standards for the special needs of an individual child when: (a) The licensee submits to the department a written plan, signed by the parent or guardian, that describes how the child's needs will be met in the licensed child care; and (b) The licensee has supporting documentation of the child's special needs provided by a licensed or certified: (i) Physician or physician's assistant; (ii) Mental health professional; (iii) Education professional; (iv) Social worker with a bachelor's degree or higher degree with a specialization in the individual child's needs; or (v) Registered nurse or advanced registered nurse practitioner. (2) The documentation described in subsection (1) of this section must be in the form of an: (a) Individual education plan (IEP); (b) Individual health plan (IHP); or (2) An early learning provider must submit an accommodation plan to the department for approval as soon as a child with special needs is enrolled or identified by a professional listed in subsection (3)(b) of this section. The department must review and return accommodation plans to the provider. Weight #5 (3) The department may approve an early learning provider’s planned accommodations once: (a) A provider submits to the department a written Individual Care Plan of how the special needs of a child will be met when enrolled or identified. This plan must be signed by the parent or guardian, may be developed using a department provided template, and must contain: The child’s diagnosis; Contact information for the primary health care provider or other relevant specialist; A list of medication to be administered at scheduled times, or during an emergency along with descriptions of symptoms that would trigger emergency medication;
Learning Supports – Curriculum philosophy and planning Family Home WAC Center WAC Proposed WAC Satisfactory/Minor/Major revisions; Concerns; Suggested Alternate Language Conflicts with ECEAP, Head Start, Schools District Standards and Practices WAC 170-296A-2375 Parent/guardian policies (handbook) The licensee's written parent/guardian policies (handbook) must include: (1) Hours of operation including closures and vacations; (2) Information on how children's records are kept current, including immunization records; (3) Enrollment and disenrollment process; (4) Parent/guardian access to their child during child care hours; (5) Program philosophy (the licensee's view of child learning and development); (6) Typical daily schedule, including food and rest periods. See WAC ; (7) Communication plan with parents/guardians including: WAC 170-295-2010 What types of play materials, equipment and activities must I provide for the children? You must: (1) Provide a variety of easily accessible learning and play materials of sufficient quantity to implement the centers program and meet the developmental needs of children in care. (2) Have a current daily schedule of activities and lesson plans that are designed to meet the children's developmental, cultural, and individual needs. The toys, equipment and schedule must be: (a) Specific for each age group of children; and (b) Include at least one activity daily for each of the following (you can combine several of the following for one activity): 170-300-0305 Curriculum philosophy and planning. An early learning provider must have and follow a written curriculum philosophy that describes the program of planned daily activities related to early childhood or child development. The curriculum philosophy must address all age groups being served, be informed by the Washington State Early Learning and Development Guidelines, and include: How children develop emotionally, socially, cognitively, and physically;
(a) How the parent or guardian may contact the licensee with questions or concerns; and (b) How the licensee will communicate the child's progress with the parent or guardian at least twice a year; (c) How the licensee will support parents regarding parenting; (8) Written plan for any child's specific needs if applicable. See WAC ; (9) Fees and payment plans; (10) Religious activities and how the parent's or guardian's specific religious preferences are addressed; (11) How holidays are recognized in the program; (12) Confidentiality policy including when information may be shared. See WAC ; (13) Items that the licensee requires the parent or guardian to provide; (14) Guidance and discipline policy. See WAC ; (15) If applicable, infant/toddler care including infant safe sleep practices, feeding, diapering and toilet training; (16) Reporting suspected child abuse or neglect. See WAC ; (i) Child initiated activity (free play); (ii) Staff initiated activity (organized play); (iii) Individual choices for play; (iv) Creative expression; (v) Group activity; (vi) Quiet activity; (vii) Active activity; (viii) Large and small muscle activities; and (ix) Indoor and outdoor play. (3) You must ensure the lesson plan, daily schedule of events, available toys and equipment contains a range of learning experiences to allow each child the opportunity to: (a) Gain self-esteem, self-control, and decision-making abilities; (b) Develop socially, emotionally, intellectually, and physically; (c) Learn about nutrition, health, and personal safety; and (d) Experiment, create, and explore. (4) Post the daily schedule and lesson plan in each room for easy What early learning looks like or areas of focus for each age group being served; How the provider will meet cultural, dual language learner, and special needs of children in care; How to guide learning and social interactions; The importance of play to a child’s learning process; and For infants and toddlers, the importance of developing consistent, nurturing relationships with caregivers as a component of learning. Weight #1 Staff must be trained on the program’s
