A safety statement is a risk assessment plus it follows through by detailing what you are going to do to minimize, nay eliminate those risks.  Let's break it down into easy, bite sized steps by taking one risk and putting it through the Safety Statement Boot Camp.

First off, you need to identify the hazard: Sand. 

Next up, what's the risk attached to sand: Injury due to slipping. 

How are you going to minimize this risk i.e. manner in which health, safety and welffare to be secured: Staff required to sweep up.

What are you going to do to ensure that it is possible for health, safety and welfare to be secured i.e. arrangements made and resourses provided for providing health, safety and welfare: Sweeping brush and dustpan provided in all rooms.

Finally, who is responsible for health and safety in your organisation: Names and job titles.

Now, all you need to do is go through your business and identify all potential hazards and put them through boot camp!  Here's a sample that may help you out:

  SAFETY STATEMENT

1                  HAZARD

A                 SAND

B                 WATER

C                 TOYS LEFT ON FLOOR

D                 FIRE

E                 CHILDREN ACCESSING KITCHEN EN ROUTE TO PLAYGROUND

F                  ELECTRICITY

G                 HOT WATER TAPS

H                 HOT RADIATORS

I                  HOT LIQUID AROUND CHILDREN

J                  CIGARETTES

K                 FAULTY EQUIPMENT

L                 LIFTING AND SWINGING OF CHILDREN FOR FUN

M                CHILDREN STANDING ON CHANGING MAT

N                 SITTING ON WINDOW LEDGES

O                 INADEQUATE CLASSROOM SUPERVISION

P                  PLASTIC BAGS

Q                 KNIVES IN DRAWER

R                 LACK OF ACCIDENT/INJURY/EMERGENCY SITUATION PROCEDURE

S                  CROSS CONTAMINATION

T                 INCORRECT LIFTING AND HANDLING

U                 BROKEN GLASS

V                 SHARP OBJECTS

W                CHILDREN HIT BY DOOR OPENING INTO ROOM

X                 DOORS OR PLAYGROUND GATE NOT CLOSED

Y                 STRANGERS ALLOWED ACCESS TO CHILDREN

Z                 PLAYAREA

AA              BEHAVIOURAL PROBLEMS

AB              FLIP FLOPS

AC              LIFTING CHILDREN WHILST PREGNANT

2                  RISK

A                 INJURY DUE TO SLIPPING

B                 INJURY DUE TO SLIPPING

C                 INJURY DUE TO TRIPPING

D                 BURNING AND SMOKE INHALATION

E                 CHILDREN CAN ENTER HAZARDOUS AREA OF KITCHEN

F                  ELECTRIC SHOCK AND FIRE RISK

G                 BURNING

H                 BURNING

I                  CUTS, BANGS, GENERAL INJURY

J                  BURNING

K                 CUTS, BANGS, GENERAL INJURY

L                 INJURY

M                FALL OFF

N                 FALLING THROUGH GLASS OR OFF ONTO FLOOR

O                 INJURY TO CHILDREN

P                  DANGER OF SUFFOCATION

Q                 CUTS

R                 SITUATION COULD BE MORE SERIOUS IF NEGLECTED

S                  FOOD POISONING

T                 BACK INJURY          

U                 CUTS

V                 CUTS AND STABBINGS

W                INJURY TO CHILD

X                 CHILD GETS OUT

Y                 CHILD ABDUCTION

Z                 ACCIDENTS AND SUNBURN

AA              INJURY TO OTHER CHILDREN, POSSIBLE CHILD ABUSE

AB              TRIPPING

AC              INJURY TO MOTHER AND/OR BABY

3                  MANNER IN WHICH HEALTH, SAFETY AND WELFARE TO BE SECURED

A                 STAFF REQUIRED TO SWEEP UP

B                 STAFF REQUIRED TO CLEAN UP AND PLACE WARNING SIGN ‘WET FLOOR’

