STANDARDS PORTFOLIO
Written and Compiled
by
Pat (Peramaki) McGregor Judith Sales
Heather Siska Tricia Ward-Moran
Copyright C 1976, Peramaki, Sales, Siska & Ward-Moran, Vancouver Island Co-operative Preschool Association, Victoria, B.C., Canada.
Revised 1977,78,80,83,84,85,86,87,88,90,91,92,93,94,95,96,97, 2008
ALL RIGHTS RESERVED. No part of this publication may be reproduced or transmitted in any form by any means without permission in writing.
VANCOUVER ISLAND CO-OPERATIVE PRESCHOOL ASSOCIATION
STANDARDS PORTFOLIO
TABLE OF CONTENTS
PREFACE
INTRODUCTION
ADDENDUM
STATEMENT OF STANDARDS
ADMINISTRATION & PROCEDURES
PARENT EDUCATION & PARTICIPATION
EARLY CHILDHOOD EDUCATORS (E.C.E.s)
CHILDREN'S PROGRAM
ENROLMENT
EQUIPMENT
HEALTH
SAFETY
FACILITIES
APPENDIX
20.5.86
PREFACE
Since its beginnings as an eight-member playgroup association in 1949, what is now the Vancouver Island Co-operative Preschool Association has endeavoured to maintain a high standard of service to the community through its member groups.
Membership in the Association implies that a school is committed to providing a quality educational experience for both children and parents by continually evaluating and improving all aspects of its functioning, keeping up-to-date with new developments in the field of Early Childhood Education and approaching its process with an attitude of GROWTH for children, parents, and Early Childhood Educators (E.C.E.s), individually and collectively. Through its philosophy and its programs, the co-operative preschool strives to strengthen the family unit, contributing in a positive way to the quality of family life within the community.
The parents and Early Childhood Educators (E.C.E.s) who have come before us approached their jobs with professional concern. They initiated and carried out the methods and procedures which led to the high standards of program and administration which our children have been fortunate to inherit. We, in turn, through our continuing concern maintain these standards for the benefit of the children yet to come.
Until the publishing of this portfolio, the standards of the Association were recorded in most cases according to subject matter throughout the numerous other portfolios compiled by Association committees during recent years. In other cases certain standards were largely understood but unrecorded, being passed orally from year to year as one group of members and executives shared their knowledge and experience with the next. With the growth of the Association has grown the need to gather this information together, not only to provide groups with a basic and comprehensive resource manual, but also to state in concrete terms the professional concerns and abilities with which co-operative preschool parents and E.C.E.s approach their work with children.
Thus, in l973, a committee was formed to begin the extensive task of writing and compiling a Standards Portfolio. Work has continued during the past three years under three Association Presidents with rotating numbers of parents and E.C.E.s from member groups. Other standards manuals have been studied, and discussions have taken place with co-operative preschool members from such diverse locales as Oregon, California, Quebec, Massachusetts, and Indiana. In its final draft, this portfolio will reflect input from the executives and membership of each of the seventeen co-operative preschools which form this Association as of February, l976.
To all those who have given so generously of their time and their expertise and who have shared with us their concern for this important project, we extend our thanks.....and our children's.
February 27, l976
Victoria, B.C.,
Canada.
INTRODUCTION
Co-operative preschools are special and unique. In many cases a family's membership may span only one or two years because of the age of their child(ren). In other cases families may participate for two years with one child, returning one or two years later with a second. Thus each year brings new parent-bodies comprised of varying numbers of experienced and inexperienced members. A comprehensive Standards Portfolio can contribute greatly to the body of knowledge upon which each new executive can draw as they begin their work. While each member group of the Vancouver Island Co-operative Preschool Association operates independently, we are bound by a shared philosophy and our co-operative efforts on behalf of our children. The co-ordinating efforts of the Association create a cohesive and dynamic force within the preschool community.
As an Association and as individual member groups we have a responsibility to know and to express to the community at large and to the parents and children whom we serve, who we are, what we are about and how and why we do what we do. It is intended that this Standards Portfolio will thoroughly reflect our goals and outline in detail the ways in which we work towards them.
It is our hope that this portfolio will be a useful resource to presently functioning co-operatives, new groups in the process of being formed, community and government agencies, parents and professionals.
Within the "Statement of Standards of the Vancouver Island Co-operative Preschool Association" will be found our over-all goals which prescribe in essence the criteria for membership. Within the text will be found the preferred methods of reaching these goals, with the intent that all member groups will be presently functioning at that level, or will be in the process of endeavouring to do so, unless inhibited by physical limitations or special circumstances.
Cross-references to other sections of the portfolio have been inserted where thought to be helpful. References to other portfolios have been made where greater detail may be required by the reader. It is presumed at all times throughout this manual that all member groups are initially complying with the licensing regulations as established by the Provincial Child Care Facilities Licensing Board, and that reference should be made to appropriate government publications if information is not outlined in detail within this text.
It is further presumed that this portfolio will be kept up-to-date, reflecting the changing needs of preschool children and the continuing growth of the co-operative preschool movement.
27.2.76
VANCOUVER ISLAND CO-OPERATIVE PRESCHOOL ASSOCIATION
STANDARDS PORTFOLIO
ADDENDUM
Parent/Designated Caregivers
In cases pertaining to Parent Education and Parent Orientation for "parent" you may read parent or designated caregiver.
--December 17, l985 letter from Community Care Facilities Licensing Board.
Preschool Supervisor
Wherever Preschool Supervisor or Supervisor is seen please read "Early Childhood Educator" / (E.C.E.).
--as renamed in the Provincial Child Care Facilities Licensing Regulations effective November, 1989.
Provincial Child Care Facilities Licensing Board (P.C.C.F.L.B.)
--Whenever a reference is made to Child Care Regulations in this portfolio it means the Child Care Regulations of the Community Care Facilities Act.
PHILOSOPHY
Vancouver Island Cooperative Preschool Association
Learning comes about through play
when the need for both freedom
and discipline is recognized.
Parent-participation (co-operative) Preschools are organized by groups of families who wish to provide their children with a quality preschool experience. Parent-participation Preschools are owned and operated by parents on a non-profit basis. Under the guidance of a qualified Early Childhood Educator, parents assist in the classroom and participate in the educational program which emphasizes "Learning through Play".
The educational program includes activities that promote the complete development of the child - social, emotional, language, intellectual and physical - and encourage a good self-concept, self-control and self-reliance. Children enjoy both quiet and active indoor and outdoor play. Visitors to the classroom and excursions into the community enrich the regular program. There is opportunity to use a wide range of materials and equipment. Classes are small, warm and nurturing, providing children with considerable individual attention.
Parents/caregivers in parent-participation preschools gain...
-A deeper understanding of children by learning about the behaviour and growth needs of children at various ages and stages in their development. Active participation in the classroom and parent education programs provide the opportunity for this growth.
-An opportunity to develop skills and insights essential for guiding children. By participation with a professional early childhood educator, the parent/caregivers, gain useful ideas for helping their child at home and in the world about him.
-A chance to meet, socialize and work co-operatively with a group of parents from a cross-section of the community, representing a variety of occupations and socio-economic levels, and to receive emotional and practical support.
-Support through parent and early childhood educator conferences, by discussing progress or difficulties being experienced by their child.
-Executive and Committee experience within your own group and through the Association.
The Vancouver Island Cooperative Preschool Association is an "umbrella" organization for parent participation (co-operative) preschools on Vancouver and outer Islands. Member groups offer educational and creative play activities in half-day programs to children aged 3-5 and a planned orientation and parent education program for parents/caregivers. Each group is licensed as required by the Community Care Facility Act and employs a fully qualified Early Childhood Educator. VICPA schools undertake an annual evaluation, striving for the highest standards of service to preschool children and parents.
STATEMENT OF STANDARDS
for the
VANCOUVER ISLAND COOPERATIVE PRESCHOOL ASSOCIATION
I Introduction
Groups who are members of the Vancouver Island Cooperative Preschool Association (VICPA/Association) are expected to maintain the Standards as written in the Standards Portfolio, and to abide by the Constitution and By-laws of the Association. All member groups must also comply with the regulations for licensing specified by the Community Care Facility Act, Child Care Regulation.
II Statement of Purpose
The purpose of the group is to provide a high standard of developmentally appropriate programs for preschool children, as well as a planned parent orientation and ongoing education program through the cooperative efforts of both parents and early childhood educators (ECE).
III Administration and Procedures:
Administrative procedures within the Association are planned to create smoothly functioning groups which can provide a quality service to the preschool children, the parents, and the Early Childhood Educators in a manner which is clear, comprehensive and efficient.
a) The parents are responsible for the entire business operation of the group, including the financing, housing, purchase and maintenance of equipment and employment of early childhood educator (ECE).
b) The parents operate under and enforce the clauses of the constitution, by-laws and policies of both the member group and the Association.
c) the parents are required to maintain the Standards of operation as outlined in the Standards Portfolio and to update the Standards as directed by the Association. Standards are reviewed and updated annually by the Association.
IV Early Childhood Educators (ECE)
Cooperative preschools employ qualified, registered Early Childhood Educators who have a unique role of sharing in a rich educational experience with both children and parents.
The ECE must:
a. meet the standards required by the Community Care Facility Act, Child Care Regulation;
b. participate in an orientation program on the philosophy and organization of the VICPA;
c. maintain the standards of operation as outlined in the Standards Portfolio;
d. participate in ongoing professional development;
e. participate in the orientation and ongoing guidance of parent assistants; and
f. be responsible for and facilitate the children's program.
V Parent Assistants: Orientation, Education and Participation
Cooperative preschools provide orientation and ongoing parent education programs which aim to develop parents' skills and insights needed for guiding children during the preschool program, while fostering fresh appreciation for the importance of personal growth and development.
a. Orientation: Licensing requires a that all volunteer assistants meet the standards required by the Community Care Facility Act, Child Care Regulation. In addition a minimum of ten hours preparation for parents is required before participating in the classroom and shall include the following:
i. observation of a complete children's session before becoming a member of the group;
ii. attendance at practical workshops on the preschool program, routine and procedures under ECE's leadership;
iii. attendance at workshops on the philosophy of the cooperative preschool;
iv. for parents entering the group after the beginning of the school year, an equivalent planned program of orientation will be provided prior to their participation in the classroom.
Refer to the VICPA Orientation Portfolio for more detail.
b. Education: Licensing requires regular parent education through participation as follows:
i. Assistance and observation in the children's program by not less than one parent assistant per ten children (two or more parent assistants are required for class sizes larger than ten), with the ECE, at each session.
ii. Parent assistants will accept the guidance of the ECE in the children's program.
iii. Parents' regular attendance at group meetings which provides an ongoing education program. (Refer to the VICPA Parent Education Portfolio for more detail and alternatives.)
