| Program: Day Care (Continued on the next page) |
| | Operation Type: Before/After School Program (Continued on the next page) |
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24 Month Background Checks
| Provides information on how and when to submit 24-month background checks
(English) | Administration and Communication, Background Checks - TAC 745, Personnel, Record Keeping |
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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 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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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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Background Checks for Frequent or Regular Visitors Day Care
| Provides information on when and how to submit background checks for frequent and regular visitors
(English) | Administration and Communication, Application and Issuance - TAC 745, Background Checks - TAC 745, Personnel, Record Keeping |
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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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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 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
| Safe Sleep, Choking Prevention, Water Safety, Car Safety, Anchor (English) | Active Play, Activities, Field Trips, Naptime, Nutrition and Food Service, Pools, Safety Practices |
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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, 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 |
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Communicating with Parents about Medication Policies
| Tips on how to talk with parents about medication and medication policies. (English) | Administration and Communication, Safety Practices |
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Creating an Emergency Preparedness Plan
| The best way to keep children safe and healthy in an emergency is by having a response plan in place in advance. If your program doesn’t have one already, then you will need to develop an emergency preparedness plan. Creating an emergency preparedness plan is a step-by-step process. (English) | Administration and Communication, Fire Safety |
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Creating an Emergency Preparedness Plan (Sp)
| The best way to keep children safe and healthy in an emergency is by having a response plan in place in advance. If your program doesn’t have one already, then you will need to develop an emergency preparedness plan. Creating an emergency preparedness plan is a step-by-step process.
(Spanish) | Administration and Communication, Fire Safety, Personnel |
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Creating an Emergency Preparedness Plan (Vn)
| The best way to keep children safe and healthy in an emergency is by having a response plan in place in advance. If your program doesn’t have one already, then you will need to develop an emergency preparedness plan. Creating an emergency preparedness plan is a step-by-step process. (Vietnamese) | Administration and Communication, Fire Safety, Personnel |
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Downloading Standards to iDevices
| Instructions and screen shots to download a PDF of the standards to iDevices (English) | Administration and Communication, Application and Issuance - TAC 745 |
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E Cigarettes and Vapes
| Liquid nicotine, used in electronic cigarettes can be deadly to children. (English) | Field Trips, Fire Safety, Health Practices, Transportation |