C                 STAFF REQUIRED TO PICK UP

D                 FIRE EXTINGUISHERS AND FIRE BLANKETS AVAILABLE AND CHECKED REGULARLY

E                 BARRIER TO PREVENT ACCESS.  STAFF REQUIRED TO KEEP BARRIER CLOSED

F                  STAFF REQUIRED TO MAKE SURE ALL SOCKETS HAVE SAFETY COVERS.  EQUIPMENT CHECKED REGULARLY

G                 THERMOSTATICALLY CONTROLLED TAPS AND CHECKED WEEKLY ON CHECK LIST

H                 THERMOSTATICALLY CONTROLLED RADIATORS

I                  NO TEA/COFFEE PREPARED OR CONSUMED AROUND CHILDREN

J                  NO SMOKING ON PREMISES

K                 ALL EQUIPMENT CHECKED REGULARLY

L                 NO LIFTING AND SWINGING.  STAFF REQUIRED TO REFRAIN FROM SAME

M                STAFF REQUIRED NOT TO STAND CHILDREN ON THE CHANGING MAT

N                 STAFF REQUIRED NOT TO SIT ON WINDOW LEDGES AND TO PREVENT CHILDREN FROM DOING SAME

O                 STAFF REQUIRED TO ALWAYS HAVE EYES ON CLASSROOM AND TO ENSURE ADEQUATE COVER BEFORE LEAVING ROOM

P                  STAFF REQUIRED NOT TO LEAVE PLASTIC BAGS WITHIN REACH OF CHILDREN

Q                 NO SHARP KNIVES TO BE PLACED IN DRAWER.  STAFF REQUIRED TO REFRAIN FROM SAME

R                 PROCEDURES IN PLACE FOR ACCIDENT/INJURY/EMERGENCY SITUATION.  STAFF INFORMED OF SAME

S                  DESIGNATED STAFF MEMBERS RESPONSIBLE FOR COOKING AND TRAINED IN BASICS OF HEALTH AND HYGIENE

T                 STAFF INSTRUCTED IN CORRECT LIFTING AND WHEN TO AVOID UNNECCESSARY LIFTING

U                 STAFF INSTRUCTED IN CORRECT METHOD OF DEALING WITH BROKEN GLASS.  STAFF REQUIRED TO CLEAR UP BREAKAGES IMMEDIATELY AND REMOVE CHIDREN FROM ROOM

V                 STAFF INSTRUCTED NEVER TO LEAVE SHARP OBJECTS IN REACH OF CHIDREN

W                STAFF INSTRUCTED TO BE AWARE WHEN ENTERING A ROOM THAT CHILDREN MAY BE BEHIND DOOR AND INSTRUCTED TO LOOK THROUGH GLASS PANELS PROVIDED FIRST

X                 STAFF INSTRUCTED TO ALWAYS CLOSE DOORS SECURELY BEHIND THEM AND ENSURE FRONT DOOR AND PLAYAREA GATES ARE LOCKED

Y                 STAFF INSTRUCTED TO ENQUIRE AS TO IDENTITY OF CALLER AND NEVER TO LEAVE CALLER UNATTENDED.  DESIGNATED PERSONS ONLY MAY COLLECT CHILDREN

Z                 STAFF INSTRUCTED TO ALWAYS PROVIDE ADEQUATE SUPERVISION IN PLAYAREA AND TO REPORT ANY POTENTIAL HAZARDS.  MANAGEMENT TO PERFORM REGULAR CHECKS ON PLAYARE FACILITES

AA              STAFF INSTRUCTED TO NOTE ABOVE AND FOLLOW PROCEDURE

AB              NO FLIP FLOPS ONLY SECURELY FASTENED SANDALS

AC              PREGNANT WOMEN MAY NOT WORK IN BABY ROOM, MAY NOT LIFT CHILDREN AND MAY NOT CHANGE NAPPIES IF IT INVOLVES BENDING

4                  ARRANGEMENTS MADE AND RESOURCES PROVIDED FOR PROVIDING HEALTH, SAFETY AND WELFARE

NOTE: APPLICABLE TO ALL BELOW IS THE FACT THAT THE SAFETY STATEMENT AND THE STAFF HEALTH, SAFETY AND WELFARE INDUCTION INFORMS STAFF OF ALL HAZARDS AND ACTIONS NECESSARY TO PREVENT ACCIDENTS

A                 SWEEPING BRUSH AND DUSTPAN PROVIDED IN EACH ROOM

B                 MOPS AND CLOTHS PROVIDED IN EACH ROOM PLUS WARNING SIGN ‘WET FLOOR’