(17) Food service practices. See WAC through , and through ; (18) Off-site field trips requirements. See WAC ; (19) Transportation requirements. See WAC ; (20) Staffing plan. See WAC and ; (21) Access to licensee's and staff training and professional development records; (22) Pet policies. See WAC ; (23) Health care and emergency preparedness policies including: (a) Emergency preparedness and evacuation plans. See WAC ; (b) Injury or medical emergency response and reporting. See WAC , , and ; (c) Medication management including storage and giving medications. See WAC ; (d) Exclusion/removal policy of ill persons. See WAC ; (e) Reporting of notifiable conditions to public health; (f) Immunization tracking. See WAC ; and (g) Infection control methods, including: (i) Handwashing (WAC ) and, if applicable, hand sanitizers (WAC ); and reference by parents and by caregivers; (5) Keep the daily schedule of events and lesson plans for the past six months on site for inspection; (6) Maintain staff-to-child ratios and group size during transitions from one activity to another during the day; (7) Plan for smooth transitions by: (a) Establishing familiar routines; and (b) Using transitions as a learning experience. (8) Ensure the center's program affords the child daily opportunities for small and large muscle activities, outdoor play, and exposure to language development and books; and (9) Afford staff classroom planning time. WAC 170-295-2080 What must I communicate to parents? (1) You must have written documentation signed by the parent in each child's file that you have: curriculum philosophy. Weight #1 A Lead Teacher must use at least one hour of scheduled and documented planning time each week to develop curriculum and activities. Planning may be done during rest time but all supervision requirements of WAC 170-300-0345 must be met. Curriculum and activity plans must be available for department review. Weight #1
(c) Stimulate the child's development. (b) Language skills development; (c) Encouraging the child to ask questions; (4) Help each child solve problems with intervention as necessary; (5) Encourage children to be creative in their projects; (7) Show tolerance for mistakes; (8) Encourage children to try new activities; and curricula, or styles) and materials to address different learning styles, abilities, developmental levels, and temperament; Weight #5 Helping children enter into and sustain play; Weight #1 Encouraging children to participate by asking questions and providing guidance; Weight #1 Providing opportunities for children’s creativity; Weight #1 Linking concepts and activities to one another and to the children’s lives and interests; Weight #1 Noticing and responding to teachable moments; Weight #1 Clarifying and expanding children’s understanding; Weight #1 Describing and discussing children’s learning processes; Weight #1
Learning Supports – Language modeling and reasoning Family Home WAC Center WAC Proposed WAC Satisfactory/Minor/Major revisions; Concerns; Suggested Alternate Language Conflicts with ECEAP, Head Start, Schools District Standards and Practices WAC 170-296A-6575 Activities to promote child growth and development. The licensee must provide activities that support each child's developmental stage including: (3) Language and literacy; WAC 170-296A-6000 Interactions with children The licensee and staff members must: (2) Interact with children through listening and responding to what the children have to say; (7) Be responsive to children, encouraging them to share experiences, ideas and feelings; WAC 170-295-2030 How should staff interact with children? (2) Support the child's development in understanding themselves and others by assisting the child to share ideas, experiences, and feelings; (3) Provide opportunities for the child to grow and develop intellectually. Examples include: (b) Language skills development; (c) Encouraging the child to ask questions; (4) Help each child solve problems with 170-300-0315 Language modeling and reasoning. An early learning provider must be aware of and responsive to children’s developmental, linguistic, cultural, academic, and needs by: Asking children to share ideas about a story being read or to tell about their own experiences. Questions should be appropriate for the age group and allow children to answer without correction from the provider; Circulating among the children during free choice activities and talking with children about what they are doing; and Using teaching techniques such as: Self-talk: when the provider talks about what he or she is doing, seeing, eating, appropriate
intervention as necessary; WAC 170-295-2010 What types of play materials, equipment and activities must I provide for the children? You must: (8) Ensure the center's program affords the child daily opportunities for small and large muscle activities, outdoor play, and exposure to language development and books; touching, or thinking as he or she is involved in that activity; Parallel-talk: when the provider talks about what the child is doing, seeing, eating, or touching as the child is engaging in those activities; or Language expansion: when the provider adds detail or new, more exact words to build on ideas that children are expressing. Weight #1 An early learning provider working with preschool and school-age children must use language to develop and encourage reasoning skills by: Talking about logical relationships or concepts during the day including, but not limited to the daily schedule, the differences and similarities between objects, or people in the classroom; Introducing concepts using guiding questions that
