WHO IS ACCREDITED?

Private Organization Accreditation

Sweetser, a Maine non-profit agency operating since 1828, provides comprehensive mental and behavioral health and substance abuse treatment services. Statewide, it serves around 15,000 consumers a year, including children, adults, and families in outpatient, office-based, and residential settings.
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VOLUNTEER TESTIMONIAL

Harry Hunter, MSW, MBA, Ph.D.

Volunteer Roles: Peer Reviewer; Team Leader

Peer Reviewer for the month of January 2013, Dr. Hunter has been volunteering for COA since 2005, conducting five site reviews.
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Purpose

Early Childhood Education facilitates appropriate child development and ensures the health and safety of children in care.

CYD-ECE 11: Transition

Teaching staff work with parents and children to plan for orderly transitions.

Rating Indicators
1
The program’s practices fully meet the standard, as indicated by full implementation of the practices outlined in the Practice Standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards.

Table of Evidence

Self-Study Evidence On-Site Evidence On-Site Activities
    • Procedures for transitioning to another classroom or age group (CYD-ECE 11.03)
    • Procedures for transitioning to another school or program (CYD-ECE 11.04)
    • Policy for removing a child from care provided to parents upon enrollment (CYD-ECE 11.06)
    • Community resource and referral list
    • Interview:
      1. Program director
      2. Teaching staff
      3. Parents
    • Review child files

  • CYD-ECE 11.01

    Parents and children receive assistance with managing transitions between the home and the child care setting.

    Interpretation: This can include helping the parent or child cope with daily drop-offs and/or departures or being sensitive to parents or children who are struggling with the idea of using out-of-home care for the first time.


  • CYD-ECE 11.02

    Teaching staff promote smooth transitions throughout the day by ensuring:

    1. transitions are well-planned;
    2. children receive advance notice; and
    3. activities are long enough to promote sustained play.

  • CYD-ECE 11.03

    When the child needs to transition to another classroom or age group within the program, the current teacher:

    1. engages parents in a discussion of the child’s developmental needs and the reason for the transition;
    2. provides parents with general information on the transition process;
    3. arranges opportunities for the child to visit the new classroom and meet teaching staff and peers prior to the transition; and
    4. shares information with the new teacher to facilitate an orderly transition.

  • CYD-ECE 11.04

    When the child needs to transition to school or another program, teaching staff:

    1. engage parents in a discussion of the child’s developmental needs and most suitable options;
    2. provide parents with general information on transitioning from the program;
    3. share information with other providers to facilitate an orderly transition; and
    4. notify collaborating service providers that the child has transitioned from the program.

  • CYD-ECE 11.05

    When the program can no longer meet a family’s need for care, it refers families to local resources such as child care resource and referral.

    Interpretation: Reasons why a program may no longer be able to meet the needs of the family include non-payment, when special needs arise that the program can’t meet with reasonable accommodation, or a change in work schedules that the program cannot accommodate.


  • CYD-ECE 11.06

    The program has a systematic process for removing children from care that is communicated with families upon enrollment.

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