C                 STAFF REQUIRED TO MONITOR AMOUNT AND TYPE OF TOYS.  MUST BE APPROPRIATE TO CHILD AGE GROUP

D                 REGULAR FIRE DRILLS PRACTISED.  FIRE FIGHTING EQUIPMENT AND FIRE ALARM SYSTEM IN PLACE.  FIRE EXITS CLEARLY SIGNED.  DEMONSTRATIONS IN USE OF FIREFIGHTING EQUIPMENT PROVIDED.  FIRE SAFETY PROGRAM PRESENTED TO NEW STAFF DURING INDUCTION.

E                 BARRIER ERECTED TO PREVENT CHILDREN ENTERING KITCHEN.  ADEQUATE SUPERVISION PROVIDED WHEN CHILDREN GO THROUGH WALKWAY

F                  NO OVERLOADING SOCKETS.  USE SUITABLE FUSES.  FAULTY EQUIPMENT AND DEFECTS IN SYSTEM ISOLATED AND REPAIRED IMMEDIATELY.  ELECTRICIAN ON CALL.  STAFF INFORMED OF HIS NUMBER.  STAFF MUST REPORT DANGERS AND DEFECTS.  MANAGEMENT REGULARLY CHECKS ALL ITEMS ON CHECKLIST

G                 TAPS CHECKED REGULARLY TO ENSURE THEY ARE OPERATING EFFECTIVELY.  CHECKED ON CHECKLIST

H                 RADIATORS CHECKED REGULARLY.  THERMOSTATICALLY CONTROLLED CHECKED ON CHECKLIST

I                  NO STAFF BEVERAGES IN CRECHE AREA.  FACILITIES PROVIDED FOR PREPARING BEVERAGES I.E. STAFF ROOM FOR CONSUMING SAME.  STAFF REQUIRED TO MAKE AND CONSUME BEVERAGES IN STAFF AREA ONLY

J                  NO SMOKING ON PREMISES.  STAFF REQUIRED TO REFRAIN FROM SMOKING ON PREMISES

K                 MAINTENANCE CHECKLIST AVAILABLE IN EACH ROOM.  STAFF REQUIRED TO CHECK EQUIPMENT AND REPORT AND ISOLATE/REMOVE ANY DEFECTIVE ITEMS

L                 MEMOS ISSUED TO STAFF.  NO SWINGING OF CHILDREN REGULATION IN PLACE.  REGULAR MONITORING BY MANAGEMENT

M                MEMOS ISSUED TO STAFF.  REGULAR MONITORING OF NAPPY CHANGE AREA BY MANAGEMENT TO ENSURE COMPLIANCE WITH REGULATION.  STAFF REQUIRED NOT TO STAND CHILDREN ON MAT

N                 MEMOS ISSUED TO STAFF.  STAFF REQUIRED NOT TO SIT ON WINDOWS AND NOT TO ALLOW CHILDREN TO DO SO.  REGULATION IN PLACE

O                 MEMOS ISSUED TO STAFF.  STAFF TRAINED TO ALWAYS KEEP EYES ON CHILDREN.  STAFF NEVER TO LEAVE ROOM WITHOUT INFORMING ANOTHER MEMBER OF STAFF AND ENSURING ADEQUATE COVERAGE EXISTS IN ROOM.  FLOATER AVAILABLE.  STAFF NEVER TO LEAVE A ROOM UNSUPERVISED.  MANAGEMENT TO ENSURE ADEQUATE STAFFING NUMBERS AT ALL TIMES

P                  MEMOS ISSUED TO STAFF.  STAFF REQUIRED NEVER TO LEAVE PLASTIC BAGS WITHIN REACH OF CHILDREN.  STAFF MUST ALWAYS PICK UP PLASTIC BAGS AND STORE IN DESIGNATED AREA AWAY FROM CHILDREN

