Early Childhood Education (CA-ECE) 12: Oversight of Family Child Care Homes
The organization provides oversight and support to family child care homes to ensure care is being provided in a safe environment that promotes healthy child development.
NA The organization does not utilize family child care homes to expand its capacity to provide care.
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VIEW THE STANDARDS
PurposeEarly Childhood Education facilitates appropriate child development and ensures the health and safety of children in care.
Note: This standard is intended only to review the oversight and support provided to family child care homes by a child care facility that utilizes family child care homes to expand its capacity to provide care. Completion of these standards by a child care center will not result in accreditation of the individual homes and cannot speak to the quality of the care being provided within them.
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|
Family child care coordinators are qualified by:
- an appropriate credential;
- an associate’s degree in early childhood education or child development; or
- a bachelor’s degree in a related field with two years of post-graduate experience in early childhood education.
Examples: Related fields include elementary education, special education, psychology, family consumer sciences, home economics, social work, and social services.
Family child care coordinators:
- recruit and assess family child care homes prior to their use;
- provide support and supervision through a monthly home visit;
- offer training and professional development opportunities; and
- monitor the quality of care being provided.
The organization utilizes family child care homes staffed by individuals with:
- a GED or high school diploma;
- at least 45 hours of family child care-related training within the last three years; and
- access to ongoing training and education.
Prior to use, all family child care homes are screened to ensure they are fully licensed or approved, according to applicable regulatory requirements.
The needs of the child and family are matched with a care provider to ensure suitable, family-based care.
The organization is aware of available spaces at each child care home and only refers families when it is determined that the resulting teacher-child ratios:
- will 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.
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.