VI. Enrolment: Cooperative preschools strive for consistent, clear enrolment procedures by maintaining communication and records between enrolling families, ECE, and enrolment chair.
i. To enrol, a child will be 32 months of age by August 31st of the current school year. Refer to Enrolment Section, Standards.
ii. Parents new to cooperative preschools are required to observe the program prior to enrolling their child(ren).
iii. Enrolment is considered complete when ALL fees have been received and ALL forms are completed and on file at the preschool. This includes the signed application for membership in the VICPA.
Class size/Adult to Child ratio: Co-operative Preschools provide small classes which are warm and nurturing, providing children with considerable individual attention.
i. Where the predominant age of the children in the group is 4 years the ratio of adults to children must not be less than 1 to 6. This generally means a maximum group size of 18 for 4 year olds.
ii. Where the predominant age of children in the group is 3 years the ratio of adults to children must not be less than 1 to 5. This generally means a maximum group size of 15 for 3 year olds.
iii. Adult/child ratios may vary in extenuating situations. Refer to Standards Manual-Enrolment section and E.C.E. contract.
VII. Children's Program: The cooperative preschool program provides an environment in which the young child learns through play to develop skills, attitudes, and behaviour appropriate to their developmental level.
a) Equipment is carefully chosen to encourage physical, intellectual, and social well being by appealing to the senses, challenging the intellect and stimulating creativity.
b) Health: Cooperative preschools endeavour to maintain an environment which fosters the continued good physical, mental and emotional health of the children.
c) Safety: Cooperative preschools endeavour to maintain at all times in all aspects of the program the highest possible standards with regards to the safety of the children.
d) Facilities indoors and outdoors are clean, safe, well maintained, cheerful and inviting places for children to function happily and constructively in all aspects of learning in their preschool day.
e) Guidance Policy
Guidance and discipline are integral parts of the preschool program, whose aims are to provide a safe and healthy learning environment for children.
Children in cooperative preschool programs are encouraged to become self-disciplined as they learn appropriate and acceptable ways to treat themselves, others and their environment.
Early Childhood Educators are expected to be effective role models for parents, providing them with ongoing communication and feedback as discipline issues arise. The Early Childhood Educator is responsible for the program, the set-up of the classroom and the overall discipline.
The Early Childhood Educator and parents in cooperative preschools are both expected to:
i) be caring and respectful to all children, using appropriate verbal and physical interaction. Guidance strategies will focus on the child's behaviour rather than the child;
ii) provide clear, consistent limits;
iii) use verbal direction and redirection for guidance, stating expectations in a positive fashion and allowing the children time to respond;
iv) recognize and encourage positive behaviours in the program;
v) validate children's feelings;
vi) encourage children to use adults as a resource when having difficulty; and
vii) supervise children at all times.
Where the parent participant is unsure about this guide, the Early childhood Educator should be consulted.
Cooperative preschools adhere to the Ministry of Health handbook, Guidance and Discipline with Young Children.
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ADMINISTRATION AND PROCEDURES STANDARD
Administrative procedures within co-operative
preschools are carefully planned to create a
smoothly functioning unit which can provide a
quality service to preschool children and
their parents in a manner which is both efficient
and economical.
ADMINISTRATION AND PROCEDURES
Co-operative preschools are owned and operated by parents on a self-supporting, non-profit, non-sectarian, inter-racial basis, offering services to children from three to school age.
Member groups of the Vancouver Island Co-operative Preschool Association:
- Are fully inspected and licensed by the Provincial Child Care Facilities Licensing Board employing trained and registered preschool E.C.E.s.
-Legislative changes become effective immediately and will be incorporated into the Standards Manual on an annual basis. These changes will not be voted on at the Annual Meeting. Any other changes in regard to Standards put forward by the Standards Committee, V.I.C.P.A. Executive or E.C.E. Committee will be voted on annually at the Annual Meeting.
- Possess business licenses for the municipality or area in which they are located, where applicable.
- Operate under approved constitutions and by-laws, and are to become Incorporated as a Registered Society through the Registrar of Companies.
- Abide by their constitution and by-laws, taking appropriate action where necessary and operating all meetings under Roberts Rules of Order.
- Function in a business-like manner, with accurate records being kept of all financial transactions, legal contracts signed with their employees (E.C.E.s) and with their landlords (where needed), minutes of all meetings recorded and copies posted to be read by those members absent, projected budgets drafted for presentation at the Annual Planning Meeting elections held and financial matters voted upon at the Annual General Meeting, personnel practices established, allowances being made for sick and compassionate leave for E.C.E.s, etc.
- Issue E.C.E.s' salaries on an agreed-upon date (as per the Employment Standards Act of B.C.), deducting Income Tax, Canada Pension Plan, Unemployment Insurance and Workers' Compensation contributions. (see E.C.E. Standard Basic Contract and Guidelines '94).
- Have their financial statements checked annually by an auditor, accountant or other suitable person, for presentation at their A.G.M.. Incorporated Groups send the necessary copies of these financial statements to the Registrar of Companies with the appropriate fee, in accordance with the regulations of the Societies Act.
- Annually review their constitution and by-laws and prepare any needed revisions for presentation to their membership. If voted upon and passed, the revisions are sent to the Registrar of Companies for approval. A copy of these revisions shall also be sent to the V.I.C.P.A. office.
- Operate a ten month period, usually from September to June, observing all statutory holidays, Easter Monday and recessing with the public schools for Christmas and Spring Break. Some schools are also closed for one or two days prior to and after such holidays for clean-up and 'put-out'. Schools are not closed for public school holidays which may be caused by professional development days or other special events unless agreed upon by the membership of each individual preschool.
21.05.96
.... ADMINISTRATION AND PROCEDURES (2)
- Use democratic and accepted hiring practices to fill E.C.E. vacancies by advertising the position, selecting a Hiring Committee, interviewing applicants, making a selection and signing a Probationary Contract.
- Have the position of the E.C.E. ratified by the membership at a General Meeting prior to the signing of a permanent contract.
- Annually have access to a recommended salary scale for E.C.E.s prepared by the Association's Salary and Merit Level Committee; which aims to ensure the ability of preschools to attract and keep high calibre E.C.E.'s in competition with other preschool centres in the community. (See Guidelines to E.C.E. Contract and Association Job Description for Salary and Merit Level Review Committee).
- Benefit from an insurance policy which is contributed to by all members and which is held by the Association on behalf of each child and each school and which carries liability, theft and fire protection.
- Have access to the Standards Manual and numerous portfolios prepared by the Association, including those for executive offices as well as Parent Education, Orientation, Equipment, Enrolment and E.C.E.s Appendix and follow the administrative procedures as outlined in these portfolios for maximum efficiency and continuity, and will promptly remove and replace pages as provided by the Association.
- Are unable to use the title "Co-operative" in their school's name because of government regulations, but may say " Parent-Owned Preschool (a co-operative)" when advertising for enrolment or hiring purposes.
- Notify the President of the Association when undertaking publicity other than through the use of posters and classified advertisements for enrolment purposes, to ensure that the presentation will reflect positively not only on the individual group, but also on the Association and other member groups.
- Use standard forms prepared by the Association for Enrolment, Parent Agreement and E.C.E. Contract. Standard forms cannot be altered; they can only be added to if they so state. These "working papers" have been checked for legality by a lawyer, and are designed for the protection of all parties concerned. Standardized forms also provide continuity between groups and enable the Association to work in a more effective manner as regarding matters affecting the membership as a whole.
-Include the E.C.E. representative at any meetings where the E.C.E. contract, preschool program or personnel concerns are being discussed.
22.05.2008
.... ADMINISTRATION AND PROCEDURES (3)
- Use as a basis for negotiation the current Standard E.C.E.s' Contract and Guidelines as prepared by the Association.
- Attend numerous workshops throughout the year to enable various executive members to better carry out their responsibilities, to provide a channel for communication between schools and to co-ordinate collective action as needed.
- Ensure that E.C.E.(s) from each school attend the monthly workshops of the E.C.E.s' Committee.
- Establish fees on an annual basis, keeping them as low as possible dependent upon the number of children to be enrolled and the projected expenses for the forthcoming year.
- May avail themselves of a financial loan through the Association Loan Fund upon signing of legal papers which stipulate the amount, the terms of payment and the time limit involved.
- Form a Personnel Committee to promote understanding of the co-operative preschool philosophy, be cognizant of and seek to solve any differences of an inter-personal nature arising within the membership and be mutually supportive to the parents, E.C.E.(s) and executive, encouraging a spirit of co-operation in all endeavours. This Committee shall consist of at least the Vice President, who shall be the chairperson, the class representatives and the E.C.E.(s) representative and be functioning by October of each school term.
- Seek consultation with the Association First Vice President or VICPA Consultant if difficulties are encountered which cannot be resolved within their school.
- Annually review their school by method of general school evaluations.
- Maintain good working relations with their landlord and their neighbours, recognizing that their actions reflect upon other co-operative preschools as well as their own.
- Co-operate with other community agencies, Public Health Nurses and other professionals for the benefit of the children within their memberships.
- Contribute to the Association as a whole by providing members to serve on the Association's executive and committees and through their group representative, share with the Association their observations, suggestions and/or concerns.
- Follow the recommended procedures for dissolution if collapse of a preschool is unavoidable.
The Association itself:
- Operates within the confines of its constitution and by-laws ensuring that proper procedures are followed at all times and is incorporated.
- Has an executive which is elected annually from parent volunteers who are also active participants in their own schools, or who are experienced co-operative parents maintaining an individual Associate membership.
- Holds its Annual General Meeting in the month of May.
24.5.94
.... ADMINISTRATION AND PROCEDURES (4)
- Maintains accurate financial records which are audited annually.
- Maintains written records of all matters dealt with during the year for the benefit of the executives which follow.
- Prepares all materials as described previously for the use and information of all member groups.
- Revises all portfolios on a regular basis.
- Sponsors numerous workshops, as described previously, choosing leaders with knowledge and expertise.
- Provides Presidents of member groups with up-to-date information regarding new community and/or government developments which may affect the group's functioning.
- Maintains liaison with community, national and international groups active in the field of Early Childhood Education.
- Initiates collective action on behalf of its membership.
- Makes public comment through the media regarding various issues affecting preschool children and their families.
- Seeks input from all member groups when major changes in policy or procedures are proposed.
- Is cognizant of the differences in the various member groups and the implication of these differences in terms of their functioning. Encourages groups to be involved in a process of on-going evaluation, upholding standards through self-examination.
- Enforces standards where necessary. (See Constitution: By-laws, point 1.01 (m); 2.04 (2); 2.05 (3); 6.01 (1).)
- Facilitates inter-communication between groups, E.C.E.s and Association, by Coverall, Workshops, Board Meetings, Future Directions Committee, Standards Committee, Personnel Workshops and E.C.E. Committee Meetings.
