Health & Safety Policies
ILLNESS
Our first priority at Yahara River Learning Center is providing a healthy, safe learning environment for all children. A child will be sent home as soon as possible if any of the following is experienced: an illness prevents the child from participating comfortable in activities (as determined by the staff); an illness results in a greater need for care than the staff can reasonably provide without compromising the health or safety of other children in the classroom; or a child is experience any of the following conditions:
• Fever of 100.4 or greater, until 24 hours symptom free without fever reducing medication
• Signs/symptoms of severe illness, including: lethargy, uncontrolled coughing, inexplicable irritability or persistent crying, difficulty breathing, and/or wheezing
• Diarrhea (not associated with the diet changes or medications; multiple loose or watery instances within an hour; or accompanied with fever and or vomiting) until diarrhea stops for 24 hours or the continued diarrhea is deemed not infectious by a licensed health care professional
• Vomiting (One instance) the child can return after vomiting has been resolved for 24 hours or until a health care provider determines the cause for vomiting is not contagious and the child is not in danger of dehydration
• Persistent abdominal pain (continues more than 2 hours) or intermittent pain associated with fever or other signs/symptoms of illness
• Mouth sores with drooling, unless health care provider determines the sores are not contagious
• Rash until a physician determines that these symptoms do not indicate a communicable disease
• Influenza 5 days after diagnosis and symptom free with no medications given to reduce fever or other symptoms
• Pink eye (conjunctivitis) until after treatment has been initiated for 24 hours
• Scabies until after treatment has been completed
• Tuberculosis until a healthcare provider states that the child is on appropriate therapy and can attend child care
• Impetigo until 24 hours after treatment has been initiated
• Strep Throat until 24 hours after initial antibiotic treatment and end of fever
• Chicken Pox until all sores have dried and crusted (usually 6 days)
• Hand Foot and Mouth sores have dried and crusted and no fever
• Pertussis until 5 days of appropriate antibiotic treatment has been completed
• Mumps until 9 days after onset of symptoms
• Hepatitis A virus until 1 week after onset of illness
• Measles until 4 days after onset of rash
• Rubella until 6 days after onset of rash
• Unspecified respiratory tract illness accompanied by another illness which requires exclusion
• Herpes simplex with uncontrollable drooling
• COVID-19 24 hour symptom free (fever, cough, diarrhea, etc.) with no medications to reduce fever or symptoms. If diagnosed, 10 days from the onset as well as being symptom free.
A child who becomes ill while at Yahara River Learning Center must be removed from the classroom in order to limit exposure of other children to communicable disease. An ill child will be sent to the office to wait for his/her parent to arrive. For this reason, we ask families to make every effort to pick up a sick child as soon as possible.
Yahara River Learning Center reserves the right to make the final determination of exclusion due to illness. Any exceptions to our illness policy will require a written note from a license health care professional stating that the child is not contagious.
Please contact your child’s teacher by 9:00am whenever your child is ill.
NOTICE OF EXPOSURE & REPORTING DISEASE
If your child is exposed to a communicable disease, a notice will be posted on the door to your child’s classroom. If your child or anyone in your household becomes ill with a communicable disease, please notify the Director and/or Assistant Director immediately.
HANDWASHING
Frequent hand washing with soap and warm, running water is the most effective way to reduce and prevent the spread of illness commonly found in childcares such as the flu, diarrhea, and pink eye. Parents are encouraged to assist their child in the hand washing process upon arrival. Other times your child (and staff members) will be expected to wash their hands:
• Upon arrival at the center or when changing classrooms
• After each diaper change or using the toilet
• Before and after meal times
• Before and after administering medication
• After handling bodily fluids (mucus, blood, vomit)
• Before and after using the sensory table
• After coming indoors from the playground
• After cleaning or handling garbage
• After handling pets and other animals
Warm running water (no colder than 60 degrees F) and soap must be used. Hands must be rubbed vigorously for at least 20 seconds, including the backs of hands, between fingers, under nails, and under any jewelry. A disposable paper towel should be used to dry hands and turn off faucet. Help reinforce the importance of hand washing by encouraging frequent hand washing at home as well.
