Rexdale's Cradle Rockers

Child Abuse Reporting

It’s Monday morning and I’m off to my Child Abuse Recognition Training Class that is sponsored by the Administration For Children’s Services, Division of Child Care and head Start in New York City.

I’m riding the A-train to my training when I look up and begin reading the public posters. How appropriate I think. There in the subway car is a series of posters that say:

Are you brave enough?

Are you calm enough?

Are you strong enough?

Are you bold enough?

Are you cool enough? To be a Child Protective Specialist?

These were on the subway to improve public awareness of child abuse and they were there to recruit more protective specialists. It seemed an appropriate thing to see on my way to training and certainly set the tone for the day.

The conference room is filled with more than 50 New York City child care or Head Start center directors. We’ve all received a package of relevant information to take back to our staff members.

Our trainer begins with a shockingly happy early childhood song, If You’re Happy and You Know It. Everyone is paying attention. We get down to the business of re-visiting exactly what child abuse is and how to recognize it. We talk about the subtle signs that so often go unnoticed because as teachers we appreciate the quiet child or shy child, or the child who seeks affection. We learn that maybe we should take another look at that child.

The materials talk about the dangers of shaking a baby. It talks about the importance of monitoring bathroom time…why? Because an abuser doesn’t put welts or bruises where you can easily see them. And we learn that often the abuser has been abused before and is repeating a pattern.

Perhaps most significantly we learn that anyone who is legally responsible for the child is a mandated child abuse reporter. That means if a teacher sees something suspicious from a child in her charge or sees something inappropriate with a child in the local supermarket, the teacher is mandated to call in a report.

It also means that anyone allowing the creation an inappropriate situation is legally responsible. So, if a teacher allows a situation to go on without reporting it, that teacher becomes an accomplice. That’s a real serious legal situation which can result in a $500 fine, a year of jail time, and even the loss of a teacher’s professional license.

We were reminded that parents could also call in a suspected child abuse report on a facility. Our trainer says the most common report called in on a center is, unbelievable, as it is, not changing a child’s diaper!

We learned the appropriate procedure for calling in a report and we learned about The Child Protective Service Act. This act "provides that ‘Any person, official, or institution participating in good faith in the making of a report…pursuant to this title shall have immunity from any liability, civil or criminal, that might otherwise result by reason of such actions."

As the trainer pointed out to us, we are all in this together…we can be successful only when our weakest child is safe. The New York State Child Abuse and Maltreatment Register telephone reporting number is: 1-800-635-1522.

Child Abuse Recognition Class

Tomorrow's Monday, and it's time to take a refresher course in Child Abuse Recognition. I mean it is really time...it's been nearly 20 years since I had taken the course the first time. I'm going tomorrow because monitoring agencies have improved the requirements. I think it is a very good idea.

Certain professional categories such as teachers and doctors are what are known as mandated reporters for child abuse. That means when we suspect there has been child abuse we are required to reported it so there will be an investigation. When such a situation comes to a child care center it is always upsetting.

First, there is concern for the welfare of the child. Sometimes the signs of abuse are easily explained away and so time passes until it happens again. Sometimes relationships with parents make us blind to the possibility that child abuse could have happened. Sometimes we are embarrassed by the situation and that it could have happened to someone we know or in our school. Sometimes we are afraid for our own professional standing. Sometimes we are afraid for our own safety.

On one occasion a child came to my school with a face full of deep bites from the family's dog. The parents, one a nurse, the other a police officer, had not taken the child for medical treatment. I had to call in a report. There was an investigation with the authorities checking on the child for six months.

Another time, a child came in with very serious welts on his buttocks. I called in a report. The father came to my office in a rage...why?...not because I'd called in a child abuse concern but rather because he was in line to become a police officer and I was ruining this opportunity for him. It was ugly. It was scary.

On another occasion, a father came to withdraw his child from the program and requested his non-refundable deposit returned because his child had received a fractured skull at the school. This was days after the child's last attendance and the first I'd heard about it. After talking with the teacher in charge we decided to call in an abuse report...to protect the child and to protect our professional reputation. The investigation revealed the child did indeed have a fractured skull approximately 6 months early...and a doctor (whom the mother knew and worked with) had written a letter to the school saying it was best we “settle” this dispute. The investigators found that really interesting. It appears another caregiver from the family was in charge of the child when the injury really happened and the parents simply wanted their deposit money refunded and were not in the least concerned about the professional reputation of the teacher who had cared for their child.

