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Michigan Child Care Matters - Summer 2014

Issue 100 The Best of Michigan Child Care Matters
From the Division Director
Michigan Child
Care Matters
Michigan Child Care Matters - Summer 2014
James S. Sinnamon
Child Care Licensing Division Director
T
he Child Care Licensing Division published its frst newsletter more than 30 years ago,
in 1983. It was something the Division Director, Ted deWolf, began as a way to share
important information with child care providers. It was also designed to create and strengthen
the partnership we have with licensees. Our newsletter has survived changes in departments,
editorial staff, budget crunches, name and format.
The editorial staff of Michigan Child Care Matters, comprised of licensing consultants and area
managers, has always done a great job in selecting topics relevant to provider needs and
interests. The very frst issue of what was then known as Better Homes and Centers focused on
the topic of fre safety. Since then there have been numerous issues devoted to topics of interest
to both providers and parents: programming, business practices, food and nutrition, and parent
involvement, to name only a few.
In 1997 Issue 43 of Better Homes and Centers was posted on our website. Since then, every
issue has been available both in print and electronic versions. We changed the name of our
newsletter in 1999 from Better Homes and Centers to Michigan Child Care Matters to stress the
importance of the child care profession.
We began offer training hour credit for providers reading Michigan Child Care Matters in 2013. To
receive one clock hour of annual training, providers must read all of the home- or center-related
articles in three different issues of MCCM and pass the tests associated with those issues during
that calendar year.
There is another change coming to Michigan Child Care Matters. This is the last time Ill be
writing to you as the Child Care Licensing director. In May I retired from the Bureau of Children
and Adult Licensing! It seems appropriate to close out my tenure as Child Care Licensing director
in Issue 100 of Michigan Child Care Matters. Thank you for your support over the many years that
I have been with this division. Its been a great experience!
State of Michigan
Department of Human Services
Bureau of Children and Adult Licensing
Child Care Licensing Division
www.michigan.gov/michildcare
(866) 685-0006
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Michigan Child Care Matters - Summer 2014
Table of
Contents
21 Teaching Children
Not to BeOr Be
Victims ofBullies
31 Balancing the Needs
of Your Families with
the Needs of Your
Business
41 Alternatives to
Television
61
6 Terrifc Transitions
8 Why Do Children Bite
and What Can We,
As Providers, Do?
9 Looking Through the
Eyes of Boys and
Girls
10 Turn Off the Lights:
Practical Tips for
Saving Energy and
Money
12 Unraveling the
Mysteries of 6- to
12-Year-Olds
14
14 Physical Activity

16 Outdoor Play is a
Must for Good Health

17 Lesson Planning
18 Safe Sleep Practices
for Infants
20 CPSC Recalls
P
arents and teachers are sometimes reluctant to intervene
in conficts between young children. They dont want to
see children harm or ridicule one another, but they want to
encourage children to learn how to work out problems for
themselves. In such cases, adults have a responsibility to stop
violence or aggression in the classroom or at home both for
children who demonstrate harmful behavior and for all other
children. We can teach children not to take part in or become
victims of bullying.
Children who demonstrate aggression or bully other children
may be unable to initiate friendly interactions, express
their feelings or ask for what they need. If these children
do not improve their social skills, they will continue to have
problems relating to peers throughout their lives. In addition,
if other children see that aggressors get what they want
through bullying, they are more likely to accept or imitate this
undesirable behavior.
Young children who are unable to stand up for themselves
are easy targets for aggressive playmates. These children
inadvertently reward bullies by giving in to them and risk further
victimization. Adults do not help by speaking for victims and
solving their problems for them. Children must learn that they
have the right to say no, not only when they are threatened, but
in a wide range of everyday situations.
The key to promoting positive interactions among young
children is teaching them to assert themselves effectively.
Children who express their feelings and needs while respecting
those of others will be neither victims nor aggressors. Adults
must show children that they have the right to make choices
in which toys they play with, or (within boundaries) what they
wear and what they eat. The more children trust and value their
own feelings, the more likely they will be to resist peer pressure,
to respect warm and caring adults and to be successful
in achieving their personal goals. How to teach children
assertiveness skills:
Demonstrate assertive behavior (e.g., saying no to another
childs unacceptable demands) and contrast aggressive or
submissive responses through demonstrations. Let children
role-play with puppets or dolls.
Teaching Children Not to BeOr Be Victims ofBullies
National Association for the Education of Young Children
Reprint from Issue 75
A
Continued on page 5
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Michigan Child Care Matters - Summer 2014
Balancing the Needs of Your Families with the Needs of Your Business
Katrice Sweet, Licensing Consultant, Ingham County
Reprint from Issue 87
A
I
f you are like most people in the child
care industry, you have attended trainings
regarding emotional development, discipline,
physical development, health and safety, and
many other child development topics. However,
you probably have not had much, if any,
training in business management. You have
been trained on how to appropriately care for
children, but how do you handle the situation
when a parent is late picking up her children or
arrives two hours early to drop her child off in
order to run errands before work?
In these diffcult economic times, many
providers do not want to tell parents, You
cannot leave your child here today, or I
need all of your paperwork before your child
can attend. Providers feel like they have to
accommodate parents to avoid losing business.
Because child care is a caring, understanding
and helping profession, many providers fnd it
diffcult to enforce policies and set limits with
parents. However, this is your business and
your livelihood; there are rules and regulations
that you must follow in order to keep your
registration/license in good standing.
There is a balancing act between the needs of
your business and the needs of your families.
What can you do to keep that balance? One
of the frst things you should do is create clear,
enforceable policies. Let your families know
your expectations and what will happen if they
are not met. Licensing regulations for centers
require policies be distributed to parents. It
is recommended that child care homes have
similar policies. These policies include:
Criteria for admission and withdrawal.
Schedule of operation, denoting hours, days
and holidays during which the facility will be
open.
Fee policy.
Discipline policy.
Food service policy.
Program philosophy.
Typical daily routine.
Exclusion policy for child illnesses.
Once these policies are in place:
Review them with every parent when they
enroll their children.
Ensure parents understand the policies and
have the opportunity to ask questions.
Have parents sign a statement
acknowledging that they have read and
understand all of the policies and agree to
abide by them.