24.5.94
PARENT EDUCATION AND PARTICIPATION STANDARD
Co-operative preschools provide orientation and ongoing Parent Education programs which aim to develop skills and insights needed for guiding children, while awakening fresh appreciation of the importance of human growth and development.
21.05.96
PARENT EDUCATION AND PARTICIPATION
The purpose of a parent-owned preschool group is to provide a program of education for children and parents together under the guidance of a qualified E.C.E. The parents are supervisory assistants who enrich the program in many ways. Their presence in the school lends warmth and feelings of home-school rapport, as well as E.C.E.-parent-child rapport, which develops when people work closely together.
I Preparation of Parents for Participation (Orientation)
(a) Parents interested in enrolling their children observe a full children's session.
(b) Because of the unique aspects of parent-owned preschools, new members are also familiarized with the philosophy of co-operatives, and the degree of parental involvement.
(c) In accordance with Provincial Child Care Facilities Licensing Board policy, preschools are able to use parent assistants in the classroom in lieu of paid assistants if certain conditions are met. One of these conditions is that new parents participate in ten hours of orientation before functioning as parent-helpers in the classroom.
Requirements of the Licensing Board include coverage of the following subject areas:
(1) growth and development of young children;
(2) suitable program activities for preschool children;
(3) accepted procedures in *guidance of behaviour in the centre in which the assistant serves as a volunteer (see Statement of Standards, Children's Program); and
(4) staff relationships and administrative procedures in the centre in which the assistant serves as a volunteer.
*Parents must be conversant with the VICPA Guidance Policy. It is a required insert for preschool parent handbooks/portfolios.
Planning for orientation is the joint responsibility of the E.C.E.(s), enrolment chairperson, and either the parent-education chairperson or the orientation chairperson.
(d) Some schools include returning parents in one or more of the planned orientation programs as a "refresher" (usually if a family has been away for longer than one year).
(e) Orientation is ongoing as new families come into preschools during the year. (See a-d above).
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.... PARENT EDUCATION AND PARTICIPATION (2)
II Ongoing Parent-Education
(a) As well as the requirements regarding Orientation a further condition of the Provincial Child Care Facilities Licensing Board policy regarding parent assistants requires each member group to provide (IN ADDITION TO its monthly business meeting) a monthly or bi-monthly program of parent-education consisting of 1-1/2 or 3 hours respectively. Topics relevant to parenting are explored through the use of speakers, films or discussion groups. Members may be invited to participate by sharing their own expertise. It is the joint responsibility of the parent-education chairperson and the E.C.E. to make this program pertinent and to consider the needs and interests of the group.
(b) Each School provides for its members a lending library of material pertinent to parent and child development and other topics of interest. When possible, these libraries are located where parents can peruse the selection without interrupting the children's program. New additions to the library are purchased in consultation with the E.C.E. These may be either announced or reviewed at general meetings. Funds for new purchases are included in each school's annual budget.
(c) In each school there is a bulletin board for display of pertinent items such as news clippings, class announcements, Association bulletins and community activities. In many schools a pictorial presentation acquaints new parents with the range of activities included in the program.
(d) Channels of communication between parents and E.C.E.s are kept open through such avenues as conferences, assessments or group discussions. Social activities can be arranged to enable parents to acquire a sense of common purpose, which is a primary goal of a co-operative preschool.
(e) Parent-participation in the classroom on a regular basis gives parents an increased objectivity about their own child, while exposing them to helpful techniques modelled by the E.C.E. they can use in working with all preschool children.
(f) Some schools prepare and distribute a newsletter for their members. A more extensive newsletter is published by the Association, available to all parent members, which provides much up-to-date educational data pertinent to parenting.
(g) The annual business meeting of the Association, which is held to review the By-laws, operating procedures, contracts and school policies of the Vancouver Island Co-operative Preschool Association, contributes to parents' knowledge of the organizational processes of the co-operative preschool system and promotes examination of educational goals and experiences.
24.5.94
EARLY CHILDHOOD EDUCATORS' STANDARD
Co-operative preschools employ qualified, registered preschool Early Childhood Educators who enjoy a unique role, both challenging and rewarding, of sharing in a rich educational experience with children and parents.
EARLY CHILDHOOD EDUCATORS
I QUALIFICATIONS
Early Childhood Educators (E.C.E.s) employed by co-operative preschools are registered with and meet the educational requirements established by the Provincial Child Care Facilities Licensing Board (P.C.C.F.L.B.). Their training in Early Childhood education has been achieved through courses offered at community colleges (such as Camosun and Malaspina College), Adult (or Continuing) Education Departments of School Districts, or provincial universities. Training received outside of B.C., or qualifications in related fields are assessed by the Educational Consultant, P.C.C.F.L.B. See APPENDIX.
As well as this educational background, co-operative preschool E.C.E.'s bring important personal qualifications to their chosen profession. They enjoy good physical and emotional health, and display an enthusiasm for working with both children and parents. They maintain a warm and open relationship with the children and parents in their groups, are sensitive to their needs and able to communicate readily with them.
Co-operative preschool E.C.E.'s continue to upgrade their training by attending workshops or conferences, or by enrolling in additional courses made available to them.
II HIRING-Refer to Hiring Kit, available at www.vicpa.org
Procedures
(a) Vacancy: When a vacancy occurs in a co-operative preschool, the executive notifies the preschool membership, the VICPA 1st Vice President and VICPA Consultant. In a two (or more)-E.C.E. preschool, if it is considered to be in the best interests of the school, the executive may approach the other E.C.E.'s regarding their interest in assuming the position. Ratification by the membership is required before a contract is signed and the Association and the Child Care Facilities Licensing Branch (Capital Regional District) (or the local representative of the P.C.C.F.L.B. in up-island Health Units) are then notified of the change. They in turn notify the Educational Consultant, P.C.C.F.L.B.
(b) Hiring Committee: When a supervisory vacancy is not filled by another E.C.E. already employed within the school, the president and her executive inform the parents and the V.I.C.P.A. executive. A Hiring Committee is appointed, including a parent from each class within the school. The Hiring Committee advertises the position available in local newspapers, at centres where E.C.E.'s are trained and at other appropriate locations in the community.
Applicants usually contact the Committee by telephone, are given additional information and are asked to submit their resume. If any applicant is currently employed by a local preschool, the Hiring Committee may arrange, with the applicant's permission, to observe him/her in the classroom prior to an interview.
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.... EARLY CHILDHOOD EDUCATORS (2)
(c) Interviewing: When a number of suitable applications have been received by the Hiring Committee, interviews are arranged. A representative of the V.I.C.P.A. executive and the VICPA Consultant may be present in an advisory capacity. These interviews may be conducted in a member's home, or in the preschool giving the applicants an opportunity to view the facilities. Three to five persons make up a workable interview team and procedures are carefully planned in advance to ensure open communications and a pleasant atmosphere. It is advisable that an outline of pertinent questions be prepared and followed consistently throughout the interviews.
The Hiring Committee discusses with each applicant his/her philosophy regarding the children's program, and the responsibilities of both E.C.E. and parents in the co-operative preschool. Special concerns of the preschool are clarified and practical details such as salary and working conditions are discussed.
(d) Conclusion: After the interviews are concluded, the hiring committee evaluates the applicants. Since the Committee has the full responsibility in this matter it is empowered to make the final selection of the E.C.E. who best meets the needs of the preschool. The decision of the Hiring Committee is presented to the executive who then informs the general membership. Unsuccessful applicants are promptly notified by the Hiring Committee that the position has been filled. The Committee also informs the Child Care Facilities Licensing Branch (C.R.D.), or the local representative of the P.C.C.F.L.B. in up-island Health Units (who in turn will inform the Educational Consultant, P.C.C.F.L.B.) of their choice.
Using the Association's Standard Basic Contract, and adding any clauses which may be necessary because of the particular nature of the individual preschool, a six month probationary contract is drawn up and signed by the E.C.E. and the executive. Arrangements are then made for any E.C.E. new to co-operative preschools to participate in the E.C.E.'s Orientation Program provided by the Association.
During the six to ten month probationary period the executive gives the E.C.E. its support, helping him/her and the membership to realize the over-all goals of the group.
One month before the probationary period expires, the Hiring Committee, in conjunction with the VICPA Consultant and the ECE will determine:
a) Conversion to permanent status for balance of school year;
This occurs when a preschool is confident that the ECE will be offered continuing long term employment with the preschool.
Note: If the employee is being offered a permanent contract you will need to complete and sign the Standard E.C.E. Contract. The most significant difference between the Probationary Contract and the Standard Contract is the amount of notice either party is required to give prior to terminating the contract (with the probationary contract this is two weeks, with the standard contract this is one month)
b) The extension of probationary status;
A probationary contract is extended in order to give the school time to decide whether or not an ECE is fulfilling the ECE job description (ie: is the ECE using a learning through play philosophy?). This is a recommended step before Termination. Also informing the ECE that this step may lead to termination is recommended.
c) Termination of ECE
If, after an extension of the probationary contract, the preschool decides the ECE is not fulfilling the ECE job description, then Termination will be required. Please refer to section 5. Termination in the VICPA Standards manual.
The Hiring Committee is to make its recommendation on the permanent contract which is to be ratified by the whole membership with a 2/3 majority vote at the next monthly meeting.
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.... EARLY CHILDHOOD EDUCATORS (3)
If a permanent contract is offered after a probationary term, the same contract will be in effect from the end of probation to the end of the current school year. Make changes under Contract of Employment, Probationary to Permanent and then fill out the appropriate dates in I TERM A and have required parties initial changes.
The Standard Basic Contract is for use between the E.C.E.'s and the V.I.C.P.A. Preschools. It is standard and basic to all E.C.E.'s as agreed upon by the Association and the E.C.E.'s Committee. Nothing shall be deleted, however, additional negotiated clauses may be added.
See Policies & Procedures "Guidelines for the Early Childhood Educator Hiring Committee".
See also "Negotiation of Permanent Contract" in Association's Standard Basic Contract.
III RESPONSIBILITIES
The E.C.E. undertakes several areas of responsibility with the children and their families in a co-operative preschool. While the general management of the preschool is the responsibility of the membership, the educational program is the E.C.E.'s area of responsibility, and this involves not only the direction of the children's program, but also the training of parent assistants in the classroom and other parent education.
1. Regarding the children's program, the E.C.E.:
(a) plans the physical environment, making the best use of space and equipment available to promote a good learning situation.
(b) creates a warm, friendly atmosphere in which children and adults are accepted as important participants.
(c) plans blocks of time to provide a balanced program and a pace favourable to the children's developmental level.
(d) provides the security of limits in which children can interact comfortably, safely and productively, while developing self-discipline.
(e) promotes a co-operative social climate in which children learn through example.
(f) acts as a resource person available whenever help is needed.
(g) stimulates and encourages child-initiated activities.
