| Program: Day Care (Continued on the next page) |
| | Operation Type: Before/After School Program (Continued on the next page) |
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Accommodating Special Diets in Child Care
| Tips for accommodating special diets ranging from food allergies to parental preferences.
(English) | Administration and Communication, Nutrition and Food Service |
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Accommodating Special Diets in Child Care (Spanish)
| Tips for accommodating special diets ranging from food allergies to parental preferences.
(Spanish) | Administration and Communication, Nutrition and Food Service |
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Accommodating Special Diets in Child Care (Vietnamese)
| Tips for accommodating special diets ranging from food allergies to parental preferences.
(Vietnamese) | Administration and Communication, Nutrition and Food Service |
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Active Shooter Emergency Action Plan Template
| This emergency action plan template is to help organizations prepare their personnel for active shooter scenarios. (English) | Administration and Communication, Fire Safety, Personnel, Safety Practices |
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Active Shooter Resource: What You Can Do
| Run, Hide, Fight-resource to share with staff to prepare for an active shooter scenario. (English) | Administration and Communication, Personnel, Safety Practices |
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Active Supervision at a Glance
| Supervision strategies that allow children to explore their environment safely while being directly supervised. (English) | Active Play, Activities, Field Trips, Personnel |
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Adapting the Child Care Environment for Special Needs
| Many child care providers work with children who have disabilities or special needs. Remember that children with special needs are children first, and have more similarities than differences from children without disabilities. (English) | Active Play, Activities, Personnel, Physical Facilities |
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Adapting the Child Care Environment for Special Needs (Spanish)
| Many child care providers work with children who have disabilities or special needs. Remember that children with special needs are children first, and have more similarities than differences from children without disabilities. (Spanish) | Active Play, Activities, Administration and Communication, Personnel, Physical Facilities |
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Adapting the Child Care Environment for Special Needs (Vn)
| Many child care providers work with children who have disabilities or special needs. Remember that children with special needs are children first, and have more similarities than differences from children without disabilities. (Vietnamese) | Active Play, Activities, Administration and Communication, Health Practices, Personnel, Physical Facilities, Ratios and Group Sizes |
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Adapting Toys and Play Materials
| Although adaptation is most commonly associated with children with disabilities, toys can and should be adapted whenever any child – or group of children – needs extra assistance. The following ideas illustrate ways that early childhood toys and play materials can be adapted. (English) | Active Play, Activities |
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Adapting Toys and Play Materials (Spanish)
| Although adaptation is most commonly associated with children with disabilities, toys can and should be adapted whenever any child – or group of children – needs extra assistance. The following ideas illustrate ways that early childhood toys and play materials can be adapted. (Spanish) | Active Play, Activities, Administration and Communication |
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Adapting Toys and Play Materials (Vn)
| Although adaptation is most commonly associated with children with disabilities, toys can and should be adapted whenever any child – or group of children – needs extra assistance. The following ideas illustrate ways that early childhood toys and play materials can be adapted. (Vietnamese) | Active Play, Activities, Administration and Communication |
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Adding Minimum Standards to Smart Devices (iOS)