If the policies are not followed, then ensure that
any penalties or fees that apply are enforced.
It is also important to know all of the licensing
rules and regulations that apply to your
business and ensure that they are followed by
all staff. Everyone associated with the child
care facility needs to know and understand
the rules so that throughout the day they
can make decisions that comply with these
requirements. Consult the Technical Assistance
and Consultation Manual on the departments
website (www.michigan.gov/michildcare)
or contact your licensing consultant for rule
clarifcation.
The program director or registrant/licensee is
not always present to oversee the children and
staff or to make decisions related to the child
care facility. Proper training of all staff ensures
that the licensing rules and the child care
facilitys policies are followed. Provide your
staff with troubleshooting tips they can use in a
situation where a rule must be enforced. Once
trained, make sure that staff feel comfortable
enforcing the rules and policies with the parents
Continued on page 5
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Michigan Child Care Matters - Summer 2014
Alternatives to Television
Catherine Edgar, Licensing Consultant, Genesee County
Adapted from article in Issue 83 by Jessica Coates, Licensing Consultant
A
R
esearch has shown that children who
watch too much television are more likely
to be obese, have poor grades, have sleep
or behavior problems, and engage in risky
behavior. Licensing rules prohibit more than
two hours of television viewing per day in
homes and prohibit more than two hours of
non-interactive media per week in centers for
children over the age of 2. Children in a child
care center under age 2 are prohibited from
any amount of media use. Both homes and
centers are required to provide age-appropriate
media based on the content and length.
The American Academy of Pediatrics
recommends that children over the age of 2
watch only 1-2 hours of television per day and
that children under the age of 2 not watch any
television at all. Research has revealed that
51 percent of households have their television
on most of the time. This makes it likely that
children will far exceed the recommended
amount of television exposure for their age
group. It then becomes even more important to
greatly reduce or eliminate the amount of time
children watch television while at child care.
Child care providers can achieve this goal by
planning a daily program that includes varied
and developmentally appropriate activities.
When daily activities are planned in advance,
television viewing is less likely to occur.
Licensing rules require daily programming that
is both child- and staff-initiated and includes
active and quiet play, group and individual
activities, indoor and outdoor time, and large
and small muscle development. Daily activity
programs must also include science, math,
language, and literacy experiences and
encourage imagination and creativity.
The frst step to achieving this is creating a
daily activity plan. Many resources exist to
aid child care providers in this task. There are
numerous different curriculums that you could
choose to use in your program. These include
High/Scope and The Creative Curriculum,
among others. A simple query online will result
in any number of different early childhood
curriculums to use.
The children in care will determine the type and
length of selected activities. Things to consider
are age, individual developmental level of each
child and culture. Older children will generally
spend more time on an activity than younger
children. Several activities may need to be
available at one time to allow those with a
shorter attention span to move on to something
else, while ensuring that those who are still
interested in the activity can continue with it.
It is great to have a set theme on which to
base activities. Themes should last at least a
week but not so long that the children become
bored. Once a theme is selected, use a
webbed planning guide to choose the activities.
To do this, write the theme in the middle of
a piece of paper and draw a circle around it.
Draw lines branching out from the circle. Each
line represents a different learning concept.
The areas to include are art, science, math,
language, literacy, nutrition, etc. For each
line drawn, brainstorm activities related to the
theme that incorporate that specifc learning
concept. For more information, refer to the
article Plan Your Activities Around A Theme
from Issue 88 of Michigan Child Care Matters
online at www.michigan.gov/mccmatters.
Many resources exist to help child care
providers fnd activities to include in a daily
program plan. These resources will address
age-appropriate activities and activities
based on themes. The Internet is an excellent
resource for fnding activity ideas.
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Michigan Child Care Matters - Summer 2014
of children in care. Those staff members
who dont should not be left in a position of
authority. Registrants/licensees are responsible
for rule compliance regardless of who made the
decision not to follow the rule.
Liability should be considered when making
decisions related to your child care business.
Many decisions that providers make may
impact how liable they may be if an accident
occurs. Following the licensing rules not only
helps keep your registration/license in good
standing, it helps decrease your liability if there
is an accident or injury.
Running a child care business is tough work.
Providers need to be caring and understanding
with children but also need to be frm with staff
and parents. Registrants/licensees that can
comfortably fll both of these roles will have
a better chance at a successful child care
business.
Intervene when interactions seem headed
for trouble and suggest ways for children to
compromise, or to express their feelings in
a productive way.
Teach children to seek help when
confronted by the abuse of power (physical
abuse, sexual abuse or other) by other
children or adults.
Remind children to ignore routine teasing
by turning their heads or walking away.
Not all provocative behavior must be
acknowledged.
Teach children to ask for things directly and
respond directly to each other. Friendly
suggestions are taken more readily than
bossy demands. Teach children to ask
nicely and to respond appropriately to polite
requests.
After a confict between children, ask those
involved to replay the scene. Show children
how to resolve problems frmly and fairly.
Show children how to tell bullies to stop
hurtful acts and to stand up for themselves
when they are being treated unfairly.
Encourage children not to give up objects or
territory to bullies (e.g., teach them to say,
Im using this toy now). Preventing bullies
from getting what they want will discourage
aggressive behavior.
Identify acts of aggression, bossiness or
discrimination for children and teach them
not to accept them (e.g., teach them to say,
Girls are allowed to play that too.).
Show children the rewards of personal
achievement through standing up for
themselves, rather than depending solely
on the approval of others.
Balancing Needs, from page 3
Bullying, from page 2 Another great resource is craft stores. These
stores sell craft kits which allow children to
make something impressive without a lot of
skill. Many of these stores have free sample
project sheets which highlight ways to use the
supplies sold at the store.
The bottom line is that most children watch too
much television. Child care providers can take
the frst step towards limiting the amount of
television exposure the children in care receive
by having a planned daily activity program.
