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    Objectives
    • Teach staff members your program’s policies for maintaining ratios and supervision.
    • Model active supervision strategies for staff members in your program.
    • Observe and provide feedback on staff members’ active-supervision strategies.

    Learn

    Learn

    Teach

    Ensuring that staff members have the ability to safely supervise the children in their care is your responsibility. It reflects the commitment you make to the families who have trusted your program with their children. It is also your responsibility and commitment to the children who rely on your program for guidance, nurturing, protection, and support. This course will provide simple tools you can use to guide staff as they learn to follow ratio and supervision guidelines.

    It is also your responsibility to teach staff members your program’s specific ratios and policies for maintaining accountability. Provide them the tools they need, such as sign-in sheets and attendance logs. Teach staff members in your program how to use those tools. Also, teach them the critical importance of active supervision. The Virtual Lab School Safe Environments course within each direct care track provides staff members or family child care providers specific details about active supervision strategies appropriate for the age groups they serve. Follow-up with staff members or providers to support their use of age-appropriate active supervision techniques.

    Supervision of Internet and Technology Use

    Technology has changed the nature of our day-to-day lives. While the internet, tablets, and applications or “apps” provide children and staff with new and exciting learning opportunities, they also come with safety and supervision challenges. It is essential that your program has guidelines for the supervision and use of technology by children, and you play an important role in supporting staff so they know the rules and carry them out. Your program may have protections such as software that limits access to explicit material on the internet, but know that this should not provide a false sense of safety. While such programs are useful, and a good starting point, active supervision of children’s internet and device use is best, and you should coach staff to provide the same level of supervision for children’s online activity while in your program as they do with any other type of activity. Consider these questions when helping staff members assess their supervision of children’s online activity and technology use:

    Is internet and technology use intentional and planned or are children “surfing the web?”

    Am I familiar with the websites, apps, or games children are using while in the program?

    Do the websites, apps, and games used during program time contain content that is sexually explicit, promotes hate or violence, or encourages users to buy something or provide personal information?

    Are children interacting with others online? If so, who?

    Am I engaging with the children during their online activities?

    Model

    When you spend time in classrooms and programs, model the active supervision strategies you expect staff members to use. When you go on playgrounds, move around and make sure children are safe. Avoid standing still and talking to staff members. This might distract them from their supervisory responsibilities. Make sure you know children’s names and are able to support staff members as they supervise for safety.

    Frequently check-in with staff members and ask how many children are in their care. Staff members should be able to instantly state the number of children in their classroom or program. This “spot check” is one way you can make sure staff are aware of and following ratio and supervision practices.

    Observe

    Observe staff members and talk with them about ratio and supervision practices. It is important for you to know each staff member’s individual strengths and challenges. Remember to focus on the content the staff member is working on: in this case, ratios and supervision. You can use a variety of tools to focus your observation:

    • Checklists. Complete a supervision checklist and share results with the team.
    • Setting maps. During a site visit, sketch a map of the classroom or program. Mark the form to indicate where adults stand and where the majority of children are. Share results with staff. Relate results to the action plan. Are staff members following the action plan?
    • Video recording. Record staff interactions with children. Review the video with staff members. Talk about strengths, issues and concerns related to the action plan.
    • Track a child. If staff members are concerned about supervising a particular child, spend some time specifically observing that child. Keep anecdotal records of the child’s movements, behaviors, and interactions with children and adults. Share results with the team, and brainstorm solutions.
    • Track Incident Reports. Spend time reviewing incident reports for a classroom or setting. Look for patterns and discuss these with staff members. Identify when and where problems are occurring. Discuss with staff whether supervision issues played a role in the incidents.

    As aPUBLIC coach, you should remain aware of the children in each group who may need special attention. Staff members may need extra support to supervise these children effectively. You may have to help them brainstorm staffing solutions and activity plans that meet the child’s needs. You might have to help develop activity schedules, role and responsibility plans, and other staffing supports for the child. You can support staff members as they refine their supervision skills by:

    • Providing information about a particular child’s behavior or skill
    • Providing information about classroom “hot spots”
    • Discussing a video of the classroom together
    • Providing resources about what to do if a room is out of ratio (over or under)

    Case Example Step 1

    Now let’s spend some time thinking about a Case Example. It’s important to remember that you can provide support for staff members at all levels of skill. As you watch this video of Nikki, think about ways you could help her reflect and build her professional skill around supervision.

    Case Example: Supervision

    It is important to think about how you can coach even the strongest staff member.

    Case Example Step 2: Make a Plan

    Maintaining accountability for children is critical. This can be an important focus for action planning. All staff members can improve their professional skills.

