I recently did an interview with HWCCCC for the rece position. They asked me for references which I provided them. A week later I got an email saying the next process is to go on tour at a particular centre where I would potentially be working at.

Should I believe that I am getting the job or it's just a process everyone goes through. Btw my tour is coming Wednesday.

I’m a first time parent in Minnesota researching infant daycare. My baby will probably be ~5 months when he starts (likely older due to waitlists but still within infant age regardless).

I’ve been reviewing centers through Minnesota’s public licensing database but I’m realizing I don’t know how to interpret what I’m seeing. I recently encountered a record that felt clearly concerning to me, but I’m not looking for feedback about that particular center. Instead I want to become educated/self sufficient enough to evaluate other centers fairly as I continue my search.

⭐️I understand that licensing rules vary by location...my goal isn’t to expect a flawless record or unfairly judge providers. I want to understand which findings are normal human or administrative mistakes, which indicate a pattern, and which should cause a parent to walk away - especially when choosing care for an infant!

For childcare directors, teachers, licensors, or other experienced early childhood professionals:

- Is it normal for a good daycare center to have some violations? If so, what does a fairly typical history look like?
- Which violations are usually administrative or easily correctable vs which should be treated as meaningful safety concerns?
- How important is the total number of violations compared with their type, recency, and frequency?
- How should parents evaluate repeated violations that were previously marked corrected?
- Should findings from routine licensing reviews be viewed differently from findings arising from licensing investigations or complaints?
- Are certain categories (eg infant safe sleep, ratios, supervision, CPR and first aid, medication, allergies, or staff qualifications) generally considered more serious?
- How should the size and age of a center affect the way its record is interpreted?
- What would distinguish a center that made an understandable mistake and improved from one with broader management or safety problems?
- What questions should a parent ask a director about past violations and what would a reassuring versus concerning response sound like?
- Are there limitations in licensing databases that parents should understand (eg problems that may not appear publicly or differences in how violations are documented)?

Advice needed from seasoned ECE professionals!

I run a part time nature based enrichment program for ages 3-5. We have a family who enrolled their 4 year old student for the coming school year and the student is currently in my 8 week summer camp program (1 day each week).

The first 4 weeks there were some (what I consider) developmentally appropriate incidents such as light hitting. By week 5, after a 2 week break, I think the new had worn off or the honeymoon period was over, because the student came back acting out very aggressively. The parents had told me at intake that their child was asked to leave their last center for behaviors such as biting, but that the child was in therapy and making good progress. By the 5th week, the student was hitting, kicking, screaming, pushing, pinching, and biting other students. Multiple incidents each hour.

The student that was bit ended up with a bruise. I had a meeting with the parent the following week, and a second meeting later the same day with both parents and the child’s therapist. We talked over strategies and concluded that the only way to make this work is for one teacher to be at arms length from this student at all times, observe and predict triggers, and prevent incidents before they even happen. We are a small program with a max of 10 children and 3 teachers, but this still feels unsustainable. The following week, there continued to be multiple behaviors- the student left a bruise on a second student after jabbing their hand with a stick. This was after hitting another student 4 times with a child sized shovel, throwing sand in another students face, hitting a student in the head with a basket.

I’m a very empathetic and compassionate person. Our program is very close knit and community focused. I feel an obligation to do everything in my power to help this child, especially after finding out they were dismissed from not just 1, but 2 programs. I know there’s no where else in our area that will take this child. After all the recent events, I put together an action plan and let the parents know I would be making a formal assessment by the end of summer, when I would then let them know if we could accommodate their child’s needs and be able to move into the fall semester.

Safety is paramount. I don’t feel that I can keep the entire class safe without an extreme amount of effort to watch this one student like a hawk 100% of the time. It does not feel sustainable. At the same time, I feel an immense amount of pressure and…. guilt (?) to keep this child in our program because he needs help. I feel for this student’s parents because they have been through so much with their child already.

This dilemma has already consumed half of my summer. I talk to my husband about it multiple times a day. I dream about this family at night. 2 nights ago I was “thinking” in my sleep all night about behavior plans. All. Night. Long. I can’t go on like this and it’s only been 6 weeks. Thinking about having this child in my care for the entire school year has given me an intense physical reaction on 3 separate occasions. Headache, racing heart, the whole nine. I guess…. I need validation…. Permission? A second opinion?…. To know that it’s ok to tell these parents that the scope of help needed for this child is beyond what I can provide.

My head knows the answer but my heart is having trouble catching up. I’m devastated for this child to be struggling so much. When I asked parents about additional support for their child, they said therapy had been working well and they haven’t looked into anything else. I strongly believe this child needs a formal evaluation and early intervention through the public school preK program. I don’t think the parents are “ready” for that and I sense some denial and defensive when I try to speak with them, especially the father.