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Michigan Child Care Matters - Summer 2014
Terrific Transitions
Jessica Coates, Licensing Consultant
Reprint from Issue 96
A
T
ransitions happen throughout the day in
every child care program. Transitions occur
when changing from activity to activity and at
arrival and departure. Sometimes they require
a child to move between quiet, sedentary
activities to loud, active ones. They are usually
short in length, but unexpected delays can
cause them to last longer than anticipated. It is
important to prepare children for transitions and
to plan them so that they keep the childrens
attention and prevent them from getting
frustrated. Proper planning and execution
of transitions will allow everyone to move
seamlessly to and from activities throughout
the day. This reduces behavior problems
and helps provide a sense of security for the
children in care.
The frst way to approach transitions is to
eliminate as many of them as you can. Sit
down and review your daily schedule. Are there
too many activities packed into one day? Can
certain activities be combined so that they
occur simultaneously? For example, having
snacks available as an option during center
choice time allows children to eat snacks when
they are ready and eliminates the transition
before and after snack time. The fewer
transitions there are throughout the day, the
easier it is for children and caregivers.
Proper planning also affects transition success.
Plan a daily schedule and implement it every
day. Children are more at ease when they
know what to expect. It can be easier for them
to transition from one activity to another if they
know ahead of time that lunch always comes
after outdoor play. This also reduces anxiety
caused from children not knowing what to
expect next. Having a picture of each activity
in the schedule that is arranged in order and
posted at the childrens level allows them to
follow along throughout the day. This helps
reduce anxiety and mentally prepares children
for the next activity.
It is not critical to stick to the specifc time
frames established for each activity. If it is
unseasonably warm outside and the children
are really enjoying outdoor play, then it is a
good idea to extend that activity and shorten
another one in return. This will also prevent
the children from getting upset when it is time
to go inside and they are really enjoying their
time outdoors. Use the children as a guide
when planning the schedule. If you fnd yourself
always having to change the schedule because
of too much or not enough time allotted for an
activity, then maybe its time to reevaluate the
schedule as a whole.
When planning a transition, consider whether
the children can gradually transition into the
next activity instead of everyone doing it at the
same time. Instead of the entire class lining up
to wash their hands at once, have the children
go a few at a time. You can play a game that
slowly eliminates children, such as Simon
Says, to decide who gets to wash their hands,
or have all the children who are wearing a
blue shirt go, continuing to pick clothing items
until all of the children have been picked. You
can also call children by their birthday month,
the frst letter of their name, etc. This type of
activity can also be used when children need to
line up so that they dont all rush to the door at
the same time.
Proper planning also includes having the
materials ready for each activity. Dont
transition into snack time until the tables are
clean and the snack is ready to be served.
Dont transition into the art activity until all the
materials are out and ready to be used. This
limits the length of transition between activities
and allows you to assist during the transition
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Michigan Child Care Matters - Summer 2014
period. An extra set of hands and eyes can
really help a transition run smoother.
It is important to let children know that a
transition is approaching. Walk around the
classroom and calmly let the children know
that the activity will be ending soon and what
the next activity will be. Some caregivers have
the children take turns being the fve minute
warning helper. This child will walk around
the room fve minutes prior to the transition
and let the children know that they have fve
more minutes of play left. Some children who
have more diffculty with transitions may need
several advanced warnings that a transition is
coming soon. Having that child assist with a
special task prior to the transition to the next
activity, such as helping to hand out plates for
a snack, can help them transition into the new
activity easier. If children have a hard time
leaving when their parents arrive, an advanced
warning can allow them to mentally prepare
themselves that they will be leaving soon.
There are many activities that you can
implement to make a transition fun and help the
activity run smoother. You can sing a special
song during cleanup time, arrival or dismissal.
Having the children hop, skip or walk like an
animal keeps them focused while moving
from one place to another. You can choose a
new animal to walk like every day. It is a great
idea to have a list of songs, games and other
transition activities that you can refer to so that
you have a lot of options from which to choose.
A query online will yield a wealth of ideas.
Sometimes it may be necessary for the children
to wait for a period of time during a transition.
If this occurs, you can play group games, such
as I Spy, Simon Says or 20 Questions. You
can also play the number game. This involves
a child choosing a number in his or her head
and then having classmates try to choose the
number. If a child chooses the wrong number,
he or she is told if the secret number is higher
or lower than the guess. The child who chooses
correctly gets to lead the game next.
For programs in which children all arrive at the
same time, you can have an activity waiting
for the children to work on independently,
such as a coloring page or worksheet, or have
books available for them to look at until all
children are in the room and parents have left.
You can also have an arrival song that you
sing as the children arrive in the room and
meet you at the rug to begin large group time.
Dismissal transitions can include trivia cards,
fash cards, I Spy, or other turn-taking games.
When a childs parent arrives, he or she gets to
guess an answer before leaving. If all children
are dismissed at the same time, make sure
that you pick something that will end prior to
dismissal or that can be stopped at any time.
Once you implement a transition plan, you
need to evaluate its effectiveness and make
adjustments as necessary. Be fexible and try
different techniques when previously tried ones
dont work. Ensure there is enough time during
the transition to allow the children to work
at their own pace. Once you fnd a plan that
works, try to be consistent. When children know
what to expect and know what is expected of
them, they can take the lead and allow you to
focus on children who need more help with the
transition.
Transitions are a small, yet very important
part of the day in child care. They can either
cause anxiety, chaos and confusion or provide
structure and promote self-management.
With proper planning, implementation and
evaluation, transitions can be a positive
experience for everyone.
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Michigan Child Care Matters - Summer 2014
Why Do Children Bite and What Can We, As Providers, Do?
Christina Jacobs, Child Care Provider - Wayne County
Reprint from Issue 75 A
W
hen biting occurs, no one is happy.
There is the frustrated biter who cant
understand the social consequences, the victim
who received the bite and the parents of both
the biter and the victim.
When an incident occurs, it is important to
step back and look at the possible causes for
the biting. Then come up with a plan involving
staff and parents to monitor situations that
might give rise to biting again. This way, there
is a chance that the caregivers can react
proactively to the next incident, and perhaps
redirect and channel the biters actions in a
more socially acceptable way.
Common causes of biting in toddlers include:
Teething.
Frustration, especially when fghting over
toys.
Anger.
Tension.
Anxiety.
Excitement.
Hunger.
Tiredness.
