to children: handbags, backpacks or
briefcases belonging to adults; plastic bags; and toys and objects small enough for
young children to swallow."
Choking can happen at any time, not just when children are eating or drinking.
Competently supervising children at all times is essential to ensure no choking hazards
have found their way into the classroom.
Before children enter a space, get flat on the floor and look at the surface of the space.
Any small objects that you wouldn't necessarily be able to see from an overhead view
will pop off the surface from that angle.
Meal and Snack Times
At meal and snack times encourage family-style eating where everyone is sitting and
enjoying the meal. Children should never eat or drink while walking around because it
increases the chances of choking.

Make sure there's enough food for all children and that the foods are in an acceptable
serving shape and size for the developmental level of the children eating it. Encourage
children to take their time and enjoy their food, making sure they chew everything
properly.
Gently remind children to chew, swallow and then talk. For younger children you can be
as simple as "food in, mouth closed; food out, mouth open". Make signs with these
reminders and post them on tables or walls in eating areas.
Play Times
At play time, again, be sure that toys and materials are the appropriate size and shape
for the children playing with them.
You can determine the safety of a small object's size by using a commercial choke tube
or a gift wrap tube. If the object in question fits through the tube it is a choking hazard
and should be removed from the area or used only with one-on-one supervision.
Let older children practice with the choke tube and conduct class experiments with it.
Have children predict if they think an object will fit in the tube or not. This is a great way
to get children thinking differently about the items they, and others, play with.
Rest Time
To reduce suffocation and choking hazards during rest and nap times, you are required
by regulation to place infants alone in a crib on their back to sleep, unless medical
information from the child's health care provider is presented to the program by the
parent that shows that arrangement is inappropriate for that child.
Regulation also states: Cribs, bassinets and other sleeping areas for infants through 12
months of age must include an appropriately sized fitted sheet, and must not have
bumper pads, toys, stuffed animals, blankets, pillows, wedges or infant positioners.
Wedges or infant positioners will be permitted with medical documentation from the
child's health care provider.
Older children who don't sleep during rest time are always looking for quiet things to do
to occupy that time so they are not disturbing others. A small object on a shelf or floor
may catch their eye and could become a choking hazard.
If you have a child that you know does not sleep, place their cot or mat in a more open
area, away from temptations. You can also turn shelves to face walls, use curtains to
cover shelf contents, make sure containers with small objects have lids and the lids are
on tight and sweep the floors at the beginning of rest time.
Sign for Choking
Teach children a sign to use if they are choking. Depending on their abilities they can
put both hands up to their neck or raise both hands up in the air.
Children need time to practice new preparedness skills outside of an actual emergency
so they can be ready. So be sure to review these signals away from the table when
children are calm and can focus their attention.
Maybe make it a signal you use during games of Simon Says. You can also print
posters of the signals and post them around the program.
Falls can happen anywhere. But there are things you can do to help decrease the
number of times they happen.
Indoors
When inside be aware of your room arrangement. Get down on the child's level and
move around the space looking for anything that could be a hazard.
Children love to climb – so be mindful of bookshelves and dressers that might look like
a ladder. Make sure that tables, chairs, couches and bookshelves are not located in
front of windows and that all large pieces of furniture are secured properly to walls to
reduce incidents of furniture tip over.
Outdoors
When outdoors be sure to conduct safety checks of the environment before letting
children use them whenever possible.
Only open high-risk areas like swings and climbers when there is adequate staff to
supervise.
To minimize the chance of falls on playground climbing structures, staff should be
positioned anywhere a child could enter or exit the structure, such as ladders, stairs,
slides and climbing walls.
Everywhere
There are also things you should keep in mind whether you are inside or out.
 Make sure clothing has no loose strings that could get tangled and pose a
strangulation hazard.
 Be sure all shoes cover the toes, provide good traction and are properly
tied.
  Look out for wet or slippery surfaces or other hazards such as garbage,
fallen branches, tree roots, holes or broken glass.
 Teach children to tell you about unsafe areas.
 And keep all paths of egress, or exit, clear at all times.
Some activities you can do with children to help minimize their risk of falling are:
 use lacing cards to practice tying; and
 engage in safety scavenger hunts where they point out hazards and ask
them what can be done to make it safer, and when appropriate, let them
help.

Playground Accidents — Transcript

One of the of the most important tools at your disposal when it comes to playground
safety is active supervision.
According to the National Program for Playground Safety, active supervision happens
when adults position themselves so they can observe all of the children– watching,
counting, and listening at all times.
They use their knowledge of each child's development to anticipate what they will do,
then get involved and redirect when necessary.
Other things to remember to increase playground safety are:
 Be sure to have staff at high-risk areas like swings, climbers, and bikes.
Only allow children to play in these areas when they are open for use.
 Make sure staff are positioned on the playground for complete visibility of
the area, including exits and gates, so they can provide competent
supervision at all times.
 Be sure all gates and doors are secured so children cannot get out
unnoticed.
 Before heading outside set rules for playground use and practice, practice,
practice. Some rules to consider are– this ladder is for up only; this slide is
for down only; ask if you need help; the bikes go in this direction; two
children on the swings at a time; and we go down the slide on our bottom,
feet first.
 If you have swings, consider designating a no walking zone around the
swings by marking the ground with spray paint.
 Use signage showing the rules around the playground whenever possible.
  Check the temperature of equipment in direct sunlight, such as slides,
swing seats, stroller seats, sand and bikes, in direct sunlight to ensure it is
safe before letting children use them.
Let's watch this video for more information on what to do before, during and after
outdoor activities.
VIDEO – Outdoor Activities
Here are some tips to keep in mind when taking children outside.
Before going out:
 Consult the Child Care weather watch chart to determine the duration of
safe outdoor time based on heat or cold.
 Consider your group size and plan for how you will supervise children
during bathroom or other breaks.
 Apply sunscreen to children over 6 months of age 30 minutes prior to going
outdoors. Wear gloves to apply sunscreen, and change gloves after each
child's application.
 Apply insect repellent on children older than 2 months of age. Use only on
exposed skin and the outside of the clothing, and never apply directly to a
child's face.
 Organize any necessary supplies and make sure there is an easily
accessible First Aid kit nearby.
While outdoors:
 Note any areas of concern such as the presence of insects or other
hazards, or the need for shade.
 Do not let children play near areas where flying insects are visible or likely
(flowerbeds, flowering trees and shrubs, etc.)
 Reapply sunscreen and insect repellent as necessary, using proper
application protocol.
 Make sure infants are kept out of direct sunlight and limit sun and heat
exposure on very warm days.
 Make sure children stay hydrated.
After outdoor time:
 Use face to name checks during transition times; do not just count heads.
 Thoroughly wash all exposed skin on each child to clean off any sunscreen
or repellents.
OCFS has developed Publication 5199- Child Care Safety- Playground and Publication
5210- Protecting Children from Extreme Heat.
Both can be found in English and Spanish on the OCFS website and links are in the
Resources section.