MEDICATIONS
Prescription and over-the-counter medications must be given to a staff member in the original container, clearly labeled with the child’s full name and birth date. Yahara River Learning Center will not administer any medication without a signed Medication Authorization Form. Forms can be found on the front table, in the lobby, in the paper sorter.
All medications will be stored in a locked box within the classroom unless it needs to be refrigerated, then it will be stored in a labeled box located in the fridge in the kitchen. All medication will be administered by a lead teacher or director.
Prescription medications will only be given if a doctor’s note is provided with a beginning and end date. A medical authorization form must be filled out and signed by a parent or guardian. Prescription medication will only be given at the center if they are not able to be given at home. (i.e. twice daily can be given at home, three times daily requires a middle of the day dose and can be given at the center)
Over the counter medications will only be given for special circumstances, with a doctor’s note that has a beginning and end date.
PHYSICALS AND IMMUNIZATION RECORDS
Each child must have a current physical and immunization record on file at Yahara River Learning Center. The physical file must be updated at least annually; immunization records must be updated when a new immunization is received.
DOCUMENTATION OF ACCIDENTS/INCIDENTS
Staff members will document accidents and incidents that occur at Yahara River Learning Center via Procare and in our physical classroom log books. Biting will be written as accidents. If a biter breaks the skin of another child, a report will be completed for the biter as well as the child who was bitten. Detail will be used when explaining events, but names will never be included. If the injury is serious, a parent needs to be contacted before picking up.
DOCUMENTATION OF ALLERGIES
If your child has a food allergy, please make sure that you have spoken to the Director and/or Assistant Director as soon as your child has been diagnosed with their allergy. We post individual children’s allergies in each classroom as well as food preparation areas.
All staff working in the classrooms of children with allergies must review the list of allergies before serving any meals. Any emergency procedures should be shared with the teacher as well.
SUNSCREEN & INSECT REPELLENT
Yahara River Learning Center will provide a designated brand of sunscreen and insect repellent which will be shared with families at that time of year. Should families wish to use another brand of sunscreen or insect repellent, the family will be responsible for providing and replenishing as needed.
MANDATORY CHILD ABUSE REPORTERS
As childcare professionals who interact with children on a daily basis, each staff member of Yahara River Learning Center is a mandatory child abuse and neglect reporter and must contact the Wisconsin Department of Children and Families whenever abuse or neglect is suspected.
PROHIBITED ITEMS
Cigarettes, smokeless tobacco products, drugs, vapes and weapons of any variety are prohibited on Yahara River Learning Center premises, including parking lots and outdoor play areas and while on field trips.
EMERGENCY PROCEDURES
FIRE, TORNADO BOMB OR OTHER EMERGENCY SITUATIONS
Fire regulations and tornado warning procedures are posted in each classroom. Fire and tornado drills are conducted each month; all classrooms are required to participate.
In the event of a fire, bomb threat, or other evacuation emergencies, the children and teachers will immediately leave the building and meet in the Door Creek North Church on Pederson Crossing.
In the case of a tornado, each classroom will take shelter in their bathrooms, closets and hallway bathrooms until the emergency is over. Parents will be called as soon as safely possible following an emergency situation.
For the safety of children, parents, and staff, we ask that parents/guardians do not attempt to pick up their child during an emergency situation.
ALL staff are certified in First Aid & CPR. Teachers must always carry their first aid backpacks, med boxes and clipboard with emergency contact sheets & class rosters with them at all times.
When there is a danger in our community and we need to stay inside, we will close drapes and make sure all windows and doors are closed and locked.
UTILITY OUTAGE
Staff will contact the local power company to learn the length of the outage. Yahara River Learning Center will not be able to open or stay open if water or heat/AC aren’t available to the whole center. The Director and/or Assistant Director will determine if the center will need to not open or close early and parents will be notified by individual teachers via Procare.