Some methods to help prevent repeat
occurrences are:
Try to directly observe what happens before
the next biting attempt to better understand
why its occurring. A log may be kept to help
detect a pattern.
Minimize waiting times for children as much
as possible.
Keep a caregiver close to the biter at all
times to intervene and redirect when biting
is about to occur.
Try to avoid using the word bite around
the children, as it may create conditions for
another incident to occur. Instead, say to
the child, your mouth hurts the other child.
Use puppets to role play situations and
encourage communication.
Talk to parents at enrollment about your
methods and biting policy.
If needed, hold a meeting with all parents to
make them aware of biting behaviors and
to reassure them that it is not an unusual
situation.
Try to keep a daily routine that is predictable
for the children.
Learn the best way to communicate with the
biter.
Provide teething children with teethers, and
also provide special baskets or cubbies with
comfort items within reach for each child
(favorite toy, picture of parent, etc.).
All children need to be able to communicate.
This is especially true for children who tend
to bite others. Teach children to express their
feelings with words rather than biting (such
as, telling others no, stop, mine, take
turns). Also, encourage children to come to
a caregiver when they are upset. Under no
circumstances should a child beneft from biting
and have his or her needs met.
The book No Biting by Gretchen Kinnell is a
remarkable resource for understanding and
dealing with biters. It provides a guide to help
caregivers assist repeat victims of biters, a
section on appropriate frst aid, strategies
on dealing with biters, and ways to develop
policies about biting.
By working together with staff and parents
and by actively responding to each situation,
it is possible to create an environment where
children feel safe and know how to respond to
each other by using their mouths for words, not
bites.
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Michigan Child Care Matters - Summer 2014
A
re boys and girls really
that different? Do the
differences come from our
cultural expectations or is
there something biological
going on?
Research about differences
between boys and girls is emerging every year.
Some of the fndings are contradictory. As
early childhood professionals, we cant wait for
researchers to fnish debating these questions.
We must make changes now. We have boys
and girls right now in our lives who demand
and deserve our caring attention.
The purpose of this article is not to offer a
comprehensive scientifc theory about the
genetic and culturally based differences
between boys and girls, but rather a review of a
few of my observations and practices that early
childhood professionals may use to transform
their relationship with boys and girls and to
create environments that nurture them.
Boys and girls see details differently.
In a preschool classroom, a teacher was
reading a story to a group of 3- to 5-year-olds.
During the story, the teacher was showing
the pictures in the book and asking questions
of the children. When the teacher came to a
picture of a cougar one boy yelled, Grrr, then
another boy got on all fours and also started
to Grrr until soon all the boys were crawling
and roaring like cougars. The boys responded
immediately to the detail they saw by physically
and verbally acting out the cougar. The girls
were busily talking about the many details that
were displayed in the picturedescribing the
whiskers, color of fur, sharp teeth, etc.
Boys often see the whole but not necessarily all
the details. Girls often see the many details that
Looking Through the Eyes of Boys and Girls
Daniel Hodgins, Author of Boys: Changing the Classroom, Not the Child
Reprint from Issue 88
A
make up the whole. This difference is why it is
so important not to layer instructions for boys.
An example of a layered instruction is: Boys
and girls, pick up your toys and then wash your
hands for snack. Because it is so nice today,
we are going outside right after snack. Boys
often are lined up to go outside and the girls
are screaming, Teacher, he didnt pick up. The
girls heard all of the details and the boys only
heard what was relevant to them outside.
Boys and girls often have different
connections between cognitive thought and
feelings.
The corpus callosum is the part of the brain that
allows for cross talk between the cognitive side
and the feeling side. Most learning has to go
through the corpus callosum. Many researchers
are claiming that the corpus callosum of boys
is often smaller than the corpus callosum of
girls. This difference might explain why boys
often dont demonstrate empathy in the same
way that girls do. Teachers often report that
boys dont talk about their feelings and hit
more frequently. My observations refect that
boys do have empathy; it is just demonstrated
differently than girls - usually in a physical
way. He might push, shove, give high fves,
and even roughhouse as a form of empathy.
Remember boys dont often talk about their
feelings but enjoy demonstrating them
physically.
Boys and girls often are different when it
comes to completing tasks.
Girls brains are usually always on, thinking
and analyzing. Boys brains frequently go
into a pause state after completing a task.
What results from the differences in how boys
and girls complete tasks? Girls often can do
Continued on page 11
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Michigan Child Care Matters - Summer 2014
Turn Off the Lights: Practical Tips for Saving Energy and Money
Toni Stagray, Licensing Consultant, Saginaw County
Reprint from Issue 90
A
I
n a home or center child care setting, many
strategies can be utilized to lower operating
costs and save energy. As we move into
the era of going green, each of us are being
encouraged to take a responsible role in this
process. The tips listed are suggestions to help
any individual become more energy-conscious
and to teach children in child care settings to
become energy-misers too!
In Any Weather
Close the doors and registers in rooms
infrequently used.
Install a programmable thermostat to adjust
temperatures automatically.
Avoid rinsing dishes prior to putting them in
the dishwasher. This practice could save up
to $70 a year.
Keep the hot water temperature at 120
degrees or less.
Wrap your electric hot water heater with an
insulated blanket, as this can reduce heat
loss by 18 percent.
Adjust the water level on your washing
machine to match the load size, especially if
using hot water. Cold water wash and rinse
is effective for most items.
Clean the lint flter on your dryer each time
you use it.
Use compact fuorescent bulbs where
possible. These funny looking bulbs
produce the same amount of light by using
a quarter less electricity.
Turn off bathroom and kitchen fans when
not in use.
Make sure registers are not blocked by
furniture or drapes.
Dont peek in the oven. Cooking
temperatures can drop as much as 50
degrees every time the oven door is
opened.
Buy things that can be used over and over
instead of disposable items.
Drive sensiblyrapid acceleration and
braking wastes gasoline. Keep tires properly
infated to save on gas.
In Warm Weather
Clean or replace your air conditioners flter
every month to trim your cooling costs and
help your unit run more effciently.
Turn off ceiling fans when you leave the
room. A fan running constantly can cost up
to $7 a month, depending upon its size and
age.
Limit the time your pool pump runs to no
more than six hours a day.