Learning Supports – Facilitating child interests, learning, perspective, and productivity Family Home WAC Center WAC Proposed WAC revisions; Concerns; Suggested Alternate Language Conflicts with ECEAP, Head Start, Schools District Standards and Practices WAC 170-296A-6000 Interactions with children. The licensee and staff members must: (7) Be responsive to children, encouraging them to share experiences, ideas and feelings; (9) Perform age or developmentally nurturing activities that: (a) Take into consideration the parent's own nurturing practices; (b) Promote each child's learning self-help and social skills; and (c) Stimulate the child's development. (10) Provide each child opportunities for vocal expression WAC 170-296A-6075 Positive options for discipline. The licensee and staff must use positive guidance methods. WAC 170-295-2010 What types of play materials, equipment and activities must I provide for the children? You must: (1) Provide a variety of easily accessible learning and play materials of sufficient quantity to implement the centers program and meet the developmental needs of children in care. (2) Have a current daily schedule of activities and lesson plans that are designed to meet the children's developmental, cultural, and individual needs. The toys, equipment and schedule must be: (a) Specific for each age group of children; and (b) Include at least one activity daily for each of the following (you can combine 170-300-0320 Facilitating child interests, learning, perspective, and productivity. An early learning provider must work to maximize children’s interests, engagement with activities, and ability to learn from play by: Maximizing learning time with learning materials and products, limiting disruptions during activities, and offering additional choices when activities are completed; Giving clear instructions and directions to limit wandering time; and Making transitions opportunities for children to learn through communicating clear expectations and keeping transitions brief with limited wait time. Weight #1
WAC 170-296A-6000 Interactions with children. The licensee and staff members must: (1) Demonstrate positive interactions with children and other adults when children are present; (2) Interact with children through listening and responding to what the children have to say; (3) Be in frequent verbal communication with children in a positive, reinforcing, cheerful and soothing way. Explain actions, even to very young babies; (4) Treat each child with consideration and respect; (5) Appropriately hold, touch and smile at children; (6) Speak to the children at their eye level when possible and appropriate; (7) Be responsive to children, encouraging them to share experiences, ideas and feelings; (8) Respond to and investigate cries or other signs of distress immediately; WAC 170-295-2030 How should staff interact with children? To facilitate interactions between the staff and children that are nurturing, respectful, supportive and responsive, you must: (1) Ensure staff interact with children using positive communication (for example, giving children options of what to do rather than being told what not to do); (2) Support the child's development in understanding themselves and others by assisting the child to share ideas, experiences, and feelings; (5) Encourage children to be creative in their projects; (6) Allow independence in selecting routine activities and projects; (7) Show tolerance for mistakes; (8) Encourage children to try new activities; and (9) Honor all children's race, religion, culture, gender, physical ability and family structure. 170-300-0325 Creating a climate for healthy child development. When communicating or interacting with children, an early learning provider must: Use a warm, calm, and respectful tone of voice; Use positive language to explain what children can do and give descriptive feedback; Have relaxed conversations with children by listening and responding to what they say. Adult conversations must not dominate the overall sound of the group; Warmly greet children upon arrival and departure at the early learning program; Make eye contact and facial expressions such as smiling, laughing, and enthusiasm to match a child’s mood; Use physical proximity in a culturally responsive way to speak to children at their eye level and with warm physical contact, including but not limited to, gently touching a hand or shoulder, sitting next to a child,
