Standards for public agencies

2020 Edition

Early Childhood Education (PA-ECE) 10: Child Supervision

Close supervision ensures child safety and improves service quality.
2020 Edition

Currently viewing: EARLY CHILDHOOD EDUCATION (PA-ECE)

VIEW THE STANDARDS

Purpose

Early Childhood Education facilitates appropriate child development and ensures the health and safety of children in care.
1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • Procedures for child pick-up
  • Procedures for documenting attendance
  • Procedures for covering staff breaks and other situations that require a teaching staff person to leave the classroom for five minutes or more
  • Procedures for mixing age groups
  • Documentation of group size and ratios in each classroom for the previous month
  • Staffing chart for the previous month
  • Interviews may include:
    1. Program director
    2. Relevant personnel
    3. Parents
  • Observe facility
  • Observe arrival and pick-up times

 
Fundamental Practice

PA-ECE 10.01

Each child is supervised to ensure:
  1. departure is with a person who has been approved in writing by his or her parents;
  2. absences are documented;
  3. off-site whereabouts while under the supervision of the agency are known and documented; and
  4. departure is not allowed with someone who poses a safety risk and staff follow procedures for using relevant agency or community resources to intervene as needed.
Examples: Individuals who pose a safety risk can include those who are intoxicated by drugs or alcohol and those who are mentally or physically unstable.

 
Fundamental Practice

PA-ECE 10.02

The child care center maintains teacher-child ratios and group sizes at all times both on- and off-site that:
  1. do not exceed COA's Recommended Teacher-Child Ratios and Group Sizes
  2. take into consideration changes in supervision needs based on activities being conducted; and
  3. take into consideration the needs of the children in the group.

Interpretation

Plans should be in place to maintain ratios whenever a teacher leaves the room for longer than five minutes, including when staff:
  1. works individually with a child who is ill, requires separation from the group, needs special supervision or care, or has an emergency;
  2. takes a break; or
  3. leaves the room to retrieve supplies.
Examples: Lower ratios may be warranted based on the special physical, social, or developmental needs of children within the group, the risks associated with a particular activity, and the qualifications and competencies of the teachers to ensure that children’s needs are being met.

 

PA-ECE 10.03

When mixing age groups, the agency ensures:
  1. the developmental needs of all children can be met;
  2. teachers are skilled in programming for mixed-aged groupings; and
  3. the group’s teacher-child ratio is tailored with consideration given to the age of the youngest children in the group.
NA The agency does not offer mixed-age groupings.

 
Fundamental Practice

PA-ECE 10.04

Teaching staff maintain constant supervision of the children in their care by both sight and sound.

 
Fundamental Practice

PA-ECE 10.05

Indoor and outdoor facilities are arranged to ensure constant child supervision, including:
  1. convenient storage of items needed for napping, feeding, diapering, and administrative tasks;
  2. low barriers between designated spaces to maintain constant visibility of the entire room;
  3. convex mirrors installed wherever they are needed; and
  4. visibility of the classroom by more than one adult.