    Here is a sample action plan that Nikki and herPUBLIC coach created about supervision. Nikki is the preschool teacher you saw in the video about riding bikes safely. She uses effective supervision strategies. She and herPUBLIC coach decided it would be valuable for her to share her professional knowledge.

    Goal:

    1. Serve as a leader in my program and support other colleagues as they use active supervision.

    Steps to Reach Our Goal:

    1. Invite new staff members to observe in my classroom.
    2. Model active supervision strategies with the children in my class at all times.
    3. Shadow our program’s coach or lead so I can learn coaching skills.
    4. Mentor a new staff member and provide feedback and guidance about supervision.

    Additional Examples of Supervision Strategies

    Staff members use a variety of strategies for maintaining accountability. Watch these examples of adults supervising infants and toddlers. As you watch, think about the strategies you see related to supervision and ratios.

    Supervision for Infants and Toddlers

    Watch the different ways adults supervise infants and toddlers.

    Following each video, think about the competencies you saw and what you might say or do. Here is an example:

    Infant & Toddler Scenarios

     

    You See

    What you observed:

    • Space for active play
    • Five toddlers on climbing mats
    • Adult nearby to physically assist
    • Two children fall on one another as they jump and slide

    You Say

    What you might say:

    • “Toddlers love to move, and the slide you set up really meets their need to move. You mentioned that there was a pretty nasty collision yesterday. Let’s talk about that…”
    • “If you could change one thing about the climbing area, what would it be?”
    • “Which children have the hardest time staying safe on the climber? Let’s think of ways to teach them how to use it safely.”

    You Do

    What you might do:

    • Help the teacher develop reasonable limits for the number of children on the climber at one time.
    • Talk about staffing and offering enough engaging experiences that children don’t crowd into one area.
    • Make a list of other age-appropriate active play materials with the teacher. See which are available in the program.

    You See

    What you observed:

    • Children playing in carpeted area
    • Boy climbing on box
    • Adult moves over and helps him get stable footing on the ground

    Ask

    What you might say:

    • “I can tell you are really clued into what each baby is doing and needs.”
    • “You have a range of gross motor skills in the room. Tell me more about how you keep everyone safe as they learn to creep, crawl, and climb.”

    You Do

    What you might do:

    • Brainstorm equipment or materials that meet creepers’ need to climb.

    Supervision for Preschool

    Think about how to support all staff members.

    Following each video, think about the competencies you saw and what you might say or do. Here is an example:

    You See

    What you observed:

    • New child’s first day
    • New child interested in door and opens it several times
    • “Stop” sign posted on door
    • Staff members stationed in other areas of the room, so child has access to door before adults can arrive
    • Door opens onto locked courtyard

    Ask

    What you might say:

    • “Tell me about your new little guy.”
    • “I could tell your new child was interested in the door. You and the other adults noticed this, too, and took some steps to keep him safe. I noticed the stop sign, etc. How can we help keep him safe and in the classroom tomorrow and going forward? How can I support you?”
    • “What did you try today that worked? What didn’t work?”

    You Do

    What you might do:

    • Talk with classroom staff and help develop a supervision “map” so all exits are closely supervised at all times.
    • Brainstorm ways to make sure staff are aware when a child gets close to a door (bells on the door, etc.).
    • Offer to help out in the classroom while the staff are learning how to support the new child’s needs.
    • Model redirection strategies the staff might use if the child tries to exit.
    • Help create visual reminders for the child and the classroom staff about safety rules.

    Finally, watch these examples of adults supervising school-age children. As you watch, think about the strategies you see.

    Supervision for School-Age Children

    Watch the different ways adults supervise school-age children.

    Following each video, think about the competencies you saw and what you might say or do. Here is an example:

    School-Age Scenarios

     

    You See

    What you observed:

    • Open gym indoors
    • Wide variety of materials
    • Staff member not near children
    • Children hiding under mats and using materials unsafely

    Ask

    What you might say:

    • “Tell me more about what happened at the gym today.”
    • “I noticed that the kids were excited to play but they were using materials unsafely. How do you think we could set up the space to help them use materials safely?”

    You Do

    What you might do:

    • Help staff member post safety guidelines/expectations in visible locations around the gym.
    • Discuss safety with the team to make sure all adults understand the need for supervision during children’s free play.

