Preventing Child Abuse and Neglect Checklist

Focused Topics Lesson 6 Apply Preventing Child Abuse and Neglect Checklist Program Tool	WWW.VIRTUALLABSCHOOL.ORG ACTIVITY ID: 23891 Name Certifier Date
Use this checklist to make sure you are doing everything you can to keep children safe. You will learn more about many of these strategies in the Safe Environments, Healthy Environments, Social & Emotional Development, and Positive Guidance courses. For now, continue to learn all you can about these strategies from your trainer, administrator, coach, or co-workers. Protecting Children from Abuse and Neglect at Home and in the Community: I know each child and family by name. When I have the opportunity, I talk to families about their lives at home (celebrations, stressors, jobs, deployment, child care arrangements, questions about their child’s development, etc.). I know the signs of stress in families. I model positive child guidance techniques in my interactions with children. I provide parent education or community resources. I help to create an environment where families feel safe and welcome to spend time at the program. I talk to children about their friends and experiences at home. If I notice a strange bruise, mark, or injury, I ask the family and the child about it. I understand the reporting procedures in my program and feel comfortable making a report if necessary. Protecting Myself from Allegations of Child Abuse & Neglect: I understand adult-to-child ratios, and if I am asked to step into a classroom I make sure ratios are followed at all times. I understand the importance of actively supervising children and I feel comfortable pointing out when children are not appropriately supervised. I minimize times that I am alone with children. If I observe inappropriate guidance practices in the program I feel comfortable talking to the program manager. I understand that cameras or other surveillance equipment are tools that can protect me from allegations. I understand why all visitors must sign in at the front desk. I question adults who are not wearing name tags or visitor badges. If I am asked to help out in a classroom, I am prepared to conduct a daily health screening when a child arrives and write down any illnesses, marks, or bruises. If I notice any unusual marks, I ask the parent and child what happened. I make sure that the windows in the program are uncovered so administrators and others can see into the classroom. I do not allow children to go into closets, sheds, or workrooms (with or without an adult) where they cannot be seen. I never use, or threaten to use, corporal punishment like paddling. I never force a child to be touched (hold my hand, hug, be carried, have his or her back rubbed, etc.). I make sure children never leave the facility with a staff member or volunteer without written permission from parents. I do not transport children alone in my personal vehicle. I know and use positive child guidance techniques. I have read and understand my program’s written policy about discipline, guidance, and appropriate touch.

Program Tool

WWW.VIRTUALLABSCHOOL.ORG

ACTIVITY ID: 23891

Name

Certifier

Date

Use this checklist to make sure you are doing everything you can to keep children safe. You will learn more about many of these strategies in the Safe Environments, Healthy Environments, Social & Emotional Development, and Positive Guidance courses. For now, continue to learn all you can about these strategies from your trainer, administrator, coach, or co-workers.

Protecting Children from Abuse and Neglect at Home and in the Community:

I know each child and family by name.
When I have the opportunity, I talk to families about their lives at home (celebrations, stressors, jobs, deployment, child care arrangements, questions about their child’s development, etc.).
I know the signs of stress in families.
I model positive child guidance techniques in my interactions with children.
I provide parent education or community resources.
I help to create an environment where families feel safe and welcome to spend time at the program.
I talk to children about their friends and experiences at home.
If I notice a strange bruise, mark, or injury, I ask the family and the child about it.
I understand the reporting procedures in my program and feel comfortable making a report if necessary.

Protecting Myself from Allegations of Child Abuse & Neglect:

I understand adult-to-child ratios, and if I am asked to step into a classroom I make sure ratios are followed at all times.
I understand the importance of actively supervising children and I feel comfortable pointing out when children are not appropriately supervised.
I minimize times that I am alone with children.
If I observe inappropriate guidance practices in the program I feel comfortable talking to the program manager.
I understand that cameras or other surveillance equipment are tools that can protect me from allegations.
I understand why all visitors must sign in at the front desk.
I question adults who are not wearing name tags or visitor badges.
If I am asked to help out in a classroom, I am prepared to conduct a daily health screening when a child arrives and write down any illnesses, marks, or bruises. If I notice any unusual marks, I ask the parent and child what happened.
I make sure that the windows in the program are uncovered so administrators and others can see into the classroom.
I do not allow children to go into closets, sheds, or workrooms (with or without an adult) where they cannot be seen.
I never use, or threaten to use, corporal punishment like paddling.
I never force a child to be touched (hold my hand, hug, be carried, have his or her back rubbed, etc.).
I make sure children never leave the facility with a staff member or volunteer without written permission from parents.
I do not transport children alone in my personal vehicle.
I know and use positive child guidance techniques.
I have read and understand my program’s written policy about discipline, guidance, and appropriate touch.