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Information for Child Care Providers
Facilities and Equipment
One of your primary concerns in starting a program will be determining the location, size, and type of space you need. Things to think about when looking for a space include child care needs of the local community; zoning, Americans with Disabilities Act regulations, fire and health department regulations, parking needs, and licensing requirements. Contact us for more information.
Indoor and Outdoor Space
Once you've found the right site, make sure the building and grounds are suitable for child care. Inside the building, you'll need many things in place before opening your doors.
Classrooms should have more than the minimum required square footage per child required for licensing, as well as natural light from windows or skylights. Areas for both quiet and active play, along with sufficient space for children to play alone or with a group, are important. A child care classroom typically includes interest areas for blocks, dramatic play, reading, manipulatives, art, sand/water play, indoor active play (gross motor area), science, and a napping area. In addition, each class needs space for cubbies and coat hooks at children's level.
Diapering Area -- An area for diaper changing may be located within or adjacent to the classroom, and should include a changing table, disposable table paper, diapers, wipes, spray bottle with disinfectant solution, disposable rubber or latex gloves, and covered diaper pail, with a sink for handwashing nearby.
Bathrooms -- A child's lavatory should be located within or immediately adjacent to the classroom, with sinks and toilets at children's level to facilitate handwashing and toilet training. A separate adults' lavatory should be conveniently located.
Kitchen -- Food storage areas, equipment suitable for food preparation, and industrial appliances (including a dishwasher) are essential elements in the kitchen, which should be located on the ground floor near the classroom areas, but closed off, so children cannot enter without adult supervision.
Storage -- There should be ample storage space(s) in each classroom, particularly in areas for art, science, cooking projects, and manipulatives.
Staff Room Supply a comfortable room that staff use for breaks, conferences, and meetings, with a secure place to store handbags and personal items. Tea and coffee, and a small refrigerator for keeping lunches and soft drinks, are welcoming touches.
Resource/Library Area Set aside a place for parents and staff to share resources on child development and parenting, and to store children's books not currently being used in the classrooms.
Office/Administrative Area You will need a private space to house all files and records pertaining to the center and families, office equipment (including telephone and computer), all money and checks, and space and equipment for administrative functions. It should have a door that locks and a locking file cabinet to keep confidential records secure. You can use this space to interview parents for enrollment and for confidential staff meetings, parent-teacher conferences, etc. In addition to a desk and chair, you may want a small sofa or several comfortable chairs.
Outside Space
Children will spend time each day in the outdoor play area, which must be a fun, safe, and developmentally appropriate space. Outdoor space adjacent to the classrooms is ideal. If that is impossible, find outdoor play space as close as possible to the center. Your center's playground space will need to be approved by the zoning department and licensing agency, and should have the following:
- Cushioned ground covering under play equipment (approved rubber matting, or eight to twelve inches of soft sand or woodchips -- never concrete, asphalt, or gravel)
- Sturdy playground equipment that meets safety standards, properly spaced to avoid accidents from collision or crowding
- Sturdy fencing around the entire outdoor space
- Adequate drainage
- Balance of sunny and shady areas
- No broken glass, animal waste, standing water, or other hazards
Furnishings and Materials
The size of your center, the type of program you offer, your staff, and your budget will all affect your purchasing decisions for furniture, equipment, and supplies. There are basic furnishings and equipment you'll need to help provide a safe and comfortable learning environment for children. (Note: These lists do not include any special equipment needed for children with special needs.)
Furnishings for your center should include:
- Tables that seat four to six children;
- chairs, at least one per child;
- comfortable chairs, couch, and/or carpeted area for reading and quiet area;
- storage units (shelving) with children's materials on their level, plus adult storage not accessible to children;
- easels;
- rugs and/or mats;
- cubby storage units;
- book display stand;
- supply storage units (for paints, glue, art supplies, etc., not in use -- with doors that cannot be opened by children);
- clock;
- wastebaskets;
- window shades;
- sand/water table
Art --
- Paint containers (spill-proof);
- paint (non-toxic, washable);
- paint brushes in assorted sizes;
- paper (assorted sizes of colored construction, newsprint, and plain white);
- aprons or smocks;
- markers;
- blunt nose scissors;
- glue and/or glue sticks;
- glitter;
- colored chalk;
- crayons;
- stamps and ink pads;
- recycled materials;
- natural materials from outside;
- hole punches;
- string;
- staplers
Block Corner --
- Wooden unit blocks in varied sizes;
- cardboard brick blocks;
- table top blocks;
- wooden trucks and cars;
- sturdy model animals and people to extend creativity;
- wooden train sets (optional)
Dramatic Play --
- Housekeeping/kitchen units;
- safety mirror;
- dress-up clothes and costumes;
- play foods (multicultural, too!);
- play kitchen utensils, dishes and cookware;
- puppets; puppet theatre;
- dolls (various sizes and multi-ethnic);
- doll high chair, cradle or furniture;
- plastic animals (farm, jungle, dinosaurs);
- equipment to expand dramatic play beyond home living (e.g., play money and cash register, office equipment, dress-up clothing)
Manipulatives --
- Washable infant toys (have several of each type);
- connecting blocks (e.g., Duplos);
- pegs and pegboards;
- geo boards;
- lacing cards;
- puzzles;
- shape sorters;
- beads and string;
- linking toys (snap-together cubes, gears)
Meal Areas --
- Stove;
- sink;
- dishes and cups (plastic for children);
- eating utensils for children;
- serving utensils;
- microwave oven;
- pots and pans;
- kitchen utensils;
- refrigerator with freezer;
- storage cupboards;
- cleaning equipment and supplies;
- dishwasher and Sterilizer;
- food thermometer;
- high chairs for infants
Music --
- Instruments (drums, tambourines, bells, maracas, cymbals, fingerbells, xylophone, etc.);
- rainsticks;
- tape, record or CD player;
- cassettes, records, or CDs;
- scarves and flags for movement and music
Nap Areas --
- Cribs (for infants);
- mats or cots (for toddlers and older);
- mat sheets (washed daily);
- extra sheets and blankets;
- stuffed animals (washed frequently)
Playground --
- Outdoor climbing structures (with proper surfacing);
- swing sets (you need plenty of room for these!);
- riding toys such as tricycles, scooters, play cars, etc.;
- wagons;
- wheelbarrows;
- balls (many sizes);
- sandbox with lid;
- sand toys;
- see saw;
- basketball hoop (free-standing)
Reading and Literature --
- Alphabet blocks, puzzles, magnets, stamps, cookie cutters, etc.;
- games (bingo, lotto, sorting cards);
- sequencing puzzles;
- felt boards with play scenes;
- books (picture books, board books for infants, big books);
- audio tapes and cassette player;
- posters of favorite book characters
Science --
- Nature objects (shells, leaves, rocks, etc.);
- magnifying lenses;
- plant growing materials;
- magnets and magnetic objects;
- charts (weather, temperature, etc.);
- binoculars;
- gardening materials;
- books and posters about science;
- discovery table or light table;
- live animals (e.g., fish, ant farms, small mammals, as allergies allow), but no turtles (due to toxic salmonella germs)
Sensory --
- Play-doh (you can make your own);
- modeling clay;
- shaving cream;
- "pudding painting" bubbles;
- sand and water toys (buckets, shovels, funnels, measuring cups, water wheel, bathing dolls, spray bottles, etc.)