Q                 MEMOS ISSUED TO STAFF.  STAFF REQUIRED TO PLACE SHARP KNIVES IN KNIFE BLOCK PROVIDED AND NOT IN DRAWER

R                 STAFF REQUIRED TO PRACTICE EMERGENCY/ACCIDENT PROCEDURES.  FIRST AIDER ALWAYS ON PREMISES.  STAFF TRAINING IN FIRST AID.  ALL STAFF WILL COMPLETE INCIDENT BOOK ENTRY.  STAFF REQUIRED TO INFORM MANAGEMENT OF INCIDENT.  MANAGEMENT WILL ESTABLISH THE CAUSE OF ACCIDENT.  MANAGEMENT WILL CALL 999 IF APPROPRIATE AND WILL GET ALL NECESSARY ASSISTANCE.  STAFF WILL KNOW LOCATION OF EMERGENCY NUMBERS

S                  DESIGNATED STAFF MEMBERS FOR COOKING MEALS AND FOOD PREPARATION.  THEY WILL BE TRAINED IN BASIC HEALTH AND HYGIENE.  STAFF REQUIRED TO WASH HANDS AFTER TOILETING AND BEFORE PREPARING FOOD AND AFTER HANDLING RAW MEAT.  SIGNS, SINKS AND ANTIBACTERIAL SOAPS AND PAPER TOWELS PROVIDED.  SEPARATE CHOPPING BOARDS PROVIDED FOR RAW MEAT.  STAFF REQUIRED TO USE THEM.  STAFF REQUIRED TO HAVE RAW MEAT ALWAYS STORED AT BOTTOM OF FRIDGE.  STAFF REQUIRED TO CLEAN AND STERILISE ALL WORK SURFACES AFTER FOOD PREPATATION.  ANTIBACTERIAL SPRAYS PROVIDED.  DISHWASHER PROVIDED.

T                 STAFF INSTRUCTED IN PRINCIPLES OF SAFE LIFTING DURING INDUCTION.  STAFF REQUIRED TO ABIDE BY SAME.  STAFF REQUIRED NOT TO LIFT EXCESSIVE LOADS THAT WILL CAUSE INJURY BUT TO CALL FOR ASSISTANCE.  STAFF REQUIRED NOT TO LIFT LARGER TODDLERS ONTO NAPPY CHANGE BUT TO PLACE NAPPY CHANGE MAT ON THE FLOOR INSTEAD AND CHANGE THE CHILD THERE

U                 STAFF INSTRUCTED ON CORRECT METHOD OF CLEANING UP BROKEN GLASS I.E. NEVER TO HANDLE BROKEN GLASS, TO SWEEP GLASS WITH DUSTPAN AND BRUSH (PROVIDED), TO WRAP GLASS IN NEWSPAPER TO PREVENT FURTHER INJURY.  STAFF REQUIRED TO KEEP CHILDREN CLEAR OF BROKEN GLASS AND CLEAR UP IMMEDIATELY. REMOVE CHILDREN FROM THE ROOM.

V                 STAFF REQUIRED TO NEVER LEAVE SHARP OBJECTS IN REACH OF CHILDREN.  SUITABLE STORAGE AREAS I.E. SHELVES AND CUPBOARDS OUT OF CHILDREN’S REACH PROVIDED FOR SUCH ITEMS

W                STAFF REQUIRED TO EXERCIZE CAUTION ENTERING A ROOM.  GLASS PANELS INSTALLED IN DOORS FOR VISUAL ACCESS TO ROOM

X                 STAFF REQUIRED TO ALWAYS CLOSE DOORS SECURELY BEHIND THEM WHEN ENTERING AND LEAVING A ROOM PLUS PLAY AREA GET.  HIGH HANDLES OUT OF REACH OF CHILDREN HAVE BEEN PROVIDED ON MOST DOORS.  STAFF REQUIRED TO ENSURE FRONT DOOR IS ALWAYS LOCKED – INTERCOME SYSTEM INSTALLED FOR THIS PURPOSE AND SECURITY.   SIGNS ON PLAYAREA GATES WARNING STAFF AND PARENTS TO CLOSE GATES AT ALL TIMES