    You See

    What you observed:

    • Boys arguing over computer
    • Physical and verbal argument (insult one another using inappropriate language); both boys upset
    • One boy leaves computer, insults other, and walks toward him
    • Adult notices and gets up to intervene.
    • Adult sits down with both boys and follows through with situation
    • Refers children to safety guidelines (being respectful)

    Ask

    What you might say:

    • “Tell me more about what happened with the two boys who were fighting today.”
    • “I noticed a potentially unsafe situation today at the computer. How did you handle it? What would you do differently next time?”
    • “You did a nice job preserving safety and calmness in the program, but it’s also important to facilitate as school-age children solve their own conflicts. What strategies might help the boys solve problems more independently?”

    You Do

    What you might do:

    • Help staff member post safety guidelines/expectations in visible locations around the room.
    • Discuss supervision with the team to make sure all adults understand how and when to intervene.

    Explore

    Explore

    In this Explore section, watch the Infant Toddler Supervision video and the School-Age Supervision video. Read and review the Providing Feedback on Supervision activity and answer the questions as you watch the videos.

    As you watch the videos, think about what kinds of feedback you would provide to the staff members. Remember, feedback happens in the context of a relationship with each staff member. Focus on what you would actually say. Use first- and second-person language like “I” and “you.” 

    When you are finished with the Infant video, you can watch the video again with a coach’s observation notes. Then watch the video interview with a coach (Parts 1 and 2).

    Infant Toddler Supervision Feedback

    As you watch this video, think about what kinds of feedback you would provide to staff members.

    Infant Toddler Observing Notes

    As you watch this video, consider feedback you would provide to staff members.

    Infant Toddler Discussing the Observation: Part 1

    In this video you will hear a coach reflect on the infant toddler observation.

    Infant Toddler Discussing the Observation: Part 2

    As you watch this video, consider feedback you would provide to staff members.

    School Age Supervision Activity

    As you watch this video, think about how you would engage a staff member in a conversation about safety.

    Apply

    Apply

    It is important for staff to know where the “hot spots” are in their classrooms and on the playground. Use this Identifying Hot Spots Activity to talk with staff about supervision in their spaces. Draw a map of the classroom or playground in the space provided in this attachment.  Spend some time observing children. Each time you see a problem behavior or an injury, mark an X where it occurred. At the end of the day, look for patterns. Which areas have the most X’s? Discuss your results with the team and brainstorm solutions. You can also use the Ratio Log and Attendance Record to help monitor accountability and compliance in programs.

    At this point, staff members should know, understand, and use ratio and supervision guidelines all day, every day. You are ready to observe and document competencies. Observe in the classroom using the Supervision and Ratio Best Practices Checklist as a guide.

    Demonstrate

    Demonstrate
    Assessment

    Q1

    When you arrive for a visit to the school-age program, you see Cassie on her cell phone. She is supposed to be supervising the outdoor playground. What should you do first?

    Q2

    True or false? Staff must use direct and constant supervision of school-age children at all times.

    Q3

    You have noticed that your toddler team is having a hard time on the playground. Children are getting hurt, climbing up the slides, and climbing fences. Which of the following might you discuss with the team?

    References & Resources

    American Academy of Child & Adolescent Psychiatry. (2015).Internet use in children. Retrieved from https://www.aacap.org/AACAP/families_and_Youth/facts_for_families/FFF-Guide/Children-Online-059.aspx

    American Academy of Pediatrics, American Public Health Association, National Resource Center for Health and Safety in Child Care and Early Education. 2011. Caring for Our Children: National health and safety performance standards; Guidelines for Early Care and Education Programs. 3rd edition. Elk Grove Village, IL: American Academy of Pediatrics; Washington, DC: American Public Health Association. Also available at http://nrckids.org

    Council on Accreditation (COA; 2008). After School Program Standards. New York, NY: Council on Accreditation.

    Harms, T., Clifford, R. M., & Cryer, D. (2005). Early Childhood Environment Rating Scale, revised ed. New York, NY: Teachers College Press.

    International Society for Technology in Education (ISTE). (2016). ISTE Standards for Educators. Retrieved from https://www.iste.org/standards/for-educators

    International Society for Technology in Education (ISTE). (2016). ISTE Standards for Students. Retrieved from https://www.iste.org/standards/for-students

    McWilliam, R. A., & Casey, A. M. (2008). Engagement of Every Child in the Preschool Classroom. Baltimore, MD: Brookes Publishing Co.

    U.S. Consumer Product Safety Commission (CPSC; 2010). Public playground safety handbook. Retrieved from https://www.cpsc.gov/s3fs-public/325.pdf

    U.S. Department of Education, Office of Educational Technology. (n.d.). Guiding principles for the use of technology with early learners. Retrieved from https://tech.ed.gov/earlylearning/principles/