(h) observes the individual child and the group to ensure that needs are being met, and
(i) maintains open communication with parent assistants regarding individual development of the children and other areas of mutual concern.
(see Children's Program, immediately following this section.)
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.... EARLY CHILDHOOD EDUCATORS (4)
2. Regarding responsibilities with the parent group, the E.C.E.:
(a) Has a working knowledge of the preschool's history and constitution.
(b) attends general, executive and advises on committee meetings of his/her group.
(c) interprets his/her philosophy regarding the children's program and outlines playroom procedures.
(d) selects a person by October 31st of the current preschool year to represent him/her on the Personnel Committee and at meetings where the E.C.E. contract and preschool program issues are being discussed.
(e) takes a leadership role in the planning of new parents' orientation workshops and other enrolment policies.
(f) advises and assists with the planning of ongoing parent education and orientation.
(g) is actively involved in the Equipment Committee.
(h) plans ways to report to parents, such as after duty day, parent conferences, thus encouraging effective parent participation, and
(i) helps the group become a unit, adapting to its changing needs.
3. In addition to responsibilities with the families in his/her co-operative preschool, the E.C.E.:
(a) is knowledgeable of the history, constitution and standards of the Vancouver Island Co-operative Preschool Association.
(b) participates in the Orientation Program provided by the Association.
(c) is actively involved in the E.C.E.s' Committee and attends the monthly meetings/workshops.
See ADMINISTRATION AND PROCEDURES and Constitution: By-laws, point 6.00 Committees - 6.01., and
(d) continues to up-date his/her training through workshops, conferences and courses.
IV SUBSTITUTES
Preschools can use licensed ECE assistants as substitutes for illness (less than 30 days) or the
occasional non-permanently scheduled day off without obtaining an exemption.
Exemptions for ECE assistants are needed for permanently scheduled days off such as having every Wednesday afternoon off, or any absence that is longer than 30 days.
When the E.C.E. is absent for a prolonged period, the preschool employs a qualified substitute who is registered with the P.C.C.F.L.B.
V TERMINATION
(a) By the E.C.E.: An E.C.E. may terminate his/her contract by submitting one month's written notice.
Before termination is considered by either the E.C.E. or the preschool, it is recommended that the problem be referred to the Personnel Committee. It is further recommended that the E.C.E. and/or his/her representative be advised of and represented at all meetings. The E.C.E. shall also seek the help of the E.C.E. consultant.
(b) By the Preschool: If it becomes apparent within a preschool that there is increasing dissatisfaction with an E.C.E. and his/her responsibilities and it is felt to be serious enough to result in termination of an E.C.E.'s contract, the President and/or the Personnel Chairperson shall discuss this concern with the E.C.E. and the VICPA Consultant.
The Executive and the Personnel Committee shall then meet to discuss the situation and/or come to a decision.
If circumstances warrant, the matter is then taken to the membership to be discussed and/or voted upon at a General Meeting where the E.C.E. is not present.
The E.C.E. is informed of all meetings, including those which he/she is not asked to attend, and may use his/her Personnel Representative where appropriate.
If difficulties cannot be resolved, the E.C.E.'s contract may be terminated by a 2/3 majority of the membership by submitting one month's written notice, or in lieu of this, by payment of one month's salary and notice in writing.
Following the meeting at which such a vote is taken, the E.C.E. is informed of the group's decision by the President and/or the Personnel Chairperson.
If there are areas of disagreement regarding termination of the contract, either the school's executive or the E.C.E. shall refer the matter to the VICPA Consultant or the First Vice-President of the Association for assistance.
(See Association's Standard Basic Contract for Early Childhood Educators).
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.... EARLY CHILDHOOD EDUCATORS (6)
VI PERMANENT CONTRACTS
A permanent contract is an agreement for permanent employment. The E.C.E. may renegotiate annually with the Employer, salary, benefits and additional clauses no later than March 31st of the current school year for the following school year. If a Contract has not been signed by March 31st, schools must notify the VICPA Consultant and VICPA First Vice President.
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CHILDREN'S PROGRAM STANDARD
The co-operative preschool program provides an environment in which the young child learns through play to develop skills, attitudes, and behaviour appropriate to his/her developmental level.
CHILDREN'S PROGRAM
The children's program in the co-operative preschool provides experiences that promote the intellectual, physical, social and emotional development of the child. Programs may differ from school to school according to the individual interpretations of philosophy, varying needs of individual children and groups, and the unique characteristics of each setting. However, all co-operative preschools provide the children with experiences directed towards certain over-all goals.
I These OBJECTIVES are to:
- facilitate a pleasant transition from home to school wherein E.C.E.s and other adults beyond the family unit are perceived as trustworthy, supporting individuals
- increase the child's sense of self-worth, his sense of satisfaction in situations where he feels he can be successful
- develop his sense of responsibility through tasks and routines appropriate to his level
- increase his range of experience, through exploration of a wide variety of materials, equipment, and situations (implications for creativity, conceptual development, social interaction, etc.)
- increase his ability to conceptualise, through repeated concrete experiences
- develop physical skills appropriate to his developmental level; develop a sense of body awareness (implications: self-confidence; self-concept; eye-hand co-ordination; preparation for reading skills; directionality)
- foster the child's awareness of and sensitivity to the environment
- encourage independence of thought and action (self-initiative, self-reliance)
- increase the child's ability to communicate (language development, listening skills, social interaction)
- encourage the development of social skills: consideration for the rights and feelings of others, sharing, taking turns, co-operation
- help the child to handle his emotions in positive and constructive ways
- encourage the development of self-discipline through experiences in a supportive, child-oriented environment
.... CHILDREN'S PROGRAM (2)
II HOW THESE GOALS ARE ACHIEVED
1. Learning Through Play
The co-operative preschool program is based fundamentally on play activities. It is through self-directed play that children develop physically, socially, emotionally, and intellectually in ways consistent with their individual needs.
Play is a natural, built-in device for learning. Through play, alone and with others, the child learns not only to solve his problems, to increase his knowledge and skills, and to explore his environment, but also to express ideas and feelings with regard to his own relationships.
2. The Environment
The over-all appearance of a well-planned co-operative preschool is that of being "lived-in"; it is a dynamic place where children are encouraged to explore and interact. In creating this environment, the following basic requirements are considered:
(a) Space
- the organization of classroom space provides children with the necessary room for testing skills and ideas; learning centres containing related ideas are clearly designated (see Play Areas, defined in Equipment)
- arrangement of equipment and furniture allows for adequate over-all supervision, without interfering with the children's play
- adequate pathways are provided between the interest centres to allow children to move about with freedom and safety (to other centres and/or to outside space)
- allowances are made for individual and group play, including private spots where a child can seek refuge from the group
- the organization allows for convertibility and flexibility of arrangements (see Equipment; see also Facilities)
(b) Equipment and Materials
Equipment and materials are the "building blocks" of the physical environment. Co-operative preschools provide, through careful selection, ample opportunities for movement, investigation, and discovery. Play is enriched by the accessibility of materials, where the children are able to see and select for themselves. The adults' ingenuity and resourcefulness are essentials in creating and arranging an interesting, child-oriented environment.
.... CHILDREN'S PROGRAM (3)
(c) Time
The E.C.E. in a co-operative preschool plans a balanced
daily program with large blocks of
time in which children are free to
select and complete self-satisfying
tasks. She understands that children's
sense of time is different from that of
adults' and organizes the program to
satisfy individual needs at a pace
favourable to the age group.
Time is available for individual chats
between E.C.E. and child, for adults
to acknowledge work done at an easel,
read a story, or give comfort and help.
Enough time is allowed for co-operative
clean-up after play, for a relaxing snack
and for the unhurried accomplishment of other
routines or transition periods.
An unhurried but carefully planned schedule
helps children and adults know what is
expected. However, schedules remain flex-
ible and open to changes in order to
accommodate such variables as the children's
mood, the weather, field trips, special
visitors, or other events.
See EARLY CHILDHOOD EDUCATORS
3. Activities & Experiences
Co-operative preschools provide the following
activities and experiences in the children's
program:
- social interaction with peer group
and adults during free play periods
as well as group activities (e.g. snack time)
- imaginative play: dress-up,
housekeeping, store, large and
small blocks and accessories,
the great outdoors
.... CHILDREN'S PROGRAM (4)
- outdoor play: weather permitting, the program will allow for regular outdoor play with a variety of activities taking place in a safe environment. (See Equipment and Facilities.)
- physical activities: large muscle such as running, climbing, jumping, balancing, building, hammering, etc.; small muscle such as small blocks, puzzles and other table toys; use of art and manipulative materials
- experiences with creative art materials: easel painting, floor painting, finger and foot painting, sponge and string painting, collages, box gluing, drawing with felt pens, crayons, pencils, pastels, chalk, etc.
- experiences with natural materials: clay, sand, water, wood, grass, earth, playdough, corn meal; experiences with animals (refer to HEALTH V B) and plants; "science" objects, etc.
- opportunities for language development through conversation with adults and peers, stories, books, etc.
- musical experiences: songs, instruments, records, creative movement, etc.
- opportunities for woodworking with real tools
- experiences with food: preparation of, serving and experimentation with a wide variety of nutritious foods; (Refer to "Snack-time", pub. by Dept. of Health). Note: a check of children's allergies is always made, and up-to-date information is posted for supervising adults' information (see HEALTH II 5). Foods such as peanuts or other nuts which may be harmful to young children are avoided. Child-proof containers are used and potentially dangerous containers such as glass-lined thermoses are not used.
- visits from resource people in the community (especially parents) for discussion of occupations (e.g. fireman, policeman, dentist, postman); talents of interest (potter, weaver, musician, puppeteer); ethnic backgrounds and traditions.
- field trips: excursions into the surrounding community, from short neighbourhood walks to lengthier trips, are well-planned taking into consideration the age level and interests of the children. (See SAFETY, IV, I).
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ENROLMENT STANDARD
Co-operative preschools strive for consistent, smoothly functioning enrolment procedures by maintaining effective communication both internally and externally.
ENROLMENT
In most Co-operative Preschools the enrolment process begins in January. The initial contact is usually made by telephone. The Enrolment Chairperson (or one of her Committee members, if it is a large school) states the basic information: the Co-operative Preschool philosophy, parent participation, sessions, fees (subject to change due to preschool budgeting), age requirements and any details of particular importance to that preschool. Because of the unique nature of co-operative preschools, interested parents are asked to observe the program prior to enrolling their child. An appointment to view the preschool in action is arranged in consultation with the E.C.E. and Co-operative Preschool literature is made available. At the time of observation the interested parent is met, shown the classroom, observes the E.C.E. at work and given an opportunity to have questions answered. These interviews are usually held early in the year (January to March).
The parent should be notified of his position on the class list and of the likelihood of admittance. These lists are constantly up-dated.