Y                 MEMOS ISSUED TO STAFF.  STAFF REQUIRED TO ALWAYS ASK FOR ID OF CALLER BEFORE ALLOWING THEM ONTO PREMISES OR MANAGEMENT MEETS THEM ON DOORSTEP.  MANAGEMENT SHOULD BE CALLED FOR.  STAFF REQUIRED TO NEVER LEAVE CALLER UNATTENDED IN BUILDING.  ONLY DESIGNATED PERSONS MAY COLLECT CHILDREN.  THESE PERSONS ARE NAMED ON REGISTRATION FORM.  STAFF REQUIRED TO FAMILIARISE THEMSELVES WITH THESE DESIGNATED PERSONS.  IF IN DOUBT, STAFF REQUIRED TO ASK FOR ID AND/OR INFORM MANAGEMENT.  STAFF REQUIRED TO NEVER RELEASE A CHILD IF ANY DOUBT EXISTS

Z                 STAFF REQUIRED TO PROVIDE ADEQUATE SUPERVISION IN PLAYGROUND AT ALL TIMES, TO LIMIT RUNNING DOWN THE HILL, WHEELED TOYS ALLOWED ONLY ON CEMENT.  STAFF REQUIRED TO REPORT ANY POTENTIAL HAZARDS TO MANAGEMENT.  MANAGEMENT REQUIRED TO DO REGULAR CHECKS WITH CHECK LIST ON PLAY AREA NOTICING ANY SHARP PROTRUSIONS ON FENCE OR SHARP STICKS FROM TREE OR ANIMAL FFAECES.  ENTIRE PLAYAREA COMPLETELY ENCLOSED, FENCED IN AND GATED FOR SAFETY.  STAFF REQUIRED TO APPLY SUNSCREEN AND HATS TO ALL CHILDREN BEFORE GOING OUT IN HOT SUN

AA              STAFF REQUIRED TO REPORT ANY ODD BEHAVIOURAL PATTERNS AND/OR MARKINGS ON CHILD’S BODY TO MANAGEMENT.  MANAGEMENT TO THEN INVESTIGATE FULLY FOLLOSING HAVING HAD THE CHILD MONITORED AND DOCUMENTED CLOSELY.  DISCUSSION OF IMMEDIATE CONCERNS WITH PARENTS WILL FOLLOW.  SHOULD THERE BE ANY SUSPICION OF CHILD ABUSE MANAGEMENT WILL CONTACT THE SWAHB.  ALL ACTIVITIES WILL BE DOCUMENTED.  FOR FULL DETAILS SEE CHILD PROTECTION POLICY

AB              MEMO SENT OUT TO STAFF STATING THAT THEY ARE NOT TO WEAR FLIP FLOPS

AC              STAFF WILL WORK IN AREAS WHERE THEY ARE NOT REQUIRED TO LIFT CHILDREN

5                  NAMES AND JOB TITLES OF PEOPLE RESPONSIBLE FOR SAFETY AND HEALTH IN THE ORGANISATION:

NAME:     

JOB TITLE:                 

ARRANGEMENTS FOR CONSULTATION WITH EMPLOYEES ON SAFETY AND HEALTH MATTERS:

         1                  MEMOS

2                  STAFF HEALTH, SAFETY AND WELFARE INDUCTION

3                  SAFETY STATEMENT

4                  MEETINGS

5                  TRAINING

6                  REGULAR MONITORING ON JOB

7                  CHILD PROTECTION POLICY

8                  DETAILS OF INFORMATION AVAILABLE TO EMPLOYEES ON SAFETY AND HEALTH:

1                  MEMOS

2                  STAFF HEALTH, SAFETY AND WELFARE INDUCTION

3                  SAFETY STATEMENT

4                  MEETINGS

5                  TRAINING

6                  HEALTH, SAFETY AND WELFARE LEGISLATION AND PUBLICATIONS

7                  CHILD PROTECTION POLICY

Create a treasure map (a la Dora and Diego) for the kids to use on their hunt.  Incorporate various learning activiities into your cartography attempts and have the kids look for various flora and fauna, other animals and anything that increases their awareness of their surroundings.  Kids love this adventurer/explorer, map following style foray and will be engrossed, enthused, excited and learning.

And when all the outdoor fun is over ye olde treasure map can be colored in (yeah, make sure you do it in black and white to start with).  Crafts, creativity, reasoning skills, exercise, fresh air, team work, learning and art (to name but a few) – now that sounds like a fun day at day care to me.