BLIZZARD/SEVERE WINTER WEATHER
The Director and/or Assistant Director will monitor the weather and local news stations throughout the day to determine when it is appropriate to close the center early or cancel for the following day. Parents will be notified via the Facebook page and the Procare application.
MISSING OR ABDUCTED CHILD
In the event of a missing child, teachers will search in the immediate area, while another staff member calls the Director and/or Assistant Director to help with the search.
o If the child cannot be located in a reasonable amount of time, the Director and/or Assistant Director will notify the DeForest Police Department and the child’s parents.
In the event of an abducted child, the teacher must immediately contact the Director and/or Assistant Director, DeForest Police Department, and the child’s parents.
In the event that a child is coming/going on a school bus and doesn’t get off the bus as scheduled, the elementary school and/or bus company will immediately be called. Parents will be called immediately following this.
CUSTODY ISSUES
Parents are welcome to visit Yahara River Learning Center at any time during the hours of operation unless parental access is prohibited or restricted by a court order. If so, we need a copy of this order for the child’s file. Please understand that we cannot legally limit access to a parent if there is not a copy of the court order on file at the program.
REASONS FOR MISBEHAVIOR
If caregivers understand why children misbehave, they can be more successful at reducing behavior problems. Listed here are some of the possible reasons why children misbehave:
• Children want to test whether caregivers will enforce rules
• They experience different sets of expectations between school and home
• A child does not understand the rules, or are held to expectations that are beyond their developmental levels
• They want to assert themselves and their independence
• They feel ill, bored, hungry or sleepy
• They lack accurate information and prior experience
• They have been previously “rewarded” for their misbehavior with adult attention
PREVENTING MISBEHAVIOR
Child misbehavior is impossible to prevent completely. Children, usually curious and endlessly creative, are likely to do things parents and other caregivers have not expected. However, there are many positive steps caregivers can take to help prevent misbehavior:
• Set clear, consistent rules (i.e. walking feet, gentle touches)
• Make certain the environment is safe and worry-free
• Show interest in the child’s activities (i.e. participating in activities with the children so they stay interested for longer periods)
• Encourage self-control and independence by providing meaningful choices (i.e. “You may pick up the blocks or the art center”)
• Focus on the desired behavior, rather than the one to be avoided (i.e. Please use gentle touches with your friends”)
• Build children’s images of themselves as trustworthy, responsible and cooperative
• Give clear directions one at a time
• Notice and pay attention to children when they do things desirable (i.e. You are working so hard to clean up the blocks”)
• Encourage children often and generously
• Set a good example (i.e. using a quiet voice when children should be quiet)
• Help children see how their actions affect others
RESPONDING TO MISBEHAVIOR
Listed below are strategies that Yahara River Learning Center staff will use to respond to child misbehavior. Remember, however, that it’s always a good idea if rules are explained fully and clearly understood before misbehavior occurs. Whenever possible, involve children in making the rules for the classroom.
• Redirection
o This strategy should be used most frequently when working with young children. If a child is not following the rules or being uncooperative, quickly get the child’s attention and introduce another activity.
▪ Example: “Emma, please help me build a tower. It’s Lucas’ turn to ride the bike”
• Logical Consequences
o These are structured consequences that follow specific misbehaviors. The child should be able to see how the behavior and the consequence are directly related.
▪ Example: Standing on a chair. Teacher reminds child that if they stand on the chair they could fall and get hurt and that it will make them sad.
• Participate in the Solution
o If a child damages something, they need to help in fixing it or cleaning it up. If a child causes someone distress, they should help in relieving that.
▪ Example: “It made Leah very sad when you told her she wasn’t your friend anymore. Please come help make her feel better”
• Natural Consequences
o Allowing children to experience the consequences of their behavior is also called learning the hard way.