In May, many schools hold welcome parties for future class members in a member's home. Other schools hold an Orientation meeting at the preschool, where future class members are introduced to the Executive and given a brief outline of the running of the school. These meetings are kept informal and relaxed.
New members attend the June meeting to meet the Executive (if not arranged before) and the other members of the preschool. If not previously paid, the registration fees - and in some schools the September tuition fees - are accepted at this time.
(1) Enrolment Chairperson or Committee: Appointed in spring or fall.
(2) Schedule: Most Vancouver Island Co-operative Preschools provide two half-days weekly for three year olds and three half-days for four year olds depending on enrolment needs.
(3) Age Requirements: A child will be 32 months of age by August 31st of the current school year (September 1st-June 30th).
The number of children between 32 months (August 31st) and 36 months of age (December 31st) will be determined by the executive of the preschool in consultation with the E.C.E.(s).
Children entering the program after December 31st of the current enrolment year will be 36 months of age by December 31st of the previous year.
Rationale: The number of young threes can have a significant impact on the program.
(4) Program: The child will participate in a preschool setting for a period of not more than three (3) consecutive hours.
(5) Fees: Fees for individual classes are set annually by the membership of each preschool to cover operation and maintenance costs, including the E.C.E.'s salary. Additional fees are required for membership in the V.I.C.P.A. Association dues cover the cost of: publications, equipment, education services, administration, insurance (see SAFETY III, liability insurance) and other expenses as they are incurred.
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... Enrolment (2)
(5) Payment of Fees/Birth Certificate: Registration fees are paid on a date established by each preschool. At that time the child's Birth Certificate must be presented for verification before enrolling that child into the program. Monthly fees are paid in advance of attendance. Many schools, for administrative efficiency, request that post-dated cheques for the school year be deposited with the Treasurer in September. Because financial difficulties may be incurred due to early withdrawals (May-June) most schools require payment of June fees before April 30th. Depending upon the policy of the school, these may be non-refundable. (For Association Registration fees, insurance and Membership fees refer to the Treasurer's portfolio).
(6) Observations: These are carried out in consultation with the E.C.E. The Enrolment Chairperson provides the parent with information concerning effective observation. The parents come without children to give the observation session their undivided attention.
(7) Enrolment forms: Member groups use the standard Enrolment and Parent Agreement forms prepared by the Association (to which may be added information pertinent to their particular school -- see Enrolment Portfolio). Enrolment is considered complete when ALL forms are completed, the medical letter is on file and a copy of the TB Test result (if required) is on file.
(8) Lists: Enrolment lists for the forthcoming year are usually compiled in a specific order in a fair and consistent manner. The priority is: present members of the preschool, associate members who have attended the preschool (or who have attended a V.I.C.P.A. member preschool) and finally newcomers. They can be listed either in order of telephone contact or by postmark on a written application.
(9) Media Advertising other than classified advertisements, must be cleared through the Association. Because of legal complications, only the Association may use the word "co-operative" in its title. Schools may use the term only in brackets following the school name, e.g. Lambrick Park Preschool (a co-operative).
See ADMINISTRATION & PROCEDURES
(10) Size of Class: The Community Care Regulations has specific requirements of space per child which will determine the maximum number of children permitted in the rooms. (See FACILITIES STANDARD).
i) Where the predominant age of the children in the group is four (4) years, the ratio of adults to children must not be less than one (1) to six (6). This generally means a maximum group size of eighteen (18) for four year olds.
ii) Where the predominant age of children in the group is three (3) years the ratio of adults to children must not be less than one (1) to five (5). This generally means a maximum group size of fifteen (15) for three (3) year olds.)
(11) Maternity Leaves: Mothers can be given up to three months maternity leave if desired. Individual executives may grant an extension or require duty days be made up according to the circumstances. The parents are encouraged, in any case, to maintain close contact with the school during this period. Late registration, with possible maternity leave requirements, is left to the discretion of the executive.
(12) Leaves of Absence: i.e. surgery, etc. This is left to the discretion of the executive.
(13) Ratio of Parent-helpers: The ratio of parent-helpers to children shall be one (1) parent per ten (10) children, or portion thereof.
(14) The Exceptional Child: See HEALTH II, (3).
(15) Working Parent: Co-operative philosophy is based upon parent participation and shared experience between parent and child. Individual preschools may accept alternative arrangements involving relatives or other parent substitutes. The parent substitute must
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...Enrolment (3)
be adequately orientated and participate in on-going parent education in accordance with C.C.F.B. policy. The working parent provides a designated person (their nanny, grandmother, caregiver, etc.) to do the helper days. This designated person must do the orientation and ongoing parent education and submit to a Criminal Record Check in order to participate in the classroom . The working parent is still required to meet all other obligations of membership. Please note it is the working parent member who is required to provide a person in his/her place, not the preschool's task.
22.05.2008
EQUIPMENT STANDARD
Co-operative preschool equipment is carefully chosen to encourage physical, intellectual and social well-being by appealing to the senses, challenging the intellect and stimulating creativity.
EQUIPMENT
Co-operative preschools endeavour to create a setting in which children will find warmth, comfort and gentleness; a setting which provides an abundance of opportunities for movement, exploration and self-discovery according to individual needs, interests and abilities. Parent-owned preschools depend entirely upon parent involvement for the purchase, construction and maintenance of all equipment and materials used in the preschools.
Based on the premise that children learn through play, a high priority is placed upon the careful selection of toys that preschools make available to children. Co-operative preschools prefer that playthings have the following characteristics:
(1) Free of detail to encourage creativity.
(2) Versatile in use to enlarge the scope of play.
(3) Able to stimulate children to do things for themselves.
(4) Easily manipulated to suit the level of muscle co-ordination.
(5) Made of materials warm and pleasant to touch, such as wood and cloth.
(6) Durable and washable.
(7) Work as intended to prevent frustration.
(8) The purpose and mechanics are easily understood by the children.
(9) Sufficient quantity and roominess to allow children to play together harmoniously.
(10) Encourage co-operative play which aids in sharing and social intercourse.
(11) Value based on the total usefulness of the plaything.
I Outdoor Equipment
Playground facilities are arranged so that:
- children have independence in movement with effective supervision,
- safe areas are provided for a variety of large muscle activities, and
- there is adequate, accessible and functional storage space for all of the equipment.
.... EQUIPMENT (2)
Each of the co-operative preschools have available to the children:
(1) climbing structures
(2) riding equipment - e.g. swings, wagons, trikes
(3) sandbox with sand toys
(4) equipment to be used individually
(5) equipment which requires co-operation
Many playgrounds use donated equipment such as large wooden spools, tires, barrels and climbers made from telephone poles. New preschools take a few years to acquire this equipment.
II Indoor Equipment
Indoor spaces in the co-operative preschools are arranged so that children have:
- easy access to toilet facilities,
- easy access to at least two exits,
- furniture and equipment that can be moved according to the ever-changing needs of both children and E.C.E., and
- furniture and equipment that accommodates over-all supervision at all times.
It is very important that preschools offer a variety of play areas for children. These play areas are not necessarily separate, but may overlap and interchange with each other. Such interest centres available to the children in the co-operative preschools are:
(1) A library area geared to three and four year olds.
(2) A housekeeping area.
(3) A "dress-up" clothes area with full length mirror.
(4) A music area.
(5) A large area for group activities - e.g. puppet shows, films, discussions, etc.
(6) A science area which often includes pets.
(7) An introductory mathematical area - e.g. abacus, number games, old clocks, locks with keys, fractional puzzles.
(8) Areas where a child can be alone, sit quietly and/or play by himself.
(9) Manipulative play areas - e.g. water, sand, clay, cornmeal, grain, playdough, etc.
(10) Painting easels and finger painting area.
.... EQUIPMENT (3)
(11) Creative art areas which cater to tactile and sensory awareness -e.g. paper, paste, brushes, scissors, staplers, punches, crayons, chalk, scraps of textured material.
(12) A carpentry area with real tools.
(13) Table toys for solitary and/or co-operative play - e.g. small lego, assembling units, stacking sets, puzzles, pegs, and pegboards.
(14) A floor play area - e.g. blocks, cars, train with track, animals, people.
(15) Areas for some large muscle equipment - e.g. trampolines, climbing apparatus, riding toys.
Parents in the Co-operative Preschool Association are encouraged to bring in found materials and homemade toys to supplement and expand the various interest centres. Often co-operative work parties are most effective for constructing large and small equipment to keep the cost down (e.g. puppets, climbing frames, tree houses, musical toys, etc.)
HEALTH STANDARD
Co-operative preschools endeavour to provide an environment which fosters at all levels of functioning the continued good physical, mental, and emotional health of the children.
HEALTH
I ENVIRONMENT
Member groups of the Vancouver Island Co-operative Preschool Association endeavour to provide settings conducive to the physical and mental well-being of preschool children.
This includes meeting and in some cases surpassing the licensing regulations established by the Provincial Child Care Facilities Licensing Board regarding both indoor and outdoor space, provision of sufficient numbers of appropriate sized furnishings, high standards of cleanliness, adequate sanitary facilities and drinking water supply, well-maintained equipment, etc. (See Regulations, Community Care Facilities Licensing Act), as well as harmonious colour planning, the provision of comfortable lighting, and other such important physical considerations.
Concern for the emotional health of the children is expressed through adequate timing of the program to prevent the need for constant hurrying, sufficient planning to eliminate the need for constant restrictions and too many rules and provisions of sufficient supervision to enable consideration to be given to individual needs and interests. (See also CHILDREN'S PROGRAM & EARLY CHILDHOOD EDUCATORS).
II THE CHILD: HEALTH
(1) The first responsibility to the child enrolling in preschool is to verify that his physical condition is such that his attendance and participation in the program will not be detrimental to his health. Therefore, a pre-admission physical is recommended.
RATIONALE: As an integral part of post-natal care, children are usually taken to their local clinic or family doctor regularly and often. But when immunization is up-to-date and a child's health is good, there is often a lengthy gap until the required pre-kinder-garten physical, unless parents make a special point of annual check-ups. Thus a child entering preschool at age three may not have been seen by a doctor or nurse since his/her last immunization at approximately fifteen months of age. It is during this important growing time that health problems may develop about which the parents are unaware. Discovery of any existing difficulties before the child begins preschool may prevent further complications and create a much better opportunity for him/her to have a comfortable, happy preschool experience.
(2) Immunization: Prior to enrolment, parents are provided with a list of recommended immunizations and those children who do not have theirs up-to-date may attend to this before school begins, thus protecting themselves as well as the other children with whom they will come in contact.
A complete immunization record for every child will be kept at the preschool.
Immunization is highly recommended, however, if a family chooses not to immunize their child or is unable to do so due to health reasons, an immunization record for this child should be on file at the school signed to the effect their child is not immunized.
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.... HEALTH (2)
With many mothers assisting in the classroom throughout their pregnancies, immunization of children for RUBELLA is of special concern.