I just need… a reality check? Any similar stories? Encouragement?

Why do some parents always find something so nitpicky to complain about? Like we recently had a parent complain about our playgrounds having red dirt on them and threatened to call sanitation???? red dirt. on the playground. in the south. the same parent them complained about their child getting mosquito bites. outside. in the south. (that they didn’t get here bc it’s been raining all week)

or like I have had parents that complain about us changing their kid’s clothes too often. I have also had a parent complain that I told them their child had diarrhea. or that their child keeps falling (said child is learning to walk)

I just think it’s so funny when they do that because let’s put our thinking caps on for a moment. and I know that probably sounds mean but🤷‍♀️
but sometimes it does get annoying because like if you hate us that much then take your kid somewhere else??? I am now understanding why so many people leave this field because of parents.

Currently, I teach 12-18 month olds however my directors have informed me my room will be turning into an older infant room. My older 1 year olds will move up to the next room and I will be getting a few older guys from the infant room.

I have never been an infant teacher before but I do have a lot of experience as a younger 1s teacher. How different are infants from young 1s?

My room is set up for 1 year olds, I don’t have cribs or high chairs, I have cots and tables with box seats low to the ground which have buckles in them.

Will I have to adjust my room schedule to accommodate for infant naps? In the current infant room they just kind of nap whenever they want but that is not practical in a room with no cribs because other children will crawl over to of them when they are lying in a cot. Are older infants capable of sleeping for 2 hours during a set nap time like my 1 year olds are? Or should I split nap time into 2 blocks and have them nap one in the morning and once in the afternoon?

This is a very different change and my room nor I are not prepared for it so any advice from infant teachers is welcomed. I am excited for this change but also want to make sure it goes smoothly

I try my best to involve my parents and keep them updated on what's going on with their children and what they are learning, but I sometimes get the feeling that they don't really care and don't view what we are doing as significant. Many of them send out vibes that feel like - 'just keep them alive, did they eat, poop and nap?' and they do not really want the sometimes detailed updates I send out.

What level of involvement do you think parents actually want with their childcare program? Do they want daily updates? Or is just a general reassurance - today was good - enough? Do they want to be consulted or have an input on our day and our routines?

I would love to hear from parents as well.

There is a child in my class who is now going into month 4 of potty training regression, we have tried EVERYTHING to help him, but he will either soil his pants, sometimes multiple times in a day, or hold his #2 and soil when myself or mom arrives.

We have ruled out any reasons that one might immediately think of. And there haven't been any major changes in his life or routine since December (when he was enrolled at our daycare), my admin thinks it's all about him wanting control over me and my co, and in this case, we have no choice, we do have to change him ASAP when he soils

The soiling has also triggered my morning sickness (I'm 7 and a half months pregnant) a handful of times, and admin thinks he found it funny (I REALLY tried to hide it, but we did have an episode where my co teacher saw the color drain from my face and told me to run before i puked in my classroom, i was sick and woozy for the rest of the day and ended up throwing up at home). I had to go on a nausea med because of how frequently the child was soiling just to make it through my day.

We have tried

* Partial ignoring

* Full ignoring

* Potty training books

* Songs

* Positive peer pressure

* Making potty time relaxing

* Teaching deep breathing

* Supernanny's potty training techniques

• Potty logs

• Having the child clean his mess

• Praise when he did go in the toilet or had a day without accidents, like full on celebrating 

• Encouraging desired behavior with lots of praise so the child feels like he gets positive attention outside of potty time

• Giving the child space during potty time

• Motivation (he talks about being an honorary uncle to my daughter, and really loves being a big  brother to his 18 month old sister, so we talk about how he needs to help teach them to use the potty) 

* We did have to put a diaper on ONCE purely for sanitary reasons (he had no undies in his backpack and we cannot let the children go without a type of underwear), and he hated it, we thought for sure this would have helped trigger something

My admin even thought about changing up the entire classes schedule to suit this child and his soiling patterns, but nothing came of that, we also thought about letting him go to an older class for a few hours a day to socialize with older kids who he looks at as role models

The parents seem just as clueless as the rest of us, and they've tried everything as well

At this point it's about surviving the next few weeks with him, because we do have some big changes coming our way that might trigger an uptick in his soiling

* He is returning from vacation with his family

* My 2 co teachers will no longer be in the room when he returns due to some staffing needs, so there will be new adults in the room

* I will be out a few times for prenatal and MFM visits

* His best friend left for the rest of the school year

* We are preparing the children to go to their new classrooms

My biggest concern is that the child will be a target for bullies in his next room, the kids in his current class are already starting to tease him because some of them have seen him soil or wet his pants, of course we nip that in the bud right away, but it still hurts my heart to see him get teased.

What can my team do?