If you have air conditioning, set your
thermostat to 78 degrees. Raise the
temperature to 82 degrees or warmer when
youre away.
Close curtains and blinds to keep the space
cool and reduce the need to run fans and
air conditioners.
Shade exterior air conditioning units so they
dont need to work as hard.
Use ceiling fans to promote air movement
and reduce the need for air conditioning.
Close the freplace damperit can let cool
air escape. It is like having a window open.
Avoid leaving the refrigerator or freezer
open for long periods of time.
In Cold Weather
Set the thermostat to 68 degrees or lower in
the evening, if possible.
Replace or clean furnace flters monthly
dirty flters restrict air fow.
Reduce drafts by partially closing drapes
or blinds when possible. Open drapes or
blinds when the sun is out.
Seal leaks with caulk or weather stripping.
Take a ribbon and hold it up to the edges of
the doors and windows. If the ribbon blows,
youve found a leak.
Rearrange furniture so you are sitting near
interior wallsexterior walls and windows
are likely to be drafty.
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Michigan Child Care Matters - Summer 2014
Wear warm clothing indoors.
Close the freplace damper when there is
no fre burning. An open damper can let 8
percent of heat from your furnace escape
through the chimney.
Make sure your ceiling fan is on the proper
setting for the best warm air circulation.
Ways Kids Can Help
Turn off the water while doing dishes,
brushing teeth, etc.
Turn off lights when leaving the room.
Decide what you are looking for before
opening the refrigerator or freezer.
Turn off toys and games that use batteries
when not playing with them. Batteries will
last longer.
Turn off plug-in electronic devices when
done using them.
Brainstorm ways to save energy. Put up
a board where kids can write down their
ideas.
Offce and Home Electronic Tips
Buy rechargeable batteries and a charger.
Select energy-effcient equipment whenever
possible. An ENERGY STAR labeled
computer uses 70 percent less electricity
than computers without this designation.
Turn off the television when no one is
watching it. The same goes for computers,
printers, radios, and appliances. It is even
more effcient to unplug these items when
they are not in use. It is a misconception
that equipment lasts longer if it is left on.
If you are not able to turn your computer
off, setting your computer to automatically
switch to sleep mode or manually turning
off the monitor is always the best strategy.
Screen savers do not reduce energy use.
Laptops, in general, use much less energy
than desktop computers.
If using a laptop, unplug the power cord or
plug it into a power strip that can be turned
off.
Unplug battery chargers when not in use.
Visit www.energysavers.gov for more energy-
saving ideas.
multiple tasks. It sometimes takes boys much
longer to complete a task. Boys often do not
have a beginning, middle and end to a task.
Girls often can talk while they are doing a
task. I have noticed that the more physical
the activity, the less likely a childs brain will
go into a pause state. During a pause state,
no learning is taking place. So when children
are placed in a time out chair for misbehaving
and told to think about why they shouldnt hit
anymore, many times the boy is not thinking
about what he did, but hoping someone comes
close enough to him so he can to attempt to trip
him/her.
To prevent these pause states:
Limit the number of transitions.
Provide for lots of physical movement.
Offer standing up options at meal time.
Provide lots of hands-on activities
squeezing, pounding, rolling.
It is important that we revisit what we know
about the differences between boys and girls
by recognizing and respecting the reality
that boys and girls are different and that
each gender has distinct needs and distinct
strengths. I have given you a few examples so
we can work together to give boys and girls the
strength and creativity they need to face the
future.
Looking Through the Eyes of Boys and Girls,
from page 9
12
Michigan Child Care Matters - Summer 2014
T
he school-age period, often referred to
as middle childhood, is a transition from
fantasy and free-form play to group games and
sports. Children in this age range are learning
to relate to others and have relationships with
family, friends and teachers. Over these middle
years, the gradual development of a childs
social skills and an increasing ability to relate
to the outside world at school and with friends
is apparent. In addition to the growing ability to
form close relationships with other people, 6- to
12-year-olds are also learning to express and
manage emotions and explore
new environments.
Friendships are typically
with members of the same
sex and remain fairly stable
over the middle childhood
years. Friendship and
peer acceptance becomes
increasingly important and
some children will exhibit certain behaviors in
order to be part of the group. In some cases,
this acceptance is essential for their self-
esteem.
What does the typical middle childhood
look like?
6- to 8-year-olds are:
Developing self-concept and personality
traits.
Comparing themselves to and placing value
on the opinion of others.
Beginning to feel the effects of peer
pressure.
Losing the sunny optimism of early
childhood.
Beginning to develop self-discipline.
Interested in friends of the same gender.
Less self-centered and more sensitive to
the needs of others.
Apt to have diffculty talking about feelings.
Concerned with fairness and often see right
and wrong as an absolute.
Recognizing that they can experience more
than one emotion at a time.
Beginning to pay attention to cues facial,
social, situational to interpret anothers
feelings.
Becoming more responsible and
independent but still seek adult support.
Mastering physical skills.
As caregivers, it is important to
remember that these children
need adults who care about
them, will talk to them and
play with them. They need
guidance, rules and limits and
help with problem solving.
Children may work out fears
by acting out or withdrawing,
so helping them express
feelings appropriately when upset or worried is
important. They need more love, attention and
approval than criticism.
Allow time for individual and small and large
group activities. Plan activities that focus
on creative expression. Develop positive
communication skills and discipline strategies,
and model positive communication with adults
and children.
Safety is important for school-age children,
as they are highly active and need strenuous
physical activity. They will begin to participate
in more daring and adventurous behaviors,
proving their competence. They should be
taught to play sports in appropriate, safe,
supervised areas with proper equipment and
rules. Bicycles, in-line skates and other types of
equipment should ft the child.
Unraveling the Mysteries of 6- to 12-Year-Olds
Toni Stagray, Licensing Consultant, Saginaw County
Reprint from Issue 91
A
13
Michigan Child Care Matters - Summer 2014
9- to 12-year-olds are:
Maturing rapidly.
Learning to be responsible.
Less quarrelsome and demanding.
Able to distinguish ability, effort and luck
relative to success or failure.
Learning to adapt strategies to regulate
emotions.
Experiencing rising self-esteem.
Able to step into someone elses shoes and
show empathy.