| Updated guide to add the minimum standards to your smart device. (iOS/iPhone/iPad)(English) (English) | Abuse/Neglect Definitions - TAC 745, Actions - TAC 745, Active Play, Activities, Administration and Communication, Application and Issuance - TAC 745, Background Checks - TAC 745, Discipline, Field Trips, Fire Safety, Health Practices, Human Resources Code, Chapter 42, Human Resources Code, Chapter 43, Immunizations - TAC 745, Inspections and Investigations - TAC 745, Naptime, Nutrition and Food Service, Personnel, Physical Facilities, Pools, Ratios and Group Sizes, Record Keeping, Regulation - TAC 745, Safety Practices, Texas Family Code, Chapter 261 , Transportation |
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After the Hurricane-Keeping Children Safe
| Keep children safe and at ease through the wait and associated cleanup of Hurricane Harvey (English) | Activities, Administration and Communication |
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Ages and Stages - Preschoolers/ Pre-Kindergarteners
| This document provides an overview of the characteristics of children ages three to five years. (English) | Activities |
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Ages and Stages - Preschoolers/ Pre-Kindergarteners (Sp)
| This document provides an overview of the characteristics of children ages three to five years. (Spanish) | Activities |
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Ages and Stages - Preschoolers/ Pre-Kindergarteners (Vn)
| This document provides an overview of the characteristics of children ages three to five years. (Vietnamese) | Activities |
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Allergy and Anaphylaxis Emergency Plan by AAP
| Allergy and Anaphylaxis Emergency Plan (English) | Record Keeping |
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Anchor It Initiative
| Anchor items such as TV's, bookshelves (English) | Health Practices, Physical Facilities, Safety Practices |
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Basic Tools for Guiding Young Children's Behavior
| Basic tools that can be used to guide children's behaviors in a positive and consistent direction. The importance of focusing on positive behaviors, providing constructive feedback, and teaching children how to correct the effects of their behavior. (English) | Administration and Communication, Discipline, Personnel |
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Basic Tools for Guiding Young Children's Behavior. (Spanish)
| Basic tools that can be used to guide children's behaviors in a positive and consistent direction. The importance of focusing on positive behaviors, providing constructive feedback, and teaching children how to correct the effects of their behavior. (Spanish) | Administration and Communication, Discipline, Personnel |
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Basic Tools for Guiding Young Children's Behaviors. (Vietnamese)
| Basic tools that can be used to guide children's behaviors in a positive and consistent direction. The importance of focusing on positive behaviors, providing constructive feedback, and teaching children how to correct the effects of their behavior. (Vietnamese) | Administration and Communication, Discipline, Personnel |
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CACFP Child Meal Pattern-Chart
| USDA Child Meal Pattern 2016 (English) | Nutrition and Food Service |
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CACFP Child Meal Plan Updated 2017
| USDA recently revised the CACFP meal patterns to ensure children and adults have access to healthy, balanced meals throughout the day. (English) | Nutrition and Food Service |
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Cars & Kids: How to Avoid Dangerous Situations
| Safety tips to prevent leaving children in hot vehicles.
Safety tips to prevent leaving children in running vehicles.
Safety tips for children when around parked cars.
(English) | Personnel, Transportation |
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Cars & Kids: How to Avoid Dangerous Situations (Spanish)
| Safety tips to prevent leaving children in hot vehicles.
Safety tips to prevent leaving children in running vehicles.
Safety tips for children when around parked cars.
(Spanish) | Personnel, Transportation |
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Cars & Kids: How to Avoid Dangerous Situations (Vietnamese)
| Safety tips to prevent leaving children in hot vehicles.
Safety tips to prevent leaving children in running vehicles.
Safety tips for children when around parked cars.
