Week 7 Policies And Procedures Note PDF

**Week 7 Policies and Procedures** This week\'s topic is on regulations, policies, and procedures.A graphic of a yellow umbrella Description automatically generated In the world of policies and procedures, many terms are often used interchangeably, especially in the child care environment. They c...

**Week 7 Policies and Procedures** This week\'s topic is on regulations, policies, and procedures.A graphic of a yellow umbrella Description automatically generated In the world of policies and procedures, many terms are often used interchangeably, especially in the child care environment. They can include 1. Codes, 2. Directions, 3. Guidelines, 4. Methods, 5. Principles, 6. Policy 7. Processes, 8. Procedures, 9. Practices, 10. Regulations, 11. Rules, 12. Routines. 13. Standards, 14. Instructions, All of these words or concepts fall under **[the policies and procedures umbrella]**.  **Regulations, policies, and procedures** **[guide and facilitate]** the work and life of an early childhood educator and ECE program **[based on current best practice research]**. A screenshot of a computer Description automatically generated **Policy Development Flow Chart** 1. **Best Practices:** Standards that guide practitioners based on current research 2. **Legislation** Regulations that prescribe, direct, limit, or govern early childhood programs 3. **Policy Statement:** Written rules that guide decisions Specifies the actions, behaviours of staff, families.... 4. **Procedures:** A series of sets to be followed to implement a policy **[Best Practices:]** **[Standards that guide practitioners based on current research]** The development of policies and procedures **[begins with best practices.]** Early childhood educators need to research current research and identify best practices that can fall into the development of policies and procedures. **[Best practices can be identified by using elect or occupational standards]**. **[Legislation]** **[\*\*\*Regulations that prescribe, direct, limit, or govern early childhood programs]** Once we have the current research available, we need to find out **if there's legislation directed at our programs**. Our best practices would follow and **be developed through legislation**. Sometimes legislation is developed by best practice through the [ **lobbying**] of early childhood educators. (From week 3 note, **[PUBLIC POLICY ADVOCACY / PROFESSIONAL ADVOCACY/ LOBBYING]** The second type of advocacy is called [public policy advocacy or professional advocacy]. It is often called **[lobbying]**. [Like personal advocacy, its aim is to benefit professionals and the children and families that they serve]. This type of advocacy **[attempts to challenge and reform public systems]** that affect children and families and is **[directed towards policy development, legislative, administrative, and budgetary processes]**. Advocacy efforts tend to vary in scope, from addressing the needs of an individual, such as helping a family access services for a child with special needs, to protecting all children. You could work towards something that may benefit the larger community, such as a family literacy center.) **[Policy Statement:]** **[Written rules that guide decisions]** **[Specifies the actions, behaviours of staff, families....]** From the legislation, we can then develop policy statements. These are **[written rules and guides for our decisions]**. They specify the actions and behaviors of everyone within the childcare environment. **[Procedures:]** **[A series of sets to be followed to implement a policy]** Lastly, procedures must be **[developed in relationship to the policies]**. It's a series of steps to be followed by implementing a policy. **[This flowchart is aligned, and these practices, legislation, policies, and procedures must align themselves.]**  Let's talk about a regulation or standard. **A regulation or standard is a rule, directive, law, or standard that [prescribes, directs, limits, and even governs ECE programs.]** A yellow and purple background with text and a cartoon character Description automatically generated Regulations and standards in childcare range from minimum to highest. Unfortunately, regulations and standards only outline **[minimum requirements]**. They might be related to zoning or building codes, children's rights and protection, or even government licensing requirements. **[\*\*\*In childcare, regulations and standards are minimum!!!!!]**  Licensing laws and procedures, such as The Child Care and Early Years Act, for example, outlines staffing, equipment, health and safety, programming, etc., but **[\*\*\*does not reflect quality, only minimum requirements.]** A group of people sitting on a bench Description automatically generated Establishing policies and procedures: **Policies and procedures are written as Comprehensive Statements of Decision!** What is to be done and by whom? When **[establishing policies and procedures]**, they should be viewed as **[decision-making statements]**. **[They must be written down, determine what is to be done, and by whom.]**  **[Policy:]** **(Week 2 note: \*\*\*Policy** is a **rule or decision** made up and enforced to control the behaviours of people in Family, Workplace, City, Provinces/ Territories, and Country) A policy, for example, is a **[written statement that explains a course of action towards achieving the goals of a program]**. Policies describe the program\'s specific plans and **can apply to [employees] as well as [participating families]**. Policies often answer the question, \"What is to be done and by whom?