WAC 170-296A-6025 Prohibited interactions. In the presence of the children in care the licensee and staff must not or allow others to: (1) Use profanity, obscene language, "put downs," or cultural or racial slurs; (2) Have angry or hostile interactions; (3) Use name calling or make derogatory, shaming or humiliating remarks; or (4) Use or threaten to use any form of physical harm or inappropriate discipline, such as, but not limited to: (a) Spanking children; (b) Biting, jerking, kicking, hitting, or shaking; (c) Pulling hair; (d) Pushing, shoving or throwing a child; or (e) Inflicting pain or humiliation as a punishment. 170-296A-6050 Guidance and discipline. The licensee and staff must use consistent, fair and positive guidance and discipline methods. These methods must WAC 170-295-2040 What behavior management and guidance practices must I have in place? You must: (3) Promote the child's developmentally appropriate social behavior, self-control, and respect for the rights of others; (5) Prevent and prohibit any person on the premises from using cruel, unusual, hazardous, frightening, or humiliating discipline, including but not limited to: (a) Corporal punishment including biting, jerking, shaking, spanking, slapping, hitting, striking, kicking, pinching, flicking or any other means of inflicting physical pain or causing bodily harm to the child; (b) Verbal abuse such as yelling, shouting, name calling, shaming, making derogatory remarks about a child or the child's family, or using language that threatens, humiliates or frightens a child; appropriately holding younger children close while communicating; Validate children’s feelings and show tolerance for mistakes; Be responsive and listen to children’s requests and questions, encouraging children to share experiences, ideas, and feelings; Observe children in order to learn about their families, cultures, individual interests, ideas, questions, and theories; Use scaffolding methods to gradually move children toward stronger understanding and greater independence in the learning process; Model and teach emotional skills such as recognizing feelings, expressing them appropriately, accepting others’ feelings, and controlling impulses to act out feelings; Represent the diversity found in the early learning program and society,
Emotional Support and Classroom Organization – Prohibited behavior, discipline, and physical removal of children Family Home WAC Center WAC Proposed WAC revisions; Concerns; Suggested Alternate Language Conflicts with ECEAP, Head Start, Schools District Standards and Practices WAC 170-296A-6025 Prohibited interactions. In the presence of the children in care the licensee and staff must not or allow others to: (1) Use profanity, obscene language, "put downs," or cultural or racial slurs; (2) Have angry or hostile interactions; (3) Use name calling or make derogatory, shaming or humiliating remarks; or (4) Use or threaten to use any form of physical harm or inappropriate discipline, such as, but not limited to: (a) Spanking children; (b) Biting, jerking, kicking, hitting, or shaking; (c) Pulling hair; (d) Pushing, shoving or throwing a child; or (e) Inflicting pain or humiliation as a punishment WAC 170-295-2040 What behavior management and guidance practices must I have in place? (5) Prevent and prohibit any person on the premises from using cruel, unusual, hazardous, frightening, or humiliating discipline, including but not limited to: (a) Corporal punishment including biting, jerking, shaking, spanking, slapping, hitting, striking, kicking, pinching, flicking or any other means of inflicting physical pain or causing bodily harm to the child; (b) Verbal abuse such as yelling, shouting, name calling, shaming, making derogatory 170-300-0331 Prohibited behavior, discipline, and physical removal of children. An early learning provider must intervene immediately when a child or children are teasing, bickering, fighting, bullying, intimidating or becoming physically aggressive. A provider must take steps to protect children from the harmful acts of other children, pursuant to WAC Weight #7 An early learning provider must not allow: Profanity, obscene language, “put downs,” or cultural or racial slurs; Angry or hostile interactions; Threats of physical harm or inappropriate discipline such as, but not limited to spanking, biting, jerking, kicking, hitting, slapping, grabbing, shaking, pulling hair, pushing, shoving, throwing a child, or inflicting pain or humiliation as a punishment;
or equipment for the purpose of punishment or restricting a child's movements. WAC 170-296A-6125 Harmful or aggressive acts of children. The licensee and staff must: (1) Take steps to protect children from the harmful acts of other children; and (2) Immediately intervene when a child becomes physically aggressive. WAC 170-296A-6150 Prohibited actions. The licensee or staff must not or allow others to: (1) Restrict a child's breathing; (2) Deprive a child of: (a) Sleep, food, clothing, shelter, or physical activity; (b) Needed first aid; or (c) Required or emergency medical or dental care; (3) Interfere with a child's ability to take care of his or her own hygiene and toileting needs; or (4) Withhold hygiene care, toileting care or diaper report. A copy of the incident report must be: (a) Placed in the child's individual record; and (b) Given to the parent. Withhold hygiene care, toileting care, or diaper changing from any child unable to provide such care for himself or herself; Expose a child to extreme temperatures as punishment; Demand excessive physical exercise or strenuous postures. Excessive physical exercise includes, but is not limited to, running laps around the yard until overly tired, an extensive number of push-ups, having a child rest more than the child’s development requires, standing on one foot for an uncomfortable amount of time, or holding out one’s arms until tired or painful; and Prevent or punish a child from exercising religious rights. Weight #8 An early learning provider may separate a preschool age or school age child from other children when that child needs to regain control of him or herself. During separation time, the child must remain under the direct supervision of a