It is recommended that all children be fully immunized unless medical problems make this impossible.
(3) (i) The "exceptional child" presents special situations. If an exceptional child applies for admission, the executive of the school first refers the matter to the E.C.E. who assesses her feelings about her ability to deal with the presenting problems within the physical set-up of the school and the context of the co-operative preschool program. If she feels comfortable in this regard, the matter is then referred to the membership, who need to be aware that she will be spending more time with this special child. The decision regarding admission can provide the best opportunity for the success of the undertaking when made with the understanding and consent of all.
(ii) The "exceptional child" may or may not be identified at the time of registration. The E.C.E. can be expected to exercise discretion to ensure the safety and well being of the child and other members of the preschool and the program. This may, in rare circumstances result in withdrawal of the child from the group, or attendance of fewer sessions per week, or a requirement for an Aid with the child during sessions.
(iii) When necessary, it is recommended that parent education and/or class meetings be used to provide guidance and skills to helper parents by the E.C.E. and or guest speakers. It is vital that the E.C.E. and helper parents communicate on an ongoing basis their helper day concerns and needs, more so when the class includes an exceptional child.
(4) Testing: Periodic visiting of the Public Health Nurse is recommended for the purposes of:
(a) testing of children's eyesight, hearing, etc.
(b) consulting with the E.C.E. regarding concerns about individual children
(c) providing counselling for parents of children with handicaps and/or learning disabilities
(d) initiating referrals to appropriate community resources for children with special needs.
RATIONALE: The earlier difficulties are discovered, the earlier treatment can begin and the greater the opportunity given to parents and E.C.E. to deal with the situation positively and effectively.
(5) Allergies/Medications: Information regarding children's allergies and/or medications of which all parents assisting in the classroom should be aware is clearly posted and brought to their attention.
Additional medical information which may be required in special circumstances is kept by the E.C.E. in a special book or card file in which is also listed the name of each child's doctor and other pertinent information. (See SAFETY IV, A, (1) (c)). This book is brought to the particular attention of parents substituting in the classroom during an E.C.E.'s absence, but is not for general access.
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.... HEALTH (3)
In the case of a child who may require medication (prescription or non-prescription) on either a regular or emergency basis, the parents discuss the situation with the E.C.E., and if the E.C.E. agrees, such medication may be administered by him/her if both he/she and the school are provided with:
(a) written authorization from the parents, and
(b) written instructions from the child's family doctor or specialist.
If the medication provided is by prescription, the school and the E.C.E. ensure that it is in a container officially labelled by the pharmacist, with the child's name and pertinent data clearly visible. The container is to be kept in a locked box inaccessible to the children in care.
If the medication is of the non-prescriptive variety, the school and the E.C.E. ensure that what is provided has been newly purchased and is in its original container, preferably with an unbroken seal. The container, clearly labelled with the child's name and copy of authorization and instructions attached, is to be kept in a locked box inaccessible to the children in care.
No medications are given to children on the initiative of the E.C.E. or assistants.
(6) When unusual circumstances are being experienced in the home (e.g. a death in the family, visiting relatives, one parent away, etc.) that may cause stress and affect a child's emotional well-being and behaviour, the parents notify the E.C.E. so that he/she may exercise special care and consideration while the child is at school.
III PREVENTATIVE PROCEDURES IN THE CLASSROOM
A. 1. To help prevent the spread of communicable disease, children:
(a) wash hands under running water before snack, after and after handling animals. When wash basins are over 76 (30 inches) in height a box or platform is supplied. Boxes or platforms are constructed so as to ensure a firm support rubber grips used to prevent slipping.
(b) use facial tissues when necessary and cover their mouths when coughing or sneezing; and
(c) use disposable paper towels after hand washing, as stated by the standards of municipal health authorities.
2. To help prevent the spread of communicable disease parents and E.C.E.s:
(a) ensure the children follow through on the above;
(b) ensure that a routine schedule is implemented for cleaning of toys, dress-up clothes, carpets, chairs, tables and all other associated indoor equipment. We recommend a minimum of three regular, seasonal cleanups; and
(c) use routine procedures for handling body fluids especially blood. Medical disposable gloves are worn if open lesions are present on the designated caregivers hands.
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3. After caring for the child:
a) Soiled surfaces are promptly cleaned with disinfectants.
b) Whenever possible, disposable paper towels are used and bagged for disposal.
c) Mops are rinsed in disinfectant.
d) The gloves are then removed inside out and bagged for disposal.
4. Diligent hand washing is observed before caring for another child.
B. Children’s exposure to good health habits would also include:
(a) bringing healthy, nourishing foods for snack-time;
(b) participating in outdoor play every day unless the weather is severe; and
(c) being in a smoke free environment during co-operative preschool hours -- ie. on the premises, on playgrounds or on field trips.
C. Pets in the Classroom:
To maintain health standards:
(1) Animal cages are cleaned regularly and frequently.
(2) Care is taken in disposal of wastes.
For safety:
(1) Children are taught the proper handling of pets.
(2) Visiting animals - who may be unused to groups of children are handled with special care. (See also CHILDREN'S PROGRAM).
IV THE CHILD: ILLNESSES
(1) If a child appears to be ill, he/she is kept at home.
(2) If a child becomes ill at school, the following procedures are followed:
(a) the child is isolated from the rest of the class in a special area reserved for such situations, where he/she may lie down and rest, under supervision.
(b) the parent is called at home and if unable to pick up the child, one of the parent assistants may take him/her.
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(c) if the child is ill and neither parent can be reached, the alternative authorized person, as listed on the Enrolment form, is called.
(d) in the event of a more serious illness or injury, child and E.C.E. are driven to the nearest hospital by a parent assistant, or by ambulance if circumstances warrant. (See also SAFETY IV, A, (2)).
(3) Communicable Disease: When a child contracts a communicable disease, the parents immediately notify the E.C.E. and he/she in turn informs the rest of the parents in the school so that they may be alerted re the possible symptoms in their own child.
In some instances it may be helpful for the E.C.E. to consult with the Public Health Nurse regarding recommended medical procedures to lessen the chance of contagion within the school.
When a child is exposed to someone having a communicable disease, the parents notify the E.C.E. and a mutual decision is made regarding the advisability of the child attending school during the incubation period.
V THE EARLY CHILDHOOD EDUCATOR AND PARENTS
(1) Prior to employment, the Early Childhood Educators provide the preschool with:
(a) the written opinion of a medical health practitioner that his/her mental and physical health are adequate for the job,
(b) proof of absence of active tuberculosis (see point 2 for direction),
(c) an immunization record,
(d) proof of successful completion of a First Aid Course as outlined in Schedule C of the Child Care Regulations. During employment, E.C.E.s continue to maintain a valid First Aid Certificate,
(e) a criminal record check of the person's name, and
(f) names of all previous employers, or, where the person has not previously been employed, other references.
(2) Prior to assisting in the classroom, parents provide the preschool with:
(a) Proof of absence of active tuberculosis if required by the Local Medical Health Officer in your community. This result is achieved by a T.B. skin test and/or chest X-ray. Only in the rare case is a chest X-ray necessary to determine the absence of active tuberculosis. The copy of the form given after the T.B. test result is checked is the document needed by the preschool.
Parents are encouraged to keep the T.B. test form in their home files for future reference if required.
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All parents are retested i) if there is known contact with T.B.; ii) if the form becomes lost; or iii) after a 5 year absence from the preschool. Parents arrange for duty day replacement if they do not have their T.B. test results.
(b) The written opinion of a medical health practitioner that his/her mental and physical health is adequate for assisting in the classroom. This is a P.C.C.F.L.B. requirement.
Preschools will retain photocopies of all these documents in their files on the preschool premises making them available on request from the P.C.C.F.L.B.
(3) Early Childhood Educator's Absence. When the E.C.E. is absent there is always one ECE substitute or ECE Assistant on duty who possesses a valid First Aid Certificate acceptable to the P.C.C.F.L.B. as outlined in Schedule C of the Child Care Regulations. Substitutes with a vaild First Aid Certificate must have them on file at the preschool.
E.C.E.s and parents assisting in the classrooms are also urged to have annual medical examinations and to up-date their immunization.
RATIONALE: E.C.E.s and parents, like children, may have or be a carrier of some illness of which they are unaware. When assisting in the classroom they may be more frequently exposed to communicable diseases than usual. Having regular check-ups and keeping their immunization up-to-date will protect them as well as the children with whom they work.
VI PARENT EDUCATION
Schools have available within their Parent Education Libraries folders, pamphlets and books dealing with the whole spectrum of the subject of health.
This includes growth and development, behaviour, physical education, nutrition and immunization as well as information regarding physical and/or learning disabilities which may be encountered as parents or as assistants in the classroom.
The Vancouver Island Co-operative Preschool Association may also be used as a resource in this area, especially with respect to community professionals and organizations with whom parents and E.C.E.s may consult, regarding physical or emotional problems experienced by a child and member groups make every effort to assist the parents and child to find appropriate help when needed.
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SAFETY STANDARD
Co-operative preschools endeavour to maintain at all times in all aspects of their programs the highest possible standards with regards to the safety of the children.
SAFETY
I PRINCIPLES
Basic to the co-operative preschool program is the initial concern for the health and safety of the child. Problems are minimized by the use of the following principles as a guide:
(a) ANTICIPATION - Possible hazards are anticipated and the necessary precautionary and preventative measures taken.
(b) SUPERVISION - Responsible and adequate supervision is the most important factor in the prevention of accidental injury.
(c) PROHIBITION - By being offered guidelines, including prohibitive rules, children are taught some principles of self-protection. All rules are explained in simple, precise language. These rules are only effective insofar as children are helped to understand correct and incorrect actions.
(d) SPACE - Adequate space is provided for each activity so that overcrowding will not cause a hazard.
(e) TIME - Plenty of time is allowed within the program so that accidents are not caused by hurrying.
(f) UNDERSTANDING - These principles are tempered with an understanding of the needs of children. Children should not be inhibited in their natural tendencies to explore, to climb, to build vertically, to jump, to seek adventure. They are naturally full of curiosity and frequently act on impulse. Thus the school environment is prepared in such a way that safety restrictions are minimal and therefore more easily emphasized.
(g) TRUST - Understanding is accompanied by a strong sense of trust in children and faith in their abilities to recognize that trust and to respond to it in a positive manner by more readily reacting to required safety precautions. Trust does not imply, however, expectations that children will have the ability to judge for themselves the safeness of their actions. Such judgement will come only through a combination of responsible and helpful supervision coupled with children's growing maturity.
II LEGAL RESPONSIBILITY
(a) En Route To and From School -
The E.C.E. and the preschool are not responsible for children on their way to and from school.
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(b) At School -
The E.C.E. is responsible for the children who are enrolled in his/her class when they are involved in school programs.
