(2) A parent can have unsupervised cleaning up after an access only to his or her own child. activity or preparing A parent may sign an authorization items for a new for an individual to have activity. This early unsupervised access to his or her learning staff member own child (for example a therapist). must remain in visual (3) You must not allow anyone else or auditory range, and to have unsupervised access to a available and able to child in child care. respond if needed. This requirement does not apply to play in or near pools or water hazards. Weight #6 Justification: As part of the Early Start Act alignment, the Department of Early Learning analyzed all existing licensing, both family home and center rules. The issues identified included duplication, inconsistency, dual language learners (DLL), inclusion and equity, and underscored the importance of the connections between policy, practice, and reporting. There was an identified need to have consistent and clear connections in early learning programs in order to best support providers and the children and families that they serve. At the same time, gaps were noted between family home and center rules, many because of more recent revisions to family home rules than center rules. The revisions respect each unique setting but also seek to align center and family home as appropriate.
(2) A parent can have unsupervised access only to his or her own child. A parent may sign an authorization for an individual to have unsupervised access to his or her own child (for example a therapist). (3) You must not allow anyone else to have unsupervised access to a child in child care. cleaning up after an activity or preparing items for a new activity. This early learning staff member must remain in visual or auditory range, and available and able to respond if needed. This requirement does not apply to play in or near pools or water hazards. Weight #6 Justification: As part of the Early Start Act alignment, the Department of Early Learning analyzed all existing licensing, both family home and center rules. The issues identified included duplication, inconsistency, dual language learners (DLL), inclusion and equity, and underscored the importance of the connections between policy, practice, and reporting. There was an identified need to have consistent and clear connections in early learning programs in order to best support providers and the children and families that they serve. At the same time, gaps were noted between family home and center rules, many because of more recent revisions to family home rules than center rules. The revisions respect each unique setting but also seek to align center and family home as appropriate.
file_531.docx