Make sure the stories are not too long as children tend to have a short attention span and try to really engage them by bringing the story to life with your voice and actions.  Don't be afraid to use different accents and pitches of voice for various characters (the children won't know you can't do a southern accent to save your life!!) The kids must be able to see the book so the bigger the pictures the better and I often use my computer to do a kind of power point presentation.  Try to have the children sit in a semi circle so everyone can see and make sure they are all warm and comfortable (perhaps sitting on soft vinyl furniture). 

Try to tie the stories in with a weekly theme e.g. letter for the week is 'H', animal of the week is hippo and hare so your stories could be centred around those animals or other subjects beginning with 'H'.  Keep it fun and relaxed and encourage the kids to choose a story sometimes – it's important they don't feel that storytime is a lesson or chore.  Get them to participate, keep them engaged and have fun.

One of the most daunting tasks facing any new (or seasoned) day care provider is that of providing new, fresh, educational yet fun activities for the kids.  How can we provide stimulating, new and safe opportunities for exploratory, educational play?  Amazingly, providing said activities need'nt cost the earth and utilising simple, everyday household items mixed in with a large portion of imagination will suffice. 

Younger children will have hours of fun with a mirror, making faces and watching you do likewise.  Familiar songs and nursery rhymes coupled with hand clapping, swaying, jumping and dancing will provoke a wonderful response in all children whilst also encouraging movement and coordination. Throw in some wooden spoons, pots, lids and rice filled containers and you will have a veritable orchestra.

Toddlers love messy play…the messier the better so provide lots of aprons and newspaper to cover surfaces.  Play dough is a firm favourite and easily made with flour, water, vegetable oil, salt and  food colouring.  Gloop (cornflower and water) is another great way for kids to experiment with texture (which can be varied by adding more flour).  Sand and water are natural materials essential to any preschool allowing children to learn texture, touch and the changing states of the materials as they heap, empty, pour, fill, patt, sieve and create. 

Preschoolers are little fountains of imagination and love nothing more than to act out everyday events using make believe and a few props.  Enter – dress up and role play!  Provide a dress up corner (simply, an old box) filled with clothes, hats, shoes, gloves, aprons, scarves, feather boas….. Ask parents for donations, rummage in the local thrift store….use your imagination!!  Create activity areas where the kids can play our their fantasies i.e. have a home corner complete with kitchen and utensils, create a little office space with phone and computer. 

Storytime is an integral part of the day care experience and should be fun, interactive and varied.  Use props to bring the stories to life, a simple tape recorder can add sound effects, introduce a turn taking system so the kids have a chance to tell a story and encourage make up stories focusing on topics of interest i.e. where the child is the super hero!  Develop your story times so that they gradually seque into a mini dramatics session.  Even the shiest child will become so involved in the vibrant characters being created that they will almost unconciously act out their role too.

Art  is a wonderful and enjoyable play experience.  Painting activities need not be confined to an easel with a paint brush.  Finger painting, foot painting, blowing paint throw straws, old tooth brushes, old paint rollers, a multitude of household items dipped in paint to make a stamp – all angles on the painting experience.  Go through your recycling bin and introduce pots, boxes, egg shells, bottles and anything else that could be decorated. 

Remember, children are naturally curious and are always seeking new experiences….simply open your mind and imagintation and follow their lead!

When planning your curriculum and activities be sure to intergrate elements that focus on educating the children about ethnic and cultural diversity.  Programmes may have themes focusing on a different culuture each week incorporating arts and crafts, stories and imaginative play to encourage awareness.  An example of such a theme could be the Inuit people of the Artic region.  Children can learn via making igloos and inuit fishermen in arts and crafts (they love gluing cotton wool to represent snow and fur on clothing), stories can include tales of inuit children and the animals who share their geographical region i.e. seals, polar bears etc. 

You might also consider celebrating and exploring different festivals such as Kwanza, Diwali, Chinese New Year, Hanukkah, Easter Halloween, Christmas and on. Children often enjoy activities without any understanding of their cultural origins and it is important that we, the educators, introduce the history and meaning of these events to the children in a clear and fun manner. 

One of my proudest 'mom' moments was the day my 3 year old pointed to his face, framed by the fur edged hood of his coat and announced, 'mom, I look like an Inuit boy AND did you know that the Inuit mommies carry their babies in their hoods??'  Aaaaaaaah!

