Active Supervision Effective Supervision of Children Objectives 1

Active Supervision Effective Supervision of Children

Objectives 1. Describe what is active supervision 2. Describe the Ratios for the classroom they are assigned 1. List 9 elements of quality Supervision 2. Identify the four critical points of supervision

What is Active Supervision �Is a proactive approach used in school settings to monitor a large area in order to ensure safety and reduce problem behaviors from occurring

Why do We Supervise We supervise to �Ensure children's’ �safety �Well being �development

SEE, HEAR, DIRECT, ASSIST �What does this mean to the caregiver �Direct and closely monitor children �Observe play and anticipate what may happen next �listening closely to children �Positioning staff to allow for the supervision of the entire group of children �Watching and participating children’s play to ensure that they are playing in a safe manner

Staff Child Ratio �Regulations �Similar age level staff children max total staff �Infant 1 4 8 2 �Young toddler 1 5 10 2 �Older toddler 1 6 12 2 �Preschooler 1 10 20 2 �Young school-age 1 12 24 2 �Older school-age 1 15 30 2

Special issues in Ratios �Mixed age groups - youngest child determined ratio �Minimum number of facility persons in center �two facility person present when two or more children �One of the facility person shall be a staff person �At naptime �Young toddler 1 staff 10 children �Older toddler 1 staff 12 children �Preschooler 1 staff 20 children �Staff person not on duty but not providing child care during naptime shall remain in the child care facility

Methods �Focused attention and observation �At all times �Counting children, �Name to face on a schedule times �Especially at transition �Know the names of children under care and age �Maintain staff ratio at all times

Methods �Set up the environment �Keep furniture at waist height , avoid clutter, make all spaces fully observable �Choosing strategic Positions �Listen- Pay attention to the sounds �Anticipate children’s behavior �Focusing on the Positive �Engage and redirect

Using a Card System �Teachers wear the ID cards of only those children who are present and who they are actively supervising. �Cards of children who are not present are to be kept separately. A small box is useful. �When children move to a new teacher, their card moves with them and is given to the new teacher. �When children leave the facility their cards go back into the storage box.

Using a Card System �Cards can be as small as �Front Jackson possible to have a Stewart picture, the child’s 1: 5 name, and the ratio on the front. �An emergency contact number and allergies on �Back the back are helpful. Amy Lu/Joe Stewart 412 -555 -1234 �A storage box holds all of Peanut Allergy the cards from each classroom.

During the Day �If a child moved to another room the card goes with him �If a relief teacher come in the room a transition is made between the teacher to physically transfer the responsibility of care to the second teacher.

As Children Leave �As each child leaves for the day, his/her ID card is taken off the teacher’s lanyard and put back into the box. �The box could have a divider for children who have left temporarily to go to a mid-day activity, but who are expected to return. �At the end of the day, all ID cards should be in the box.

What Else is Involved �Knowing each child’s abilities �Establishing clear and simple safety rules �Being aware of and scanning for potential safety hazards �Standing in a strategic position �Scanning play activities and circulating around the area �Focusing on the positive rather than the negative �Teach children the appropriate and safe use of each piece of equipment

Set Up Environment �Arrange furniture so that adults can SEE and HEAR children at play in all areas of the room �Keep spaces clutter free with clear paths to where children are playing, sleeping and eating, �Maintain a nape chart with children's names and locations of mats. �Doors are closed at all times

Position Staff �Plan teacher placement �Teachers must place themselves where they can see and hear all of the children in their care �Communicate with each other; teaching is a team effort and requires constant dialogue including: coverage, breaks, problems and concerns about children. �Video Supervision - Positioning where do I stand

Scan and Count �Know the names of all children and location �Continually scan the entire environment to know where everyone is and what they are doing �All teachers providing coverage (floats, break times �MUST ASK & BE TOLD WHO THEY ARE RESPOSIBLE �Visual system for recording the child they are currently in charge ( card system) �A final sweep when exiting the classroom

Listen �Sounds �Absence of sound

Anticipate �Know each child’s individual interests and skills to predict what they might do �Educators who know what to expect are better able to protect children from harm.

