Early Childhood Education (CA-ECE) 10: Child Supervision
Close supervision ensures child safety and improves service quality.
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VIEW THE STANDARDS
PurposeEarly Childhood Education facilitates appropriate child development and ensures the health and safety of children in care.
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
Practice requires significant improvement, as noted in the ratings for the Practice Standards. Service quality or program functioning may be compromised; e.g.,
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards; e.g.,
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
|Self-Study Evidence||On-Site Evidence||On-Site Activities|
Each child is supervised to ensure:
- departure is with a person who has been approved in writing by his or her parents;
- absences are documented;
- off-site whereabouts while under the supervision of the organization are known and documented; and
- departure is not allowed with someone who poses a safety risk and staff follow procedures for using relevant organizational or community resources to intervene as needed.
Examples: Individuals who pose a safety risk can include those who are intoxicated by drugs or alcohol and those who are mentally or physically unstable.
The child care centre maintains teacher-child ratios and group sizes at all times both on- and off-site that:
- do not exceed COA’s Recommended Teacher-Child Ratios and Group Sizes;
- take into consideration changes in supervision needs based on activities being conducted; and
- take into consideration the needs of the children in the group.
InterpretationPlans should be in place to maintain ratios whenever a teacher leaves the room for longer than five minutes, including when staff:
- works individually with a child who is ill, requires separation from the group, needs special supervision or care, or has an emergency;
- takes a break; or
- leaves the room to retrieve supplies.
Examples: Lower ratios may be warranted based on the special physical, social, or developmental needs of children within the group, the risks associated with a particular activity, and the qualifications and competencies of the teachers to ensure that children’s needs are being met.
When mixing age groups, the organization ensures:
- the developmental needs of all children can be met;
- teachers are skilled in programming for mixed-aged groupings; and
- the group’s teacher-child ratio is tailored with consideration given to the age of the youngest children in the group.
InterpretationMixing age groups means placing children whose ages span two years or more in the same classroom. For example, mixed-age classrooms could include grouping infants (ages birth to 12 months) in the same classroom as toddlers (ages 1 to 3 years) or grouping toddlers with preschool children (ages 3 to 5 years).
NA The organization does not offer mixed-age groupings.
Teaching staff maintain constant supervision of the children in their care by both sight and sound.
Indoor and outdoor facilities are arranged to ensure constant child supervision, including:
- convenient storage of items needed for napping, feeding, diapering, and administrative tasks;
- low barriers between designated spaces to maintain constant visibility of the entire room;
- convex mirrors installed wherever they are needed; and
- visibility of the classroom by more than one adult.