Classroom Accidents — Transcript

Just like when supervising outdoor activities, you're going to want to engage in active
supervision when indoors.
Remember, this means you position yourself so you can observe all of the children at all
times and use your knowledge of each child's development to anticipate what they will
do, then get involved and redirect when necessary.
Control the Number of Children
Assign a specific number of children who can play in one area at a time. Label each
area with a sign, in multiple languages if needed, indicating the number of children who
are allowed in it. Be sure to use numbers and symbols to indicate the limit so everyone
understands.
Never go over capacity for the number of children you were approved for on your
license.

Control Spaces
Arrange the environment in a way so that furniture breaks up large spaces to eliminate
long runways so children slow down. Other things to think about when it comes to
furniture placement are avoid climbable pieces near windows and be sure to secure
furniture to walls to avoid tip over hazards.
Control the Sound Level
Remind children to use their inside voices so everyone can hear instructions.
Active Supervision
Only open areas that can be actively supervised. Set up a system to let children know
what areas are open, how they can choose where they will play and how you will keep
track of who's going where.
Attention Signal
Use a signal, such as turning the lights off or ringing a bell, to signify that all activity
must stop, all voices are quiet and all eyes must turn to the adult.
Age-Appropriate Materials and Toys
Make sure all materials and toys the children are using are age and ability appropriate.
Review What You've Learned — Transcript
Let's review each of the topics covered in this section.
Fire safety
 P.A.S.S. – pull the pin, aim, squeeze the handle, sweep
 Conduct monthly drills
Emergency Bag
 Located at primary exit
 Check regularly
Prevent Choking
 Eat or drink only when seated
 Make sure materials are an age-appropriate size and shape
 Teach and practice a sign
Prevent Falls
 Be aware of the room arrangement
 Conduct safety checks
Accident Prevention
 Practice active supervision
 Set rules and practice them
 Check the temperature of equipment

Appropriate Precautions in Transporting Children —

Transcript
VIDEO
There's a lot of information and considerations to think about from the Appropriate
Precautions in Transporting Children section, including:
Qualifications for Drivers
Any driver or transportation staff member who transports children for any purpose must
follow all NYS child day care regulations and traffic laws, be healthy, and be properly
licensed to operate the vehicle being driven.
Child Passenger Safety
Depending on their age, children should use the correct safety device, such as a car
seat, booster seat, or seat belt, when being transported in most motor vehicles.
Interior Temperature of Vehicles
The interior temperature of a motor vehicle is vital to a child's safety. Vehicles used to
transport children for field trips and out-of-program activities should maintain an internal
temperature that is comfortable for them.
Passenger Vans
Child care programs are prohibited from transporting child care children in a vehicle
built to hold more than 10 passengers, including the driver, unless the vehicle meets the
National Highway Traffic Safety Administration definition of a school bus or a
multifunction school activity bus; and is inspected per New York State Department of
Transportation rules and regulations.
Not all programs transport children, but they still need to know about being safe around
cars and other vehicles. And you need to know the proper way to report accidents
involving transportation that happen in the program.

Hot Cars — Transcript

Children can develop heatstroke in a car in a very short amount of time. This can
happen when they become trapped in a vehicle by being left there or by getting into one
that's left unlocked.
The majority of hot car deaths happen because someone forgets a child in a car.
That's why some cars now come equipped with reminders to check the back seat before
exiting the vehicle, but many do not.
Here are some ideas you can share with parents to help avoid this tragedy.
Use Reminder
When the child is not in the car, put a stuffed animal in the car seat. When the child is in
the car, put the stuffed animal in the front passenger seat to remind you that the child is
in the back.
Place Essential Items in Back
Keep something you need, such as a purse, briefcase, cell phone, lunch or ID badge, in
the back seat so you'll always check before leaving the car.
Secure Vehicle
When not in the car, always lock the doors and be sure to put the keys where a child
can't get to them.
Plan for No Shows
You play a vital role in preventing this tragedy by having a specific and intentional
communication plan with each family about what you and the parents will do when a
child does not arrive at your program at a designated time. This plan should outline the
expectations and responsibilities of each person. Will parents call, text, or email to let
you know if a child will be absent or late, and when will this communication happen?
Will you send a text message to both parents? Will you call both parents' cell phones?
Will you call both parents' place of employment or school? How often will you call?
OCFS has updated Form LDSS-4443, the Child Care Attendance Sheet, to include a
"No show/call made" check box to help track this communication. Remember, clear and
timely communication in these situations can save a life.