Emotional Support and Classroom Organization – Physical restraint Family Home WAC Center WAC Proposed WAC revisions; Concerns; Suggested Alternate Language Conflicts with ECEAP, Head Start, Schools District Standards and Practices WAC 170-296A-6175 (2) Before using physical restraint, the licensee and staff must first use other methods described in WAC 170-296A-6075 to redirect or deescalate a situation. 170-296A-6200 The licensee, staff, or household members must not use: (1) Physical restraint as a form of punishment or discipline; (2) Mechanical restraints including, but not limited to, handcuffs and belt restraints; (3) Locked time-out or isolation space; (4) Bonds, ties, tape, or straps to restrain a child; or (5) Physical restraint techniques that restrict breathing or inflict pain. These include, but are not limited to: WAC 170-295-2040 (5) Prevent and prohibit any person on the premises from using cruel, unusual, hazardous, frightening, or humiliating discipline, including but not limited to: (c) The use of a physical restraint method injurious to the child, locked room, or closet for disciplinary purposes; (6) In emergency situations, a staff person may use limited physical restraint when: (a) Protecting a person on the premises from serious injury; (b) Obtaining possession of a weapon or other dangerous object; or (c) Protecting property from serious damage. 170-300-0335 Physical restraint. An early learning provider must have written physical restraint protocols pursuant to WAC 170-300-0490, and implement such protocols only when appropriate and after complying with all requirements of WAC 170-300-0330 and 0331. Weight #7 Physical restraint must only be used if a child’s safety or the safety of others is threatened, and must be: Limited to holding a child as gently as possible to accomplish restraint; Limited to the minimum amount of time necessary to control the situation; and Age and culturally appropriate. Weight #7 Only early learning Licensees, Center Directors, Assistant Directors, Program Supervisors, and Lead Teachers trained in a restraint technique pursuant to WAC
WAC 170-296A-4400 (2) The licensee must have a method on exit doors to alert the licensee or staff when an exit door is opened. The licensee may use a chime, bell, alarm, or other device as an alert method. 170-296A-4875 Pets or other animals interacting with children. The licensee: (1) Or primary staff person must directly supervise, or instruct staff to directly supervise children preschool age and younger when the children are interacting with pets or other animals. 170-296A-4925 Licensed outdoor space (3) When the licensed outdoor play space is not adjacent to the home the licensee must: (a) Identify and use a safe route to and from the licensed outdoor space that is approved by the department; and (b) Supervise the children at all times when passing between the licensed outdoor space and the home. 170-296A-5750 Supervising Children (1)The licensee must provide WAC 170-295-2010 What types of play materials, equipment and activities must I provide for the children? You must: (3) You must ensure the lesson plan, daily schedule of events, available toys and equipment contains a range of learning experiences to allow each child the opportunity to: (a) Gain self-esteem, self-control, and decision-making abilities; (b) Develop socially, emotionally, intellectually, and physically; (d) Experiment, create, and explore. (6) Maintain staff-to-child ratios and group size during transitions from one activity to another during the day 170-295-2030 How should staff interact with children? To facilitate interactions between the staff and children that are nurturing, respectful, supportive and responsive, you must: (2) Support the child's development in understanding themselves and others by assisting 170-300-0345 Supervising children. (1) An early learning provider must not allow any person other than a child’s parent or guardian to have unsupervised access to a child in care unless authorized and cleared by the department. “Unsupervised access” has the same meaning here as in chapter WAC. For the purposes of this section, individuals authorized and cleared to have unsupervised access include: (a) Providers authorized by the department in chapter 170-06 WAC; (b) A government representative including emergency responders who has specific and verifiable authority for
required staffing levels, ratios and supervision for the number of children in attendance. (2) The licensee or primary staff person must be aware of what the children are doing at all times and be available and able to promptly assist or redirect activities when necessary. If unable to see the children, the licensee or primary staff person must frequently go the area where the children are located to check on them. For the purposes in this section frequently is defined as on many occasions with little time between them. (3) The licensee must consider the following when deciding how closely to supervise the children: (a) Ages of the children; (b) Individual differences and abilities; (c) Layout of the indoor and outdoor licensed space and play area; (d) The risk associated with the activities children are engaged in; and (e) Any nearby hazards including those