Becoming part of emerging peer groups.
Becoming more aware of gender
stereotypes.
Less concerned with sibling rivalry and it
tends to decrease.
Competitive.
Transitioning from a child-view to an adult-
view of the world.
Developing friendships that are more
selective and based upon mutual trust.
Between the ages of 7 and 12, children
are working through issues of self-concept,
acceptance from peers and competency in the
learning environment. Relationships with peers
are determined by their ability to socialize and
ft in well. Family relationships are determined
in part by the approval children gain from
parents and siblings. Although many children
tend to place a high value on the peer group,
they still look primarily to parents for support
and guidance. Siblings also serve as role
models and as valuable supports.
A 10- or 11-year-old may have a best friend
but will experience changing relationships
at school. Relationships become more
competitive. By 11, a child is much more
interested in, and affected by, the norms of
his friends. Independence is fourishing and
children may begin to worry that their clothes
arent cool enough and may lose interest in
attending some social functions that they
adored a year ago. Although 11- and 12-year-
olds are better at spreading their wings, they
still need adult supervision and guidance. They
are not as capable of dealing with the world
as some think they are. Puberty, or sexual
maturing, will begin during the latter part of this
phase for most children. The world is becoming
a more complex place for the child who is
beginning puberty.
What does all this mean for caregivers?
In the child care setting, children from 6 to
12 have many different needs and abilities.
Each child needs a place to keep his or her
belongings. Older children will need time and a
place away from younger children; they should
not be expected to enjoy all the same activities.
They need a nutritious snack and a fexible
schedule. They may need to rest. Free time is
very important; therefore, a schedule that offers
a balance of free time and structured activities
is recommended.
Caregivers will need to make adjustments
to the rules and responsibilities expected
of school-age children. Sitting down with
children to revise the rules and boundaries
set is a good idea. During this discussion,
consequences for breaking any rules should
also be discussed. Involving children in setting
rules and boundaries will help them remember
the rules. They will still need reminders, but
as they mature, they will become better at
accepting and remembering rules. Give them
opportunities to feel responsible.
There is no doubt that the ages of 6 to 12
are interesting years in a childs social and
emotional development. Remember, while
these are common guidelines, all children
will develop individually and most will not ft
into any one category completely. Childrens
behavior changes as they grow. Being
knowledgeable about middle childhood can
help you guide them, plan activities for them,
understand them, and most of all, enjoy
them!
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Michigan Child Care Matters - Summer 2014
Physical Activity
Katrice Sweet, Licensing Consultant, Ingham County
Reprint from Issue 97
A
U
nfortunately, obesity in young children is
on the rise in the United States. Research
indicates that children involved in physical and
movement activities at young ages tend to
stay active as adults. Regular physical activity
helps children build and maintain healthy
bones, strengthen muscles and joints and
control weight. Physical activity also increases
childrens capacity for learning.
According to Learning to
Move and Moving to Learn,
an article published by Head
Start Smart Body, research
has found motor abilities and
play are related to important
learning processes such
as attention, memory, self-
regulation, and overall
academic achievement throughout childhood.
The article also indicates that there have been
numerous studies linking physical play with a
childs ability to focus. Children are much more
able to focus their attention in the classroom
after active motor play. This may be because
the children expended energy and/or because
during motor play, children learn to regulate
their thinking and behavior through controlling
their body movements. Another thought is that
during active physical play, the brain releases
serotonin and endorphins which may help
children focus more attentively.

It is important that caregivers plan both an
indoor and outdoor environment, as well as
specifc activities, to encourage active physical
play that leads to increasing physical skills.
Learning to Move and Moving to Learn
suggests the following:
Ensure adequate active play: Adults
should make sure that children have an
opportunity to spend at least 60 minutes
engaged in active play outside every day.
This is also a recommendation from The
National Association for Sport and Physical
Education regarding the amount of physical
activity for toddlers and preschoolers. If
weather does not permit going outside,
adults can plan indoor activities such as
dancing to music, active games, motor
challenges (for example, asking children,
How many times can you jump before I say
stop?), and indoor obstacle courses.
Strategically schedule outdoor time:
Scheduling outdoor play time just prior
to group time or shared reading periods
can help children pay attention. Many
caregivers are wary of such a schedule
because children seem wound up after
coming inside. It can take several minutes
for children to calm down and focus, but
once the children regain their attention, they
are often able to sustain it for much longer
if they have just been outside. Stretching
and breathing exercises when you come
indoors will help calm and focus the children
and prepare them for a structured cognitive
activity.
Plan motor challenges: Adults can
challenge children to incorporate movement
throughout the day by planning a daily
movement theme, such as telling children,
Each time you get out of your seat today,
touch your head, shoulders, knees and toes
two times before you continue with what
you got up to do. Such activities are also
great for transitions throughout the day. In
addition, planning play experiences that are
both intellectually and physically challenging
can further support childrens self-regulation
skills. For example, adults can pose
problems that children must solve with their
bodies. Ask the children, How can we use
our bodies to create a bridge that Jordan
can go under?
15
Michigan Child Care Matters - Summer 2014
Schedule frequent movement breaks:
Encouraging children to get up and move
frequently throughout the day provides
additional opportunities for children to
engage in motor activity and may help to
facilitate transitions between activities.
Quick breaks could include having children
make two marching or skipping laps around
the room before sitting down for snack,
use their arms to fy like a bird to line up
or swim like a fsh to the circle time area.
If children show signs of inattention during
lessons or shared reading periods, adults
can spontaneously incorporate a quick
movement experience. For example, ask
children, Can everyone stand up and
stretch like the tree in our story?
Play self-regulation games involving
movement: Adults can use games such
as Stop and Go and Red Light, Green
Light freeze races or Simon Says to
encourage children to learn to control and
inhibit movements. These games should
be adapted to ensure that all children
can participate the entire time. Children
should not be eliminated when they make
a mistake so that they can remain active
throughout the game.
Physical activity must also be added to the
learning curriculum; planning purposeful daily
activities will increase fundamental skills.
Steven Sanders, author of Active for Life,
states developmentally appropriate practice
suggests that children be provided with a
variety of learning experiences throughout
the year emphasizing all areas of motor skill
development. Children also need repeated
practice of the same skill in order for mastery.