Engage & Redirect �Be aware of children who may need heightened supervision for any reason �Use active supervision skills to know when to offer children support �Offer different levels of assistance or redirection depending on each child’s needs

Other Areas of Concern �Personal cell phone use is prohibited at all times �Conversation between teacher �Staff must acknowledge people as they enter their classroom �Children must be seen all times this include sleep �Make sure that child is not behind a piece of furniture or in a corner �Children should be seen during naps that means some low light should be on

Concerns in Supervision �Obscured lines of sight to all areas �Difficulty hearing in large areas �Inadequate number of supervisors �Poor supervisor circulation-perimeter & area

. Critical Points of Supervision �Knowing each child’s abilities �Establishing clear and simple safety rules �Being aware of and scanning for potential safety hazards �Standing in a strategic position �Scanning play activities and circulating around the area �Focusing on the positive rather than the negative to teach a child what is safe �Teaching children the appropriate and safe use of each piece of equipment

Playgrounds �Maintain child-to-staff ratio �Keep at least two staff members supervising on the playground at all time �Staff member should work together to keep all children within a least one staff member’s line sight �Have playground emergency plan �Rehearse the emergency plan �Keep outside staff in communication with each other and inside staff, medical and rescue services �Make sure at least one person on the playground can communicate with a staff person inside without leaving the children alone

Playground �Keep outside staff in communication with each other and inside staff, medical and rescue services �Make sure at least one person on the playground can communicate with a staff person inside without leaving the children alone �Inspect playground equipment to see if a child could be trapped anywhere out of reach of an adult. Make sure there is nothing dangerous or harmful on the playground �Ask parents to remove strings from children’s clothing �Staff members should keep their eyes moving and watch out for fatigue and eye strain.

Common Mistakes in Playground Supervision �Adult supervisor out of hearing range or line of sight range �Lack of supervision while children enter or exit a playground �Failure of adults supervisor to walk around a playground in order to observe all children on the premises �Failure of supervisor to intervene when children behave aggressively or negligently �Lack of communication among supervisors, between supervisors and parents �Failure to warn children of playground danger or to prevent them from playing unsafely

Teach children the appropriate and safe use of each piece of equipment What does this look like for each age group? What changes when tools are introduced? What does teamwork look like here?

◦ Active and Positive Supervision SEE, HEAR, DIRECT, and ASSESS �Sight lines �Count �ABCs-Anticipation, Behavior and Context �National Program for Playground Safety (NPPS) Course �Send staff out before children to check area. �Most injuries occur within 5 minutes of going out to play.

Playground Rules �Please share any rules you have for your play area. �Are they implied, written or printed at the play ground

Common Playground Rules �Use play equipment appropriately and children play in age appropriate areas. �Walk far away from swings or follow a safe path around the swings (Draw a line in front/behind swings to create safe path around swings. ) �Wait until the swing stops to get off. �Use the ladder to climb up a slide and the slide to come down.

Common Playground Rules �Feet first going down the slide. �Only one person on the slide ladder and one person on the slide at a time. �Use 2 hands and watch your feet on ladders and climbers. �Stay away from play equipment when digging or doing other focused activities.

Establish clear and simple rules �Attempt to state rules as Do’s rather than Do not’s �Can the children help set the rules? Are rules enforced consistently?

Focus on the Positive Rather than the Negative �Make clear expectation statements Make clear eye contact Comment on positive behaviors Ask for children to help solve safety problems Catch the children being good doing the right things

What Do Centers Need to Do �Planning �Leadership �Ongoing monitoring �Staff professional development

How do we supervise Monitor the classroom or any school setting using three practices: 1. Moving 2. Scanning 3. Interacting

Work as a team �Planning �Team Chatter �Clear task assignment and accountability �Above board agendas

Be aware of challenging times of day �Transitions �What is the risk? �Arrivals/departures �What is the ratio rule in mi mixed groups? �Visitors �How do you hand them? �Risk when children are tried or hungry/

Have and Rehearse the Emergency Plans Atypical release of a child External disaster with shelter in place Evacuation with shelter off site Intruder

Be aware of and look for potential safety hazards Daily check of outdoor play space for trash/waste. Hazard coming in with families (back packs and diaper bags) Teaching a new active play skill Changes in routines for special needs children. Others?

Keep your eye on the action and mind in the game. �No cell phone conversations �No visiting with your co-workers �This is not a break time. �Do circulate, make eye contact and be aware of children’s body language.

Team Work �What does it look like in the classroom �What does it look like on the playground

Provide a balance of activities Avoid more than one activity requiring higher level supervision at a time. Higher level activities require intentional planning Consider which children are partnered for high supervision activities.

9 Elements of Quality Supervision �Focus �Talk later �Spread out �See everyone �Keep track �Take the lead �Prevent �Use equipment correctly �Plan adhead

How Can Help Janice Maker MS, BSN 724 -941 -9611 maker 209@comcast. net Thank you.