2014 NYS CEC Proposal: Responsibility of Daycare Centers to Identify Atypical Behaviors /Development and Effectively Communicate with Parents

Currently, most daycare facilities are not qualified to identify atypical behaviors / development. Daycare centers struggle with what to do and how to inform parents. Parents may be in denial, unable to accept the issue(s), unaware of the severity, fear the stigma. Regrettably, the child loses precious time and the problem(s) remain unacknowledged.

Participant Outcomes
Require ongoing teacher and parent workshops utilizing early childhood developmental / behavioral rubrics. Provide Effective Communication Training (ECT) for parents and teachers to ensure accountability in daycare facilities. Reduce stereotyping of special needs children and their families.

Presentation Description
The present educational landscape is full of challenges and possibilities. Changing demographics, education policy, assessments, and standards push us to rethink practices in an attempt to improve education for all learners – students, teachers and administrators alike. We look forward to an exchange of ideas, research, practice which will propel us toward education IMPROVEMENT in the 21st century. For this reason, it’s essential all learners have access to entitlements in early childhood daycare facilities.

Genuinely, unqualified daycare providers cannot identify atypical behavior(s) / development. It’s imperative we implement both parent and teacher training. Education-Relief, Inc. (E-R) offers advocacy, consultant, training and mediation between parents and teachers at this level. Effective communication leads to greater acceptance and understanding. It’s our responsibility to bridge the gaps. We must be accountable for the future of all learners. Educational advocates guide the learners through the process to obtain evaluations and related services.

Unfortunately, many learners do not know where to turn or who to ask for assistance when obstacle(s) interfere in daycare. E-R is willing to go directly to daycare facilities to educate all learners, utilizing the Complete Cooperative Network Referral System (CCNRS). Ultimately, the goal is: influence communities unacquainted with what is now available through E-R.

Age-Expected Child Development from Birth to 5 Years

The Early Childhood Outcomes Center (www.the-eco-center.org) developed a list of links to resources that provide different kinds of information about age-expected skills and behaviors observed in children of from birth to 5 years. This kind of information may be helpful for providers and family members in discussions about Child Outcomes Summary Form ratings.

Broad Topics
Tufts University hosts a Child & Family Web Guide that allows users to select a variety of issues by age or topic. Websites addressing those issues are listed, with reviews and ratings of their quality. Under “typical development,” there is a section on developmental milestones.

Birth to 5 Years
This Child Development Institute site was developed by a clinical psychologist. It includes a wide array of information, including charts on toddler and preschool development across domains and general development from birth to 5 years.

Two different sections from the Public Broadcasting Service (PBS) site provide a general overview of development by domain (first link) and specific information for each specified domain and age group (second link) on children’s development and skills from birth to 6 years.

The University of Maryland Medical Center provides an overview of common developmental milestones and broad recommendations for play activities at various ages from birth to 5 years.

The University of Michigan Health System provides a detailed list of milestones at various age groups from birth through adolescence. The list is based on one developed by the American Academy of Pediatrics and ZERO TO THREE. Additional resources for more information are provided.

Detailed information from the American Academy of Pediatrics on developmental stages and common issues from birth to 21 years of age.

This information from the Centers for Disease Control and Prevention (CDC) provides bulleted information on the developmental milestones for children from 3 months to 5 years of age and offers developmental warning signs for each age group. The site also offers interactive tools for users to specify certain ages, select areas of development, and examine expected changes in milestones over time.

This site provides brief paragraphs summarizing what is commonly observed at various ages from birth to 18 years. It includes bulleted descriptions of specific skills in many areas, including development and feeding behavior. The site also provides considerable parenting resources and advice, with content overseen by a medical advisory board.

This site provides information on development and key issues by age (birth to 8 years). Milestone charts and common questions/issues and resources are provided for each age. In many cases, milestone charts are organized by skills that most kids this age can do, emerging skills that about half of kids this age can do, and advanced skills that a few kids this age can do. There also is a section on what to expect when, with a list of common questions from parents about their children’s development. Considerable information is provided about warning signs for developmental delays.

This site provides a timeline of development of skills in children birth to 5 years, with references for further information. It also provides “Research Spotlights,” many of which combine 60-second video spots with information on key parenting issues and related topics.