So learning more about child abuse will not only help children but it will also help parents and staff members as well. I look forward to discussing what I learn at my refresher course.

The Box

Sometimes the best things in life are nearly free. At the play school, it might be a simple little thing such as a corrugated box. When a delivery comes with boxes of varying sizes its really is fun to put these empty boxes in the classroom. Of course be sure to remove packing tape and any large staples that might be attached. Just put those boxes in the classrooms and watch what happens.

For the youngest children the boxes are a real challenge. They push them along, try to lift them; try to take possession of them through a tug-of-war with a classmate. Sometimes there are squeals of joy as they move these large objects. Sometimes there are cries of frustration as they learn to understand about spacial relationships.

For the older children even small empty boxes can be fun. They often use them in the block corner as part of their building projects. Sometimes they make their own experiments by “filling up” the boxes with objects.

Whatever the boxes are used for, it is clear that a simple box can bring to much fun and so much incidental learning. And in today's world, we have to say it adds another plus...it's being recycled into the classroom. So it's important to remember that sometimes the simple, everyday items in the classrooms can be some of the "funnest"!

The Ring of the Cell Phone

In today’s world it seems sometimes we are trying to accomplish so much in so little time that we may have forgotten some of life’s simple pleasures.

That’s what I think when I see a parent, child in tow, talking on the cell phone. In business there is a term for this called "presentee-ism". That means the body’s here but the mind isn’t.

That’s how a child experiences time with the parent who has a cell phone glued to her ear. As a kid, you’re having a wonderful time with your parent when, ring…ring…ring…there goes the cell phone and there goes your time with your parent.

Cell phones are part of our world just like computers are. And our children notice everything. One day I witnessed a father’s cell phone go off…ring…ring…ring. Almost before the father had it out of his pocket, his two-year-old was holding a block up to her ear and answering his phone! We all chuckled…but I had to wonder how the child felt. She knew dad was now unavailable, and she wasn’t surprised when he told her to be quiet so he could talk. On another day I saw a mother, cell phone to her ear, dragging her youngster along the street after daycare was over. It was 6 PM and he’d been waiting all day for her return. The child looked bored and dejected…and why not? What was in that walk for him? Seems he had waited all day for a cell phone.

Changing Our Diets

The New York City Department of Health has revised their Article 47…that portion of the public health code that governs New York City early childhood programs. I’m going to an informational session about all the changes made in Article 47 and I’m eager to learn what the Health Department feels should change.

The Health Department is concerned about childhood obesity. Our nutritionist has already reviewed our children’s medical records and he was specifically looking for signs of obesity in our young children. To be sure schools do not play a part in the obesity problem the Health Department asks us to:

• Serve only 1% milk
• Serve only 100% juices for snacks
• Limit the daily portion size to 6 ounces

Gone will be the sweetened fruit punch drinks. In will be more fresh fruit. This is easily controlled at the school level. What we buy is what we can serve.

Our social service staff members and teachers too will need to provide guidance to parents when they are asked to bring food in for parties. It will take a big effort to change established eating patterns but the results will be worth the effort.

Learning To Listen To A Cry

Over the years one of the most interesting comments I’ve heard from parents is, "How do you stand all that crying? I could never do this!"

I’ve always found that comment interesting and revealing at the same time. How do I endure all that crying?  Easy. To me it isn’t crying… it’s communicating.  Most children don’t have time to sit around and cry if there isn’t a good reason. They’d rather be off playing with friends or getting into some sort of childish mischief.

There are some really good basic reasons for children to cry.

• There’s the I’m hungry cry. That seems reasonable. Feed the baby/child and that one goes away.
• Then there’s the I’m wet or soiled cry. Again, reasonable. Change the diaper or change the clothes and that’s taken care of.
• There’s the I’m tired cry. We usually think of it as being "fussy" or "out of sorts". But, with a nap or change of schedule this can be taken care of too.
• There’s the I’m sick or I have a boo-boo cry. Parents can usually tell when their child is coming down with a cold or infection because they will tell them with this special cry.
• And finally, there is the I’m bored cry. Sometimes when you’re little you just need a little help in changing the scenery, changing the routine, or getting involved in something else.