(Vietnamese) | Personnel, Transportation |
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CDA Credentialing Process Overview
| CDA process broken into steps to guide the CDA candidate in the application of the CDA process. (English) | Administration and Communication, Personnel |
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CDA Renewal Process Overview
| Steps for completion of the CDA renewal. Renewal is required every 3 years. (English) | Administration and Communication, Personnel |
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Center Director Qualification
| FAQ for director candidates to answer questions on how to qualify as a center director. (English) | Administration and Communication, Personnel |
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Checking the Sex Offender Registry to Keep Children Safe
| This provides information on how to check the sex offender registry and take precautions to keep children in care safe. (English) | Abuse/Neglect Definitions - TAC 745, Administration and Communication, Background Checks - TAC 745, Safety Practices |
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Checking the Sex Offender Registry to Keep Children Safe (Spanish)
| This provides information on how to check the sex offender registry and take precautions to keep children in care safe. (Spanish) | Abuse/Neglect Definitions - TAC 745, Administration and Communication, Background Checks - TAC 745, Safety Practices |
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Checking the Sex Offender Registry to Keep Children Safe (Vietnamese)
| This provides information on how to check the sex offender registry and take precautions to keep children in care safe. (Vietnamese) | Abuse/Neglect Definitions - TAC 745, Administration and Communication, Background Checks - TAC 745, Safety Practices |
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Child Care Regulation: Professional Development
| Training highlights, clarifications and examples of certificates, types of training. (English) | Administration and Communication, Health Practices, Personnel, Record Keeping, Safety Practices, Transportation |
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Child First Language (English)
| The children (and their families) you care for will pick up the words you use, and from your example they will learn how to think about the world around them, including people who are different from them. (English) | Active Play, Activities, Administration and Communication, Discipline, Personnel |
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Child First Language (Spanish)
| The children (and their families) you care for will pick up the words you use, and from your example they will learn how to think about the world around them, including people who are different from them. (Spanish) | Active Play, Activities, Administration and Communication, Personnel |
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Child First Language (Vn)
| The children (and their families) you care for will pick up the words you use, and from your example they will learn how to think about the world around them, including people who are different from them. (Vietnamese) | Active Play, Activities, Administration and Communication, Discipline, Personnel |
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Child Safety Guide 2020
| Caring for children leads to great joy and satisfaction, but also comes great responsibility. While you are busy making a difference in the life of a child, here are a few ways you can reduce the risk to children in your care. (English) | Activities, Fire Safety, Health Practices, Naptime, Nutrition and Food Service, Physical Facilities, Pools, Safety Practices, Transportation |
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Child Safety Guide-Spanish
| Caring for children leads to great joy and satisfaction, but also comes great responsibility. While you are busy
making a difference in the life of a child, here are a few ways you can reduce the risk to children in your care. (Spanish) | Health Practices, Naptime, Nutrition and Food Service, Pools, Safety Practices |
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Child Safety Guide-Viet
| Caring for children leads to great joy and satisfaction, but also comes great responsibility. While you are busy
making a difference in the life of a child, here are a few ways you can reduce the risk to children in your care. (Vietnamese) | Health Practices, Naptime, Nutrition and Food Service, Pools, Safety Practices |
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Choose Safe Places for Early Care and Education
| Make sure that early care and education (ECE) programs are located in safe places — so that children aren’t exposed to dangerous chemicals during their care. (English) | Administration and Communication, Application and Issuance - TAC 745 |
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Choosing Safe Places for Early Care and Education - After Disasters
| During recovery from disasters— including hurricanes, floods, and fires, —impacted people might be at risk for exposure to harmful chemicals. Children are especially vulnerable. The Agency for Toxic Substances and Disease Registry (ATSDR) developed this resource to help public health professionals protect children from environmental exposures after a disaster. (English) | Health Practices, Physical Facilities, Safety Practices |
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Choosing, Introducing and Caring for Pets
| Considerations for having a pet in the child care setting.
(English) | Administration and Communication, Safety Practices |
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Choosing, Introducing and Caring for Pets (Spanish)
| Considerations for having a pet in the child care setting.
(Spanish) | Administration and Communication, Safety Practices |
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Choosing, Introducing and Caring for Pets (Vietnamese)
| Considerations for having a pet in the child care setting.
(Vietnamese) | Administration and Communication, Safety Practices |
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Communicating with Parents
| To foster partnerships with parents, you need to consciously promote open communication. When parents have an infant or toddler with a disability, effective communication is especially critical. (Vietnamese) | Administration and Communication, Personnel, Safety Practices |
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Communicating with Parents (English)
| To foster partnerships with parents, you need to consciously promote open communication. When parents have an infant or toddler with a disability, effective communication is especially critical. (English) | Activities, Administration and Communication, Personnel |
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Communicating with Parents (Spanish)
| To foster partnerships with parents, you need to consciously promote open communication. When parents have an infant or toddler with a disability, effective communication is especially critical. (Spanish) | Activities, Administration and Communication, Personnel |