According to Sanders, the physical skills
children develop can be divided into three
categories or skill themes: locomotor skills
such as walking, running, hopping, skipping,
jumping, climbing, crawling, chasing, and
feeing; stability skills such as turning,
twisting, bending, balancing, transferring
weight, stretching, swinging, and swaying;
and manipulative skills such as throwing,
catching, kicking, punting, dribbling, volleying,
and striking with an instrument such as a
bat or racket. These skill themes develop in
sequence.
Children learn about movement as they
practice these skill themes. It is important to
know that skill themes do not always come
naturally to children. The sequences to these
actions must sometimes be taught. Teach
children the skill by breaking down the specifc
movement to the child. Rolling, for example,
requires the child to keep feet together and
arms together, preferably close to the body.
The child then twists his/her body to roll across
the ground. Children must be given repeated
practice in order to master the skill set and
move on to the next level.
Intentional planning of daily physical activity is
important for several reasons. Obesity among
children is at the highest levels ever and seems
to be growing every day. Children participating
in daily physical activities are less likely to
be obese and are more likely to continue
regular physical activity through adolescence
and adulthood. Planning both age- and
developmentally-appropriate activities for both
the indoor and outdoor environment allows
children to continuously move and practice
motor skills. Implementing a curriculum rich in
intentional physical activities will stimulate brain
function and increases a childs ability to
focus.
Need More Information about
Positive Methods of Discipline?
The publication Positive Discipline -
Including the Proper Use of Time Out
(BCAL-Pub 787) is now available on
the licensing website at
www.michigan.gov/michildcare.
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Michigan Child Care Matters - Summer 2014
Outdoor Play is a Must for Good Health!
Catherine Edgar, Child Care Licensing Consultant, Genesee County
Reprint from Issue 97
A
I
n years past, outdoor play and childhood went
hand-in-hand. Children played outside all
day long or after school until dark. Television
viewing was a rarity and computers, video
games and cell phones were someones vision
for the future.
In todays world, children spend less time
outdoors and more time inside watching
television, playing computer or video games
and texting their friends. At many schools,
morning and afternoon recess times have been
eliminated so children have limited time for
outdoor play during the school day.
The lack of outdoor play is a big part of the
current obesity epidemic plaguing our country.
Childhood obesity has more than tripled in
the past 30 years, with more than one third
of children and adolescents meeting the
criteria to be considered overweight or obese.
These children are more at risk for adult
health problems such as heart disease, type
2 diabetes, stroke, osteoarthritis, and several
types of cancer.
The Centers for Disease Control recommends
that children ages 2 and older get at least
60 minutes of physical activity each day.
Daily physical activity for children should
include aerobic, as well as muscle- and bone-
strengthening activity. This can be achieved
through running, climbing and jumping.
Children should have equipment available to
them during outdoor play in both the summer
and winter months, such as balls, hula hoops
and sleds. Make sure that parents supply
children with proper clothing and footwear for
outdoor play during the summer and winter
months. Child care providers might want to
start a collection of extra boots, hats and
mittens for children to use in case a parent
forgets to dress them for outdoor play. Make
sure parents supply sunscreen, insect repellent
and proper footwear as well.
Not only does outdoor play make children more
physically ft, it also allows for exploration, risk
taking, confict resolution, social interaction,
and the development of fne and gross motor
skills. This makes outdoor play critical to a
childs overall development. Daily outdoor play
can:
Relieve/reduce stress and anxiety.
Increase coordination.
Build muscles, strength and endurance.
Promote leadership skills.
Increase self-confdence.
Enhance language and social skills.
Promote exploration of the environment.
We know that colds, fu and illness are caused
by viruses and bacteria, not by outdoor play
in the winter. Children who remain inside a
warm, stuffy room all winter have a greater
chance of exposure to the germs and illness
trapped in there. Daily outdoor play allows for
the viruses and bacteria to be dispersed into
a larger air space, thus decreasing the risk of
illness. Frequent exposure to daily fresh air and
exercise improves a childs general health and
increases his or her resistance to illness and
infection.
Daily outdoor play for children of all ages is
a licensing requirement for child care homes.
For child care centers, children in attendance
for more than three continuous hours must
have an opportunity for daily outdoor play. A
childs age and health play into the decision
for outdoor time. An infant or a child with
health issues will spend less time outside than
a healthy, older child. However, all children,
including infants, must be taken outside daily,
Continued on page 19
17
Michigan Child Care Matters - Summer 2014
Lesson Planning
Katrice Sweet, Licensing Consultant, Ingham County
Reprint from Issue 96
A
S
ome providers fnd it hard to complete
lesson plans and some do not see the
value of planning specifc daily activities.
Research explains that the frst years of life are
critical to brain development. As a provider, you
have the opportunity to help lay the foundation
for the emotional, physical, cognitive, and
social development of the children in your
program. You have a very important role to play
in the development of young children, and this
task must be taken seriously.
According to licensing regulations for both
centers and homes, a provider must plan
activities that promote physical development
of both large and small muscles, social and
emotional development, including group
projects, cooperation and self-help skills and
cognitive development, including language
and early math and science skills. Increasing
development in all domains is done through
a variety of adult- and child-initiated activities
that allow children to feel successful, develop
independence, learn new skills and encourage
creativity. Providers should plan a balance of
active and quiet, group and individual, and
indoor and outdoor activities.
Completing a lesson plan is not simply flling
out a chart and hanging it on the wall. Lesson
planning involves setting goals for the group
as a whole and for each child, then providing
the activities to accomplish the goals. The
abilities and interests of each child must
be taken into consideration when planning
activities. The provider should consider keeping
an observation log of the developmental
milestones of each child. A strong knowledge
of child development is needed to understand
what children are able to accomplish in each
stage and at each age. The provider must
choose activities that build on the knowledge,
interests and abilities of each child.
Providers should use a balance of child-guided
and adult-guided activities when completing
a lesson plan. Child-guided activities allow
children to learn through their own exploration
and interaction with their peers. Adults are still
important in child-guided activities because
adults need to ask questions to extend
learning. Adult-guided activities allow children
to learn from adults introducing concepts and
modeling skills. Adult-guided activities typically
involve concepts introduced to the entire group.