This site includes a short fact sheet about differences in children’s play at various ages.

This site was developed by a speech therapist. It identifies speech milestones from birth to 7 years and provides “Talking Tips” to teach parents how to support language development.

This site by the National Institute on Deafness and Other Communication Disorders provides an interactive checklist for users to check off a child’s skills and track development from birth to 5 years. Additional information about ongoing research is also presented.

Although this site requires the caveat that its content is open to editing and addition by the general public, Wikipedia content generally has been found to be quite consistent with other sources. The site includes a detailed description of common patterns of child development across domains from birth to 5 years.

Birth to 3 Years
This site provides questions and information about warning signs suggesting that a child’s development may be exhibiting some delays relative to more typical milestones. Articles, checklists, and steps to take are provided.

Information from the Discovery Health Channel offers basic developmental milestone information for children birth to 1 year old

 New / Updated 10/30/17

RE: Best Mattress (BM)

Hi Elaine,
I wanted to send you a quick message because I love the information you’ve put together for parents. You’ve got a great collection of resources about raising smart, healthy kids, so I thought you’d appreciate two new guides my team has created about kids’ sleep health.
We run a website devoted to sleep, so we field questions about children’s’ sleep health all the time. Another important consideration for parents is their own sleep health, especially with a new baby in the household. So, we put together a few guides about what parents really need to know about healthy sleep. Check them out:
PLEASE give Jenny a shout if you like BMs resources, she’d love to hear your thoughts or feedback!
Jenny Thompson
Health Coordinator |

Comments (5)

  • You requested feedback from parents and professional – I qualify as both.

    E-R, this in New York state. Correct? I am not from NY, so I am unfamiliar with the abbreviation CBP or what is this program (CBP) is in relation to Child Find, Early Intervention, and Individual Family Service Plans (IFSP).
    I completely agree that early intervention is critical for a child, birth to age 5. I don’t know an absolute point where “child care” under IFSP can be initiated as this is set by the each state’s department of education. A referral could be initiated by a pediatrician or OBGYN following birth, but the appropriate service delivery start date would be established under state IFSP procedures.

    It is evident that E-R is an advocacy oriented venture which is a good thing for parents and schools in my opinion. Parents often need technical and emotional support when dealing with such a sensitive topic as their child’s well being and development. Few adults are equipped to deal with the personal exposure and communication demands required of them for collaboration in group processes, such as assessment teams, eligibility determination and service planning committees.

    I agree that parent and teacher training and a raised awareness of children’s needs is important, but I have to take exception to some of your sweeping generalizations. Are teachers or parents ‘trained’ in atypical behavior? Maybe some. Are all? Of course not. Honestly, I was just as clueless as any other parent when my first child arrived. So who did I turn to for knowledge and guidance? My family (parents, grandparents, siblings, aunts-uncles), my community (local school district, church, daycare center, and social group – others with infants), and primarily my pediatrician.

    First-time parents are inherently unaware, and I was just plain clueless. It is the last and biggest hurdle into full adulthood in my opinion. However, there are few ‘how to be a parent and what you should know’ courses either in secondary education or post-secondary education. Why? It’s a sensitive topic and opinions differ with respect to cultures, moral views, and political opinions.

    Do children get removed from programs when behaviors are detrimental to others? Of course they do. Schools would be negligent in their duty to provide FAPE to all children if it didn’t happen. The removal of a child from a program does not equal refusal of FAPE or denial of service to that child, only that his/her service will not be provided in that setting.

    Every state is mandated by IDEA to have a referral process, including Child Find. If the E-R referral system supports and aligns with your state education agency’s process, CCNRS can be helpful for parents. If it doesn’t or has an agenda to “bridge” perceived “gaps,” it will inject political or personal issues in the meetings that will impede the IFSP process. Gaps or perceived deficits to be bridged in the process/state procedures should be taken up with the state education agency, not within the local child find process.

    These comments are not intended to be adversarial, but rather as critical feedback on your advertisement. I totally agree with your statement that “unresolved issues create delays…” The child does not have unresolved issues. Adults do and holding absolute positions based upon an agenda for change in a process, procedure, or finding should not be injected into the IFSP, or allowed to hold up or impede services to a child. All states have three complaint resolution processes for settling disputes between parents and school districts. Under IDEA and Child Find, these options should be considered when adults agree to disagree.

