Course Resources Section

1. Group size
For children not yet mobile, ZERO TO THREE (1992) recommends that group sizes should be no larger than six; the caregiver/infant ratio should be no more than 1:3. For children crawling and up to 18 months, the group size should be no more than nine, ratios no more than 1:3 (explorers are active and need a watchful eye). For children 18 months to three years, group size should be no more than 12, ratios, 1:4. Centers, group homes, and family day care homes with mixed age groupings should never have more than two children under two years of age in a single group.
2. The environment
The physical environment—indoors and out—can promote or impede intimate, satisfying relationships. The environment affects caregiver/infant relationships. Carollee Howes discovered that in family day care homes in which dangerous objects and fragile prized possessions had been removed from the area in which infants and toddlers played, caregivers smiled more, encouraged exploration, and gave fewer negative comments ("Don't touch that!") to infants and toddlers. In an infant/toddler center, a hammock invites a caregiver to cuddle one or two babies.

3. Primary caregiving assignments
The assignment of a primary caregiver to every child in group care means that when a child moves into care, the child's parents know, the director of the program knows, and the caregiver knows who the person is who is principally responsible for that child. Primary caregiving does not mean that one person cares for an infant or toddler exclusively, all of the time—there has to be teaming. Primary caregiving does mean that the infant or toddler has someone special with whom to build an intimate relationship. Primary caregiving assignments are an excellent example of program policy that takes the encouragement of relationships seriously.

Two vignettes adapted from ZERO TO THREE 's Heart Start: The Emotional Foundations of School Readiness (1992), illustrate the difference a special relationship can make to a young child's experience in child care.

4. Continuity of care
Having one caregiver over an extended period of time rather than switching every 6 to 9 months or so is important to the expansion of a child's development. Switching from one caregiver to another takes its toll. The child has to build trust all over again. When a very young child loses a caregiver, he really loses part of his sense of himself and the way the world operates: The things that the child knows how to do, and the ways that he knows to be simply don't work any more. Too many changes in caregivers can lead to a child's reluctance to form new relationships.

5. Cultural and familial continuity
Self-reflection is key to culturally sensitive care, and caregivers should be schooled in it. By exploring their own backgrounds, they can see the roots of some of their most basic child care practices. No matter what routine is being carried out, the caregiver's values about it are shaped by her childhood, her child care training, and other cultural influences. It is essential to recognize these values and understand that they are being transmitted to the children.

Developmentally appropriate practice is the teacher, school, or school district's selection of carefully selected curriculum based on the student's reasoning, communication, and interpretation skills, and on the student's ability to focus and interact in the classroom. These abilities and skills change over time, as students mature and develop. The selection of course content, instruction, and assessment techniques are important to maximize each student's potential in the classroom.

NAEYC’s position statements "Prevention of Child Abuse in Early Childhood Programs and the Responsibilities of Early Childhood Professionals to Prevent Child Abuse" (1996) and "Code of Ethical Conduct and Statement of Commitment" (2005) and other NAEYC publications clearly outline that early childhood programs and professionals should:
1.Adopt policies and practices that promote close partnerships with families.
2. Promote standards of excellence for early childhood programs.
3. Provide families a variety of supportive services.
4. Advocate for children, families, and teachers in community and society.
5. Collaborate with other professionals in the community.
6. Understand their legal and ethical obligation to recognize and report suspicions of abuse