▪ Example: Laura doesn’t put her books in her backpack to go back home. One day she loses a book. She must find a way to replace it. Only use natural consequences when they will not endanger the child’s health or safety
• “Take a break” or “Calm down space”
o In some situations, a child may need to be removed from a particular situation in which they have become overwhelmed or violent. The child should be directed to “take a break” or “go to the calm down space” This strategy gives the child a chance to calm down, regain control, and reflect quietly on their behavior away from others. Once the child has calmed down, staff should talk with the child about the actions that led up to and resulted in needing a break or going to the calm down space.
▪ “Karen we have talked about how hitting is not okay and it hurts. Because you hit Joey, please leave the block area and go to the calm down space. I will talk to you when you are ready.”
If these actions do not help in reducing or changing behavior the following will take place:
1. Staff will report behavior and what strategies have been attempted to the Director and/or Assistant Director
2. The Director and/or Assistant Director will observe the child and meet with the teachers to develop a behavior management plan
3. Behavior management plan will be discussed with the parents and be put into practice
4. The Director and/or Assistant Director, Teachers, and parents will evaluate the behavior management plan. If needed, adjustments will be made.
**If a child’s behavior becomes threatening to themselves, other children, staff or teachers, the child will be removed from the classroom and possibly the program for a period of time
USEFUL PHRASES
The following phrases are useful when problem-solving with children:
Instead of: “No” or “Don’t”
Say: “Please stop” “I don’t like that” “That is not a choice”
Instead of: “That’s not nice!”
Say: “That hurts Jordan” “Please use gentle touches”
Instead of: “No running”
Say: “Please use your walking feet” “You can run outside”
Instead of: “Stop crying”
Say: “I need you to use your words”
Instead of: “Can you put away your toys? (If it’s not a choice, do not pose as a question)
Say: “You may help pick up the blocks or the art area.”
Instead of: “I said yes” (when a child tells you “no”)
Say: “No is not a choice, I need you to…”
BITING POLICY
Biting is a behavior that usually appears between the ages of one and three years. While biting is an age-appropriate behavior, it is important to remember it is also an unacceptable behavior in the childcare environment. Children bite for a variety of reasons: teething, sensory exploration, cause and effect, imitation, crowding, seeking attention, frustration and stress. Biting is not something to blame on children, their parents or their teachers. There are a variety of strategies we implement at Yahara River Learning Center to prevent and stop biting. This is the process followed when a child bites:
• The biting child is stopped and told “Stop biting. Biting hurts” in a firm voice. Teachers should remain clam, being careful to not shower anger or frustration towards the child
• The biting child is removed from the situation. Depending upon the observed motive for the bite, the separation may include re-direction or meeting the child’s needs. As little attention as possible will be placed on the biting child, to avoid reinforcing the behavior.
• Appropriate first aid will be provided to the child who was bitten. Bite will be washed with soap and water; cold compress will be applied to reduce pain and swelling. A bandage will be applied if necessary.
It is important to explore the reasons for biting when it occurs. Teachers need to work with parents to gather information about the child’s behavior and begin observations to determine the reasons for biting. Examples of triggers would be: communication deficits, transitions, hunger, lack of sleep, need for oral stimulation or teething pain. Once triggers are identified, staff can work on prevention strategies and start teaching replacement skills. Below are the steps the teacher will take to identify triggers and replace the behavior:
1. The teacher will examine the context in which the biting is occurring and look for patterns. The following questions should be asked:
• Was the space crowded?
• Was there too few of toys?
• Was there too little to do or too much waiting?
• Was the child who bit getting the attention and care they deserved at other times?
2. The teacher will change the environment, routines or activities if necessary
3. The teacher will work with the child who is biting to resolve conflicts and frustrations in more appropriate ways
4. The teacher will observe the child to get an idea of why and when they are likely to bite
5. The teacher will identify children likely to be bitten and make special efforts to reduce the chances of being bitten
6. The teacher and parent will meet to develop an action plan
7. If biting continues, the teacher will observe the group more closely and work with the parents to seek out additional resources to shadow the child who is biting
All information is confidential and names of children involved in incident are not shared between parents.