    In conclusion, I applaud any and all efforts to help children and parents, and promote understanding and communication. I also think your E-R promotional needs focus and clarity – like a mission statement without rhetorical device.

    • Thank you so much for providing such valid and beneficial information to our peers and professionals. I hope I have effectively responded to each of your questions, points and/or concerns.

      Yes, E-R is in New York State.
      CBP = Center Based Programs which also includes home and family owned centers. My apologies.

      I am glad that we agree that parents and/or teachers are not often educated as to HOW to identify “atypical” development and behaviors. I believe even those who are aware may not have the ability to be objective and/or they may not know how to address the issue(s) and/or where to locate the appropriate resources. E-R provides parents and professionals with a resource when the family and/or community disagree or do not support the parent and their child.

      Unfortunately, I have known and seen many pediatricians who spend very little time with the children in their care due to time constraints. Therefore, many do not know the child well, at least not as well as the child’s parents. Pediatricians may not recognize the specific concern(s) parents have for their own child. I have personally heard from friends and clients that their pediatrician overlooked a sign or symptom stating their child will “outgrow” something.

      Parents need to be their child’s # 1 / BEST advocate. When a pediatrician is not on board and a parent does not have the family and/or community support, this is where and when the problems arise. E-R wants to provide SKYPE, and webinars for little to no cost for parents and child care providers in home or CBPs. E-R has been reaching out to child care centers across the country and beyond to survey what is required to be educated on important topics.

      For example:
      1. What are the needs and concerns of children in their daycare programs?
      2. What is being observed by the staff? Directors? Parents?
      3. What education / training do your staff and parents require for greater success?
      4. Many times we hear the home or CBP lack of effective communication between their staff and parents. Why, what is creating disconnect? E-R wants and can help.

      YES, I agree 100% it’s the adults who have unresolved issues. I was bullied. I know firsthand what it’s like to be different and feel alone. We all fear the stigma of a label placed on our child or our family. “It IS a sensitive topic and opinions differ with respect to cultures, moral views, and political opinions.”

      We do not believe E-R has misperceived agendas. E-R will never “inject personal or political issues.” The effort IS and MUST be a complete support team. E-R is all about raising awareness and including everyone. When we speak about “bridging the gaps”… it’s across ALL parents, children, professions, cultural, economic and moral standards / values. Even the most educated adults who are uneducated about child development and behavior are at a loss. Therefore, when parents are educated they advocate for their child(ren). E-R offers education-relief for everyone. Our CCNRS is available for adults and children who want a voice and to see change(s) in the very near future.

      No one is the same and no one is perfect. We have different learning styles, strengths and weaknesses, interests, etc. ER’s support team can provide parents with “emotional wellness screenings” tools they can individually record for their child(ren). Now these parents have the appropriate and necessary data to share the findings with their family, community and pediatrician (to prove or disprove their suspicions). The E-R support team alleviates stress and frustration when the problem is finally identified. More often than not, positive reports are given demonstrating the child’s uniqueness rather than a developmental delay.

      E-R’s goals are to increase awareness, educate, advocate, consult, coordinate and mediate for / with / between parents, children and child care providers of home and CBPs. E-R’s mission IS to approach education as a UNIVERSAL right and remove the STIGMA associated with special education.

      • Subject: Excellent Part 2

        Message: same CEC Forum Member
        I apologize for my post ending on a harsh note. You answered all my questions and I think we are of like minds on helping children and parents. Your part 2 ended with a great mission statement that articulated your goal.

        • No apology necessary. I appreciate your honest comments. It challenges me to think outside the box. Thank you for connecting on LinkedIn.

  • I am responding to Jenny Thompson at Best Mattress Reviews. Sleep is a topic that is not addressed often enough. I have both personal and professional experience on how sleep deprivation effects the ability to concentrate and remain alert throughout the day. I would love to hear others personal experiences, including yourself and that of your child’s, on how sleep helps or hinders overall mood, energy level and academic performance. Looking forward to reading your responses. Thank you in advance.


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