In-group living it is important that caregivers of infants learn these specific cries for each child. Learning to listen to a cry is communication!

The Basic Walk

Many children in early childhood programs arrive and depart by car. Those in the larger cities arrive via train or bus. It rarely happens that children are walked to early childhood programs.

Since this means that the bulk of physical activity a child participates in probably takes place at the daycare, it is important that the staff pay special attention to build proper physical activities into their daily routines.

Very young, non-walking, infants need to have time outside. This is most often done using strollers so the children get a change of air and a change of scenery. In some locations it is possible to have an outside area where children can be on appropriate surfaces where they can learn to use their bodies.

As these infants get a bit older the staff can take them on brief strolls around the center. This gets them out of the classroom for that change of scenery and works their walking muscles. At one center where I’ve worked the assistant director and I would take turns in the afternoon taking each child individually for a stroll in the long hallway. The routine became very popular with the young children. They quickly learned they could get our attention and we’d take them for that quick stroll. During this time we’d talk to them about walking and note their progress. Just at the point where they had used up their extra energy we’d return them to their classroom to be with their friends.

Once in the 2-s classroom the teachers begin to organize a daily walk with the children. Because many children have little experience in walking alone and almost no experience walking in a group, many teachers use a walking rope to help the children focus. The teachers want the children to begin to think of themselves as part of a group…and this group is acting together following directions. Remember, I did say BEGIN in all these areas. Nevertheless the 2’s quickly learn that there can be a purpose in walking…like going to the mailbox. They also quickly build up physical endurance, which is really important for success in school.

By the time children are between the ages of 3-5 years, most will have established a healthy routine about walking. During daily walks these children often incorporate lessons such as counting the trucks, looking for the dogs on the street, measuring distance, and for the older children, recording events seen on the walk.

In a time where more and more public health officials are concerned about obesity in early childhood, it is extremely important that early childhood staff understand the important of establishing good health habits early.

The Case For Transparency

In today’s world we hear about the importance of transparency in government and other business transactions.  As a child care provider, I take this seriously.  There are many reasons the center’s main door should always be open, figuratively speaking, to specific groups of people.

Parents should always be able to freely visit their child at any time during the day, unless legally barred and documentation is on record at the center.  Notice I said the parent  should be able to visit his/her own child and not another’s child.   It’s not only  important that the child’s world be easily accessed by the parents, but also part of an excellent early childhood program.   I always found that while I sought to know everything that went on at my center, it is virtually impossible, unless the unknown “they” have found a way to clone me.   As a director it is comforting to me to know that unannounced parental visits can assist me.  If I’ve created the correct environment, I know, without a doubt, that each parent will feel comfortable in bringing any and all concerns directly to me.   

It’s also important that  monitoring officials, such as department of health consultants and licensors, be able to come unannounced to visit at any time.  Of course these monitors have the legal right and obligation to do so, but the child care staff should have some understanding that these visits are actually helpful to the program.   This understanding comes directly from the director of a program, who by example, welcomes such visits. 

Everything we do at a child care center must stand the test of close scrutiny.  We want to do this for the safety of the children, the professional well-being of the staff, and for the peace of mind necessary for parents.

How Safe Is It In Daycare

For those people who think that a well-organized, licensed child care center employs “babysitters”, they should think again.  Most professionals would like to dispel this notion so often voiced by parents who visits the center, and more often than I’d like to admits, by those applying for employment at the center.

Before an individual can be approved by the licensing agency many requirements must be satisfied.  These requirements may vary from state to state, but the basic idea is they must pass several screening tests before approval can be given.  Examples are:

1. An employment form.
2. Letters of reference, sometimes professional, sometimes personal, sometimes both types.
3. An up-to-date well medical examination which may include specific tests (TB, drug testing).  This is generally to be done within a short period of time before employment begins.
4. Most schools will require fingerprinting.  These fingerprints are sent to an agency, which will check for criminal background and child abuse.
5. Proof of specific training such as child abuse recognition, CPR, First-Aid, or Medicine Administration training.

These requirements help keep the child care environment safe as new employees are hired.  Additionally, since the employee’s fingerprints are not on record, should an employee be arrested, the school is notified.  At that point, the board of directors are asked to review the particulars of the arrest and determine if the employee may continue working at a child care facility.

Even with these safeguards in place, there is no substitute for vigilance from all those associated with a center.