Though each learning experience is different,
teachers must use their judgment to determine
how learning activities will be carried out and
how to support each child.
Though children learn through their own
exploration, simply providing a container of
blocks is not enough to increase childrens
skills. It is important to think about learning
goals for each individual child when planning
activities to be sure there is a specifc purpose.
There is a huge difference when children are
playing with a random selection of blocks and
the provider is there to encourage cognitive
development by talking with the children
regarding the color, shape, size number, and
balancing properties of blocks compared to
when the provider is not interacting with the
children at all to extend learning. Though
we know that children learn skills through
their own exploration, providers still have the
responsibility to set the stage and ask open-
ended questions to expand critical thinking
skills.
Being prepared with a lesson plan designed
with specifc goals will help eliminate stress.
You will not have to worry about what to do with
the children for the next hour before lunch; you
will be prepared with activities relating to the
childrens individual interests. Complete lesson
Continued on page 19
18
Michigan Child Care Matters - Summer 2014
Safe Sleep Practices for Infants
Colleen Nelson, Child Care Program Consultant, Ingham County
Reprint (with update) from Issue 85
A
G
overnor Rick Snyder declared September
2013 Infant Safe Sleep Month. In his
proclamation, Governor Snyder declared,
During this month, we join...to raise awareness
of the important steps parents can take to
ensure the safety of their infant children while
sleeping.
Child care providers must follow the
American Academy of Pediatrics (AAP)
recommendations on safe sleep practices for
infants per child care licensing rules 400.1912,
400.1916, 400.8176, and 400.8188. When the
AAPs recommendations are followed, tragic
infant deaths due to accidental suffocation are
prevented.
In 2013, approximately 140 Michigan babies
died in sleep-related deaths due to unsafe
sleep practices. Eight of those deaths occurred
in child care facilities.
The following pictures are doll reenactments
of how infants have died when placed in
unsafe sleeping environments. These pictures
demonstrate the rationale for the AAPs
recommendations on safe sleep practices for
infants and why Michigans licensing rules
require that these practices be followed.
This infant died
when his head got
entangled in a blanket
that was placed in the
crib.
This infant died when
her face became
pressed against a soft
bumper pad and she
was unable to move
away.
When placed on a
pillow to sleep, this
infant died when he
was unable to move
his face away from
the soft material of the
pillow.
Child care licensing rules require that the
following safe infant sleep practices are
followed:
Infants must rest or sleep in an approved
crib or porta-crib. All cribs or porta-cribs
must have all of the following:

1. A frm, tight-ftting mattress.
2. No loose, missing or broken hardware or
slats.
3. A tightly ftted bottom sheet that covers a
frm mattress with no additional padding
placed between the sheet and mattress.
Soft objects, bumper pads, stuffed toys,
blankets, pillows, etc. must not be in crib or
porta-crib. An infant may be swaddled while
being held by the caregiver. If an infant falls
asleep while swaddled, the infant must be
un-swaddled before he is placed in the crib
or porta-crib.
An infants head must remain uncovered
during sleep.
Blankets must not be draped over cribs or
porta-cribs.
If an infant falls asleep in a car seat, infant
seat, swing, highchair, etc., the infant must
be moved to a crib or porta-crib.
19
Michigan Child Care Matters - Summer 2014
Michigan Child
Care Matters
Editorial Staff
Thanh Biehl
Licensing Consultant
Kate DeKoning
Licensing Consultant
Catherine Edgar
Licensing Consultant
Cynthia Jalynski
Licensing Consultant
Maureen McNamara
Licensing Consultant
Colleen Nelson
Child Care
Program Consultant
Jackie Sharkey
Area Manager
Yolanda Sims
Area Manager
Katrice Sweet
Licensing Consultant
Infants must be placed on their backs for resting and sleeping.

Infants unable to roll from their stomachs to their backs and from
their backs to their stomachs, when found facedown, must be
placed on their backs.
When infants can easily turn over from their backs to their
stomachs and from their stomachs to their backs, they must be
initially placed on their backs, but allowed to adopt whatever
position they prefer for sleep.
Additional information on safe sleep practices for infants can be found at
the Infant Safe Sleep website at www.michigan.gov/safesleep.
plans also help to eliminate disruptive behaviors. Planned activities
based on the childrens interests geared toward specifc learning
objectives will help eliminate boredom that often leads to disruptive
behaviors. Providers have obligations to the children and families they
serve to provide positive learning environments. This is best done by
being prepared and completing lesson plans based on learning goals
and developing skills of individual children.
Lesson Planning, from page 17
weather permitting. Investing in a stroller is a great way to get infants
and toddlers outside for fresh air, even if for a short period of time.
Outdoor play promotes happy, healthy children who rest better
and have fewer disagreements with others. It gives children an
opportunity to explore the environment while developing new skills.
Children who learn to enjoy the outdoors have a much higher chance
of doing the same as adults. Take those children outside daily and
make it a regular part of your program.
Outdoor Play, from page 16
20
Michigan Child Care Matters - Summer 2014
Department of Human Services
Bureau of Children and Adult Licensing
201 N. Washington Square, 4th Floor
P.O. Box 30650
Lansing, MI 48909
PRSRT STD
U.S. POSTAGE
PAID
Lansing, Michigan
Permit No. 1200
Consumer Product Safety Commission (CPSC)
Infant/Child Product Recalls (not including toys)
These recalls have been added since Issue 99 (Spring 2014):
Summer Infant expands recall to replace video monitor rechargeable batteries due to
burn hazard.
Bedz King recalls bunk beds with side ladder due to entrapment hazard.
Details on these product recalls may be obtained on the CPSCs website
(www.cpsc.gov). Post this page in your facility to be in compliance with the Childrens
Product Safety Act (2000 PA 219).
Department of Human Services (DHS) will not discriminate against any individual or group because of race, religion, age, national origin, color,
height, weight, marital status, sex, sexual orientation, gender identity or expression, political beliefs or disability. If you need help with reading, writing,
hearing, etc., under the Americans with Disabilities Act, you are invited to make your needs known to a DHS offce in your area.