Toileting Areas --
- Washbasins and toilets (at children's level);
- toilet paper;
- paper towels;
- toilet seat inserts (if desired);
- small step stool (if needed);
- liquid soap in dispensers;
- diaper changing table or surface;
- wipes;
- disposable rubber gloves;
- spray bottle of disinfectant to use on surface;
- diapers;
- diaper pail with lid
Professional Development
- "I studied business in college, but I am really enjoying my work with children. I have taken 40 hours of training last year, but am no closer to a degree than when I started."
- "I have always wanted to get my degree, but I have been out of school so long. How do I start?"
Child Care Connections and all the Resource Development Centers in Maine are embarking on a new system of delivering training in Maine that will provide solutions to these dilemmas. In partnership with Maine Roads to Quality, Maine’s Early Care and Education Career Development Center and the Community College system, we are establishing a pathway for child care providers that could lead to credit in higher education. Practitioners who work in either a family child care home or child care center will have the opportunity to complete core knowledge training that will provide a consistent foundation of knowledge in early childhood education. Practitioners will then be able to apply this training and a completed portfolio toward obtaining a CDA, entry into a higher education, and advancement on the Professional Registry. These core knowledge trainings include:
- Getting Started in Family Child Care
- Starting Your Core Knowledge Portfolio
- Introduction to Early Childhood Education
- Caring for Infants, Toddlers, and Their Families
- Preschool Development in Family Child Care Settings
- Preschool Development in Center-based Care
- Caring for the Abuse Affected Child
- Working with School-age Children and Youth
- Inclusive Child Care
- Partners in Caring: Families and Caregivers
- Fostering the Social and Emotional Development of Young Children
- Building Peaceable Nonviolent Early Childhood Settings
- Weaving Diversity into Our Work with Children and Families
These core knowledge training are available on a statewide basis. Participants will receive the same information whether they live in Windham or Waldoboro, Portland or Presque Isle. We will be able to refer you to the series that will be held closest to you.
In addition, staff at the Resource Development Center will be available for career counseling, advising about obtaining a Child Development Associate credential, and ongoing technical assistance.
Statewide conferences will continue to be available, and individual workshops will be offered based on local need. The training offered by provider associations and other organizations will still be publicized in our training calendar.
Quality Certificate
Did you know...
The Maine legislature passed a law that expands the income tax credit for child care expenses. A Maine taxpayer who enrolls a child in a child care center or home with a Quality Certificate is eligible for a double child care tax credit on their state income tax return. Currently an individual is allowed a credit against the tax otherwise due in the amount of 25% of the federal tax credit allowable for child and dependent care. In the new law, this credit doubles in amount if the child care expenses were incurred through the use of quality child care. The credit may result in a refund of up to $500.
In addition, the Department of Health and Human Services, Community Services Center (CSC), will pay a quality differential reimbursement rate to quality child care providers for the units of child care slots and child care vouchers purchased. To be eligible for the 10% quality differential, the child care services purchased by the CSC must be provided by a "quality" child care center or licensed family child care provider.
"Quality" is defined as meeting at least one of the following standards:
1. Current accreditation by one of the following agencies:
a. National Association of the Education of Young Children (NAEYC)
b. National Association of Family Child Care (NAFCC)
c. National School Age Care Association (NSACA)
2. Meets Head Start Performance Standards for Programs of Excellence and Quality as evidenced by certification from the U.S. Department of Health and Human Services, Administration for Children and Families.
3. A family child care provider who holds at least one of the following credentials or degrees:
a. Child Development Associate (CDA); or
b. Associates, Bachelor, Masters, PhD in early childhood education, child development, or related degree. Providers with related degrees will need at least 12 credits in early childhood education. Providers with related degrees will also need to complete a 3-credit course in early childhood education or child development or 45 hours in the Maine Roads to Quality Core Knowledge Training every 3 years. In addition, providers in this category will need to satisfactorily pass a quality checklist as administered at their next licensing visit.
For more information, please contact the Maine Department of Human Services at (207) 287-5099 or click on this link:
http://www.state.me.us/revenue/incomeestate/childcare.html
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