\" For instance, a policy might state that the director is responsible for recruiting and retaining qualified staff. Other policies clarify expectations of employment, like establishing the length of an employee's annual paid vacation. A third group of policies describes rules participating families are expected to follow, such as not including sugary treats like cupcakes and candy in children's birthday celebrations. \*\*\*Policies should be **written as comprehensive statements** **[describing previously made decisions]**, **[identify by guiding principles]**, or **[ready agreed-upon courses of action]** that help the program achieve its goals. Many policies will be included in a program's family handbook or staff manual, while others may serve as a resource for program administrators to ensure consistency and fair treatment for employees and families alike. A diagram of a policy process Description automatically generated **Policy Development**, called the **Policy-Making Process**, consists of five steps or stages. 1. Identify a Problem 2. Policy Formulation 3. Policy Adoption 4. Policy Implementation 5. Policy Evaluation The first step is to identify a problem. Problems may come to attention from staff, parents, the community, or even licensing specialists. The second step is policy formulation, generally done by the director or supervisor in a nonprofit center, or by the owner in a profit center. The third step is policy adoption, where a strategy for addressing the problem is selected. This may include procedures and consider compliance, financial implications, and consistency with other policies. The fourth step is policy implementation, as policies are useless unless implemented. The final step is policy evaluation, assessing if the new policy is working. All policies and procedures should be reviewed every three to five years. Procedures describe specific strategies for complying with established policies. They may identify step-by-step actions to achieve goals and often include forms developed to accomplish these tasks. Like policies, most procedures are included in staff manuals and family handbooks, though some are limited to administrators. Procedures that apply to all employees may describe, for example, applying for vacation time, where to find the form, how far in advance to request, and expected response time. Some procedures are family-specific, such as notifying the center if a child is sick and will not be attending. Procedures also describe the process for authorizing individuals to pick up children. Other procedures may apply only to administrators, like posting job openings. These may be documented in a staff manual but should also be included in the program's administrative manual, if available. It's important that all policies and procedures align with existing laws. Remember the slide with best practices at the top, followed by laws, then policies, and procedures. They must all align. Policies and procedures should help the program achieve its goals. Policies and procedures protect the program, staff, children, and parents, and provide a basis for evaluation in a childcare environment. Formulation, interpretation, and implementation of policies and procedures are administrative responsibilities. In a for-profit center, the owner is responsible for developing policies and procedures. In a nonprofit center, the supervisor or director brings policies and procedures to the attention of the board of directors, who have input and must approve them. The board of directors in a nonprofit center has the responsibility of approving policies and procedures, although this doesn't protect the board from liability. Policies and procedures may require documentation, audits, or regular reviews by the board to ensure they are implemented. When a policy is established, it's good practice to discuss how it will be monitored. Typically, in childcare programs, the supervisor or director monitors day-to-day operations in relation to policies and procedures and reports to the board of directors if issues arise. Policies and procedures are developed to address common situations and must align with laws. They should be written down, flexible for exceptions, and reviewed annually. Each policy should be independent of its procedure. For instance, if there's a change in who conducts the playground check, the policy may change without altering the procedure for the check itself. It's also essential that the staff and family manuals are consistent and readily available. Some centers even post policies online. The staff manual is an internal document describing employment classifications, job descriptions, employees\' rights, and responsibilities. It sets clear expectations regarding professionalism and ethical standards, contributing to the center\'s culture and guiding employee interactions. A comprehensive staff manual supports consistent policy and procedure implementation. Licensing specialists may review the staff manual, which should include job qualifications, job descriptions, staff evaluation procedures, termination procedures, emergency plans, and guidance or anaphylaxis policies. The family manual outlines policies and procedures related to families and is provided to all families, sometimes online. It includes program operations, policies, and day-to-day procedures. Licensing specialists may review the family manual for required policies like mandated abuse reporting and acceptable guidance forms used by staff. The administrative manual guides the supervisor or director on carrying out policies and procedures and is not widely circulated. It may cover employee salaries, waitlist policies, termination procedures, and budget management. Consistency in following manuals and handbooks is essential. Employees need to be familiar with and accountable for both the family handbook and staff manual to ensure shared understandings of the program's operations. In conclusion, regulations, policies, and procedures do not equal quality. They establish minimum standards and guide practice in early childhood programs.