in the licensed or unlicensed space. (4) A baby monitor or video monitor must not be used in the child to share ideas, experiences, and feelings; (4) Help each child solve problems with intervention as necessary; (5) Encourage children to be creative in their projects; (6) Allow independence in selecting routine activities and projects; (8) Encourage children to try new activities; and 170-295-2040 What behavior management and guidance practices must I have in place? You must: (2) Guide the child's behavior based on an understanding of the individual child's needs and stage of development; 170-295-2060 ; What are the requirements for evening and nighttime care? In addition to meeting the other requirements of chapter 170-295 WAC, if you offer child care during evening and nighttime hours, you must: (2) Maintain the same staff-to-child ratio that is in effect during daytime care; access supported by documentation; and (c) A person authorized in writing by a child’s parent such as a child’s therapist or health care provider. Weight #7 (2) An early learning provider must meet capacity, group size, mixed age grouping, and staff-to-child ratios while children are in care. This includes but is not limited to: (a) Indoor and outdoor play activities; (b) Off-site activities; (c) During transportation; (d) Meal times; (e) Rest periods; (f) Evening or overnight care; and (g) When children are on different floor levels of the early
(7) Be responsive to children, encouraging them to share experiences, ideas and feelings; (8) Respond to and investigate cries or other signs of distress immediately; (9) Perform age or developmentally appropriate nurturing activities that: (a) Take into consideration the parent's own nurturing practices; (b) Promote each child's learning self-help and social skills; and (c) Stimulate the child's development. 170-296A-6425 Off-site activity supervision. When on an off-site activity, the licensee and staff responsible for the care of the children must at all times provide supervision, and be able to promptly assist or redirect the children’s activities. 170-296A-6475 Transportation When transporting children the licensee, staff, and volunteers must: (6) Take attendance each time children are getting in or getting out of the vehicle (7) Never leave children required to meet the staff to child ratio, you must be sure there is coverage for emergencies to meet both ratios and worker qualifications by either: (a) Posting the name, address, and telephone number of a person who meets the qualifications of at least a lead teacher, who has agreed in writing to be available to provide emergency relief and who can respond immediately; or (b) Having a second person that meets the qualifications of at least a lead teacher on the premises who is not needed for the staff to child ration, but is available to provide emergency relief. (9) Service staff, such as cooks, janitors, or bus drivers, may be counted in the required staff to child ratio if they meet all child care worker qualifications. 170-295-2110 Are children allowed in the kitchen when they are doing supervised activites? (1) You must be sure that children are not in the kitchen except during supervised activities. (2) When children are in the kitchen, you must: (a) Supervise food of direct supervision; (c) Have a mechanism on exit doors in the licensed space to alert providers when an exit door is opened such as a bell, alarm, or other device that can be heard throughout the licensed space; (d) Supervise children when the children: (i) Interact with pets or animals; (ii) Engage in water or sand play; (iii) Play in an area in close proximity to a body of water; (iv) Use a safe route to access outdoor play area when the area
person must maintain required staff-to-child ratios; and 170-296A-7025 Infant “tummy time” positioning When infants are awake, the licensee or staff must allow each infant supervised tummy time at least three times daily…. 170-296A-7175 Bottle feeding infants (2) When an infant can hold his or her own bottle, the licensee or staff: (b) Must be in the same room within visual range of the infant during feeding. 170-296A-7300 Diaper changing (1) The licensee or staff must: (c) Attend to the child at all times when diapering a child; (d) Other method to alert the staff (you may not lock the door to prevent an exit. It is against the fire code). 170-295-5100 What are the requirements for toilets, handwashing sinks and bathing facilities? (10) If the center is equipped with a bathing facility, you must: (c) Provide constant supervision for the child five years of age and younger and older children who require supervision. 170-295-6060 Who is allowed to have unsupervised access to children in care: (1) During operating hours or while a child is in care, individuals allowed to have unsupervised access to the child in care are: (a) You; (b) An employee or volunteer who has been authorized by DEL to care for or have unsupervised access to children in care; and (c) A representative of a governmental agency who has specific, verifiable authority supported by documentation for the access. (ii) Individual differences and abilities of children; (iii) Layout of the indoor and outdoor licensed space and play area; (iv) The risk associated with the activities children are engaged in; and (v) Any nearby hazards including those in the licensed or unlicensed space. Weight #7 (7) An early learning program staff member not actively supervising children may undertake other child care activities for a temporary time period. Such activities include, but are not limited to,