If a child is left at school after class finishes, the E.C.E. as well as a parent assistant must remain. The E.C.E. remains ultimately responsible for the child until the parent or alternate authorized by the parent can resume responsibility. The E.C.E. does not transport a child left at school to his/her home.
See also E.C.E.'s Contract.
III (a) LIABILITY INSURANCE
A liability, theft and fire protection policy which is reviewed and up-dated annually is held by the V.I.C.P.A.
Each child enrolled in a member group receives protection through their family's annual contribution to the cost of the policy on a per-child basis, thus in turn providing protection for their individual school.
(B) DIRECTORS & OFFICERS INSURANCE
Liability protection for Boards of Preschools and the V.I.C.P.A.
IV SAFETY STANDARDS
Emergency phone numbers for fire, police, ambulance and medical aid in the city or municipality in which the school is located are prominently posted adjacent to all phones used by co-operative preschools.
A ACCIDENTS:
(1) General -
(a)
First Aid Kit
A basically equipped, transportable First Aid Kit is kept in an appropriate place within the classroom, where it is easily accessible but out-of-reach of children.
Schools with more than one class in session at one time must provide one First Aid Kit per class.
RATIONALE: A First Aid Kit for each class ensures that no children are at risk when one class is on a field trip while the other remains on the premises.
It is carried by the E.C.E. on all field trips.
It is checked annually to ensure that all supplies are adequately stocked, up-to-date, and in sterile condition. It contains the signature of a preschool parent with the date it was last checked. All medications are to be placed in a locked container.
(Refer to Standards Appendix and Equipment Portfolio for a list of supplies).
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(b) First Aid Knowledge
E.C.E.s possess a valid First Aid Certificate as outlined in Schedule C of the Child Care Regulations.
Note: During the absence of the E.C.E. there is always a parent on duty who possesses a valid First Aid Certificate as outlined in Schedule C of the Child Care Regulations. A copy of this certificate will be kept on file at the Preschool.
(c) Emergency Records
Using the information obtained on Enrolment Forms, E.C.E.s make up a special book or card file in which is kept the following data with regards to each child:
(1) Name and birth date.
(2) Any allergies to medications or materials, if known.
(3) Parents' names, addresses and phone numbers (both at home and at work).
(4) Name, address and phone number of each person authorized to remove a child from the facility in the event of an emergency (see Enrolment Form).
(5) Name and phone number of family doctor in addition to the phone numbers for emergency police, medical and ambulance aid in the municipality in which the school is located.
(6) Medical Insurance Plan Number and effective date as outlined in the Child Care Regulations.
(7) Release form re costs which may be incurred due to obtaining professional help (i.e. ambulance) shall be the responsibility of the parent/caregiver. (See Parent Agreement form item 5c).
This information is kept beside the school phone at all times. DUPLICATE LISTS are kept in the First Aid Kit for field trips and in the Earthquake Kit and/or away from the main preschool building.
RATIONALE: As the school and the E.C.E. are legally responsible for the welfare of the children while involved in school programs, it is essential that every reasonable effort be made to establish procedures which can be carried out quickly and thoroughly and in the best interests of the child concerned as well as his/her parents, in the event of an accident.
A readily accessible card file or emergency book will ensure that the E.C.E. will have at his/her fingertips at all times -both at the school and when on excursions into the community -all the information necessary to provide the fastest possible medical aid and parental support in the event of an emergency.
This simple precaution is a worthwhile protective measure for child, parent, E.C.E. and school.
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(2) Procedures -
In the event of any injury all parents and E.C.E.s use routine procedures for handling body fluids especially blood. Medical disposable gloves are worn if open lesions are present on the designated caregivers hands. Diligent hand washing is observed before caring for another child.
In the event of minor injuries the E.C.E. follows appropriate First Aid procedures and notifies the parent at pick-up time of what has occurred.
In the event of a serious injury or other medical emergency the E.C.E. remains with the injured child and designates a parent assistant to obtain professional help (i.e. ambulance) and the child's parent(s). If a parent or designated alternate has not arrived by the departure of the ambulance the E.C.E. will accompany the child. The E.C.E. remains at the hospital until a parent or designated alternate arrives.
When the E.C.E. must accompany a child to the hospital he/she would designate one parent assistant to be the substitute in his/her absence. The remaining assistant contacts an emergency replacement according to individual school policy.
In the event of a serious injury or other medical emergency to the E.C.E. or parent assistant, professional help is called (i.e. ambulance) and the emergency contact person noted on the emergency file card is called. One adult supervises the children while the remaining adult contacts an emergency replacement according to individual school policy.
B. FIRE:
(1) Precautions -
(a) In accordance with the P.C.C.F.L.B., all requirements and recommendations of the Fire Marshall are followed, both prior to licensing and during all later inspections.
(b) Care is taken to ensure that no combustible materials are allowed to accumulate within or without preschool classrooms.
(c) Appropriate doors are equipped with lighted and/or prominent Exit signs (in accordance with the National Building Code and fire regulations), and E.C.E.s and parents are familiar with the opening mechanisms of all classroom doors and windows.
(d) Classrooms are arranged in such a way that traffic may flow easily in and out of all areas.
(e) Doorways are kept free of equipment and/or any objects which may interfere with easy exit.
(f) E.C.E.s and parent assistants are familiar with the location and operation of fire extinguishers.
(g) Member groups have fire extinguishers checked annually by the nearest Fire Department to ensure that they are in good working order, maintaining maximum pressure.
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(h) No smoking is allowed during co-operative preschool hours i.e. on the premises, on playgrounds or on field trips. Generally any activities associated with the Preschool have a No Smoking requirement. If there are circumstances where ashtrays have been used ensure that they are not emptied into garbage cans containing waste paper and other school materials which are easily combustible.
(i) Matches, if kept in a classroom, are stored in a metal container which is inaccessible to children.
(j) E.C.E.s plan fire exit procedures cognizant of the building in which the school is housed and in accordance with the Fire Marshall's Act, conduct periodic fire drills in a manner appropriate to the level of understanding of preschool children.
(k) Parent assistants are thoroughly familiar with the fire exit procedures for their particular school and with their responsibilities as regards checking bathrooms and all classroom areas prior to exiting.
(l) As an extra safety precaution, E.C.E.s check their class register early in the session when it appears that all children who will be attending that day have arrived, so that they will be aware - at least in NUMBERS - of who is present. The total attendance figures should then be posted prominently in the classroom and where possible on a window frame visible from outside. Duplicate class lists are kept either adjacent to exit doors, or in a neighbouring home or business, so that all children may be accounted for even when the class register may be destroyed by fire.
(m) Driveways are kept clear of tricycles and other obstructions to permit easy access of emergency vehicles.
(n) Children are acquainted with good fire safety habits through stories, discussions, visits to the fire station and other programs planned by the E.C.E.
(2) Procedures -
In the event of fire, the E.C.E. and parent assistants IMMEDIATELY MOVE ALL CHILDREN OUT OF THE BUILDING THROUGH THE NEAREST EXIT, closing doors behind them as they go.
The E.C.E. is responsible for the roll call and remains with the children while the parent assistants:
- Break the glass in the fire alarm nearest the classroom to alert other people who may be in the building.
- Check washrooms and other areas apart from the classroom to ensure that no children have been left behind.
- Use the fire extinguisher and close doors and windows to contain the blaze, if possible.
- Call the Fire Department.
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Depending upon the circumstances and the number of parent assistants on duty, some of these steps may be taken simultaneously and thus as rapidly as possible, keeping in mind that THE FIRST AND MAIN CONCERN AT ALL TIMES IS THE SAFETY OF THE CHILDREN.
As soon as feasible, all parents of children in attendance at the school at the time of the fire are notified by phone that their children are safe.
If fire damage to the building necessitates the children being moved to another location, a sign is posted to inform parents of the children's whereabouts.
C. EARTHQUAKE:
(1) Precautions -
(a) Each school prepares a plan of action which meets the basic needs and safety concerns during a 24-72 hour time period. Where applicable, schools will co-ordinate with the Director of their Community Disaster Plan and discuss general procedures with him in the event of an earthquake.
(b) Each school acquires an Earthquake First Aid Kit that is only used in such an event.
(c) Check in October that all Earthquake supplies, equipment, procedures and Earthquake First Aid Kit are adequate, in good repair, up-to-date and all maintenance recorded.
(d) All food is dated, recorded and replenished as necessary (at least once annually).
(e) Water supplies are dated, recorded and replenished every 3 months.
(f) Moveable furniture with wheels or castors require locking devices which are checked to see that they are in the locked position at the beginning of each session.
(g) Lights and permanent cupboards are securely fastened to the wall.
(h) Care is taken to ensure that shelving be kept at children's height and where space does not permit this, higher shelving be securely fastened to the wall. Heavy items are stored on bottom shelves with lighter items on top.
(i) E.C.E.s and Parent Assistants are familiar with Earthquake Procedures for their particular school and with their responsibility to stay with the children.
(j) E.C.E.s and Parent Assistants are familiar with the location and operation of fire extinguishers.
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(k) E.C.E.s and Parents Assistants are aware of the total number of children attending the session in progress. (See Safety pg. 5 (l)).
(2) Procedures -
(a) The first and main concern at all times is the safety of the children. No child is left unattended at any time.
(b) Once the earthquake has passed, move all children, E.C.E.s and Parent Assistants to a stable, safe area, taking the Earthquake Backpack containing immediate emergency supplies.
(c) The E.C.E. is responsible for the roll call while Parent Assistants assist with:
i) administering First Aid,
ii) checking classroom and washroom areas to ensure that no children have been left behind,
iii) checking for building damage, fire and potential hazards,
iv) attaching name tags to children and adults,
v) offering reassurance, and
vi) retrieving main Earthquake Supply Kit if safe to do so.
(d) Follow earthquake procedures located in the Earthquake Backpack and the main Earthquake Supply Kit for guidelines particular to your school.
(e) If it is necessary to move to another location, a sign is posted to inform parents of children's whereabouts.
(f) Children are released only to parents or previously designated caregivers.
D. SUPERVISION:
(1) Children participating in co-operative preschool programs are under supervision at all times. No child is left unattended either within or without the classroom.
(2) Special care is taken to ensure that the E.C.E. or parent assistant(s) gives his/her undivided attention to the supervision of large-muscle equipment such as climbing apparatus and trampoline when they are in use.
(See also Association Trampoline Regulations, Equipment Portfolio.)
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(3) Extra vigilance and at times extra parent assistants may be employed during cooking projects, excursions to the beach and areas where climbing over unusual terrain may be involved, or to settings where machinery and equipment may be in use, etc. When using escalators it is advisable that supervising adults be stationed at both top and bottom.
E. ACCOMMODATION:
(1) Indoor -
(a) Co-operative preschool accommodations meet P.C.C.F.L.B. requirements regarding floor space, table space, lighting, number of toilets, etc. at the time of licensing and these standards are up-dated in accordance with changes to Regulations whenever feasible within the limits of the buildings in which the schools are housed.