Keep all your formal policies in a single folder for easy access and invite the feedback and comments of parents.  Try to keep the language as uncomplicated and jargon free as possible.  You want people to absorb the information not be blinded by science so try presenting brief, simple statements. 

Bullet points and graphics are an effective method of presenting information.  Try to keep your language and style informal and present the policies succinctly – you can provide more detailed explanations in seperate notes for those who wish to read it. 

Invite parental input via a comment box or notes on the policies and attempt to take them into account.  Sometimes we can't see the wood for the trees and a parent's practical feedback can be invaluable.

'You might consider posting what you say to the parents. That might help parents who aren't lucky enough to have you for a daycare provider.'

Great comment and a slap on the wrist for yours truly for assuming that y'all are mind readers! Meeting a new parent for the first time is like approaching a new born foal..they're jumpy, nervous, unsure and have you pegged as a potential threat. You want to gain their trust so you need to make yourself a known entity and I do that by talking about myself, my family, my experience in day care. I let them know that I understand their fears and what they are feeling by talking about each one.

I explain that this is perfectly natural and that every new parent feels the same way hence the settling in period which is designed to ease the separation anxiety experienced by both parent and child. I launch into a detailed account of our settling in process spelling it out so they understand what they may be feeling at each stage, how their child is likely to react and what we do in each instance to alleviate the situation.

It is also very important that parents understand what their child's day will consist of (remember, they drop off and pick up but have no idea what goes on in between) so I go through our daily schedule inserting funny little anecdotes in an effort to personalise the account somewhat. I empasize to all parents that they are welcome to return at any time of the day and look through the windows (ensuring their child doesn't see them) just for that invaluable peace of mind gained from seeing exactly how their child is doing.

Finally, it is vital in my opinion to know when to make that personal call to a parent who may have had a traumatic drop off, maybe even leaving the day care in tears, just to reassure them that their child is absolutely fine (the tears and tantrums ceasing 5 seconds after the parent leaves!). That kind of thought and reassurance is priceless to a parent.

I have stood chatting to so many apprehensive people, on the threshold of starting their precious child in day care who are filled with questions, concerns and complete fear.  I try to head them off at the pass by explaining every step  of the day care process- settling in, what to expect, daily routines, possible behavior issues and by listening attentively to the turmoil that is their thoughts.  In some ways I actually need to babysit the parents through these early days.

This simple, premeditated act can go a long way towards avoiding confilct and miscommunication down the line. It is well worth the time invested.

The first major relationship that springs to mind is that of the worker/child.  A worker should never be content to simply be a caregiver but should see their function as encompassing the enrichment of the child's experience through facilitating the creative, learning and play environment.  A caring, warm and consistent personality is essential and should be cultivated. 

Many and varied are the necesary skills of the day care worker.  These inlcude an eagle eye on a safe environment,  the ability to faciliate the learning of the independent child, giving that child the necessary support to participate in learning activities, encouraging individuality and self confidence, recognizing that each child develops at their own pace, encouraging caring personalities in the classroom and buckets of patience.

These are just some of the skills required to work with children successfully and meaningfully so if you are not ticking all the boxes you might want to consider another career. We'll talk about the other relationships of the day care worker in another post (oh yeah, there's more!!)

The most important factor in the success of any program is the relationship between the children participating in the program and the adult members who work with these children. Often, children may confide in an adult member who is not a teacher. This kind of emotional interaction is a must when children are struggling to make sense of the whirlpool of emotions that assail them.

Direct contact with professionals can be an inspiring experience. Children are very much impressed by the knowledge and experience of these adults. Young people gain a lot of knowledge and experience when they deal with experienced adults and older youth who serve as teachers or mentors in these programs. These mentors are different from the teachers in the school and children are more likely to draw inspiration from them.

After school activities that are managed professionally by people who are successful in their own fields of expertise will produce children who are more enthusiastic and successful. Meaningful interaction with adults is a learning experience in itself.

Most after school daycare curriculum can be broadly classified into three – recreational, educational and society-oriented. The last bit usually comes in when your child is already a bit grown up and can voice his own interests.

Read more in my article here:  http://www.childcareonly.com/education/after-school-daycare-curriculum/