(2) A parent can have unsupervised access only to his or her own child. A parent may sign an authorization for an individual to have unsupervised access to his or her own child (for example a therapist). (3) You must not allow anyone else to have unsupervised access to a child in child care. cleaning up after an activity or preparing items for a new activity. This early learning staff member must remain in visual or auditory range, and available and able to respond if needed. This requirement does not apply to play in or near pools or water hazards. Weight #6 Justification: As part of the Early Start Act alignment, the Department of Early Learning analyzed all existing licensing, both family home and center rules. The issues identified included duplication, inconsistency, dual language learners (DLL), inclusion and equity, and underscored the importance of the connections between policy, practice, and reporting. There was an identified need to have consistent and clear connections in early learning programs in order to best support providers and the children and families that they serve. At the same time, gaps were noted between family home and center rules, many because of more recent revisions to family home rules than center rules. The revisions respect each unique setting but also seek to align center and family home as appropriate.
Program Structure and Organization – Supervising children during water activities Family Home WAC Center WAC Proposed WAC Satisfactory/Minor/Major revisions; Concerns; Suggested Alternate Language Conflicts with ECEAP, Head Start, Schools District Standards and Practices WAC 170-296A-5150 Water activity – Supervision When children in care are attending a swimming or water play activity outside the licensed premises: (1) The licensee must have written permission from each child’s parent or guardian; (2) There must be a certified lifeguard on duty; and (3) When infants or toddlers are in water depth that is: (a) Twenty-four inches or less, the licensee or staff must stay within reach of infants or toddlers; or (b) Greater than twenty-four inches, the licensee must provide one-to-one staff-to-child ratio for each infant or toddler. Staff must hold or be in constant touch contact with each infant or toddler. 170-296A-5175 Wading pools – Defined – Supervision (2) When a wading pool on the premises is intended for use by the children, the licensee must: WAC How can I make sure water activities are as safe and sanitary as possible? (1) To ensure that the children are safe with a swimming pool on the premises, you must: (a) Ensure that pools are inaccessible to children when not in use; (b) Provide a 170-300-0350 Supervising children during water activities. During water activities an early learning provider must meet all supervision requirements of this section and WAC 170-300-0345. Weight #8 A one-to-one (1:1) staff-to-child ratio must be met for infants and toddlers. Early learning program staff must hold or have continuous touch of infants and toddlers. Weight #8 An early learning provider must have written permission for water activities from each child’s parent or guardian. Weight #7 For swimming or water play activities, on or off the early learning program premises, an early learning provider must ensure:
All children in care through twelve years of age in attendance on the premises or being transported by the licensee or staff or a household member are counted in capacity. Any child within the age range on the license count in ratio, including the licensee’s own children, children of staff, or visiting children who are not accompanied by an adult The licensee must receive department approval to care for a child with special needs as documented in WAC 170-296A-0050 if the child is older than the maximum age identified on the license. A child with documented special needs may be in care up to age nineteen and must be counted in ratio. If an individual child with special needs requires individualized supervision, a staff member providing individualized supervision for that child does not count in the staff-to-child ratio for the other children in care. FH 170-296A-5700 Capacity and ratio table – Birth through twelve year license. The table in this section describes the required staff-to-child ratio, age composition of children in care, and Square footage of the early learning program environments pursuant to WAC 170-300-0130 and 0354; An early learning provider’s years of experience in licensed child care; A provider’s education and on-going training; The age range requested and/or approved by the department; The amount of developmentally appropriate equipment, materials, and toys a provider can provide children to use; A provider’s licensing history with the department; and The number of qualified staff available to meet staff-to-child ratios. Weight #1 When applying for an initial or non-expiring family home license, a Family Home Licensee with less than one year of experience may request from the department a capacity of up to six children, birth through twelve years of age. A maximum of three children may be under two years of age (one child must be able to walk independently). Experience must be as a Center Director, Program Supervisor, Lead Teacher, a Family Home Licensee, or another similar role in a licensed child care setting for at least twelve months. Weight NA When applying for an initial or non-expiring family home license, a Family Home Licensee with at least one year but less than two years of experience and:
(2) You must conduct activities for each group in a specific room or other defined space within a larger area. (3) You must ensure each group is under the direct supervision of a qualified staff person or team of staff involved in directing the child's activities. (4) You must ensure the staff person providing direct care and supervision of the child is free of other duties at the time of care. (5) You must maintain required staff-to-child ratios indoors, outdoors, on field trips, and during rest periods. During rest periods, staff may be involved in other activities if: (a) Staff remain on the premises; and (b) Each child is within continuous visual and auditory range of a staff person. environments as defined in WAC 170-300-0130 and 0354; A center early learning provider’s years of experience in licensed child care; A center provider’s education and on-going training; The age range of children requested and/or approved by the department; The amount of developmentally appropriate equipment, materials, and toys a center early learning program can provide children to use; A center provider’s licensing history with the department; and The number of qualified staff available to meet staff-to-child ratios. Weight #1 The department will not issue a center license to care for more children than permitted by the rules in this chapter but may issue a license to care for fewer children than the maximum number who could be physically present on site under this chapter. Weight NA A Center Licensee must not exceed the total capacity or age range stated on the child care license at any time. All children on the premises, signed in to child care, on
Program Structure and Organization – Program and daily activity schedule Family Home WAC Center WAC Proposed WAC revisions; Concerns; Suggested Alternate Language Conflicts with ECEAP, Head Start, Schools District Standards and Practices WAC 170-296A-6550 Developmental Activities The licensee must have and post a typical daily schedule that includes program activities. The typical daily schedule must include: Hours of operation Types of activities, including screen time; General timelines for activities; Routine transportation times; Meal service; Rest periods WAC – 170-295-2010 What types of play materials, equipment and activities must I provide for children? You must: (2) Have a current daily schedule of activities and lesson plans that are designed to meet the children’s developmental, cultural, and individual needs. The toys, equipment and schedule must be: Specific for each age group of children; and Include at least one activity daily for each of the following (you can combine several of the following for one activity): Child initiated activity (free play); Staff initiated activity (organized play); Individual choices for play; Creative expression; Group activity; Quiet activity; Active activity; 170-300-0360 Program and daily activity schedule. An early learning provider must have an established program and daily activity schedule that is familiar to children. For example, routines and activities should occur in relatively the same sequence most days. Weight #1 A schedule must be designed to meet enrolled children’s developmental, cultural, individual, and special needs. The daily activity schedule must: Be specific for each age group of children when applicable. For example, centers with multiple groups of children or family homes with only one group; and Offer a variety of activities to meet children’s needs, pursuant to WAC
Outdoor times; and If applicable, overnight care. Evidence of daily activities may be shared or demonstrated through: Display; Writing; or A checklist. WAC 170-296A-5125 The licensee or staff must provide outdoor activities at least thirty minutes each day unless conditions pose a health and safety risk to the children. Large and small muscle activities; and Indoor and outdoor play. (3) You must ensure the lesson plan, daily schedule of events, available toys and equipment contains a range of learning experiences to allow each child the opportunity to: Gain self-esteem, self-control, and decision-making abilities; Develop socially, emotionally, intellectually, and physically; Learn about nutrition, health, and person safety; and Experiment, create, and explore. (4) Post the daily schedule and lesson plan in each room for easy reference by parents and by caregivers; (5) Keep the daily schedule of events and lesson plans for the past six months on site for Inspection; (8) Ensure the center’s program affords the child daily opportunities for small and large muscle activities, outdoor play, and exposure to language development and books, and (9) Afford staff classroom planning time Weight #1 A daily activity schedule must be available for department review and include, when applicable: General timelines for activities that meeting the following requirements: (i) Full-day programs must provide children daily morning and afternoon active outdoor play time for not less than 60 minutes daily for infants and toddlers, and 90 minutes daily for children preschool age and older. (ii) Part-day programs must provide a minimum of: 20 minutes of active outdoor play time for each 3 hours of programming for infants(as tolerated) and toddlers; and 30 minutes of active outdoor play time for