(b) Rooms are well-lit, and furniture is kept in good repair.
(c) Classrooms are arranged in such a way that traffic may flow safely in and out of all areas.
(d) Electrical outlets which are accessible to children are kept covered when not in use.
(e) Periodic checks are made of windows and doors to ensure that they open freely and without effort in the event of an emergency.
(f) Lighting fixtures which are located in rooms used for large muscle activities where children have access to balls, bean bags, etc., are protected by a cover to prevent bulbs shattering upon impact.
(g) Classroom and bathroom floors are kept free of water, sand and/or other materials (including loose rugs) which may cause a child to slip and fall.
(h) Carpentry areas are well-checked for nails and/or board with protruding nails which may be left on the ground.
(i) As a matter of routine, furniture and equipment are checked regularly for splinters or protruding nails, and loose nuts and bolts which may result from everyday usage.
(j) Regular cleanups (see Health (3), III, A (b), under parents and E.C.E.'s).
(2) Outdoor -
(a) Outdoor areas are checked regularly for broken glass and other hazards which may cause children to be injured during play.
(b) Outdoor areas are checked for and kept free of poisonous plants and berries.
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(c) Playground areas adjacent to roads, driveways, and other traffic areas are fenced whenever possible. In playgrounds without fencing, extra care is taken with regards to activities involving balls.
(d) During icy weather, sand and/or salt is used where needed to lessen the danger of falls.
(See also FACILITIES.)
F. EQUIPMENT:
(1) General -
(a) All equipment built and/or purchased for co-operative preschools is well-constructed, well-sanded and of good quality materials for maximum durability and increased safety. Any preschool planning to upgrade their outdoor structures should first confer with a current copy of the Canadian Safety Standards for such structures.
(b) Care is taken to ensure that all paint used in classrooms and on equipment, including supplies such as felt pens, is of a non-toxic variety.
(c) Equipment in need of repair is immediately removed from use. Repairs are carried out with the same concern for quality and safety as was felt at the time of construction/purchase.
(d) Carpentry tools for the use of the children are carefully selected of heavy-duty quality to prevent unnecessary accidents.
RATIONALE: Many carpentry tools, while light and therefore seemingly better-suited to preschoolers, are in fact dangerous in that some inexpensive, small hammers splinter and shatter if hit on a rock, for example (warnings re this can sometimes be found on handles), with the possibility of eye injuries - or the hammer head may become disengaged from the handle and fly off when used. Similarly, light screw drivers may suddenly break under force, causing a hand wound.
(e) All electrical equipment is kept in good repair, with cords and plugs checked as a matter of routine.
(2) Use of -
(a) Preschools having large muscle equipment such as climbing apparatus and trampoline also provide standard gym/tumbling safety mats or equivalent protection to surround the equipment when used indoors.
NOTE: As foam compresses too easily it does not offer sufficient protection. Where the purchase of standard gym mats is not possible for financial reasons, used mattresses are recommended as an alternative.
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(b) Standard gym mats may accompany the Association's rotating climber and trampoline upon request and are used by the borrowing school if they do not have their own.
(c) Children are not permitted to use large-muscle equipment or to handle electrical appliances when not in the company of an adult and are acquainted with the importance of good safety habits during play, including the carrying of tools and use of shovels.
(See also CHILDREN'S PROGRAM.)
G. CLOTHING:
(1) Parents are encouraged to send their children to school in clothing which will not interfere with their safety during play.
(2) To avoid falls and entanglement, dress-up clothes such as high heels and long skirts are not worn on staircases or while playing on equipment.
(3) To avoid falls caused by slipping in stockinged-feet, children wear shoes or non-skid slippers in the classroom and activity room.
(4) Prior to leaving on excursions where escalators will be used (such as in the museum) a check is made of children's clothing to ensure that nothing 'catchable' is hanging free.
H. PARKING LOT - PICKING UP/DROPPING OFF:
(1) When someone other than those listed on the Emergency Record File card will be picking up a child at school, parents shall inform the E.C.E. in writing.
(2) Parents exercise extreme caution on all roadways adjacent to the school when picking up and dropping off children.
(3) Cars are parked well away from the school entrance/exit leaving a clear, open space in which children can be easily seen as they move in and out.
(4) Parents are encouraged to enter and exit WITH their children -rather than having children run ahead - and if parents are involved in a discussion in the parking lot, to see that children are seated safely in the car with the doors closed.
I. EXCURSIONS:
(1) Parents driving for school excursions have cars in good repair, are in possession of an up-to-date driver's license and have sufficient insurance coverage for transporting children under these special circumstances.
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(2) Parents taking medication or experiencing any problems which may interfere with ability and concentration do not drive.
(3) E.C.E.s do not drive for reasons of liability.
(4) Parents are notified of all excursions involving vehicles.
(5) Prior to leaving the school, a notice is posted on the door stating the class' destination so that a child or E.C.E. may be quickly located in case of emergency.
(6) Children are properly seated, in rear seats only and conduct themselves in such a fashion that the rear-view vision of the driver is not impaired.
(7) For reasons of safety for the children and liability for the preschools and E.C.E.s, children are not to be seated in the backs of trucks or station wagons. (This refers to optional, rear-facing seat in station wagons or attached jumpseats in pick-up bed).
(8) Seatbelts or child restraints must be used, properly adjusted, with only one child per seatbelt. (Re: Motor Vehicle Act Regulations, Div. 36, amended March 1, 1985).
(9) Whenever possible, two adults travel in each car, one to drive and one to supervise the children.
(10) Prior to leaving the school, drivers ensure that they are familiar with the route to be taken and with the exact destination. It is recommended that cars do not travel in convoy, but do travel the same route, with the E.C.E. in the last car so that help will be available in case of emergency.
(11) The E.C.E. carries with him/her the school's First Aid Kit and Emergency List.
(See also Section IV (1) (a) and (c))
(12) Prior to departure, drivers ensure that car doors are locked and remain locked and seatbelts fastened.
(13) Children are aware that their good conduct during car travel contributes to their safety and that of others.
(14) During excursions on foot children become familiar with the basic safety rules which are important to them as pedestrians.
(15) Member groups use the standard "Field Trip Information" form prepared by the Association to determine at the beginning of the year each family's wishes with regards to the transportation of their child. See APPENDIX.
J. HARMFUL SUPPLIES:
Storage for harmful supplies like cleaning agents and pet needs is provided out-of-reach of the children and preferably locked away.
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K. PETS:
(1) Children are taught the proper handling of pets.
(2) Visiting animals - who may be unused to groups of children - are handled with special care.
ANIMAL BITES: If any animal bite punctures the skin the wound should be washed well with soap and water. If the animal has been showing any strange or unusual behaviour parents should contact their family Doctor. Dog bites should be reported to the Public Health Officer and the child's immunization status, particularly Tetanus, should be determined.
L. CONDUCT OF CHILDREN:
(1) Children do not run in classroom areas.
(2) Children are familiar with the safe use of carpentry tools and sandbox toys, taking care to keep shovels and hammers below shoulder level when in use. They are encouraged to carry tools and equipment in a manner that is safe for themselves as well as others. Carpentry tools are used only in designated areas.
(See also CHILDREN'S PROGRAM)
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FACILITIES STANDARD
Preschool facilities are clean, well-maintained, cheerful and inviting places for children to function happily and constructively in all aspects of learning.
FACILITIES
Before a building can be accepted as a preschool, it must conform to basic P.C.C.F.L.B. standards. These are:
Physical Standards: 3 M2 of floor space per child excluding hallways, built-in storage areas and bathrooms. One toilet and one wash basin for every ten children. Outdoor play area, which is readily available to the children, shall be fenced where the immediate environment is potentially hazardous to the safety of the children.
To acquire P.C.C.F.L.B. approval, the building must be inspected by a representative of the Health Department and by a Fire Inspector.
Basic requirements of the Fire Marshall are:
- two exits from each room
- a fire extinguisher in a readily accessible place
- yearly, or more frequent, fire inspections.
Each school may have to comply with further requirements of the Health and/or Fire Departments depending upon individual situations.
I PHYSICAL STANDARDS
A Indoor:
Co-operative preschools have the following standards:
(1) Heating adequate enough to maintain a heat of approximately 20 C.
(2) Well lighted halls.
(3) Stairs are covered with a skid-proof material and have a handrail provided.
(4) Floors are well maintained without loose or slippery coverings, which might cause accidents.
(5) Where the floor is concrete, adequate protection for the children is provided appropriate to the activity.
(6) Wall spaces at the children's level for their art displays, or the provision of large tackboards.
(7) Lighting is bright and sufficient to illuminate all corners. Plugs are covered and all table and floor lamps are safely secured.
(8) Where possible, an area for removing coats and boots and storing snacks is provided away from the classroom or screened from it to keep latecomers from disturbing the class.
.... FACILITIES (2)
(9) Storage for harmful supplies like cleaning agents and pet needs is provided out-of-reach of the children and preferably locked away.
(10) Where possible, bathroom locks are easily opened from either side.
(11) When kitchen areas are used, they are carefully supervised and arranged to minimize the chance of accidents. Many preschools use nearby member's kitchens as an extension of the classroom.
(12) Shelving is easily accessible to the children and not overcrowded.
B. Outdoor:
(1) Play areas are kept neat and contain interesting equipment for large muscle development as well as open spaces for free and imaginative play.
(2) Adequate storage for outdoor equipment is usually provided in or near the play area. Outdoor storage can be adapted to provide large muscle play.
(See also EQUIPMENT)
II PSYCHOLOGICAL STANDARDS
The co-operative preschool is bright, clean and attractive.
(1) Equipment is well maintained and interesting to the child.
(2) Storage shelves and bins are painted in cheery colours which can withstand spills and constant cleaning.
(3) Art work is displayed to acknowledge a child's efforts and to help create a child-oriented atmosphere.
(4) A feeling of pride in the surroundings is fostered in the child by keeping the classroom orderly and appealing.
(5) Science and library tables, as well as dress-up corners are frequently changed to maintain a child's interest.
(6) The library corner is carpeted and out of active play areas.
(7) Tables, chairs and shelves are child-sized to encourage use.
APPENDIX
TABLE OF CONTENTS
APPENDIX
1. VICPA Standard Enrolment Form - 3 pages
2. VICPA Membership Application Form
3. VICPA Medical Letter
4. VICPA Parent Agreement Form - 2 pages
5. VICPA Standard Basic Contract - 4 pages
6. VICPA Guidelines to Using the Standard Basic Contract - 4 pages
7. Responsibilities of the E.C.E. Representative
8. Suggested First Aid Kit
9. VICPA Observations by Standards Visitors - 5 pages
10. Hiring Kit
11. Personal Rep Handbook
12. ECE Rep Handbook
22.05.2008
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